Thursday, July 9, 2020

Pathfinder: Copyright and Creative Commons for School Librarians and Teachers

Because teachers have started creating and producing learning modules and materials for flexible learning, discussions on ethical considerations on the use of content, media and technology in social media abound. Educators, lawyers and information professionals have organised webinars on intellectual property and copyright issues. When I was a guest in empowerED last Saturday July 4, 2020, Jim Tuscano, teacher and host of the online panel, asked me about copyright since we were knee deep into talking about creating and developing learning materials.

I remember giving broad and generalised statements about it. So, to extend and expand our collective knowledge on the issue, here is a Pathfinder on Copyright and Creative Commons. Putting this resources and websites together is but a beginning to what can develop and grow into an online collection for teachers and school librarians especially.

Pathfinder: Copyright and Creative Commons for School Librarians and Teachers
Keywords: copyright, intellectual property, academic honesty, creative commons

Philippine Copyright and the Intellectual Property Rights

Copyright and the Intellectual Property Rights in the Philippines - an easy to understand infographic with a link to the Plazo & Associates Law website where Republic Act 8293 - The Intellectual Property Code of the Philippines can be read entirely. 

The Intellectual Property Office of the Philippines (IPO) - this is the official website of the IPO and its contents vary from the easy to understand to the more complex legal speak of RA 8293. It also has web portals for researchers, artists, authors and content creators, entreprenuers, inventors and industrial designers to guide them through registration, documentation and coding of their works. This is a government website, so there are materials that are free for use and downloads. It has an array of interesting articles too that highlight the creativity and ingenuity of the Filipino. 

COPYTALK: Copyright in the Academe, in Libraries and the Language of the Law - a webinar by the Central Philippines University that you can watch over at YouTube. It is three hour long. You might need a snack and a break in between. It has very informative content and helpful for librarians to know as they scale these principles according to the context of their learning communities.

For copyright licensing and registration, visit the FILCOLS and the National Library of the Philippines' Copyright Registration Office. The former is an organization of lawyers, artists, creatives and educators who are assisting the industry to promote and observe the implementation of RA 8293. The later is where artists and creators go to have their works, especially books, registered with an international book number. It makes the work and its creators legit.

To know more about Creative Commons, visit the website for detailed explanation of the different licenses, how sharing and collaboration of content can happen with respect and responsibility between parties. For teachers and school librarians, Kathleen Morris has an article with free posters on copyright and creative commons for downloads.

These are all for now. Visit the blog for more updates!

Tuesday, July 7, 2020

The 2019 NCBD Keynote of Bro. Armin Luistro FSC

Here is a throwback post to last year's National Children's Book Day celebration and awarding ceremony at the Cultural Center of the Philippines. This is Bro. Armin Luistro's keynote speech anchored on the theme, Mundong Payapa Para sa Kabataang Malaya. The full transcript of the speech can be read in the PBBY website.

Monday, July 6, 2020

Infographics on Philippine Copyright

Inspired by the empowerEd discussion from last Saturday, here are infographics on Copyright that I researched on. I have taken these infographics from the website of Plazo and Associates Law where the Intellectual Property Code of the Philippines (RA No, 8293) can be read in its entirety.








Sunday, July 5, 2020

empowerEd Live: Breathing Life Into Texts: Developing Effective Text-Based Learning Resources for Distance Learning

Once again, I had the pleasure of guesting in Francis Jim Tuscano's empowerED LIVE last Saturday, July 4, 2020. This episode is in part an opening salvo to the celebration of National Children's Book Day (NCBD) 2020. Many thanks to Jim Tuscano for this partnership made possible with the Philippine Board on Books for Young People (PBBY). I along with Mr. Eric Perez of the Reading Association of the Philippines (RAP) and Ms. Liza Flores of Ang Illustrador ng Kabataan (Ang INK) had an interesting discussion on the development of text based learning materials as hosted and facilitated by Jim Tuscano himself. 




If you missed the live telecast over at Facebook or YouTube yesterday, you can still view it through these links:



Previous to the live telecast, I made some notes. Posting them here in the blog since the discussion online covered a variety of topics and concerns. My notes focus on the writing of content and texts.

