Category Archives: Professional Development

Climbing the teaching mountain – a reflection

So I finally reached my summit. After 35 years of teaching, I’m hanging up my teacher gear- bag, tools and first aid kit. I write perhaps with with far too much sentimentality but with sincerity. Most of you know I hold little back. :-)

I use the my beloved mountain climbing hobby as a metaphor.  it seems an appropriate device but I am a reader not a writer. Like climbing rock, a gradual and arduous task, despite the glory of reaching various summits, has crux and crag. As a teacher, we experience some heavy lifting. Being a professional is never easy but the  current generation of colleagues embrace a task more complicated than my own. I write to my predecessors but mostly my junior colleagues.  Teaching need not be just one trek but a series of climbs and opportunities. You have to work at something. Try to love what you do. Forget ‘missionary zeal’ just have fun whenever you can. Your authenticity is what makes you unique and worthy of guiding our grandkids. 


I notate ‘opportunities’ because I’ve been a lucky teacher to have dabbled for 35 years in a variety of professional assignments.  SD23, despite my frequent rants of impatience, has offered me transitions and opportunities that met my diverse yearnings.  From teaching high school PE to eventually landing my dream job as teacher-librarian at Kelowna Secondary, I respect the flexibility our District accommodated my professional growth.  I never dreamt or planned on a library career but maybe that’s why it’s worked out so well for me- I had passion and insight when the door opened. I have taught something to ever grade K to 12.  It’s been a trek not a stroll in the park but I only wish the same to the talented hard working educators behind me. 

In 1981, I took an temporary assignment as a PE teacher at KLO Secondary, as this was my major and obsession at the time, I was naturally delighted.  Jobs were tough to acquire in 1980, so it was a timely opportunity. I was soon pulled out and asked to teach a Grade 7 class at Raymer Elementary because of an urgent vacancy. Having completed half my SFU practicum in elementary school in Vernon, it was fortuitous. I loved my novice years at Raymer but mostly it affirmed my career choice as an educator.  I have now taught these students’ children- a surreal but rewarding experience. Many of my predessors have commented on the same truth. Kids, and teachers come and go. 

I moved schools initially because an admin/mentor Al Stonehouse argued that 5-7 years at a school is the most impactful.  Off to Hudson and Pearson Elementary, where I learned the art and science of teaching and had many terrific experiences and relationships. I explored other curricula and the burgeoning education technology  field, including post-graduate studies at SFU. The experience was a trek that almost broke me but I acquired new insights and many skills. This phase was a series of small delightful hikes as opposed to an ‘Everest’ expedition. I was taxed but now I knew I wanted to try other destinations.  I had the encouragement of District staff to attempt a revisit to high school. They had an opening at Mount Boucherie Secondary School in the Ed-Tech field so as the manic risk-taker I can be, I gave my k-7 binders away and brought my Apple Mac Plus to high school- 20mb drive and all! 

Although I had the chance to venture out and explore interests like fine arts, outdoor education, and even some special education, my focus was on an information technology program. At the time, it was an alien notion. It wasn’t business or computer science but a new field trying to react to the new internet world.  What I didn’t comprehend was that my trek through elementary instruction and technology, not PE, would lead me to a career as a teacher-librarian. A novel ascent I never even considered, never mind aspired to.  I spent hundreds of self-taught hours and grabbed many courses and workshops along the way but I would soon be transformed as a librarian. 

By the opportunity of solving the dreaded timetables and the foresight of my colleague, Sharon Bede, I found myself hiking into the library one September day. I am a man for challenges, fed by, as I know now, my bipolar disorder; :-) so I naturally headed up the trail without much planning or awareness.   There would be nasty MBSS Bears on the trip but I wasn’t afraid- I was young and stupid.  Sharon asked the administration to fill the 0.3 TL with me rather than search outside. In my naive- and yes, manic, compulsive manner, I said yes. 

