Library Possibilities

Library Possibilities

While I am not currently in a library or in a school, I often wonder where my next position will be, and I would love to work in a Secondary or Middle School library at some point in the next 5-10 years. What I would be most interested in doing as a TL in a middle or secondary dual track school library would be to transition away from a more traditional library with stacks of books,  fixed tables and computer lab to a dynamic, multipurpose LLC that infuses technology, makerspace, literacy corners and fosters creativity. I would also like to further develop specific spaces for French books and, where possible, books in other languages of the students who attend.

A library should be a place to try new things. When students feel safe, they are more likely to take risks and thereby become more creative. The activities that Brown (2008) discussed in his TED talk outlined the importance of cultivating creativity in young students. A dedicated maker corner would be a great addition to the library. It would be an asset to have a dedicated space with workbenches and a sink, but if not, an easily accessible storage system could convert conference tables into a maker space. Building in the library can be a motivating agent for teens, along with helping kids develop 21st century creativity and problem-solving skills (YALSA, 2014).

A library should be a place for the whole community. I am interested in partnering with the wider community, be it museums, tech companies, architects, writers or any other community partner that can help make learning authentic and purposeful. In this way, the LLC can help be the bridge between students and the wider community (YALSA, 2014).

A library should be inclusive and safe. Creating cozy corners and sections can help the library to feel more comfortable and give students a quiet place to read or play a game. Reading areas that highlight diverse authors and characters will help include those who may not feel seen or represented in other books and spaces (Dundas, 2019).

In addition, a French corner with magazines, BDs, picture books and some novels can demonstrate to second language readers that there is a ranger of genres and book types and that all are great ways to enjoy reading in a second language and build language skills.

A library should use technology  as a means to transform learning. Rather than having computers fixed in a dedicated single use area, I would like to move towards mobile computers and ipads on carts that can be used as needed for projects. That way, we see technology as a tool to meet and further a learning goal, rather than the goal in and of itself. Along with mobile computer or ipad carts, we could include other tech that could help with certain projects, such as a green screen. Mobile technology also reminds us that « «  learning can occur anywhere » » (Lanoue in Pierce, 2015)

Finally, a library is a place for solving real-world problems and developing empathy. I would like my future library to be the hub (or one of the hubs) of teacher collaboration on ADST projects. By focusing on ADST in the library, I can help teachers infuse these important skills across curricula and help connect projects to real-world problems and people. Many of the maker tools could be used for ADST projects, as well as the tech tools mentioned above. As previously mentioned in a blog post about ADST, my goal would be to further support and develop ADST for French Immersion students so that they can develop creative and critical thinking skills along with corresponding language skills.

Question for feedback: Since I am not currently in a library, in what ways to you think I could support French Language programs and LLCs in dual track schools in my current role? What would best support you if you were a TL in a dual track school?

British Colombia Ministry of Education (2020) Applied Design, Skills and Technology Curriculum . Retrieved by https://curriculum.gov.bc.ca/curriculum/adst

Brown, T. (2008). Tales of Creativity and Play [Video]. TED. https://www.ted.com/talks/tim_brown_tales_of_creativity_and_play?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

Crichton, Susan & Carter, Deb. (2017). Taking Making Into Classrooms: A Toolkit for Fostering Creativity and Imagination. (website) Open School BC. Retrieved by: https://mytrainingbc.ca/maker/en/toolkit/Taking_Making_into_Classrooms.pdf

Dundas, Deborah. “Who Do We See in Kids’ Books? Star Survey Puts  Numbers to the State of Diversity.” Thestar.com, 25 Oct. 2019, www.thestar.com/entertainment/books/2019/10/25/who-do-we-see-in-kids-books-star-survey-puts-numbers-to-the-state-of-diversity.html.

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

Rubio, Rebeca & McColl, Leanne. (2020). Diversity Audits in Library Learning Commons: Equity in Action. Page 10. https://bctla.ca/wp-content/uploads/2021/01/Teacher-Magazine-Diversity-Audit.pdf

Young Adult Library Services Association (2014). Making in the library toolkit. Retrieved by http://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/MakingintheLibraryToolkit2014.pdf