1. Texts can be expository, factual or informational and fiction. Each is written in a different way, approach and tone. What ever form of text or literature you are writing, researching on topics you are writing about is important. Research is part of pre-writing. Having said this, the writing of texts, stories and literature involves a process.

There are four basic steps in writing namely, pre-writing, writing the draft, revision and editing, and publishing and sharing. This means, you can schedule your writing of text based learning materials and that, you need a reader to give you feedback on your work. From there, you can revise, make changes and edit your materials. In some cases, a kid-test is called for, especially if the material developed consists of complex steps. In my experience as a children's writer, the Mother Tongue Based learning materials we published in 2017 proved valuable to students in Cebu, Iloilo and Bacolod because our writing team got feedback from the teachers based in those provinces and comments from selected students in the selected schools.

Now here is a caveat. In writing, as a general principle, nothing is craved in stone. Texts and literary pieces all undergo changes, revisions and improvements as dictated by needs and developments of readers and communities who engage with the materials.

2. Know what form of text or genre of literature you are writing. It is helpful that you read samples and exemplars of the text and the literature you want to write. You can do your own searching and documentation but asking for help and seeking assistance from allies in the profession lessens the burden. Besides, writing is not done in isolation.

3. Of primary importance in the effective use of learning materials is the child reader or the learner who will encounter and engage in the text and its contents. Know who you are writing for. The child reader's developmental stages is at the front, back and center of the creation of the module or the learning material. Pedagogy and curriculum, as well as principles in the discipline of educational technology all come into play. In the midst of it all is the child or the learner.

4. Work closely with the illustrator, designer, technology specialist and editor of the learning materials. The logistics and operational work flows can be set early on but a shared vision binds the team together. Collaboration is key.

5. Observe academic honesty. For this topic, I will have another blog post that will tackle issues in plagiarism, intellectual property and copyright. These are all for now. Do visit the blog for updates on topics we care about, school librarianship, children's literature, reading and literacy, teaching and learning and even the simplest act of creation and reflection. Happy National Children's Book Day!

Saturday, July 4, 2020

Teacher on Center Stage: Francis Jim Tuscano (2 of 2)

Here is part 2 of the interview with Francis Jim Tuscano. He has five tips for teachers and school leaders who are moving into the new normal in the field of education.

2. There seems to be a mad scramble to get things in order, to be ready and to transition to Blended Learning. What are five important key concepts that school leaders and teachers need to be aware of when applying the BL approach?

So, to answer this, I just want to make a clarification. Blended learning approach can be understood in two ways: first, as an instructional approach where there is a combination of face-to-face learning and independent use of technology in the classroom (physical); and second as a modality to deliver remote learning, which means that there are certain days when students and teachers are in the physical classroom and the rest of the days of the week are meant for home-based (online or print-based) distance learning. 

I certainly believe that blended learning might be the new normal. We think of this as when teachers and students are now flexible enough and possess adaptability skills to switch from one mode of learning to another, especially when new waves of pandemic arise that can cause prolonged school closures. To enable this, I have the following main principles for blended learning:

a. Ensure equitable access to learning devices and Internet among students and teachers. Adoption of Edtech should always be anchored on the idea of equity so that everyone gets to enjoy and reap the benefits of tech integration. To do this, understand the context of students and teachers, whether they have learning devices or reliable internet connection at home. 

b. Prepare the students and teachers. Teachers will need to learn new digital skills to teach with technology. There should be relevant and meaningful professional development to ensure that they are well equipped to design, implement, and sustain a class with Edtech integration. We also need to make sure that the student are equipped with enough digital skills to navigate an online learning environment. Orienting them as well as teaching them with the needed ICT skills can greatly help. For parents of young students, involving parents is important so that they can extend guidance and support for their children in using technology tools

c. Sound pedagogy before technology as the main principle in designing learning experiences. Teachers should anchor pedagogy on student-centered or student-driven learning. The use of technology should enable or support the achievement of the learning goals. Educators should not design a learning experience around a technology. 

d. Digital citizenship matters more that ever because students are now moving in an online learning environment. Students must be taught how to safeguard themselves from digital threats such as cyberbullying, digital identity theft, and many more. Moreover digital citizenship also reminds students to practice self-discipline and control as they balance the use of technology for studying, leisure, entertainment, or even family connection. Schools must always ensure that there is a digital citizenship program that teachers and students can implement and follow.

