Tag: PYP

Tricky timetabling in the library

15029248516Back to school for my classes tomorrow after the long 8 week summer vacation.  Teachers have been back a week and it’s been a productive but quite busy week getting everything ready. Is one every really ready? Who knows what the year will bring. What combination of students and teachers and classes will evolve as the year progresses.

As a  (with the emphasis on the “oneness” of A) Teacher librarian the timetable is probably one of the most tricky aspects. We’re just small enough to be able to have a hybrid timetable, where I can squeeze in every class once a week for a 20 minute slot (40 minutes for my grades 5 & 6, who need more “taught” and hands on higher level information literacy). I also have bookable periods where I can teach in class or classes can come to the library.  Based on the mistakes, observations and learnings of last year I made a few changes this year.

  • Blocking time so I can attend co-planning sessions for each grade with the PYP coordinators – that was a big failing on my part last year, and as a result I was always one step behind trying to play catch-up, relying on what was formally documented rather than actually happening and not being in the loop if things evolved – as they should in an inquiry based program.  Also, I’ve noticed that I need to promote new and different books as our collection evolves, and that would probably be the best forum.
  • Blocking time for ELL and language B students.  I’m an absolute believer in the importance of literature and literacy in language learning, but my practice was not supporting my beliefs. Of course it’s possible in library time to say to students “borrow a mother tongue book” or “borrow a Chinese / French book” – but with such a limited library time, it was an after thought rather than structurally built into the program. Also the French teachers were very supportive of my presentation to students on creating a language PLN and COP to their students and wanted me to revisit that early on in the year.  The time in the library has me as an optional extra – it’s more the space they’re using, so I’m available for in classroom teaching when I’m not needed by the language teachers.  Same with the ELL students.  Library time is intimidating if you’re only able to read “baby books” and asking a swamped librarian for advice is not always easy. This way the interactions can be more leisurely, students can book-talk lower level books without shame and they can get recommendations from each other. We’ll watch this space to see if it makes a difference. Also it would allow me to go through some of the research tools more thoroughly with the students at a slower pace.
  • Our bilingual classes are going to alternate days over 2 weeks in English and Chinese, so one week we’ll have them for English library, and one week for Chinese library. That was a logistical challenge, (to understand what we needed to do, most of all), hopefully we can support them in this.
  • Trying to group grades by day – i.e. G5&6 on Monday, G2 & 4 on Tuesday G3 on Wednesday, G1 on Thursday, Kindergarten on Friday.  Last year was mentally very taxing as I switched from Kindergarten to G6 to G3 back to Kindergarten to G1 all within a few minutes or hours of each other.  I’d have moments of complete blackout trying to remember which group was doing what (even having picture books labeled ready to go at my door, and tabs open for each class on my computer for presentations didn’t always help). With the exception of running out of time that suited one class it’s worked out fine – and teachers were quite receptive to the idea.  I did ask each grade lead which day would best suit them, and actually this year setting the timetable was a little easier than last year.  Having only 3 new teachers on board definitely helped the process as well.
  • Setting aside time for parent, librarian, teacher and community collaboration.  Last year’s series of “Library Bytes” for parents was well received on both campuses, and started bearing fruit towards the end of the year as we received more sophisticated and directed requests from parents – both those who had attended the sessions and those who had heard about them and wanted to know more.  This year I want to continue with the momentum, and even present some sessions in Chinese (not by me!) for our Chinese community.  The library staff is also going to start keeping track of teacher / parent questions so that we can make sure that all front-desk staff can handle all the questions, and we have material on our Libguide for parents who can’t come to the session.
  • Setting aside time for librarian meetings – both within our library and also between the librarians of our two campuses.  We have a new TL on board in our other primary section and I can learn a lot from her – but we need to make space for that learning.

Now, hold thumbs that we don’t have too many new classes added (as soon as we have enough students they open a new class at my school) or that there’s a major shift in the timetable!

How do other schools do the timetabling? Does it work for you?  For your teachers?  Are people unhappy with aspects of it? What compromises do you have to make?

Conversations and thoughts about diversity in literature

I’ve plunged into the abyss of reading 1,000’s of articles for my current course and next assignment. Well, not 1,000’s – my Evernote count tells me 333.  Nice number.  I’m also engaged in conversations, in real life with colleagues and ex-colleagues and online with my peers and people I’ve been introduced to by people who know I’ve entered this specific rabbit warren.  Not that I know what this specific rabbit warren is or where it’s leading to.   I have but a vague notion of where I think I’m directed, and until I’ve waded through those 333 thoughts that are other’s takes on 10,000’s more thoughts may I have an inkling of what my own thoughts may be.

Conversations?  The idea that access to diverse / multicultural literature can be thought of as a venn diagram (thank you Katie Day).  That perhaps we need to make sure that there is a minimum level of overlap between the world of the book/writing (it needn’t be a book) and the world of the reader. That idea of “personal connections” – below is this concept at a simplistic level

venn_dia
Image created by Stuck (2015)

 

Autobiography would be the ultimate overlap, while perhaps some of the literature we attempt to invoke on our students result in two circles that never meet – and thereby the student rejects not only the book itself – the physical manifestation, but the idea behind? I put that as a question – since as Maya Thiagarajan pointed out to my last post – we are planting seeds – in the hope (and what is literature for if not to provide hope (Michaels, 2004) that they will take.  The conversation led me to Ass. Prof. Rhoda Myra Garces Bacsal of the NIE (National Institute of Education in Singapore) who is doing some fascinating research on just this topic, and has this great blog that led me to the the International Youth Library Munich (which has a fellowship for anyone who’s interested!)

