Collaborating with Teachers to Evolve their Practice

As facilitators of change in the school system, Teacher Librarians (TLs) need to be familiar with how teachers perceive change and how to adjust to help them create change (Oris, Intro to CBAM). The Concerns Based Adoption Model (CBAM) can be used by TLs to help teachers who are wanting to change aspects of their practice. The model contains seven stages of concern and seven levels of use. This is a crucial skill for TLs. TLs are responsible for :”facilitating collaborative engagement to cultivate and empower a community of learners” and “cultivating effective instructional design to co-plan, teach and assess learning” (C.L.A., 2014) in order to support student and teacher growth.

*Above is a video supporting the importance and benefits of collaboration between TLs and teachers. 

As a TL I have to be receptive to teachers' concerns and questions regarding the delivery and resources for curriculum implementation. For this report, I will look at two separate cases. Explain the teacher’s pedagogy and how I can help improve their pedagogy using the CBAM process from the tables below. “The Concerns- Based Adoption Model addresses each one of these assumptions: the individual’s concerns about an innovation, the particular manner in which the innovation is delivered or implemented, and the adaptation of the innovation to the individual” (Oris and Huang, Into to CBAM).

Every term I give teachers the option of collaborating for at least one term. Each teacher can sign up for one term and pick one or two blocks per week to collaborate.

Jonathan

Jonathan is one of our English grade 6/7 teachers. He approached me wanting to teach students how to do research online. He wanted me to come to his class to promote and explain why students should use our digital resources instead of copying from Google and Youtube. 

He is very confident with technology. He knows about the biases of researching and his student’s tendency to use information that may be unreliable and false. I remember discussing in another LIBE course how most students use Google for research. Google can give you a multitude of results but it's up to the students to decide which ones to choose. My friend was telling me how she showed her class an untrue video (Spaghetti grows on trees) from Youtube and it was so persuasive that some of the students believed it was true.

*Videos by BBC on April Fool's Day: Spaghetti grows on trees.

Experiences and methods

He had the students do research on the school Ipads. He let students pick what they wanted to learn more about and had them research. He didn’t put any requirements on the type of sources they used. He supervised the process and questioned the students if they had unreliable sources in their project.

Taking Jonathan to a higher level of integration, application and embedding of the potential resources into practice

His Stage of Concern is a level one: Informational, because he did not know the digital resources that were available through our Library Learning Commons (LLC) and wanted to find out how students could use them. His Level of Use is also a level one: Orientation, because he is taking the initiative to ask and learn more about the digital resources we have on our website.

I created a plan following the chart above on relationships between level of concern and level of use. We met and discussed the resources that were available and how the students could use them. This moved him from level one Stage of Concern to level two: Personal, because we discussed how students will have better resources to get information from. Consequently, this moved him from Level of Use level one to level two: Preparation to teach students the digital resources they could use because they are curated sources from specialists.

After our meeting he picked four different sources to teach the students so that they would use it in their projects. This means that his Stage of Concern is at a management level because he is collecting and planning to present it to the students and Level of Use has changed to mechanical level.

After our meeting/planning, Jonathan taught his class all he knew about the digital resources. The class went on to explore them and use at least one digital resource in their project. I noticed that this put him in level four, Stage of Concern: Consequence because he supervised how the students explored the digital resources and made sure students understood the resources they had available to them. This places him into Level of Use four: Routine because he has made some changes and established using the new found resources for the project.

Sherryl

Sherryl is a very kind and patient teacher. This is her first year of teaching and despite doing her best, she feels overwhelmed. She has a very challenging class, with students who need a lot of support at school. In addition to being her first year and the challenges in her class, our district has taken the initiative to focus on literacy. The literacy district specialists have developed a pillar system for teachers to follow with lessons and guides that will optimize the delivery of the curriculum and help students.


