What did I notice?

When I was younger, I dreamed about being a librarian. The old school, quintessential “shushing” librarian. I would be surrounded by books all day, everyday. Books. Books. Books. Like most dreams, they are just idealized version of a wanted reality, and, like most dreams, they tend to get obliterated by reality. For those librarians cannot live in today’s world. Today, librarians are asked to be so much more. A paramedic. A tech specialist. A collaborating, advocating and networking guru. A community organizer. A fundraiser. A mentor. A teacher. With so many job descriptions rolled into one, it’s no wonder why teacher-librarians seem to be doing 1000 things at once. Their job demands involvement and defies indifference. A noble profession it is, but also taxing. This leads me to my biggest take-away from this course: teacher-librarians are superheroes and need more support now than ever.

My dream, however, of being a librarian doesn’t seem to want to merge with what a teacher librarian is at the moment. I may not be prepared to be one. After watching the following video, I realized that a learning commons or a library becomes so integral, so engrained in the school community or the community that the responsibility that evolves from that position is positively daunting.

I do not want to be responsible for saving someone’s life by giving Naloxone. If I wanted to do that, I would have become a paramedic. The mere idea of it sends panic through my veins. Then again, not having the ability to do that also send me into a state of fear because I don’t think I could standby and feel that sort of helplessness and powerlessness if I could have gained the skills to help. The weight of that situation is almost too much.

There truly is this ever-pressing weight on Teacher-librarians to be so many things all at once. Last year, I interviewed a TL for an assignment. He described all the different jobs he did in a day: librarian, teacher, tech guru, literacy specialist, robotics innovator and so on and so on. It was endless. I had to ask how he managed to do all that without being overwhelmed? He just smiled and said, “I’ll let you know when that happens.” While I do love the idea of a Learning Commons all my own, I don’t want to spend my entire career being overwhelmed, or having to be a superhero. The only way to alleviate some of that weight would be through advocacy. Teacher-Librarians need help. They need a support staff and support of the school and community to be all the things they need to be to meet the needs of the students. I can see the fear in the TL’s in my district. The fear that their job will always be the first to go and that’s why they feel pressure to be all those jobs at once. If they don’t make themselves indispensable then they are dispensed. That’s why it is so important for TL’s, teachers, administration and students to advocate with and for TL and the Learning commons. Without a well staffed and supported space, it is left to TL’s to be superheroes. And that isn’t fair. I’ve seen the movie. It took a whole team to bean Thanos. Teacher Librarians need a team of superheroes to beat their proverbial “Thanos” as well.

What connections have I made?

All the modules became connected with the thread of advocacy. If a Teacher-Librarian’s role is multifaceted, then so is the Learning Commons. Everything is interconnected because in many respects, an LC is a community where all who are a part of it and use it become connected. For an LC to thrive, it has to have all the components in the checklist, but there is one part of the connective tissue that really struck a cord with me. It involves the big three literacies:

• Digital
• Media
• Critical

And how these literacies are fundamentally changing and rebranding what a librarian does and how the Learning Commons is being used. It’s safe to say that I support silent reading and literacy overall. What this course allowed me to do was really expand my knowledge of other literacies. Digital literacy and learning to use web tools such as Padlet, Canva, PowToon and Symbaloo, really enabled me to push pass my tech fear. I’m no a luddite, but I don’t gravitate towards learning web tools because my district has such limited access to computer labs within schools. The chances of using those web tools is limited. However, I’m thrilled that not only did I learn how to use them, but I was able to see how other teachers and people who have take this course have used them in a variety of ways. It’s very inspiring.

Media literacy and Critical literacy are so important, now more than ever. I truly believe that it should be mandatory that students take a course in Media literacy so they can learn how to navigate the social networks and the online world. More importantly, how to apply critical thinking to what they see and read online and being able to decipher if it is real, fake, a lie, a con, or whatever else this current news climate is spewing out at the moment. Its this trifecta of literacy that needs to be encouraged, advocated and promoted in the schools more and more so student have a chance at not only fulfilling the ADST curriculum standards set forth in BC, but also so they can be 21st century digital citizens.

How have I interacted with the Literature?

