Exploring Teacher-Librarian Training in Canada – Canadian School Libraries Journal

By Carol Koechlin & Anita Brooks Kirkland, with input from course instructors

Library learning commons approaches advance learning potential and school wide improvement. CSL Vision

With commitment to the belief that an excellent school library learning commons program staffed by professionals has a positive impact on teaching and learning, Canadian School Libraries (CSL) channels all efforts toward this vision. CSL connects school library practitioners and educators across Canada in the collaborative pursuit of delivering exemplary practices reflective of current professional school library learning commons standards.

With this article we begin an exploration of the impact Leading Learning: Standards of Practice for School Library Learning Commons in Canada is making specifically on teacher-librarian training and ongoing professional learning in provinces and territories in Canada. We also hope to determine new ways CSL can support continuous professional growth in school districts around the country. Of course every school district, province and territory have differing requirements and needs for school library staffing and training thus this is just the beginning of our exploration. We hope this article will provide a snapshot of how some providers develop training courses to address evolving school library needs and the role Leading Learning plays to support design for professional learning. This investigation also contributes to the ongoing CSL work of helping practitioners learn about opportunities for furthering their professional learning journeys.

To generate data for this article, a sampling of teacher-librarian qualifications and training programs across Canada were invited to provide general information about their programs as well as specifics about aspects of coursework that will prepare teacher-librarians to design programs to meet needs now and in the future through learning experiences and physical and virtual facilities as visioned and developed in the CSL standards. Instructors from four university programs responded and we are very grateful to the course leaders who invested time in completing our survey. We would also like to learn about how other course providers are using Leading Learning as a professional learning framework. Check out “Next Steps” at the end of this article.

The impetus for examining teacher librarian training programs in Canada through a learning commons framework, comes from the Moving Forward section of the CSL standards document. Here there are many supports to help schools advance in the transition of school libraries to library learning commons including “Key Recommendations to Support Continued Growth” – “At the Provincial or Territorial Level” and “At the Local Level”. We conducted an informal inquiry survey into the following recommendation:

“Ensure teacher-librarian training prepares teacher leaders in learning commons practice as per Standards of practice for school library learning commons in Canada.”

This article is an initial follow up on this key recommendation made in the standards document to encourage implementation of a library learning commons approach.

The Leading Learning Approach

Leading Learning provides a guide for the transition of school libraries to vibrant centres of teaching and learning responsive to the diverse needs of learners today and into the future. It also serves as a measurement tool to help schools determine where they are now with library facilities and programs and where they want to advance to.

Standards can indeed help measure practice, but Leading Learning does much more. By focusing on the needs of the learner, Leading Learning provides a framework for growth. Every school, no matter the status of its library program, can find itself in this framework and decide on tangible steps for improvement. As a catalyst for igniting the design of futures oriented learning, the standards position the school library learning commons as critical to innovative pedagogical approaches for the new century.

About Leading Learning

Overview of Four Teacher-Librarian (TL) Training Programs in Canada

Ontario Institute for Studies in Education (OISE) University of Toronto

Name of Instructor(s): Joel Krentz, Cindy van Wonderen and Anita Brooks Kirkland (recently retired from OISE)

TL Training Program:

There are three sequential courses offered online:

Teacher Librarian Part One focuses on the role of the teacher-librarian and the school library learning commons in the instructional program of the school.

Teacher Librarian Part Two focuses on program planning and collaborative teaching and assessment within the learning commons context.

Teacher Librarian Specialist revolves around the role of the teacher-librarian as an instructional leader and partner in school improvement.

Briefly explain how teacher-librarian training is regulated in your jurisdiction. (i.e., qualifications, course guidelines, governing body)

Teacher certification is governed by the Ontario College of Teachers (OCT). Ontario Certified Teachers may take Additional Qualifications (AQ) courses which are also governed by the OCT and are available from various course providers, including universities, teachers’ unions and school districts. Course providers must follow OCT course guidelines and courses must be approved by the OCT:

OCT Guideline: Teacher Librarian Part One
OCT Guideline: Teacher Librarian Part Two
OCT Guideline: Teacher Librarian Specialist

The OCT guidelines make frequent reference to Together for Learning: School Libraries and the Emergence of the Learning Commons (Ontario School Library Association, 2010).

Requirements vary widely from school district to school district and between elementary and secondary panels in terms of whether only Part 1 or all three Teacher-Librarian AQ courses are required to hold the position of teacher-librarian, with some school districts requiring no additional qualifications.

