LIBE 467 Assignment #2

 Collaborate with a Teacher and Evolve their Practice  

Introduction:

As Riedling and Houston argue, school librarians should be at the heart of collaboration in their school community (2019).  They outline the AASL National School Library Standards to demonstrate the role of the teacher librarian as leading both staff and students in six foundational areas: Inquire, include, collaborate, curate, explore and engage (Riedling and Houston, 2019). Collaboration and co-planning efforts are integral to the teacher librarian role (Miller and Bass, 2019). As mentioned in Lesson 5, “...whenever it is possible, instruction on information skills and the use of reference materials should involve a collaborative effort… Numerous research studies have indicated that this is not only an effective form of instruction, but also improves student achievement” (UBC, 2022).  

 

Collaboration Freepik.com, 2022

The Concerns-Based Adoption Model (CBAM) is a framework designed to support professional development for staff as they evolve their practice. The CBAM asserts that change is a personal process and involves adaptation and various stages of emotion and skills development (Loucks-Horsley, 1996). By identifying concerns, the teacher librarian can provide a supportive role for teachers as they make changes to their practice.

 

Hord, Rutherford, Huling-Austin, & Hall, 1987.

The Substitution Augmentation Modification Redefinition Model (SAMR) is a similar framework which applies to the integration of innovative technology and its impact in education and learning (Technology is Learning, n.d.). It suggests there are four stages of technology integration which result in various stages of application and change (Technology is Learning, n.d.). As the teacher librarian’s role includes providing a variety of formats and integrating technology, the SAMR framework is a useful guide when approaching collaborative and mentorship efforts. To offer a variety of formats to meet the needs of learners and provide a quality selection of materials, I will be focusing on introducing reference materials in digital form, as well as suggesting resources to enhance the inquiry process for learners.

Technology is Learning, n.d.

The teacher librarian needs to be familiar with the needs of the school community and identify the best times to implement tools and promote collaboration with staff (Miller and Bass, 2019). This is where both the CBAM and the SAMR can provide valuable guidance. For this experience, I will demonstrate plans for assisting one teacher transition through multiple phases of the CBAM.  While my focus will be on the CBAM framework, I will touch upon ways to support change in the SAMR model and assist the teacher in applying the The Points of Inquiry framework.

Background:

Ms. Devney is a grade 4 teacher at Springfield Elementary School.  She is in her 29^th year of teaching and 7^th year at this particular school.  She does not have any collaborative experience but is open to the idea. While she currently does not use technology in the classroom, Ms. Devney has demonstrated interest in learning ways to integrate technology into her lessons.  She has been previously hesitant, not because of a lack of interest, but because of a lack of confidence and experience. Students have access to the computer lab twice per week and there are optional learning commons blocks available for teachers to sign up. Ms. Deveny tends to teach using traditional research projects in her classroom, where students are given questions and present their findings to the class using traditional outlets such as written papers or poster presentations.  While she uses primarily print materials in her lessons, she does occasionally allow students to search for images and facts on google. 

BCTLA, 2011

She has demonstrated some interest in The Point of Inquiry as this has become a popular framework within the district but is not currently using it.  The Points of Inquiry emphasizes authentic student-centered learning and opportunities for reflection and revision (BCTLA, 2011). 

According to the CBAM, Ms. Devney is between the stages of awareness and informational as she is demonstrating some interest in learning more about technology integration, digital reference resources, and inquiry but has not actively sought out information (Loucks-Horsley, 1996).  According to the SAMR, Ms. Devney is relying on print materials and demonstrates minimal use of computers or digital tools at a teaching level, but does enable students to search for images and basic facts in google (Power School, 2021).  This suggests the Augmentation stage as while the teacher is not using technology to enhance teaching, students can access material that may not be available in print, however, limited (Power School, 2021).

Goals:

My goals for supporting Ms. Deveny's transition through phase 2 and phase 3 of CBAM include:

• Provide training and guidance using both formal and informal methods.
  

• Co-plan an inquiry project with Ms. Devney to demonstrate new resources and allow her the opportunity to partake in a collaborative experience.

• Introduce relevant reference materials and demonstrate how to implement new tools and materials into lessons

• Curate a diverse collection with a variety of formats for the inquiry project.  

• Demonstrate the inquiry-based approach while meaningfully incorporating reference materials and technology.

Process:

1. Non-Use 🠊 Orientation

The first step I would take to assist the teacher in moving from the stage of Non-Use through to Orientation, is to provide training. According to Huang, this stage is where the mentor would facilitate workshops and training opportunities for the teacher (n.d). The district website includes numerous valuable reference materials, such as World Book Online, National Geographic Kids, various databases, as well as access to a variety of kids’ magazines, and e-books. I would take this opportunity to provide a workshop for all teachers, ensuring this specific teacher attends. I would ask the IT department to come in to demonstrate the resources but if this was not possible, I would teach staff myself. This would preferably happen during an in-service workshop but if this was not possible, I would offer this as a lunch and learn workshop. 

