The Library as a Space of Learning: Supporting Inquiry & Information Literacy

Staff Presentation Overview:

Big Idea Information Literacy


Definition of Information Literacy (as cited in Canadian Library Association, 2014, p. 26) “The ability to access, evaluate, use and share information effectively and ethically for a range of educational, career and personal purposes” (Saskatchewan Ministry of Education, 2008, p.47).


Driving Questions How can the library team support inquiry projects and promote information literacy at MSS? How do students avoid plagiarism?


What Pro-D presentation to staff of ways in which the library team can support inquiry projects at MSS to promote information literacy. We would like to collaborate with you!


Where Library Learning Commons (LLC)


When/How Let`s collaborate today! Our LLC is fully staffed from 8am to 4pm Monday to Friday. Send your librarian an email, drop in, or call to book ahead., Desk Phone: 1141. See MSS LLC Collaboration Research Planning Guide for more details.


Learning Tools addressed in presentation How to Use EasyBib, How to Search in EBSCO, Supporting Inquiry with Web 2.0 tools
Target Audience All staff at Merritt Secondary School


LLC Suggested Information Literacy Skills by Grade Junior Grades:

– Finding information in books: using the table of contents, index, and non-fiction text features to find information

-note taking from research material

-using Google effectively to find websites (Web Search in Plain English You Tube Video)

-basic website evaluation

-basic bibliography for books and websites using EasyBib

-example Works Cite Rubric SS9

-WorldBook Online


Senior Grades:

full website evaluation (check for secondary sources, etc)

-full bibliography (websites, books, newspaper articles, magazines, PDFs, images, journal articles, etc)

-parenthetical citations (in text citations)

-Interactive online plagiarism tutorial (10 min)

-advanced searching using online research databases

-see example unit plan for Chem 11 and collaboration planning guide

-see example Works Cited rubric Chem 12


  1. Rationale

The library team is in the process of transitioning our traditional school library to a Library Learning Commons (LLC), as described by Hayes (2014) as, “the hub of the school, where teachers and students collaborate, inquiry-based learning is promoted, and teacher-librarians provide instructional support to every teacher in the school while fostering a thriving reading culture” (p.1). One of our essential questions driving this transition is: How can a school Library Learning Commons foster literacies to empower life-long learners? Today, we will be presenting to staff at MSS ways in which the library team can help support your classes with inquiry and promote information literacy skills. We would like to co-teach and collaborate with you for your next inquiry project.


In the book Why School?: How Education Must Change When Learning and Information Are Everywhere, Will Richardson (2012) discusses how learning and literacy in the 21st century is changing rapidly. The BC new curriculum is trying to reflect many of these changes for our students by including inquiry, technology, and information literacy skills (Province of British Columbia, 2015). Richardson reminds us that “what’s needed for reading and writing literacy is evolving far beyond traditional definitions…In large measure, the professional and, to some extent, personal lives of our kids will be lived online in transparent, public ways that are vastly different from the much more private spaces most of us grew up in…This changes just about everything when it comes to being ‘educated’” (Richardson, 2012, “The challenge”, para. 1).

The MSS Library Learning Commons team believes that one of the most important 21st century literacies, identified by the National Council of Teachers of English (NTCE ), that students need to learn at school with the guidance of an educator and librarian is how to “create, critique, analyze and evaluate multimedia texts” (as cited in Richardson, 2012, “Our kids are illiterate”). In our experience, many of our students do not ask themselves who is writing this information, can I trust this information, is this fact or opinion, is this person an expert, what is their purpose/audience, when was it published?, etc. Learning how to effectively search and evaluate the information we find on the web has never been more important as an increasing number of people are becoming proficient with technology, posting their opinions, connecting with others, reading, and sharing information online. Information literacy applies to all of our diverse learners as a life-long skill that crosses over into so many other literacies, including traditional, critical, digital,and media literacy. In the article Reading Mulitmodal Texts in the 21st Century, Serafini reminds us that the “ disconnect between the text students encounter in school and the texts they encounter in their lives outside of school must be broached to prepare students to be successful in the new millennium” (p.32).   We think this is an exciting time for librarians to collaborate with classroom teachers to guide students as they connect, share, access, read, write, evaluate, and create online.      

Presentation (Prezi):

My Link:

Infographic for Presentation:

My Link:

Presentation content:

  1. Access good information: SEARCHING


Possible library services:

  • Tutorials: Using Destiny to find books (online catalogue search), How to use a table of contents and index to find information in books (non-fiction text features usually taught in conjunction with note taking)
  • Library booking with pre-selected books laid out on tables by topic with signs
  • Librarian can select and pick up books from the public library for your class project
  • Librarian can work with students one on one to help find books
  • Librarian can pre-select research books for your class by topic and bring to your classroom

Online websites

Possible library services:

  • Librarian can preselect websites for class and post links on library website for easy access
  • Tutorial: How to use Google to find good websites (keyword searching), follow up tutorial- evaluating websites (see #2 below), using creative commons licensed images, Brainstorming Keywords
  • Resources/Learning Tools: Web Search In Plain English (embedded in Prezi or see link: ), Keywords Organizer handout

Research Databases Online

Possible library services:

  • Librarian can create links to or print specific articles from research databases for specific topics
  • Librarian can create Learn Now BC accounts for your students to access to school district subscriptions to research databases from anywhere
  • Tutorials: How to access school district research databases (Learn Now BC Portal or individual site logins), How to search and find articles using World Book, How to do an advanced search in EBSCO or Gale (Boolean keyword searching, narrowing your search, finding journal articles, newspaper and magazine articles, primary sources, peer reviewed articles, reference articles, etc)
  • Resources/Learning Tools: Learn Now BC Research Databases handout, How to Search in EBSCO handout, subscriptions to EBSCO, Worldbook, Gale, etc
  1. Evaluate the information you find: CRITICAL THINKING
    • Website Evaluation Checklist from the library
    • EasyBib account

Possible library services:

  • Tutorials: Evaluating websites using your critical thinking skills and EasyBib
  • Resources/Learning Tools: Website Evaluation Checklist handout, How to use EasyBib handout, school subscription to EasyBib (online citation maker)
  1. Cite the information you use: NOTE TAKING & BIBLIOGRAPHY
    1. Research note taking sheets from the library
    2. EasyBib account to create your bibliography

