Collaboration to Promote Lifelong Literacy and Learning

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Collaboration to Promote Lifelong Literacy and Learning af Mind Map: Collaboration to Promote Lifelong Literacy and Learning

1. Encourage Planning Cross-Curricular Inquiry Units

1.1. Working together teacher and T-L collaborate to plan a cross-curricular inquiry unit around Science, or Social Studies (History/Geography). The T-L can work with small groups, teach a lesson or lessons, create literacy learning opportunities within the content based curriculum. Use the LC space to be integral to the inquiry process for the group of students by showcasing, resources, technology and web 2.0 tools that would be safe and effective for them to use.

1.2. Curriculum Connection - Students need well-developed language skills to succeed in all subject areas. The development of skills and knowledge in language is often enhanced by learning in other subject areas. Teachers should ensure that all students have ample opportunities to explore a subject from multiple perspectives by emphasizing cross-curricular learning and integrated learning, as explained below. p. 23

2. Promote Working with Technology to Create student Engagement (i.e. Flipped classroom)

2.1. Design with the classroom teacher engaging ways to integrate technology into the literacy or cross curricular material. Showcase Apps, web 2.0 tools, collaborative spaces such as google classroom or google docs. Help to create and manage the flipped classroom model of learning.

2.1.1. Curriculum Connection - The school library program enables students to:develop a love of reading for learning and for pleasure;acquire an understanding of the richness and diversity of literary and informational texts produced in Canada and around the world; obtain access to programs, resources, and integrated technologies that support all curriculum areas; understand and value the role of public library systems as a resource for lifelong learning. The school library program plays a key role in the development of information literacy and research skills. In collaboration with classroom or content-area teachers, teacher librarians develop, teach, and provide students with authentic information and research tasks that foster learning, including the ability to: access, select, gather, critically evaluate, create, and communicate information;use the information obtained to solve problems, make decisions, build knowledge,create personal meaning, and enrich their lives;communicate their findings for different audiences, using a variety of formats and technologies;use information and research with understanding, responsibility, and imagination. p. 30

2.1.1.1. Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in language. p. 30

3. Use the LC as a Venue to Display student work and for special curricular events

3.1. Participate in project displays such as A Cultural Fair, Early Societies Fair, or collaborate with teachers to book guest speakers, authors, illustrators, SKYPE experts or other schools from different places or countries.

3.1.1. Curriculum Connection - Schools and school boards can play a role by coordinating efforts with community partners. They can involve community volunteers in supporting language instruction and in promoting a focus on literacy in and outside the school. Community partners can be included in literacy events held in the school, and school boards can collaborate with leaders of existing community-based literacy programs for youth, including programs offered in public libraries and community centres. p. 7