I loved the interaction with staff and the diverse curricula.  I was a voracious reader, so it seemed prudent to build on the opportunity to stretch myself. I went back to school and lifted my professional development up this unique unpredictable climb as a librarian.  I had Bede as a guide, so I wasn’t going to fall in a crevasse! I was delighted with the burgeoning new role of school libraries and could see that my resume would equip me well. I had so many rewarding and fascinating years at Mt. Boo. I worked with so many master teachers, like Bede, Colin Castle, Rob Eikenaar, Lois Flavelle, Bob Dickeson, Catherine Heymen, Barry Kingsley and Don Treadgold to name a few. People like Hugh Gloster, Dave Swanzey and Terry Bush, who showed confidence in me to lead students into the alpine, emboldened my sense of value as a teacher. I had opportunities like travelling to Europe with Rob Eikenaar, other chaperones and senior students, including a trip with my son to Italy. I have so many fond memories of our adventures but it was librarianship that had become my new obsession.  The Library at MBSS was so valued by the school it felt like an honourable vocational to aspire to. I was an impatient man who needed change but the librarian role felt appropriate and enduring.

I hated to leave my dear friend and supporter, Sharon, but the door opened up for a transfer to Kelowna Secondary School as a 0.5 part-time librarian. The timing was perfect for another new trip. My children were going to enter KSS and as a lifelong coach, participating with my children in their sporting life was ideal. Having my children at my alma mater seemed a sentimental but practical option.  I knew Kay Treadgold, the award winning TL at KSS, and was assured the Owls were a good choice.  knew I was fortunate to find another expert guide, not just for librarianship but my life. 

I have playfully called myself, a ‘Sherpa-librarian’ because I realized I too had become a library guide. My expeditions were scary, venturing into the Internet with students. There was resistance.  Not everyone was a willing member of the digital reality but Kay kept me motivated and resilient, especially when we both planned and moved to a new library at the newly built KSS at Raymer Ave.  Leaders like Rick Shave, Craig McLeish and Bill Lang invited me into the process. I could contribute to the building of a new Everest expedition. Kay and I could design and plan a newer vision of school libraries by constructing a facility that would take us out a dark old library into a large bright centre that could provide teaching opportunities we only dreamt about. The training and new gear set us up to deliver services to a school that we knew would be embraced by fellow trekkers. 

We soon found ourselves putting the expedition into high gear when Principal, Susannah Brown, encouraged our vision. Our energetic, passionate staff soon joined us in a progressive approach to a school library program. Unlike the old stereotype, our library was not wear old teachers go to pasture.  We were not your ‘grandmothers library’.  I think our friend Sharin Bede, at MBSS, was now envious but always a cheerleader, along with our friends at the Central Okanagan LSA. It was a heady time with many new potential methods, resources and curricula to explore.  Wow! I had found myself on a trek into the high alpine. I was on an ascent of Everest of soon I would be rejoined by Sherpa Bede- the Hungarian guide extraordinaire. 

With some trepidation, knowing Kay was retiring soon, we found ourselves in a crux. Finding a top notch TL to replace Kay was a daunting ascent.  This time, Susannah Brown was the guide who had a map. We would recruit, steal, bribe Bede to cross the bridge to the dark side. Now how could I not be happy? Luck, Grace or Brown’s divine  intervention, I had my partner back. Kay could not be happier. Win. Win. 

Now I’m saying that my journey wasn’t without blisters, scrapes and fatigue. I battled personal  issues for years. I had spells of bad health and personal challenges but my fellow professionals helped pick me up- literally. We sadly have just witnessed Sharon’s health ordeal. Colleagues get sick, transfer, retire- whatever. It’s life.  Life intervenes, like the weather, and one can’t direct every course but only dress for the cold and wet, hoping for sunshine. My vocation had intimately become part of my life over the years. Colleagues, and even students have guided me to safety.  KSS rescued me from the abyss many times.  I could not have climbed my mountains without the help of fellow hikers.  I like to think I grabbed a hand or two over the years.  Like my friend and hiking mate, Roger Kirk, says, “not arriving home safe isn’t an option. Safety first.” Look after yourself. Put the safety of your family first. JSS thrives as a team effort.

Last year, with fellow teacher Sherpas, Kirk, Moisan, and Pendray, I fell short of summiting Mount Rainier, but succeeded nonetheless. I reached new high ground.  Teaching has been like mountaineering, you aspire to some insane, lofty goal but enjoy the trip regardless of what altitude or landmark you accomplish. You ascent as a team but not every person summits. That is the way.  The school library program at KSS became my Rainier and I climbed it. 

