Personal Summary and Reflection of Inquiry Phase
Phase 2 of this blogging project has been an interesting endeavour for me. I’m not used to inquiry-based learning since I grew up in a traditional education environment. However, I experienced self-discovery and empowerment through this type of learning. Ever since I have started to blog my learning, I have learned much from this experience and proud of what I have accomplished. I have gained many takeaways from my exploration and from others in the course. All of this will be applied to my personal professional development as I take my learning into new directions. There were several topics that stood out to me; it is hard to choose one. But I will display my chosen topic after describing my key learning moments and development for my future pedagogical practice.
I have gained many key takeaways while blogging for Phase 2. I have learned that technology should be implemented more often in libraries to promote a reading culture and teach digital literacy skills in children. I realize that digital literacy is an important topic to teach to children. Teacher-librarians are the right specialists who can instruct this program to their schools. I learned there are many categories in digital literacy, including social media, online safety, digital creativity, etc., that students need to know to be successful in our 21st century world (BC Digital Literacy Framework). These can be implemented in a library’s lessons, programs, curricular units, and extracurricular activities, such as a creative writing club. I have discovered several activities and tips from a blog that discusses how to lead a school writing club. The blog is called “Writing Club – How to Set One Up,” www.teachwire.net/news/set-up-a-school-writing-club-and-boost-childrens-confidence/.
Furthermore, I learned that teacher-librarians need to also develop their own digital literacy. This means libraries need social media platforms, virtual learning commons, digital access to databases, and digital materials for patrons to use. I realized that these digital programs, tools, and platforms have much to offer to a school library, such as promoting a reading culture throughout the school, effectively communicating with the community regarding student learning and work, and supporting diverse learning needs.
Photo from “ By the Brooks: Anita Brooks Kirkland” http://www.bythebrooks.ca/sllc/
I was also relieved to know that as someone hoping to be a teacher-librarian, that I will not be alone in these projects. Collaboration with colleagues and community members is key to success. While I’m always open to learn from others to improve my teaching practice, I have realized that my expertise is just as important. My future school team will want to know what I can offer to them in terms of professional development.
I’m happy to declare that there are several new avenues that I’m excited to take for my personal professional development. I will create a virtual presence through teacher-librarian blogs. Once I become a teacher-librarian for a school, I will also collaborate with the school team to create a virtual library learning commons and social media. Furthermore, I will look into joining a mentorship program to learn from a veteran teacher-librarian. I have found such a program on bclaconnect.ca/resources/mentorship-program/ and plan to sign up for it. While learning from an experienced mentor and reading teacher-librarian blogs, I will also explore more examples of programs and lessons that teach digital and media literacy in a SLLC setting. Lastly, I plan to visit other libraries, both public and school settings, to be inspired by their unique programs and physical layouts.
Photo of entrance to Greater Victoria Public Library, photo from https://www.vancouverislandfreedaily.com/news/victoria-central-library-to-be-redeveloped-or-relocated/
I will be taking several insights from my journey as well as the exploration of others during Phase 2. I have discovered new resources, ideas, and texts while completing each blog that will be added to my portfolio of teacher-librarian tools. I will also take resources that others have graciously displayed on their blogs with me as well. I wouldn’t have known about these new resources without them. I will use these resources and text to add to my future library physical and digital collection, and as evidence to support new library projects. I will take new ideas of school collaboration, such as book clubs, to learn from my colleagues as well as provide resources for them. This great article, “Professional Development that Promotes Powerful Interactions: Using Teacher Books Clubs to Reflect on Quality in Teacher-Child Relationships,”discusses how book clubs can be effective for professional development. I also hope to include parents and other community members in open workshops for further collaboration. Lastly, I will take the insight of veteran teacher-librarians who have kindly shared their experiences in discussions and blogs. I will certainly take what they know of the professional role with me.
The one topic from Phase 2 that has resonated with me is digital literacy/digital mentor. I didn’t know much about this topic until researching further. I understand now that as a teacher-librarian, as well as a digital mentor, I need to help students develop their understanding and skills regarding digital and media literacies to be successful in both their curricular learning and futures. Children need to learn more about what they are seeing on the web and how to interact with it, how to use it as a tool, how to criticize information and research proper sources, how to provide genuine criticism while being responsible. Students also need to learn where to access the information they need and how to reach it. They need these skills in an age where misinformation and unethical behaviour runs rampant on the web. Children need to be aware of the dangers associated with social media and the rest of web to protect themselves. I hope to provide the resources and tools for students, teachers, and parents to be aware of these concerns. A great site that offers such information on media literacy is MediaSmarts ( mediasmarts.ca/teacher-resources) which I will refer too often as a teacher-librarian.However, I have learned that digital literacy is a great opportunity for inspiring creativity and promoting literacy in students. I have found wonderful examples of activities and lessons from teacher-librarians who have implemented digital literacy into curricular units. As many teacher-librarians have said, children need to be creators rather than consumers on the web. Thus, this topic has had a huge impact on my learning during Phase 2.
“ Teaching Kids to Code” video from The Conversation Website, https://theconversation.com/teaching-children-digital-literacy-skills-helps-them-navigate-and-respond-to-misinformation-145988
Phase 2 of this course has been an interesting journey. I was first daunted by the idea of blogging in an inquiry-based setting, but it was actually a fulfilling experience. I hope to pass this learning experience to future students and colleagues.
Works Cited
“Mentorship Program.” BCLA, 29 Nov. 2022, bclaconnect.ca/resources/mentorship-program/.
“Teacher Resources.” MediaSmarts, Canada’s Centre for Digital Media Literacy, mediasmarts.ca/teacher- resources.
Ministry of Education and Child Care. “BC’s Digital Literacy Framework.” Province of
British Columbia, Province of British Columbia, 15 Mar. 2022,
https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/resources-for-
teachers/digital-literacy
Wrigley, Jenifer Smith and Simon. “Writing Club – How to Set One Up.” Teachwire, teach co,
10 May 2023, www.teachwire.net/news/set-up-a-school-writing-club-and-boost-childrens-
confidence/.
White , Kelley. “Professional Development that Promotes Powerful Interactions: Using Teacher
Books Clubs to Reflect on Quality in Teacher-Child Relationships.” Dimensions of Early
Childhood , vol. 44, no. 3, 2016, pp. 28–34.
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