01-Assignment+One+(Selection+of+Curriculum+Area,+Grade+Level,+and+Rationale)

My focus for this course’s assignments will be: The three major strands in English 11 are: Within these strands, there are further facets: The strands strand and facet most relevant to this project—and will thus serve as the focus for this course—include:
 * STEP 1: Jurisdiction, grade level, and subject ||
 * British Columbia
 * English 11
 * STEP 2: Curriculum guide (“Prescribed Learning Outcomes” overview) ||
 * ORAL LANGUAGE (SPEAKING AND LISTENING)
 * READING AND VIEWING
 * WRITING AND REPRESENTING
 * “Purposes”
 * “Thinking”
 * “Features”
 * “Strategies”

B1 read, both collaboratively and independently, to comprehend a wide variety of literary **texts**, including – literature reflecting a variety of times, places, and perspectives – literature reflecting a variety of prose **forms** – poetry in a variety of **forms** – significant works of Canadian literature (e.g., the study of plays short stories, poetry, or novels) – traditional **forms** from Aboriginal and other cultures – student-generated material B2 read, both collaboratively and independently, to comprehend a wide variety of **information** and persuasive **texts** with increasing complexity and subtlety of ideas and **form**, such as – articles and reports – biographies and autobiographies – textbooks, magazines, and newspapers – print and electronic reference material – advertising and promotional material – opinion-based material <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– student-generated material <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B3 view, both collaboratively and independently, to comprehend a variety of visual **texts**, with increasing <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">complexity of ideas and **form**, such as <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– broadcast media <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– web sites <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– **graphic novels** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– film and video <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– photographs <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– art <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– visual components of print media <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– student-generated material <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B4 independently select and read, for sustained periods of time, **texts** for enjoyment and to increase **fluency** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B8 explain and support personal responses to **texts**, by <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– making comparisons to other ideas and concepts <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– relating reactions and emotions to understanding of the **text** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– developing opinions using reasons and evidence <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– suggesting **contextual** influences and relationships <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B9 interpret, **analyse**, and **evaluate** ideas and information from **texts**, by <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– **critiquing** logic and quality of evidence <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– identifying and describing **diverse voices** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– **critiquing** perspectives <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– identifying and challenging bias, contradictions, and distortions <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– identifying the importance and impact of social, political, and historical **contexts** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B10 **synthesize** and extend thinking about **texts**, by <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– personalizing ideas and information <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– explaining relationships among ideas and information <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– applying new ideas and information <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– **transforming** existing ideas and information <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– **contextualizing** ideas and information <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B11 use **metacognitive strategies** to reflect on and assess their reading and viewing, by <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– referring to criteria <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– setting goals for improvement <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– creating a plan for achieving goals <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– **evaluating** progress and setting new goals
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">READING AND VIEWING **
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Purposes (Reading and Viewing) //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will: **
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Thinking (Reading and Viewing) //**

The complete curricula for English Language Arts in British Columbia can be found in the Ministry of Education’s //Integrated Resource Package 2007// here: []

As a long-time English teacher who teaches the senior grades, English 11 is a natural fit. With regards to subject and content, it is one of the areas in the secondary school curriculum in which I have the most expertise. Within the English 11 curriculum, I have chosen to focus specifically on “Reading and Viewing” strand as this is the strand that best lends itself to library use (as compared to “Oral Language” and “Writing and Representing”). Within the “Reading and Viewing” strand, I aim to focus on the facets of “purposes” and “thinking” as these are the reading areas I most naturally and intentionally focus on in my courses and that—again—seem to be most naturally supported by library use.
 * RATIONALE ||

Another reason for focusing on “Reading and Viewing” is simply because I am curious to do an objective study of the library collection to see to what degree the collection matches up to the media prescribed by the provincial curriculum. The English Language Arts curriculum was updated in 2007, and now—five years later—I am curious to see how well our library matches up its content with current curriculum requirements. I am also curious to specifically learn more about the percentage of fiction vs. non-fiction titles and the percentage of Canadian content.

I am further interested in seeing in action the ideas of “tangibility” and “ownership” that Kay Bishop mentions in her //The Collection Program in Schools//—that is, what is the percentage of tangible, physical items in the library that students commonly use, and what is the percentage of online media (not tangible) that students commonly use? Do students tend to exhibit a preference for either one format over the other? Does the librarian see a definitively notable trend in this area? Are there other factors—different from solely format—that affect student choice when selecting library materials?

The West Vancouver School District professes to focus on supporting the wise and useful integration of technology into the learning experience of teachers and students. As such, I am curious to note ways in which the library might now be different from, say, just five years ago (five years is quite a long time in “technology years”). Are there noticeable changes? As a high school English teacher, I am very interested in the collection and use of quality content that maintains high levels of student engagement. More and more frequently, such content comes in a video or digital (or some form of computer-accessible, online) format. For example, a recent library-sponsored teacher workshop at my school featured the new-to-West Vancouver Learn 360 (learn360.com)—an online collection of education-focused films and related support material (the support material is often made by and for teachers). This particular resource has the potential to be a valuable part of many teacher’s teaching toolkits. At the same time, some important questions to ask are, //Does it easily and directly support curriculum outcomes? Does it engage students? As such, is it then worth the financial investment?// Gaining a full understanding of the payoffs for investments with regards to online/digital media is important.

It is difficult to mention online/digital content and school libraries without getting into discussions of digital literacy. Throughout my coursework in UBC’s Teacher-Librarian diploma program, I have come to see the importance—the centrality—of digital literacy in the lives of our young people today. There is no question that ensuring that students are savvy navigators of and consumers of digital content is a priority. However, I am still uncertain as to the best way to achieve this. As such, I will also be keeping this question in mind as I get to know the library collection and look toward improving it.

Bishop, Kay, and Orden Phyllis. Van. //The Collection Program in Schools: Concepts, Practices, and Information Sources//. Westport, CT: Libraries Unlimited, 2007. Print.
 * WORKS CITED ||