Our library

 

Here is my acronymical representation of some of the offerings at our library. 

In revising this piece, I went back to my professional manifesto from the beginning of this course and made some tweaks to align this document with my professional goals. In creating this document, I followed Stephan's advice in crafting an acronym, or initialism that would be memorable and catchy. I used the plaid background, but followed our professor's advice and toned down the colours to make the text more legible.  

Reference:
​
Loertscher, David V., et al. "Makerspaces in the school library learning commons and the uTEC maker model." Teacher Librarian, vol. 41, no. 2, Dec. 2013

My Library Learning Commons

 

Logo

 As I outlined in my module 5 task, I think that our elementary school library does not need a fancy and unique name, because elementary students are excited by the library already and I am building their impressions of a library with their most visited, and perhaps only library space. This has painted me into a bit of a corner in terms of designing a logo, but here are three that reflect the nature of our library.

The first combines traditional books with a typography meant to evoke a printed circuit board. This captures both the traditional and tech nature of the library.

The second shows the distinctive west view of the school rising from a stylized book. It is meant to evoke the image of the library as the foundation and heart of the school. The windows to the right are the library windows. 

The third represents a book morphing into an arrow. It is meant to convey the progressive nature of the library and direct the viewer to the exciting things going on in the library.

Which do you like? Do you think I need a catchier name than The Library?

Global projects

 

Resources in this comic:

https://kidscodejeunesse.org/kids2030-challenge

https://iearn.org/cc/space-2/group-478/about

Virtual Classroom Connections

 With field trips on hold due to Covid, virtual experiences can fill in the gap.  Here are three virtual experiences that your class can enjoy. They all connect to the Science curriculum and Life Sciences:

Live It Earth. https://www.liveit.earth/ 

This educational series brings the experts into the classroom. 8 times yearly, they present an interactive program, followed by a chance to questions experts. I have joined in with scientists in Sooke River as the salmon spawned. The students loved when we tweeted to the scientists and they answered our questions online. We also saw emergency responders talk about how they prepare for wildfire season. This program connects to themes in Social Studies, as well as Science.

SeaQuaria  https://seaquaria.org/

This organization brings the ocean into classrooms and classrooms to the ocean. Programs are on a variety of topics, fitting into the Life Sciences curriculum in many grades. I discovered this program through the Stream to Sea program and their newsletter Water Ship News.  Through this program, we hatch salmon from eggs and raise them to fry, finally releasing them into our local watershed. The programs of Seaquaria compliment this initiative. The newsletter also links to virtual resources from the CRD, The Pacific Salmon Foundation and may others.

Sierra Club BC https://sierraclub.bc.ca/education/

Though the Sierra Club is generally focused on place based education, they have some virtual offerings too.  They periodically will do drawing webinars that you can also access after the event. Their livestream on how to draw a bat was popular with my grade 5 class. I also find their EcoMap a great resource and jumping off point for talking about BC ecosystems, animals, and indigenous uses of the land,

Apps for you

 Our district uses Google as it's main ecosystem, so I tend to use Google apps where possible, and those compatible with Google, or that you can sign into with a student Google account in order for the families to have ease of use.

A Redesigned Library

 

Please enjoy this video communicating some of the ideas for a redesigned library. These ideas are informed by the work I have done in my Teacher Librarian as Tech Leader course, by a questionnaire of my colleagues and through discussions with my peers.

The assignment asks us to imagine a new name for the space. This reminded me of the L!brary Initiative Project in New York, and the TED talk by Michael Bierut. In the talk, he speaks of rebranding the library space. He was looking for a new name, and in the end, the group decided on The L!brary.  In an elementary school, the term library is not an old worn out term, but an exciting place. I will continue to call it The Library, but work towards creating a culture that values the library as a place of  creating and learning and doing.

Questions to ponder: 

How does the layout of a library drive the culture in your school?

How does your library deal with storage of teacher materials like novel studies and leveled reading?

Additional References:

Kafai, Y. B. (2016). From Computational Thinking to Computational Participation in K-12 Education. Communications of the ACM, 59(8), 26–27. https://doi-org.proxy.queensu.ca/10.1145/2955114

New Media Corsortium., & Consortium for School Networking. (2010). Horizon report. Austin, TX: The New Media Corsortium

Burns, M. (2018). Tasks before apps: Designing rigorous learning in a tech-rich classroom.