So what are my thoughts? They are not yet in a coherent form, but the revolve around the ideas of socio-emotional development; developmental stages of children, the need for many or few books that point to moral lessons or anecdotes or examples of that aforementioned development.  About what should drive that choice and how the collection should be curated and culled to fit the needs of your specific population, or even the specific needs of a specific child.  About the knowledge and ability of teachers to do so. Through Cremin & Mottram (2008) writing on the literary knowledge of  teachers with the idea of the ability of teachers to recommend books to individual readers and the personalisation and matching of readers to texts, I stumbled on Cox & Schaetzel (2007) writing about the characteristics of “teachers as readers in Singapore: Prolific, functional, or detached?”

I know in my library I have large lists of books curated to fit into the PYP learner profile (principled, caring, balanced, thinker, knowledgeable, communicator, inquirer, open-minded, risk taker & reflective) and the PYP attitudes  (empathy, respect, appreciation, curiosity, enthusiasm, integrity, independence, confidence, creativity, commitment, tolerance & cooperation).  10 elements of the learner profile and 12 attitudes, – can a child realistically be expected to remember all 22, let alone apply them?

My lists were created way back when by who knows who, and are added to each year as we buy new books.  What does the fact that we have 63 books in the list about “creativity” versus 15 books on “integrity” say about us as a school, the library as a repository of culture, the publishing industry as a disseminator of socio-cultural, value based literature?  What is the right number of books to have anyway? 5 – 10 -50 – 100? Or maybe just one.  Just one book that will really make a difference*. How many can our teachers / teacher-librarian absorb so as to be what we want them to be – and is that prolific or functional or impassioned, or perhaps just effective?

When I dig into the books I also wonder about that little venn diagram thing.  Not having red pajamas is the least of my concerns. So much of my multi-cultural literature originates in the USA where multi-cultural is taken to mean Latino, Hispanic, African American, Native American or Asian-American. And the idea of a good tale entails the involvement of baseball or snow or backyards or pets or farms. None of those are part of my students’ current realities. Or even past realities.  While reading I often ask my privileged third culture kids how many of them have ever been to a working farm, how many have a pet larger than a hamster? If I’m lucky I’ll see one or two hands raised, plus a plethora of those desiring a dog or cat or pony. They don’t fit neatly into cultural boxes either. Parents and grandparents are not a homogenous identifiable category, but rather a blend of East and West, of language and religion. Of nationality and residency and movement. That picture book of a black child with a baseball bat in his hand does not get borrowed, no matter how often I put it out on display. Am I allowed to say that?  I say that a little in despair.  One of my students researched Ebola in Africa – he presented his findings to me and I asked if he’d ever been to Africa. He hadn’t and it was obvious. His generalisations and thoughts and ideas even after weeks of so-called research were primitive and naive with all the characteristics of the “dangers of the single story“.  I was torn between keeping the tone positive, remembering he was 11 and shouting “you have no idea” (sometimes I feel very African, even if I’ve not lived there for the last 25 years).  A colleague just got back from Nigeria – she has a Nigerian partner, she’s travelled elsewhere in Africa. I asked her if it was anything like she’d pictured. No she said. Not at all. Not in any picture she’d had of what it may be like.

Travel. Travel through literature. Are our travels through literature too limited, too stereotypical, too simplistic, too attempting to be unique while still being representative and universal?  Or is it a symptom of supply and demand where one reality is more publishable as it more closely reflects (our / the editor’s?) presumptions about how things are? See Michael’s (2004) discussion on the near-past “reality” of YA fiction in Australia in this respect. Certainly anyone reading that genre from that location for a period of time would have a very distinct view of growing up in Australia as an adolescent that is no less horrifying than being a child in Deborah Ellis’ “The Heaven Shop“.

Back to reading.

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* One of my G3 teachers has been reading “People of Sparks” to her class during the UOI on migration – that is one book that sure has made a difference – to their understanding of migration and hopefully to their empathy around the topic.

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References:

Cox, R., & Schaetzel, K. (2007). A preliminary study of pre-service teachers as readers in Singapore: Prolific, functional, or detached? Language Teaching Research, 11(3), 301–317. http://doi.org/10.1177/1362168807077562
Cremin, T., Mottram, M., Bearne, E., & Goodwin, P. (2008). Exploring teachers’ knowledge of children’s literature. Cambridge Journal of Education, 38(4), 449–464. http://doi.org/10.1080/03057640802482363
Michaels, W. (2004). The realistic turn: Trends in recent Australian young adult fiction. Papers: Explorations into Children’s Literature, 14(1), 49–59.
Stuck, A. (2015). Connecting to prior knowledge. Retrieved 5 December 2015, from http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000008