 

In addition to this whole school approach, I would provide one-on-one time with the teacher focusing on World Book Online as this would be relevant to her teaching and is a valuable digital reference resource provided by the district. I would also provide her with links and materials provided by the World Book Online website to assist educators, including a step-by-step training guide as well as the option for online certification. While we would focus on World Book Online, I would ensure she understands the availability of other useful resources on the district website and suggest ways these could be incorporated into lessons and inquiry projects.

 

Screenshot from World Book Online, 2022

 

 

 

 

 

 

 

 

2. Orientation 🠊 Preparation

For this transition, I would find out what curricular areas the teacher is going to be covering with students and co-plan the unit with Ms. Deveny. I would assist implementing new technology and The Points of Inquiry along the way. This would include teaching students to use World Book Online during a library learning commons block, being present during the research stages, as well as offering suggestions for inquiry, such as allowing students to form their own questions or choose from questions on a given topic while ensuing the questions are conceptual. Teaching students to use the reference resources ahead of time would allow for the teacher to feel more confident using them independently.  I would lead this portion of the lesson during our co-teaching time which allows the teacher to see firsthand how the resource can be meaningfully implemented.  At this stage it is key to model and practice the new learning with the teacher and provide guidance (Huang, n.d.). I would assist in preparation by curating text-sets for the teacher to ensure materials are rich in quality, that there is a variety of format and reading levels available, and that content is appropriate for inquiry.

Looking Forward: 

While my focus has been on transitioning through the first 3 stages, I would continue to collaborate and support Ms. Deveny throughout the unit and stages of CBAM and SAMR. Once Ms. Devney is comfortable with the current use of reference resources and digital tools, I would assist her in refining her practice, collaborating with myself and others, and provide regular opportunities for assessment and reflection. Integrating technology can enhance learning and provide options for students to express their learning in a variety of ways (PowerSchool, 2021). I would recommend other digital tools for student output such as allowing students to demonstrate their learning by creating videos, or online digital books with Book Creator or Write Reader. As with World Book Online, I would teach her students to use these resources during library learning commons blocks and give the teacher an overview of each tool as well as the opportunity to observe as I teach the class.

The CBAM and SAMR models are useful tools for assisting teacher librarians address teachers’ concerns and help them through collaboration, modelling and mentorship to use a variety of references and tools during their lessons.

References:

Book creating tool to increase students’ literacy skills. WriteReader. (2020, November 27). Retrieved March 2, 2022, from https://www.writereader.com/

British Columbia Teacher-Librarian’s Association (2011). The points of inquiry: A Framework for information. Retrieved March 1, 2022, from https://bctla.ca/wp-content/uploads/2018/02/the-points-of-inquiry.pdf
 

Canada Library Association (2014). Standards of practice for school library learning commons. Retrieved February 28, 2022, from http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf

CBAM explanation - Washington State University. (n.d.). Retrieved February 28, 2022, from https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf 

 

Coombs, D. (2015). Using text sets to foster critical inquiry. English Journal, 105(2), 88-95.

Freepik (2020). Collaboration (Vector). Freepik.com https://www.freepik.com/

 

Huang, P (n.d.) Levels of use - concerns-based adoption model. Retrieved February 28, 2022, from https://sites.google.com/site/ch7cbam/home/levels-of-use 

 

Knapp, N. F. (2019). Using technology to foster "real reading" in the school library and beyond. Knowledge Quest, 48(1), 54.

Miller, S., & Bass, W. L. (2019). Leading from the library: Help your school community thrive in the Digital age. International Society for Technology in Education. 

National Geographic Kids. National Geographic. (n.d.). Retrieved March 2, 2022, from https://kids.nationalgeographic.com/

Powerschool.com. (2021). SAMR Model: A practical guide for K-12 classroom technology integration. Retrieved March 1, 2022, from https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips. Libraries Unlimited.

SAMR model - technology is learning. Google Sites. (n.d.). Retrieved February 28, 2022, from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model 

 

Silverstein, J. (2005). Just curious: Children's use of digital reference for unimposed queries and its importance in informal education. Library Trends, 54, 228 - 244.

University of British Columbia (2022). Lesson 5: The Reference Interview: Cooperative Program Planning and Teaching for Personalized Inquiry. Retrieved March 1, 2022 from https://canvas.ubc.ca/courses/84997/pages/lesson-5-the-reference-interview-cooperative-program-planning-and-teaching-for-personalized-inquiry?module_item_id=3995258

Wilhelm, J. D. (2014). Learning to love the questions: How essential questions promote creativity and deep learningLinks to an external site.. Knowledge Quest 42(5): 36-41.

World Book Online Kids. (n.d.). Retrieved March 2, 2022, from https://www-worldbookonline-com.bc.idm.oclc.org/kids/home?subacct=CD21408