Author: kchan103

Final Reflection

I am a school librarian for secondary school and I had two years experience serving in an elementary school library before.  I chose INF505 as elective for my MIS degree because I want to enhance my knowledge, and I wasn’t disappointed.  The modules are useful and learning activities are practical, which I blend in my experience with modules’ new concepts and develop new ideas.  Considering the peers are from different demographic backgrounds, work at different libraries, and serve different communities, I get tremendous perspectives by reading their posts and comments.

First, I overestimated myself knowing the children and young adults and understanding their needs since I am a mother of two and working at a school library.  In module 1, Erik Erikson and Jean Piaget explained in-depth the developmental stages of children and adolescents.  As they grow, their needs change from dependent to independent.  As for library application, they start with reading-aloud with companions to develop their interest in popular culture or peer recommendation later on (Cerny et al., 2006).  These theories expanded my understanding of the students’ needs in each stage and were able to tailor programs to fit their needs for the assessment 1.  Module 2 has introduced an amazing resource, Teen Librarian Toolbox, for new ideas, programs and book recommendations.  I got inspired by doing Book Face as one of the activities of the program (Jensen, 2017).  The main goal is to do something fun and creative while reminding them that the library has great literature.  

Then I underestimated the intensity of the activities, which I thought were very much what I am currently doing at school.  Instead, they all required great research and literature to back up my analysis and reflections.  I spent the most time on Diversity and Censorship.  I always know the school library needs more diverse books and combats censorship, but I asked myself why and how?  When school administrators, parents and even students ask me those questions, I might have answered them saying everyone is doing it or we just need to. 

After the activities, I am aware of the history, development, trends of censorship and diversity, and how should I put them in real actions.  For example, the Uvalde gunshot happened as I was concluding my final reflection and I couldn’t help thinking about the connection between the tragic incident and the library.  Even if libraries have been challenged by others to provide children with so-called “inappropriate” materials, we, librarians, are always in a powerful position to create a safe space for the community (Hixenbaugh, 2022).  While gun violence in and around schools is on the rise, the banning of books is one of the most active and effective measures to shape the classroom right now (Dvorak, 2022).  Is it just me that thinks this is insane?  Therefore, librarians need to have an open discussion with the school administrators, parents and the community about the children having access to diverse materials.  We need to show them what materials and services we provide, and why they are so important.

It was interesting to see the range of activities chosen from reading blogs posted by the peers.  I actually read a few of each topic before I started leaving comments.  I wanted to cross examine others’ point of view and how they reflect.  Many posts surprised me and got me thinking again.  I spent more or less the same time reading, further researching and writing comments as I did my own posts.  For example, one post I read reminded me that censorship involves various different levels at which to consider why gaps in the collection arise in my professional practice.  

Of course, the best part of the activity is reading others’ comments.  I enjoy reading some comments with similar thoughts.  Some had shared their experiences or challenges they had encountered and given out some suggestions, which I call the most “juicy” part.  The main purpose of this assessment is to work collaboratively with peers and create new practical ideas.  As I am writing this final reflection, I am a little disappointed to only get one comment on my posts.  I wonder if I need to market my blog in order to get more views or comments.  

In conclusion, I learned a lot about the development of children and young adults, as well as their needs, which will help me plan and promote library programs.  Simultaneously, I have learnt to justify the existence of library programs and specific activities for them throughout the activities.  Finally, peer interactions are excellent learning opportunities that contributed to my total cognitive gains from this module.  This training has improved my professional abilities for working in children and young adult libraries.

 

References

Cerny, R., Markey, P., & Williams, A. (2006). Outstanding library service to children: Putting the core competencies to work. Association for Library Service to Children, American Library Association. 

Dvorak, P. (2022, April 22). Banning books to save kids? Please. Bullets are more dangerous. The Washington Post. https://www.washingtonpost.com/dc-md-va/2022/04/25/book-banning-gun-violence/. 

Hixenbaugh, M. (2022, May 26). Uvalde librarian thought about canceling storytime. Instead, she made it a refuge. NBC News. https://www.nbcnews.com/news/us-news/uvalde-texas-shooting-library-storytime-rcna30512. 

Jensen, K. (2017, August 10). MakerSpace: Outreach activity – book face. https://teenlibrariantoolbox.com/2017/08/10/makerspace-outreach-activity-book-face/. 