Experiences and methods

After attending a professional development on the “Pillars of Literacy”, Sherryl became more overwhelmed and confused about the process. Her experience and methods with this innovation are at a level two Stage of Concern: Informational because she would like to know more about the pillars and how to implement them. Her Level of Use is level one: Orientation because she wants to learn more.

*The Pillars of Literacy as they appear on the district portal.

Taking Sherryl to a higher level of integration, application and embedding of the potential resources into practice

When we met to plan our unit, she communicated how she felt overwhelmed and asked if I could take charge of the unit to demonstrate how one would use the pillars resources to teach the literacy unit.

We began by developing a class profile in which we discussed her student’s strengths and stretches. Her students are within a wide spectrum. Some students are below grade level in reading and writing, some are proficient and a couple are above grade level.

As I went through the lessons, Sherryl began to get a better idea on how to incorporate and lead the use of the innovation. This is when Sherryl moved to level three Stage of Concern: management because it's where she organized and gathered information on how to teach the innovation she was learning (from my modeling). Before each lesson we would discuss what the lesson would look like, why we were doing it and how it was going to help the students. I would include her in the planning of following lessons by asking her opinion on various lesson ideas. Sherryl’s Level of Use was level three: Mechanical because she organized how she would use the innovation.

Second term following a professional development day Sherryl reported to me that she refined her lessons and understood how to implement them better. She came up with ways to adapt her teaching. This moved her level four Stage of Concern to consequence and her Level of Use to level four: Routine and Refinement.

Conclusion

As a TL, using the CBAM approach with teachers that I am collaborating with will help me recognize the Stages of Concern and Levels of Use that they are experiencing. Knowing that will help me move them along to higher levels of concern/use. All teachers have their own special set of skills. They bring these special skills to collaboration and it is respectful to acknowledge those skills while encouraging them to try something new. I am very proud of Sherryl and Jonathan for being extremely organized and committed teachers who are trying to keep up with the needs of their 21st century learners.



Citations

Oris, Alex. Intro to CBAM – Concerns-Based Adoption Model. sites.google.com/site/ch7cbam/home/introduction.

Canadian Library Association (CLA). The Leading Learning: Standards of Practice for School Library Learning Commons in Canada. 2014 Ottawa ON, Canada: Canadian Library Association’s Voices For School Libraries Network and the CLA School Libraries Advisory.

Loucks-Horsley, S. (1996). The concerns-based adoption model (CBAM): A model for change in individuals. Retrieved from https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf

Richmond School District No. 38 Portal. Pillars of Literacy 3-5. https://portal.sd38.bc.ca/group/41bjggo/Pages/default.aspx#/=. Retrieved February 28th, 2023. 

BBC: Spaghetti- Harvest in Tocino. https://www.youtube.com/watch?v=tVo_wkxH9dU&t=88s. Retrieved February 28th, 2023.

Heraper, Sue. “Teacher Librarians and Classroom Teachers: Collaborative Partners.”, 5 Mar. 2015, https://www.youtube.com/watch?v=EyYKkh0n7Vg. Retrieved February 28th, 2023.

LIBE 467 Blog 2

Introduction

The position of a Teacher Librarian (TL) is composed of many roles and tasks. Despite being the only TL in one school, the position is nothing but lonely. The TL has the opportunity to create relationships with support for those in the school. Instead of working in one class, TLs have the chance to create meaningful connections with the same students over and across their elementary school years. Below is a summary of how I will use Theme Two to guide my practice.

The reference interview
Teacher Librarians (TLs) have the responsibility “to assist students in the use of the library and its collection.” (Riedling, 2019. Pp. 99). TLs can do this through “Reference interviews”. Even though, Reidling’s requirement for having interviews may not always be possible as it is hard to find quiet places. We can conduct reference interviews while collaborating with teachers or during book exchanges with the purpose of helping students find what they seek. The interactions between the TL and students should be happening all the time anyways. This develops a relationship where students will feel comfortable bringing up any questions. 
I like that Riedling divided them into three types of reference interviews: ready reference interviews, research project interviews, and reader's advisory. 