Possible library services:

  • Tutorials: How to take research notes, How to create a bibliography using EasyBib, How to paraphrase and directly quote information
  • Resources/Learning Tools: Research Note taking sheets, How to Use EasyBib handout, EasyBib citation guides, Interactive Plagiarism Tutorial from Acadia University (see link: , school subscription to EasyBib (online citation maker)
  1. Create the final product: CREATING, WRITING, & using PARENTHETICAL CITATIONS
    • Creative ideas for final product- differentiation
    • Parenthetical Citations – in-text citations

Possible library services:

  • Librarian can help students with public speaking
  • Librarian can help differentiate final product by helping students with Web 2.0 tools- Glogster, Prezi, blog, Powtoon cartoon, Padlet, Voice Thread, iMovie on library iPad minis, World Book Timeline, etc
  • Librarian can help students to access technology: computer lab, printer, laptops, iPad minis, subscriptions, etc
  • Tutorials: How to use Parenthetical citations
  • Resources/Learning Tools: Parenthetical citation PowerPoint, Parenthetical practice worksheet, EasyBib Parenthetical citation guide, Interactive Plagiarism Tutorial from Acadia University, Supporting Inquiry with Web 2.0 tools handout
    • Ask your librarian for help, don’t plagiarize!
    • Proofread and edit before you submit
    • Reflect on the research process. What would you do differently next time?

Possible library services:

  • Librarian can mark the bibliography and in-text citations for your class inquiry project
  • Peer tutors in Homework Club in the LLC can help proofread student work
  • Resources: sample citation evaluation rubric (Chem 12 and SS9)
  1. Share your final product: PRESENT & PUBLISH
    • Post work online (class blog, library website, etc)
    • Practice for oral presentations (see your librarian for help!)
    • Put work up in the classroom or library

Possible library services:

  • Librarian can help post student work onto a classroom blog or library website or display work in the library
  • Librarian can book out the library for oral presentations, performances, gallery walk, etc
  • Resources/Learning Tools: Student and staff Word Press blogs can be hosted on district servers to publish student work safely

Further Questions for Staff at MSS:

  • Do we need a school wide plagiarism policy?
  • What are the consequences of plagiarism in our school culture?
  • Do we need a school wide information literacy plan, for example, by grade X students will be able to…?


Looking ahead to BC’s new curriculum by the Province of British Columbia (2015), we have highlighted below a few subject areas below where the new curriculum documents for grade 8 and 9 directly identify competencies related to information literacy. Unfortunately, the senior grade documents have not been finalize in as much detail; however, the Province has identified “Communication” as a “Core Competency” that “encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media” (Province of British Columbia, 2015, “Core Competencies”). Inquiry and questioning seems to be a theme that runs through most of the new material across a wide range of subjects, and grades. These skills can be used with all of our diverse learners as life-long skills that cross over into traditional, critical, media, and digital literacy as students read, write, make connections to their lives, community, and the world, encounter advertising online, and use technology as digital citizens (Canadian Library Association, 2014).

Here are a few excerpts from BC’s New Curriculum (Province of British Columbia, 2015):

English Language Arts 8 & 9

Comprehend and connect

Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability.

-Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking

-Recognize and appreciate how different forms, structures, and features of texts reflect different purposes, audiences, and messages

Create and communicate

-Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences

Social Studies 8 & 9

-Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

-Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions

Science 8 & 9

Questioning and predicting

-Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest

Evaluating (grade 9)

-Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems

Applying and Innovating (grade 9)

-Contribute to finding solutions to problems at a local and/or global level through inquiry


-Communicate scientific ideas, information, and perhaps a suggested course of action for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

 Example Planning Unit & Co-Teaching/Collaboration:

Chemistry 11 Careers- Research Unit Plan from April 2015 with Dave Andersen

  1. Website Evaluation
  • Fake Websites Activity
  • Brainstorm/discussion- How do we know if a website is good or bad?
  • Website Evaluation worksheet (handout)
  • Time to find website for project

2. EasyBib

  • EasyBib Log In, create project folder
  • Demo adding a
  • You Tube Video- Web Search in Plain English
  • good site and bad site
  • Time to add own website to EasyBib

3. Work Period & Local Sites

  • Librarian showcases preselected Canadian and BC websites
  • Work Period to collect websites
  • Go over rubric for sources and bibliography (handout)

4. Plagiarism & Parenthetical

  • Discussion about Plagiarism- What is Plagiarism? How do you avoid it?
  • Plagiarism Online Tutorial (Acadia University)- 10 minutes
  • PowerPoint on Parenthetical Citations Basics (just author, date, page # at grade 11 level)
  • Practice worksheet (handout)
  • Work Period


Acadia University. (2008). You quote It, you note it! Retrieved November 19, 2015, from

APA formatting and style guide [PPT]. (2013). Online Writing Lab Purdue University.

Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. Ottawa:ON. Retrieved from

EBSCO advanced search. (2015). Retrieved November 19, 2015, from

Hayes, T. (2014). Library to Learning Commons. Retrieved from

Imagine Easy Solutions. (2015). APA citations series. Retrieved November 19, 2015, from

Province of British Columbia. (2015). Building student success – BC’s new curriculum. Retrieved November 19, 2015, from

Serafini, F. (2012). Reading multimodal texts in the 21st century. Research in Schools. 19(1), 26-32.

Web search strategies in plain English [Video file]. (2008). Retrieved November 19, 2015, from



Learning Curation for Module 10- Diverse Literature with a focus on LGBTQ Youth

For this learning curation I want to make a list in Destiny of novels in my secondary school library collection with LGBTQ characters. I will also make a list of new books to order, based on this week`s readings and further research.

Barack`s (2014) article emphasized the need to support LGBTQ learners in our schools. He stated, “ With 82 percent of LGBTQ students reporting verbal harassment, among other forms of bullying, according to the Gay, Lesbian & Straight Education Network’s (GLSEN) 2011 School Climate Report, finding a space to feel safe may be particularly crucial for these students. So is finding materials in which LGBTQ students can see themselves—resources that reflect the stories of their lives and the themes that mirror their own questions and concerns. School librarians provide support through their very presence as well as through the services they can provide“ (para.4). Brunelle (2014) emphasizes that we as teacher librarians need to promote diverse literature by finding and reading diverse literature ourselves.

