A Collection of Books on Diversity, Empathy and Inclusion...

Theme: Inclusion and Diversity for students in grades K-3

For my collection of 15 books, I have chosen literature that promotes peace and acceptance.  Specifically, many of the below titles represent the diversity of families, both socially and culturally, in 2016.  I believe it is important that all children and their families are able to see their beliefs and values and/or history reflected in literature as well as those beliefs and values of other people to create a feeling of community and acceptance.  I have chosen these books because I believe they will help students at my school become more open minded to different family structures, different ways of life and different life realities to foster a sense of understanding and empathy.  While looking at diversity and inclusion, and considering these titles, my inquiry based question would very likely would be “Why is celebrating our differences a good thing to do?”.   I think is it important for young students to be exposed to different people and ideas as young children so they are more likely to become open-minded, accepting adults.

I think these themes and topics (peace, tolerance, empathy, acceptance, inclusion) are extremely important in our world today where young people are exposed to so much media that reflects terrorism, xenophobia and violence.  Young children often are confused by this and can have hard to answer questions for their parents and teachers. As an educator and specifically as a Teacher-Librarian I believe that picture books are a wonderful tool through which we can try to answer these questions.

My hope is that these titles work to dispel the idea that “different is bad”.  I have chosen an array of books that align with this theme but also are relevant for my particular school.  At my school not only do we have a wide arrange of family structures, we all have a significant First Nation population as well as having the district Life Skills class – students with significant special needs.  Below I have included the specific titles with bibliographic information and a short description of topics/themes.

Heather Has Two Mommies – Different kinds of families, diversity.

Newman, Lesléa, and Diana Souza. Heather Has Two Mommies. Boston, MA: Alyson Wonderland, 1989. Print.

Tango Makes Three – different kinds of families, animals, based on true story.

Richardson, Justin, Peter Parnell, Henry Cole, and Neil Patrick. Harris. And Tango Makes Three. New York: Little Simon, 2015. Print.

When I was Eight – separation from family, Residential Schools, different cultures.

Jordan-Fenton, Christy, Gabrielle Grimard, and Margaret Pokiak-Fenton. When I Was Eight. N.p.: n.p., 2013. Print.

I Am Jazz – transgendered, self identity.

Herthel, Jessica, Jazz Jennings, and Shelagh McNicholas. I Am Jazz. N.p.: Penguin Group USA, 2014. Print.

Two is Enough – different families, diversity.

                Matthies, Janna, and Tuesday Mourning. Two Is Enough. N.p.: Running Book, 2015. Print.

It’s Okay to be Different  - diversity, acceptance.

                Parr, Todd. It's Okay to Be Different. Boston: Little, Brown, 2001. Print.

The Peace Book

                Parr, Todd. The Peace Book. New York: Little, Brown, 2004. Print.

Tiger Flowers – different kinds of families, AIDS, acceptance.

Quinlan, Patricia, and Janet Wilson. Tiger Flowers. New York: Dial for Young Readers, 1994. Print.

How Smudge Came – love, acceptance, special needs.

Gregory, Nan, and Ron Lightburn. How Smudge Came. Red Deer, Alta.: Red Deer College, 1995. Print.

The Sneetches – different kinds of people, tolerance, differences.

                Seuss. The Sneetches: And Other Stories. New York: Random House, 1961. Print.

Feathers and Fools – diversity, tolerance, peace.

                Fox, Mem, and Nicholas Wilton. Feathers and Fools. San Diego: Harcourt Brace, 1996. Print.

Shi-shi-etko – loss of culture, memories, love.

                Campbell, Nicola I., and Kim LaFave. Shi-shi-etko. Toronto: Groundwood, 2005. Print.

Whoever You Are – peace, acceptance, different kinds of people.

                Fox, Mem, and Leslie Staub. Whoever You Are. San Diego: Harcourt Brace, 1997. Print.

The Name Jar – different cultures, fitting in, acceptance.

                Choi, Yangsook. The Name Jar. New York: Knopf, 2001. Print.