Cooperative program planning and teaching for personalized inquiry

Supporting reference skills through cooperative program planning and teaching ensures all students have the opportunity to develop the skills necessary to access and use a wide variety of reference sources. Lesson 5 provides a number of ways in which I can promote reference sources:

1. Give all students the opportunity to develop skills to access and use a variety of reference sources

2. Show students the advantages and disadvantages of using one reference source over another

3. Give students direction on how to use the sources without making assumptions about their skills and abilities to use the sources

4. Reference centres so students walk through several formats

5. Have students compare and contrast information taken from several sources to determine the  importance of authority, bias, currency, etc.

6. Have them distinguish between ready reference and in-depth research

7. Search Curricular Competencies that develop research reference skills

8. Promote reference skills at every level

9. Show colleges the value of using reference resources in all formats

10. Develop creative assignments that require students to develop good questioning strategies

Role of the teacher librarian

The gold standard for all TLs is collaboration as explained in the Leading Learning document. This way we can work with teachers in various projects, at various levels of depth and assist them with the LLC's (Library Learning Commons) resources to best supply students and their projects. Within this course and many other LIBE courses I have come to learn that a TLs role within a school consists of many tasks. When funding is at a deficit the TL is one that is often in question for elimination which is why TLs need to be viewed as a valuable asset. If you change “the perception of instruction in the school library to relevant tasks developed to support curricular standards further creates a perception of indispensability and expertise” (Burns, E.A., 2018). 

Managing the reference collection
The city of Greater Victoria district has created a description for TLs to follow. They have divided the description into three sections: Program and instruction, learning resource management, leadership in resource based learning. All three sections will impact the managing and organization of reference materials. For example, providing leadership and promoting strategies for the effective use of a wide variety of learning resources which support and extend the curriculum; requires students to develop “information skills”.

In addition, managing the reference collection is determined by the budget. When budget and time are limited Riedling states that “the primary consideration is providing teachers and students with easy access to a high-quality collection”. Without a fantastic collection we won't have the resources we need for teachers and students to use.

(Achieving Information Literacy)

In Achieving Information Literacy, they recommend the following strategies for the budget process:

Evaluating reference services
In the document Achieving Information Literacy they provide standards for assessing your reference collection. TLs could use these standards to decide which books to weed and how to replace them with more valuable resources.

There are three categories:

Below Standard Resources	Acceptable Standard Resources	Exemplary Standards Resources
provides limited opportunities for reading and learning Materials support few areas of curriculum Don’t meet student needs Little materials for student interest Little balance is reflected among print, non print and electronic resources Materials are not available to all users Not current Wedding infrequently Little to no access to information resources beyond school hours Not sufficient budget	Available in and or through the school library  provides students and teachers with opportunities for resource based learning Collection reflects needs of people Balance of print, non print and digital resources Mostly current and in good repair Selected according to district adopted and approved selection policies Weed on a regular basis Access beyond school through electronic information networks Sufficient funding Program requirements are met Innovative learning resources are available and in school access to digital resources is possible	available in and or accessible through the school library provides students and teachers with opportunities for resource based learning. (i.e. Includes: development of literacy skills, reading, listening, viewing, curriculum implementation, for meeting the diverse/interest of students) organized and circulated through the school library. Available to all users. Materials are current Selected according to district adopted, board approved selection policies Balance among print, non print and digital Dated, worn and missing materials are replaced immediately Sufficient funding to support resource based teaching and learning and a wide range of teaching and learning styles Innovative learning resources are available and access to digital resources is possible from home and school

 

Conclusion

The roles and responsibilities in Theme Two really speak to me. Even though others have told me how the role of a TL can be a lonely one, I feel it will be anything but. It will give me the chance to work with teachers and their classes; get to know students across grade levels and give me the chance to form meaningful connections. I look forward to collaborating with teachers and helping them strengthen their practice through my support and LLC's resources!

