Ontario Library Association Super Conference 2024
Get Loud - Reflections by Diana Maliszewski
Thursday, January 25, 2024
8:15 am - AI's Not A Bad Guy (Diana Maliszewski)
Summary: (taken from the program description) AI seems scary but understanding how it works can be a first step to addressing it calmly and critically. Algorithms impact our daily lives but aren't easily understood. Discover the steps this teacher-librarian / media facilitator undertook to help students as young as 6 name, notice, and understand algorithms.
3 Key Points:
1) AI's not bad - it's a reflection of our society, since it was the programmers that created it and was trained on media we made.
2) AI's not a guy - by anthropomorphizing it, we humanize it too much and need to remember it is just a program.
3) Learn from people and reputable organizations (like UNESCO) about AI - the presenter attended several workshops in the past few months to keep abreast of all the changes.
So What? Now What?:
This was my session I presented. I was shocked. There were 120 people that attended my talk. My technology glitched because I brought my old school laptop that doesn't have a HDMI port, so I had to wing it for the first 15 minutes without slides or notes. I thought it was the weakest of my workshops but people really seemed to like it. This was a "Conversation" session so we tried to have conversations and it seems like good ones were happening. I invited a few people up to the microphone to share a summary of their chats. I need to continue to talk with people about AI, pay attention to policy development (in my board and elsewhere) and play more with AI.
Media Artifacts:
9:15 am - Thursday Keynote (Julie S. Lalonde)
Summary: (taken from the program description) Since the early 2000s, Julie has been working to improve the lives of women and girls in Canada with a focus on engaging bystanders to create communities of support. Her memoir, Resilience is Future: The Life and Death and Life of Julie S. Lalonde was published spring 2020 by Between the Lines. It won the 2020 Ontario Speaker's Award and was named one of the best books of the year by CBC Books and the Hill Times. Julie has won numerous awards for her advocacy work including "Best Volunteer in a Leading Role" by Volunteer Ottawa and the Governor General's Awards in Commemoration of the Persons Case.
3 Key Points:
1) Libraries are ground zero for what's going on in society (e.g. poverty, hate crimes, harassment) and it's important to name the reality of what's going on: people are not well.
2) The bystander affect is real but bias is another big reason (the origin story for this term has huge portions "edited out" of the common narrative that deal with class, race, and sexual orientation). We must recognize our biases and not just justify our apathy.
3) There are a continuum of ways you can intervene, so choose your tool. It's not an "all or nothing" scenario. You can distract, document, delegate, and check in on the people who was harmed. Act in a way that creates a safety bubble without escalating the situation. Go to yellowmanteau.com for more.
So What? Now What?:
I've been guilty of avoiding getting involved when I see harm being done, for many of the reasons (including bias) that Julie mentioned in her talk. I'd like to read her memoir, review the choices for intervening she offered, and do a better job of taking action.
Media Artifacts:
10:45 am - OLITA Technology Spotlight (Avery Swartz)
Summary: (taken from the program description) Avery Swartz is the founder and CEO of Camp Tech, the tech workshop company for non-technical people. She is the author of the best-selling book, See You on the Internet: Building Your Small Business with Digital Marketing. Avery is the resident tech contributor on CTV Your Morning and has contributed to The Globe and Mail, Chatelaine, and Today's Parent. Avery was ranked number 5 on Search Engine Journal's Top 50 Women in Marketing list. Avery has been a professor at both Toronto Metropolitan University and Humber College. She lives in Toronto.
3 Key Points:
1) AI is everywhere and the hyperbolic headlines in both directions provide an unhelpful dueling narrative; it's important to learn about it. Machine learning is a small subfield of AI which is trained on input data and improved through trial and error, practice, and feedback.
2) Generative AI makes calculations based on probability and prediction models; know how to use it to help you. Learn how to create quality prompts. There is a huge knowledge gap between the general public and those developing AI and it is the role of the library to help with AI literacy. This includes recognizing when tools use AI, breaking out of filter bubbles, media literacy, etc.
3) Play with AI tools and explore it yourself, since it only took 2 months (compared to TikTok, which took 9 months to go from 0 to 100 million users). Use it to brainstorm, as a writing buddy, to check for consistent tone or voice, to soften emails, help explain complex writing, but pay attention because it can hallucinate, amplify bias, and there are copyright issues with both the input and output.
So What? Now What?:
I need to follow Avery's Instagram account. I was really wowed with a tool she used that made it look like she was speaking Korean, even though she can't. It took her voice and image and was an easy "deep fake". I need to continue to find ways to bring this topic to my students, even though I'm "only" teaching drama, dance, and social studies.