3. What should classroom teachers look out for on the first day of school under the the ”new normal”?

Before starting any academic activity or learning experience, I would recommend that teachers get to know their students first so that they can start building an online community. Build a sense of trust and belonging with students. Build class routines and “rituals” that would make students feel comfortable and familiar with one another. It really matters that teachers understand the context of their students even before starting their class. 


4. What keeps Jim Tuscano awake at night? 

Right now, I will not deny that I am undergoing and experiencing episodes of anxiety due to the pandemic. I think of work to be done while at home, but I also fear for my safety and of my family’s well-being, too. So, it is challenging to focus but I try to acknowledge these challenges so that I can better face them. I take time breath and rest so I can also recharge myself. But I am also excited to see how things would unravel in the are of education as well as think of how I can continue contributing to the bigger education system. 

Jim Tuscano is the host of empowerED, an online show that talks about matters pertaining to teaching and learning in this day and age. To quote from the FB Page, empowerED seeks to elevate the teaching profession, celebrate the Filipino teacher, and guide teachers to become agents of change. More specifically, empowerED aims to: Provide relevant professional learning opportunities that focus on teaching skill development and well-being Share inspiring stories of the most innovative and dedicated teacher to the world Guide teachers in designing sustainable education projects for the school, community, and society. 

To know more about empowerED, go here: https://www.facebook.com/empowerEDwithJimTuscano

Thursday, July 2, 2020

Teacher on Center Stage: Francis Jim Tuscano (1 of 2)

Francis Jim Tuscano is an EdTech advocate too!
The blog is glad to have this interview with Global Teacher and Distinguished Apple Educator, Francis Jim Tuscano. He talks about technology in education, makes a distinction on Blended Learning as approach and modality, and shares strategies for teachers who will be teaching remotely in this coming school year.

1. All of a sudden, Educational Technology and Instructional Design are thrown into the forefront of education. What do you think of this phenomenon given the circumstances and how is PH education responding to the change and challenges in teaching and instruction?

What’s happening right now is definitely and undeniably accelerating the adoption of technology in teaching and learning. Before the pandemic, a lot of schools did not see Edtech as a priority because we have never imagined the possibility of school closures that will not allow face to face teaching and learning. It was a very remote scenario that a lot of us never considered in our wildest dreams. But unfortunately, we are in a public health emergency right now and distance education or remote learning is the only viable option to continue learning and teaching, aside from homeschooling. The accelerated adoption is so obvious right now as seen in the rapid adoption and purchase of learning management systems and the rise of webinar workshops or talks on technology integration. 

Personally, I am excited with this because people now realise the importance of technology, its possibilities in elevating or raising the bar of learning. For now, my fear is that schools and educators overlook their core reason for adoption. I mean, right now, the core reason is to answer the negative effects of the pandemic but that can be very short-sighted. I hope that despite the quick transition that is happening in many schools right now, they see, invest, and hope to sustain with a long-term vision. It is not something that you invest now and then terminate once the pandemic ends. The investment on infrastructures, devices, and professional development of teachers cost much, so it is important that school leaders are able envision technology and embed it naturally in their vision and mission as a school community. They should have a bigger why that will guide their tech adoption even beyond the pandemic. 

In terms of its adoption then, the current situation in the Philippine education system show us the haves and have nots, the digital divide which has been present before. The pandemic has just made it more obvious and this is the case in a lot of countries. So, we are again playing catch up, accelerating things, racing against time to put more devices in the hands of teachers, partnering with local government units for donations of devices to students who do not have access, and training teachers to learn more ICT skills. There was a big misconception that online learning was the way to go and I would like to temper this. 

Despite being an advocate for Edtech, I always cautioned educators and school leaders to be more careful in making decisions regarding Edtech or online learning adoption. While we want to push the agenda for better ICT access and infrastructure in the country, such quick decisions right now puts families, parents, and students in a very difficult situation. Context of the learner should always be considered. If there is inequitable access, then do not at all adopt online distance learning. ICT or Edtech should always be a tools to bridge the gap in education, as envisioned by UNESCO. But, reality has shown us that it is a two-edge sword. It can bridge and widen the gap at the same time. In the end, we do not want Edtech adoption especially in school communities with equity issues to be the wall that bars students from accessing education. 