I will start my list of diverse literature with a book that I have recently read and would highly recommend:

Title and Author Aristotle and Dante discover the secrets of the universe
by Benjamin Alire Saenz
Destiny Title Peak Summary A lyrical novel about family and friendship from critically acclaimed author Benjamin Alire Sáenz. Aristotle is an angry teen with a brother in prison. Dante is a know-it-all who has an unusual way of looking at the world. When the two meet at the swimming pool, they seem to have nothing in common. But as the loners start spending time together, they discover that they share a special friendship-the kind that changes lives and lasts a lifetime. And it is through this friendship that Ari and Dante will learn the most important truths about themselves and the kind of people they want to be.
Diverse Topics             Family



Teenagers (15 years old)

Search for truth

Gay men

Mexican main character

I personally enjoyed reading Aristotle and Dante discover the secrets of the universe  because the author unveils the character`s feelings   of homosexuality slowly as the story morphs from friendship into a love story that addresses many themes, including racism, love, homosexuality, friendship, coming of age, etc.

Upon reflecting on this week`s readings, I decided to explore our Destiny catalogue further to see what our secondary students could find if they searched the keywords `homosexuality` and `gay` in our online catalogue. Here are the few fiction titles that came up In our current library collection:

Title and Author Will Grayson, Will Grayson
by John Green
Destiny Title Peak Summary One cold night, in a most unlikely corner of Chicago, Will Grayson crosses paths with . . . Will Grayson. Two teens with the same name, running in two very different circles, suddenly find their lives going in new and unexpected directions, and culminating in epic turns-of-heart and the most fabulous musical ever to grace the high school stage. Told in alternating voices from two YA superstars, this collaborative novel features a double helping of the heart and humor that have won them both legions of fans.
Diverse Topics
                Teenage boys (16 years old)
Male friendship
High school students
Chance meetings
Gay youth

Will Grayson, Will Grayson can support our learners and foster literacy in our LLC because John Green is a hugely popular author so many students check out this book and read it during SSR. It does not single out any one group of readers, but addresses a wide range of topics listed above, including gay youth.

Title and Author Crush
by Carrie Mac
Destiny Title Peak Summary Because of a moment of indiscretion, Hope’s parents send her to New York to spend the summer with her hipster sister while they travel to Thailand. Miserable, Hope ends up meeting Nat, and developing a powerful crush. The only problem is that Nat is a girl. Hope is pretty sure she isn’t gay. Or is she? Struggling with new feelings, fitting in and a strange city far from home, Hope finds that love–and acceptance–comes in many different forms.
Diverse Topics

Crush supports our learners and fosters literacy in our LLC because it has female characters struggling with feelings of homosexuality, and it is also a short, High Interest- Low Vocabulary Orca book that can be read by many different reading levels.

Title and Author Keeping You a Secret

by Julie Anne Peters

Destiny Title Peak Summary With a steady boyfriend, the position of Student Council President, and a chance to go to an Ivy League college, high school life is just fine for Holland Jaeger. At least it seems to be. But when Cece Goddard comes to school, everything changes. Cece and Holland have undeniable feelings for each other, but how will others react to their developing relationship? This moving love story between two girls is a worthy successor to Nancy Garden’s classic young adult coming out novel, Annie on My Mind. With her characteristic humor and breezy style, Peters has captured the compelling emotions of young love.
Diverse Topics
Coming Out

Teenage Girls

Keeping You a Secret can support our learners and foster literacy in our LLC because it is a love story between two girls set in high school who come out as a lesbian couple.

Title and Author Shine
by Lauren Myracle
Destiny Title Peak Summary When her best guy friend falls victim to a vicious hate crime, sixteen-year-old Cat sets out to discover who in her small town did it. Richly atmospheric, this daring mystery mines the secrets of a tightly knit Southern community and examines the strength of will it takes to go against everyone you know in the name of justice. Against a backdrop of poverty, clannishness, drugs, and intolerance, Myracle has crafted a harrowing coming-of-age tale couched in a deeply intelligent mystery. Smart, fearless, and compassionate, this is an unforgettable work from a beloved author. Praise for Shine “Cat eventually uncovers the truth in a cliffhanging climax in which she confronts fear, discovers that love is stronger than hate and truly ‘shines.’
Diverse Topics
Southern life
Gay men
Hate crimes


Shine can support our learners and foster literacy because it is set in a small town school, similar to our school, and tackles a wide range of topics, including hate crimes and homosexuality.

While our LLC team currently incorporates diverse literature into our displays, we are always on the lookout for more books to add to our collection. Barack (2014) tell us that, “students, particularly those in their teen and tween years, also say they want to see more genres featuring LGBTQ students as characters, even if gender orientation isn’t the main plot point“ (para. 15). The article suggests finding diverse literature featuring LGBTQ characters using blogs, the ALA’s Stonewall Book Awards, and (Barack, 2014).

Here is a list of books to order for our secondary library, based on the “Outstanding Titles“ suggestions in the article LGBTQ & You: How to Support Your Students (Barrack, 2014):

  • Lee Butler recommends: Sex, a Book for Teens: An Uncensored Guide to Your Body, Sex, and Safety by Nikol Hasler (Zest, 2010). Gr 10 Up. “General sex ed and sexuality, including a lot about LGBTQ teen experiences.”
  • Sarah Stone recommends: The Miseducation of Cameron Post by Emily m. Danforth (HarperCollins, 2012). Gr 8 Up. Teen coming-of-age book.
  • She also recommends: Zero Fade by Chris L. Terry (Curbside Splendor, 2013). Gr 5 Up. The main character struggles with homophobic feelings about his uncle, who is coming out.

To improve my literature collection further, I decided to check out the American Library Association`s 2015 Stonewall Book Awards, as suggested in the article above.

