"Peace Libraries" - a place of healing

Module 8: Developing World Libraries

When I initially searched the World Bank’s website for library projects in developing nations, my exploration found multiple reports of basic educational improvement bids that ended unsuccessfully, in many cases due to isolation and an unsettled political climate.

For example, in Zanzibar, a region of Tanzania in East Africa, there was a bid in 2011 to the World Bank (Abdalla, 2011) to help create a school reference library of textbooks for secondary students. When searching for follow-up data, it appears that by 2014 the outcome was unsatisfactory due to political unrest (World Bank, 2014).

Can libraries be successful in a developing nation?

I dug further, determined to find a success story.

It seems that in developing nations libraries are more than repositories of physical books. Other forms of literacies, like financial literacy take precedent over reading for pleasure. Access to government data and assistance completing forms for subsidies is how public libraries help citizens most.

One specific library project I explored online was through the International Federation of Library Associations and Institutions (IFLA), a global organization founded in 1927 that represents libraries and information services access for everyone. 

(Libraries for Peace, n. d.)

To support the local needs of their communities, twenty “Peace Libraries” were deployed in Colombia after conflict ended with FARC rebels. These libraries became places of healing, where citizens could share their personal stories and lived experiences during the turmoil. They were also places where services could be accessed, and “[a]s one of the first public services to return to these areas, they not only symboli[zed] the re-engagement of government, but [had] a major role in dealing with inequalities. Reduced access to education and information ha[d] risked putting residents of affected regions on the wrong side of a development gap.” People could reconnect, which “allow[ed] them to become part of ‘a national network bringing previously isolated regions together’” (IFLA, 2017). These "Peace Libraries" become launching points for civic engagement, focused on literacy and IT skills using bibliographic, digital, and audiovisual collections, all in an effort to rebuild stable democracy to help the country move forward.

I could not find any specific photos of this "Peace Library" in Columbia, and I am left wondering what the physical space actually looks like – what IT is on-site? Is the access to information unfiltered and uncensored? It is unclear. However, this story captured my attention because the world feels like it is in such turmoil right now, and the idea of a “Peace Library” made me feel hopeful.

References

Abdalla, M. S. (2011). Zanzibar Basic Education Improvement Project supply
Of Library And Reference Books For “A” And “O” Levels. (Notice No. OP000
07949). Retrieved from World Bank website: http://projects.worldbank.org/procurement/noticeoverview?lang=en&id=OP00007949

IFLA. (2017). International Federation of Library Associations and Institutions. Retrieved from https://www.ifla.org/

IFLA. (2017, September 21). Stronger, More Stable, More Inclusive: Libraries
Around the World Help Build Peaceful Societies. Retrieved from https://www.ifla.org/node/11843

Libraries for Peace. (n. d.). In Facebook [Profile pictures]. Retrieved 2017,
October 21, from https://www.facebook.com/pg/librariesforpeace/photos/?tab=album&
album_id=540755816108933

Silva, C., Moncada, J. D., & Avila, J. D. (2017, March 9). Peace and Sustainable Development in Colombia: Reflections and Actions from the Library Sector.
IFLA news. Retrieved from https://www.ifla.org/node/11257

World Bank. (2014). Tanzania - Zanzibar Basic Education Improvement
Project. (Report No. ICR3150). Retrieved from http://documents.worldbank.org/curated/en/698101468313200247/Tanzania-Zanzibar-Basic-Education-Improvement-Project


Please note: usually formatting of the references is easy within Blogger, and in past weeks there has not been an issue. For an unknown reason, it keeps adding spaces and breaking links if I change it this week, so I have left it as is. Do any of you know why this might happen? 

Flexible, balanced, and looking towards the horizon.

Module 7: Supporting Teachers’ ICT Curriculum and Pedagogy – On-going Professional Development


Since I am on-call, I will response to this week’s blog prompt from the point-of-view of a high school teacher librarian, drawing on past experiences and what I could do if I was there long-term.

(DevilsApricot, 2008)

Many school libraries have very dusty shelves of “Professional Collections,” and I think it is increasingly beneficial to turn to digital databases for resources, journals, and articles that are up-to-date. Many teacher librarians bring attention to new ideas by having a school website that has a student area, and a staff area where such content is presented. 

As the teacher librarian, it would be my role to be looking out for ICT pro-d opportunities and resources to support an ICT curriculum. One way to do this is to frequently check the BC Teacher Librarians Association page for updates.