Media Artifacts:
12:00 noon - Poster Sessions
Summary: (taken from the program description) I went to several poster sessions.
- "What Does Hate Look Like?": Empowering Kids to Share and Confront Hate and Discrimination (Corrine Promislow, Emma Rodgers, and Sameea Jimenez)
- Helping Kids Spot Fake News and Find the Good Stuff (Joyce Grant)
- An X Website, It has Ceased to Be: Losing Library Twitter and What Comes Next (An Li Tsang and Gabrielle Crowley)
- OLA Climate Action Committee: Tools and Resources for Library Professionals Navigating Climate Change (Erin Braam, Merley Wheaton, Michael Michelle Rogowski)
3 Key Points:
1) Microaggressions and discrimination make an impact on children; this book allowed children to share their experiences.
2) There are no clear successors to Twitter. This study used criteria to evaluate several options.
3) There are tools available for libraries to become greener.
So What? Now What?:
There were so many great poster sessions that I didn't get a chance to visit all the vendors! (Having said that, I did get a chance to take pictures with some of the animal reps from Hands On Exotics.) I will try to decide what to use instead of Twitter and check out the QR codes from OLA.
Media Artifacts:
2:15 pm - From Print to Pixels: The New Partnership of Teacher-Librarians and Language / English Teachers (Debbie Vert and Jason Himsl)
Summary: (taken from the program description) In this presentation, we'll explore the pivotal role of teacher-librarians in supporting classroom language/English teachers in integrating literacy, specifically Strand A, across subjects. We'll emphasize the potential for teacher-librarians to teach transferable skills, including digital literacy and their vital role in promoting multimodal learning for students. Discover how teacher-librarians can collaborate with language/English teachers to seamlessly embed literacy skills throughout the curriculum. We'll showcase real-world examples of successful partnerships, demonstrating the impact of this collaboration on student learning. Learn how teacher-librarians can bridge the gap between traditional and digital literacy, equipping students with essential 21st century skills. Weill also explore strategies for incorporating multimodal learning experiences into the curriculum, enhancing student engagement and comprehension. Join us as we explore tools to champion literacy connections, digital literacy and multimodal learning, ultimately enriching students educational experiences.
3 Key Points:
1) The new curriculum is mode and genre agnostic and the TLs are the "coaches that stay" to help support other teachers with it.
2) Joy sits in Strand A and disrupts what English classes usually look like.
3) If you can accomplish expectation D1.1, which is complex and challenging, then you can do it all (and there were several sample projects shared, like table top gaming, cookbooks and Indigenous foci).
So What? Now What?:
I've worked in parallel with Debbie as AQ course instructors for Queen's University. She and Jason know their stuff. I don't have any collaboration time in my schedule this year but I'll need to check out their website to be inspired for future partnerships with class teachers.
Media Artifacts:
3:45 pm - Leading into the Future: CSL Has Your Back (Anita Brooks-Kirkland and Joseph Jeffery)
Summary: (taken from the program description) Do you want to get ready to lead into the future? This session will introduce you to exciting updates to CSL's Leading Learning, keeping it relevant to lead learning from the library. We will also introduce CSL's exciting new resource, Foundations for School Library Learning Commons in Canada: A Framework for Success. This new document describes the foundations necessary for equity of access to school libraries for all students - prerequisites for the successful implementation of Leading Learning. Most importantly, it provides a backbone to stand up for school libraries, and to grow your school library program. This will be an interactive session with a chance to review the documents in small groups, discuss, and do a gallery walk of ideas.
3 Key Points:
1) Discussion at TMC7 led to the development of this new document (Foundations for SLLCs in Canada). Achieving Information Literacy was a very old document that had good measurement stats but were rigid and didn't focus on impact. Leading Learning dealt with impact but there was still the need for a document that dealt with the "nitty gritty" like space and staffing, etc. This is where Foundations for SLLCs comes in.
2) Foundations for SLLCs in Canada is based also on the IFLA document. The three critical foundations are strong policy, robust funding, and equity of access.
3) The essential frameworks for effective school libraries include physical and virtual LLC spaces, technological infrastructures, human resources, accessibility, ethical standards, LLC management, a culture of growth and accountability.
So What? Now What?:
Bias alert - I'm credited in this document as a reviewer, so I'm familiar with the content. Anita and Joseph did a bang-up job getting us to dig deep into the new stuff. My own next step is to figure out where in the York U TL AQ courses this can get inserted.
Media Artifacts:
5:15 pm - OSLA Awards
Summary: (taken from the program description) These awards were distributed at this session.