Here is a list of books from the awards that I would like to order for my secondary school library:

Title and Author Beyond magenta : transgender teens speak out

By Susan Kuklin; Candlewick Press,

OCLC World Cat Summary “Author and photographer Susan Kuklin met and interviewed six transgender or gender-neutral young adults and used her considerable skills to represent them thoughtfully and respectfully before, during, and after their personal acknowledgment of gender preference. Portraits, family photographs, and candid images grace the pages, augmenting the emotional and physical journey each youth has taken. Each honest discussion and disclosure, whether joyful or heartbreaking, is completely different from the other because of family dynamics, living situations, gender, and the transition these teens make in recognition of their true selves.”–, viewed February 12, 2014.
Title and Author I’ll give you the sun

By Jandy Nelson

OCLC World Cat Summary “Jude and her twin brother, Noah, are incredibly close. At thirteen, isolated Noah draws constantly and is falling in love with the charismatic boy next door, while daredevil Jude cliff-dives and wears red-red lipstick and does the talking for both of them. But three years later, Jude and Noah are barely speaking. Something has happened to wreck the twins in different and dramatic ways … until Jude meets a cocky, broken, beautiful boy, as well as someone else — an even more unpredictable new force in her life. The early years are Noah’s story to tell. The later years are Jude’s. What the twins don’t realize is that they each have only half the story, and if they could just find their way back to one another, they’d have a chance to remake their world”–Provided by publisher

Brunelle (2014) suggests that teacher-librarians promote diverse literature for students in our libraries when she tells us to “booktalk the titles with your students, and display them. Don’t confine this sharing to the heritage months, either. Genres, themes, and other displays can always include diverse lit…If you have more time, review books online, or share your thoughts via social media. If you don’t have a blog yet, this is the perfect incentive“(para. 3). While our LLC team actively researches, orders, displays, and suggests diverse books for our students and staff, we do not do a good job of reaching out beyond the walls of our library and promoting diverse literature online. This will definitely be an area to improve upon in our literacy action plan to address our essential questions: How can a LLC foster literacies and life-long learning?

To finish off my learning curation, I will take Brunelle`s (2014) advice and promote diverse literature online through social media by posting this learning curation on this Word Press blog, and tweeting it out.


Barack, L. (2014, May 1). LGBTQ & you. Retrieved from

Brunelle, C. (2014, May 1). Everyday diversity: A teacher librarian offers practical tips to make a difference. Retrieved from

Stonewall Book Awards List. (2015). Retrieved November 12, 2015, from

Learning Curation for Module 9- Creativity in the Library Learning Commons

To respond to the readings for Week 9, I chose to organize my notes using Padlet, as suggested in Week 7 of the course. As I was reading, I made of note of anything that could apply to my LLC. We are at a point in our transition to a LLC where many of these ideas could be a reality if we pushed hard enough for the funding. As part of our five year plan, we will look at improving creativity in our library. While we want our library to be the hub of the school for reading and literacy, we also want to support collaboration and engage our students as they create their own learning paths. Connecting to my essential question, I believe that fostering creativity will help encourage authentic life-long learning.

My personal notes, key quotes, and paraphrasing notes can be found at

I organized my notes using the free form layout so that I could clump my notes by article. I edited the web address and shared it out to my classmates using this WordPress blog and Twitter. I like how I could upload or link to pictures from the articles. Overall, I found this tool to be very easy to use and visually powerful. After watching the video in Module 7, I can see how this tool could be used interactively in the classroom by having all students contribute notes to a Padlet. My only complaint would be that I wish I could colour code my comments, but perhaps that is the type A librarian in me! I will use this tool again in the future to take notes and engage with my students.

Learning Curation for Module 2- Recipe for Hub of the School

What is a Library Learning Commons (LLC)?

From the readings, the description that resonates the most with me was a place where “reading thrives, learning literacies and technology competencies evolve, and critical thinking, creativity, innovation, and playing to learn are nourished. Everyone is a learner; everyone is a teacher working collaboratively towards excellence” (Canadian Library Association, 2014, p.5). Similarly, Hayes (2014) describes the LLC as, “the hub of the school, where teachers and students collaborate, inquiry-based learning is promoted, and teacher-librarians provide instructional support to every teacher in the school while fostering a thriving reading culture” (p.1).

Clearly, in order to be a successful LLC, the teacher-librarian must wear many hats. A teacher-librarian must be flexible, passionate, creative, inclusive, resourceful, transliterate, a leader, a lifelong learner, an innovator, a facilitator, a leader in technology, an advocate for literacy, a risk taker, a team player, a collaborator, etc. The list could go on and on. As I expressed on the online discussion boards for this course, it is an exciting time to be a part of a library learning commons team, but also a little overwhelming!

I appreciate how the document by the Canadian Library Association (2014) titled Leading learning: Standards of practice for school library learning commons in Canada provides a framework to make a successful transition to a learning commons. At my school, we were given a grant to transform the physical space of our room, but the rest of the library program was left up to us. This document emphasizes that the transition must be a “whole school approach to building a participatory learning community” (Canadian Library Association, 2014, p.5). This is definitely an area that my library learning commons team needs to work on. We have been so focused on the purchasing and programming that we have not put the time aside to gather input from other school and community members. When I return from my maternity leave, this will be a great place to start to truly make our room the hub of the learning and literacy. We also need to work on our online presence. We currently use Word Press for our library website, but it does not engage students to be active participants and thus is not truly a virtual learning commons.

So, what makes a successful LLC that is the hub of the school?

The Canadian Library Association (2014) outlines 5 standards that an effective LLC should be focused on: collaborative engagement, school goals, effective instructional design, literacies for life-long learning, and learning environments for participatory learning. Their “recipe” for this is almost 40 pages long! In the article Library to Learning Commons: A recipe for success, Hayes (2014) focuses on three main areas of promotion: student collaboration and personalized learning, inquiry-based learning, and staff collaboration. After completing the readings, reflecting on my essential question around literacy, and focusing on the local context of our school, I have complied our recipe for success:


  • 1 cup Comfortable & flexible furniture
  • 5 cups Open, welcoming & inclusive LLC staff/room
  • 3 cups Student centred programming
  • 4 cups Multi-modal resources to promote reading for pleasure and literacy
  • 2 cups Information literacy & digital citizenship tutorials
  • 5 cups Collaboration with staff and students
  • 4 cups Access to technology to enhance learning
  • 1 cup Interactive online presence (virtual learning commons)

Our LLC program supports:

  • Reading for Pleasure
  • Transliteracy
  • Inquiry based learning & the Research Process
  • Information Literacy & Digital Citizenship
  • Academic Success
  • University & Career Preparation
  • Using Technology to Enhance and Personalize Learning
  • Building Community & School Culture
  • Student & Teacher Collaboration
  • Creativity

Opening hours:

  • Monday to Friday 8:00am-4:00pm
  • Homework Club: 3:00-4:00pm M,W,Th

Our LLC leadership teams believes that the physical room, LLC staff, programs, services, resources, and website must be focused on improving student success and 21st century literacy. In order to achieve this, we support many different patrons, curricular goals, and big picture ideas. We also believe that the doors need to be open to serve our patrons and allow access to our resources and technology.

