September is a great time to refocus.
On the first day I was given a great reminder of why I love my job.
A group of students came into the library and chatted about what they had read over the summer - "I read The Girl with the Dragon Tattoo in 4 days, the second book in 2 days and I stayed up all night reading the 3rd book." Students ran to the new books on display, pointing at titles they had read, and were thrilled to see the book they had been dying to read waiting for them. I love seeing the excitement of reading and the challenge of matching reading interest to readers. This scene I will replay again and again...
Our principal, John McGowan, sent out a YouTube Video about 21st Century Education in New Brunswick. It's worth the 5 minutes. It's a great synopsis of how technology will change the way our students will learn. "Education is about adapting to a changing world." I remember being excited about my first Mac Classic terminal with internet access to teach information literacy skills with web resources. As we move into an era of iPad's and e-books, it is an exciting time to be a teacher librarian, as information specialists, looking for opportunities to incorporate information technology tools into learning.
Given where I left the last few posts in Library Links... To Be or Not to Be a Teacher Librarian, and Keeping the Teacher in Teacher Librarian, I wanted to refocus on the positive...
So as you meander through a year of budget challenges, take a step back, refocus and remind yourself why you love your job!!!
Wednesday, September 15, 2010
Tuesday, January 5, 2010
Tech It Up
I went to an awesome conference this past fall. I'm a little late with my conference info post - better late than never!
For the October ProD I went to the Tech It Up Conference in Kamloops. The conference was cosponsored by the school district and Thompson Rivers University. There was an amazing group of keynote speakers, half of whom I knew either through reading their work or had quoted in my thesis research. All the sessions I went to were great! The conference was a excellent mix of technology tools and pedagogy. Below are a few brief notes from the sessions I attended, with links provided by the speakers for further info.
Dr. Jason Ohler was one of the keynote speakers. His specialty is digital storytelling. We were fortunate in our district last year to have Jason skype in twice for workshops. Jason's keynote was called Beyond Words New Media Literacy, Fluency and Assessment in Education. His website has great information and workshop handouts on it.
Jason is excellent. He talks about new literacies in the technology-rich information age. According to Jason, base line literacy are words; the new base line literacy includes media collages. His talks about the development of the story, the storytelling itself being the most important piece of the learning. The technology is secondary. He stresses setting quality standards for media production.
Dr. Michael Carr-Greg, from Australia, was another keynote, speaking about Cybersafety. He is at the forefront of great programs 'down under'. Two of his statements resinated with me. "The biggest problem is not predators but what children do to each other." How true! Our focus, as educators, should be teaching social responsibility, no matter what sandbox our students play in.
Michael's second statement that "Parents need a digital spine," I found poignant as well. Parents not only need to be aware of the online environments their sons or daughters are playing in, but spend time in them themselves, so they understand them. Educators, too, also need to understand these online environments - so we can teach the good with the bad - it's the only reason I have a Facebook account - I'm not building a farm or throwing sheep anytime soon - although my philosophy of learning about my students' sand boxes may also lead me into Secondlife - eeeeek!
I have also ordered a copy of a book Michael recommended by Australian author Kate McCaffrey called Destroying Avalon. The plot has a cyberbullying focus. I'm looking at reading it to hopefully find an option for the English department reading list.
Here are some links Michael shared with us:
National Centre Against Bullying
Cybersafety and Security Advice from New Zealand
Reach Out Australia - an online counselling service set up by professionals in Australia to help teens and young adults
Dr. John Seely Brown was also a keynote speaker. I quoted Dr. Brown in my thesis research. His keynote was Re-Imagining Dewey for the 21st Century: Learning in/for the Digital Age - scroll down to look for the presentation notes in the Learning sandbox.
John's message was that life in the Digital Age is a culture of participation, of building, tinkering, remixing and sharing. "We participate therefore we are - understanding is socially constructed." As John says "nothing clarifies ideas better than explaining them to others." Learning is social, even more so in the digital age - figuring out how to pedagogically integrate technology tools into learning is key.
John also works with the MacArthur Foundation's digital media and learning initiatives that aim to determine how digital media is changing the way young people learn, play, socialize and participate in civic life.
Doug Johnson was both a keynote speaker and a sessional instructor. I consider Doug a mentor. I have read his work for over 10 years. I have contacted him many times via email for advice on various topics - he has always been more than generous with his replies and forwarding of info. I organized a book study focused on his book The Indispensable Librarian: Surviving (And Thriving) in School Media Centers, which Doug is currently revising.
Doug's session was about preventing plagiarism: The Fence or the Ambulance: Are You Punishing or Preventing Plagiarism in Your School? My take away quote from the session was "the principal sin of plagiarism is not ethical, but cognitive." Too true! We need to be teaching our students critical thinking, challenging them to higher levels of thinking and analysis, not regurgitation of facts - it's all about the questions we ask.
Doug writes an awesome blog, you might want to RSS Feed, as I do.
I went to another great session called Using VoiceThread in the Classroom. The presenter, Tracy Poelzer, a teacher librarian, integrates technology into learning throughout her program. She has worked extensively with VoiceThread and has compiled together VoiceThread Resources, information, and links.
Tracy recently completed her Masters. She compiled together a wiki of resources Teaching with Technology: Information for the 21st Century Educators - the why's, how's, what's, and now what's of technology integration - take a look through - there are some great links.
Well, that's it for this conference round up!
Here's to finding a conference equally as inspiring next year!
For the October ProD I went to the Tech It Up Conference in Kamloops. The conference was cosponsored by the school district and Thompson Rivers University. There was an amazing group of keynote speakers, half of whom I knew either through reading their work or had quoted in my thesis research. All the sessions I went to were great! The conference was a excellent mix of technology tools and pedagogy. Below are a few brief notes from the sessions I attended, with links provided by the speakers for further info.
Dr. Jason Ohler was one of the keynote speakers. His specialty is digital storytelling. We were fortunate in our district last year to have Jason skype in twice for workshops. Jason's keynote was called Beyond Words New Media Literacy, Fluency and Assessment in Education. His website has great information and workshop handouts on it.
Jason is excellent. He talks about new literacies in the technology-rich information age. According to Jason, base line literacy are words; the new base line literacy includes media collages. His talks about the development of the story, the storytelling itself being the most important piece of the learning. The technology is secondary. He stresses setting quality standards for media production.
Dr. Michael Carr-Greg, from Australia, was another keynote, speaking about Cybersafety. He is at the forefront of great programs 'down under'. Two of his statements resinated with me. "The biggest problem is not predators but what children do to each other." How true! Our focus, as educators, should be teaching social responsibility, no matter what sandbox our students play in.