How does your course support provincial/ territorial curriculum and learning goals?

The courses are aligned with a large body of provincial education policies, as required in OCT Teacher-Librarian Expectations under Section C: Ontario Context: Curriculum, Policies, Legislation,Frameworks, Strategies and Resources. The course also draws on resources developed by various school boards, and expects candidates to explore policies, resources and frameworks particular to their own board.

Some notable Ministry of Education resources used in the courses include:
School Effectiveness Framework: A support for school effectiveness and student success (2013)
Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010)
Towards Defining 21st Century Competencies for Ontario (2016)
Getting Started with Student Inquiry (2011)
Inquiry-based Learning (2013)
Collaborative Teacher Inquiry (2010)
Student Inquiry Process Poster (2016) Developed by the Ontario School Library Association (OSLA) and The Association of Library Consultants and Coordinators of Ontario (TALCO) in partnership with the Ministry of Education, making connections between Ministry guidelines for inquiry and the role of the school library learning commons program and teacher-librarian instructional leadership.

University of British Columbia

Name of Instructor(s): Aaron Mueller (LIBE 477, LIBE 467), Gordon Powell (LIBE 461) Jennifer Delvecchio (LLED 462)

TL Training Program:

UBC Teacher-Librarian Diploma Program. Online courses. 5 for the certificate, 10 for the diploma.

LIBE 461: Administration of the School Library Resource Centre

LIBE 467: Information Services

LIBE 477: Special Topics in Teacher-Librarianship – New Media and New Technologies in the School Library Program

LLED 462: School Library Resource Centre Programs

Briefly explain how teacher-librarian training is regulated in your jurisdiction. (i.e., qualifications, course guidelines, governing body)

In British Columbia, Teacher-Librarian qualifications are regulated through the Teacher Qualification Service, TQS, which keeps track of programs, accreditation and verification of courses and completion. For positions in school districts, the qualification expectations are embedded within the contract between the BCTF, the Teacher’s Union and BCPSEA, the government bargaining agent.

How does your course support provincial/ territorial curriculum and learning goals?

By adhering to and supporting the policies, guidelines, qualifications, abilities, competencies and curriculum that is designated and communicated by the BC Ministry of Education.

Please see this article for more information: Overview of the UBC Teacher Librarian Education Program Revised Framework

Queen’s University

Name of Instructor(s): Joanie Proske

TL Training Program:

Queen’s University’s. Faculty of Education, Continuing Education Department offers a BC TQS approved Post-Graduate Certificate in Teacher Librarianship. There are three core courses; Teacher Librarian, Part 1, Part 2, and Specialist. Candidates then select one course from our compulsory electives; Teaching through Inquiry, and The Tech leader. To complete the certificate program the candidate must select a second elective, but may choose from any of our other certificate courses or electives. Each of our fully-online courses take 100 hours to complete, and are offered in 8 separate sessions throughout the calendar year. For more information, see BC Post-Grad Certificate – Teacher Librarian on the Queen’s Continuing Teacher Education website.

Briefly explain how teacher-librarian training is regulated in your jurisdiction. (i.e., qualifications, course guidelines, governing body)

Each post-graduate certificate program consists of five full-year university courses (6.0 non-degree credit-units per course). Candidates are required to complete five courses in the course package to be eligible for the certificate. Each course successfully completed will appear on a Queen’s University transcript. Parts 1, 2, and Specialist are required; two additional courses are chosen from a list of electives. Each post-graduate certificate program must go through a two-step approval process both at the University level by an advisory board, and through the BC Teacher Qualification Service.

The BC Teacher Qualification Service recognizes these Queen’s certificates as one-year post-graduate integrated programs in education. Completion of these course packages may qualify BC-certified teachers for a teaching category upgrade within the BC provincial framework. If a category upgrade is one of your considerations for pursuing a Queen’s post-graduate certificate program, we recommend that you consult the BC Teacher Qualification Service before applying.

How does your course support provincial/ territorial curriculum and learning goals?

All the courses developed in the Library Certificate Program have been specifically tailored to address the evolving role of the teacher-librarian. Candidates learn to use and build from the revised BC Education Curriculum, to support students and create a more meaningful and holistic learning environment. The course first helps new teacher-librarians to develop meaningful learning goals for themselves and their students, then they begin to formulate the tools and critical thinking skills necessary to show colleagues and students what it means to be an active participant in the shaping of one’s own learning goals. Through the introduction and safe space to experiment with concepts like ADST and Maker Spaces, courses like The Tech Leader bridge the space between curriculum and technology to develop cutting edge means of achieving learning goals. Inquiry-based learning is woven throughout the courses, mirroring the foundational cornerstone of the revised BC curriculum.

