Table Of Content

All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address FEATURE usage requests to the ALA Office of Rights and Permissions. 8 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. STUDENT A Y GENC R O POWER F FUL L EARNING Philip Williams [email protected] Volume 45, No. 4 | March/April 2017 9 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Introduction Defining Student Agency impact on themselves and the world around them. Both integrity and School libraries play a powerful To go any further we need to find efficacy come together to build a role in enabling, informing, and some clarity in what we mean when sense of agency in which students sustaining student agency, and we talk about student agency. Firstly, own a strong perception that they nothing engages and motivates understanding personal integrity is a are the key agents of their learning. students more deeply than enabling powerful place to begin. A sense of Learning in this context is not them to become the active agents in personal integrity implies a respect simply a transference of informa- the process of learning. Research and appreciation for the unique tion from the teacher to the student has demonstrated overwhelmingly attributes of the individual. It in a banking model of education that students who have agency in follows that embracing the value of (Freire 1972). Rather, learning their learning are more motivated, individual uniqueness inevitably based on student agency emerges experience greater satisfaction in requires an appreciation for from a curiosity inherent within their learning, and, consequently, diversity in individuality within a each student. are more likely to achieve academic classroom and is of central sig- success (Lin-Siegler, Dweck, and nificance in every learning context. In contrast to the student’s role in Cohen 2016, 297). Students with Secondly, a strong sense of efficacy is the banking model of education, agency are powerful learners who vital to a sense of agency. Simply put, learning with agency is an entirely are prepared to engage with the a student with efficacy can act and different cognitive and physical world with sustained, courageous will act with effect. Students have activity leading to powerful learners curiosity (Claxton 2013). efficacy when they are empowered who choose to take on challenges to take strategic steps to accomplish with their whole being. A sense their goals (Johnston 2004). of agency allows room for, as Carol Dweck wrote in 2006, the A pedagogical stance that actively sense of “not-yetness,” the sense seeks and values student choice and that expertise and mastery are voice fans the embers of student attributes that are built over time agency through building a sense through persistence in the face of efficacy. The choices we open to of failure, and through drawing students must be authentic choices on the expertise and knowledge through which students can see that of those around us to compile their opinions and—most impor- the knowledge, understandings, ttaannttllyy——tthheeiirr aaccttiioonnss ccaann hhaavvee aa rreeaall aanndd sskkiillllss nneeeeddeedd ttoo aacchhiieevvee tthhee ssuucccceesssseess wwee ssttrriivvee ffoorr aass iinnddiivviidduu-- aallss.. WWhheenn iinniittiiaall aatttteemmppttss aatt aa ttaasskk ddoo nnoott pprroodduuccee tthhee pprreeddiicctteedd oorr ddeessiirreedd rreessuullttss,, eemmppoowweerreedd lleeaarrnneerrss aarree ddrraawwnn bbaacckk ttoo tthhee cchhaalllleennggee,, aabbllee ttoo rreefifinnee tthheeiirr aapppprrooaacchh,, bbuuiilldd nneeww sskkiillllss,, aanndd aacctt ttoo mmaakkee cchhaannggee.. 10 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. It is, therefore, of central impor- Our task as educators is not to tell the rubber really hits the road is tance that each student be able to them what to think but to help the extent to which student agency develop such a perception of his or reveal their thinking by reflecting becomes a central focus of our her identity, a perception built on back to them what we are observing teaching, planning, and managing personal integrity, efficacy, and, and noticing, and naming their acts the school library program. How ultimately, agency. For such an of problem solving. This feedback wide and deep should enabling identity to become viable, students builds a metacognitive awareness agency go? After all, students need must be convinced that they can act that reinforces their identities as some structure, boundaries, and and see themselves as the kind of capable thinkers who are able to guidance—if for no other reason people who can face the demands construct their own understandings. than to ensure their safety. It of a new challenge. They build a This mode of learning shifts the is important to emphasize that personal identity on the belief that locus of power from the teacher to enabling student agency is not a they have the capacity to develop the the student, thus setting up students recommendation for free-range abilities they need to tackle the indi- as