The readings and assignments for this course almost did me in, but I did learned a lot from the learning logs. The discussions were great, but there were plenty to read through and I found I was overwhelmed. No matter how daunting the experience, I try to hang onto the bits and pieces that I can cobble together for my own use. There were a couple of readings that unearthed my desire to question current teaching practices and inquire about new practices. The Inquiry and design module had the greatest impact on me because after reading about makerspaces, Compton’s Storymaking and  Hunt’s making bread, I was struck by how much more fun elementary students get to have in relation to high school students. For some reason, Elementary students get to create more. I don’t know why that must be so. My earliest memory from Kindergarten was having rotational learning centres where I crafted paper planes, then moved onto make a play dough masterpiece, and then move onto story time. It was the variety I remember. The choices. Now, I’ve already started making lists for English and history assignments that could benefit from a makerspace approach (The Poetry unit just became far more appealing) and multi-modal learning opportunities.

I enjoyed interacting with Dr. Krashen’s videos immensely. He is an amazing public speaker and I find that his speeches and videos resonated the most with me. From Module 3 & 12, it was such a great moment for me because everything came full circle in this course regarding sustain silent reading. I might get that tattooed somewhere because I believe in it that much. I have seen it being implemented and how much it does, not only for the students, but also for the learning commons. The key to its success is having the students choose the reading materials and making sure they are reading something they find pleasure in something Neil Gaiman also suggests in his article “Why our future depends on libraries, reading and daydreaming.”

There is nothing worse that a student who struggles with reading is forced to read a book that they don’t like. Most teachers still have a standard required reading they do as a class. This often leaves a lingering sense of uneasiness and distrust with reluctant readers. It becomes a chore equivalent to taking out the trash because mom said so. If required readings are implemented, then give students 10-15 minutes every class to read something they enjoy. There is no downside to this. However, the one aspect I would like to work on as Teacher-Librarian is to collaborate with the teachers to send their reluctant readers down to do a get to know what they would like to read. In my mind, I would become a personal shopper for these students and try to provide them with the support and resources they need to benefit from silent reading.

What? So What? What Now?

What am I going to do with all this course knowledge brimming between my ears? I intend to apply most of it when I can and tuck away the rest for any future employment when am no longer a TTOC. Until that time, I would like to learn more about how to incorporate diversity in book selections, authorship and resources. I’ve been in all the high schools in my district and I have to admit that diversity in fiction books is getting better, but not at the level it should be at. The non-fiction sections definitely need to be revamped with newer material. The First Peoples resources for some of the schools are fairly outdated and some of the images and language used is very stereotypical and doesn’t reflect the inclusive nature of what a Learning Commons should be about. I also want to see more diversity in fiction authors and content on the shelves. I notice a trend in some of the schools where certain groups of privileged students have picked up racist and xenophobic language and ideas regarding immigrants that I would like to combat. As Rudine Sims Bishop mention in the above video, which will never not have an impact on my life, that students need those books for windows and doors to gain empathy in to the lives of others.

What Now? For now I’m actually going to use all those web and design tools I learned about and make use of them for my life as a TTOC. I can definitely use Canva for all my creative incentives, from making bookmarks, posters, all advertisements like banners for websites. Symbaloo and create a web space for myself and all the resources I rely on as a TTOC. Websites I’ve used, online articles, e-resources, images and everything else centred in one place would be perfect. I always dread Octobers because that’s when most of the teachers in my district teach Poetry and Shakespeare. In order to alleviate my dislike for those subjects, I am going to create a Symbaloo with resources I can rely upon to help me out in a pinch. Also, I think I will pass along all these web tools to the TL’s in my district, along with some of the examples on how to utilize them in a classroom or learning commons environment. Another aspect of this course that struck a cord with me is that networking and collaboration are indeed a backbone of success for any TL and Learning Commons. While I don’t have my own and still rather unsure I want one of my own, I do love exploring and building resources and using web tools. I find endless fun in doing so and enjoy the research part just as much as the design part. If I won’t be able to use any of the knowledge I’ve learned in my own classroom or library, then the next best thing would be to share it and hopefully other teachers and teacher librarians will be able to.

Finally, while exhausted, I can say with certainty that I have learned. Each week I used this course to practice sustained silent reading. I used the course articles and materials and would learn from those in the course as well. This course in itself was a collaborative network of teachers and students who shared their ideas and knowledge. No matter how difficult the course. No matter how I do or do not connect with the material, I can leave this course satisfied and count it as another step in my journey as a life-long learner.

References

 

Using Makerspace, Canva, Book Creator and PowToon to Create Multimodal Design opportunities in your Learning Commons.