- OSLA Teacher-Librarian of the Year Award = Aimee Barber (Ottawa-Carleton DSB)
- OSLA School Library Professional of the Year Awards = Victoria Riddle (Hamilton-Wentworth DSB)
- OSLA Administrator of the Year Award = Peter Rewega (Toronto DSB)
So What? Now What?
My friend Diana Will-Stork nominated her principal and gave a lovely speech. He was adorably humble and credited his staff, his TL and his mother (who was present) for the honour.
Media Artifacts:
7:00 pm - Social Events
Summary: (taken from the program description) "pub night, games, drag musical bingo, crafting and more"
So What? Now What?:
The night was full. I went to dinner with Wendy Burch-Jones, 2024 OSLA president, and a group from Canadian School Libraries (Jonelle, Melanie, Anita, Juli, Joseph, Harold, Toni and friend) at the Loose Moose. Afterwards, we joined up with Lisa Noble, who was running #EduKnitNight and the crafting zone. I got caught up with Douglas Davey and his wife, Wilma Aalbers, who were attending the drag musical bingo. Then, Wendy and I attended an "after-party" hosted by Richard. We made it back home to Scarborough around midnight. My shoes matched the carpet and garnered a lot of compliments.
Media Artifacts:
Friday, January 26, 2024
8:00 am - Unraveling the New Language Curriculum (Diana Maliszewski)
Summary: (taken from the program description) Teacher-librarians can play an important role in helping educators understand and implement Ontario's newly revised Language Curriculum. Sit down with someone intimately familiar with the strands and expectations to see how the library fits and employ tips and tricks for making your school library professional a pivotal partner.
3 Key Points:
1) Last updated in 2006, this current version has a bigger section that mentions not just school libraries, but also teacher-librarians ("where available").
2) It's important not to let that mention in the document limit school library professionals and their scope for support. They can dive into other areas like special education, multilingual learners, ICT, or instructional considerations like tiered intervention, multimodal approaches, etc.
3) Consider your own strengths, your school climate/culture, and what's possible to determine the best way to help your learners and educators with this new curriculum.
So What? Now What?:
This was my second of three conference sessions. 20 people attended, which is not bad considering it was so early in the morning. I had great conversations that were massive highs and lows, from trying to help folks in a board with almost no TLs left, to reconnecting with a former elementary school student who made me cry with her memory of a past interaction of ours and how it has impacted her current practice as a K-12 library technician. (Thinking about it made me cry four times that day!)
Media Artifacts:
9:15 am - OSLA School Libraries Stream Spotlight (Cicely Lewis)
Summary: (taken from the program description) Cicely Lewis is a school librarian based in Georgia with a passion for creating lovers of reading. In 2017, she started the Read Woke challenge in response to the shootings of young, unarmed black people, the repeal of DACA, and the lack of diversity in young adult literature. She was named the 2020 National Librarian of the Year by School Library Journal and Scholastic, a 2019 Library Journal Mover and Shaker, and the 2019 National Teacher Award for Lifelong Readers by the National Council of Teachers of English and Penguin Random House.
3 Key Points:
1) Book sales of diverse titles rose after the George Floyd murder, and things seemed hopeful, but now there are parts of the US that have legislation banning the teaching of the 1619 Project (early black US history), trying to prevent what TLs know they should do, which is promoting and sharing knowledge and books that reflect different identities.
2) The word work means aware of social injustice and now has been turned into a put-down; it should not be framed like this "unless you are in love with fear and hate".
3) We need to protest, but protesting doesn't just mean holding a sign in the street. It can be as "subversive" as reading at home with your family, because that is an opportunity to make change, to help children become ambassadors in the world who will be willing to speak up and say "don't say that word - it's offensive".
So What? Now What?:
I was a bit late coming to Cicely's talk (because I was finishing up my session, decompressing from conversations, and getting ready for my next session) but what I did get to see was inspiring and awesome. I am going to check out her website and social media presence.
Media Artifacts:
10:45 am - Loose Parts for Learning in the Library (Diana Maliszewski)
Summary: (taken from the program description) Save money on supplies by using a loose parts approach. Explanations and examples provided. Does your library makerspace go through supplies like free chicken wings at an open buffet? Consider morphing the space into a Loose Parts station. Kindergarten and preschool programs are familiar with the benefits and versatility of this approach to creative expression; it is relatively simple to adapt this approach to a library setting.
3 Key Points:
1) MakerSpaces and loose part invitations share many characteristics; the main difference relates to permanence (loose parts creations aren't meant to be kept), materials (loose parts use multipurpose items), and goals (loose parts focus on play and representing thoughts and ideas).
2) There are many benefits to using loose parts. Challenges include theft, managing the mess of small items, helping users understand how to interact with the invitations, etc.