To summarize my recipe to become the hub of the school, I created an online poster board using Glogster and photos from around our LLC. I wanted to expand my Web 2.0 tool kit, so I also took the photos that I displayed in Glogster, and put them into a mosaic maker using My learning curations for Week 2 can be found below:

  • Glogster:


BigHugeLabs- Mosaic Maker:


Pictures shown (top left to right, row by row): literature circle, collaboration on an inquiry project, Christmas tree made of library books, displaying student art work and new books in the library, staff appreciation tea, Ask an Expert lunchtime program with local pharmacist, staff appreciation tea, grade 12 scholarship workshop, library club presents holiday movie and popcorn, library laptops and comfortable furniture, Learning@Lunch with District Technology Coordinator, Homework Club, Halloween display, Graphic Novel student input for ordering, Ask an Expert lunchtime program with an RCMP member , beanbags.


For Assignment 2, I chose to outline a workable plan to transition our library to a library learning commons (LLC) over five years with a focus on literacy. Currently, our library has started this transition; however, we have not formalized any goals, success indicators, timelines, or gathered any feedback from the school community. In 2013 and 2014, we were given a Learning Commons Grant for new flexible and comfortable furniture, we received a Technology Grant for new iPads, and our computer lab was upgraded. We are off to a good start, but we could definitely use more direction and collaboration in our efforts.

I really like how the document Leading learning: Standards of practice for school library learning commons in Canada by the Canadian Library Association (2014) lays out 5 standards of practice, key steps with planning documents, and specific growth stages for making this transition. This document got my brain thinking about returning to work from my maternity leave and carving out time to make a formal five year plan. In September, our district announced Inquiry Grants to provide people with release time to improve an area of their practice. At the urging of our District Library Technician, I applied for and received an Inquiry Grant for our library. I am hoping to return to work in February using this assignment as a workable plan to dive into our inquiry question: How can we transition our school library to a Library Learning Commons to lead learning and literacy as outlined in Leading learning: Standards of practice for school library learning commons in Canada (Canadian Library Association, 2014)?

Since there are five standards for our five year plan, I would like to focus each year on one of the standards of practice. Linking to my Essential Question from Assignment 1, How can a school Library Learning Commons foster literacies to empower life-long learners?, I would like to focus the 2016/2017 school year on making our library a centre for literacy. Reflecting on the course readings, there are many creative ways in which we can inspire our students to be life-long readers. For example, in the article Reading in the wild, Kelley and Miller (2013) discuss several ways to get the message out about reading to students and parents by: including book recommendations in newsletters, on the announcements and in email signatures, creating book lists for vacations, having “I am Currently Reading” signs on the principal and other staff members’ doors, creating a reading graffiti wall where students and staff can put up book quotes, and creating book commercials. We want our library to be a centre for literacy where students and staff come to read, be inspired by book recommendations and displays, and give book recommendations to others. Kelley and Miller (2013) remind us that “building relationships with other readers sustains a student’s interest in reading because it reinforces that reading is an acceptable and desirable pastime” (p. 98).

Part of our literacy action plan will involve improving our reading collection. Serafini (2012) discusses the need to expand our definitions of literacy beyond print based books to include many different multi-modal forms of text. Serafini (2012) reminds us that the “disconnect between the text students encounter in school and the texts they encounter in their lives out of school must be broached to prepare students to be successful in the new millennium” (p. 32). Our library currently has some eBooks and eReaders, but our circulation statistics on these resources are low. We also co-teach information literacy skills on evaluating information we find online with certain teachers, but we have not reached out to the whole school. Further, our district subscribes to several online film streaming sites with excellent educational clips and films; however, not all staff know how to access these resources or how up to date software to play online content. While our library has a robust print collection, our literacy action plan will need to address these other areas of literacy.

Further, in the article Love that book: Multi-modal response to literature, Grisham (2013) discusses how technology and media can support struggling readers by engaging different modes, such as images, sounds, video, etc. He suggests that students personalize literature by creating digital books and book trailers, or retelling the story from the perspective of one of the characters using Web 2.0 tools, such as Voice Thread, Garage Band, and iMovie (Grisham, 2013). I am excited to work with the LLC Leadership team to use many of these suggestions at our school to make our library a centre for literacy.

Another key part of our action plan will be to gather feedback from the school community, including teachers, support staff, administrators, and students. In the assignment below, I have included a rough draft of a staff survey. I plan to post this survey online using the district’s Survey Monkey Account so that responses are anonymous and the data can be easily collated and analyzed. As a LLC Leadership team, we will also modify this survey to gather feedback from other school community members. As indicated in the action plan, we will meet with 6 staff members and several student volunteers face to face to get specific feedback on our five year plan and the literacy themes: literacy leadership, engaging readers, information literacy, critical literacy, digital literacy and citizenship, cultural literacy, and literacy partners (Canadian Library Association, 2014). A key piece of the Inquiry Grant has been securing funding to get release time for collaboration and feedback from our school community. I am curious to see what our community thinks about our LLC and how we can improve.

