Give a book as a gift
Pick your FREE book
From Maskwacis Library
On November 25, 2014
Free Book pick up time: 12-1 pm
Call 780 585 3925
Ask for Manisha for the Christmas gift book giveaway
See you on Tuesday, November 25
Are you an aspiring author?
Have you got a great idea for a children's book?
Could you create a magical world for 8 to 12-year-olds?
Enter the New Children's Author Prize 2014 for your chance to become a published children's author
50% off entry fee until the end of June with code NEWAUTHOR
The prize includes:
All short-listed authors will be invited to the awards night to meet agents, publishers and press, and discuss their futures in children's literature. They will also receive exclusive writing tips from multi-award-winning children's author Katherine Rundell.
Submit your story of between 20,000 and 40,000 words, aimed at 8 to 12-year-olds by midnight on 30 September 2014.
For more information and to enter, please visit www.literacytrust.org.uk/newauthor
Ozlem Cankaya, Ph.D., Institute of Cognitive Science, Jo-Anne LeFevre, Ph.D., Departments of Psychology/Cognitive Science and Carla Sowinski, Ph.D. Candidate, Department of Psychology, Carleton University
(requires Acrobat Reader, available for free from Adobe)
"British Columbia's open textbooks are already being used by students all over the province who are studying science, arts and business," said Advanced Education Minister Amrik Virk. "Now students taking skills and technical training programs like electrical, oil and gas, tourism, nursing and others will also be able to get some of their textbooks online for free, saving hundreds of dollars. This is another way we're matching education with jobs, ensuring students are getting affordable, accessible training to move from learner to earner."
The open textbooks for skills training and technical programs support the priorities in B.C.'s Skills for Jobs Blueprint to align training with the labour market, and a total of 20 open textbooks will be developed for:
The online textbooks will be developed based on an open call for proposals, and will be available online starting September 2015.
"The Open Textbooks Project creates another avenue of access to post-secondary education in B.C. by helping to make it more affordable for all students," said Ralph Nilson, chair of the Trades Training Consortium of British Columbia, and president and vice-chancellor of Vancouver Island University. "Expanding the number of textbooks available online and focusing on the area of skills training and technical programs will help post-secondary institutions to achieve B.C.'s Skills for Jobs Blueprint by meeting industry's demand for more skilled workers."
The 20 online textbooks for skills training and technical programs are in addition to the 19 made available in 2013 and the 21 others expected to be ready by September 2014 for 40 highly enrolled first-year and second-year post-secondary subjects.
This article was initially published in Muskrat Magazine Edited and republished with permission. http://news.ca.msn.com/local/novascotia/5-models-of-first-nations-control-of-education-in-action-4
While the proposed First Nations education act is on hold, models of First Nations control of education are currently in action across the country, and have been for years.
1. Mi'kmaw Kina'matnewey — Sydney, N.S., with authority for 13 Mi'kmaw communities across Nova Scotia.
In 1999, the Mi'kmaw community won a legal battle for the rights of full management of the education of Mi'kmaw children, and the Mi'kmawKina'matnewey is the educational authority doing just that. Mi'kmawKina'matnewey has various programs, including the First Nation School Success Program (FNSSP).
Thanks to FNSSP, Mi'kmaq language courses are offered in all high schools in Nova Scotia, both on- and off-reserve. In Eskasoni, Chief Allison Bernard Memorial High School will see its first generation graduate this year after completing junior high to high school in the Mi'kmaw immersion program.
According to the executive director of Mi'kmaw Kina'matnewey, Eleanor Bernard, the graduation numbers have grown substantially since students moved out of the provincial system and into the Mi'kmaw Kina'matnewey system.
"In the provincial system we might have had nine or 10 graduate. In the first year of the Eskasoni school, we had 40 graduate," said Bernard
Overall, the First Nation high school student graduation rate in Nova Scotia has increased to 88 per cent, compared with the national average of 35 per cent. Last year, more than 500 First Nations students from Nova Scotia were enrolled in post-secondary institutions.
2. Chief Atahm School/ T'selcéwtqenClleqmél'ten — Adams Lake band near Chase, B.C.
Established in 1991 as a Secwepemc language immersion school, this school has graduated hundreds of immersion students and holds an annual conference to share its resources and strategies with other communities.
3. Seven Generations Education Institute — Fort Frances, Kenora & Thunder Bay, Ont.
Ten bands got together in 1985 to form an educational authority to maintain traditional, cultural and linguistic values as well as improve the economic status of band members. The institute partners with colleges and universities and recently made Academia Group's top 10 in indigenous education.