Tuesday, June 30, 2020

Recommended LGBTQIA+ Books for Kids

Sirena Ba Yan? 
Is That A Mermaid?
By Candy Gourlay
Illustrated by Francesca Chessa
Billungual Edition
Adarna House, 2019

Sirena Ba 'Yan? (Is That A Mermaid?)is Candy Gourlay's new picture book. It is about a dugong (sea cow) claiming itself as a mermaid to the chagrin of two kids who met this gentle sea creature by the shore. Together they go on an adventure with the dugong consistently keeping its claim, I am a mermaid!



Kuwento ni Bernadette Villanueva Neri
Guhit ni CJ da Silva

A child comes face to face with the reality of living with parents who are both women. Using the chrysanthemum and gardening as allusion to the care and love that this unique family arrangement offers the little girl, she accepts this openly despite the teasing and the stigma of society.


By Rhandee Garlitos
Illustrations by Tokwa Salazar Penaflorida
Chikiting Books, 2013

A young boy examines his likes, dislikes and choices. Eventually, he realises what he is and becomes proud of this newfound identity.

Dead Balagtas Tomo 1 Sayaw ng Mga Dagat at Lupa
By Emiliana Kampilan
Anino, 2018

One good thing I can say about Dead Balagtas is its timely message on relationships. Love wins. It’s about time readers, young and old like me, get to read and see more LGBT represented in Philippine literature.

Written by Segundo Matias, Jr.
Illustrated by Jason Moss
Published by Lampara Publishing House, Inc.

Uncle Sam was chosen as a book in the Top 9 Kids Choice because of its insight on the LGBT community through a child's eyes whilst still keeping with a colorful theme and a plot that is sure to make multiple readers love the book. As well as that, the book brings along a story that makes young people who feel as if they are different, feel more at home. Plus, it's in both English and Tagalog. 

Citation Prepared by Alon Luna Fabros



Monday, June 29, 2020

Rhandee Garlitos on LGBTQIA+ Stories for Children

May panayam ang blog kay Rhandee Garlitos, manunulat, makata at bonggang-bonggang nilalang tungkol sa panitikan para sa kabtaan na may tenant LGBTQA+.

1. Kamusta ang reception at readership ng LGBTQ book mo na Bonggang-bonggang Batang Beki? 


Since it was first published in 2013, it has made milestones in both children’s book publishing and in LGBTQIA+-friendly books.  As the very first Southeast Asian children’s picture book to discuss about sexual orientation and gender identity and expression (SOGIE) way before the term was even invented, it blazed the trail for other SOGIE books in the Philippines to be published and read by a wider audience of not only children but also grown-ups who now recognize what used to be a “taboo” topic that is too unsafe to be published in a country that has strong religious traditions and its prevailing biases or homophobia. 


2. Sa observation mo, ano ang status ng LGBTQ stories for children sa context at environment natin? Excluding provinces and rural areas.


Unti-unti nang namumulat ang ating mga mambabasa na may ganitong klaseng babasahin o mga aklat na maaari na ring basahin o ipabasa sa mga bata.  This would not have happened a few years ago. It also pays that the Internet, social media and mass media like TV and newspapers/news websites now feature LGBTQ stories and experiences.  One aspect that has become mainstream are stories like boys’ love dramas in very recent times or the Batang Poz series that tackle HIV-positive teenagers. Hindi na lamang ito para sa mga mambabasa sa  highly-urbanized areas kundi maging sa mga rural areas.


Of course, may initial shock ito noong unang lumabas. May iba na nagsasabing hindi ito inaakala given the situation of those times. May nagsasabi ring di dapat lumabas ito dahil it would encourage children to become gay, etc. o na hindi pa handa ang audiences sa ganitong mga paksa.  Still, a good majority welcomed the book because they thought it is time for children to get exposed to this kind of literature with proper guidance from the adults that rear them.


