Taste of TMC5 Papers : Instructional Approaches

Culturally Relevant and Responsive School Library Learning Commons

Quotations from the Papers

"The documentation and sharing of learning in our makerspace has indeed made learning visible and has kindled conversation about making across the curriculum, resulting in an impact on teaching and learning not only in the library learning commons makerspace, but across the school." MelanieMulcaster

"Through the implementation of the library learning commons model, there will be more opportunities for wisdom to be cultivated, shared, and applied to students’ learning, and in the development of effective teaching and learning approaches." 

Mary-AnnMitchell-Pellett

"The entire school community should be a safe and supportive environment for all learners to develop, understand and value their own identity as well as the identity of others. The school library learning commons can be very instrumental in setting the tone for self-discovery and inclusiveness."

JudithSykes and Carol Koechlin

“As instructional leaders, teacher-librarians should always be thinking about ways to integrate reconciliation and Indigenous cultures within their schools…….. As educators, we have a tremendous role to play in the shaping of the Indigenous narrative in Canada. What we do, say, or don’t do and say, how we teach or the perspectives we champion in our Library Learning Commons have a tremendous impact on our students - Indigenous and non-Indigenous, alike.” Jo-AnneGibson

"Changing our practice as educators often requires changes in the way we think about the world, that is, changes in our often-unexamined assumptions about what is reality. The work of considering new-to-us theoretical frameworks and discourses is difficult and often uncomfortable." 

DianneOberg,PhD

"Windows and mirrors analogy - Make sure your students can see out the windows to learn about others, but they also need to see themselves in your school and Library learning Commons community to feel acknowledged and included." VivianneVogarty

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."