Michael's second statement that "Parents need a digital spine," I found poignant as well. Parents not only need to be aware of the online environments their sons or daughters are playing in, but spend time in them themselves, so they understand them. Educators, too, also need to understand these online environments - so we can teach the good with the bad - it's the only reason I have a Facebook account - I'm not building a farm or throwing sheep anytime soon - although my philosophy of learning about my students' sand boxes may also lead me into Secondlife - eeeeek!
I have also ordered a copy of a book Michael recommended by Australian author Kate McCaffrey called Destroying Avalon. The plot has a cyberbullying focus. I'm looking at reading it to hopefully find an option for the English department reading list.
Here are some links Michael shared with us:
National Centre Against Bullying
Cybersafety and Security Advice from New Zealand
Reach Out Australia - an online counselling service set up by professionals in Australia to help teens and young adults
Dr. John Seely Brown was also a keynote speaker. I quoted Dr. Brown in my thesis research. His keynote was Re-Imagining Dewey for the 21st Century: Learning in/for the Digital Age - scroll down to look for the presentation notes in the Learning sandbox.
John's message was that life in the Digital Age is a culture of participation, of building, tinkering, remixing and sharing. "We participate therefore we are - understanding is socially constructed." As John says "nothing clarifies ideas better than explaining them to others." Learning is social, even more so in the digital age - figuring out how to pedagogically integrate technology tools into learning is key.
John also works with the MacArthur Foundation's digital media and learning initiatives that aim to determine how digital media is changing the way young people learn, play, socialize and participate in civic life.
Doug Johnson was both a keynote speaker and a sessional instructor. I consider Doug a mentor. I have read his work for over 10 years. I have contacted him many times via email for advice on various topics - he has always been more than generous with his replies and forwarding of info. I organized a book study focused on his book The Indispensable Librarian: Surviving (And Thriving) in School Media Centers, which Doug is currently revising.
Doug's session was about preventing plagiarism: The Fence or the Ambulance: Are You Punishing or Preventing Plagiarism in Your School? My take away quote from the session was "the principal sin of plagiarism is not ethical, but cognitive." Too true! We need to be teaching our students critical thinking, challenging them to higher levels of thinking and analysis, not regurgitation of facts - it's all about the questions we ask.
Doug writes an awesome blog, you might want to RSS Feed, as I do.
I went to another great session called Using VoiceThread in the Classroom. The presenter, Tracy Poelzer, a teacher librarian, integrates technology into learning throughout her program. She has worked extensively with VoiceThread and has compiled together VoiceThread Resources, information, and links.
Tracy recently completed her Masters. She compiled together a wiki of resources Teaching with Technology: Information for the 21st Century Educators - the why's, how's, what's, and now what's of technology integration - take a look through - there are some great links.
Well, that's it for this conference round up!
Here's to finding a conference equally as inspiring next year!
Monday, January 4, 2010
The Life of the Blog...
Before heading into professional topics I love to write about, I'm going to take a minute to reflect on the last two posts of 2009. I would like to thank my colleagues, family, and friends who read and forwarded the blog to interested parties.
The topic of the two posts generated over 100 more readers in Canada, 10 from our neighbors next door, and 4 internationally. The blog was also reposted nationally on the CASL Ning and referred to provincially on the BCTLA blog.
I would like to thank those of you who left comments. It is always nice to know you are not alone. You took the time to write insightful, yet from the heart, comments.
It is my sincere hope that your comments are read by our trustees - fingers crossed!
I created a wordle using the text from the comments - interesting to see which words came forward.
I'm not sure what the future will hold.
I do know that I needed to take the time to formulate my thoughts, while compiling together some related information for reference sake.
Thank you for stopping by!
The topic of the two posts generated over 100 more readers in Canada, 10 from our neighbors next door, and 4 internationally. The blog was also reposted nationally on the CASL Ning and referred to provincially on the BCTLA blog.
I would like to thank those of you who left comments. It is always nice to know you are not alone. You took the time to write insightful, yet from the heart, comments.
It is my sincere hope that your comments are read by our trustees - fingers crossed!
I created a wordle using the text from the comments - interesting to see which words came forward.
I'm not sure what the future will hold.
I do know that I needed to take the time to formulate my thoughts, while compiling together some related information for reference sake.
Thank you for stopping by!
Thursday, December 3, 2009
Keeping the Teacher in Teacher Librarian... Learning Centre or Book Repository?
Given my last blog post, I have been asked what will be lost to library programs in secondary.
No final decisions have been made; however some suggestions have been to staff a library with a teacher librarian but no clerical support, or a library with clerical support but no teacher librarian.
I can speak from personal experience as my previous teacher librarian position, where I was for 17 years, never had adequate aide time - 5 hours or less a week - and for 12 of those years I was an 80% teacher librarian.
Here is a section that was annually included in my year end report for 17 years:
I consider the most important function of being a teacher librarian to be the curriculum development, information literacy, and literature appreciation components of a library program.
Unfortunately, due to lack of clerical support, many daily library administration tasks need to be completed by me. The five hours of aide time assigned to the library has never been adequate and are mainly spent completing circulation management tasks such as compiling overdue material lists. This lack of aide time is a constant frustration and limits the time available to spend on curriculum development.
In the absence of adequate aide time, I complete the duties normally assigned to clerical support staff, such as:
* receiving, and processing a wide variety of learning resources
* receiving materials, supplies, and equipment
* preparing orders for resource materials
* preparing bibliographies of materials for consideration for purchase
* processing mail, new materials, discards, and rebinds
* maintaining circulation procedures
* maintaining catalog records in electronic format
* maintaining a pamphlet or information file
* shelving of resource materials
* compiling and/or typing bibliographies, resource lists, unit plans, correspondence, orders, reports and/or overdue notices
* producing and/or assembling displays and other promotional material
* conducting an inventory of resources
Having to complete the above tasks, limits the time available to spend on my professional duties as a teacher librarian, which include, but are not limited to:
• Administration of the Learning Resource Program
• Professionalism and Leadership Activities
• Cooperative Program Planning and Teaching
• Promotion of the Effective Use of Learning Resources and Services
• Selection of Learning Resources
• Information and Reference Services
• Design and Produce Learning Resources
• Acquisition, Organization, and Circulation of Learning Resources
A teacher librarian's expertise in Curriculum Development, Literature Appreciation and Information Literacy is not utilized if the Library Administration Clerical duties become the focus of the job.
Furthermore, secondary school library hours are facilitated by both the teacher librarian and library aide. Noon hour supervision is often shared by the teacher librarian and the library aide. The library aide allows for the teacher librarian to take a lunch break at some point, either before or after noon hour, or during noon hour when the teacher librarian has a noon hour meeting.
School libraries could potentially be closed at noon hour.
Although, by contract, teacher librarians can have a prep period, we never take the time. If our job becomes maintaining a collection as oppose to curriculum development, then this prep time becomes important. This time is also important if the teacher librarian teaches a scheduled class. Therefore, the library could be closed a block or two during the day.
A library staffed with a library aide but no teacher librarian becomes a room with books that circulate. No collection development, no literature appreciation foci, no information literacy skills taught, no curriculum development, no teaching of research skills, no cooperative planning with teachers.
Furthermore, teacher librarians often take a leadership role in the adoption of new technologies. They have both the pedagogical and technical skills to do this. This leadership role becomes increasingly difficult to fulfill if the teacher librarian becomes a library clerk to maintain the collection.
Take a look at the blog entry below for information and background research as to how teacher librarians support the educational program and impact academic achievement.
Dr. Ken Haycock has summarized studies related to school libraries in The Crisis in Canadian School Libraries: The Case for Reform and Re-Investment, including the impact on student learning, best practice and recommendations.
So... to answer the question what's best for school library programs? For a school library program to be exemplary, to impact student achievement, both are needed. School library programs are the great equalizing factor in the educational program that provide support for all curricular areas - our students deserve no less.
"Libraries will get you through times of no money better than money will get you through times of no libraries."
--Anne Herbert (1950- ), The Next Whole Earth Catalog: Access to Tools
Again, please forward this post to anyone who you feel should read it.
Back to the fun stuff in the next post - I promise!
No final decisions have been made; however some suggestions have been to staff a library with a teacher librarian but no clerical support, or a library with clerical support but no teacher librarian.
I can speak from personal experience as my previous teacher librarian position, where I was for 17 years, never had adequate aide time - 5 hours or less a week - and for 12 of those years I was an 80% teacher librarian.
Here is a section that was annually included in my year end report for 17 years:
I consider the most important function of being a teacher librarian to be the curriculum development, information literacy, and literature appreciation components of a library program.
Unfortunately, due to lack of clerical support, many daily library administration tasks need to be completed by me. The five hours of aide time assigned to the library has never been adequate and are mainly spent completing circulation management tasks such as compiling overdue material lists. This lack of aide time is a constant frustration and limits the time available to spend on curriculum development.
In the absence of adequate aide time, I complete the duties normally assigned to clerical support staff, such as:
* receiving, and processing a wide variety of learning resources
* receiving materials, supplies, and equipment
* preparing orders for resource materials
* preparing bibliographies of materials for consideration for purchase
* processing mail, new materials, discards, and rebinds
* maintaining circulation procedures
* maintaining catalog records in electronic format
* maintaining a pamphlet or information file
* shelving of resource materials
* compiling and/or typing bibliographies, resource lists, unit plans, correspondence, orders, reports and/or overdue notices
* producing and/or assembling displays and other promotional material
* conducting an inventory of resources
Having to complete the above tasks, limits the time available to spend on my professional duties as a teacher librarian, which include, but are not limited to:
• Administration of the Learning Resource Program
• Professionalism and Leadership Activities
• Cooperative Program Planning and Teaching
• Promotion of the Effective Use of Learning Resources and Services
• Selection of Learning Resources
• Information and Reference Services
• Design and Produce Learning Resources
• Acquisition, Organization, and Circulation of Learning Resources
A teacher librarian's expertise in Curriculum Development, Literature Appreciation and Information Literacy is not utilized if the Library Administration Clerical duties become the focus of the job.
Furthermore, secondary school library hours are facilitated by both the teacher librarian and library aide. Noon hour supervision is often shared by the teacher librarian and the library aide. The library aide allows for the teacher librarian to take a lunch break at some point, either before or after noon hour, or during noon hour when the teacher librarian has a noon hour meeting.
School libraries could potentially be closed at noon hour.
Although, by contract, teacher librarians can have a prep period, we never take the time. If our job becomes maintaining a collection as oppose to curriculum development, then this prep time becomes important. This time is also important if the teacher librarian teaches a scheduled class. Therefore, the library could be closed a block or two during the day.
A library staffed with a library aide but no teacher librarian becomes a room with books that circulate. No collection development, no literature appreciation foci, no information literacy skills taught, no curriculum development, no teaching of research skills, no cooperative planning with teachers.
Furthermore, teacher librarians often take a leadership role in the adoption of new technologies. They have both the pedagogical and technical skills to do this. This leadership role becomes increasingly difficult to fulfill if the teacher librarian becomes a library clerk to maintain the collection.
Take a look at the blog entry below for information and background research as to how teacher librarians support the educational program and impact academic achievement.
Dr. Ken Haycock has summarized studies related to school libraries in The Crisis in Canadian School Libraries: The Case for Reform and Re-Investment, including the impact on student learning, best practice and recommendations.
So... to answer the question what's best for school library programs? For a school library program to be exemplary, to impact student achievement, both are needed. School library programs are the great equalizing factor in the educational program that provide support for all curricular areas - our students deserve no less.
"Libraries will get you through times of no money better than money will get you through times of no libraries."
--Anne Herbert (1950- ), The Next Whole Earth Catalog: Access to Tools
Again, please forward this post to anyone who you feel should read it.
Back to the fun stuff in the next post - I promise!
Sunday, November 29, 2009
"To Be or Not to Be"... a Teacher Librarian
I would be remiss if I did not devote at least one blog entry to my own soap box.
I expect we are no different in our school district than many, as financial strains and budget cut decisions are being made at the board level.
Again, cuts in school library programs are one of the areas under discussion, as they usually are.
Essentially, in British Columbia, all educational professionals who do not enroll a class are at risk because in 2002, Bill 28, The Public Education Flexibility and Choice Act was enacted by the provincial government that removed staffing ratios for all non-enrolling teachers from collective agreements.
I have worked in libraries since I was 12, being a librarian is all I have ever wanted to do. I did not foresee, when I chose this profession over 20 years ago, that I would have to be in a constant state of advocacy.
Ten years ago I was a member of a district team that researched, then wrote our district's library service deliver model Libraries: Literacy and Literature in the Information Age: A Framework for Library Programs and Services in the 21st Century. The research was and is still clear.
At the time, researcher Dr. Keith Lance Curry and his Library Research Service Impact Studies team had just published his second Colorado Study on the impact of school librarians on student achievement. Since then Curry has conducted studies in over 14 states. Powering Achievement: How School Librarians Impact Academic Achievement reports library predictors of academic achievement and recommends staffing school libraries with professional & support staff, stocking them with current books & licensed databases as well as Internet capable computers, funding them to support school's curriculum and state's standards, adopt flexible scheduling and utilizing the school computer network to extend the library program’s reach into every classroom.