Digital materials/resources and emerging technologies

 

Professional development activity: Learn how to use a new tool intended for children and write about your experience
Topic: Digital resources/materials and emerging technologies

3DBear AR

3DBear AR is a design software that combines augmented reality (AR), 3D design, and 3D printing.  Students use the app on their smartphone or tablet to create scenarios using the object library, photographs from their devices.  They can also use the cloud tool to upload completed creations, scenarios, and movies to the dashboard for viewing.  Teachers can then share drawings with student groups for additional debate and modification (3DBear Inc., 2017).

Immersive experiences that are light years above View-Master stereoscopic and even LEGO Boost are now possible thanks to emerging technologies.  As virtual reality (VR) and AR gears become more affordable, these emerging technologies bring science fiction into the hands of students easily.  According to the 2017 K–12 Horizon Report, they will be extensively accepted in two to three years and will become commonplace in two to five years (NMC, 2017; Oddone, 2019).

As I expect AR is the “MUST HAVE” items for the library, I need to explore in-depth how the library can adapt it into the lesson plans seamlessly and collaboratively with other subjects.  In the 21st century learning environment, teachers and librarians’ roles shift from delivering knowledge to a guide of core concepts and provoke creative and innovative designs (Oddone, 2019).  AR applications focus on providing pre-created animation or information that overlays reality when viewed through digital devices.  

However, as with many interactive games in the market, it is too easy to get lost in playing.  Without clear direction, students, especially the young ones, might not accomplish much beyond having fun.  While that certainly has its place, I will find it easier to see the learning value when students are engaged in activities that allow them the flexibility and creativity they crave while meeting curricular goals and objectives.

My experience with 3DBear

      1. Easy to start – After downloading and installing the app, there is a simple set up for the classroom, add students’ names and code.  Students are automatically linked to the classroom after signing in.
      2. User friendly – The app has an enormous bank of usable characters and items such as dinosaurs, flowers and furniture.  Students can start putting things in the scanned environment using augmented reality.  Students can simply upload their creations to the dashboard and can be shared.
      3. Great support – 3D Bear has community and provides lesson plans for teachers and librarians as many of us are still on the exploring and experiencing stage. There are lesson plans available for pre-K, elementary schools, middle schools, upper secondary and libraries in ELA, Social Studies, Math, Science, Coding, Design Thinking, Computational Thinking, and STEM/STEAM.  Within the lesson plans, teaching materials such as worksheets are offered.
      4. Distance learning – As AR does not require a headset, 3D Bear can be used for remote learning as well as school reopening. 3DBear is official partner of Google for Education and recommended by Google under “Resources for Distance Learning” (3DBear Inc., 2017).

While 3D Bear focuses on providing pre-created animations or information that overlays reality when viewed through a mobile device, the suggestions below allow librarians and teachers to get students started with their creation (Young, 2020; Oddone, 2019). 

      1. Students can create digital storytelling or book recommendations.  
      2. Students can find trigger images and view overlays to answer trivia questions.
      3. Students can recreate historical scenes. 
      4. Students can visualize geometric shapes in 3D.

This activity enables me, a school librarian, to learn an emerging technology to enhance the library program itself and create more collaboration with other subjects.  The experience of using 3DBear is quite surprisingly easy with simple signup, and friendly tab.  Of course the lessons plans are extremely useful as I have never engaged AR into my lessons before.

I expect students to be enthusiastic about utilizing AR for learning because they will find it engaging, interesting, and motivating, which will help them learn more effectively.  Despite the fact that I only have a basic understanding of VR/AR, its success in engaging and inspiring students and providing a fun learning environment is in doubt.  To bridge the gap, I’ll need to stay knowledgeable and up to date on current events.  3DBear offers educational trainings, a community for exchanging experiences, and a blog for information updates, all of which help me stay engaged.  Reading relevant journal articles also helps me understand contemporary applications and their practical implications.

 

Reference

3DBear Inc. (2017). Immersive Technologies for Education. 3DBear. https://www.3dbear.io/ 

New Media Consortium (NMC). (2017). The horizon report: 2017 K–12 edition.  https://library.educause.edu/~/media/files/library/2017/11/2017hrk12EN.pdf. 