Don’t Call My Special – special needs, acceptance.

Thomas, Pat, and Lesley Harker. Don't Call Me Special: A First Look at Disability. New York: Barron's Educational Series, 2002. Print.

LIBE 467 – Assignment 3 – Reference Resource Improvement Plan

Tamara Stewart

April 2016

LIBE 467 – Assignment 3 – Reference Resource Improvement Plan

This report will focus on the digital reference resources that are available to students and staff at Georgia Ave Community School (GACS) and how they might be used more effectively to improve student learning. While we can loosely define a reference resource as anything that assists students in answering their questions, for the sake of this report, we will focus on both the encyclopedia’s and databases that the school has paid subscriptions too, as well as various recommended websites that can be accessed freely. Is should be noted that, ideally, all of the resources should be used by students with guidance from the Teacher Librarian (TL) or other teachers who have collaborated on policies and procedures with the TL.  This ensures that students are using these resources accurately and effectively.

GACS currently has paid subscriptions to the following digital encyclopedia’s and databases:

·         World Book Early World of Learning, World Book Science Power, World Book Online Reference Centre

·         National Geographic Kids

·         Media Smarts

·         EBSCO Elementary Search and Novelist K-8 Plus

·         Encyclopedia BC

All of these resources are potentially excellent for meeting the needs of students and staff at GACS.  The current problem lies in the lack of Teacher Librarian support time that students and staff have for using these resources, and the research process in general.  As Reference Skills for the School Librarian notes, “above all, collaboration with teachers on assignments using information resources is crucial for continuous improvement of developing an effective reference collection.  One of the most important tasks of a school librarian is to help students and teachers find the best materials available” (Riedling et al 18) - digital or otherwise.

Currently students have 30 minutes a week of “library time” 10-15 minutes of which is used for book exchange time.  This valuable time should ideally be used instead to teach information literacy skills, where students are actively engaged in classroom relevant learning, in collaboration with the classroom teacher.   In addition to this time, students have two 30 minute periods of computer time in which the Teacher Librarian is not able to be present. Research skills are currently taught in isolation with minimal collaboration with the classroom teacher – this is not ideal.  The limited time available does not allow students to reach their full potential in the research/learning process.    In summary, the above digital reference resources need to be used more effectively, with the continuous guidance of the teacher librarian and classroom teacher for a guaranteed improvement in student learning.

Students at GACS have a wealth of knowledge and digital resources available to them.  As we move further into the 21^st century, and begin our new curriculum implementation, it is essential that GACS have a strong library program that fosters information literacy skills. Information literacy is defined by the American Library Association as:

The effective use of information sources in all formats, [where learners]… know how to learn because they know how to organize information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand. The abilities to access, comprehend, use, and evaluate information have become the skills people must develop in order to function in our current and future world (Riedling 7).

Further to that, students need the basic building block skills of inquiry based learning which can be taught through the effective use of digital resources and includes critical thinking, sharing information, drawing conclusions, make informed decisions, ask meaningful questions and solving significant problems.  The teaching of these skills to students can not be overemphasised.  Students first and foremost need to know how to find accessible, accurate and time sensitive answers to their questions – under the guidance of their TL.

An increase to TL FTE, including both prep coverage minutes and, most importantly, library administration time, will allow for more meaningful work to be accomplished to assist students in the research process.  Digital resources, with increased TL time could be utilized in the following way:

·         The TL can keep staff informed about the digital reference resources at staff meetings, through after school workshops (PLC) and through emails – i.e. – “tech Tuesdays”.  More TL time will allow for more communication surrounding these resources which will likely get more teachers interested in using them to the best of their ability.

·         The TL and individual classroom teachers can sit down during library admin time (while students are on music prep or at another agreeable time) and discuss resources.  The TL can “showcase” what the digital reference resources can offer students, and how they might be best used.