Past cuts to school librarian time have already jeopardized student achievement in our district. When librarian time has been cut it is seldom, if ever reinstated when the financial situation improves. The same may be said for library budgets.
The 2008 British Columbia Teacher Librarian's Association Working and Learning Conditions of Public Schools in British Columbia Survey shows where we land in terms with the rest of the province.
Locally, our own Dr. Ken Haycock has summarized studies related to school libraries in The Crisis in Canadian School Libraries: The Case for Reform and Re-Investment, including the impact on student learning, best practice and recommendations.
Statistics Canada published a study in 2005, Canadian school libraries and teacher librarians: Results from the 2003/04 information and communications technologies in schools survey. This study illustrated the influence on the students' education that the teacher librarian has in extending, beyond traditional teacher librarianship into roles that include ICT, skills such as finding and evaluating information online.
For my own thesis research, I was privileged to work with an exceptional group of teacher librarians and studied their practice for my Master's Degree Teacher Librarians, Technology and Collaborative Connections: A Case Study of Teacher Librarians from a Communities of Practice Perspective . The goal of this study was to document and analyze the work of teacher librarians and how it contributes to the delivery of educational programs. Data were analyzed using codes developed from Wenger’s Community of Practice research, and conversation analysis. The research questions considered whether the teacher librarians constituted a community of practice, the nature of that practice, and how this practice correlated with the delivery of instructional programs. It is argued from the findings how the notion of a community of practice may be helpful in reconceptualizing the nature and role of teacher librarianship.
This work is facilitated by having library aides in place to do the clerical administration of a library, processing and signing out books for example, while teacher librarians focus on curriculum development, literature appreciation, and information literacy.
Teacher librarians are often the unseen heroes of the school, providing safe havens for students to hang out, matching the perfect book to a student's reading interest, hunting down the best reference source...
Teacher librarians are the curriculum integration and information literacy specialists, we support all school programs.
We are the champions for integrating district programs, such as Web in the Classroom, Reading 44, and Literacy 44.
I was at a dinner party last weekend with one of my very good friend teacher librarian mentors. I was telling Mike about the current situation. He said that was why he left the library to become a classroom teacher - the constant advocacy was exhausting. The school library's loss was definitely the classroom's gain. Interesting idea. I have between 10 to 15 years left - I have the energy now to advocate again - what the future holds - we'll see.
To be or not to be a teacher librarian.
If you know someone who you think should read this post, please pass it on.
I expect we are no different in our school district than many, as financial strains and budget cut decisions are being made at the board level.
Again, cuts in school library programs are one of the areas under discussion, as they usually are.
Essentially, in British Columbia, all educational professionals who do not enroll a class are at risk because in 2002, Bill 28, The Public Education Flexibility and Choice Act was enacted by the provincial government that removed staffing ratios for all non-enrolling teachers from collective agreements.
I have worked in libraries since I was 12, being a librarian is all I have ever wanted to do. I did not foresee, when I chose this profession over 20 years ago, that I would have to be in a constant state of advocacy.
Ten years ago I was a member of a district team that researched, then wrote our district's library service deliver model Libraries: Literacy and Literature in the Information Age: A Framework for Library Programs and Services in the 21st Century. The research was and is still clear.
At the time, researcher Dr. Keith Lance Curry and his Library Research Service Impact Studies team had just published his second Colorado Study on the impact of school librarians on student achievement. Since then Curry has conducted studies in over 14 states. Powering Achievement: How School Librarians Impact Academic Achievement reports library predictors of academic achievement and recommends staffing school libraries with professional & support staff, stocking them with current books & licensed databases as well as Internet capable computers, funding them to support school's curriculum and state's standards, adopt flexible scheduling and utilizing the school computer network to extend the library program’s reach into every classroom.
Past cuts to school librarian time have already jeopardized student achievement in our district. When librarian time has been cut it is seldom, if ever reinstated when the financial situation improves. The same may be said for library budgets.
The 2008 British Columbia Teacher Librarian's Association Working and Learning Conditions of Public Schools in British Columbia Survey shows where we land in terms with the rest of the province.
Locally, our own Dr. Ken Haycock has summarized studies related to school libraries in The Crisis in Canadian School Libraries: The Case for Reform and Re-Investment, including the impact on student learning, best practice and recommendations.
Statistics Canada published a study in 2005, Canadian school libraries and teacher librarians: Results from the 2003/04 information and communications technologies in schools survey. This study illustrated the influence on the students' education that the teacher librarian has in extending, beyond traditional teacher librarianship into roles that include ICT, skills such as finding and evaluating information online.
For my own thesis research, I was privileged to work with an exceptional group of teacher librarians and studied their practice for my Master's Degree Teacher Librarians, Technology and Collaborative Connections: A Case Study of Teacher Librarians from a Communities of Practice Perspective . The goal of this study was to document and analyze the work of teacher librarians and how it contributes to the delivery of educational programs. Data were analyzed using codes developed from Wenger’s Community of Practice research, and conversation analysis. The research questions considered whether the teacher librarians constituted a community of practice, the nature of that practice, and how this practice correlated with the delivery of instructional programs. It is argued from the findings how the notion of a community of practice may be helpful in reconceptualizing the nature and role of teacher librarianship.
This work is facilitated by having library aides in place to do the clerical administration of a library, processing and signing out books for example, while teacher librarians focus on curriculum development, literature appreciation, and information literacy.
Teacher librarians are often the unseen heroes of the school, providing safe havens for students to hang out, matching the perfect book to a student's reading interest, hunting down the best reference source...
Teacher librarians are the curriculum integration and information literacy specialists, we support all school programs.
We are the champions for integrating district programs, such as Web in the Classroom, Reading 44, and Literacy 44.
I was at a dinner party last weekend with one of my very good friend teacher librarian mentors. I was telling Mike about the current situation. He said that was why he left the library to become a classroom teacher - the constant advocacy was exhausting. The school library's loss was definitely the classroom's gain. Interesting idea. I have between 10 to 15 years left - I have the energy now to advocate again - what the future holds - we'll see.
To be or not to be a teacher librarian.
If you know someone who you think should read this post, please pass it on.
Monday, November 23, 2009
What to Read... Where to find it...
Continuing on the lit/reading theme, are you looking for something new to read? Check out one of the booklists below.
Then, check into the library for the book, if we don't have it, we'll find it!
Links to Great Reads
Cool Reads
Guys Lit Wire
Modern Library 100 Best Novels
Outstanding Books for the College Bound
Reading Rants: Out of the Ordinary Teen Booklists
Teen Books in a Series or Sequel from the Bettendorf Public Library
Canadian Award Winning Books
Governor General Literary Awards
Young Adult Canadian Book Award
International Award Winning Books
Giller Prize
Man Book Prize
Newbery Medal and Honour Award
E-Books
Project Gutenberg
Author Info
Do you want to find something out about one of your favorite authors?
