I am struggling with the « physical design » aspect of this assignment. I have chosen a project that is pertinent and purposeful for my role as language coordinator, but the project focuses more on designing digital supports for TLs, teachers and students, as well as facilitating collaboration among teachers and TLs in dual track schools. Feedback welcome!
Current desired role of the library (or of coordinator role?)– The project I am envisioning is supporting the continued development of a reading culture in French from K-12 in French Immersion. This involves supporting TLs and classroom teachers with suggested reading lists, lists of coups de coeur (favourite books), collaboratively developing book lists with TLs, teachers and students, sharing reading experiences between schools via digital libraries, continuing to support digital literacy in French on digital library, facilitating iterative collaboration and sharing lessons and projects via collaboration sessions and shared google drive.
Curriculum drivers to consider: While I am interested in support K-12 French immersion in all subjects as well as grades 5-12 Core French, rather than listing the myriad of curricula here, I will distinguish between two facets of curriculum to support in French. The first is French language arts itself, from literature to oral interaction, reading comprehension to exploring francophone cultures, The second is integrating language supports and scaffolding required to support students to build the disciplinary and core competencies in their second language. Language supports (structures, key phrases, vocab) for interviewing each other in an ADST project is one example. Support students with research in French and reading comprehension as it relates to reading an informative text for an inquiry project is another.
Physical layout to consider: This is where I am stumped as it is not so much a physical layout that I am reconceptualizing but a virtual layout (virtual platform for sharing lessons, expanding digital library for student resources, connecting students via digital library or other means) as well as direct teacher support to consider. That said, I could see the benefit of a French nook, a corner with French books. There could also be opportunities to weave in camera-activated AR that connect kids to book talks, reviews, book trailers, French shows, etc. Another physical project to consider would be an immersive experience of the francophone world in the LLC, where AR tools could allow students to access and explore videos and other digital media that connect them virtually to the francophone world.
Given that my project does not involve a physical redesign, I chose photos that exemplify various ways I will support teachers digitally and through professional collaboration and pro-d.
Here are the new additions to my Linoit board:
Here is my original Linoit board post “iteration of building the plan”:
References
British Columbia Ministry of Education (n.d.) French Immersion Curriculum. Retrieved from https://curriculum.gov.bc.ca/fr/curriculum/fral
Khoshnevisan & Le (n.d.). Augmented Reality in Language Education: A Systematic Literature Review . College of Education University of South Florida, United States. Retrieved from https://www.researchgate.net/profile/Babak-Khoshnevisan/publication/334223033_Augmented_Reality_in_Language_Education_A_Systematic_Literature_Review/links/5d1d60f7a6fdcc2462bdc16c/Augmented-Reality-in-Language-Education-A-Systematic-Literature-Review.pdf
Rendina, D. (2016). How to Identify and Reframe Design Problems in Your Library Space. Knowledge Quest. Retrieved from https://knowledgequest.aasl.org/identify-reframe-design-problems-library-space/
Technology in the language learning classroom and library 