April 2021 – Seoul Learning

The worth of a social media network in leadership: A very personal challenge

CreativeTools.se – Twitter bird standing on branch – Close-up. (2011). Flickr. https://www.flickr.com/photos/33907867@N02/5360884710

I have been thinking a lot recently about the role of the TL and technology, in particular, social media. This is quite personal to write about, but I had a nasty experience with Facebook over 10 years ago and since then have not been on any social media. I know this is hard to believe, but no FB, no Twitter, no Instagram etc. People think I’m crazy (in particular my 16 year old son) but I have been happy with this – it was my choice and I choose to communicate with friends via Whatsapp and good old fashioned email and voice calls. Professionally, I have limited myself to subscribing to a wide range of blogs, practitioner websites and extensively use the school library’s subscriptions to online subject magazines and databases. I am available to students via Google Classroom/Hangouts/Zoom/Gmail.

But I keep reading how important it is for TL leadership to develop a social/professional network for learning, for support, to share new ideas, to promote the library to the community, to advocate for the library (Fleming, 2106; National Library of New Zealand n.d.; Softlink, 2020)

Throughout this Masters course I have increasingly become aware that I have a decision to make. Reading Weisburg’s Leadership: There is no other option really hit home. Weisburg (2020) takes a tough love approach and confronts excuses and fears with common sense, encouragement and a challenge – to be a full advocate and leader of a learning space that is at the forefront of 21st century learning – this is what you need to do.

I’m not yet working in a library, but I really hope to make the leap from classroom teacher to TL. In order to do this I need to have a digital voice, a digital presence beyond the school library webpage, school email and Google Classroom/Hangouts. I need to take a deep breath and take the plunge. Although this is personally challenging, I realise that to be a leader I need to make choices that push me outside my comfort zone. I need to model risk taking and a growth mindset but to be smart about it (privacy settings on etc.) In doing so, I’ll be more empathic to my colleagues and students when they are faced with their own areas of discomfort and be able to practice genuine servant leadership.

References

Fleming, L. (2016, September 27). The power of a school library hashtag. Edutopia. https://www.edutopia.org/article/power-of-school-library-hashtag-laura-fleming

National Library of New Zealand. (n.d.). Social media and the school library. National Library of New Zealand. https://natlib.govt.nz/schools/school-libraries/library-services-for-teaching-and-learning/your-school-library-online/social-media-and-the-school-library

Softlink. (2020, June 29). Social media ideas for the school library. https://www.softlinkint.com/blog/social-media-rise-your-school-library/

Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1).

Leading from the middle and conflict

These are the results from the conflict style test that we were asked to take. As I reflect on my only experience of mid-level leadership (Head of Department for grades 9-12, ten staff members in the department), I think the results are fairly accurate. We seemed to have a lot of conflict between individuals of the department as well as between some members of the department and the assistant principal and principal. When I took over as HoD, the road had been very rocky for the department in the previous years with factions and divisions.

Leading this group was challenging. I had no previous experience, nor was mentored in any way. The high school principal did not follow through with the more difficult conversations that I know needed to be had with underperforming, deliberately obstructive and negative staff members.

When dealing with conflict, I always took an active listening approach, and would let colleagues talk (in many cases, rant!) about their point of view before asking clarifying questions. I was always willing to mediate between two people (although this often resulted in just ping-ponging back and forth). Compromise and collaboration were always my preferred ways of moving forward. However, I feel really let down by the senior leadership in the high school as there was only so much I could do with the varied issues brought to my attention. Yes, I could listen, yes I could mediate, yes, I could take on more work/duties to relieve others of the burden, yes, I could bring individuals together and try and hold them accountable. But I was not in a position of ‘power’ to change structures, to really challenge a colleague’s attitude towards work and missed meetings, or to effectively advocate for more staffing. I feel that being a mid-level leader in this situation led to a dead end. I do know for sure that the members of my team felt ‘heard’ by myself (they said this repeatedly) but they would resign themselves to me not being heard by the senior leadership.