3) You can get these materials from many different places, from donations to dollar stores to fancier education supply stores to collecting items from nature.
So What? Now What?:
This was my third session I ran at Super Conference. There were 20 people that attended. In a way, it was good that it wasn't too many attendees, because then they were able to interact with the loose parts provocation that I brought. (Big thanks to Matthew Malisani, whom I listed as one of my loose part mentors, who lent me the boxes, easels, and work spaces to use for this session.) It was exciting to have someone all the way from Halifax attend my session. There were a lot more public librarians than I expected to attend, but many of them want to try and use loose parts as part of their programming. As for me, my next steps are to re-read The Gift of Playful Learning and try to refine my loose part learning invitations to get better.
Media Artifacts:
12:00 noon - Poster Sessions
Summary: (taken from the program description) Once again, I went to a couple of poster sessions.
- Celebrating Canadian Heritage (Laura Bebee and Liz Kerr)
- Challenging ChatGPT: Information Literacy Skills in a Generative AI World
3 Key Points:
1) There are many ways that teacher-librarians can support class teachers with Heritage Fair projects, even if they don't have time to commit to the entire inquiry project at all stages.
2) The results of this study are interesting and the researchers are keen to try it again, although now that ChatGPT is mixing with other programs and sources, it may not be the same.
3) Remembering to eat at the conference is a good thing. Thanks Abbie, Sue and Wendy for dining with me and sharing stories of making an impact.
So What? Now What?:
I will offer to help my intermediate division teachers in different ways than I did last year with Heritage Fair projects. I will also continue to tinker with ChatGPT and read about AI.
Media Artifacts:
2:15 pm - The Anti-Racist Book Club: Building a Culture of Anti-Oppression Education One Conversation at a Time (Wilma Aalbers)
Summary: (taken from the program description) This session explores the potential of a teacher-librarian led staff book club to create space for difficult conversations about racism, and to facilitate a shift in school culture towards an anti-racists practice.
3 Key Points:
1) Acknowledge your own identity (especially your own whiteness) when reading - there are limitations of your self and the book as a tool of whom it serves. After all, the book Street Data says one of the traps of equity work is to join a book club and then do nothing.
2) To keep it positive, responsive to the needs of the group, and respectful, make it easy to buy in by doing things like offering food, meeting during the instructional day (usually lunch), and maintaining access by not being strict about whether or not people have "done their homework" or even contribute to the conversation. At the same time, avoid pitfalls by maintaining the book as the framework and focus (so it doesn't devolve into a bitch session), allow time for reflection, and consider if they conversation has lead to change.
3) The media text in question can be something that's not a book, like a podcast, article, listening circle or guest speaker.
So What? Now What?:
The session made me think about why our school optional book club using Culturally Responsive Teaching and the Brain didn't go well, even though the books offered were free. (We only had 3 takers.) I think making it more accessible with less requirements would help. I liked some of the discussion scenarios Wilma used as part of her workshop and might like to replicate those.
Media Artifacts:
3:45 pm - Closing Keynote (Eric Klinenberg)
Summary: (taken from the program description) He is the author of 2020: One City, Seven People, and the Year Everything Changed (Knopf, 2024), Palaces for the People: How Social Infrastructure Can Help Fight Inequality, Polarization and the Decline of Civic Life (Crown 2018), Going Solo: The Extraordinary Rise and Surprising Appeal of Living Alone (The Penguin Press, 2012), Fighting for Air: The Battle to Control America's Media (Metropolitan Books, 2007), and Heat Wave: A Social Autopsy of Disaster in Chicago (University of Chicago Press, 2002). He's also co-author, with Aziz Ansari, of the New York Times #1 best seller Modern Romance (The Penguin Press, 2015). In addition to his scholary work, Klinenberg has contributed to The New Yorker, The New York Times Magazine, Rolling Stone, and The American Life
So What? Now What?:
Confession time. I needed to be outside and to take a break so, instead of attending the closing keynote, my friend Juli and I walked to the Fluevog store on Queen Street. On the way, Juli took me on a tour of Graffiti Alley. It felt like a Barry's Wander; it was informative and educational. We tried on shoes, I updated my spreadsheet, and I bought a pair for a very decent price considering that they are Fluevogs.
Media Artifacts:
5:15 pm - Farewell Reception
So What? Now What?:
The farewell reception is a great way to say goodbye to friends, acquaintances and colleagues that I only get to see at the conference. It was kind of cool to see Toronto Mayor Olivia Chow there. After lots of great conversations, Wendy and I carpooled it back to Scarborough for dinner at The Real McCoy and we were back at home by a very reasonable 8:00 ish pm.
Media Artifacts:
