Libraries in India and the Mobile Device Debate

This week I came across some interesting information about the changing nature of libraries in India.  Some articles I read describe Indian libraries as “undergoing metamorphosis and are reengineering their services” (Malhan 5) and are “in a hybrid state” (Zaveri 3) as they try to keep up with the needs of the 21rst century. Despite the obvious differences between Canada and India, I couldn’t help but think that some of the challenges libraries in India are facing are similar to ones here in Canada. We are united through our challenges it seems.

 Malhan's article is an interesting read and a detailed example of library programming in India.  Indeed, it seems the recommendation is that

 “Indian libraries and information centers in fact require transforming themselves from information processing and administrative units to more effective service providers and institutions that provide outreach service to meet vital information needs of the society and groom the hidden potentialities of people through information literacy programs” (Malhan 7).

Learning commons anyone?  This sounds quite similar to a lot of the buzz words and professional discussion that is happening in our school libraries.  Likewise, Malhan’s article discusses how librarians and library professional’s role is changing stating that

"Library and information professionals are increasingly working in a networked environment, dealing with library automation packages and web based information resources and services. Every LIS professional irrespective of his future place of work must have knowledge and skills for handling information technology and has the competency for creation and collection of information using the Internet (Malhan 10)".

Clearly digital technologies are important in India as they are in Canada. It would only make sense then that mobile devices play an important role in libraries in India despite the fact that they don’t seem to be as accessible in India as they are in Canada with only “one in four people owning a mobile device by 2020 (Malhan).  I really got the feeling that libraries in India vary significantly and are caught in a transition between the old fashion library and a new learning commons model.  Zaveri’s article claims that “paper based resources still form the major part of the collection in most….libraries” (7) yet I found some examples of Indian libraries taking steps into the digital world. A clash of the old and new it would seem, again this sounds familiar to challenges here at home.

This video shows an digital automation system in India.

 

 

The article E-Resource Services in Indian University Libraries is also worth a read claiming that:

The history of mankind has already witnessed three revolutions and emergence of internet is fourth revolution.

1. Language emerged
2. Advent of writing
3. Printing press: printed media of scholarly communication
4. Internet and its application: Worldwide web and electronic publications. (Mundhe)

Quite the claim!!! I think with this in mind, it fair to say that no, libraries don't need just books - digitization is here to stay. My guess regarding donatated books in India, for example, public libraries such as these

might rely on donations but that privately funded or university libraries do not.  My personal belief regarding donating weeded books is fairly strong.  Although there are certainly exceptions, I tend to believe that if weeded books aren't good enough for my library (out of date, poor condition, etc) they aren't good enough for anybody.  Given that India is known to have an unprecedented population living in poverty, donated books may be all some people have access to - never mind technology or mobile devices.

I'm glad we are considering mobile devices in schools.  Our school has a strict no cell phones policy and my library is a Wi-Fi dead zone. In other parts of the school however, the Wi-Fi and a BYOD network is alive and well, albeit for staff only.  When I worked at a secondary school five years ago, I didn't really feel there was a solid school policy on cell phones - it was left up to the teacher's discretion.  I never saw it, but apparently one of the teachers on staff was famous for having a full aquarium in his classroom with a few cell phones in the bottom of it- needless to say mobile technology was not encouraged in his classroom.  At the time I took a different approach - I let students have their phones out (I had no interest/energy in policing something so widespread) but I told them they were not to let texting, etc. distract them from their work.  This was somewhat successful - some students could handle the distraction, some could not.  So I accepted their presence in the classroom but I didn't harness the potential power of these devices either. My personal opinion is that they should be allowed in schools but that there needs to be education (internet safety, think before you post, etc.) and regulations surrounding their use.  Here is a small debate on the issue from two students perspectives:

      I wonder how much has changed since I was last in a secondary school five years ago?   I think mobile devices, particularly for secondary and post secondary students, have the ability to improve access to libraries.  I would think that students would be much more likely to access the library from their phones they then would on a family or school computer. In the article Use of Mobile and Wireless Technology in Indian Libraries, students are described as thinking "of their mobile devices as more than efficient or convenient pieces of hardware; they view the devices as integral to their daily lives" (Grovil, et al 2).  This article is  good overview of mobile device in libraries in general. One of the rules I've often heard about being a good writer is that good writers "write about what they know" - I absolutely think this rule applies to this issue.  Why reinvent the wheel when students already have a device they know how to use and is immediately accessible?