University of Alberta

Name of Instructor(s): Dr. Jennifer Branch-Mueller, Dr. Joanne Rodger, Dr. Lois Barranoik

TL Training Program:

Master of Education, Ten courses – two required courses determined by the Department of Elementary Education (curriculum EDEL 561 and educational research EDEL 567), and students usually complete remainder of courses in the EDEL 540 range (541, 542, 543, 544, 545, 546, 549) Link to course information and descriptions.

Briefly explain how teacher-librarian training is regulated in your jurisdiction. (i.e., qualifications, course guidelines, governing body)

No provincial regulations or minimum qualifications, no provincial mandate, no course guidelines, we are not ALA-accredited.

How does your course support provincial/ territorial curriculum and learning goals?

Throughout the courses in the MEd program, students explore curriculum based on their own home provinces – BC, Alberta, Saskatchewan, etc. Assignments are customizable and students can dig into specific curriculum documents depending on where they live/teach or what they are interested in. All courses are designed to push students to think about the role of teacher-librarians and school libraries in a variety of contexts and to explore topics that are of interest to them personally and professionally. We do explore inquiry documents from several provinces – BC, Alberta, Saskatchewan and Ontario.

Addressing Leading Learning Standards and Themes

Course leaders were asked to share briefly components of their teacher-librarian training courses that addressed themes in each Leading Learning standard. This chart collates highlights from course content responses of all four training programs to each Leading Learning standard.

envisioning the role of the library learning commons and the teacher-librarian
courses are designed to implement the very collaborative learning experiences that are characteristic of learning in the library
assignments are posted for course colleagues to see and discuss: learning is transparent and understanding is built more deeply through true collaboration
working collaboratively with colleagues to develop personal learning networks, and conduct personally-driven inquiries into topics of interest
introduction to the importance of co-planning and co-teaching as a support to inquiry based project work in schools
develop and implement different communication tools to build school culture and share learner experiences
explore the resources available through professional associations
fostering learning partnerships and extending professional learning communities

explore how the school library learning commons can best support the range of patron needs (students, staff and administrators)
connect and communicate school goals by building community and sharing successes using new media and tools
focus on how to collaborate with teaching colleagues, administrators, or district-level personnel to develop or move LLC goals ahead
working with administration to map school goals and district goals onto the goals and priorities for school library learning commons programs
interact with the entire school community, and cultivate their leadership potential in order to develop a collective and achievable vision for the library learning commons
cultivate partnership with school administration and to recognize the key role that various stakeholders play in supporting and advocating for the advancement of the school library
reflective learning log assignment where candidates use Leading Learning as a framework for self-assessment and professional growth with evidence-based teacher-librarianship
the “Specialist” course also contains a module titled “Strategic Planning to Support School Success”, which integrates the use of Leading Learning as a tool for strategic planning.

learn strategies to build effective relationships with colleagues and other staff members
recognize that deliberately-planned learning experiences, are instrumental in initiating change
become familiar with the curriculum and core competencies, assessment and instructional practices
prepare for role as a curriculum leader
survey of inquiry models teacher-librarians can use to support work with teachers
participate in a whole course in inquiry-based learning
exploring and integrating new and emerging technology into the K-12 program
in addition to studying theories and exploring resources, the use of interactive web-based technologies is embedded into course activities and assignments: candidates demonstrate their learning by applying it in meaningful ways
courses include significant materials on differentiated learning
study assessment as it relates to inquiry, technology, and literacy initiatives
cultivate and connect personal learning networks that support a community of learners sharing their new pedagogies and skills
instructional leadership becomes increasingly important throughout the courses, culminating in the specialist focus on transformational leadership

tools and contexts for reading, writing and creating are integrated into learning about multiple literacies, and candidates demonstrate their fluency through assignments
cultivating engaging resources, lessons, strategies and initiatives to support whole school growth and engagement
review of technology supports that teacher-librarians can provide to teachers and students (This includes an overview of databases, eBooks, streaming services and e-reference tools to support research.)
explore multiliteracies and issues of digital literacy and integrates the International Society for Technology in Education (ISTE) Standards
explore more traditional literacy practices (e.g. reading and resources for children and young adults)
learn the importance of concepts like ethical literacy and social responsibility
information literacy is a particular focus, and throughout the courses we progress from the foundations of search and information ethics including copyright, through to the complexities of the current online environment, including the implications of big data, social media and the social construction of knowledge
investigate ways to actively promote reading in its many forms and learn strategies to develop a collection that fulfills both curricular and recreational reading needs of their school community
explore and learn new technologies related to digital literacy, including: Web 2.0 tools, subscription databases, information literacy, and access to and assessment of digital resources
cultural literacy is addressed in modules focused on the inclusive library learning commons
courses move increasingly towards literacy leadership in the school and collegially with fellow teachers