For this Pro-D Day presentation, I want to explore some tools that teachers and Teacher-Librarians. A Learning Commons as a space for students to inquire and design in ways that appeal to their learning styles, abilities and interests so they can make personal connections to their work. One way to ensure this happens is to explore inquiry and design using Makerspace and tech tools such as Canva, Book Creator and Powtoon. This document will introduce you to all four and provide specific examples for a Poetry 9 Unit. Each section of this blog will have a brief introduction of Makerspace and tech tools and then move on to discuss Curriculum connections. This document is meant to model the makerspace format by having you explore various tools and learning from mentor texts. These include short videos to pique your interest (Mentor texts) and then there are examples provided for each of them. Take a few moments after each section and explore the tools provided, or wait to do so until the end.

Makerspace

This approach to learning allows students to transform works into different formats and presentations while allowing student multimodal ways to learn new content. It is often linked to an informal style of learning, a DIY approach that has “a physical place where informal, collaborative learning can happen through hands-on creation, using any combination of technology, industrial arts, and fine arts.” (Bowler & Champagne, p. 116). It requires using the Learning Commons or the classroom in such a way that the physical space is adaptable to whatever inquiry is to happen. One of the main benefits Makerspaces provide students is moving them from passive consumption towards active production (Bowler & Champagne, p. 118). Instead of students sitting and taking notes, or just reading from a textbook, students are encouraged to explore, inquire, make mistakes and create something meaningful.

Examples:

• If you are science teacher, this could mean setting up different stations for students to learn different stages of cell growth and then creating an infographic using Canva to share their knowledge and present it to a class.
• If you are a home economics teacher, then you could have different maker stations for different sewing, knitting and stitching project for students to explore and create and then student’s can create an instructional Powtoon to show the process they used.

Specific Example: Poetry 9

Traditionally, the unit would focus on using a poetry booklet as a final product to demonstrate the following:

• Types of poetry (Haiku, Diamante, Free verse, Concrete…)
• Poetic Devices (metaphor, simile, personification, rhyme scheme, alliteration, consonance, assonance)
• Assessment: Rubric or Lists.

Using just a booklet format is not wrong by any means, but it does expose some problems in terms of multimodality. Here are a few limitations that just using a poetry booklet, using paper, hand drawn pictures or printed pictures pose:

• Students who aren’t artistic struggle to draw or find images to represent their work.
• Students put minimal effort in because the traditional format doesn’t appeal to their learning style.
• Using a rubric might not accurately assess what a student has learned and instead focuses on the overall product created.
• The design process doesn’t mean that students are learning complex tasks or applying technology at different stages.

The Poetry booklet does not have to be in the format of a book. Each poem can be represented in a different way, but all have to be placed collectively somewhere (a website, book, display ect…) It can be cohesive with Theme, content or personal interpretation.

Week 1, Part I

In collaboration with the teacher, transform the physical space of the Learning Commons to create Poetry stations to that explore different figures of speech and formats for student to learn from. If space allows, move tables and chairs to create mini poetry stations with different poem formats, pens, paper, pencils, pencil crayons, and various crafting tools like scissors and clue. This can be done a variety of ways. If technology is not available, then utilize white boards or poster paper and have student explore each station that has the information that they need.

While it is great to have blank sheets for them to fill out a poem (for example a blank Diamante poem with lines), it is would be even better to have colour, texture and tactile items that represent the poem or mentor text you are using as an example. Find scraps of fabric or even go and get paint card samples from your local hardware store so students can choose a colour that the poem makes them feel or a colour they feel represents the poem. If you have a Diamante poem about plum moving to its opposite: pit, then have a plum there and a pit. Have colours that represent the mood or theme of the poem. Try to appeal to student’s five senses and get them to connect on a personal level when they try to write poems for themselves.

Week 1 part II

In collaboration with the teacher, the Teacher-Librarian should find printed and non-print examples of all poems being taught and set up spaces for student to explore those formats. Mentor texts can be anything from this Poetry Website or reading Dr. Seuss. Examples using First People’s Poetry and prose should be provided because“…the purpose of using mentor texts in disciplinary writing is to expose students to the genres and writing practices that are situated in particular disciplines. In addition, student get firsthand opportunities to study how authors within those content areas use language to craft their message and how they structure their texts.” (Pytash & Morgan, p 94).