Innovative learning Center. Taking Making Taking making into the Classroom.   2021 https://mytrainingbc.ca/maker/en/toolkit/Taking_Making_into_Classrooms.pdf

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

https://www.pentagram.com/work/the-lbrary-initiative

Pierce, D., (2015). Three Ways Mobile Technology is Transforming Learning Spaces, The Journal. Retrieved from: https://thejournal.com/articles/2015/08/25/3-ways-mobile-technology-is-transforming-learning-spaces.aspx

Sonics Podcast:  How to make a DIY podcast recording booth  https://medium.com/podcast-101/how-to-make-a-diy-podcast-recording-booth-a260f1e8a23b

https://www.ted.com/talks/michael_bierut_how_to_design_a_library_that_makes_kids_want_to_read?language=en

YALSA Makerspace Resources Task Force. “Making in the Library Toolkit.” Young Adult Library Services Association. January 2015. Young Adult Library Services Association, Web. Accessed Oct. 2021

https://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/MakingintheLibraryToolkit2014.pdf

PowerSchool Retrieved from:

https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Media Arts in the Library

 

Having created some videos and recordings, I can see how they might be incorporated into lessons and activities in elementary school. I think the best way to incorporate them into the library would be to create bins that go with the makerspace carts, that could be signed out by teachers, or used in collaborations.

Video Techniques: The Sad Robot

 Here is my video: The Sad Robot

And here is the director's cut explaining the technical choices that I made:

Thanks to https://www.expertreviews.co.uk/tablets/8055/how-to-shoot-better-video-on-your-ipad-and-iphone  for an overview of techniques.

Programs used:

Kapwing.com for green screening

Screencastify extention for Director's Edition commentary 

https://spark.adobe.com/ for video editing and music

Sound Booth

Recording Box

     When recording for podcasts or voice overs, it is important to get a good quality recording, free from background sounds. One problem to avoid is room reverb. This is when the sound of your voice bounces off hard surfaces in the room and arrive at the microphone after your voice creating poor sound quality.  There are a few options to reduce room reverb. One is a simple recording box. This is a box lined with acoustic foam but open at the front, in which you put your microphone to eliminate noise from other directions. Another is an isolation shield; a trifold of acoustic foam that reduces echo and sound reflection. Lastly, materials that are at hand, such as blankets and jackets can create temporary recording booths.  Nate Dimeo of Memory Palace, NPR fame is known to use a mattress topper, and he is a Peabody Finalist.

    At my school, space and storage is of chief concern. As a result, a recording box is not a practical solution, in spite of it being quite a small. The gain in sound quality would not justify the space needed to store the box.  Here is a photo of a temporary set up that helps to reduce room reverb.

Microphones

    I record with a Logitech USB Desktop Microphone. It sounds good and is easy to use. I have used it with students for over 12 years and it is still going strong. I noticed in my recording that my Ps pop a little, so I am interested in the Tonor PC condenser microphone, as it has a pop filter. Really, for elementary school, and the way we would use the mic, exceptional sound quality is a secondary concern to usability and durability.

    I have also used gaming headsets with students. The built in mic removes problems associated with needing to face the mic. They can move their heads all over without affecting the sound recording.

Resources:

Sonics Podcast:  How to make a DIY podcast recording booth  https://medium.com/podcast-101/how-to-make-a-diy-podcast-recording-booth-a260f1e8a23b

https://blog.elearningbrothers.com/blog/how-to-make-your-own-sound-booth-for-better-voice-overs

https://discoverpods.com/usb-microphones-cheap-podcast-mics/

Audio Editing - Podcasting

 

    Here is an attempt at podcasting.  I made this podcast about the elements of a graphic book.  I am developing a unit for my grade 5s, so graphic novels is on my mind.  I found the process to be straightforward, but the sharing process to be unsatisfying.  In order to share it, I had to add a visual to make it into a video. It made me think that a video was the way to go from the start, especially since it was such a visual topic.  

    If I was going to make this a regular thing, I think I would use Google's podcast manager, to sync with my other google resources. I might use Archive.org to create a RSS feed (video below).  This is a lot of additional work, but worth it if I was going to use this resource.  Conversely, posting sound files to the google classroom is a lot easier, if my audience is just my students.

What do you think? Is making your podcast public important for the way you plan to use audio files?

Additional Resources:

Graphix resources at bottom

https://podcastsmanager.google.com/

https://www.buzzsprout.com/how-to-make-a-podcast?gclid=Cj0KCQiA-K2MBhC-ARIsAMtLKRtiyKlCQmc08cV0Y9MBOaDp2FzXeunLOj_pBc-JRS4C2XZoewxr61AaAvxoEALw_wcB

Max Dalton How to Host Podcast Audio on Archive.org

• McCloud, S. (1994). Understanding comics: The invisible art. New York: HarperPerennial.

Smith, J., & Hamaker, S. (2005). Out from Boneville. New York: Graphix/Scholastic.

Storyboarding

 

References

Burns, M. (2018). Tasks before apps: Designing rigorous learning in a tech-rich classroom.

Innovative learning Center. Taking Making Taking making into the Classroom.   2021 https://mytrainingbc.ca/maker/en/toolkit/Taking_Making_into_Classrooms.pdf

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

Pierce, D., (2015). Three Ways Mobile Technology is Transforming Learning Spaces, The Journal. Retrieved from: https://thejournal.com/articles/2015/08/25/3-ways-mobile-technology-is-transforming-learning-spaces.aspx

YALSA Makerspace Resources Task Force. “Making in the Library Toolkit.” Young Adult Library Services Association. January 2015. Young Adult Library Services Association, Web. Accessed Oct. 2021 https://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/MakingintheLibraryToolkit2014.pdf

PowerSchool Retrieved from:

https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Video Example

The Book Thief - a book trailer from J.R. Dise on Vimeo.

I love the idea of using the Virtual LLC as a place for kids (and adults) to share their love of reading and their creativity.  I think a book trailer is a great way to do both.  This book trailer is a good example of simple amination to create an amazing effect. I have used Spark to create a simple book trailer. Book trailers not only create buzz around a book, but give kids a chance to show off their creative talents. It shows an understanding of the book. This assignment could fit into a variety of curricular competencies from Art to Language Arts.

Resources

https://spark.adobe.com/

https://vimeo.com/

First video by J.R. Dise

Second video by Rupert Gadd

Screen Casting

 In this assignment I was asked to screencast a video of a project from the last module. In that module. I made 2 screencasts.  They are at the  end of this post.

Screencasts are a great way to get information across quickly.  During the pandemic distance teaching, I created screencasts of me marking work, so that students could use it to self-correct assignments and follow along with the work. I did this with the document camera and did the work with pencil and paper.  Kids and parents found this very useful. 

 I created short videos showing parents how to use different technologies, from how to create a PDF using a phone camera, to how to post work on Google.classroom. I could see this as useful for creating Pro-D that is accessible by staff at any time. 

I have also used the technology to create reviews of materials, including books or websites.

Did you find my videos on Scratch and Tinkercad useful? What is your favourite use of screen casting. 

Resources:

tinkercad.com

https://www.screencastify.com/

https://scratch.mit.edu/

Updating the Plan Revised

 

Revisions:  After input from my colleagues, I added some information about how work from older students will inspire younger students.  I added references  to the page in order to help me review and expand my thinking when I return to this plan if I gain a position as Teacher Librarian.  I had some input regarding adding the pictures of changes to the lettered explanations, but when I added those in, I found that they muddled the presentation, rather than making it clearer.

Additional References:

Kafai, Y. B. (2016). From Computational Thinking to Computational Participation in K-12 Education. Communications of the ACM, 59(8), 26–27. https://doi-org.proxy.queensu.ca/10.1145/2955114

New Media Corsortium., & Consortium for School Networking. (2010). Horizon report. Austin, TX: The New Media Corsortium

Burns, M. (2018). Tasks before apps: Designing rigorous learning in a tech-rich classroom.

Innovative learning Center. Taking Making Taking making into the Classroom.   2021 https://mytrainingbc.ca/maker/en/toolkit/Taking_Making_into_Classrooms.pdf

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

Pierce, D., (2015). Three Ways Mobile Technology is Transforming Learning Spaces, The Journal. Retrieved from: https://thejournal.com/articles/2015/08/25/3-ways-mobile-technology-is-transforming-learning-spaces.aspx

YALSA Makerspace Resources Task Force. “Making in the Library Toolkit.” Young Adult Library Services Association. January 2015. Young Adult Library Services Association, Web. Accessed Oct. 2021

https://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/MakingintheLibraryToolkit2014.pdf

PowerSchool Retrieved from:

https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Updating the Plan

 

The plan is also on Linoit, as per the assignment instructions: http://linoit.com/users/rupertgadd/canvases/Building%20the%20Plan

Troubleshooting Strategies

Thanks to my peers for collaborating on troubleshooting technology.  Three that I think are particularly useful are:

Ask three before me.  This empowers kids to find their own solutions to problems and gives kids a sense that they are experts when they help their peers out.

In the same vein, the acronym DATA:  Did I check it, Ask a Friend, Test again, Ask the teacher, helps give kids a framework on what troubleshooting looks like. I think this acronym would be helpful following a lesson on how to troubleshoot.

Last, I appreciate Madison's suggestion to use Google Forms as a resource in a district where all staff and students have access to Google tools. I think in elementary school, a lot of my troubleshooting tips are aimed towards my teacher peers.  They have varying levels of comfort with technologies, and often fear that they won't be able to solve problems that come up stops them from trying technological innovations.

STEAM in the Library

 

References

​
KOESTER, A. (2014). Get STEAM Rolling! Children & Libraries: The Journal of the Association for Library Service to Children, 12(3), 22–25. https://doi-org.proxy.queensu.ca/10.5860/cal.12n3.22