Check out the Teenreads.com author list for bios and interviews.
Do you have any favorite booklists in your bookmarks?
Pass them on!
The more, the merrier!
Then, check into the library for the book, if we don't have it, we'll find it!
Links to Great Reads
Cool Reads
Guys Lit Wire
Modern Library 100 Best Novels
Outstanding Books for the College Bound
Reading Rants: Out of the Ordinary Teen Booklists
Teen Books in a Series or Sequel from the Bettendorf Public Library
Canadian Award Winning Books
Governor General Literary Awards
Young Adult Canadian Book Award
International Award Winning Books
Giller Prize
Man Book Prize
Newbery Medal and Honour Award
E-Books
Project Gutenberg
Author Info
Do you want to find something out about one of your favorite authors?
Check out the Teenreads.com author list for bios and interviews.
Do you have any favorite booklists in your bookmarks?
Pass them on!
The more, the merrier!
Friday, November 20, 2009
DEAR USSR...
DEAR USSR is not a letter to Russia - they are acronyms - DEAR meaning Drop Everything And Read and USSR meaning Uninterrupted Silent Sustained Reading - are just two of many acronyms for silent reading programs: FUR, FVR, SSR, SQUIRT, and WART to name a few more. Regardless of the name, the message and the research is clear. Reading improves comprehension.
Dr. Stephen Krashen, a linguistic educational researcher, has argued for years the benefits of FVR, by compiling numerous research studies in his books The Power of Reading. FVR is the most effective tool for increasing literacy. It is the act of reading itself that is the key to linguistic development.
Krashen recently wrote an article for School Library Journal, Free Reading, which summarizes the benefits of USSR.
An article which complements Krashen's is this one written in Education World Silent Sustained Reading Helps Develop Independent Readers and Writers .
Check them out and get back into USSR!
As the article states:
If the teacher models, the students will follow!
A few years ago Educational Leadership devoted a whole issue to Literacy. Two articles I remember specifically:
Becoming an Engaged Reader presents information related to reading comprehension. The article emphasizes learning to comprehend as an ongoing process, as the individual reader encounters different texts, in different ways, for different purposes. Effective readers think within the text. They pick up the basic information to understand what the text is about. Both fiction and nonfiction reading require literal comprehension.
Strategies for Teen Readers presents information related to reading comprehension in teenagers. The article defines reading as a complex, purposeful, social, and cognitive process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning.
Both of these articles can be found in the Ebsco Professional Development Collection database to which we have access. The username and login can be found in the staff conference, along with navigation instructions.
Here is the complete bibliographic info:
Coutant, Carolyn, and Natalia Perchemlides "Strategies for Teen Readers." Educational Leadership 63.2 (2005): 42-47. Professional Development Collection. EBSCO. Web. 20 Nov. 2009.
Scharer, Patricia L., et al. "Becoming an Engaged Reader." Educational Leadership 63.2 (2005): 24-29. Professional Development Collection. EBSCO. Web. 20 Nov. 2009.
Wednesday, November 18, 2009
To BOB or Not to BOB... back into USSR and into Literacy
Once upon a time there was a principal and teacher librarian who proposed a USSR block of time and BOB was born. There was a staff who embraced this notion and diligently had their students read and read themselves. Students who would not read at any other time were encouraged to do so. Students who were readers already either embraced this notion or were frustrated with the short time period - some staff were too. Students were seen reading in the halls, in the cafe, in the library, and in the classroom - administrators and teachers too.
BOB was considered so worthwhile that literacy was incorporated into the school goals.
Fast forward in our story to the imminent arrival of the wrecking ball - a change in focus - a drifting away from the original purpose of BOB. There are still the devoted few, the last bastion of hold outs; however, students are wandering the halls, choosing to use BOB time to complete other tasks. The original purpose has been lost in a mirage of paper and pens, and BCESIS, not books. Yet, there is a glimmer of hope, the belief in BOB still lives.
The next couple of blog entries will be devoted to reading and literature related topics as we, as a staff, refocus on our school goal of improving literacy.
BOB stands for Bring on the Books. It is Sutherland's name for USSR, a block of time dedicated to Uninterrupted Silent Sustained Reading.
Did you know BOB was named after a real person? Bob Baldwin was a community coach, an inspiration in the manner in which he conducted himself and an example in how he dealt with the cancer that took his life – he believed in the dedication of practice and the devotion to learning well. Bob’s son was a student at Sutherland.
As with the skills of the sports Bob coached, practice makes perfect - be it sports, music, cooking, sewing, acting, painting, problem solving, scientific experiments and … reading.
BOB was established with the consultation of students, staff and parents.
As educators, we place value on learning opportunities we schedule in the school day.
Did you know reading comprehension is a provincial, district, and school goal?
Did you know Sutherland’s school planning council includes reading as one of its goals?
There are years of research and numerous studies illustrating the benefits of reading. One study showed evidence that 40% of Canadians cannot sufficiently read enough to compete in the job market or complete daily tasks … this is the equivalent of 400 Sutherland students. A second study reported students who achieved lower grades spent less time reading than those with higher grades.
Give 20 minutes, twice a week a chance… in the grand scheme of things… 40 minutes is not a lot of time to commit to a skill you will use for a life time. This amounts to 25 hours in a school year… a little more than one day of uninterrupted reading.
Picture used under Creative Commons license by Yves
http://www.flickr.com/photos/yives/3025506130/sizes/m/
Wednesday, September 30, 2009
Zamzar to the Rescue for File Opening Issues
Are your students having difficulties opening files from home at school?
It is very important to remind students to save word processing documents as .doc or .rtf as other file formats will not open at school.
.docx and .pptx files will not open at school.
Encourage students to carry flash drives and have email accounts to facilitate the transfer of data between home and school.
If all else fails, direct them to Zamzar.
Zamzar is a free file conversion site.
I have introduced many students to this site and found it extremely helpful.
If anyone has any other tips, pass them along!
It is very important to remind students to save word processing documents as .doc or .rtf as other file formats will not open at school.
.docx and .pptx files will not open at school.
Encourage students to carry flash drives and have email accounts to facilitate the transfer of data between home and school.
If all else fails, direct them to Zamzar.
Zamzar is a free file conversion site.
I have introduced many students to this site and found it extremely helpful.
If anyone has any other tips, pass them along!