I am saddened by what I experienced and saddened by the knowledge that the HoD who came after me also experienced the same thing and resigned the position after one year. I learnt a great deal from my experience and can reflect on what I did well, and the conversations and situations I would now have approached differently. This unit has helped me to better understand the styles of leadership and to put labels to where I had (previously) no words of description. This helps put the experience into perspective and my local context. I am heartened that the school is now taking mid level leadership more seriously, and a forward thinking and intuitive assistant principal is currently running a mid level leadership course which has been received enthusiastically and very well attended.

Responding to literature and the conundrum of time

Thoughts on technology and literature responses

This module has been a really good reminder about the importance of multimodal texts as well as the benefits of including technology in student responses. I found the articles of Edmondson (2012) and Bromley et al. (2014) very helpful because they gave a review of some of the research into the positive outcomes of intentionally using technology in literary learning.

For well over a year now, we have been so reliant on digital platforms to deliver online lessons. In many ways, being constantly on Zoom has just been mind numbing for both teacher and students. Technology in this situation is just a means to an end and we all seem to have technology fatigue. So throughout the readings, I have been prodded to remember that I can choose very deliberately what technology I can embed into student responses (no matter the subject) and have been encouraged to explore some of platforms and apps that I have been unaware of. I think the key word here is ‘intent’ – I need to be intentional with digital resources, not just through them in there as a means to an end.

Literary response strategies…and the problem with time

For this particular post I have been asked to choose a strategy for responding to literature. In a previous discussion forum post, I talked about how effective I have found Harkness discussions (similar to socratic seminars). I had not heard of literature circles before (due to most of my teaching being in the Individuals & Societies and History realms…..or maybe it is just me being poorly read!!) I enjoyed learning about these, in particular the different roles the students are given as I can see how these could keep students ‘on track’ and not overwhelm them with having to do ‘everything’. Helgeson (2017) refers to this, as well as the benefit of a set role helping students to be accountable to the rest of the group.

I have been trying to picture how I could use this method with my older students – grade 11 or 12 history classes. The IB higher level History program demands so much reading from the students and mostly directly from the historians themselves rather than textbooks. It is a really demanding course and we have to really push for two years to get through the syllabus. I have wondered before about trying to include literary fiction and nonfiction in the course, but have always been defeated due to time constraints. I still don’t know how I would do this within the timetable, but I have thought more about how I could run the literature circles.

Texts to include for the East Asian component could possibly be Silence (1966) by Shusaku Endo and Amy Stanley’s Stranger in the Shogun’s City (2020). These types of text could help students with context….it’s hard to visualize 17th and 18th century Japan! Also, thinking of later years, Yang’s (2013) Boxers would be highly relevant. I would add a few more roles for the circle to tie directly in with the skills that the subject requires – something along the lines of “historiographer” and “concept detective”.

My last class were very visual learners, and we would often summarize content on our whiteboards (see photos below). I had never heard of Bento Book Boxes, but this could be something different and fun for the students to do in order to summarize a unit too.

Once again, literary learning makes a lot of sense to me. I just can’t get around the time factor if students need to be doing even more reading on top of what they already do. In the younger grades (6-10) in the MYP, interdisciplinary units are expected and teachers do some great work with combining literary learning in particular with Individuals & Societies. This could be extended to other subjects such as science and math (where literary learning doesn’t take place as far as I know). Assessments types and times are much more flexible in the MYP but the DP is much more rigid. There has to be a way. Using less text heavy resources such as Boxers (graphic novel) may be something to think about or running an optional book club for my history students during a study period or lunchtime may also work.

References

Bromley, K., Faughnan, M., Ham, S., Miller, M., Armstrong, T., Crandall, C., Garrison, J., & Marrone, N. (2014). Literature circles go digital. The Reading Teacher, 68(3), 229-236. https://doi.org/10.1002/trtr.1312

Edmondson, E. (2012). Wiki literature circles: Creating digital learning communities. English Journal, 101, 43-49.

Helgeson, J. (2017). Differentiating through literature circles. Kappa Delta Pi Record, 53(1), 41-44. https://doi.org/10.1080/00228958.2016.1264821

Literary Learning (possibly not a great example)

In a recent World War One unit for MYP Individuals & Societies, we were practicing primary and secondary source analysis skills, looking at the origin, purpose, value and limitation of each source. I prepared a multimodal source pack which included text (diary entries of soldiers, poems, nonfiction explanations) and visuals (photographs, posters, video clips). I designed it as an oral assessment, in which the students had all the sources ahead of the assessment date, but didn’t know which ones I would ask them to analyse on the day. I spent a long time preparing this, as well as practice exercises. It turned out to be worth it, as the students loved the oral component of the assessment and the multimodal variety.