Citation

Burns, E. A. (2018). Advocating for Change in School Library Perceptions. Teacher Librarian.

Canadian Library Association. (2014). Leading Learning:  Standards of Practice for School Library Learning Commons in Canada. Available:  http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Libraries Unlimited, an imprint of ABC CLIO, LLC.

Beaudry, Richard. Theme Two course work material. Retrieved February 6th, 2023. 

Achieving Information Literacy: Standards for School Library Programs in Canada ail110217.pdf. P. 26-27.

LIBE 467: Assignment 1: Evaluation of a reference work

 “Human society has become more global than ever before; therefore, recent geographical resources are a necessity.”- Rieldling, p. 79

Introduction

A lot of our physical reference materials have been weeded or relocated to classrooms. Dictionaries serve a better purpose in the classrooms than in the School Library Learning Commons. I have noticed that over the years, physical reference material has shifted to digital forms instead. There are many reasons for this. A lot has to do with the breakthrough in the digital era and the abundance of digital resources at our fingertips. Other reasons range from budget restrictions and utilizing the budget for more valuable resources. However, students still value and appreciate physical material. For primary students, it is easier to use. Especially maps. There is something special about learning a new place or places; opening a huge atlas to find the various cities, lakes, rivers, etc. To see the terrain we live in. After all, being able to read a map can be crucial to getting somewhere. You never know when your GPS service goes down!

Part 1: Evaluative review of "The Usborne Inter-Linked, Essential Atlas of the World" resource

I have followed the criteria in Appendix 1 to evaluate this resource. Geographic sources may be evaluated using many of the same criteria as other reference sources. (Riedling, 2019)

Relevancy and authority- Minimal Standards

• Below Standards for two reasons: the author has newer editions and because there are few reviews for this book.
• This atlas was written by Stephanie Turnbull and published by a reliable company named Usborne Publishing Ltd. The Usborne company was established approximately 50 years ago (https://usborne.com/ca_en/about-us) and has many specialists that work to make these books. Currently, there are only two reviews that I could find. They were on amazon.
• I think it’s because there are more updated versions of this kind of resource. People are gravitating to buying newer versions than these old ones. 

*Reviews of the Usborne Atlas

Purpose and content scope- Minimal Standards

• The cost is expensive ($24.12 on amazon)

• It includes digital resources through links

• Costs slightly more than similar resources

• Clear purpose to inform without advertising and bias

• Clear navigation table of contents/comprehensive index/glossary available

• Maps are drawn to scale and scale is clearly defined and it is appropriate for intended audience

Currency- Minimal Standards

• published more than 5 years ago 

• Some information is out of date

• Relates to some other resources already in the library

For example:

Curricular connection- Minimum Standards

• resource meets some aspects of the new BC curriculum

• May not fit every grade level but most

• Resource meets some diverse student needs and learning styles

• Resource somewhat reflects student interests and cultural background of student’s population

*The picture above may not depict a true image of the Inuit people.

Efficient use of library space- Minimal Standards

• Resource fits easily on one shelf

• Resource may be accessed outside of the library (in a classroom) by students and teachers

Part 2: Evaluative review of a replacement reference resource

Upon doing extensive research and reading several reviews, I have decided to replace Usborne's atlas with a National Geographic one. I have followed the criteria in Appendix 1 to evaluate this resource.