·         Students will review and be taught how to access online databases, journals and encyclopedia’s including password reminders, tips for adjusting reading levels of articles, how to take effective notes, general navigation of databases, tips for search terms, how to scan articles for the “correct” information, how to cite information, etc. This will happen during library prep time, during library administration time and, if a more flexible schedule were possible, the TL could be present during computer lab time to reinforce these skills and support students and classroom teacher.

·         Internet searches - students will learn how to do affective Google searches (i.e. – don’t return results with .com, limit search results to .edu sites) will be able to spot hoax and fabricated websites and know when a seemingly questionable resource- i.e. – Wikipedia, might in fact have some educational merit if used with guidance from the TL.

·         Provide students  and staff with individual and small group “check-in” time where the TL can assess whether or not their research needs are being met.  From here additional support, references services and resources can be offered and reviewed.

It is important to note that these resources should be reviewed by all staff, not just the TL.  Classroom teachers can provide meaningful and informative information about what they believe will and will not work with their students.  By working as a team, GACS staff can ensure that these reference resources are meeting the needs of students.  For this improvement plan to take place effectively, is recommended that GACS have a full time (1.0 FTE) Teacher Librarian for the 2016-2017 school year.  The increased use of, and teaching around our digital reference resources will help the “reference area [transform] into a centre of social interaction, individual and group exploration, and [improve the] guidance in the location, access and use of information resources” (Riedling 119) which will benefit school and district initiatives in inquiry based learning and the meaningful use of technology.  Our school and district must invest in strong library programs and a large part of this is having a full time TL who is able to locate, support and teach both students and staff about meaningful resources.  This has never been more true now is 2016 where there is

…an increased need for experts, school librarians with skills in searching, accessing, using and evaluating information efficiently and effectively.  In addition, students will now, more then ever before, need to be taught information literacy skills.  Because information sources have expanded far beyond a library’s physical walls, media centres are no longer viewed at the sole source of information for student’s learning needs.” (Riedling 116).

            In conclusion, senior school district and administrative staff as well as staff committee members should give strengthening our school library program very serious consideration. The potential to dramatically improve student learning and empower and support staff should not be overlooked.  Supporting library programs supports students.

Works Cited

Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference Skills for the School Librarian:

Tools and Tips. Santa Barbara, CA: Linworth, an Imprint of ABC-CLIO, LLC, 2013. Print.

LIBE 467 - Theme Three Blog Post

In the third theme of our course, we started by looking at the Deep Web and Grey Literature, and discussed how the part of the internet that is commonly used is just "the tip of the iceberg" - and this idea has stuck with me during the duration of this theme - still so much more to learn! Having said that, I've learned a lot already and it has been very eye opening learning about reference resources and services and how I might improve them in my library. What might have been scoffed at even 10 years ago as not being a reputable source is now worth considering. I've learned that I need to be more open minded about what constitutes a quality references resource!

 We have learned quite a bit in this theme -  what I thought I knew about the internet turns out to be not much at all! I really did not know much about this topic.  Here is a very basic article explaining about the deep web. When considering the vast endlessness of that which is the deep web, I think it is most important that I reflect on what this means for my teaching practice - particularly when considering the teaching of information literacy skills to students. Here is another interesting article about searching the deep or "invisible" web.  I am wondering what the implications are for my teaching practice.  Do K-12 students need to be aware of and use the deep web? I would think awareness is good starting in the late elementary grades and certainly any Google search can turn up a fair share of  deep web search engines, though some of these look to be more useful then others. I think the biggest implication when considering the deep web and grey literature (graphic below) is for both students and teachers to know that there is a definite change in what constitutes a reference reference.  If a blog or a wiki or a password protected site can answer a question that source is likely worth considering along with careful evaluation. Here are some resources, including a list of YouTube videos that could be potential teaching tools.

Obviously we now see that a large majority of the reference resources students and staff are using are online. Students and staff need to know how to use these resources correctly and effectively, which should be the job of the TL in every school. Using and accessing reference information is a very important part of our new curriculum and thus being a being a 21st century learner.  In my experience as a learner through my work at UBC, I have had instances where I am very overwhelmed and frustrated by the wealth of information out there on the web. I can only imagine how students (in my case, elementary) and teachers who aren't "techie" might feel when grappling with online information. Encyclopedias, atlases, biographies, almanacs, databases are just a few of the great resources students can work with - but they need guidance! They need to know how to question and evaluate the resources they are using.  I currently do not have enough time in my schedule to teach these skills which again is frustrating - it is my hope that through advocacy projects this will become more valued. TLs can significantly help students with the research process.