Using page 17 and 18 of the Leading learning: Standards of practice for school library learning commons in Canada by the Canadian Library Association (2014), we have set specific goals for improving literacy at our school in the 2016/2017 school year as part of a five year plan to transition our library to a LLC. While the details of our literacy action plan will not be developed until we meet as a LLC leadership team in February, I have laid out below a workable model to follow as we build those plans to improve our library. I am excited about returning to work and starting this project to engage our whole school in the development of our learning commons to better support teaching and learning in the 21st century. I full heartily agree with the article Why our future depend on libraries, reading, and daydreaming, when Gaiman (2013) states, “We need our children to get onto the reading ladder: anything that they enjoy reading will move them up rung by rung into literacy” (para. 14). On that note, here is the plan: …

Action Plan-Working Document


Who Library Learning Commons (LLC) Leadership Team: Rita Cavaliere (MSS Special Ed/Library), Val Kynoch (District Library Technician), Lia Moyes Larson (MSS Library/Science)
What Literacy action plan as part of a five year transition plan to a LLC
Target Audience Merritt Secondary School- approximately 600 students and staff from grades 8 to 12 in the small town of Merritt, BC
Timeline As part of the LLC five year transition plan, starting in 2016/2017 school year with a focus on literacy (five standards over five years)
Rationale The LLC Leadership Team is in the process of transitioning our traditional school library to a Library Learning Commons, as described by Hayes (2014) as, “the hub of the school, where teachers and students collaborate, inquiry-based learning is promoted, and teacher-librarians provide instructional support to every teacher in the school while fostering a thriving reading culture” (p.1). One of our essential questions driving this transition is: How can a school Library Learning Commons foster literacies to empower life-long learners? Using the document Leading learning: Standards of practice for school library learning commons in Canada, we would like to target specific areas of our library program to improve upon in order to address multiple literacies to better support students and staff with 21st century teaching and learning (Canadian Library Association, 2014).
Goals To improve literacy and life-long learning at MSS as part of a whole school transformation from a traditional library to a library learning commons, as outlined on page 17 and 18 of the Leading Learning Framework for Fostering Literacies to Empower Life-Long Learners (Canadian Library Association, 2014). Specifically, the Library Learning Commons Leadership team would like to improve our program from the “evolving” to “established” transitional growth stage in the areas of literacy leadership, digital literacy and citizenship, and literacy partners (Canadian Library Association, 2014, p. 17). Further, we would like to improve from the “established” to the “leading into the future” growth stage in the areas of engaging readers, information literacy, critical literacy, and cultural literacy (Canadian Library Association, 2014, p. 18). Page 17 and 18 Literacy Goals
Definition of Literacy We will be working towards a learning commons program that supports “transliteracy”, as defined by Thomas, Joseph, Laccetti, Mason, Mills, Perril, and Pullinger as “The ability to read, write, and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks” (as cited in The Canadian Library Association, 2014, p. 28). We will focus on the following themes of literacy: literacy leadership, engaging readers, information literacy, critical literacy, digital literacy and citizenship, cultural literacy, and literacy partners (Canadian Library Association, 2014).
Resources Needed We will be using the document Leading learning: Standards of practice for school library learning commons in Canada by the Canadian Library Association (2014) as our main resource. We applied and were accepted for an Inquiry Grant from our school district (see attached). As part of this grant we will get four half days of release time to work on our five year learning commons   transition plan with a focus on improving literacy in the 2016-2017 school year. We were also approved to do a Staff Survey for input on our LLC transition and literacy goals using the district’s subscription to Survey Monkey. We will also apply to PAC again this year for funds to run programing in the library

Letter to PAC 2015 2016

Support People LLC Leadership Team has requested and been approved for release time for school community members to provide input on library/literacy plan (roughly one hour each). Ideally we would like one grade 8 team member, the First Peoples English teacher, one senior grade teacher, the principal, the literacy helping teacher or district staff member, and a support worker.
Workable Model- Key Steps 1.       Apply for Inquiry Grant to get collaboration time to plan learning commons transition and literacy action plan (see application attached)

2.       Apply to PAC for money to run learning commons programs, such as literacy promotion, and purchase more graphic novels (multi-modal forms of text) (see letter attached)

3.       Meet as a LLC Leadership Team (meeting #1 of 4) to put together an outline of the key steps for the transition from traditional library to LLC, including: developing a library team, creating a vision, integrating the school development plan, reviewing existing resources and programs, developing an action plan, aligning the Standards of practice for school library learning commons in Canada, and celebrating our successes (Canadian Library Association, 2014, p. 22). At this meeting, the team will completed Appendix 3 (see attached), looking at all of the standards of practice, where we are, and where we want to go (Canadian Library Association, 2014, p. 32).

4.       Meet as a LLC Leadership Team (meeting #2)to improve literacy by formalizing a literacy action plan by completing modified version of Appendix 2 (see attached) from the Canadian Library Association (2014, p. 31). The team will brainstorm and select one large or several smaller literacy promotion programs to run in the next school year.

5.       In order to move forward, we will gather input from the school community, students, staff, and administration team on transitioning to a learning commons and improving literacy at MSS through an online survey (see attached).

6.       The team will also recruit and schedule a meeting (meeting #3) with school community members to provide input on the specifics of the library/literacy plan in person (roughly one hour each release time has been approved). Ideally we would like one grade 8 team member, the First Peoples English teacher, one senior grade teacher, the principal, the literacy helping teacher or district staff member, and a support worker.

7.       Meet as a LLC Leadership team (meeting #4) to collate all of the feedback from the survey/ in person meetings and incorporate the input into library transition and literacy action plans. Finalize the plan using Appendix 4 (see attached) from the Canadian Library Association (2014, p. 33).

8.       Prepare short summary of LLC transition plan and literacy action plan in visually stimulating way using a Web 2.0 tool– e.g.: Powtoon, Prezi, Glogster, etc.

9.       Present plan at year end staff meeting for implementation starting in 2016/2017 and present to the district at the Inquiry Grant final meeting on June 3, 2016

  • Long term plan over five years = hard to stay focused year to year
  • Need volunteers (students and staff) to gather input both online and in person
  • Need to schedule coverage for meetings with volunteers in person
  • Need to get school community on board with the LLC model (cannot do it alone!)
  • New administrator, new District Technology Coordinator, and librarian (me) on Maternity Leave = cannot rely on previous relationship building and LLC program reputation in the past, starting over takes time and energy
  • No Literacy Coordinator at district level (on medical leave with no replacement)
  • New curriculum coming down the pipeline, but not fully completed at secondary level = some guess work at how LLC can support these changes

Attached documents:

Page 17 and 18 Literacy Goals


Letter to PAC 2015 2016

Appendix 3,2,4 Action Planning

Staff Survey


Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. Ottawa:ON. Retrieved from

Gaiman, N. (2013, October 15). Why our future depends on libraries, reading and daydreaming. The Guardian. Retrieved from

Grisham, D. (2013). Love that book: multimodal response to literature. The Reading Teacher. 67(3), 220-225.

