Sometimes, happenstance or serendipity, or whatever you want to call it, just happens.
PechaKucha, Ignite and Edvent presentations have various rules to govern the format. They have one basic elements in common, to engage the audience and communicate a message within a fast paced presentation.
PechaKucha Nights (PKNs) are a Japanese innovation to allow presentations from multiple presenters throughout the night. 20 slides are shown for 20 seconds each (6 minutes and 40 seconds in total) hence the name “PechaKucha” or “chitchat”. How To Make a Petcha Kutcha is a YouTube “meta-kutcha” created by Marcus Weaver Hightower from The University of North Dakota. He goes through all of the essential elements to consider, including slide show suggestions in the preparation. Rosa Fazio @collabtime used Spark Video for her Ignite at The British Columbia Principals’ Vice Principals’ Association Friday Forum which was very powerful.
Ignite sessions are similar. 20 slides are advanced at intervals of 15 seconds for a total 5 minute presentations. The 1st Ignite took place in Seattle in 2006 and the presentation format has spread exponentially to cities all over the world to multiple disciplines.
EDvents are less formal in form for educators coming together to “chitchat” about educational issues. The inspirational quality of the 5 minute is presentation is at a premium to stimulate educational discourse between speakers at the event. There could be one slide, There could be props. There could be an adherence to pechakucha or ignite format. There could be a theme. I presented on a “Menu for Meaningful Learning” in keeping with the food theme at EDvent 2017 in Burnaby, British Columbia.
The challenge of all of these formats is to remove all of the extraneous detail, to make the message succinct and content engaging. My first “EDvent” was extremely stressful. My ability to ad lib by reading the audience was stripped away by the need to follow a well-practiced script to ensure my presentation was coordinated with the timed slides. It was different from any other presentation I had done, albeit not quite as stressful as my 9th Grade oral report on the tomato plant. Fortunately I was surrounded by like-minded educators who were proud of me for being brave enough to take the risk.
I have been asked to do another ignite and I’m starting to think about how to improve on my last performance. I’ve gone to two respected colleagues who have taken the “edvent” to an art form. Gillian Judson @perfinker responded that a good ignite session “comes from a position of engagement and connects with the heart of the listener.” Rosa Fazio @collabtime also shared similar wisdom: “When I write an ignite, my goal is to make a connection between the head and the heart.” There you have it! The aspiration to connect and inspire the listener is what dictates the power of the presentation.
On April 17th, I will be attending another Edvent 2018 #tunEDin organized by Gabriel Pillay @GabrielPillay1 with the effervescent enthusiasm of his sister, Rose Pillay @RosePillay1 aka CandyBarQueen. I am looking forward to connecting with other colleagues in Education, being inspired by the signature EDvent format and to glean helpful hints for my next ignite session. I hope to see you there.
Betty Boult was the keeper of the knowledge when it came to Stephen Covey and The 7 Habits of Highly Effective People when I first started teaching in Abbotsford. She had done the facilitators training and she facilitated with flair. We had animated discussions and were committed to engaging with the ideas and doing the work to complete the workbook meticulously. I can still play out some conversations that resonated and remember my queries around some of the habits. Those were the days when “sharpening the saw” was just a part of daily life and took much less deliberate effort. Saying “no” was not yet part of my repertoire and everything was a priority. These were the days before children and my husband was working just as hard to start his business. The advantage of professional development in Abbotsford was that it was a small enough district that we all did pro-d together. Therefore, the things we learned and ideas we were thinking about, were discussed in the staffroom, as staff socials and the ideas frequently referenced. I think in this way, many of the ideas were incorporated into who I was.
I recently finished reading Stephen Covey’s (2008) The Leader in Me: How Schools and Parents Around the World Are Inspiring Greatness, One Child at a Time. In this book, the learning is focused on children in K-5, middle and secondary schools, in the United States (the main focus), Singapore, Canada and Japan. The power is that it that the ideas are introduced and developed with entire school populations. Students are taught public speaking and acknowledged for their strengths and encouraged to assume responsibility for leadership tasks within the school.
I remember shortly after my Covey training, I was asked to do the goodbye tribute to my mentor, Joan Fuller, at her retirement function. Public speaking had never been in my comfort zone. Memories of tomato seeds bouncing out of my hand during my 9th grade oral report haunted me. Boring topic. Questionable choice to be holding the smallest of all seeds for an oral report in front of the class. Terrifying teacher who was known to roll her eyes. Nothing good came out of it and I carried a lingering fear of public speaking. However, I loved Joan and had a vested interest in making her retirement special. I was terrified. I was over prepared and tripped over my words. I was glued to my cue cards. My vocal chords constricted. My legs shook. I blushed. And yet, I lived through it. Everyone clapped and smiled. Joan was delighted and cried. And there were no tomato seeds. I drank the Kool-Aid and was excessively proactive and had a passion for professional development. I found myself more and more speaking in front of audiences, in both my professional life and involvement in personal passions. Yes, I was one of the lives that was changed because I had come to understand I had something worthwhile to say.