Let's look at the example of Wikipedia.  It appears that many educators were "traditionally" taught to tells students to steer clear of this popular user-edited site.  While we might generally agree it is not a prestigious academic source - it is what kids are using! and thus likely has some merit as a starting point. Wikipedia, I would think, could be a great teaching tool for teaching students website evaluation, checking for authenticity and as a starting point for looking at further resources.  I will again emphasize here that I think it is very important students have a strong TL presence at school to guide them through the resource and research process. 

In our course I have found the topic of print reference resources challenging as I struggle with how relevant and cost effective they are in my library.  I can fairly say that 95% of the research I see students in grades 4-7 doing is online.  For the primary grades, where tech skills may not be as developed, students are using general non-fiction texts but this is rarely - (if ever, since we largely don't have them) done from traditional print encyclopedias or informational text (World Book Encyclopedias being a good example). Understand, I am not saying that print resources are irrelevant, but that when considering how print resources have changed,  how expensive they are and how quickly they become out-of-date, I think a TL must think very, very carefully about what print references resources are in 2016. Let's look at a popular fiction example, the graphic novel. 30 years ago, most novels were very text dense with few, if any graphics.  Now a "flip" of sorts has happened and we see limited text with many graphics, pictures and illustrations. I think the same can be said when considering effective print resources for students doing research - a very text dense textbook is incredibly overwhelming and unappealing for the majority of students (and likely adults for that matter!) and I truly do think that traditional text books will continue to be weeded out of most library and classroom collections.  I think informational texts will continue the trend of limited text, various non-fiction text features (labels, diagrams, point form, etc) and just generally have a more modern, up-to-date and "fresh" look for students.  

Revamping the reference collection in my library is no small task and ideally should involve more time and money then I (possibly ever) will have available to me. Nonetheless, I appreciate that our course and textbook  were able to give me some practical strategies as well as suggestions on resources to use which I will discuss in further detail in my assignment (LIBE 467 - assignment 3) on how our reference section can be made more effective.  

Some key leanings I have taken away from this theme of our course: 

• The internet is considerably more vast then I ever imagined and this has a significant impact on what, how and why I should be teaching information literacy skills. Students need to know there is so much more available to them then initially meets the eye. 

• There is a lot of criteria to consider when looking at the evaluation of a reference resource including accuracy, content, scope, bias, cost, currency, format, etc. 

• Teachers and students may need a lot of support and help to "buy into" new resources and strategies.  It is the TLs jobs to show them how their teaching/learning can be "nudged" in the right direction of 21st century learning without totally discrediting resources and strategies they have used previously.

  

• I want to work more on advocating for increased TL for the betterment of our references services and programs which would improve student learning.

• I still have a lot to learn when it comes to reference services and being a effective Teacher Librarian! 

Assignment 2 - LIBE 467

Collaborate with a Teacher to Evolve their Practice

Tamara Stewart

LIBE 467

March 6, 2016

For this assignment, the focus is specifically on how a classroom teacher, in collaboration with the Teacher Librarian, can use reference resources more effectively to improve student learning.  The collaboration was a science unit with a grade 2/3 teacher at a K-7 elementary school of approximately 300 students.  Students in the grade 2/3 class studied an arctic animal of their choice.  Students were required to become “experts” on their animals through research and the gathering of evidence whilst considering the central question, “how are arctic animals adapted to their environment?”. While the project was generally successful, it would be interesting to consider how it could be changed for another group of students (or the same group of students using a different topic) using the SAMR model.  The SAMR model provides a framework in which students can use online resources and digital technologies to enhance student learning in ways that were not possible prior to the introduction of said resources and technology.  Put simply, it is worth considering how innovative reference resources, when paired with digital technologies, can improve how these students learn.