Teaching is a very intense demanding human service. It’s a very honourable profession with very little respect and a modest renumiration but the rewards can be a personal and social journey. We occasionally can find solace, if not glory; like when we see girls grow into women and boys into men.  I’m always humbled by the huge transformation we can see in our teens.  We sometimes cannot believe our eyes. Periodically, like sunshine after a storm,  they even seek you out and thank you for being there- as a cherished guide- a compass.  During my career, I have had alumni connect and share their gratitude.  Although rare, even parents write letters of gratitude.  Our career is a sacred one. Cherish it. Defend it. Our efforts are respected, even admired, by the coalition of the willing.   

Those moments of dignity, help heal the frustration and isolation that many of our fellow Sherpas periodically feel. When the cycle of despair occasionally hits you- and it will- lean on your fellow climbers and focus on your own family. If you stumble or find yourself exhausted from the trek, remember that any hike is a reward in itself and ultimately, you grunt your way uphill for them. 

With love, devotion, and fond memories,

Your Sherpa-librarian,

– Al Smith, KSS 1999-2015


A few images to reflect my journey…

Outdoor Ed, MBSS, ‘I really took teens up here!’ 

Every new climb is a new success    

Nancy and I trekking skis up Kokanee Glacier- on a weekend! Really? Youthful indiscretion 



It takes all kinds of Sherpas. These ladies can carry a heavy pack.


excellent service, including access, welcoming scholarship and things like free books…


Despite hazards like Sharon’s absence, 2015 was a special year. Thank you


COTLA. Fellow Sherpa-librarians


Remember, witnessing students apply your guidance and strategies, large or small,  is a landmark event.

Athletic challenges at KSS, as player, coach or organizer, since 1973! A rare tradition 


Not all accomplishments are on mountain tops. Sometimes it’s just getting yourself a new glorious view.
Chez Moisan- Preparation need not be complicated. 

Celebrate every hill. You earned it. 


Integrate your personal experiences into your classroom world.


Find gratifying ways to convert one success into new endeavours


Experiment – take chances with things that you love. [ like trying to paint the ones you love ;-) ]


Grad ‘speed dating’ – we host WWII & WWIII


Gotta love teens make themselves at home :-)


Even big kids can read little kids big books. These 2 read aloud Henry Climbs a Mountain, ” you mean you guys have that book?!” Cute. 

Some students learn to own it. 


Access and opportunity- the rest is up to them

Authentic traditions are worth the effort to uphold.  


Thanks Pierre, for being my Sherpa! 


Filed under Editorial, Library Update, Personal Learning Network, Photos, Professional Development, Reflective Learning, School Library, Teacher Professional

Struggles Realities of Student-Driven Learning and BYOD

As our technological world rapidly evolves and our social and work place environment changes, it’s unacceptable that we don’t address the low income demographic for anything not just schooling. The civility of our society cannot afford to only protect the 1%. Letting poor schools fend for themselves and not funding them to be progressive is akin to permitting slavery by justifying the economic benefits of free labour! 

National surveys consistently show that students in low-income schools are getting short-changed when it comes to using technology in school. A 2013 Pew study revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. (Schwartz)

-I personally think Giulucci below is over enthusiastic. Even with polite and engaged students, my experience is that the urgency if not obsession to txt is stronger than any force. Even college classes are now banning phones. People still txt and drive when they know it is severely hazardous. I think lesson design and engagement can only go so far. Although I implement every technology I can, I also have an explicit class management regime that includes a course of action for use and abuse of mobile devices. -Al Smith

Many advocates of using mobile technologies say the often cited issues of student distraction are just excuses not to try something new. Mark Giuliucci, a freshmen social studies teacher at Sanborn High School in New Hampshire, said it’s not the end of the world if a kid sends a text in class. “The way you discourage it is engage them in the activity so they don’t even think of sending a text,” Giuliucci said. “You’ve got to jump in and play their game or you’re going to lose them.”(Schwartz )

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Top 10 Psych myths debunked -TED Why education gets tricked ..

Cautionary tale. Learning styles are not science. They are myth. How many other themes to we impose on students that are based on narrow self interest, ‘systems’ sales or institutional mythology? 

Not long ago I recall our entire school undergoing a Learning Style Inventory. We bought products, booked rare ProD days and tried to find ways to transform our practice. No one really objected. Most had some fun but why did we believe this learning style program ( or any inventory) had efficacy? 

Our entire organization bought it- literally! Abstainers were written off as party poopers or unprogressive! Teased even! Results were fun like astrology charts but not education science. So why do we get ‘sold’ on these myths? How does a study become the next education reform? Why are experienced teachers, who usually filter out the bull from the curious, so often marginalized when they resist or raise doubts? 