make strong connections between the unique value of learning commons thinking and how it is expressed in the design of learning environments
incorporate concepts around participatory culture
discuss library layout, shelf arrangement, display spaces and purposeful furniture to support collaboration and exploration
explore the evolution of the reference section, resources and online databases to support individualized inquiry around personal topics and interests
implement engaging technology and interactive and personalized use of technology and media tools to cultivate communities of learners to share their inquiry and passions
project and discovery learning within a flexible and collaborative space that fosters creative thinking and experimentation ground thinking about the design of the physical and the virtual space
symbiosis between the physical and virtual spaces grounds approaches to not only the provision of resources but also the active, collaborative learning environment
advanced courses delve more deeply into designing for universal access, the user experience, cultural inclusion and fostering independence in learning through design

What Else Do You Need from Canadian School Libraries?

Respondents provided the following suggestions for what CSL can do to support training and professional learning for teacher-librarians:

active promotion of new Canadian school library research and action-based research projects
links to Canadian teacher-librarian publications as well as conference offerings
presentations to teacher-librarian courses and cohorts, pre-teacher education workshops
finding ways to partner with other provincial or national associations/groups
extending the Leading Learning framework to make connections to provincial standards would be useful
continue to build the CSL Journal so that current Canadian thinking and examples of practice are available as exemplars for course candidates.

The Bottom Line

Respondents were invited to summarize course success and hopes for the future and anything else they would like to share about TL training in Canada. Here are their encouraging comments.

U Alberta

We are excited about the Supreme Court ruling in BC and the re-hiring of TLs in schools in that province. Now we ALL have to get busy helping these new TLs. We hope that these new TLs take up the challenges of being school leaders in the areas of technology, literacies, and inquiry as well as in more traditional roles of selecting and managing resources for curriculum and recreational reading.

Queens

BC is in the process of rebuilding its school libraries after 15 brutal years of contract stripping and education under-funding. In many of our schools, students, principal, and staffs have never had the chance to work with a qualified teacher librarian. Now that the doors of school libraries are reopening, timed with a newly introduced BC Curriculum, and a unique opportunity exists for teacher librarians to emerge as instructional leaders and agents of change.

Through the Queen’s Continuing Education BC Post-Grad Teacher Librarian Certificate Program, we hope to fill this void. A new wave of qualified and capable learning specialists will support today’s students by providing the necessary guidance and instruction to help students meet their full potential. With the expertise of teacher librarians, the libraries of the past can be transformed into dynamic new hubs of understanding and knowledge building.

OISE

The inclusion of Leading Learning in recent course updates at OISE has acted as a catalyst for positive change in keeping up with the ever-changing landscape of teacher-librarianship. Leading Learning serves as an anchor to help teacher-librarians frame their professional learning. Those who have taken the course are very appreciative of the Canadian context it provides. It is, without a doubt, the single most important addition to the course content.

Our continued goals for the courses are to provide high quality professional training that produces highly qualified teacher-librarians, and to promote the importance of the school library learning commons as an integral part of student learning. These goals are all that much easier to achieve with the common framework provided through Leading Learning and the ongoing work of Canadian School Libraries as a national body to spotlight our profession.

UBC

Continued support for equal access, qualifications, distributed resources and shared expectations for school libraries and teacher-librarians is a valued role and support for our profession and protection of spaces and programs. We need your voice as a national group that connects the educational experiences of students across Canada.

Thank you Canadian School Libraries!

Next Steps: Gathering More Feedback

Are you a leader in professional learning for school library practitioners? We would like to learn about how other course providers are using Leading Learning as a professional learning framework. If you are involved in a school library practitioner training program of any kind, be that for teacher-librarians, library technicians, librarians or others – a university or other provider, including school district training, then please contact the authors, or send us a message through the CSL website.

Carol Koechlin and Anita Brooks Kirkland are the Interim Co-editors of the CSL Journal and members of the CSL Board of Directors. Carol Koechlin, with Judith Sykes, is co-chair of CSL’s Leading Learning Committee.