From a library/librarian point of view ,it makes a lot of sense for me to use mobile devices even if it's something as simple as using the Destiny app on my phone to check out a book (if I'm out and about in the school) or check the status of a resource from home.  But I know that this is just the beginning, really only the surface level of mobile technology use.  I was lucky enough to stumble across the International Literacy Association post while surfing Twitter. Here are some great ideas how this organization has used mobile devices and apps help build classroom libraries for international children in need. Similar to the apps they have described I have used "Level it" and "Fantasic Library" to scan books and find out information on books with which I may not be familiar.

This is really just a taste of what is out there to with libraries and mobile devices.  I did a simple search on Twittter, "mobile devices in libraries" and came up with a ton of interesting posts - I recommend checking this out if you haven't already.  At the end of the day, love them or hate them, mobile devices are definitely here to stay.  I wish it was Canadian content but I thought I'd finish with this interesting info graphic.

Works cited

 

Grovil, et al. USE OF MOBILE AND WIRELESS TECHNOLOGY IN INDIAN

LIBRARIES. International Journal Of

Engineering And Computer Science. Volume 2 Issue 6 June, 2013 Page No. 1799-1805.  Web 28 Oct 2015.

http://r.search.yahoo.com/_ylt=AwrSbl9_UjBWVQUATx7rFAx.;_ylu=X3oDMTEzM3VyNWFzBGNvbG8DZ3ExBHBvcwMxBHZ0aWQDVklQNjI2XzEEc2VjA3Ny/RV=2/RE=1446036223/RO=10/RU=http%3a%2f%2fijecs.in%2fissue%2fv2-i6%2f10%2520ijecs.pdf/RK=0/RS=ntkddGjfpcu4Sbp6J_KNgIHajCM-

 

Malhan, I., and I V Malhan. Library Philosophy and Practice: Challenges and Problems

of Library and Information Education in India: An Emerging Knowledge Society and the Developing Nations of Asia. University of Idaho Library, 12/01/2011. Web. 27 Oct. 2015.

Mundhe, B. T.1, maulib_2007@rediffmail.com, and D. K.2 Veer. "E-Resource

Services In Indian University Libraries." Indian Journal Of Library & Information Science 7.3 Supp (2013): 305-311. Library & Information Science Source. Web. 28 Oct. 2015.

 

Zaveri, Parul. Library Hi Tech: Digital Disaster Management in Libraries in India. 33 Vol. Emerald Group Publishing Limited, 06/15/2015. Web. 27 Oct. 2015.

 

Professional Development Realities

I think the 21rst century vision of a teacher-librarian as a leader in developing new skills, evaluating and acquiring new resources, and leading Professional Development around new strategies, resources and school technology is very inspiring.  I think TLs all over BC and beyond are doing amazing work for their staff, students, schools and districts. I said it before and I will say it again, I truly believe that my fellow TLs are my best resources for furthering my professional development and pedagogy.  I think it can benefit all teachers to remember the basics of why we do professional development and how we can be supported in this.  The BCTF promotes lifelong learning and I can only assume that most schools districts have support networks in place to help with professional development. This is very much a necessary part of our job!

Having said that, this is a job with a very steep learning curve, particularly in the technology department, and little time to learn with.  I feel that I am very far from being an inspirational leader in my job BUT it is a role I would like to take on eventually. The reality is I have little to no involvement in  planning/facilitating  my staff's professional development. At this time, the realities of my part time TL job (time constraints being perhaps the biggest challenge) simply do not allow me to be "all that I could be" within the role of helping my staff with professional development.  Certainly, I communicate with my staff (both individually and as a whole, formally and informally) on a regular basis, and partake in staff collaboration, but I can't say I've had much experience at the school level with Pro D, often preferring to working with my teacher librarian group to expand my knowledge base with colleagues who are doing the same job I am. In addition, I have thus far hesitated joining my school's Pro D Committee as I don't really feel overly confident yet with digital technologies - or taking on a leadership role in this capacity - one day!  One goal I have set for myself for this school year is to learn more about how iPads can effectively and purposefully be used in a educational setting.

This video, although not reflective of the technology in my school (no smart board etc.) is something worth considering and could be a good conversation starter at a staff meeting.

I do wonder how I can start to help my staff with their professional development despite the time constraints. I suppose even small actions are helpful. I am hoping to be able to revamp and consolidate our professional collection over the next few years as it is both out of date and not centrally located in the library.  As mentioned above, I would also like to be able to share with my staff useful information surrounding iPad use, but I need to learn about this myself first!  I can't imagine doing much more beyond this when I am working with such limited time - but one can always dream! And dream, I think, we must! I think from an advocacy point of view is it very important for us to consider "all the we could be" as TLs so that one day, hopefully the dream can be a reality.  Hopefully, one day I and other TLs facing similar challenges, can take on more and more leadership roles.