The teacher and the Teacher-Librarian can choose to break the class up into two groups and take one to learn the tech tools and the other to go through each poem. This is a chance for the TL or teacher to make sure students know how to conduct themselves appropriately online, learn about copyright, and how to be global citizens. Having a mini-lesson during this time using resources from Media Smarts would allows students to have the skill to move forward.

Introduce figures of speech and poetry examples through mentor texts and allow students to think critically about the content of their poems and how they connect larger themes, world issues and poetic devices. Students can start creating their own poems. This week is about students inquiry and research process. They are learning about different types of poetry and poetic devices while learning to think critically about the example poems. The Teacher and TL can allow students to explore on their own, or guide students by giving mini-lessons on how to analyze a poem. This can be done using Canva (see below).

Week 2

Students explore different formats to express their poems. Students peer edit poems or get feedback from teacher. This can be done anonymously if students don’t want to share their poems to the class. Technology such as Goggle docs can also be used to share work and edit. However, there is something to be said for using the idea of a poetry lit circle to edit each other’s work and discuss various interpretations. It truly depends on the classroom dynamics.

Week 3

Students create their poetry booklets or poem representations using new technology learned, or using the physical makerspaces to create hands-on poetry booklets or representations of their poems. The Poetry Unit usually takes 2-3 weeks. For the Makerspace approach, 3-4 weeks is probably best, depending how long it takes students to create their poems.

Week 4 Assessment

Rubrics are a good way to evaluate student’s booklets; however, assessment lists are a better approach that focuses on the criteria instead of the content. It is hard to judge students on content when they are to make a personal connection through this process. What is important to them may not be important to you and the emotional impact may not be the same. Students can present and share their poems however it suits them and the content of the poem. Leave presentation options open and discuss with students how they want their work shared. It is important that it is share, though it can be done anonymously if need be.

Using Tech Tools

Canva is a design tool that allows students to create various formats for representing their work. From posters, to banners, to presentations, to infographics, to letters, student can use a variety of formats to design and create their projects or assignments. There are a variety of way students can represent information or inquiry learning. Canva can be used across all curriculum and grade levels. It is easy to use (there is initial trial and error) Watch the introductory video to get a feel for it. It is free, but you will have to pay money to access more options. Student can upload pictures of their own.

Cross curricular opportunities include physical education students can make infographics of exercises, yoga or weight training by using pictures of themselves. History teachers can use Canva to create timelines and interactive presentations.

Specific Poetry 9 Example

In this example, I used a Wordsworth Poem and applied critical thinking and my knowledge of Poetic Devices.  In the above image, it is in a poster format. I used different colours to highlight key words and phrases, devices, and rhyme scheme. I the colour black to represent isolation and loneliness (as represented by the theme of the poem) and I added daffodils at the bottom for a literal meaning, but also the flower in the centre of each group is a different colour to represent individuality and being alone in a crowd (theme connection).  I was able to personalize this poster to suit my personal needs.

 

In the image to the left, I used Canva to create vocabulary and phrases that I should look up, and even left a space at the bottom for personal reflection.  I can print this, send it as a pdf, or even place it on a website to share.  Students can do this with their personal poems and even leave it anonymous when sharing.

Teachers can also use this as a teaching tool, transforming poems into visual representations such as these, and model how to do so with the students.

Take some time to sign up and explore Canva! 

Tech Tool: Book Creator

Book Creator is a design tool that students can use to make books online. They can create a cover and the pages turn as the story is read. It can be used to create comics and graphic novels as well. Students have access to images and they can also draw directly on the book. They also can upload images of their own. This can be used for Science classes to represent reports, and the entire class can have a science library all their own. It can be used as an online notebook to keep notes safe and easily assessable for other students as well. English 12 students can publish their stories and share them with the class. Home economics students can create their own cook books.

Specific Example: Poetry 9 Unit

In this example, I made personal connections for my love of cats, fruit, flowers and my overall experience with a fun design.  Students will have a variety of options to choose from including comic and graphic novel formats. Free Verse poetry can easily be made into a story, comic or graphic novel. Students can draw, add their own pictures and voice overs, and the end product does flip pages like an actual book. Teachers can also have their own online spaces where all your students work can be in the same library.  The possibilities for personal expression are endless.

Take a few moments and visit the Book Creator, sign up (its for free) and explore!