The first level of the SAMR model, “Substitution” explains that teachers are using digital reference resources to simply replace that of non-digital resources. The tool has changed, but the learning has not (Puentedura). In the case of the above mention unit, the classroom teacher was using reference resources at this level. Some examples of how students were using reference resources at the SUBSTITUTION level were:

·         Doing a Google image search to see what their animal looked like (no different then looking at pictures in books).

·         Reading articles on Google about their article (*for many students in the class this reading level was too difficult)

·         Reading, highlighting and taking notes from these articles. 

·         Using this information to produce a brochure-style paper report and diorama to share with other classes and parents.

When considering moving the teacher’s use of reference resources along the SAMR model, some significant challenges (though not impossibilities!) need to be considered:

·         Many of the students in the class are below grade level expectations in reading, writing and technology skills.  A handful of students are significantly below grade level/on an IEP/have various health and/or behavioural exceptionalities, and need, at times, one-on-one support to be successful, especially in project based learning.  This support is not always available.  Something as “simple” as logging onto a computer and accessing an online encyclopedia article or accessing an iPad app, can take up a large part of each 30-minute block.

·         Both the TL and classroom teacher have fairly rigid schedules which can make collaboration times limited and can lead to projects “dragging” for longer then is affective.

·         Both TL and classroom teacher are fairly new to digital technologies and online reference resources.

·         Access to technology, (computer lab, iPads) is very limited due to shared use and at times is unreliable (poor Wi-Fi, old computers).

Despite this, some changes can be made to better the use of reference resources. With this class it is important to keep it simple, and to not implement too many resources or technology at a time. Students will still choose and research an arctic animal of their choice, and will produce an artifact and will share their learning. A more innovative, yet still achievable way of completing this project could be as follows.  Moving into the AUGMENTATION/MODIFICATION level of the SAMR model:

1.       Students are introduced to e-books (more current then print resources available in library) via EPIC and Tumble books.  Student will create notes from their research.  Non/low readers can use the audio books or “read to me” features (generally not possible with traditional print books).  Ideally, the use of audio books with help low readers be more independent with their work as they are not relying on a teacher or EA to read to them for comprehension.

2.       Students will take notes and record their findings the “traditional” way with pencil and paper.  Both the classroom teacher and the TL agreed that basic penmanship is still very important to practice at this grade level.

3.       Students will then we introduced to the Book Creator app and use the information they have gathered in their notes. This app allows students to showcase their knowledge in a fun and interesting it way.  It also has useful features such as “speech to text” which allows students who struggle with writing or typing to talk into the microphone and have it appear as sentences on a page of their book.

4.       Some of the features within this technology allow for the MODIFICATION of learning.  In order for students to work with a wider array of reference resources, student will include the following (minimum) in their Book Creator book:

·         A small written description (3-5 sentences) explaining how their animal is adapted to living in the arctic.

·         A link to an interesting article (WorldBook, Enchanted Learning, EBSCO, National Geographic Kids)

·         A photograph of their animal found from one of the above sites or Google

·         A link to a YouTube video that they have found, evaluated and enjoyed

I have created a basic example of what one of the grade two e-books might look like here.

5.        Students will have a “sharing day” where they can present their e-books to their parents in small group settings via an iPad or to their class or other classes by connecting their iPad to our digital projector.  Students who are shy can record audio on the e-book and just have their voice playing while their audience watches.

For Consideration

Students will need introductory lessons on the importance of using the above mentioned online reference references as well as practice on how to access them.  Some students will also need an introduction on “how to use an iPad”. All students will need at minimum, a few introductory lessons on how to successfully navigate and use the Book Creator app.  Overall, I feel students will need a lot of guidance and support to be successful. The classroom teacher and teacher librarian will need to be flexible and willing to adapt or change the project as it proceeds and the ability level of the students to work with new resources and technology becomes more apparent.  The goal of this unit to move away from a more traditional style “report” project and create a more interactive and collaborative learning experience. 