Hayes, T. (2014). Library to Learning Commons. Retrieved from

Kelley, S., & Miller, D. (2013). Reading in the wild: The book whisper’s keys to cultivating lifelong reading habits. San Francisco: Jossey-Bass.

Serafini, F. (2012). Reading multimodal texts in the 21st century. Research in Schools. 19(1), 26-32.

Learning Curation Submission 2: Multi-Modal Forms of Text

My essential question is: How can the school Library Learning Commons foster literacies to empower life-long learners? This question is one of the standards of practice from Leading Learning (Canadian Library Association, 2014), which discusses the theme of “Cultural Literacy” where a “LLC collection reflects cultural diversity, points of view, and equity” (p. 18). For my second learning curation, I will compile a resource list of multi-modal texts for cultural literacy, with a focus on First Nations culture in Canada. This is particularly relevant to my Library Learning Commons because our school has a culturally rich population, with many students identifying as having First Nations ancestry. Our school offers many courses with a First Nations focus, including First Peoples English, First People Art, and Aboriginal Academy 8. Further, the School District has started a professional development program for staff called Culture Camp, where staff members learn about First Nations cultural practices, history, and traditional knowledge in our area by visiting different local First Nations reservations.

While all of the resources below address cultural Literacy and traditional literacy (reading, writing, listening, speaking), many of the student activities address transliteracy, as defined as “The ability to read, write, and interact across a range of platforms, tools and media from radio and film, to digital social networks” (The Canadian Library Association, 2014, p. 28). The list of resources for this theme could go on and on. I have tried to select text for a variety of reading levels and grades. Perhaps the obvious omission here is a resource directly addressing information literacy. Every year our library collaborates with several teachers on various First Nations research projects. We typically teach note-taking, non-fiction print features, referencing, searching online, and evaluating websites using a document camera (for print skills) and our online subscription to EasyBib.

When selecting a multi-modal form of text to use with students, I like Kleckner’s (2014) suggestion to “use technology to serve people rather than trying to fit people into technology.” Here is my multi-modal text resource list for cultural literacy with a focus on First Nations culture:

  1. Three Day Road

I will start the collection with a resource I really like, which happens to be one of my favourite books, Three Day Road by Joseph Boyden. This rich story combines many topics including racism, war, snipers, residential schools, hunting and trapping, abuse, friendship, love, traditional medicine, spirituality, and addiction. There is a lot of opportunity to do further reading or research on WW1 or residential schools. Students can write book reviews on, as recommended by Serefini (2013), or add quotes to a Reading Graffiti Wall, as suggested by Kelley and Miller (2013). Staff can role mode the importance of reading by having a sign on their classroom door with a picture of a book to advertise what they are currently reading (Kelley & Miller, 2013).

Multimodal Text: Book, eBook on Kindle, text to speech available
Title: Three Day Road
Author: Joseph Boyden
I am Currently Reading : (photo source


Summary: It is 1919, and Niska, the last Oji-Cree woman to live off the land, has received word that one of the two boys she saw off to the Great War has returned. Xavier Bird, her sole living relation, is gravely wounded and addicted to morphine. As Niska slowly paddles her canoe on the three-day journey to bring Xavier home, travelling through the stark but stunning landscape of Northern Ontario, their respective stories emerge—stories of Niska’s life among her kin and of Xavier’s horrifying experiences in the killing fields of Ypres and the Somme.
Target Audience: Senior secondary students
Type of Literacy: Traditional literacy, cultural literacy, eBook- digital literacy, lots of opportunity for critical literacy and further research on WWI and residential schools.
Reading Graffiti Wall Quote “We all fight on two fronts, the one facing the enemy, the one facing what we do to the enemy.”
  1. Absolutely True Diary of a Part-Time Indian

This next novel is not as challenging of a read as Three Day Road, but still follows our theme of racism, reservations, and First Nations characters. It is a very funny and entertaining read with a focus on basketball, which appeals to some of our junior students. The novel, Absolutely True Diary of a Part-Time Indian, combines the protagonist’s doodles or illustrations along with the text. There is a lot of opportunity to engage students with the text using illustration or journal writing. I have also listed an example of a book trailer created for this novel by a student who shared his work on the internet. Students can sign out iPad minis from our library to create their own book trailers using iMovie, as suggested by Grisham (2013), or write reviews on (Serafini, 2013).


Multimodal Text: Book, eBook on Kindle, text to speech available
Title: Absolutely True Diary of a Part-Time Indian
Author: Sherman Alexie
I am Currently Reading: (photo source

absoltuely true

Summary: In his first book for young adults, bestselling author Sherman Alexie tells the story of Junior, a budding cartoonist growing up on the Spokane Indian Reservation. Determined to take his future into his own hands, Junior leaves his troubled school on the rez to attend an all-white farm town high school where the only other Indian is the school mascot. Heartbreaking, funny, and beautifully written, The Absolutely True Diary of a Part-Time Indian, which is based on the author’s own experiences, coupled with poignant drawings by acclaimed artist Ellen Forney, that reflect the character’s art, chronicles the contemporary adolescence of one Native American boy as he attempts to break away from the life he was destined to live.
Target Audience: junior secondary students
Type of Literacy: Traditional literacy, cultural literacy, eBook- digital literacy, lots of opportunity for critical literacy, book trailer- digital literacy & visual literacy
Reading Graffiti Wall Quote “Traveling between Reardan and Wellpinit, between the little white town and the reservation, I always felt like a stranger. I was half Indian in one place and half white in the other. It was like being Indian was my job, but it was only a part-time job. And it didn’t pay well.”
Example Book Trailer Project Created by Ryan Hopkinson (2013) as a class project on his novel study:

3.Red: A Haida Manga

The third text is a graphic novel that we carry in our library called Red: A Haida Manga by Michael Nicoll Yahgulanaas. This graphic novel has beautiful illustrations that brings to life traditional storytelling. Students can create their own graphic novel story boards using Comic Life software (using our district licence) or use Voice Thread to record a traditional myth or legend, as discussed by Grisham (2013). A book trailer set to music is included below.