Tech Tool: PowToon

PowToon is a great tool to integrate into a classroom because it allows students to create short cartoon videos or presentation videos. Students can record themselves reading a story or narrate the cartoon. Student across all curriculums can create presentation or present information or provide instructions. Teachers can also use it to make instructional videos if need be.

Poetry 9 PowToon Example

This example provides an opportunity for students to have a visual representation of their poems. Here I used the same Wordsworth poem. It is animated, so the words of the poem are more interactive and I added a recitation over the poem. While the images are literal, there are opportunities for students to add their own personal interpretations of the poem in a variety of ways.  This is also a great way for students who excel in auditory learning and want to narrate their work.

Take some time to sign up and explore PowToon!

Applied Design, Skills & Technology Curriculum Standards

English 9 Language Arts Curriculum

Big Ideas

• Language and story can be a source of creativity and joy.
• Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.

Comprehend and connect (reading, listening, viewing)

• Construct meaningful personal connections between self, text, and world
• Respond to text in personal, creative, and critical ways
• Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking
• Explain how literary elements, techniques, and devices enhance and shape meaning
• Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
• Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view

Create and communicate (writing, speaking, representing)

• Exchange ideas and viewpoints to build shared understanding and extend thinking
• Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
• Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
• Use and experiment with oral storytelling processes
• Select and use appropriate features, forms, and genres according to audience, purpose, and message
• Transform ideas and information to create original texts

Transmediation & Multimodal Learning

Have student to take their poem and put it into a different format. For example, have students take a free verse they made about going on vacation and put it into a comic strip or a graphic novel format. According the Shveta Miller (2019), cartoons and graphic novels invite empathy. It doesn’t matter if the cartoon is simplistic or cartoonish, but the drawing can create empathy and allows the author to distance themselves to allow for interpretation. For example, a happy face for a poem about happiness is more than just a literal interpretation, especially if that particular emoji is current and represents a student’s moment in their life. Also, don’t be afraid to use an existing poem (be mindful of copyright) and have students transform it into any of the following:

• Comics (Book creator has this optional format)
• Graphic Novels (Book Creator has this optional format).
• E-book (Book Creator)
• Journal (Canva, Powtoon, Book Creator)
• Infographic (Canva, see right)
• poster (Canva)
• Act out a poem
• mood board (Canva, Book Creator)
• diorama
• contruct a scene out of lego
• Cartoon/video with voice over (PowToon)
• Create a blog (as I have done for this document)

Makerspace Inclusivity & Diversity

For this makerspace to be successful it has to integrate First Peoples Learning(see bc curriculum standards pdf) and provide a variety of ways students can express their poetry. Fortunately Makerspaces allow for the easy integration of First Peoples Learning because it inherently allows for the following from First Nations Education Steering Committee:

• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
• Learning is embedded in memory, history, and story.
• Learning involves patience and time.
• Learning requires exploration of one’s identity

Principles-of-Learning First-Peoples poster

It is important to use authentic First Peoples materials. Use First Peoples Poetry and stories, written by authentic authors whenever possible. Also encourage student who want to use oral story telling for their poetry.

Try into include poetry authors from diverse backgrounds from around the world and with Canadian content. Use a variety of mentor texts as well to showcase diverse authors. A great way is to have guest speakers and authors come and read their poetry, or find readings online so students can hear the poem through an authentic voice.

Makerspaces are meant to be safe spaces for students to freely express who they are, their personal stories, their culture and identity. For LGBTQ students Makerspaces are opportunities for students to “…be empowered within makerspaces to create products that establish and communicate their LGBTQ identities.” (Moorefield-Lang, p. 47). Poetry has the power to uproot and expose powerful feelings and emotions. It is important that all students feel they can be who they are and share their work without ridicule. Teachers and Teacher-librarians must work collaboratively to ensure that all students feel safe and heard during this process.

Conclusion & Reflection

By using Makerspace in a high school environment you are creating opportunities for students to connect with the curriculum on a deeper and personal level. Making personal connections and allowing for diversity and different learning abiliities will make any class more cohesive and collaborative. Co-teaching opportunies are layered throughout this process, so it would be up to the TL and teacher how each would divide up the tasks, but no matter the task, TL’s and teachers are there as facilitators and not in the traditional lecture format. Mentor text portions can be done in the classroom prior, so students learn how to analyze a poem together as a class first.

Finally, with the exception of of a few examples for Powtoon and Book Creators, I used Canva for most of the designed images. I chose to present it as a form of a blog so it is easily accessible and open to peer feedback. I feel more comfortable using Canva because of my background in Art and Graphic design. Students will gravitate toward certain tech tools or makerspace stations. While it is important for them to explore varying tools, it is alright if they just settle on one.