4. Onion Lake Cree Education System — Onion Lake, Treaty 6 Territory, Sask.
The Onion Lake Cree Education System was established in 1981, first at the elementary and secondary school levels, and then in 1984 at the post-secondary level as well. In addition to standard curriculum, the goal is to promote culture, the teaching of elders, knowledge of treaties and language.
5. The Kahnawake Education Centre — Kahnawake, Kanienke'ha:ka Territory, outside of Montreal.
Established in 1980 and gaining complete administrative control between 1983 and 1988 from the Department of Indian Affairs, the centre runs three community schools on reserve and extends services and tuition for many students at both elementary, secondary and post-secondary levels outside of Kahnawake.
Infamous White Paper served as a catalyst
Many of these examples were organized by indigenous communities following the 1969 "White Paper."
In 1969, Pierre Trudeau's government released an extremely contentious document, the Statement of the Government of Canada on Indian Policy, also known as the infamous White Paper.
It was viewed by many as an attempt to assimilate indigenous people. The White Paper backfired and instead became the catalyst for a significant resistance movement from grassroots indigenous peoples.
In fact, the name of Bill C-33, "First Nations Control over First Nations Education," is a direct reference to the critical 1972 report called "Indian Control of Indian Education." It was published by the National Indian Brotherhood, which later became the Assembly of First Nations.
However, the likeness of Bill C-33 to the original report stops abruptly at the name.
"Indian parents must have full responsibility and control of education," the 1972 report states in part.
"The federal government must adjust its policy and practices to make possible the full participation and partnership of Indian people in all decisions and activities connected with the education of Indian children."
Since that report was first published, First Nations across Turtle Island have developed and implemented community-controlled education models that reflect their cultural diversity, with language inclusion often at its core.
First Nations leaders continue to assert that one of the most pressing issues for First Nations schools is a lack of adequate funding levels, which are significantly less than in non-First Nations communities.
Likely driven by the economic recession, patrons take advantage of affordable entertainment, Internet access, job-search assistance and educational resources, all at less than retail price and in a relatively peaceful environment.
This renaissance in public library usage might be due in part to the very technology that was expected to threaten the existence of community libraries.
All of which reinforces what both elementary and secondary school librarians have been saying for years: that the early and continued development of a full range of library skills and attitudes is the key to the continued development of adult literacy.
Geoff Johnson is a retired superintendent of schools.
As part of its continuing efforts to reach out and serve community needs, the West Chicago Public Library District (WCPLD) has created a unique service opportunity that literally brings outreach IN. Throughout the summer, the library participates in the Northern Illinois Food Bank's (NFIB) Summer Food Service Program (SFSP), serving over 2,800 free lunches last year alone to children up to age 18, weekdays over a 10-week period.
The SFSP is designed to fill the gap that occurs when school lets out for summer vacation and children who received free or reduced-price meals during the school year do not have access to those meal programs. So the WCPLD sought out a partnership with the school district and the NIFB last summer to serve as an additional SFSP site, bolstering the school district's two existing sites. To date, we are the only public library in the NIFB service area, covering the northern half of Illinois, to provide this service.
Programs like this represent a great opportunity to reach out and serve the community in a non-traditional way. While the financial commitment is limited to the staff time needed for the mandatory training and the time spent implementing the program, the entire library has taken on the commitment to help solve the problem of food insecurity in the community. Through our partnership with the school district, every child qualifies for free lunch without registration or proof of income.
The additional stream of families utilizing our services has resulted in some great benefits for the library. The SFSP has not only contributed to increased summer reading registrations and participation, but last summer we suddenly noticed programs were filling up, especially on weekdays around the lunch hour. In serving 60 lunches on weekdays last summer, we had over a hundred parents and kids go through our program room every day where, while enjoying lunch, we were able to distribute information about the library and its services to families we may never have seen before. A total of 112 library card registrations last summer were a direct result of offering daily rewards to those children who had their library cards with them at lunch.
The rewards to the library, however, were overshadowed by the benefits to participating families. As the summer wore on, we began to notice kids making new friends. Parents, both moms and dads, started conversations that led to information and resource sharing. Those little wiggle worms, who couldn't sit still for a meal in June, by July were enjoying the relaxed atmosphere and shared time with family and friends.
Summer is the busiest time of year in the public library, and this service model may not fit every library. But the need to demonstrate the essential role libraries play in the life of their communities is universal. The SFSP was a perfect addition to our community outreach activities, fulfilling our mission while providing opportunities for us to reach more children and families with literacy promotion and enriching programs.
OTTAWA, May 7, 2014
OTTAWA, May 7, 2014 /CNW/ - MediaSmarts and the Canadian Teachers' Federation (CTF) are pleased to announce that the theme for Canada's ninth annual Media Literacy Week (November 3-7, 2014) will focus on the positive uses of social networking by young people.