I think it’s because educators so frequently have their heart in the vocation and desperately want to help, that they adopt practices out of desire not objective research. They are so loving they trust every ‘speaker’ who introduces a new idea . They comply with admin or leaders who tell them the pill to swallow is good for them. Our profession’s embedded good nature and care sets us up for following myths not sound pedagogy. 

Except, of course, as you’ve probably guessed, that it doesn’t, because the whole thing is a complete myth. Learning styles are made up and are not supported by scientific evidence. So we know this because in tightly controlled experimental studies, when learners are given material to learn either in their preferred style or an opposite style,( TED )

“10 Myths about Psychology, Debunked.” Ben Ambridge:. TEDX Manchester, Nov. 2014. Web. 13 Mar. 2015. <;.

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Serving up a Learning Commons recipe …

A blog post by Chris Kennedy of West Vancouver, recently inspired me to add my own spices to what is cooking in the learning commons kitchen. I couldn’t agree more when he writes, “While the physical spaces are exciting, the changes to our mindsets are far more powerful. “( Kennedy)

As an experienced teacher-librarian and kitchen hacker, I believe that an exemplary school library is a dynamic learning process not just a nice space. A learning commons model is more than a new space that people congregate in but a cultural, social hub of learning. My librarian mentors knew this for years-some time before David Loetscher or Watters started promoting it. (Loetscher ) The collective wisdom of teacher-librarians has been cooking up innovation in schools for years. (Kuhn) It’s refreshing nevertheless to see revitalization of school library programs and perhaps this will ebb the tide of reductions or library closures. Libraries aren’t simply replaced by the mechanics of web2.0 but rather the new capacity can teach us how librarianship supports learning.

Wikipedia entry defines a LC …

Learning commons, also known as scholars’ commons, information commons or digital commons, are educational spaces, similar to libraries and classrooms that share space for information technology, remote or online education, tutoring, collaboration, content creation, meetings and reading or study. or study.( Wikipedia)

Like a great classroom, it should be an experience as much as a room.  Like cooking a five star meal, it takes more than a set of instructions. A school learning commons needs a team of chefs, great ingredients, effective execution and a creative spirit. Like a great restaurant, a learning commons needs a welcoming environment, great service and a comprehensive menu that prides itself on the experience of building a culture of scholarship.

The school’s hub of learning also needs to cater to diverse demographics.  It needs to be well prepared for the multiple needs that demand support. A school library cannot transition into a learning commons(LC) model overnight.  A LC can be a very exciting and powerful ‘learning’ asset because a progressive program addresses diverse student opportunities that nurture school goals and promote achievement.

Student achievement is a complex matter. If it was easy, we all could do it. A simple recipe for education innovation is seldom effective or enduring.  The new ‘learning commons’ if not built organically will also be doomed and a 2015 footnote. A successful school library is a cultural reality not simply a physical space regardless of how modern it may appear.  It takes experience, expertise and vision by many educators to develop a program that serves the needs of each unique school.

As a teacher-librarian in a large senior high school, our library program has demands and patrons quite different than a small middle school. It tales a team of people to assess, design and implement a sustainable service. An effective library program needs to evolve not revolutionize. Innovation can take time.

When I reflect on our successes and failures, it was planning and people that was the driver. It is my opinion that a library program that effectively serves its clientele is a dynamic social experience not just a physical asset. .  When learners/patrons are engaged with quality resources and services there are substantial costs. The physical space needs attributes that allow the community to thrive. Resources need to be acquired, updated and managed by trained personnel.  The teacher-librarian may be the chef but the entity needs many others to truly create delicacies.

A learning commons is the natural evolution of an exemplary school library program. A school cannot create a LC by simply borrowing a recipe. To build something meaningful from scratch is a major hurdle. A school with a tradition that recognized the diverse contributions of its library has the roots to grow.

The development a great ‘learning commons’ takes more than a nice presentation or directive. It takes a difficult execution of a plan that finds inspiration from the gifts of each school. An effective learning commons demands a school culture that always places learning and scholarship as a priority over appearances or expediency. It takes a culture of trust and collaboration. Teachers need to respect and value the library staff and students need to believe it benefits them collectively. It is not just a holding area. Not unlike a superior restaurant, a library needs a restauranteur, chefs, servers, etc all working effectively toward inspiration.