Exploring Makerspace and these three tech tools allowed me to explore my own creativity and my learning styles. I am a visual learner, but I’m also tactile. I need to express my knowledge by writing and making something that represents my writing. This process allowed me to make a personal connection to the work by exploring a Poetry 9 unit, one I have always struggle with. I hope to use Makerspace, Canva, Powtoon, and Book Creator in the future and adapt them across all grades and curriculums in high school.

If you haven’t done so yet, please explore all the tech tools and start brainstorming how you would incorporate a Makerspace into your curriculum! 

References

Ashley, A. (2017, June 9). Intro to Canva. Retrieved November 10, 2019, from https://www.youtube.com/watch?v=QXXbFM81H-w.

Authentic First Peoples Resources. (n.d.). Retrieved from https://resources.fnesc.ca/.

BC Government. (n.d.). English 9 Language Arts Curriclum. Retrieved from https://curriculum.gov.bc.ca/curriculum/english-language-arts/9.

BC’s New Curriculum. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/adst/core/introduction.

Book Creator – bring creativity to your classroom. (2019, October 3). Retrieved from https://bookcreator.com/.

Bowler, L., & Champagne, R. (2016). Mindful makers: Question prompts to help guide young peoples’ critical technical practices in maker spaces in libraries, museums, and community-based youth organizations.Links to an external site.Library and Information Science Research, 38(2), 117-124.

Canva. (n.d.). Retrieved from https://www.canva.com/.

Farrell, M. (2017, October 24). 5 Tips for PowToon Videos. Retrieved November 10, 2019, from https://www.youtube.com/watch?v=UqHzDZ3flnc.

First Nations Education Steering Committee (FNESC). (n.d.). Retrieved from http://www.fnesc.ca/.

Gordon, C., Singer, M., Engle, M., Alexander, K., Colderley, C., Yolen, J., … Charnaie. (2019, January 4). 22 Diverse Poetry Picture Books for Kids. Retrieved from https://www.readbrightly.com/diverse-poetry-picture-books-for-kids/.

Indigenous Poets. (n.d.). Retrieved from https://www.poetryinvoice.com/tags/indigenous-poets.

Lagerquist, K. (2016, February 28). What is a Makerspace? . Retrieved November 10, 2019, from https://www.youtube.com/watch?v=UCM83CoBAzE.

Media Smarts: Canada’s Center for Media and Digital Literacy. (n.d.). Retrieved from http://mediasmarts.ca/?gclid=CjwKCAiA_MPuBRB5EiwAHTTvMeOIvjQaWYIKQBXuU5pDtAxD2aF7O2wAXWSXhhrW1U_yfH09SqYwERoCkDcQAvD_BwE.

Moorefield-Lang, H., & Kitzie, V. (2018). Makerspaces for All: Serving Lgbtq Makers in School Libraries.Links to an external site. Knowledge Quest, 47(1), 46–50.

Miller, Shveta.  (July 21, 2019). “The surprising benefits of student-created graphic novels.” Cult of Pedagogy. Retrieved from: https://www.cultofpedagogy.com/student-graphic-novels/ (Links to an external site.)

PowToon in the classroom – Getting Started. (2019, August 11). Retrieved from https://www.powtoon.com/blog/working-powtoon-classroom-teachers/?gclid=CjwKCAiA_MPuBRB5EiwAHTTvMeoopnqGxB-BGRx2-xE4Z5fiZqWOO61GDfpbet4nXjJHr3FpJe56RBoCYgYQAvD_BwE#.

Pytash, K. E., & Morgan, D. N. (2014). using mentor texts to teach writing in science and social studies. The Reading Teacher, 68(2), 93-102.

Surrey Teacher Librarian’s Association (BCTLA).  (December 17, 2019). “What can collaboration with a teacher-librarian look like?” British Columbia Teacher Librarian’s Association.  Retrieved from: https://surreychapterofthebctla.com/2018/12/17/what-can-collaboration-with-a-teacher-librarian-look-like/

Talking Pinata Teaching. (2017, May 20). Book Creator How to Video for the Classroom. Retrieved November 10, 2019, from https://www.youtube.com/watch?v=-AJZSUdx7pU.