Thursday, September 24, 2009
Online Research Databases - Reliable Research Info in a Click
When MIA, I have been learning more about online research databases and giving workshops around the Lower Mainland. We have access to a couple of fabulous, reliable online research databases. World Book Online, EBSCO Research Databases, and the Encyclopedia of British Columbia Online. World Book offline you are familiar with, but there a lot of extras in the online version. World Book has incorporated primary source documents, maps, timelines and e-books. World Book has also incorporated Canadian Sources. I was very pleased to see among the 24 Canadian e-book titles Pauline Johnson's Legends of Vancouver and Robert Service's The Spell of the Yukon and Other Verses.
EBSCO Research Databases include 1,750 periodicals, 8,300 journals, 100,000 primary source documents, 300,000 photos, maps and flags and 520 full text education journals. The Canadian Student Reference Centre has full text for many magazines as well as thousands of historical essays and biographies. All full text articles are assigned a reading level indicator. It also includes over 100,000 primary source materials and more than 300,000 images.
For teacher reference, EBSCO includes over 260 titles of teacher and administrator journals, periodicals, and books covering education topics such as Assessment, Continuing Education, Current Pedagogical Research, Curriculum Development, Instructional Media, Language Arts, Literacy Standards, Science & Mathematics, and more.
Access in the school is automatic. Drop by the library for the passwords for at home access - our license allows for this.
Please encourage our students to go beyond Google and Wikipedia to use these databases - make it an assignment requirement. It will be databases such as these our students will be accessing in post secondary education and at the public library.
I'd be happy to come and do an intro lesson with your class - fyi all the grade 8's become familiar with World Book Online during orientation.
Check out the video about Online Databases, you might recognize a few familiar faces... our students were great... I'm not a fan of being on camera;)
EBSCO Research Databases include 1,750 periodicals, 8,300 journals, 100,000 primary source documents, 300,000 photos, maps and flags and 520 full text education journals. The Canadian Student Reference Centre has full text for many magazines as well as thousands of historical essays and biographies. All full text articles are assigned a reading level indicator. It also includes over 100,000 primary source materials and more than 300,000 images.
For teacher reference, EBSCO includes over 260 titles of teacher and administrator journals, periodicals, and books covering education topics such as Assessment, Continuing Education, Current Pedagogical Research, Curriculum Development, Instructional Media, Language Arts, Literacy Standards, Science & Mathematics, and more.
Access in the school is automatic. Drop by the library for the passwords for at home access - our license allows for this.
Please encourage our students to go beyond Google and Wikipedia to use these databases - make it an assignment requirement. It will be databases such as these our students will be accessing in post secondary education and at the public library.
I'd be happy to come and do an intro lesson with your class - fyi all the grade 8's become familiar with World Book Online during orientation.
Check out the video about Online Databases, you might recognize a few familiar faces... our students were great... I'm not a fan of being on camera;)
Tuesday, September 22, 2009
Paperless Classroom Challenge
Here's some follow up information to the Paperless Classroom Challenge I proposed at last week's prod.
The idea of a paperless classroom challenge was bantered around last year between Lesley, Bryan, Audrey and I. Given our extraordinary photocopying costs last year, I thought it would be an interesting idea to float for two months - November and April.
The idea came to Lesley and Bryan through a blog they read.
Educator Shelly Blake-Plock writes about the paperless classroom on his blog TeachPaperless.
A few posts from his blog you might find interesting as an introduction to the paperless classroom concept:
I Was a Paper Junkie
Cost Benefits of Going Paperless
At the End of the Anomaly of the Age of Printed Books
Have no fear, the later is not about giving up books, it is about how information is printed today!
The Paperless Classroom, written by a San Diego State University graduate student, offers a good overview of the pros and cons of going paperless, and offers links to other resources.
We are fortunate to have the technology at Sutherland to take a stab at going paperless.
Think about a unit, a lesson, a presentation, a student assessment option that could be given paperless - plan to reduce your paper use in November and April. Think about adopting a speedgeeking application to assist with your paperless goals or revisiting the pdf scanner to digitize your already fabulously created lessons and exercises.
Plan for a paperless November and April!!!
The idea of a paperless classroom challenge was bantered around last year between Lesley, Bryan, Audrey and I. Given our extraordinary photocopying costs last year, I thought it would be an interesting idea to float for two months - November and April.
The idea came to Lesley and Bryan through a blog they read.
Educator Shelly Blake-Plock writes about the paperless classroom on his blog TeachPaperless.
A few posts from his blog you might find interesting as an introduction to the paperless classroom concept:
I Was a Paper Junkie
Cost Benefits of Going Paperless
At the End of the Anomaly of the Age of Printed Books
Have no fear, the later is not about giving up books, it is about how information is printed today!
The Paperless Classroom, written by a San Diego State University graduate student, offers a good overview of the pros and cons of going paperless, and offers links to other resources.
We are fortunate to have the technology at Sutherland to take a stab at going paperless.
Think about a unit, a lesson, a presentation, a student assessment option that could be given paperless - plan to reduce your paper use in November and April. Think about adopting a speedgeeking application to assist with your paperless goals or revisiting the pdf scanner to digitize your already fabulously created lessons and exercises.
Plan for a paperless November and April!!!
Monday, September 14, 2009
Speedgeeking Start Up
Let's begin where we ended in June!Last week the Centre for Learning and Performance Technologies in the UK posted its list of 100 Top Tools for Learning compiled from learning professionals worldwide.
At our Speedgeeking session back in June you were introduced to applications found in the top 10 of the survey.
Now that we are back, which application would you like to spend some time getting to know this year - Google apps, Delicious, Blogs, Wikis, Twitter, or Skype?
You can revisit the speedgeeking handouts in a couple of locations. The info handouts are still in the Novacom Sutherland staff conference. I am also in the beginning stages of creating a wiki for the library - you can link here to the Staff Stuff and scroll down to the bottom for the handhouts.
Those of you who put your speedgeeking introductions firmly on the summer back burner, see if you can move one forward into this school year.
Happy to help you get reintroduced to your speedgeeking date.
Graphic used under Creative Commons license by Daniel F. Pigatto http://www.flickr.com/photos/pigatto/332193181/
Thursday, April 30, 2009
Multiple Uses for Multi-Media Projector Access
I came across this blog posting that lists 50 ways to use a projector in the classroom. Many of the 50 suggestions are already in practice here, but there may be a few you might not have thought of before or that may spark an adaptation idea - I'd love to hear about those!
FYI, last week parents I know from my past life over the hill, who are now on the Carson Amalgamation Response team, asked to meet with me to talk about the advantages to teaching and learning available in a new, technology rich building. Part of that discussion was certainly about the computer/projector set up in classrooms. They also spoke to a student, who commented that she felt her comprehension had increased because of the use of computers and projectors to provide explanations and/or visuals to supplement lessons.