I have often thought about (but have yet had the chance to try) creating a collection of “how to” videos uploaded onto all school computers. Initially making the videos could be a class project about communicating information and computer-based skills. A web-based screen capture program like Screencast- O-Matic could be used to record things like: “How to use basic functions in Word”, “How to print in the library” or “How to use key features of Office365.”

(Walker, 2012)

I think it would be great for students to take a leadership role in helping to make these reference guides, and then I would repeat myself less by referring to the video library when someone asks about inserting tables, page layouts, etc.

School-wide, I think that if I found a service that I believe benefitted all students, then I could host a workshop for colleagues to first teach them how to use the platform. If teachers are confident in their use of tool, then they can better support students in their learning. This proactive teaching approach would be advantageous, because I have noticed that students often learn helpful online research tools, like NoodleTools, in isolation for a “library project.” 

I think that to best respond to the needs of our staff, teacher librarians have to be open to delivering the same content in a variety of ways – just like a classroom teacher does for their students. Some just need the information, so an e-mail or Tweet would suffice. Some may need a workshop, where I could give an over-view of key things to know, or advertise upcoming events to attend. Others may need one-to-one support, so I could set-up scheduled times where we could sit together with little interruption. If my schedule was stretched, I could also see if the district or public library was offering any workshops or one-to-one support that complimented the ICT professional needs of my colleagues. 

It really depends on the school culture. I think as a teacher librarian, part of the role is to find a balance between talking with everyone and get a sense of what is needed, and recognizing how the staff like to share new ideas.

References

BCTLA. (2017). British Columbia Teacher-Librarians’’ Association. Retrieved from http://bctf.ca/bctla/info/about.html

DevilsApricot. (2008). Pixabay CCO Creative Commons [Image]. Retrieved from https://pixabay.com/en/books-old-dusty-library-vintage-785894/

NoodleTools. (2017). A research platform. An educational mindset. Retrieved from http://www.noodletools.com/

Screencast-O-Matic. (2017). Fast, free screen recording. Retrieved from https://screencast-o-matic.com/

Walker, C. (2012, June 3). Word 2010: Insert Tables [Screen capture of video file]. Retrieved from https://www.youtube.com/watch?v=7mXRd3ZPW0k

Vancouver Public Library. (2017). Events. Retrieved from https://vpl.bibliocommons.com/
events/search/fq=types:(5911fd0447b4863400441277)

Jack of all trades, master of none…

Module 6: Developing my own ICT Skills and Pedagogy

“It [was] a gap that Microsoft Canada [was] hoping to shrink with its KidReach program, which aims to put computers in the hands of kids who might otherwise not have a chance to use them.” This donation came with some skepticism, and “the giant software manufacturer [came] under criticism in the U.S. for similar charitable donations, made through the William H. Gates Foundation. Critics have said that by helping libraries with onetime donations of hardware and software, Gates is simply helping to ensure future sales.” (Shaw, 1999).

You might think this was recent news, but this excerpt is from a Vancouver Sun article written eighteen years ago. This digital divide remains apparent and although I completed the “Math, Science, and Technology” specialization during my BEd, and I feel comfortable around tech, I find that much of the ICT pedagogy I learned simply does not translate to the public school system. There is still such a vast difference in the “haves” and the “have nots” within my district, and a lot of it comes down to PAC fund-raising capabilities and corporate donations.

(Reader's Digest, 2017)

Currently, I am at a school where the library opens twice a week, the SmartBoard malfunctions (it’s just a projection screen), there are eighteen ipads for the entire school, and the library has five very s l o w desktop computers that mostly remain off (they freeze loading the visual content on modern websites). If you observed me during a day of work, you might think it was 1999 and not 2017.

For this reason, my use of ICT skills varies greatly depending on the school. I don’t really know what I need to know. Maintaining connections with colleagues becomes paramount, because although I may not be able to do much now, I may find myself in a different situation in a far more tech infused environment.

I am connected to colleagues using Facebook and e-mail. I am also a part of the B.C. Early Career Teachers Association which posts helpful resources and ways to connect with others. Additionally, I check the UBC Education Pro-D, my district’s Pro-D, and the BCTF Pro-D to further develop my knowledge. Over the years as a TOC any time teachers said, “feel free to e-mail me if you ever have any questions or need help” I have made note of these offers! Already it has come in handy a few times when I find myself e-mailing asking:

What was that great lesson you did using ipads?

Where did you find resources on MakerSpaces again?