For the present time, unless we are talking have a 1.00 FTE at a single school, I don't really see how a TL could  do a lot of meaningful work with Pro D beyond the basics of attempting to maintain a relevant and up-to-date professional collection and keeping staff informed about said resources.  In my ideal TL job I would (and hope to one day):

• Have enough time - say an hour or two a week (?) to spend on Twitter and other social media sites connecting with other TLs and sharing their ideas and recommendations with my staff.  I really recommend checking out #TLCHAT on Twitter if you haven't already - lots of great discussion there.
• Have a school website or Facebook page to share happenings in the library with students
• Have collaboration or a "check in" time with each staff member to see what their professional development needs are.
• Have enough time to weed and add to my professional collection in a timely manner.
• Be able to attend PLC times so I could help facilitate workshops and seminars.
• Be able to attend staff meetings! Staying connected is so important!
• Help staff who are slow to use technology.

Throughout this course I just keep coming back to advocacy.  It seems so connected to this week's topic!  I want to consider this further... how can we, as TLs, fight for our jobs and all they could potentially be? Food for thought...and absolutely something to consider when speaking to school board staff, trustees, and administrators. Below I've included another video that could serve as a generally TL advocacy piece.

Teamwork, teamwork, teamwork!

Ever since I started working as a TL three years ago, I have found that it is a steep learning curve and at times, frankly, it's daunting.  Our TL group had a sharing day in the summer and we discussed the challenges and demands of our jobs.  I feel pressured to plan amazing digital technology based lessons, to have an up-to-date accessible library collection that promotes reading, to start to think about doing the flip to a learning commons, to advocate to my staff and district and PAC why the library is important, to try and be a leader within the school, to promote the benefits of collaboration, to read all the latest and greatest children's literature and so forth - not to mention all the mundane yet time consuming daily tasks that are necessary when you are a teacher. It's overwhelming! .With this is mind, I truly, truly want to learn about more time friendly ways to share and learn and develop in my job!

 

I think I can continue to develop my skills, pedagogy and professional development in a number of ways including:

•  Learn from my colleagues! 

 

 

I've always believed that a teacher's best resources are other teachers! I found that this can be both formal - staff meetings, TL association meetings, PLC days, or informal - using our TL list serv to ask questions, emailing each other, chatting before or after school with staff, etc.  I would argue that this is the single biggest way I learn and will continue to learn and grow as a TL.  I think it's a win-win situation when teachers work together, not in isolated.  Our district has early dismissal every Monday followed by an hour of PLC time.  Unfortunately I don't work Mondays so I'm not able to take advantage this year, but I hope to in the future.  This video talks about the benefit of PLC time.

 

 

• Follow other teacher librarians on social media.  I wish I had more time to look at my various social networks, but I do get a sense of being connected with others in my field, especially on Twitter. I had no idea how to use Twitter until a few years ago and basically taught myself, finding it fairly user friendly.   For those new to Twitter it would seem that there is a wealth of important describing Twitter as a valuable education resource and a "dynamic tool for building social engagement through the school community" (Dixon 39).

• Keep reading our blogs.  I hope that some of us can stay in touch after this course! I found last weeks topic on reading communtities very helpful and already have some lesson ideas for the upcoming months.  I do not have much time to dedicate to blog reading at this point - I could happily read everyone's post if it were possible - summer reading perhaps?  Maybe we could have a virtual sharing day?

• Host a summer sharing day with your fellow TLs (we had one in the summer this is what it looked like and it was held at the public library which also builds community connections) or attend a conference.

I think there are a number of ways that other educators are sharing with each other including involvement in your PSA, being a part of your school's Professional Development committee, and sharing your resources and great ideas with others.  I already mentioned that my TL group has a Live Binder which we all add to and develop.  For example, if one of us has a great lesson idea to share, we will link it to our live binder.  I find Livebinders a really handy, user friendly and easy to organize program - check out a how to video here. 

Although helpful, I'm not sure that any of these strategies and tools are exceptionally innovative! I feel like I should be doing something with more piazza, so to speak but alas, time constraints don't really allow it.  Perhaps TLs could start their own YouTube channels or host "sharing days" in a science fair type setting or use digital technology to connect more - whether its TLs in the same city meeting on Google Spaces or connecting to colleagues in another part of the world - I look forward to hearing some great ideas from my classmates!

Works Cited

 

Dixon, Brian. Social Media for School Leaders : A Comprehensive Guide to Getting the Most Out of Facebook, Twitter, and Other Essential Web Tools. Hoboken, NJ, USA: John Wiley & Sons, 2012. ProQuest ebrary. Web. 13 October 2015.