FYI, last week parents I know from my past life over the hill, who are now on the Carson Amalgamation Response team, asked to meet with me to talk about the advantages to teaching and learning available in a new, technology rich building. Part of that discussion was certainly about the computer/projector set up in classrooms. They also spoke to a student, who commented that she felt her comprehension had increased because of the use of computers and projectors to provide explanations and/or visuals to supplement lessons.
Thursday, April 23, 2009
To Blog...
After a bit of a hiatus from my blog, it's time to dive right in again. Where have I been? Good question. In my offline meanderings I've been talking and teaching with technology, and keeping a Google doc of blog entry ideas - it's quite the list. A figure it's about time I practice what I preach.
So, where to start? Let's start back at the beginning, why blog?
For me, I'm hoping to develop this into a place to think and reflect on practice, to introduce technology, new teaching and learning ideas and resources, and to disseminate information.
Why do others' blog?
Well, this is what's happening in our building... great blogs for teaching and learning!!!
Jacquie, Kevin and Norm blog their lesson plans and homework for their Social Studies classes. Tina blogs weekly descriptions of course activity, copies of handouts, and links to curriculum-related sites for her English classes. Tracey uses blogs with his English class to explore non fiction issues. Darcy uses blogs with his English class to initiate discussion and respond to literature. HwlieLie posts daily Math homework on her blog. Jen posts "spanglish" assignments, quizzes, and test dates on her blog. Tara and Jen use a blog with their Journalism class for students to write and collaborate on the Sabre Trooth.
Have I missed anyone? I'm happy to add in.
Looking for blogging ideas or inspiration, check out:
What does blogging do for you or your students?, a seven point summary from the You are Never Alone: communicate and collaborate in an online world blog, and the Why Should Teachers Blog? Practical Theory blog has an interesting comment by Will Richardson posted about blogging, with a follow up discussion.
Will Richardson has a great blog himself Weblogg-ed: learning with the read/write web.
Here are some links to other school bloggers. This wiki indexes Educational bloggers: teachers, principals, classroom blogs, individual student bloggers, blogs about literacy, and professional development blogs - to name a few.
I really like this graphic - a great brainstorm of possible blog characteristics and posted information.
Graphic used under Creative Commons license by Mexicanwave
http://www.flickr.com/photos/mexicanwave/2404978535/
So, where to start? Let's start back at the beginning, why blog?
For me, I'm hoping to develop this into a place to think and reflect on practice, to introduce technology, new teaching and learning ideas and resources, and to disseminate information.
Why do others' blog?
Well, this is what's happening in our building... great blogs for teaching and learning!!!
Jacquie, Kevin and Norm blog their lesson plans and homework for their Social Studies classes. Tina blogs weekly descriptions of course activity, copies of handouts, and links to curriculum-related sites for her English classes. Tracey uses blogs with his English class to explore non fiction issues. Darcy uses blogs with his English class to initiate discussion and respond to literature. HwlieLie posts daily Math homework on her blog. Jen posts "spanglish" assignments, quizzes, and test dates on her blog. Tara and Jen use a blog with their Journalism class for students to write and collaborate on the Sabre Trooth.
Have I missed anyone? I'm happy to add in.
Looking for blogging ideas or inspiration, check out:
What does blogging do for you or your students?, a seven point summary from the You are Never Alone: communicate and collaborate in an online world blog, and the Why Should Teachers Blog? Practical Theory blog has an interesting comment by Will Richardson posted about blogging, with a follow up discussion.
Will Richardson has a great blog himself Weblogg-ed: learning with the read/write web.
Here are some links to other school bloggers. This wiki indexes Educational bloggers: teachers, principals, classroom blogs, individual student bloggers, blogs about literacy, and professional development blogs - to name a few.
I really like this graphic - a great brainstorm of possible blog characteristics and posted information.
Graphic used under Creative Commons license by Mexicanwave
http://www.flickr.com/photos/mexicanwave/2404978535/
Wednesday, March 11, 2009
Country Online App
Here is a really easy to use online application called Visited Countries. This was created just for fun, by Douwe Osinga who works for Google.
I see a few applications for his Visited Countries:
Countries in conflict;
Countries where specific languages are spoken;
Countries you have visited;
Countries where the Olympics have been held.
I've created a map of where our students come from, based on the Peace messages conveyed at our Rememberance Day Ceremony.
If I have missed anyone, please let me know... happy to add, the more the merrier!
If you come up with another curricular idea to use the application, please comment and share.
I see a few applications for his Visited Countries:
Countries in conflict;
Countries where specific languages are spoken;
Countries you have visited;
Countries where the Olympics have been held.
I've created a map of where our students come from, based on the Peace messages conveyed at our Rememberance Day Ceremony.
If I have missed anyone, please let me know... happy to add, the more the merrier!
If you come up with another curricular idea to use the application, please comment and share.
Monday, March 9, 2009
National Symbols and Statues... et al
Ok, my very last post about Ottawa, I promise. Those of you who know me well, know that red and white run through my veins. I am very patriotic and I celebrate all things Canadian (and Australian, for my other passport;). To this point, I had seen more of Canberra than Ottawa. I'm happy to say this has been corrected. Everywhere you turn in Ottawa, you are reminded of being Canadian. Aside from it being our nation's capital and the home of Parliament, you are surrounded by our national symbols. I took numerous pictures of our provincial coat of arms which, along with all our province and territory coats of arms, flowers, and flags can be found either laid in wood, stone, doors, walls, ceilings, fountains, stain glass, carpet, or flying in stands.
Throughout the halls of Parliament are paintings of our Prime Ministers and Monarchy. On the grounds of Parliament are many statues, including some of our Prime Ministers and the Famous Five. This is a picture of me having tea with Emily Murphy, Nellie McClung, Henrietta Muir Edwards, Irene Parlby, and Louise McKinney.
Across the street from Parliament is a statue of our Canadian hero, Terry Fox. Just down the block from Parliament is the National War Memorial.
Our country's flag flies everywhere... inside buildings, in front of buildings, on top of buildings. It was National Flag of Canada Day my last day in Ottawa - that is when the picture of Parliament Hill on the last post was taken.
I visited the Canadian War Museum, the National Gallery of Art and the Museum of Civilization - each absolutely amazing! I also walked on the Rideau Canal and eat a Beaver Tail.
My visit to Ottawa was unique because of the Teacher's Institute; however, I encourage everyone to visit our capital and the opportunity to reflect on all things Canadian whenever the chance arises.