A beautiful restaurant that serves uninspiring food is a waste. Delivering great services and opportunities without a great space is almost impossible. Unlike the old ‘book truck’ , a modern library now needs to be more than just a great ‘eat street’ sandwich truck. Schools need a library that can provide a large nutritious and creative menu 24/7.

Much like a chef starts with quality ingredients , an inspiring menu and trained staff, a LC needs a great space, appropriate resources and a qualified teacher-librarian. Like superb waiters, that deliver the best dining experience, an LC also needs library clerical expertise. ( my mother would say – tables don’t get cleared and dishes don’t get washed by themselves. ) The learning commons model demands even more social interaction, resource management and instructional design than the ‘library’ before it. Like good food, one cannot rush the preparation or cooking. It needs to be an institutional designed process not simply an experiment. Without these conditions the LC will not be sustainable. I believe this because I know teaching and learning is a complex social endeavour not just an exercise in handing out books.

With many misconceptions around the library’s transformation into a ‘learning commons’ the Kelowna Secondary School LC is derived from an excellent traditional of fine dining. The teacher-librarians, has worked with admin, teachers, and students to develop a culture of inquiry not just trendy fast food. We collectively desire a library that’s provides quality
main courses that match the school’s positive cuisine.

We don’t remove books ( we buy more) and replace them with comfy chairs( we’ve had those for a decade) We remind ourselves that a common area that includes measurable student learning must also require some careful planning and slow cooking. One cannot just buy ingredients and throw them in small space and hope it tastes delicious!

Starter Recipe for Learning Commons:
1. Add a quest for knowing and finding meaning
2. Mix with spaces that provide a variety of activities
3. Frequent stirring by a teacher-librarian
3. Add scholarship to taste and
4. Cook well with heaps of love.
Yield: happy people that grow

Also Read: “I like the library metaphor from Joan Frye Williams (shared in this blog from Joyce Valenza):

“Our libraries should transition to places to do stuff, not simply places to get stuff. The library will become a laboratory in which community members tinker, build, learn, and communicate. We need to stop being the grocery store or candy store and become the kitchen. We should emphasize hospitality, comfort, convenience and create work environments that invite exploration and creativity both virtually and physically.” ( Valenza)

-Al Smith











Kennedy, Chris. “The Learning Commons Mindset.” The Culture of Yes. 12 Feb. 2015. Web. 16 Feb. 2015.

Kuhn, Nicola. ‘ Evidence Based Inquiry of the Role of teacher-librarians’, The Bookmark. BCTLA. Web. 2011.

Loertscher, D (2014). “Makers, Self-Directed Learners, and the Library Learning Commons”. Teacher Librarian 41 (5): 35–38.

Watters, Audrey (23 November 2011). “Libraries and Museums Become Hands-On Learning Labs”. KQED MindShift. Retrieved 1 August 2013.


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Ban laptops in class…

Although I completely understand this debate, the issue isn’t really ‘the device’ but rather the people engaged in the class? Or not. Perhaps a conversation isn’t the correct word when we place 300 Students in a lecture hall with 1 professor? Perhaps having no devices for everyone would re-infuse humanity into the delivery of curricula? I doubt it.

As a high school teacher, I can and do manage a set of expectations around devices. I can teach, ( although often a frustrating aspect) the application appropriateness of devices when teaching a small class. 30 is hard. 300 impossible. Teens do get it even if they don’t like it. I love using technology in my classroom but only for my classroom goals. I hate the idea of technology used as babysitters but I also believe we have a generation who has been raised with that exact thing. ‘Schooling ‘ is a passive thing you do when you have to. Learning is a process with personal intention and technology is implemented when a demand shows itself. Today I see students learning a great deal when choosing not to use technology. In fact I’m seeing a decline the use of devices by some students who already have accepted an intent. Thinking, talking, etc. I often see laptops used by students who have NOT found a purpose or intention for learning. As a reaction, they lean on the equipment hoping it will yield something or just as a prop. The power of devices are to seldom integrated with design but brought into the classroom space with the notion they are needed- like wristwatches or stop lights.

Adult age students who pay tuition bring a different cultural dynamic to the use of laptops or devices in classrooms. What can high school educators learn from this essay topic? Should we be doing anything different?

