Mapping Out a Year of Enchantment in The Unquiet Library

For the last three months, I’ve been thinking and talking about libraries and enchantment.  For the last two years, I’ve utilized Mindomo to go beyond my normal program goals/theme paper document to create a multimedia mindmap of program goals.  This year, I’m playing with Mindomo to see how I can align library program themes, services, and learning processes with the three pillars of enchantment.   In the past, the program map has been something I created at the beginning of the year and used as a compass; this year, I envision this program mindmap as more of an organic document that I’d like to populate throughout the school year with concrete examples for each topic/subtopic from the 2011-12 academic year as we hopefully build enchantment with our learning community.

I think one this year’s major challenges, especially in light of the fact we have no clerical assistance, is really taking on a greater role as a learning specialist and instructional leader, which dovetails with my efforts to implement the embedded librarian model here even though we are only a staff of two.  I’ve really come to realize in the last six months that the quality and authenticity of instruction in multiple literacies we provide is directly proportionate to the quality of the instructional design that we facilitate with teachers and students.  I’ve been thinking much more with my former classroom teacher hat in some ways as I’ve been working more with teachers to help them think about pedagogy and strategies for creating learning experiences that will be relevant and more inquiry driven.  As I collaborate with faculty, we’re having more conversations that are framed by the backwards design model of instructional design as we’re trying to be more intentional in thinking about learning targets, formative and summative assessments, and learning experiences.  I am hopeful that my ongoing stance in looking at multiple literacies through an inquiry lens will continue to inform my practice; additionally, I’m looking forward to exploring threshold concepts and how that lens might inform my work as a learning specialist and instructional partner with our faculty (thank you Brian Mathews for putting this on my radar and to Roberto C. Delgadillo for pointing me to some additional resources on this topic).

2 comments

  1. Buffy, you mention that you will be utilizing your program mindmap as “more of an organic document that I’d like to populate throughout the school year with concrete examples for each topic/subtopic from the 2011-12 academic.” What a wonderful way to show evidence of both student achievement and professional growth: mindmap as portfolio!

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