Works Cited

Puentedura, Ruben R. "SAMR." Kathy Schrock's Guide to Everything. N.p., 11 Dec. 2014. Web. 28 Feb.

2016.  http://www.schrockguide.net/samr.html

LIBE 467 - Theme Two

 

 

I feel like I am starting to have a more solid understanding of the importance of a quality reference collection and how I need to go about reviewing, evaluating, weeding and selecting resources.  But while I have learned some specific skills and practical information about reference services, in this theme of our course I am reflecting on a more encompassing idea.    My thoughts that stem from this theme is the importance of the TL to have good communication skills.  If a TL can communicate well with staff and students, quality reference resources are more likely to be key.  Taking it a step further, if the TL has a solid understanding of what his or her role is, and is able to share it with staff effectively, the library/media centre is more likely to be used effectively.

In a school like my own, I believe that a large part of good communication is rapport – if I have good rapport with a student or staff member, they are more likely to come to me for help with resources.  Building good rapport can be done it a lot of ways but as many of the TL courses have emphasized, a good start is to be helpful and friendly at all times.  When it comes to resources I want to be known as the “go to” person in my school.

Communication and good rapport are not without their challenges.  The following quote from our course work really stuck out for me:

“Sure, I want to help you with your research, but why hasn't your teacher told me about this assignment so that I can prepare better?"

This happens to me frequently at work.  Sometimes this feels like a failing on my part – I have offered many times, in many different ways and approaches, to help teachers and students with their research but it’s a challenge for everybody involved when the library has such limited staffing, resources and budget.   All too often I am teaching research skills and showing students resources in isolation of what they are doing in their classrooms. I am hoping to change this, but creating a more participatory, collaborative environment is not easy.  Loertscher, et al, (listed below in my Works Cited) is worth a read (UBC Library) as it discusses the importance of collaboration (which, I will repeat, I think is key to knowing your library users and resources).  I think ultimately as TLs we have to “keeping fighting the good fight” and hope that our efforts eventually pay off.  I am slowly seeing small changes at my school and this is good.

 

Some Key Learnings from this Theme

·         It is important to have formal communication with students to assess their research needs.  While this may not always be possible in my own library setting, I can maintain a good rapport with students and help them in informal ways.

 

·         I should have a solid understand of my role within the school.  Knowing my role and making sure other staff members know it too will benefit student learning. I can access this information both formally (through my school district’s TL Procedures and Policies documentation) and informally (discussion with fellow TLs, etc).

 

·         Reference resources have to be carefully selected and deselected according to specific criteria and evaluation process we have discuss and read about in our text.  Evaluation of these resources falls outside of the scope of “normal teacher responsibilities” as I have to think about things such a budgets, cost effectiveness etc.  Any adding or removing from the collection should be given careful thought and attention to detail. 

 

·         At my school, when evaluating references resources I should be aware of certain cultural and socio-economic realities of students.

 

Works Cited

LOERTSCHER, DAVID V., and CAROL KOECHLIN. "Coteaching And The Learning Commons." Teacher Librarian 43.2 (2015): 12-16. Academic Search Complete. Web. 17 Feb. 2016.

LIBE 467 - Assignment 1

Evaluation and Selection of a Reference Resource

February 2016

Georgia Ave Community School

Evaluation of a Selection of Aboriginal Resources

 

Background

 

It should be acknowledge that Georgia Ave Community School is located on the traditional lands of the Snuneymuxw First Nation of the Coast Salish people.  Of the 301 students that attend the school (grades K-7), approximately 44% of the student population identifies as Aboriginal persons.   As such, it is important that our library collection reflect both its users as well as the diverse natural of the new BC curriculum with regard to education about Aboriginal histories and culture. Many of our non-fiction print Aboriginal resources are badly out-of-date and do not demonstrate modern cultural awareness and respect. 