Hindi pa rin mawawala ang homophobia sa panahon ngayon at dapat nating gawin ang lahat para tuluyan itong mawala. Maganda siguro na ang lipunan, sa pamumuno ng mga religious institutions, ay maipaunawa na bahagi ng ating komunidad ang mga miyembro ng LGBTQIA+ community. 






3. Ano-ano pa ang dapat gawin ng book industry para mabigyan ng boses ang mas maraming authors and illustrators na gustong lumikha ng mga LGBTQ stories for kids? 


Simple lang – mag-publish lang nang mag-publish hanggang may magagandang mga kuwento na may ganitong paksa. Mas maging open-minded ang mga publisher at editor sa paglathala ng ganitong mga kuwento. Also, makakatulong din kung mas maraming independent presses hindi lamang sa Manila kundi maging sa iba’t ibang lugar sa bansa na maglalakas ng loob na maglathala. Maganda rin kung may mga kuwentong nasusulat sa iba’t ibang wika sa Filipinas. 


Ang kuwento ng kasarian at kalayaang maipahayag sa mundo ang ninanais ng kanilang puso ay hindi lamang personal; ito rin ay kuwento ng mundong ating ginagalawan. Bawat miyembro ng LGBTQIA+ ay ating kapamilya, kaibigan, katrabaho, kapanalig, katuwang sa lipunan.


4. Your top 5 LGBTQ stories for kids


   In no particular ranking or order:


a.    Dalawa ang Daddy ni Billy (Tahanan Books, 2018), written by Michael P. De Guzman and illustrated by Daniel Palma Tayona


b.    Ang Ikaklit sa Aming Hardin (Publikasyong Twamkittens, 2012), written by Bernadette Neri and illustrated by CJ de Silva


c.    Mga Batang POZ (Lampara Books, 2018), written by Segundo Matias Jr.


d.    My Princess Boy (Simon and Schuster, 2009), written by Cheryl Kilodavis and illustrated by Suzanne DeSimone 


e.    Sanctuary (Scribner Books, 1997), written by Paul Monette


Sunday, June 28, 2020

Pilgrim’s Pit Stop: Living and Loving in A Masked World


And so I am back after a long hiatus from writing and contributing to the Magis Deo Newsletter. One text message from Cesar Sangalang made me turn around. It was a reminder on the value of community involvement given the circumstances. As if living is not complicated enough, the COVID-19 pandemic disrupted everything I know as normal and manageable.

 Suddenly, distance and physical space took on a whole new meaning. Facts and information need to be verified and validated by critically examining the source and the intent of its authors before sharing them to the public. Divisions among people and culture have all been magnified and gaps appear to grow wider as science and technology push for cures and solutions to this virus as well as the illnesses that malign society today. To hear news from the Inter-agency Task Force every day does not help alleviate anxieties and fears in a time of uncertainty and unprecedented change. School campuses remain close but there is a need to continue learning most especially at home and from home. We all find ourselves in this predicament. But, strive we must to survive. And it is in the struggle where we thrive and find grace.

Take for example the basic health protocol of frequent hand washing, the observance of social distancing and the wearing of mask when going out. It all sounds simple to do but these health practices require generosity and kindness from each of us. It is about personal care, interior freedom and the challenge to continuously “be”. This is the call of the time and the teaching of Ignatius no less.

Of the three health guidelines, it is the wearing of masks that fascinates me to no end. Wearing a surgical mask, we protect ourselves from the coronavirus and those we get in contact with. Wearing a mask pre-COVID-19, however, had a different meaning. In the Marriage Encounter experience, wearing a mask is an act that prevents us from being authentic and real, but now it is considered an act of love. What remains as constant is God’s call to continue building a relationship with Him with or without a mask. Because our ways of loving differ from one another, the response to the call of nurturing this relationship varies too.

In my quest to find a quiet and scared space to be with God, I discovered Fall in Love, a poem by Fr. Pedro Arrupe.

Nothing is more practical than finding God, than
Falling in love
In a quiet absolute, final way
What are you in love with
What seizes your imagination, will
Affect everything.
It will decide
What will get you out of bed in the
Morning.
What you do with your evenings,
How you spend your weekends
What you read, whom you know,
What breaks your heart,
What amazes you with joy and gratitude.
Fall in love, stay in love
And it will decide everything.