Oddone, K. (2019). Even better than the real thing? Virtual and augmented reality in the school library. Connections, (110), 3–4. https://www.scisdata.com/media/1921/scis-connections-110.pdf

Young, L. J. (2020). Get the most from AR/VR technology without breaking the budget. School Library Journal. https://www.slj.com/story/get-the-most-from-ar-vr-technology-without-breaking-budget-library 

Young People’s Book Awards

Professional development activity: Write a book review.
Topic: Young people’s book awards

<A wish in the dark> by Christina Soontornvat

Book Review
The city of Chattana falls under the jurisdiction of the Governor, who is able to manufacture magical orbs that are the city’s primary sources of light and power after being decimated by the Great Fire, plunging it into darkness. Pong, a nine-year-old kid who was born and raised in Namwon Prison, manages to break free by hiding in a rubbish basket. Though his jail tattoo identifies him as a fugitive, he wants to live freely in Chattana. When Pong gets caught stealing food from a monastery on the outskirts of Chattana, the senior monk Father Cham swears him in and helps him hide his tattoo.

Nok, the warden’s daughter, recognizes Pong four years later and swears to bring him to justice to restore respect to her family. Pong and Nok return to Chattana, where Pong reconnects with his friend Somkit and joins a protest movement against the city’s socioeconomic inequalities. Somkit can produce his own orb lights, which he will demonstrate to the crowd at the protest to demonstrate that they do not require the Governor’s illumination. Nok begins to have doubts about the Governor and joins the demonstrators. The novel concludes with the Governor’s verdict, giving the people of Chattana hope for a free life.

This book was introduced as a retelling of Victor Hugo’s Les Misérables and a fantasy fiction novel setting in Thailand. I particularly enjoyed how much Pong and Nok have grown from beginning to end.  Pong has been treated unfairly since the day he was born and yearns for freedom.  Nok is very determined, but struggling to define her conscience.  They are ordinary kids who develop their ethics and morals of the world, and most importantly learn to fight for the others. 

I also enjoyed how kind Pong is to the people around him.  In Somkit’s brotherhood, Pong supports him unquestionably.  Father Cham is his mentor, teaching him valuable life lessons.  My favorite part of the story is the way it deftly addresses social concerns like poverty and economic distribution.  Orb lights are used in Chattana for everything from lighting to power to heating.  The system is rigged against those who cannot afford better lighting and hence cannot achieve the same high standards of living, while the wealthy ignore their plight.  Soontornvat did an excellent job explaining privilege and unfairness in the society in a gentle manner that students understand easily.

No doubt that school librarians like book awards a lot, which save them a lot of time selecting and promoting books to their patrons.  Librarians see the shortlisted, even the longlisted books are pre-selected books and they tend to agree with the committee’s choices, therefore, they don’t really spend much time reading the reviews before purchasing.  Also, patrons have presumed that these books are reviewed and highly recommended.  As for this activity, I want to explode in-depth the importance of book awards and the impact on library promoting literacy.

This book has been named a Newbery Honor Book for 2021.  The Association for Library Service to Children (ALSC), a part of the American Library Association (ALA), presents the John Newbery Medal (Newbery) to the author of the most meritorious contribution to American children’s literature and it was the first children’s book award in the world.  The Newbery is the most prestigious award in the United States for children’s literature and has become more influential to schools around the world.  

The Newbery is designed to promote unique creative work in the realm of children’s literature. To demonstrate to the public that contributions to children’s writing are worthy of equal appreciation as poems, dramas, or novels. To provide an opportunity for librarians who dedicate their lives to serving children’s reading interests to support good writing in this sector (ALA, 2022).

I read this book for multiple reasons.  It is one of the Battle of the Books this year and I read along with the students August last year.  I read and took notes while practicing with the students.  In addition, it was a long-listed for Golden Dragon Book Award as I recommended to the Committee and later on became a short-listed. 

In addition, I planned to introduce this book to my other students during Asian American Pacific Island (AAPI) Heritage Month in May.  Christina Soontornvat is an Asian American author who always writes her stories from the Thai perspective, and has her readers know about the culture.  She and her books help the students to understand, value and appreciate different Asian and Pacific Islander cultures.  This book promotes an idea of being principle that students are encouraged to stand their ground on what is right and wrong. 

It is definitely a “Kill two birds with one stone” synergy of awarded books and library program, which work so much more productively together to develop reading for please than they it does alone (Stewart, 2019; Tolkien, 2022).  The process can involve librarian working with teachers to weave them into lesson planning about AAPI.  It is also a review writing competition encouraging creative writing, critical thinking and clarity of expression (Williamson, 2020).