The following rubric has been created to aid in the justification of removal (weeding) of old resources as well as to ensure that new resources purchased are excellent replacements for the diverse needs of our students in 2016. This rubric has been created based on information from Reference Skills for the School Librarian (Riedling, et al), the School District 68 Collection Development Policy (unpublished) as well as informal discussion with Strong Nations owners Terri and Ken Mack. The staff at Strong Nations are very diligent and extremely helpful when it comes to selecting and recommending their resources for educators and each and every item in the store is carefully reviewed for authenticity and accuracy (of note they are considered to be one of the largest Aboriginal book stores in North America and ship worldwide).  Resources purchased from this store are of the best quality and take into consideration many of the factors the rubric below outlines. Our aboriginal collection is quite large – for the sake of this assignment the weeded resources have been given a rating of Fair-Poor while potential replacements have a rating of excellent-good. Our library has an official budget of $1000 and at the time of this writing, $600 has already been spent, mainly on fiction resources.  This very limited budget has been taken into consideration.

Rubric for Quality Aboriginal Resources

 

 

	Excellent-Good	Fair	Poor
Cultural accuracy (up-to-date, cultural sensitive and respectful)	Resource no more than five to ten years old* or a current edition, created by a person who identifies as Aboriginal or in close partnership/permission this those identifying as Aboriginal. Resource portrays Aboriginal peoples/culture in a respectful, currently existing and cultural accurate manner.	Resource may be more than ten years old with some out of date references.  Resource maybe have some cultural misrepresentations.	Resource is extremely out of date and likely contains inaccurate or insensitive cultural references.
Cost Effective	Resource is (relatively) inexpensive and will likely be useful for many years.	Resource may not be as cost effective.	Resource is not cost effective.
Relevancy to Curriculum	Resources supports Big Ideas, Competencies and Content of 2016 BC curriculum for elementary grades	Resource could be used with some grade levels with the new curriculum.	Resource does not support new curriculum.
Use of Library Space	Resource works well in physical space.	Resource is of a reasonable size for a library with limited space.	Resource does not use space effectively.
Suitability for Library Users	Resource is appropriate reading level for intended age, is visually appealing and user friendly.	Resource may be appropriate for some users.	Resource is unappealing to users due to age, reading level, lack of interesting visuals, etc.

 

*Exception for titles that were recommended as still being accurate.

 

 

The Resources

 

1.      The Eskimo: The Inuit and Yupik People. A New True Book.

 This book has been given a rating of Fair-Poor largely due to its publication date of 1985 and its evidence of heavy wear.  While is does contain some information that is historical accurate, its extreme age makes it an undesirable option for students.  We also know of course that “Eskimo” is no longer an acceptable name for Inuit people.  A good replacement for this book can be found here.

 

2.      The Coast Salish People by Frank W. Potter and Indians of the Northwest by Stan Garrod. These books have also been given a rating of Fair-Poor due to their age and incorrect terminology (for B.C.) such as “Indian” or “Nootka”. The Coast Salish People appears very text dense with few interesting illustrations to engage young readers.  A good replacement can be found here. **Recommendation not buy as we do already have copies in library and around the school.

 

3.      Sea and Cedar by Lois McConkey.  Another “obvious weed” with a publication date of 1973! The book contains outdated references and it starting to loose pages.  Despite its age, this book came highly recommended as a replacement. Other options for looking at the importance of Cedar (with varying reading levels) can be found here and here.

 

4.       Journeys to the Far West by Edward Cavell. While this book does contain some interesting historical information – diary entries from explorers, etc. the library does not have the physical space to house archival resources. This book is also very text dense with an adult level reading and a publication date of 1973.  A good replacement for looking at the history of Aboriginal and Non-Aboriginal relations can be found here.

 

5.       Ninstints: Haida World Heritage Site by George F. MacDonald.  While this book does have a publication date of 1983, contains black and white photos and is a bit text heavy, it may not be cost effective to remove it from the collection with a limited budget in mind.  Strong Nation does still have this book in print. 

