Standard: Designing Learning Environments to Support Participatory Learning
Theme: Designing for Student Well Being in the LLC
Growth Phase: Leading
Growth Indicator: LLC ensures opportunities for student choice and voice in designing for well-being.
An Ontario teacher-librarian writes and reflects about the potential of LLC design and practice to address equity and social justice in co-planning learning and teaching experiences, as well as shares the developed concept of an “open maker forum” for students. Included are reflective questions and resources for teacher-librarians to help build capacity in addressing equity and social justice, and two library learning commons project examples accompanied by illustrative photos: 1) a staff wide inquiry into embedding First Nation, Métis and Inuit perspectives in practice, and 2) a daily open learning opportunity for student voice in the makerspace movement.
Brown, J. (2017, November 21). Equity and Social Justice in The Library Learning Commons. Retrieved from https://researcharchive.canadianschoollibraries.ca/2017/11/21/equity-and-social-justice-in-the-library-learning-commons/
In this article teacher-librarian leaders from the Toronto District School Board (TDSB) and community partners share effective strategies for fostering wellness in and through the LLC. Includes suggestions for whole school wellness initiatives, structure, spaces/facilities, programming, curricular connections, resources, inclusiveness and involving students in design.
Wray, E., Drynan, T., Kennedy, A. & Schoales, C. (2019, May 21). Fostering Wellness in the LLC: Stories from Around the Board. Canadian School Libraries Journal 3 (2). Retrieved from https://journal.canadianschoollibraries.ca/fostering-wellness-in-the-llc/
An Ontario teacher-librarian provides best practice strategies and examples for implementing highly successful synchronous learning during and post the 2020 pandemic.
Casa-Todd, J. (2020, May 18). Synchronous vs Asynchronous Learning [Blog Post]. Retrieved from https://jcasatodd.com/synchronous-vs-asynchronous-learning/
An Ontario teacher-librarian emphasizes the importance of teaching students digital citizenship “in context rather than isolation”. Includes incorporating student voice in design and recommends resources.
Casa-Todd, J. (2016, July 24). Digital Citizenship, Learning, and Student Voice [Blog Post]. Retrieved from https://jcasatodd.com/digital-citizenship-learning-and-student-voice/
Canadian School Libraries (CSL) presents three key elements to examine on the path to designing inclusive teaching and learning opportunities: Learning Environments, Instructional Approaches and Learning Partnerships. Key questions with elaborations are presented; links to multiple resources and planning tools are included.
Canadian School Libraries (CSL). (2020). Culturally Relevant and Responsive School Library Learning Commons. Retrieved fromhttps://www.canadianschoollibraries.ca/relevant-responsive/
Canada’s “centre for digital and media literacy” MediaSmarts presents an essential guide with strategies for helping students find and use their voice in social activism in safe and effective ways.
MediaSmarts. (2020). Speak up! Your Guide To Changing The World, Online And Off. Retrieved from https://mediasmarts.ca/teacher-resources/speak-your-guide-changing-world-online
Reluctance to embrace the use of social media in the K-12 classroom and libraries means there is limited research on the extent to which a guided approach to using social media might support students in an educational context. This narrative inquiry study focuses on the Ontario Educational Student Chat (ONedSschat) to determine the extent to which students who were part of the organizing team developed increased levels of student voice and agency. Data examined includes student tweets, archived webinars, interviews with two adult mentors and one student, podcasts and webinars. Teacher-librarians can play a tremendous role in mentoring students develop student voice by using a contextual approach like #ONedSschat (now #GlobalEdSschat)
Casa-Todd, J. (2020). Amplify Student Voice by Connecting Students to Each Other & the World. Paper presented at the Treasure Mountain Canada 6 Symposium, Toronto, Canada. Retrieved from https://researcharchive.canadianschoollibraries.ca/2020/08/10/amplify-student-voice-by-connecting-students-to-each-other-the-world/
Starting with volunteers from student leadership classes, a high-school teacher-librarian in Ontario co-created a project with the leadership teachers using Flipgrid during the pandemic to involve students in developing the LLC collection and environment. Includes criteria list and photos.
St. Aubyn, J. (November 11, 2020). From Research to Reality – Giving Students Voice and Choice During a Pandemic. Canadian School Libraries Journal 4(3). https://journal.canadianschoollibraries.ca/from-research-to-reality-giving-students-voice-and-choice-during-a-pandemic/
Professor Emerita in teacher-librarianship in the Faculty of Education at the University of Alberta in Canada, Oberg addresses school library freedom of expression in this article. Includes background, key links to important charters and codes, school policy development, benefits of involving students, and where to start.
Oberg, D. (2022, March 1). Freedom of Expression Rights and the School Library. Canadian School Libraries Journal 6 (1). Retrieved from https://journal.canadianschoollibraries.ca/freedom-of-expression-rights-and-the-school-library/