This poem helps me work through the Examen as I reflect on my desires and the grace asked and received especially in this time of pandemic.



Saturday, June 27, 2020

Friday, June 26, 2020

Guest Blogger: Shine Uy on Home Schooling and Home Based Learning

The blog, School Librarian in Action, is happy to have Shine Uy as guest blogger. She writes about factors that made them decide to home school (HS) their children when campus closed at the last term in March. All throughout the summer, Shine made use of home based learning (HBL) strategies for them. Now that the opening of school is nearing, her children will learn at home and from home where she leads them to authentic learning experiences while adopting an online learning module where her children are enrolled in.

Months before my daughter to be born, I have already thought of a home set-up where she can play using "sensory materials" like wooden toys, blocks, balls, musical instruments, etc. And since then, I got more interested in homeschooling my kids. 

Being a teacher by profession, I always picture myself and interest myself in teaching my children. My interest in homeschooling paved the way to my style in parenting. 

Here are the factors that made me decide to HS/HBL my kids. 

1.) Personalized Learning. My kids have different interests and learning styles. One loves to learn about machines and robots and the other loves to read and do arts. One understands concepts easily while the other one needs more time to analyze. To homeschool them makes it easier for me to let them understand the concepts of what they should know and how to apply the concepts in our daily lives. Personalized learning means they don't need to compete with other children. Thus, it helps them feel confident. Since my kids learn together in one room, they develop cooperation among themselves. For example, in learning how to cook, which is part of their daily activities, the older sibling can guide/teach the younger ones. Cooperation naturally develops and is also a way of getting to know themselves as siblings, thus creating a bond. 

2.) Lots of Play. Their study time for academics only lasts for around an hour. So, playing or having games is the most significant way to instill knowledge in their young minds to keep their interests in things that they should know.

Transitioning to HBL is not that difficult for us because they already grew up in a home learning set-up. Going to school makes learning more enhanced. Social interaction develops naturally. 

This August, they will start the distance learning program option that their school has offered. With this, I need to add computers, cork boards, and some more art materials. Unlike before that, they both go to school and homeschool at the same time. I had some time to do house chores while they are away. Now, they need to be at home the whole day and I need to juggle HBL and house chores. Having a flexible schedule helps me prioritize the things needed to be done in the day. This way, I can minimize my stress.

Switching to HBL means lesser time interacting with other kids. I prepare some activities like cooking and assembling electric fans in order to build cooperation and good communication at home. Looking for certain books, like workbooks and other materials can also be challenging. Some of them are only available abroad. But thanks to family and friends, they help me purchase them.

When I asked my 8-year-old daughter what she liked about our HS/HBL, she said that our lessons are shorter and that she has more time for playing. Indeed, play is still one of the most important things in her life.

For parents who think it is impossible to homeschool their kids, given the technology that we have, the Internet is our best tool to search for lessons and activities, all you have to do is, choose the tools suitable to their learning styles. For the parents who are both working, you may start with creating a learning environment by putting shelves with books, musical instruments, art materials, sensory toys, tables, and chairs. Let the learning and curiosity unfold.

I am a wife, a mother, a breastfeeding advocate, a plant lover, a chef at home, a former school teacher, and now a homeschool Mom.

Monday, June 22, 2020

Diversity and Inclusivity in Teaching and Learning


This is an interview I did for Teacher Lani who based in Japan before the quarantine. She and I met in 2015 in Kyoto where I had an enjoyable day walking under blossoming sakura. We keep in touch and recently talked about teaching ang learning in the IB Programs. 

In February, she sent me some questions for an online workshop she was attending for the IB Primary Years Program. It is on assessment and learners' diversity. Here is the transcript of the interview.

How do you unpack or connect to the diversity of students you teach?

I think the unpacking and the connecting is based on two things: the learner and the curriculum. These inform pedagogy. Assessment in the admissions level is also essential for academic leaders and teachers to know if the student can perform and meet the learning goals of the curriculum and if he/she needs accommodation and differentiation. It is meeting half way and parents must cooperate. The school and the parents have to work together.

