Learning Log 3: Modules 4 and 5

Collaboration: What is a barrier to it?  How can we break this barrier?

In my school the factor that can foster collaboration is the same factor that also deters from it.  The challenge I am presented with each time I move school locations is relationship building.  This is an immediate barrier to collaboration because I have to begin the process all over again of building trust and suggesting ideas for collaboration with new colleagues.  It takes time to get to the place where collaboration is an option when there are usually logistical issues to deal with.  Sometimes I have to put libraries back together after renovations, weed heavily or reorganize spaces to make them function effectively before I can make myself available to collaborate.  This is always a challenge when I am also familiarizing myself with the resources and getting to know the student population. 

The opportunity to collaborate would be encouraged by staff cohesiveness.  I think it would benefit our staff if we came together with the sole purpose of learning how we can collaborate together.  In previous years I have sent out a TL Evaluation and Teacher Needs Form to gather information specific to the teacher, grade and topics taught.  I thought it would  give me an idea of when I can have certain resources ready for teachers and more generally, how I can support them.  It was designed to help me get to know my staff ahead of time, but I have found that they do not make use of it and prefer to call on me last minute for their needs.  This is fine with me because I am flexible, however, I want to simplify the form to learn how I can support them.  It is important to learn about the staff and their personal interests and strengths in order to design creative scheduling that not only enable myself to collaborate but all staff with each other. 

Some teachers ask for collaboration time as though it is booking a space rather than myself.  They have requested to come in for STEM activities, to do what the previous teacher-librarian was doing with them.  I wanted their classes to be taking part in STEM activities regardless of whether or not I was available to them, so I made STEM carts that they could take to their classes.  We are starting to book time together to use these carts in the library, but I would like them to become aware of more ways I can support them other than what was being done in the past.  An infographic created by the BCTLA Surrey School teacher librarians that could support conversations around this is: “What Could Collaborating With A Teacher Librarian Look Like?”  I could highlight areas I am familiar with and others I would like to try.

Indigenous ways of knowing integrated into teaching practice can enable learning to be accessible for all students.

Integrating indigenous ways of knowing into instruction will accommodate the learning needs our students have, because it will allow their individuality to guide their learning journey.  Embracing and integrating other ways of knowing and being into teaching practice not only promotes equitable educational experiences for aboriginal children but for all children (Stanford et al, 2012).  A major premise of this way of knowing is that learning is emergent and develops at different rates and times for everyone.  

The Aboriginal Lens outlines a framework to help guide educators when incorporating aboriginal issues into their teaching.  It works to break down barriers by challenging systems of belief that oppress other ways of knowing and being (BCTF 2017).  From the categories explored, a few points if implemented into daily teaching and learning environments, would help make learning accessible for all students.  Although I am not considering all the points mentioned in the framework simultaneously while teaching and learning, I am always cognisant of its main premise- inclusivity. 

  

In the Library Learning Commons setting I try to create a safe space where everyone belongs.  I value and work to create understanding around diverse cultures and perspectives.  The literature and media that is shared exposes issues about humanity and promotes insightful discussions.  As a class we can feel compelled to address some of these issues, if not globally then locally within the context of our school or community.  We are working to break down barriers intended to keep people separated or marginalized.  We work to unite students and help them see their commonalities.  We are always working to be inclusive so that people do not feel this way (BCTF 2017).  I am working towards becoming more of a facilitator for inquiry and transparent with my students so that we can work together to try to find the answers for things we do not know.   

Citation
B.C Teachers Federation. “Education for Reconciliation.” Aboriginal Lens, BC Teachers Federation, 2017, bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalLens.pdf.

BCTLA, and Surrey Teachers Association. What Can Collaboration With A Teacher Librarian Look Like? 2018, surreychapterofthebctla.files.wordpress.com/2018/12/Teacher-Librarian-Infographic-Final-002.pdf.

Hamm, Lyle, et al. “The Culturally Responsive Classroom.” EdCan Network, 2014, www.edcan.ca/articles/the-culturally-responsive-classroom/.

Sanford, Kathy, et al. “Indigenous Principles Decolonizing Teacher Education: What We Have Learned.” In Education, 2012, ineducation.ca/ineducation/article/view/61/547.

Tomlinson, C. A. (2008). The Goals of Differentiation. Educational Leadership, 66(3), 26–30. Retrieved from http://ezproxy.library.ubc.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508013955&site=ehost-live&scope=site