the experts in their own learning. education, an unfettered release vidual challenges they face. Their The traditional hierarchies of of students into the wilderness story becomes one in which they are power in the classroom and school for them to explore the world active protagonists with the ability library are dismantled, and student unattended. Rather, it is a peda- to affect change. With such strength agency can grow in an atmosphere of gogical stance that defines the and personal integrity, students personal ownership and self-deter- purpose of the structures, systems, with agency are able to draw on the mination. and guides we put in place. A focus expertise and wisdom of educators on student agency presses us to to build the knowledge, skills, and Central Importance of ask ourselves to what extent are we understandings young people need Student Agency tuning in to our students (Murdoch to create meaningful and purpose- 2015). How much are we listening Given the above introduction, ful lives for themselves. to student voice, being responsive few of us would disagree with the to student voice, and, most impor- Students with agency develop a self- significance of student agency in tantly, enabling student voice that perception that is based on their learning. After all, we want engaged leads to action? Are the structures, abilities as independent thinkers. and motivated learners. Where Volume 45, No. 4 | March/April 2017 11 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. and procedures, rules, and guidelines factory, highlighting the choices these questions for students has we hold onto so dearly enhancing students have made opens the a profound impact on levels of students’ personal integrity, or are discussion for new options and investment and motivation in their we more interested in reaffirming alternatives. Their past actions learning (Lin-Siegler, Dweck, and our authority? do not need to define their future Cohen 2016). identity because we affirm their As school librarians, our first authority to make choices. In this Enabling student agency must, question to ask before we act is, way, we can build students’ ability therefore, be a key driver in all do our actions affirm individual to imagine a different future based that we do. A prerequisite to action. students’ integrity or do other on affirming their ability to choose The attitudes we communicate that priorities crowd our agenda? This alternatives. either deliberately or inadver- is not to say that we should provide tently undermine students’ agency no limits, boundaries, or restric- Student agency is not something that in their own learning are fun- tions. Enabling student agency is can be provided in small doses and damentally unplugging students not a call for hands-off teaching. only during set lessons in the week, from the very engine of their On the contrary, it is teaching while at other times choice and voice learning. In The Golden Compass (also within a safe, nurturing, and guided are taken away. Enabling student known as Northern Ligghts)) byy Philipp environment where student agency agency requires that it pervade every PPuullllmmaann ((22000022)),, tthhee iimmaaggeerryy ooff is able to flourish. Guidelines, aspect of each student’s experience. tthhee ““ddaaeemmoonn”” bbeeiinngg sseevveerreedd ffrroomm structures, and frameworks are It cannot be switched on and off at aa cchhiilldd bbyy sscciieennttiissttss iiss bbootthh essential; however, we need to be our will. At all times we need to be eexxttrreemmeellyy ddiissttuurrbbiinngg prepared to question to what extent aware of the impact our actions as aanndd aa ppoowweerrffuull these systems enable each student to educators have on each student’s mmeettaapphhoorr ffoorr take charge of his or her learning, belief about herself or himself as a aaccttiioonnss to own the experience of discovery, learner. Do our actions communi- tthhaatt and follow a course that excites the cate a respect for the perspective of student. each student? Are we as educators able to be trusted? Can students be For example, when managing themselves in the library setting? student behavior that is unsatis- Assurance of positive answers to 12 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. undermine a student’s sense of on student recreational reading Some Practical Examples personal agency. Severing a student habits, even though we cannot (by from My Own Experience from his or her sense of efficacy, definition) enforce, test, or reward personal integrity, and agency is these behaviors to make them Creating Citations for Their Own fundamentally cutting the student happen. Work off from the very soul of learning. The excitement and anticipation Teaching citation and attribution to Agency and Reading about reading that we are looking students is often a dry and didactic for is built by fostering conversa- experience for students based on No more powerfully is this sense of tions around a broad range of the imperative to be honest and agency demonstrated than in the rich