(Indigo)

Relevancy and authority- Exemplary

• Authors and publishers with excellent credentials
• Many current reviews available (below are the ratings for the Indigo website and a book review on this book)

* Reviews from the Indigo website

*Book Review from the website: YA and kids book central

Purpose and content scope- Exemplary

• Cost effective ($19.99), but no additional resources included
• Clear purpose to inform without advertising and bias
• Clear navigation, table of contents/comprehensive index/glossary available
• Maps are drawn to scale and scale is clearly defined and appropriate for intended audience

Currency- Exemplary

• Published recently, within 1-3 years- everything in the library is older than 5 years
• Continuously updated- this resource is updated because it is so recent
• Nothing similar already in the library, resource will greatly benefit existing reference- every other map resource is too old

Curricular connection- Exemplary

• Resource makes many connections to the new BC curriculum and can be used across grade levels
• Resource meets diverse student needs/learning styles
• Resource strongly reflects student interests and cultural background of student population

Efficient use of library space- Minimum Standard

• Resource takes up little or no space in the library
• Resource may be accessed outside of the library (in a classroom)

Conclusion

It is without a doubt that the National Geographic Kids World Atlas 6th edition should be added the library’s existing collection. It will be the most up to date atlas in the library. Students can take it out for fun reading or for participating in the learning of the BC curriculum. This resource will be an excellent asset for all learning styles and reading levels. The pictures, layout and language is perfect for primary and intermediate students. The only thing that is missing is that there are no digital links/versions of the resource which is a very small thing considering we have many digital sources that would allow students to access similar resource digitally.

Citations

Riedling, A. & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips (4th ed.). Pg. 3-121, 137-140.

Beaudry, Richard. LIBE 467 Information Services: Module notes: Lessons 1-4. Retrieved January 9th- 25th, 2023.

Indigo. https://www.chapters.indigo.ca/en-ca/books/product/9781426372278-item.html?s_campaign=gooPMaxSmartShop_Books_Kids_EN&gclid=CjwKCAiAleOeBhBdEiwAfgmXfxjKq8rGfzaEUecJGS6blZZsHe7BY1OeuK2dDZHXqF91OSbYEc2FxoCm6IQAvD_BwE&gclsrc=aw.ds. Retrieved January 30th, 2023.

Fanworth, Jan. April 12th, 2022. Kids Review: National Geographic Kids World Atlas 6th edition by National Geographic. https://www.yabookscentral.com/kids-review-national-geographic-kids-world-atlas-6th-edition-by-national-geographic/. Retrieved January 30th, 2023. 

Appendix 1

LIBE 467 Blog post 1

“A good reference source is one that serves to answer questions and a bad reference is one that fails to answer questions” - Riedling

Introduction

(Kearney, Christine. March 14th, 2012)

I read the description of this course when I was selecting this class for the term and it immediately made me think of the  Encyclopedia Britannica. As a child, I remember the commercials so candidly. The advertising was so persuasive (for a 10 year old child). I believed that if I had access to these books, all of my questions would be answered. Doing school projects would be a breeze! All I needed to do, was convince my parents to buy them. Eventually they did buy them and I remember browsing through them. Thinking of topics that I wondered about and looked them up. I learned to use these encyclopedias so efficiently. I used them for every project I could.

1988 Encyclopedia Britannica. "At Home" TV Commercial

1992 Encyclopedia Britannica Commercial

I knew that there was more to reference materials but I had never stopped to think about them all. There was more to “reference materials” besides the wonderful, all knowing Encyclopedia Britannica. There are almanacs, atlases, dictionaries, etc. All of which some of us use on a weekly or monthly basis. I knew of the sources but for some reason I did not connect them all to be reference sources.

Theme 1: Definitions 

This section looked closer at Riedling’s definitions of various terms related to reference materials. In the text Riedling clarified terms I already knew the definition of but did not know or remember the terms, since we do not use them on the field. We use language that students are able to understand better. It was interesting relearning the formal terminology.

Riedling's definition of the term "digital divide" really grabbed my attention. They are referring to the availability of the internet and/or digital resources. I don't always feel like this divide is as clear as they have defined it.

I found it interesting how Reidling's definition of reference sources varies from each other. In addition, the definition of Guide to Reference Sources from the American Library Association states how no definition for "reference work" is entirely satisfactory for the Guide to Reference Sources's purpose because of the implications of the web/digital media.

(Lynch, Matthew. April 5th, 2018)

The important thing to remember in our practice is that we need to teach students to be 21st century learners. This outlines the skills, dispositions, and responsibilities of students to be truly information literate in today’s society. They need to be able to inquire, think critically, draw conclusions, share information, make informed decisions and apply knowledge to new situations. This is incredibly critical for students to master now. Especially at a time where the information is abundant but not curated.

Theme 2: The Reference Process and Information skills

I feel like teachers are always using the information skills and reference process in their practice on a daily basis. I know that I like to guide students to find answers to their questions. I haven’t had a chance to really dive deep into the inquiry process. My experience with kindergarteners and grade one students had reduced the inquiry process to a very basic level. I am excited to have learned the various inquiry process models. They provide more thorough steps to follow which will inevitably scaffold students to follow their inquiries more closely and completely.

Below are three different models teachers can use to guide students through the inquiry process: Information seeking model by Carol Kuhlthau, The Big 6 ("Super 3" for younger students- adapted model with a three step process: plan, do, review) by Michael Eisenberg and Robert Berkowitz and the Research process by Barbara Stripling and Judy Pitts.

I don’t think any of these models are better than the other. Students will be more successful if they know the inquiry process of any of the models above. Teachers could choose a model and outline the steps for students. Give them a way to follow the model and record their findings.

Theme 3: Building a reference collection for your school library

I like how Riedling provides an outline for evaluating reference material. It is a very informed way to set standards for our resources. I think the content scope and cost of reference material is a challenging part of evaluating resources. Teacher Librarians already struggle to update their reference sections as they become outdated so quickly. As a result they have to purchase new, updated versions which use more money from an already restricting budget. In addition, patrons are turning to digital copies of reference resources as they are kept updated, and are always readily available. In turn, their demands help preserve the budget a little more.

Other Teacher Librarians have told me that they have eliminated their encyclopedias from their School Library Learning Commons. The reason being that students are not taught how to use print copies of encyclopedias when digital versions of the same material are available. It would seem wasteful to spend budget money on resources that are not going to be used.

All of this makes me wonder whether we should still be teaching students how to use the encyclopedias or completely move away from print versions to digital ones?

Theme 4: Print and/or electronic reference Materials

I find our digital resources are exemplary but not so easy to access. Teachers are not aware of these sources until I show them. I try to use these resources during collaborative time. This gives me a chance to show teachers how to use them and why they are so valuable.

Based on our reading, the availability of electronic references is having an impact on research at every educational level. Our job is to teach students how to find the best information. If we don’t allow access to many internet sites that are used by students in their own time then how can we have meaningful discussions with them about authority, relevancy, currency, etc?

Conclusion

It has been exciting learning and going beyond the Encyclopedia Britannica. I look forward to working with students on various inquiry models and teaching them how to follow the steps diligently. I am grateful to have such a rich digital and physical collection where students can access what they want, whenever they want. I have a lot of modeling and demonstrating to do so teachers and students are convinced to use our digital sources over non curated sources!

Citation

Riedling, A. & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips (4th ed.). Pg. 3-121, 137-140.

1988 Encyclopedia Britannica. "At Home" TV Commercial. Originally aired on April 8th, 1988 on CBN. https://www.youtube.com/watch?v=hi8Ae5gY_vk. Retrived January 29th, 2023.

1992 Encyclopedia Britannica Commercial. Aired on WPIX Channel 11. https://www.youtube.com/watch?v=Hxwin9XFbnQ. Retrieved January 28th, 2023.

Lynch, Matthew. April 5th, 2018. What does a 21st century learner look like?. The Edvocate. https://www.theedadvocate.org/what-does-a-21st-century-learner-look-like/. Retrieved January 29th, 2023.

Kearney, Christine. March 14th, 2012. New York. https://www.csmonitor.com/Business/Latest-News-Wires/2012/0314/Encyclopaedia-Britannica-After-244-years-in-print-only-digital-copies-sold. Retrieved January 29th, 2023.