School Librarian in Action: 2025

Tuesday, February 4, 2025

The Lighthouse Diary #68: Biñan Day and Griffin Games 2025

The city of Biñan celebrates several significant milestones this month: its 15th Cityhood Anniversary on February 2, its 80th Liberation Day from Japanese occupation on February 3, and its 278th Foundation Day on February 4. In commemoration of these historical events, the Biñan LGU has organized various activities for the residents, and classes in schools are suspended throughout the city. Meanwhile, we are gathering at school to participate in our annual Griffin Games.

In addition, we are watching a historical documentary titled Aninong Puti Sa Pulang Araw: The Rogelio Ligaya Lim-aco Story (Binan City Cultural Historical Arts and Tourism Office, 2016). Rogelio Ligaya Lim-aco is celebrated as a local hero in Biñan; he served as mayor during the Japanese occupation and led the charge against Japanese soldiers during the war. You can watch the video using the following link: Watch the Documentary.

It is essential to approach this historical video with sensitivity and nuance. Therefore, DHOS encourages us to process the material in class or with students in safe and inclusive spaces.

Below are some tips on how to develop meaningful discourse, conversations, and dialogue:

Set the Context

Acknowledge that historical narratives are shaped by perspectives, and media from different eras often reflect the biases or propaganda of their time.

Explain that war narratives tend to depict one side as heroes and the other as villains, but history is more complex than that.

Clarify that not all Japanese people supported the war—many civilians suffered greatly, and there was even resistance within Japan itself.

Encourage Critical Viewing (Use OPVL)

Ask students to analyze the video as a historical document rather than merely as a story. Guide them to consider:

Who created the video?

What is its purpose?

What biases might it contain?

How does it compare to other perspectives on the war?

If possible, provide a contrasting perspective—for example, accounts from Japanese civilians, soldiers, or historians.

Facilitate a Discussion After Watching

Open a discussion about how different nations remember World War II and how this shapes national identity.

Emphasize that no nationality is inherently good or bad; war was a result of political and military decisions rather than an entire people’s character.

Invite students to reflect on how history is told and by whom, encouraging empathy and a broader understanding of historical events.

Support Our Students of Japanese Descent or Nationality

Privately check in with your Japanese students afterward to see how they feel.

Reassure them that studying history does not mean blaming or judging modern-day people for past events.

If they are uncomfortable, provide alternative ways to engage—for example, by analyzing primary sources or reading narratives and research from multiple viewpoints about the war (visit the BA Library).

Connect to the Present

Highlight that Japan and other countries have worked toward peace and reconciliation since WWII.

Discuss how we can learn from history to prevent future conflicts rather than focusing solely on past divisions.

Today, we celebrate the rich history of Biñan. We engage in friendly games and healthy competition through the Griffin Games, while also creating open, safe, and inclusive spaces for students to critically and compassionately engage with history and the world.

Monday, February 3, 2025

The Lighthouse Diary #67: Expanding Our World: Reflections on World Languages and Literature Week 2025

Joel Donato Ching Jacob aka Cup

During this year’s World Languages and Literature Week, we, at the BA Library had the privilege of hosting three remarkable authors namely, Joel Donato Ching Jacob, Robin Sebilono and Artie Cabezas who shared not only their books but also their writing journeys and the literary works that have shaped their thinking. Each talk, spanning 30 to 40 minutes, became more than just a discussion of craft and the writing life —it was an invitation to step beyond the familiar borders of language and thought.

Thinking of a way to introduce the Book Talk and Author Visit activity, I was reminded of Ludwig Wittgenstein’s words: “The limits of my language mean the limits of my world.” It’s a striking idea—that our ability to understand, to imagine, even to dream, is shaped by the words we have at our disposal. And so, I used this idea to bring in our students' consciousness into the sessions. Our students, through these author talks, experienced a challenge and opportunity to expand the limits of their worlds.

Joel Donato Ching Jacob, whose middle-grade novels, Wing of the Locust and Orphan Price, are set in an imagined pre-colonial city in Laguna province, spoke about the importance of learning sight words. He emphasized how reading books of all kinds—especially those that genuinely interest us—contributes to vocabulary growth and comprehension.

Robin visits BA!

Robin Sebolino, author of Vassals of the Valley, delved into his purpose for writing. A passionate historian at heart, Robin finds both comfort and contemplation in writing fiction. His talk underscored how storytelling becomes a way of making sense of history, giving voice to the past while engaging with the present.

Lastly, Artie Cabezas presented his portfolio of sequential art, leading us to explore the power of visual narratives in non-literary texts and other media. His talk became even more resonant when he shared works that reflect his advocacies—gender identity, representation of people with disabilities, and creating spaces for the marginalized.

What worlds opened up! Language is not just about communication; it is the foundation of how we interpret and engage with the world. And when we encounter writers who challenge and inspire us to see differently, who introduce us to narratives outside our own, we grow. Our students didn’t just listen to authors—they widened their own worlds.

We will always be proud of our Griffin and Virtus et Ars Awardee!

I hope these conversations linger in their minds, urging them to read more, to write more, and to embrace the vast possibilities that language—and literature—offer.

Saturday, January 25, 2025

Kuwentong Bangtan: Jhope's Journey in Red and Black

Jhope’s use of red and black as a recurring color motif reflects a deliberate artistic and symbolic choice that spans his work in BTS and his solo projects to date. These colors carry universal symbolism—red representing passion, vitality, and power, and black symbolizing mystery, depth, and introspection. Together, they create a striking visual contrast that mirrors the duality Hobi often explores in his music and identity.

In BTS, this motif has appeared in key moments that align with larger narratives of transformation and self-discovery across their content, media and discography.

In Blood, Sweat & Tears’ MV (2016) Hobi’s red-and-black silhouette amplifies the themes of temptation and desire, as expressed through Namjoon’s narration of a passage in Hermann Hesse’s Demian. Similarly, the 2017 MAMA performance of Mic Drop used a bold red-and-black backdrop to convey defiance and confidence, with Hobi at the center to lead the powerful introduction. The Map of the Soul (2019-2020) concept photos further explored this duality, with Hobi’s solo track Ego delving into self-awareness and acceptance.

When he began his solo work, the red-and-black motif takes on even greater significance. For Jack in the Box, photo book concepts, several photos show Hobi in a black jester’s attire with a red background. Again, this symbolizes his duality and ongoing transformation. The jester embodies contradiction—balancing lightheartedness with chaos, which reflects his ability to navigate the complexities of artistry and emotion. This imagery showcases his evolution as an artist who can embrace both the light and the dark sides of his identity.

For his upcoming Hope On the Stage concert tour, the red-and-black theme continue this narrative of personal and artistic growth. The stark contrast of the colors symbolizes his multifaceted identity: hopeful yet grounded, introspective yet bold. It’s a visual and thematic representation of his journey, adding layers of depth to his performances and connecting his work with both BTS and his solo artistry.

While red and black are used by other artists, Hobi’s application of this color motif comes from his own. These colors have been consistently present in his work for years, predating the Hope On the Stage concert tour and thus, are tied to themes of transformation and energy that resonate with his personality and artistic vision for the past 8 years. Rather than drawing comparisons and making associations with the motifs of other artists, it’s more respectful to view his use of red and black as an intentional and creative choice that reflects his personal narrative and the stories he wishes to tell.

Hobi’s artistic choices reflect his individuality while still connecting to BTS’s shared narrative of growth and self-discovery. Each member’s solo journey highlights their unique artistry, yet their themes and motifs often intertwine in meaningful ways. No matter what path they take, BTS’s bond remains at the heart of their stories, tying their solo careers to the larger message they share as a group.