Multimodal Text: Graphic novel
Title: Red: A Haida Manga
Author: Michael Nicoll Yahgulanaas
I am Currently Reading : (photo source:


Summary: From Inside Vancouver:

Red: A Haida Manga retells a classic Haida oral narrative through 108 pages of hand-painted images. The hardcover edition was nominated for the Bill Duthie Bookseller’s Choice Award, a Doug Wright Award for Best Book and a 2010 Joe Schuster Award for Outstanding Canadian Cartoonist. It was also an Amazon Top 100 book of 2009.Set in the islands off the northwest coast of B.C., the graphic novel features the orphan Red and his sister, Jaada. When raiders attack their village and Jaada is taken, her brother’s thirst for revenge leads his community to the brink of war. Hmmm, sounds pretty contemporary, doesn’t it?

Target Audience: all students
Type of Literacy: Traditional literacy, cultural literacy, lots of opportunity for critical literacy, visual literacy
Book Trailer with music: The official book trailer for the graphic novels shows the author introducing the story, animated scenes, and music being played against a backdrop of the novel’s story boards:

4.Yellow Line

Yellow Line by Sylvia Olsen is an Orca Soundings novel with high interest and low vocabulary, which is great for struggling or younger readers. Our library purchased this eBook with unlimited access so classes can read this novel together with lots of adaptations, such as larger print, text to speech, built in dictionary, etc. This book has many themes including love, racism, and First Nations culture. The book comes with a teacher’s guide and has a sequel, Middle Row.

Multimodal Text: Book, Orca Soundings Hi Lo book, eBook available in unlimited access through Follett
Title: Yellow Line
Author: Syliva Olsen
I am Currently Reading : (photo source

yellow line

Vince lives in a small town—a town that is divided right down the middle. Indians on one side, Whites on the other. The unspoken rule has been there as long as Vince remembers and no one challenges it. But when Vince’s friend Sherry starts seeing an Indian boy, Vince is outraged and determined to fight back—until he notices Raedawn, a girl from the reserve. Trying to balance his community’s prejudices with his shifting alliances, Vince is forced to take a stand, and see where his heart will lead him.
Target Audience Junior grades, short book with low level vocabulary
Type of Literacy Traditional literacy, cultural literacy, lots of opportunity for critical literacy with Teacher’s Guide, eBook-digital literacy
Reading Graffiti Wall Quote Where I come from, kids are divided into two groups. White kids on one side, Indiands, or First Nations, on the other. Sides of the room, sides of the field, the smoking pit, the hallway, the washrooms; you name it. We’re on one side and they’re on the other. They live on one side of the Forks River bridge, and we live on the other side. They hang out in their village, and we hang out in ours.
Teacher’s Guide from Orca
  1. Shi-Shi-etko

The next book is a children’s picture book from a local author. I was given this book at one of our district’s Culture Camps. The book uses illustration and translation to tell the tale of a child preparing to go away to residential school. A short film (6 minutes) was also created to bring this story to life. Students can respond to this text using illustration, poetry, film, or doing further research on residential schools in our area. Engaging in critical literacy, students can write a letter or use Voice Thread to record what they would do with their last day before being taken way to a residential school. Literacy leadership is also a theme discussed in Leading Learning (Canadian Library Association, 2014). Classes can partner with an elementary class to read this story to younger students as part of a mentoring activity to role model literacy leadership.

Multimodal Text: Children’s Picture Book
Title: Shi-Shi-etko
Author: Nicola Campbell, Kim LaFave
I am Currently Reading : (photo source:


Summary: In just four days young Shi-shi-etko will have to leave her family and all that she knows to attend residential school. She spends her last days at home treasuring the beauty of her world — the dancing sunlight, the tall grass, each shiny rock, the tadpoles in the creek, her grandfather’s paddle song. Her mother, father and grandmother, each in turn, share valuable teachings that they want her to remember. And so Shi-shi-etko carefully gathers her memories for safekeeping. Richly hued illustrations complement this gently moving and poetic account of a child who finds solace all around her, even though she is on the verge of great loss — a loss that native people have endured for generations because of the residential schools system.
Target Audience Children, all students learning about residential school experience or learning Halq’eméylem language
Type of Literacy Traditional literacy, cultural literacy, lots of opportunity for critical literacy, film -visual literacy
Short Film based on the book


Shi-shi-etko is the first short film to be shot entirely in the Halq’eméylem language of the Sto:lo First Nation


Director: Kate Kroll
Author: Nicola I. Campbell
Actors: Ta’Kaiya Blaney, Inez Point, Lee Prevost, Rita Pete
Producer: Marilyn Thomas, Monkey Ink Media
Funders: DGC Kickstart, BC Arts Council, Bravo!FACT

  1. 8th Fire

The last resources is a CBC documentary called the 8th Fire, which aired on TV, but is available in our district using our subscription to Learn360 in the ERAC video bundle. This documentary series looks at contemporary First Nations issues in Canada. We showed four episodes in the library at lunch during the We Stand Together week at our school. The CBC website features several articles and First Nations profiles that allows students to dig further into the content presented in the film. It is a good resource for opening up dialogue about modern day First Nations issues in our country.

Multimodal Text: Documentary series aired on TV and available for educators in ERAC Video Bundle subscription or from CBC Doc Zone
Title: 8th Fire: Indigenous in the City (one episode of many)
Author: CBC
I am Currently Watching: (pic sources


Summary: Grade(s): 6-8

Run Time: [45:00]

Copyright: ©2012, CBC.

8TH Fire draws from an Anishinaabe prophecy that declares now is the time for Aboriginal peoples and the settler community to come together and build the ‘8TH Fire’ of justice and harmony.

In the opening episode of the four-part series 8TH Fire, host Wab Kinew, from the Ojibways of Onigaming First Nation in Northern Ontario, and now a Winnipeg-based TV journalist, invites us to come “meet the neighbours”. It’s about time, since many Canadians say they have never met an Aboriginal person. This vibrant kaleidoscopic hour, introduces a diverse cast of Indigenous characters living in the cities. They are united in a shared bond as Canada’s First Peoples and in their determination to reassert their culture within a wider population of non-Indigenous Canadians.

Target Audience Listed as grades 6-8, but we played this series in the library for all students grades 8-12 during our We Stand Together for Aboriginal Education Week
Type of Literacy Traditional literacy, cultural literacy, lots of opportunity for critical literacy, visual literacy
Further Reading: Lots of great related articles and personal profiles available on