and compelling literature. principled. By reframing citation impact recreational reading has Providing and facilitating access as a disposition that builds student on personal achievement and life to quality literature also has a agency we can expand and reframe satisfaction. Recreational reading powerful impact on levels of rec- the purpose of attribution. How? By is defined as students choosing what reational reading. Furthermore, encouraging students to cite their they want to read, when they want to building students’ identities as own work. For example, if a student read it, and where they want to read readers and writers fills them with takes a photo for an exhibition it (Krashen 2011). By definition, the confidence to approach new or interviews a peer for research, this implies the complete handing and demanding genres or texts. creating a citation that accurately over of the key choices about When they begin to experience the communicates the student’s role reading to the student. It also power of this sense of agency for builds her or his identity as a creator implies a relinquishing of our themselves, a world of adventure, and builds a sense of accomplish- control: no grading, no testing for exploration, and experience opens ment in the generative act. comprehension, no book reports, up to them. The lights switch on, and no rewards for their reading. and our most-challenging task is Talking about Literature and Choices This release of control is not easy for to keep up with their progress, to educators. However, when students keep feeding the fire that has been A common situation we face as have this level of agency they read lit, to keep fanning the flames of school librarians occurs when a more; they read longer; they read inquiry. We are left to wonder at the student selects from the shelves a later into life; they learn more; their phenomenal ability of the human book that we know is too challeng- reading, writing, and mathemati- mind to learn, develop, explore, ing. Our first instinct is often to cal skills improve; their spelling and achieve. If we spend less time override the choice and explain why improves; their vocabulary expands; and energy on controlling reading another title should be selected. An and their knowledge builds. All of and focus our abilities, expertise, alternative approach that affirms these benefits just from reading and knowledge on enabling student the student’s right to choice would for fun! As Stephen D. Krashen agency in their reading, the rewards involve engaging in an open puts it, we can have our cake and for us as educators are profound as dialogue that does not judge the eat it. To be clear, this is not a we observe students exhibiting the choice but encourages conversation hands-off approach to reading. In powerful learning that they are fully about literature and the choices we this scenario, the teacher and school capable of. make. Most times we can learn from lliibbrraarriiaann hhaavvee aa ppoowweerrffuull iimmppaacctt tthhee ssttuuddeenntt aanndd ddiissccoovveerr hhooww mmaannyy ddiiffffeerreenntt wwaayyss cchhiillddrreenn aapppprrooaacchh tteexxtt.. WWhheenn tthhaatt ssttuuddeenntt rreettuurrnnss ttoo tthhee lliibbrraarryy,, tthhee eennvvii-- rroonnmmeenntt iiss ooppeenn aanndd ccoonndduucciivvee ttoo Volume 45, No. 4 | March/April 2017 13 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. further discussion about reading, providing wide opportunities to help the student build ever-deep- ening sophistication in his or her identity as a reader. As we begin we do discuss these elements and, to understand our students more, invariably, the student generates we can find more-creative ways to ideas about how these elements introduce them to more-accessible could be improved in the future. discover, and collaborate rather texts and provide more opportuni- Throughout this process in which than comply, submit, and get out as ties to enable moments of discovery. I play the part of an appreciative, soon as possible. Therefore, through affirming inquiring observer, I am able to students’ choices and keeping com- Developing a Sense of Ownership affirm the student’s self-perception munication open, we build student as a capable creator and open the and Library Agency agency in their reading and retain door for further open dialogue in future opportunities for learning. Coplanning and coteaching with the future. classroom teachers opens more Creating Their Own Books Collaborating with Their Librarian opportunities for them to lead their classes into the library’s virtual and Another powerful affirmation of The physical design of school physical spaces, thus enabling more- student agency is to catalog, barcode, library spaces can also have a authentic connections with student and display books students have profound impact on student agency. learning. Release time for teachers created. I never edit their text; I For example, in some situations, is vital. However, there are better only inquire into what they have removing the tall, overwhelm- ways