Reference

American Library Association (ALA). (2022). John Newbery medal.  https://www.ala.org/awardsgrants/john-newbery-medal-2

Stewart, A. (2019). How to use book awards to find great children’s books. Brightly. https://www.readbrightly.com/use-book-awards-find-great-childrens-books/#

Tolkien, T. (2022). Children’s literature awards. The School Reading List.  https://schoolreadinglist.co.uk/resources/childrens-literature-awards/

Williamson, S. (2020). Library book awards: bringing books to young readers [web log].  https://www.artscouncil.org.uk/blog/library-book-awards-bringing-books-young-readers.

Censorship

Professional development activity: Attend and document a webinar targeting services for young adults
Topic: Censorship

To explore the concern of censorship in school libraries, I watched the webinar Ask Me Anything about Censorship (Banned Books Week, 2019) by Kristin Pekoll, listed on American Library Association (ALA).  This webinar corresponded to the Banned Books Week to celebrate the freedom to read.  During the webinar, Kristin has introduced the history of Banned Books Week, as well as discussing censorship targeted materials, the difference between challenged and banned books, self-censorship and lastly how do librarians or anyone stand up for censorship (Banned Books Week, 2019).

Kristen explained very well that materials are often banned because of political, social, religious reasons and even personal bias.  Kristin also mentioned the censorship trend and Top 10 list of targeted diverse materials often highlighted the underserved communities populations such as LGBTQ+ and social issues like racism and Black Lives Matter.   According to the Washington Post, a new wave of book bans is to reduce the universe of knowledge available in schools and public libraries that can confront young people on topics like race and gender, which are at the heart of the country’s political and cultural struggles (Strauss, 2022).

From the webinar, I realized that there are different types of censorship:  Vandalizing pages, hiding and removing resources, requiring parental permission to access content and burning materials.  As a school librarian at an international school in Hong Kong, I feel lucky that I have not yet encountered any of the above situations.  I once had a parent who raised a concern about Dr. Seuss’ books in 2021 (Watts, & Asmelash, 2021) and was discussed with school administrators and some parents.

I found it very interesting that the Office of Intellectual Freedom revealed that most challenges are motivated by a desire to protect children from inappropriate content or offensive language (ALA, 2016).  In reality, the majority of students are opposed to book bans in any form.  They argue that young people have the right to read uncensored versions of history and diverse books expose them to a diverse range of experiences and perspectives.  They also think controversial literature encourages them to think critically about the world, and that book bans are ineffective in the age of the internet (The Learning Network, 2022), which Kristin Pekoll emphasized many times in the webinar.

Most of the international school librarians in Hong Kong have more freedom or less censorship issues on racism or gender identity, even political reverence books.  Unfortunately, many political sensitive materials are advised to be removed in local schools (Associated Press, 2021).  I am becoming more aware that self-censorship is bubbling in wake of national security law among international schools.  At the end of the day, international schools still are regulated by Hong Kong Education Bureau, which their administrations have to comply with the Basic Law and  the national security law definitely.  The fear of reprisal from the school administrators can cause school librarians to avoid purchasing controversial books.

This activity has addressed the importance of combating censorship in school libraries.  To expand my knowledge of challenged and banned materials, I will get involved in Banned Book Week by reading and promoting banned books or showcasing the materials that encourage students and parents to read and discuss the materials.

 

References

American Library Association (ALA). (2016). Banned book FAQ. American Library Association.  https://www.ala.org/advocacy/bbooks/banned-books-qa

Associated Press. (2021, July 15). Self-censorship hits Hong Kong book fair in wake of national security law. The Guardian.  https://www.theguardian.com/books/2021/jul/15/self-censorship-hits-hong-kong-book-fair-in-wake-of-national-security-law.

Banned Books Week. (2019, September 26). Ask me anything: Censorship [Video]. YouTube. https://www.youtube.com/watch?v=q5E-xVTVFRE

Strauss, V. (2022, February 10). This wave of book bans is different from earlier ones. The Washing Post. https://www.washingtonpost.com/education/2022/02/10/book-bans-maus-bluest-eye/.

The Learning Network. (2022, February 18). What students are saying about banning books from school libraries. The New York Times. https://www.nytimes.com/2022/02/18/learning/students-book-bans.html.

Watts, A., & Asmelash, L. (2021, March 3). 6 Dr. Seuss books won’t be published anymore because they portray people in ‘hurtful and wrong’ ways. CNN. https://edition.cnn.com/2021/03/02/us/dr-seuss-books-cease-publication-trnd/index.html.