When I look back on this experience, working with a TL would have really enhanced this experience. It took me so long to put all these resources together. The unit continues to be taught. In hindsight, working with a TL to create a bank of resources that myself (and then successive teachers) could pull from would be fantastic, rather than starting the whole process over again every year. I did spend a little time looking at visual literacy in regards to the visual resources, but asking a TL to do a mini-lesson on this, using resources not flagged for the assessment, would be fantastic. I spent time on unfamiliar vocabulary on some of our practice poems (Wilfred Owen, Siegfried Sassoon) as well pointing out a few literary devices (but I’m an I&S/History teacher, not an English teacher so my expertise does not lie here). A collaborative mini lesson with the TL regarding the practice poetry may have really elevated the experience.

We are constantly pushed for time and I feel like we are lurching from one assessment to another. I honestly don’t know where I could schedule extra time for the above but I know in the interest of the students, it would be for the best as it would bring in the TL who would have a deeper understanding of the teaching and learning processes for literary learning. Ultimately, this could be an interdisciplinary unit combined with English, with the TL embedded in the unit planning.

Paper brain vs kindle brain…thoughts on e-reading

I do think young people use technology in a different manner to older generations. For example, my son can have three scans on (mobile, laptop and desktop), chat with friends whilst doing ‘homework’ and seems to move at ease from one device to another. Recently, I tried to multitask like this…I tried to watch a live stream soccer game in which my son was playing (parents not allowed to be physically present due to covid) AND listen to a recorded uni Zoom lecture at the same time. It was a disaster…I couldn’t focus properly on either! So yes, I think my son uses technology very differently to what I do, but I can’t ascertain if he is being effective in doing so or not.

E-books have not really “taken off” in our school, despite easy, no cost access. Anecdotally, the majority of students in our middle and high school still prefer printed material. In fact, research done by Jeong (2012) in Korea (where our school is), mirrors what I hear anecdotally. This is echoed by relatively recent research (please see my paragraph in my recent blog post about the future of libraries and studies exploring the reading preferences of students). Some researchers have suggested that our brains digest online information differently to that presented in print, and that we don’t attend as much to deep/close reading when on a device (Liu, 2005). It seems that the sheer physicality of books increases comprehension (Mangen et al., 2013), and recall (Jabr, 2013; Mangen et al., 2019). I know for myself that when I have highlighted/annotated print and have then done the same online (annotating with comments in google docs for example), I can recall information from the printed text much more easily – where and when it occurred inside the text.

I do really like the transmedia forms as explained in module 4- where readers have access to print, then go online for extension games, clues, information, audio etc. In this, there seems to be the best of both worlds?

I don’t want to be a ‘stuck in the mud’ teacher/learner TL. I’m just concerned that when I read articles such as Cullen (2015), there are many claims about the benefits of interactive media and learning but little research provided in the article to support them. We do live in a multimodal world, our students are steeped in it (Short, 2018, p. 290) so we must be teaching students how to read critically within these multiple literacies. But erring significantly on the digital form too soon, without further research, may cause the loss of print benefits.

I was struck by a comment by Maryanne Wolf (a developmental psychologist and cognitive scientist at Tufts university) and I feel it rings true: “There is physicality in reading, maybe even more than we want to think about as we lurch into digital reading—as we move forward perhaps with too little reflection. I would like to preserve the absolute best of older forms, but know when to use the new.” (Wolf in Jabr, 2013).

References

Cullen, M. (2015, December 21). How is interactive media changing the way children learn? https://educationtechnologysolutions.com.au/2015/12/how-is-interactive-media-changing-the-way-children-learn/

Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. https://www.scientificamerican.com/article/reading-paper-screens/

Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. https://doi.org/10.1108/02640471211241663

Liu, Z. (2005). Reading behavior in the digital environment. Journal of Documentation, 61(6), 700-712. https://doi.org/10.1108/00220410510632040

Mangen, A., Olivier, G., & Velay, J.-L. (2019). Comparing comprehension of a long text read in print book and on kindle: Where in the text and when in the story? Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00038

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68. https://doi.org/10.1016/j.ijer.2012.12.002

Short, K. G. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298.

