Michelle Campbell and I presented at CONNECT 2018 in Niagara Falls this week. After some very encouraging conversations at Treasure Mountain Canada in October, we decided to take our ideas about the intersection of school libraries and eLearning success to the wider audience at this conference. CanConnect attracts some of the greatest education influencers in the province, if not the country and has the power to implement our ideas and philosophy nationwide.
One of the first times I benefited from Michelle’s brilliant work was when she invented UG2Go, the single point access for all of Upper Grand District School Board (UGDSB)’s digital resources. She did this to solve the problem of multiple logins and passwords that were a barrier for students when working in these spaces. Here’s the elementary portal:
and here’s the secondary portal:
Each of the buttons on the secondary portal lead to a drop down menu containing appropriate digital resources in each. We have both sponsored and subscribed digital resources here. The invention of UG2Go was a game-changer for me as a teacher-librarian because I could direct staff and students to one place for everything.
Do you remember when we were kids that there were these Block Parent signs around the neighbourhood? Block Parent meant that you could go to that house for help for whatever reason. School libraries are like the Block Parents in schools. No matter if you need academic help, tech assistance or just want a place to be yourself, you can find this place in a school library. The shift to learning commons means that school library staff now aim to have this same safe experience in all of our resources: physical and virtual.
In UGDSB, the addition of robust digital resources has made it even more attractive to all students, but especially to students who break the mould. Many of our students come to the school library learning commons well before and after school and on no bus days just for our hospitality and wifi. The library is not a quiet library anymore as learning takes on many forms. The library learning commons is also safe for creative risk-taking in learning.
So why, when we were first rolling out eLearning courses, didn’t the school library come to mind? Why are we an after-thought now that the stakeholders realize that many of the students taking eLearning require some face-to-face help to be successful? I hate to be repetitive but this is largely because the education system bought into the digital native myth, leading everyone to believe that new generations of children would innately be comfortable using digital technology for all of their tasks. What we’ve learned from decades of mediocre success rates is that students need equitable access to technology and technology instruction needs to be explicit and in context of learning. Students need to learn how to learn and that above all, digital technology is an additional layer to this learning not an innate process. Even now, boards are eliminating teacher-librarians and technician jobs and instead creating unstaffed learning commons and e-learning hubs. Much of what I do day-to-day involves personal coaching of staff and students in designing and implementing deep learning tasks both online and offline. I provide technology, professional development, just-in-time support and continuity across the school. Why shouldn’t our eLearning teachers and students have the same support? Face-to-face I am able to create a safe, participatory learning environment where we tailor our daily work to the individualized needs of staff and students. Online I’m still challenged to find a way to embed my library work in online spaces. New developments in collaborative technology and a shift in philosophy to include school support staff would go a long way to improve success rates in eLearning students.