 

 

 

Promoting Reading

Within my school library I try to create a culture of reading as much as possible.  Our library has very limited technology so I do try and focus my library program more on books and being excited about reading. In my library I am doing a variety of things to foster a love of reading.

·         Author of the Month – I try and do a display about a different author each month.  During the first week of the month I highlight this author with students.  I find that students in my school often need help when choosing reading material and that many of them choose the same books over and over. Minecraft, Geronimo Stilton and Diary of a Wimpy Kid are all well and good but I like students to branch out.  As an example, last month I did Kenneth Oppel – a Vancouver Island native – and his books were checked out by several classes.  I talked a little bit about his personal life, his books (showed some book trailers on Youtube) and we explored his website.  My experience has been that students are usually quite receptive to learning about a new author.

 

·         50 Book Challenge  - I have challenged the students in my school (grade 3+) to do a reading challenge.  They can choose to read 10, 20, 30, 40 or 50 books between September 15 and June 15.  I have started to have them record their reading on Padlet, (thanks Aaron for the recommendation!) an easy to use digital wall program.  It is just for fun but I have small prices at each increment of 10 and it does seem to create some excitement.  I am still trying to learn Padlet but I like that they do not have to log in or have an account and can add a book on their own time.

·         Weeding – I know this may seem a bit off topic but I really think that weeding promotes reading! There is nothing more undesirable then a jam packed shelf of out of date books.  I find that less is often more when it comes to reading! By keeping the collection looking “fresh” students feel more welcome to check out books.  Our district has a very specific collection development policy and as any TL knows, wedding is NOT throwing out books.  I’m currently in the process of keeping my non-fiction VERY stream lined and getting rid of novels and picture books that hold no interest for today’s students. I really find weeding is a breath of fresh air in the library. 

Before:

 

After:

 

·         Library volunteer program – Once a week I have students come into the library at lunch recess to help out with odd jobs.  While not directly tied to reading I think this does let students know that the library is a welcoming place. This is a “paid” job – students earn three dollars of scholastic book credit each time they come to the library.

·         Encouraging good book choices – this can be tricky with very limited time but I do try and make sure students are picking books at the appropriate age and ability level.  I try and keep this positive often saying to students “you can’t read this book….yet” so they know that they have something to strive towards. 

I think it is great for a school if all the staff is on board with school wide programs. I know my school believes reading is important but I think we could do more as far as school wide programs.  We have access to Tumblebooks which a lot of the primary teachers use with our iPads. Older students who struggle with reading at our school also have access to Kurzweil software in our student support room.  We also have reading groups that work with multi grade level students who are at the same ability level. I previously have worked in a school that seemed to have a lot of success with the Accelerated Reader program – particularly with students who are self-motivated readers.

I would love to know more about programs for reluctant readers. For some reluctant readers I think finding that “right fit” book is key to opening up the world of reading to them. There are often many recommendations of different books to try.  For other readers that struggle with motivation, it is probably not that simple.  Although American, this post has some great suggestions for promoting reading in schools.

If I can focus my blog post a bit this week, I’d like to look more into how to further utilize my school’s iPads to foster reading. I was able to find some good “starting point” articles through UBCs website here and here. The TL group in our school district also has a Livebinder with iPad app suggestions but my lack of familiarity with most of these apps makes this challenging – I am hoping in the next few weeks me and the other teacher in charge of the iPads at my school can sit down and go through some of these apps and figure out exactly what we are doing.  I will also be talking to my staff at our next meeting and see what is working and what is not.

Some other links I found for promoting reading are the Chocolate Lily Awards (check out the video!) and DEAR day which is coming up.  Here is a checklist from the BCTLA about some ways to prepare for DEAR day. Also, I thought this website from New Zealand was interesting. It's set up nicely with relevant topics such as "reading and boys" and "reading environments" - lots of ideas to pick and choose from - I like the reading tent idea!


To end my blog post for this week I’d love it if anybody could share any more information on implementing iPads, useful apps, and any other ideas on how to use iPads to promote reading. Some search terms I tried in YouTube were “best apps for teachers”, “reading apps for school libraries”,“apps to promote literacy” but I couldn’t find a video I thought was really good. The search continues!

Works Cited

 
Harmon, Jim. Learning and Leading with Technology:
Unlock Literacy with iPads. 39 Vol. International Society for Technology in Education, 06/01/2012. Web. 7 Oct. 2015.
 

Williams, Carol. School Librarian: My Year 8 iPad Project: Apps in Action. 62 Vol. School Library Association, 2014. Web. 7 Oct. 2015.