“It was one kid who unintentionally suggested the idea. He was sitting in the back row, silently pecking away at his laptop the entire class. At times, he smiled at his screen. But he rarely looked up at me.”( Gross)

Clay Shirky, a professor at New York Univeristy, recently asked his students to stop using laptops in class. Another recent study convinced him to do so. The title: “Laptop multitasking hinders classroom learning for both users and nearby peers.” A research team in Canada found that laptops in the classroom distracted not only the students who used them, but also students who sat nearby. Meaning, not only do the laptop-using students end up staring at Facebook, but the students behind them do, as well.(Washington Post)


Gross, T. (2014, Dec 30). ‘This year, I resolve to ban laptops from my classroom. ‘ Retrieved Jan 4, 2015, from

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Blended learning assessed…

When we talk to education leaders about blended learning, we often hear the question, “Does it work?” What they want to know is, “If I fund a blended learning initiative or implement a blended learning program in my schools, can I be confident that it will improve student learning?” Typically, these education leaders can see the potential that blended of aviation history demonstrating that fact.
…student-centered instruction, which in turn can produce strong student learning outcomes. Many schools today are testing and refining their blended learning models in order to figure out how to achieve increasingly stronger student learning results. The success of any blended learning program, however, depends on how well school leaders design and implement it with clear goals in mind

( Arnett)

– See more at:

Al Smith @literateowl

Arnett. “Blended Learning.” N.p., Oct. 2014. Web. 10 Oct. 2014. .

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Epic life- reflection reblog…

Wow! Where was this post 20years ago! :-) doesn’t matter- I knew it. I was just to absorbed or misguided to see it as an action. We all get off track of priorities despite ‘knowing’ , that developing boundaries for life’s priorities isn’t theory but an act of intention. I will share this with all the new fathers and mothers in my professional network. Very very sound reflection from Mr. Spencer. Thanks

“…. I recorded this reflection last night after putting my kids to bed and thinking about the trajectory of my career. I’ve chosen to do less and embrace the notion of doing the small things well. I think that’s what makes life epic…”( Spencer)


Al Smith @literateowl


Spencer, Jason. “The Epic life”. ‘Education Rethink’. (Online) 10-07-2014.

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Maker spaces?

As many progressive teacher-librarians are introducing spaces and activity opportunities for creation, most of us should also evaluate the efficiency and worthiness from a learning perspective. It’s not just about any experiential rewards but also about the outcomes that attempt to meet our curricula. I believe there is implicit value in exploring and challenging but there are boundaries as to whether the activities are justified, worthy and cost effective. ‘Play’ -at any age has terrific value but like any decisions professionals make, we must weigh any virtue with our goals.

“Kids have always made in my library.
We encouraged digital and visual and dramatic and rhetorical creativity before, during, and after school. But for a while, I’ve questioned the value of using already heavily used real estate to randomly carve out space for a 3D printer, electronics stations and sewing machines. I had my doubts about the makerspace movement in school libraries.
A couple of weeks ago I had the opportunity to chat with Amos Blanton, project manager of the Scratch online community, and a member of the Lifelong Kindergarten Group at MIT Media Lab. On his profile Amos notes: I design and sustain creative learning environments for people with agency.” ( Valenza )


VALENZA, Joyce. ‘Neverending Search’. Sept. 09-24-2014. (Online)

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BCTLA DEAR2014 intro

Reminder. Mark your calendars.
Monday, October 27th will be the 8th annual Drop Everything and Read event.
Watch for announcements and printable posters soon.

Details will be available at
Jeff Yasinchuk

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Personal and Professional vs. Public and Private | Reblog

The Principal of Change blog post by George Couros is a thoughtful and purposeful overview of the common social media concern of privacy in the public online space. I particularly appreciate George’s thesis of teaching students the distinctions and role of ‘public’ content. I have two profiles for Twitter and I’ve reflected on how useful that can or cannot be as a teacher. We do function in particular public profession and also have to be privacy advocates for students. Us king social media as we provide learning opportunities that teach concepts such as ‘public’ has to be a wise consideration.

> During my time over in Australia, there was a lot of talk about the notion of having both a “personal” and “professional” identity on social media.

cc licensed ( BY ) flickr photo shared by AlphaTangoBravo / Adam Baker

> The “personal” account would be one that is used with friends and family, where as the “professional” account would be one that is used with the work that you do in school. Although I understand the notion behind what is being said here, I don’t know if this is what I would really be focusing on when working with students or educators. We should really be focusing on the notion of “public and private” and how that works in our world.( G Couros )

Reblogged by Al Smith

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