Wordsworth, W. (n.d.). I Wandered Lonely as a Cloud by William Wordsworth. Retrieved from https://www.poetryfoundation.org/poems/45521/i-wandered-lonely-as-a-cloud.

Yellow Flower Field. (n.d.). Retrieved from https://www.pexels.com/video/yellow-flower-field-984621/.

Learning Log Module 3 Scenario

A grade 10 student comes into the library weary because he has to submit an intended reading list and goals for the year. The teacher is excited about his/her new syllabus and is making attempts to slowly integrate more choice in reading in combination with the required novels assigned.  The only novels he has ever finished, reluctantly, have been the ones that were required reading in class. He dislikes reading and the idea of finishing one novel let alone a pre-determined list for the year is overwhelming. He is thinking of dropping the class.

How to Help a Reluctant Reader

For reluctant readers, creating a reading list and goals for the year can be a daunting task, even for some bibliophiles. Since the teacher did not specify novels and is open to integrating more student choice, the literacy needs of the student should be considered the first priority. The first step is to get to know this reluctant reader. Here are some suggestions:

• Use leading questions to glean what his likes, dislikes, hobbies, interests, favourite movies and tv shows are. Is he a gamer? Likes to cook? Football fan? Loves ballet? Don’t turn it into an interview or force the issue.
• Try having a casual chat about what he liked or disliked about the recommended books he was ‘forced’ to read in his previous classes.
• Pull a selection of books from all genres and a few from non-fiction and place them on the table. Get him to read the backs and look at the covers. Have him put them in an “I’m Interested” “Not Interest” and “Maybe” piles. For the “Not Interested” ask him what he didn’t like. For the “Maybe” and “Interested” piles, ask him what made choose those selections.. This is a great way to get to know what genre’s he’s interested as well as topics.

Some other considerations:

• Book length. Staring down all 864 pages of Tolstoy’s Anna Karenina would make anyone back away from a book (myself included). Allow them to browse on their own and get them to pull any reading material that appeals to them and place it on the table and then you can chat about what appealed to him about his choices.One way to do this, as suggested by Kiera Parrot, use the acronym BOOKMATCH to consider selecting a title for a student.
• One resource to use is ORCA books. These are considered fast reads and are a great way to students who are reluctant to read to actually pick a book. They are short (around 100 pages) and usually cover a variety of social issues and subject. They also are available in audio books.
• Now if he is a shy student, it is best to give him space to do the above and not hover. Just say “I’ll come back when you are done sorting and we can go from there. Take your time.” I say this because reluctant readers are kind of like a deer creeping into an open field to graze. They are cautious because they don’t want to get caught, but they still want the opportunity to graze without being noticed. They need to do things in their own time.

Become a Team with a Common Goal

I would have a casual talk with the student’s teacher about what their goals are for this course. I would also talk to past teachers for this student and find out what his strengths and weakness are (maybe involve the school counsellor to see if there are any concerns I should be aware of. If necessary, I could talk to his parents or guardians as well, but I would us this as a last resort. It is important to ascertain whether or not his learning is not being impeded for some reason. “I hate books” can be interpreted as “I feel stupid because I don’t read well.” It’s important to find out what his grades are like (thought this isn’t always the strongest indication).

 Turn a Possible Dilemma into an Opportunity

Take this opportunity to give a talk to classrooms and gain insight in what sort of genres students read most. Make displays that will appeal to all students and highlight some interests that you notice reluctant readers like. Also, have displays with fun fact books that are interesting or weird, and not just fiction books. Reading is reading and some people don’t like reading fiction of any kind. They prefer non-fiction.

Reluctant Readers might be Embarrassed to Read

Sometimes students are embarrassed to read certain books. If this student has been bullied before or is not really able to express himself fully yet, it is best to provide a safe place. According to Paula J. Schwanenflugel & Nancy Flanagan-Knapp in Psychology Today it is important to “let boys choose, and help them find the kind of books and other materials they want to read. While boys may be less likely to read or enjoy the relationship-based fiction so beloved by girls (and female teachers), studies show they often enjoy reading and talking with other boys about non-fiction and fiction related to favorite activities like sports and video games.”

According to Krashen, in his Lecture series “The Power of reading”, he argues the best way to increase literacy rates is to use Free Voluntary Reading (similar to Wild reading). This will garner a higher level of literacy, grammar and vocabulary than any other structured way of learning grammar, vocabulary, or forcing students to read books that they don’t like.