of finding this time than using created and the process they went ing circulation desk in favor of a the library as a timetable-manage- through to create their books. We round table where students and ment strategy. Teachers’ dropping catalog their books together, which the librarians are better able to sit off classes for library lessons creates opportunities to discuss and engage in discussion works disconnects the library from the subject matter, genre, target toward breaking down authoritar- learning happening during the rest audience, summaries, why they ian barriers between the library and of the day. Our creating a context think other children will want to students. Installing a self-checkout where teachers and students develop read their book, and where they counter can serve to further hand a sense of ownership and library think their book should live in the the processes of accessing literature agency leads to a sense of expertise library. Frequently, their peers over to the students and minimize that drives opportunities for witness this process and become a the heavy administrative presence discovery and collaborative learning. part of this rich discussion about of the library staff. The result of Librarians may perceive the agency literature, further affirming the these changes can be a library that of students and the classroom students’ identities as creators and dismantles symbols of authority and teacher as a diminishing of our role, key agents in the creative process. invites a collaborative partnership but the contrary is true. When our Spelling, neatness, grammar, with librarians. The impression role has achieved the highest level, illustrations, and binding are not when first entering the library our patrons have been empowered modified or corrected. However, becomes an invitation to explore, to demonstrate agency in their use of the library. 14 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. Philip Williams is the librarian at the NIST International School in Bangkok, Thailand. He blogs about his experiences at <https://thelibraryelement.com> and tweets from @flipoz. Works Cited: Claxton, Guy. 2013. What’s the Point of School? Rediscovering the Heart of Education. Oxford: Oneworld. Dweck, Carol S. 2006. Mindset: The Impact of Agency on Learning They are less likely to give up. New Psychology of Success. New York: They are better at planning. Random House. Peter H. Johnston has written very They are more likely to choose Freire, Paulo. 1972. Pedagogy of powerfully about student agency challenging tasks. the Oppressed. Harmondsworth, in his book Choice Words: How Our Middlesex: Penguin. They set higher goals. Language Affects Children’s Learning. He Johnston, Peter H. 2004. Choice They have improved concentra- wrote, “Children should leave Words: How Our Language Affects tion when difficulties are faced. Children’s Learning. Portland, ME: school with a sense that if they And the process is iterative, that Stenhouse. act, and act strategically, they can is, it creates a positive cycle Krashen, Stephen D. 2011. Free accomplish their goals” (2004, of success. (Johnston 2004, Voluntary Reading. Santa Barbara, 29)—a sense that they are in control CA: Libraries Unlimited. 40–41) and feel in control. “The spark of Lin-Siegler, Xiaodong, Carol agency is simply the perception that In the words of Eric Toshalis and S. Dweck, and Geoffrey L. Cohen. 2016. “Instructional the environment is responsive to Michael J. Nakkula: Interventions That Motivate our actions.” Agency is “a funda- Classroom Learning.” Journal mental human desire” (Johnston When we dig beneath the of Educational Psychology 108 (3): 295–99. 2004, 29), and, I would argue, a surface of high-stakes stan- fundamental human right. Our dardization strategies to the Murdoch, Kath. 2015. “Tuning In... to Tuning In...” Just Wondering conversations with students and real adolescents below, we (August 18). <www.kathmurdoch. how we interact with them can help find young people striving com.au/blog/2015/08/18/tuning- students build bridges between and struggling to make a life in-to-tuning-in> (accessed August 21, 2016). their actions and results, reinforc- for themselves, an authentic Pullman, Philip. 2002. The ing a sense that they are the kind of life capable of surmount- Golden Compass. Waterville, ME: people who accomplish things. ing challenges and accessing Thorndike. supports in their everyday Toshalis, Eric, and Michael Students with a strong sense of world. A life that makes sense to J. Nakkula. 2012. Motivation, personal integrity, efficacy, and them in their world—this is what Engagement, and Student Voice. Boston: Jobs for the Future. agency do the following: motivation, engagement, and <www.studentsatthecenter.org/ student voice address. (2016, 2) sites/scl.dl-dev.com/files/ Work harder. Motivation%20Engagement%20 They have greater focus. What more could we want for our Student%20Voice_0.pdf> (accessed December 3, 2016). They have more interest. students? Volume 45, No. 4 | March/April 2017 15