The official theme of the week – Youth and Social Networking: Creative, connected and collaborative – will encourage teachers and parents to work with young people to promote the wide range of activities they use daily on social platforms.
"Youth are using social networks in all kinds of interesting ways that allow them to build communities and connect to the world," said Cathy Wing, Co-Executive Director, MediaSmarts. "We want adults to join with young people in exploring the opportunities these powerful tools provide for contributing positively to society and building digital skills for the future."
"Media Literacy Week is an opportunity for teachers to dialogue and engage with their students on ways to become responsible digital citizens and creative learners thanks to the use of social media," said CTF President Dianne Woloschuk.
MediaSmarts' 2013 survey of 5,436 students in grades 4-11, showed there is a high use of social networking by young Canadians. Sites for posting and sharing content such as YouTube, Facebook, Instagram, Twitter and Tumblr were among the top sites, across all age groups. While a primary focus for these platforms is their social lives, students are also using them for learning, creative expression, peer support and advocacy.
MediaSmarts and the CTF are very pleased to welcome back YouTube as the 2014 Gold Sponsor of Media Literacy Week.
During Media Literacy Week, a variety of activities take place in homes, schools and communities across Canada and internationally, with the goal of promoting the importance of digital and media literacy for children and teens.
To find out how to get involved or become a sponsor of the week, visit: http://www.medialiteracyweek.ca/
MediaSmarts is a Canadian not-for-profit centre for digital and media literacy. Its vision is that young people have the critical thinking skills to engage with media as active and informed digital citizens. mediasmarts.ca, @mediasmarts
Mr. Bennett advocates a comprehensive, targeted "reconstruction zone" strategy — expanding educational opportunities for all children in order to address the identified literacy crisis in faltering schools.
This is an interesting proposal, but thinking that we can "fix" children's literacy with interventions solely in the P-12 school system would be a mistake. Children do not exist in isolation. They come from families, and children struggling with literacy most often come from families where the moms and dads themselves have lower literacy levels.
Children will still have problems in school if their parents lack the literacy skills to support their learning.
That was the question explored in research presented last week by Heather Ruetschlin Schugar, an associate professor at West Chester University, and her spouse Jordan T. Schugar, an instructor at the same institution. Speaking at the annual conference of the American Educational Research Association in Philadelphia, the Schugars reported the results of a study in which they asked middle school students to read either traditional printed books, or e-books on iPads. The students' reading comprehension, the researchers found, was higher when they read conventional books. In a second study looking at students' use of e-books created with Apple's iBooks Author software, the Schugars discovered that the young readers often skipped over the text altogether, engaging instead with the books' interactive visual features.
While their findings are suggestive—especially for parents and teachers who have questioned the value of e-books—they are preliminary, and based on small samples of students. More substance can be found in the Schugars' previous work: for example, a paper they published last year with colleague Carol A. Smith in the journal The Reading Teacher. In this study, the authors observed teachers and teachers-in-training as they used interactive e-books with children in kindergarten through sixth grade. (The e-books they examined are mobile apps, downloadable from online stores like iTunes.)
Have you signed your class up to watch Wimpy Kid Virtually Live yet? Airing in just under three weeks time it's going to be massive - and your class's artwork could star in the show!
Download the FREE lesson plans which are packed with ideas for before and after the event. Specially created, curriculum linked and masses of fun - even the most reluctant of readers will be clamouring to create their own covers.
As for the show itself, author Jeff Kinney will be telling viewers the Wimpy Kid story from first scribble through to international best-selling sensation, there'll be a live draw-along, Q&As and the BIG COVER REVEAL for book 9. Zoo-wee mama! Puffin better get back to rigging the studio - the countdown has begun.
Suitable for children aged 6-11 years
Authors: Catherine D. Bruce
Collection: Research Materials
This document is part of a research-into-practice series produced by a partnership between The Literacy and Numeracy Secretariat of the Ministry of Education of Ontario and the Ontario Association of Deans of Education.
This research paper asks the question: How can teachers support meaningful, high-quality student interaction in the math classroom? In the math reform literature, learning math is viewed as a social endeavour. In this model, the math classroom functions as a community where thinking, talking, agreeing, and disagreeing are encouraged. The teacher provides students with powerful math problems to solve together and students are expected to justify and explain their solutions. The primary goal is to extend one’s own thinking as well as that of others.
The Monograph also looks at what the research tells us; the value of student interaction; and also some challenges that teachers face in engaging students. As well, the author gives five strategies for encouraging high-quality student interaction, such as students questioning one another and the use of rich math tasks.
Copyright for this resource is held by the Queen’s Printer for Ontario.