Reluctant readers are the ones worth fighting for. They’re the kids you know would love a good story because they love stories in other mediums: movies, video games, television. It’s a matter of the right book not falling into their hands quite yet and showing them the world of stories which do speak to them and engage them fully. It’s also being upfront with them about the fact that being a reader doesn’t mean giving up other things that they find enjoyable; it’s simply adding more options to how they spend their time.

Suggestions and Resources

It is my personal belief that any student should be allowed to read anything they want that can be found within the Learning Commons or beyond. While some of these lists are geared towards a specific gender, there is no reason why any student wouldn’t enjoy them. The point is matching the right book or reading material to the student. Also, keep in mind that a reluctant reader may not feel represented in the books available in the Learning Commons. Explore and house books with diverse authors and subject matter instead of relying on what is considered mainstream YA fiction.

Here are some book lists for reluctant readers:

• BookRiot’s 20 Books for Reluctant Readers
• 27 Excellent LGBTQ Young Adult Books
• Indigenous Australian Young Adult Books
• YALSA Quick Picks for Reluctant Readers
• 15 Children’s & YA Books by Indigenous Creators in Canada
• Books that Guys Read
• ThoughtCo’s 10 Best Books to buy for Teen Boys
• Goodreads Best Books for Older Teen Boys
• Getting the Guys to the Shelves

Works Cited

CBC Books. “15 Children’s & YA Books by Indigenous Creators in Canada | CBC Books.” CBCnews, CBC/Radio Canada, 25 June 2019, https://www.cbc.ca/books/15-children-s-ya-books-by-indigenous-creators-in-canada-1.5182981.

“Best Books for Older Teen Boys (297 Books).” Goodreads, Goodreads, https://www.goodreads.com/list/show/7368.Best_Books_for_Older_Teen_Boys.

“Books That Gus Read.” GUYS READ | Books, http://www.guysread.com/books/.

Gaiman, N. (2013, October 15). Why our future depends on libraries, reading an daydreaming. The Guardian. Retrieved from http://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming?CMP=twt_gu (Links to an external site.)

Jensen, Kelly. “20 YA Books for Older Teen Reluctant Readers.” BOOK RIOT, 11 Oct. 2017, https://bookriot.com/2017/10/08/20-ya-books-older-teen-reluctant-readers/.

Kelley, S., & Miller, D. (2013) Reading in the wild: The book whisper’s keys to cultivating lifelong reading habits. San Francisco: Jossey-Bass. p.88-128   (Book Excerpt)

Krashen, S. (2012, April 5). The power of reading. The COE lecture series. University of Georgia. Retrieved from: https://www.youtube.com/watch?v=DSW7gmvDLag (Links to an external site.)

Maclagan, T.A. “27 Excellent LGBT YA Books to Add to Your Reading List.” BookBub, BookBub, 4 June 2019, https://www.bookbub.com/blog/lgbt-ya-books.

“Orca Book Publishers.” Orca, https://www.orcabook.com/Audiobooks-DigitalSubscriptions.aspx.

Palmer, Iva-Marie. “Getting Guys to the Shelves: Great YA Books for Boys.” Brightly, 3 Feb. 2019, https://www.readbrightly.com/young-adult-books-for-boys/.

Parrott, Kiera.  (August 28, 2017).  Thinking outside the bin: why labeling books by reading level disempowers young readers.  Retrieved from: http://www.slj.com/2017/08/feature-articles/thinking-outside-the-bin-why-labeling-books-by-reading-level-disempowers-young-readers/#_ (Links to an external site.)

“Readings.” Indigenous Australian Young Adult Books · Readings.com.au, https://www.readings.com.au/collection/indigenous-australian-young-adult-books.

Schwanenflugel, Paula J., Flanagan-Knapp, Nancy. “What Is It with Boys and Reading?” Psychology Today, Sussex Publishers, https://www.psychologytoday.com/ca/blog/reading-minds/201803/what-is-it-boys-and-reading.

“The 10 Best Books to Buy for Teen Boys in 2019.” ThoughtCo, 12 May 2019, https://www.thoughtco.com/popular-books-for-teen-boys-626718.

YALSA. “2019 Quick Picks for Reluctant Young Adult Readers.” Young Adult Library Services Association (YALSA), 22 Jan. 2019, http://www.ala.org/yalsa/2019-quick-picks-reluctant-young-adult-readers.