How was it you used that technology effectively?

What was the ICT workshop you raved about?

After this class is over, I plan on keeping my Twitter account because I like how it acts as storage of helpful ideas and resources. I may also hold onto a few e-mail addresses of classmates who seem like-minded or extra helpful. I plan to scan a lot of the blogs to seek these individuals out!

References

BCECTA. (2017). The B.C. Early Career Teachers Association. Retrieved from https://bcecta.wordpress.com/

BCTF. (2017). British Columbia Teachers' Federation - Professional Development and Support. Retrieved from https://www.bctf.ca/ProfessionalDevelopment.aspx

Reader's Digest. (2017). My computer is slow, how can I speed it up? [Image]. Retrieved from http://www.readersdigest.co.uk/technology/how/my-computer-slow-how-can-i-speed-it

Shaw, G. (1999, April 29). Computer donations close gap: A Microsoft Canada program puts technology in the hands of youngsters who don't have access. Series: Technology @ School: [Final Edition]. The Vancouver Sun. Retrieved from http://ezproxy.library.ubc.
ca/login?url=https://search-proquest-com.ezproxy.library.ubc.ca/docview/242783418?accountid=14656

University of British Columbia. (2017). Professional Development for Educators. Retrieved from http://pdce.educ.ubc.ca/workshops-institutes/

Vancouver School Board. (2017). Current Opportunities - Professional Development. Retrieved from http://www2.vsb.bc.ca/vsbprograms/Prod/Current+Professional+ Development+Opportunities/default.htm

You mean to tell me you don't know everything? [Meme]. (2015, July 23). Retrieved October 04, 2017, http://blog.glcomp.com/2015/07/avoiding-jack-of-all-trades-master-of.html

“Hands and mouth and eyes and BRAIN, I have reading power!”

Module 5: Fostering Reading Culture in Schools

The benefit of being on-call is seeing an array of how reading cultures can be fostered in schools in so many different ways. In a high school I experienced a designated Drop Everything And Read (DEAR) time throughout the entire school. This means that everything is quiet and calm, with no announcements and no interruptions so that everyone, teachers included, can read.

A few other things I have seen that I would use in my own classroom are:

(Knoesel, 2017)

Instead of “Silent Reading” I was in a class that chunked reading time into two sections:

“Read-to-Self”

and

“Read-with-Another” 

(Knoesel, 2017)

Students were able to select any type of reading material they wanted, as long as they were reading. Periodically, the teacher would have students write a few notes in their reading log about what they were reading and their thoughts and connections with the story or subject. Students were engaged, and as the teacher, I was able to read their log and ask further questions to continue the conversation. I also noticed that it is a useful way to get to recognize patterns of student reading and to get to know their interests.

Another practice I saw that I would like to use in my own classroom one day was reading boxes. Each student had their own personalized magazine box.

(Reilly, 2013)

These reading boxes were always stocked with at least: 1 chapter book, 1 picture book, 1 graphic novel, 1 information book, and 1 magazine. What I liked about this is it encourages students to borrow a variety of materials from the school library. I also liked that students had many books to choose from depending on their mood/interest that day.

A reading program that I have been learning about is Reading Power, created by Vancouver teacher Adrienne Gear. I had the good fortune of being a TOC in a classroom at her school, and she came in to do a reading and writing activity with the grade 2 students. I really like her reading strategies of: connect, question, visualize, infer, and transform. I would love this use this one day as a school-wide reading program. Currently, I see a lot of schools made the book bins, but then do not follow the lessons school-wide.  Consistency is an importance piece to this program, because it makes a common language used in all grades, which supports student success throughout their journey, as mentioned in this video posted by The Balanced Literacy Diet.

In the future when I am permanently at one school, I would love to implement Gear’s program school-wide to encourage young readers to think about what they are reading, zoom-in, and make connections.

References

Balanced Literacy Diet, The. (2011, November 19). Reading Power: Building Comprehension Skills (Virtual Tour) [Video file]. Retrieved from https://www.youtube.com/watch?v=m5gxSIVanmM

Gear, A. (2010). Reading Power. Retrieved from http://www.readingpowergear.com/index.html

Knoesel, L. (2017). Reading [Photographs]. Retrieved from http://knoeselknews.blogspot.ca/

Reilly, M. (2013). Independent Reading Book Boxes [Photograph]. Retrieved from http://maryannreilly.blogspot.ca/2013/02/preventing-literacy-difficulties-in.html