“If libraries didn’t exist, would we build them today?” (Parkes, 2010)

Photos of the middle school library (grades 6-8) and the high school library (grades 9-12) at my current school.

I think we would still build libraries today….in fact, we still do! Our highschool and middle school libraries had a major renovation a year ago – if our school board and senior leadership did not think that a physical space was worth a library, they would have used this space and money for another purpose, as space is at a premium as our student numbers increase. These current library spaces are vibrant, with lots of foot traffic from both students and teachers. Study rooms for collaboration with small groups within the libraries are fully booked. My history class loved to spend a period in the library. If we were reading and notetaking, it was the place they wanted to be – with quiet nooks, comfortable chairs, floor to ceiling windows looking out over the city – the library provided a ‘different feel’ from the classroom.

Then there is the research – readers still prefer to have a physical book in hand (Loh & Sun, 2018; Tosun, 2014; Zhang & Kudva, 2014), particularly when reading for pleasure (Enis, 2018). Studies have shown that reading comprehension is greater when reading print (Gray, 2017). The well researched correlation between a well resourced school library and increased student achievement (Lance & Kachel, 2018) cements the library as a portal of access to printed material for a long time to come.

However, we do need to look to the future and libraries and other knowledge institutions “need to reinvent and reposition themselves” (British Library Vision 2020). Increasingly, libraries have a significant part to play in equal access to digital materials as well (and not just ebooks!) IFLA (2018) looks to the future of libraries as spaces in which citizenship and democracy are promoted (p. 1). The library can act as a great leveller – equal access for all, no matter what abilities, gender or what socioeconomic status a reader has and have a vital role in promoting tolerance and diversity. Time and time again, the physical space has provided a safe place for students and an opportunity to see diversity (whether it be on the shelves in printed material or access to digital information).

As libraries seek to reinvent themselves and provide timely access to information for patrons, the teacher librarian’s role is invaluable. It is they who can provide a bridge between what needs to be kept and cherished and what needs to be at the digital forefront as our readers operate in an increasingly digitally connected, multiliterate world.

In short, I think we shall see library spaces built for a long time to come.

References

The British Library. (n.d.). British library’s 2020 vision launched today. The British Library. https://www.bl.uk/press-releases/2010/september/british-librarys-2020-vision-launched-today#

Enis, M. (2018, March 27). College students prefer print for long-form reading, ebooks for research. Library Journal. https://www.libraryjournal.com/?detailStory=college-students-prefer-print-long-form-reading-ebooks-research-lj-survey#:~:text=sponsored%20by%20EBSCO.-,Most%20college%20students%20prefer%20to%20read%20print%20books%20for%20pleasure,department%20and%20sponsored%20by%20EBSCO.

Gray, M. (2017). Ebooks: To subscribe, or not to subscribe? Connections, (101).

International Federation of Library Associations and Institutions. (2018, August 12). How libraries provide safe spaces for (all) youth. IFLA.

Lance, K. C., & Kachel, D. C. (2018, March 26). Why school librarians matter: What years of research tell us. Phi Delta Kappan. https://kappanonline.org/lance-kachel-school-librarians-matter-years-research/

Loh, C. E., & Sun, B. (2019). “I’d still prefer to read the hard copy”: Adolescents’ print and digital reading habits. Journal of Adolescent and Adult Literacy, 62(6), 663-672. https://doi.org/10.1002/jaal.904

Parkes, D. (2010). Transforming the library – e-books and e-buildings. In D. Parkes & G. Walton (Authors), Web 2.0 and libraries: Impacts, technologies and trends (pp. 13-29). Chandos.

Tosun, N. (2014). A study on reading printed books or ebooks: Reasons for student-teacher preferences. The Turkish Online Journal of Educational Technology, 13(1), 21-28.

Zhang, Y., & Kudva, S. (2014). E-books versus print books: Readers’ choices and preferences across contexts. Journal of the Association for Information Science and Technology, 65(8), 1695-1706. https://doi.org/10.1002/asi.23076