Diversity

Professional development activity: Find, read and analyze a peer-reviewed journal article
Topic: Diversity

Jorgenson, S., & Burress, R. (2020). Analyzing the diversity of a high school library collection. Knowledge Quest , 48(5), 48–53. https://files.eric.ed.gov/fulltext/EJ1252581.pdf.

The co-authors, Sarah and Rene, propose that school library collections should reflect a variety of identifiers as well as the diversity of experience and opinions found across the country and around the world.  The modern school library should strive to regularly add a diverse selection of titles to its collection so that all students feel represented and can find and read books that are relevant to them (Jorgenson & Burress, 2020).  This is made more difficult by the fact that the female profession necessitates self-awareness and critical appraisal, which drives school librarians to diversify the library collection and ensure its utilization in order to normalize diversity in all of its manifestations.

After reading the article, I learned how school librarian can carry out a simple evaluation the collections to ensure all students have access to high interest, high quality resources representative of their lives and their communities and encourage critical thinking.

1. Run a report of the top 100 circulating titles.
2. Determine the date range of the report.
3. Create a spreadsheet and break down the top 100 titles by main character and author.
4. Determine the main characters’ gender, race, and sexual orientation via multiple Internet sources.
5. Analyze the diversity of authors on the top 100 titles list.
6.Compare the results of the diversity collection analyses with the diversity of the student population of the school.

While researching the topic, I came across a new term called Diversity Auditing.  It is neither straightforward nor a one-time activity.  As the school librarian at an international school with students from over 20 countries, I am continuously working to develop a collection and library program that is relevant to students and encourages them to think critically.  The initial audit may focus on matching the collection to the demographics of the school.  Additional collecting analysis includes looking for gaps connected to additional identification markers and putting ideas and information into a broader context (Moreillon. 2021).  I also review fiction and nonfiction resources for students, their families, and classroom teachers on a regular basis (Gaston, 2021).  Students and other educators participating in the collection’s construction, auditing, and maintenance results in not only a stronger, more valuable collection, but also connections (Kirkland, Jeffery & Koechlin, n.d.).  These connections are essential for a successful school library program because they ensure that the collection is aware of and used to help students learn.  There are some questions I refer from Gaston’s blog for reviewing:

        1. Does the collection include books with main characters of different racial, ethnic, or cultural backgrounds? LGBTQIA+? Differently-abled?
        2. Does the collection include books written or illustrated by a person from a different racial, ethnic, or cultural background? Of different nationalities, religions or sexual preference?
        3. Are there any books with a person from a different racial, ethnic, or cultural background on the cover? Do the characters on the book covers accurately reflect the characters in the book?
        4. Does the collection provide a mix of mirror books for the students, in which they can see themselves reflected and books in which they can learn about others?

From this activity, I have new understanding of S.R. Ranganathan, the ‘father’ of library science, “Every book its reader, and every reader their book”.  Many readings have empharized that students need to see themselves in what they read (D’Elia, 2021; Kirkland, Jeffery & Koechlin, n.d.; Gaston, 2021; Moreillon. 2021) .

In order to fill the gap, I need to keep advocate and promote more titles to The Golden Dragon Book Awards and The Battle of the Books.  These organizations are managed locally and devoted to promote diversity collection.  I also keep reviewing the collection and declutter in order to have relevant collection (D’Elia, 2021).  Lastly, I will visit for librarians blog for ideas, activity and programs to make the collection more visible and reachable.

 

References

D’Elia, L. B. (2021). What does a diverse collection look like? Diverse BookFinder.  https://diversebookfinder.org/news-views/what-does-a-diverse-collection-look-like/

Gaston, N. (2021). Diverse schools need diverse collections. National Library of New Zealand Te Puna Mātauranga o Aotearoa. https://natlib.govt.nz/blog/posts/diverse-schools-need-diverse-collections

Jorgenson, S., & Burress, R. (2020). Analyzing the diversity of a high school library collection. Knowledge Quest , 48(5), 48–53. https://files.eric.ed.gov/fulltext/EJ1252581.pdf.

Kirkland, A. B., Jeffery, J., & Koechlin, C. (n.d.). Collection diversity toolkit. Canadian School Libraries.  https://www.canadianschoollibraries.ca/collection-diversity-toolkit/

Moreillon, J. (2021). Diversity in a culturally responsive school library collection. School librarian leadership.  http://www.schoollibrarianleadership.com/2021/09/07/diversity-in-a-culturally-responsive-school-library-collection/

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