By Judy Ameline, Judy Chyung & Susan Ewing
Dear CSLJ Readers, throughout the disruption, disaster and change of this ongoing pandemic our TDSB Professional Library team has found inspiration, solace and guidance for the path forward in the many insights and web sites that have been developed in response. We are sharing some highlights from our recent findings with you across a range of educational topics.
DuBose, M., & Gorski, P. (2020, May 1). Equity literacy and virtual learning during Covid-19. ASCD InService.
This ASCD blog post reminds us that educational inequity is not new and that equity should be educators’ prime focus to mitigate the challenges faced by students and their families in the new remote learning environment. The authors provide a list of equity considerations during COVID-19 followed by recommendations for equity efforts moving forward.
Rebora, A., et al., (Eds.). (2020, April). A new reality: Getting remote learning right. Educational Leadership.
This special edition of Educational Leadership was designed to provide guidance and provoke thoughtful discussion and problem-solving on the issues of student equity and well-being during the transition to emergency remote learning. As they highlight technological, infrastructural, and instructional best practices for remote learning in difficult circumstances, the authors examine through an equity lens the social-emotional, cognitive, and resource challenges that many students and families are facing as they strive to adapt to new distance-learning practices.
Farhadi, B. (2020, May 11). Centering social justice and equity in online synchronous learning.
In this post the author offers some policy and research context for the discussion currently occurring in Ontario regarding online synchronous learning during emergency remote instruction, noting both benefits and limitations, and recommending some items to consider when assessing and responding to the risks of synchronous learning.
Gaymes, A., & San Vicente, R. (2020, March 27). Schooling for equity during and beyond COVID-19. Behind the Numbers.
In this post the authors share considerations for reimagining schooling in the time of COVID-19, examining how leading the learning of students during the closure of schools could be realized, and reaffirming their commitment to anti-oppressive approaches and culturally relevant pedagogy by reflecting on the causes of disparities so that patterns of disadvantage now and in the post COVID-19 world may be interrupted.
Gonzalez, J. (2020, May 24). Reopening school: What it might look like. Cult of Pedagogy.
In this detailed blog post the author outlines proposals, plans and ideas for reopening schools (focussing on how the instructional component might look) that she has curated, and provides suggestions and words of encouragement to classroom teachers preparing for the upcoming school year.
Hayes Jacobs, H., & Zmuda, A. (n.d.). Building the future now: Deciding what to cut, what to keep and what to create. Learning Personalized. (Part Two of a Four-Part Series)
The authors highlight two key steps to assist educators as they determine how to shape curriculum in ways that will best serve learners now and in the future: the development of future forward learning goals and using those goals to examine and clarify curriculum choices.
IFLA. (2020, May 22). COVID-19 and the global library field.
The International Federation of Library Associations and Institutions presents a curated and regularly updated list of resources for libraries around the world responding to the Coronavirus pandemic.
OECD. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020.
This report aims to provide a framework for alternative education delivery models for countries around the world during school closures due to COVID-19 Pandemic. It identifies the most salient needs that should be addressed in the alternative education plans, as well as the areas likely to face more implementation challenges.
Ontario College of Teachers. (2017). Ways to connect with learners using video conferencing. PDF Audio Video
This professional advisory is intended to help Ontario Certified Teachers (OCTs) understand their professional boundaries and responsibilities in the appropriate use of electronic communication and social media. Advice is given to members on appropriate interaction, privacy concerns, professional conduct, and using professional judgment when they are online professionally.
Osmond Johnson, P., Campbell, C., & Pollock, K. (2020, May 6). Moving forward in the COVID-19 Era: Reflections for Canadian education. EdCan Network.
This article poses thoughts on issues related to reopening of schools in Canada for the leadership across the education sector. Some of the thoughts expressed are: How can our government ensure physical distancing in schools, How can teacher organizations ensure the access to professional learning for educators for new forms of teaching, How can principals prevent and identify outbreaks within their schools.
People for Education. (2020, May). Technology in Schools – A Tool and A Strategy. Annual Ontario School Survey.
This is a report based on the People for Education’s 2020 Annual Ontario School Survey that gathered data on the access to technology in schools, e-learning and students’ access to the internet – particularly salient information during school closures. It points out that school libraries are often now viewed as tech hubs where students go to work, and teacher librarians are one of their key supporting teaching staff when they are doing online learning. People for Education also maintains the Tracking Canada’s education systems’ response to COVID-19.
Southern Ontario Library Service. (2020, May 19). COVID-19: Informational Resources for Public Libraries.
This is a guide to the emerging information related to public library reopening in Ontario. Among other information, it includes: Pick-Up and Delivery Services: Guidance for Public Libraries, and Disinfecting Materials and Cleaning Products. The reopening plans from libraries in Ontario, Canada and around the world are also included.
Supporting Students with Learning Disabilities During School Closures. (2020, April 22). Teaching Tolerance
This article presents the recommendations from the California Collaborative for Educational Excellence on how educators can support the learning and emotional well-being of students with learning disabilities, and how educators can guide families and caregivers to support students at home during school closures. Additional resources for educators and caregivers are also included.
TDSB Mental Health and Well-Being Resources During Covid-19.
This Toronto District School Board website provides key resources and ideas to help students and caregivers look after their mental health and well-being during school closures due to the COVID-19 Pandemic.
Judy Ameline is a librarian at the Toronto District School Board Professional Library with almost 30 years experience providing reference service. She is passionate about providing TDSB teachers and leaders access to current, cutting edge information in the field of education to support their professional development needs. Check out the Library’s Pinterest Boards and follow her on Twitter @AmelineJudy
Judy Chyung has extensive experience providing Education Reference and Online Services to the educators and leaders of Toronto District School Board at the TDSB Professional Library. She enjoys reading and learning about the trends in education literature, and assisting TDSB educators with their information needs whether for their classroom support or for their professional learning. One of the current initiatives that she leads is the curated Resource Guides for Heritage Months celebrated by TDSB. You can check out the Guides at http://bit.ly/DirectoryHeritageMonthListsPL. Her daughter, who is currently in a middle school in TDSB, keeps her in touch with the pulse of a school life and daily issues our kids face in a school.
Susan Ewing was delighted to return to education librarianship to coordinate TDSB’s Professional Library in 2017, having started out post-MLS at Council of Ministers of Education, Canada (CMEC), Canadian Education Association and the Ontario Ministry of Education (1987-1996). Her learnings on her long detour through accessibility and social justice librarianship, including leadership roles at CNIB, AlphaPlus, York University Library Accessibility Services and 211, are more relevant than ever in supporting today’s teachers. Follow Susan’s tweets @Owlfindit and follow her library @ProfLibraryTDSB.