I also think that differentiation in instruction is a given in an inclusive classroom. Regardless of students’ background, teachers need to be aware of diversity and different learning styles.

What kind of learning engagements do you use?

Lately I have been using some visible thinking strategies, like the see-think-wonder. I also use collaborative techniques like the think-pair-share and the jigsaw. I have always believed in the learning center approach and blended learning.

When teaching writing, I make use of the KWL and the model-feedback-guide-release strategy. Over the years, I think I have learned to use a variety of teaching approaches, methods and techniques.

How do you differentiate learning opportunities for your students? Based on what?

Students have assessment record and this is provided by the academic team and guidance counselors. When students move up the grades teachers gather and discuss profiles of students so that teachers are informed of students learning styles, behavior and profile. This is information to help the teacher plan and design the learning environment.

How,when,and why does this change?

Learning is dynamic.

How do you adjust your learning engagements based on student need?

Adjustments are made when there is a need to change it. Changes like accommodations in learning must be informed by assessment through instruction.

How does this compare to how you get to know your students?

I think this is an ecosystem of teaching and learning and many factors on student development come into play.


Thursday, June 18, 2020

PASLI Statement: School Libraries Are Essential

This is the draft statement of the Philippine Association of School Librarians on the relevance of school libraries and the valuable role of school librarians especially in the time of pandemic.

As school leaders, teachers and parents prepare for the opening of school year 2020-2021 under the circumstances surrounding the country and the world, webinars and varied literature and media that lend advise, guides, protocols and support for the transition to Blended Learning are in abundance. The DepEd has identified different ways for which learning can be delivered in this time of COVID-19 namely, Home Based Learning, Online Learning, Flexible Learning or a combination of all three into a Blended Learning approach. Whichever the parent or the school chose to facilitate the continuity of learning, school librarians play a relevant role in this experience of continued growth and development of children, the parents who care for them and the professionals who teach and mentor. It is at this time of crisis and unprecedented challenges when the expertise of school librarians is essentially needed by learning communities.
The Philippine Association of School Librarians (PASLI) holds the position by the International Federation of Library Associations (IFLA) that the school library provides information and ideas that are fundamental to functioning successfully in today's information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens (School Library Manifesto 2006). The association further believes that, being licensed professionals, school librarians are the qualified personnel to actualize the ideals stated above by the IFLA as mandated by law under the Philippine Librarianship Act of 2004 also known as RA 9246. Furthermore, the School Library Guidelines of the Department of Education (2011) stipulates the specific duties, financial support and requirements in resource, media and collection development for school libraries that school librarians are bound to adopt and adapt as dictated by the context of their learning communities. 
PASLI advocates and asserts these identities of the school library.
    • The school library is an institution of human rights, specifically, children’s rights.
    • The school library is an agency of lifelong learning.
    • The school library is a learning commons for the growth and development of human capital.
    • The school library is an essential social infrastructure, but in the “new normal” it has demonstrated that social infrastructure extends to online social infrastructure as well.
    • The school library bridges the digital divide.
    • The school library is a safe space.
    • The school library promotes inclusivity and diversity.
    • The school library recognizes mutliculturalism and multimodal learning.
    • The library is a universal classroom with resources and programs online to support K-12 education, distance learning, workforce skills, and much more.

School librarians assume varied roles such as a manager of information systems and structures of thinking, a reading and literacy advocate, a teacher and mentor, a counselor, a confidant to colleagues and a community developer. These identities and roles are espoused and endorsed by PASLI so that school librarians have an anchor of principles when designing and implementing programs and services in the new normal. It is highly recommended for school librarians to communicate this position, the identities and roles presented in this statement to school leaders, teachers, parents and partners in the formation and learning of children and young people.
References
The School Library in Teaching and Learning for All. IFLA 2006. Retrieved June 12, 2020 https://archive.ifla.org/VII/s11/pubs/manifest.htm
The Philippine Librarianship Act of 2004 RA 9246 . The LawPhil Porject. Arellano Law Foundation. 2020 Retrieved June 10, 2020 https://lawphil.net/statutes/repacts/ra2004/ra_9246_2004.html

Prepared by PASLI Officers 2019-2021 / Version 1

June 17, 2020 

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