 

6.      Indian Tribes of British Columbia by Reg Ashwell. Yet another example of a book that is out-of-date and does not contain names and references of what we know to be modern and politically correct Aboriginal terms. This pocket style chapter book has high level dense text which would limit its readership. A newer edition is available here. Further in-store review recommended.

 

7.      Scholastic Encyclopedia of the North American Indian by James Cimet. This book covers aboriginal people from all of North America – resources focusing on those people from Canada – namely First Nations, Inuit and Metis may be more suited for the B.C. curriculum.  The above recommended resources for purchase, as well as our online resources, could be can be used as a replacement for this out-of-date encyclopedia (1996).

 

8.      Fisherman and Traders of the North Pacific Coast by Winifred Ferry, along with the rest of the “Vanishing Communities” series have a publication date of 1980 and uses out-of-date language that suggests (likely unintentionally) that these cultures do not exist anymore – i.e. “this book will help you understand the Nootka when they lived as fisherman…” (Ferry) and of course we know that many of the Nuu-chah-nulth still live as fisherman. This series also contains many student activities that are old fashioned, rote learning lessons that do not promote the skills within our new curriculum.

 

9.      Wisdom of the Elders by Ruth Kirk.  Large, dated (1980) text book style books such as this aren’t useful at this time for our library users. At the current time it is recommended the library looking into purchasing more Strong Reader sets (which are already being used successfully in the school with several of our primary students.  This books offer books with colour pictures, accurate information and readers levels for a variety of abilities.

 

Summary

 

 

Replacing reference resources in not an easy task.  In this case, many resources examined are “okay” as far as their condition, but do not necessarily reflect modern or accurate information/ideas for Aboriginal people.  Because print resources can become dated quickly, along with a limited budget, not every resource has been recommended for replacement.  It is recommend that our Aboriginal Collection be looked at as a whole to fully appreciate what resources should or should not be replaced or removed.  Age in itself should not be the sole factor is determining a resource’s value.  Likewise, it is recommended that further consultation happen with SD 68 Aboriginal staff members to ensure that resources reflect respect and accuracy of cultures. The resource replacements recommended above in items 1-6 are very likely are cost effective and can be used to meet curricular need by students or staff.  As done previously, it is recommended the Georgia Ave Community School Literacy Committee apply for additional funding or grants to cover the cost of the Strong Readers.

 

Works Cited

 

 

Ashwell, Reg. Indian Tribes of the Northwest. Saanichton, B.C.: Hancock House, 1977. Print.

 

Cavell, Edward. Journeys to the Far West. Toronto: J. Lorimer, 1979. Print.

 

Ciment, James, and Ronald LaFrance. Scholastic Encyclopedia of the North American Indian. New York: Scholastic Reference, 1996. Print.

 

Ferry, Winifred. Fishermen and Traders of the North Pacific Coast. Agincourt, Ont.: GLC, 1980. Print.

 

Garrod, Stan. Indians of the Northwest Coast. Don Mills, Ont.: Fitzhenry & Whiteside, 1980. Print.

 

"Gila'Kasla! Welcome, Come with All That You Are!" Strong Nations. N.p., n.d. Web. 06 Feb. 2016.

 

Kirk, Ruth. Wisdom of the Elders: Native Traditions on the Northwest Coast: The Nuu-chah-nulth, Southern Kwakiutl, and Nuxalk. Vancouver: Douglas & McIntyre in Association with the British Columbia Provincial Museum, 1986. Print

 

Porter, Frank W. The Coast Salish Peoples. New York: Chelsea House, 1989. Print.

 

McConkey, Lois, and Douglas Tait. Sea and Cedar: How the Northwest Coast Indians Lived. Vancouver, B.C.: J.J. Douglas, 1973. Print.

 

 

                        Osinski, Alice. The Eskimo: The Inuit and Yupik People. Chicago: Childrens, 1985. Print.

 

Porter, Frank W. The Coast Salish Peoples. New York: Chelsea House, 1989. Print.

 

 

Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference Skills for the School Librarian:

                           Tools and Tips. Santa Barbara, CA: Linworth, an Imprint of ABC-CLIO, LLC, 2013. Print.