Wednesday, February 18, 2009
Teachers Institute Round Up
Before getting back to library, literacy, and tech topics, I'd like to summarize the last week in Ottawa at the Teachers Institute on Canadian Parliamentary Democracy: who I met, what I saw, what I did...
I met 70 educators from across the country who were passionate and enthusiastic about teaching and learning. We were organized into groups by province so I had a teacher in my group from Alberta, Saskatchewan, Ontario, Newfoundland, Nova Scotia, and Newfoundland and Labrador, our facilitators were from Prince Edward Island and the Yukon - great for discussions about what's happening regionally.
With fellow participants, we toured Center Block and East Block and had meetings in West Block . We toured the Library of Parliament - an amazing building - it has been called "the most beautiful room in Canada - I agree! Rich in architecture and history - it was the only part of the building that survived the fire in 1916 - there were iron doors on the entrance to the library.
We had a tour of Rideau Hall, the residence of our Governor General Michaelle Jean. What a beautiful building, inside and out! We went on a tour of the Supreme Court of Canada, sat in a courtroom, met a supreme court judge, and watched a mock trial.
I sat at an MP's desk in the House of Commons and at a Senator's desk in the Senate while the Speaker of the House, the Honorable Peter Milliken, and the Speaker of the Senate, the Honorable Noel Kinsella, addressed us. We also observed a question period.
I witnessed a mock committee in action - excellent to understanding parliamentary procedure.
I listened to non-partisan panel discussions by MPs about Minority Governments and Senators about Senate Reform. There was also a Media panel of Parliament Hill Journalists, Julie Van Dusen CBC, Bob Fife CTV, and Kady O'Mally Macleans. Kady writes a live blog of happenings on Parliament Hill Inside the Queensway. The last panel was a bear-pit question/answer session with Parliamentary clerks. The panels were the most informative and incredibly interesting way to learn about parliamentary procedure.
Each day we had lunch with a different government related group: lobbyists, bureaucrats, and parliament staff. It was very interesting hearing about their respective jobs on the hill.
We had dinner at the Chateau Laurier with our provincial MP's. I met our MP Andrew Saxton, very hospitable.
I was honoured to give a little thank you speech to Dr. William Young, the Library of Parliament librarian in our two official languages, at a breakfast in the MP's restaurant.
John Ralston Saul was on a panel on the last day. He spoke about his new book and talked about his views on education. He said when he visits a school, his first stop is the school library. He asks whether there is a full-time teacher librarian, whether he or she is bilingual, what the budget is, and how it is spent. Saul says he can trace the literacy skills in an area to the elements of a library program in place in the school. I was cheering inside!!!
It was a jam-packed, inspiring week! This was the most well-organized and enriching professional development opportunity I have had the privilege of being involved and have participated in in 20 years - I encourage you to apply!
By the way, on my last day in Ottawa, they were preparing for President Obama's first visit, hence the picture with all the flags.
Thursday, February 12, 2009
Ottawa Meanderings...
So, have you ever wondered when you would use your high school French again other than a trip to France? Here I am, 26 years after high school, giving a speech that is required to be a mix of our two official languages. I did need some help with the grammar, but the words and the pronunciation were not foreign to me! Yesterday I was asked to thank the Parliamentary Librarian for his hospitality - an incredible honor! We were hosted to breakfast in the MP's restaurant, after which we sat in the MP's chairs in the House of Commons and learned about the Legislative Process. In the afternoon we attended Question Period. In the evening we had dinner with MP's. I met our MP Andrew Saxton - very hospitable.
Yesterday we met the Speaker of the House, today we met the Speaker of the Senate. Yesterday we observed a mock committee in action. Today we visited the Supreme Court of Canada.
Our days have been starting at 7 am and ending at 10 pm. Tomorrow is another early day...
P.S. Yes, there are books in the House of Commons, picture evidence above!
Tuesday, February 10, 2009
Teachers Institute Meetings et al
All our meetings are in the West Block. You go through security when you enter any building on Parliament Hill - the buckles on my boots were not so helpful for a speedy exit;)
We've had interesting guest speakers and Non-Partisan Panel discussions on government topics. Guest speakers have thus far spoken on the Constitution, Elections, the Executive, and Democratic Reform.
The Non-Partisan Panel discussions have focused on Minority Governments and Parliamentarians' Perspectives. A question posed to the minority government panel was what is the greatest asset and what is the greatest liability in a minority government? Answer - In a minority government there is an opportunity to be more inclusive in policy making, to listen to others ideas and opinions, and engage in a consultation process across party lines. The greatest liability is the short term focus; no long term investments in our country are made because the threat of an election that looms in a minority government. An interesting conversation arose about the benefits of a Coalition Government and the lack of knowledge the Canadians really have about what this means.
We toured Rideau Hall, the residence of our Governor General Michaelle Jean - what an amazing building - again heaps of history and heraldry! I'll write about that later this week!
Tomorrow we get to sit in the House of Commons, not just in the gallery, but physically in MP's chairs. I have been asked to speak for the Institute and thank the Parliamentary Librarian, Dr. Young, for his hospitality - I'm off to write a speech.
By the way, this is a picture of Sir John A MacDonald's desk, located in East Block, very cool!
Monday, February 9, 2009
Teachers Institute on Parliamentary Democracy
I'm in Ottawa, from February 8 to February 13, to participate in a Teachers Institute on Canadian Parliamentary Democracy. A very cool opportunity. After quite an application process, 70 educators from across Canada were chosen to participate in a week long, intensive professional development workshop about our government. I am looking forwarding to learning with like-minded individuals about our parliamentary system. I have never been to our Nation's capital before so I am also looking forward to having a look around Ottawa and visiting museums.
Yesterday was a "get your bearings" day. We had a tour of the Centre Block of the Parliament buildings which included the House of Commons chamber, the Memorial Chamber, the Peace Tower, and the Library of Parliament. So much history! The House of Commons carpet and chair upholstery are green - symbolic of the commons, the green commons ground, and the common people who are served by our parliament. I could have spent heaps more time in the Library of Parliament, but we weren't allowed to go into the shelves - what an amazing room! The library is the only part of the orginial Parliament building that survived the fire in 1916, ironically on my birthday, February 3rd.
In the afternoon we went to the Canadian War Museum - a must-see when you come to Ottawa. Very well done! The details are amazing! In one particular corridor you can see the Peace Tower through the windows. The light shining on the wall in the corridor from little windows says "Lest We Forget" in Morse Code. A lot to see - I skimmed through part of it to spend most of my time in the World War II section because Dad was a 2nd Lieutenant in the tanks and the South Africa section because my Aussie Grandpa fought there.
We also met our working group for the week - grouped with teachers from other provinces and territories - arranged by colour - I'm in the purple group - no, I did not plan this!
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