Taste of TMC 5 Papers: Learning Partnerships

Culturally Relevant and Responsive School Library Learning Commons: Learning Partnerships

Power of the Arts and Technology in Collaborating with an Aboriginal Teen by Rhonda Hunter

“What happens when you pair a teacher-librarian with an Aboriginal teen?” In this paper you will discover the process and result of one such delightful collaboration resulting in the creation of a picture book about the prairie’s famous Chinooks, Chinook and Winter, written by teacher-librarian Rhonda Hunter and illustrated by high school student Jayce Lamontagne. Hunter presents the backgrounds of both writer and artist, incorporating technology effectively in the process, and encouraging educators to consider such collaborations in all schools.

 Inquiry Buddies by Greg Harris and Khai Ma

"There are many challenges when teachers and classrooms want to plan and work together. For planning, allocating money to facilitate the learning amongst teachers can always be a challenge. As a Principal, when a teacher or group of teachers initiate an interest that promotes learning and development of relationships among varying groups of students it is hard not to support this...."Allison Thomas, Principal of Ardagh Bluffs P.S. from Inquiry Buddies by Harris & Ma

 Working Together as a Learning Community by Pat Trottier

In her paper Pat Trottier shares many school projects and initiatives where relationship building had a very positive impact on teaching and learning. Teachers and students built stronger connections and parents and other community members were important partners in learning to understand and appreciate each other. Trottier relates how her diverse school community came together, over a two year period, as a culturally responsive learning community with the Library Learning Commons central to all programs.

Infusing Indigenous Perspectives in our Teaching and Learning by Joel Krentz

"A number of staff members had some legitimate concerns; a) they did not want to offend and b) they did not want to appropriate. Outside of the curriculum, they felt that they did not know enough about Indigenous culture and history to be able to effectively share these perspectives. They wanted to know what activities and teaching approaches were culturally sensitive and appropriate and which were not. I acknowledged these concerns and agreed to learn more myself and share what I learned at the next division meetings in June. I had homework to do."