Covey is frequently referenced but I wonder how many people really understand the ideas and have integrated them into their lives and then regularly revisited. There is a tremendous amount to be learned that directly correlates with empowering, not only adults but children too.
For those of you who need a quick recap of the habits:
- Habit 1: Be Proactive
- Take initiative
- Habit 2: Begin with the End in Mind
- Set goals
- Habit 3: Put First Things First
- Prioritize and only do the most important things
- Habit 4: Think Win-Win
- Getting what you want while considering others
- Habit 5: Seek First to Understand, Then to Be Understood
- Habit 6: Synergize
- work well with others to accomplish a task
- Habit 7: Sharpen the Saw
- Eat well, exercise, get enough sleep
- Habit 8 (added in 2004): Find Your Voice and Help Others Find Theirs –
- Identify gifts. Optimize them. Develop them.
Over many of years as an educator, I have presented to many audiences in many capacities. I’ve presented to students from Kindergarten to secondary, students at the university level, educators on staff and at professional development events, parents at PAC meetings or on school tours. I have informed and entertained individuals to large groups. I can throw a good party where everyone is invited. I can fill in uncomfortable silences and make my guests feel welcome.
I was invited by Gabe Pillay to present at EDvent2017. An event framed around the words of Cicero, “Learning is a kind of natural food for the mind”, promised an entertaining and thought provoking event. The ideas came fast and furious. What makes a fabulous restaurant experience? What makes an optimal learning experience?
I had 5 minutes to quickly enlighten and inspire my audience. The challenge from my friend and SFU colleague, Linda Klassen, was to try the Ignite format based on the Japanese PechaKucha . Twenty slides advancing with a timer. She did warn me about the challenge of maintaining the timing with the slides and the talk but assured me I was up to the challenge.
I loved the thinking around the idea of a menu for meaningful learning. On Spring Break, the ideas came together on the beach in Vietnam. Choosing the slides was fun. The big challenge for me was being concise. As I’ve told many of you, when my Auntie Myrna said “What’s your story, Morning Glory?”, I included a well developed plot with all of the details. Words had to be cut right, left and center. Every word that was uttered, mattered. Of course, it didn’t help that the slides and timing were submitted long before I finished changing the script. If only I had followed the advice frequently given to my students to leave lots of time to practice. I stopped scripting talks long ago because I thought it made me sound stilted when I talked. In this format, I needed to relearn the art. Scripting was imperative to maintain the timing. My Grandmother singing Rambling Rose was in the forefront of my mind. I needed to focus. To be specific yet still…inspiring…entertaining.
With every risk comes the chance of failure. When self doubt triggers, it multiplies exponentially. I am a big picture thinker with imagination which in cases like this does not help. I am on the slate of presenters who I respect. I step up to the podium with a real sense of regret I hadn’t finalized in enough time to memorize the talk. Why am I doing this again? I scan the room and consider the worst case scenario. Yes, I was that nervous.
In 5 minutes, it is all over and I am free to truly enjoy the rest of the event complete with inspiring speakers, yummy appies, hilarious Iron-EDU-Chef challenges and the infamous Candy Bar. This risk taking endeavor has perhaps not been as inspirational as I had hoped for but has allowed for a connection with the audience and an experience to reflect on.
As school leaders we welcome, encourage and prompt our staff to take the risk to try something new on a regular basis. The new curriculum in B.C. commands not only new ways of approaching established curriculum but new ways of thinking. Yet, it is easy to forget the range of emotions engaged by the process of taking risks. It is an act of courage to try something different. It is an act of bravery to do it repetitively. Every now and then I think we all need to try something that scares us enough to remember the extent of that bravery! Kudos to our teachers who do it everyday!
“Honesty is the best policy” is an adage that has been kicked to the curb openly of late. The “alternative truth” is the actually emerging as “a thing”. I was brought up with several “alternative truths,” but even as a young child I identified them as nothing more than lies. I also knew that championing the truth was futile in some cases. It was better not to ask questions. However the question “why” didn’t disappear. The people that I most trusted and respected were the people who told me the truth.
The ability of the “alternative truth” to survive, depends largely on the power of the person or institution serving it up as the truth, and how desperately they strive to sustain it. However the quest for truth is an long established practice. The imagery of light is also used to explore the notion of truth, throughout many religions and social justice groups. If something can bear scrutiny, we can hopefully re-emerge better – more just, more empathetic, more inclusive, more willing to identify similarities and more willing to value differences.
The study of history and political science in university taught me how to adopt a position, create an argument and then switch sides. The facts and arguments you chose to expound or omit, allowed you to take both sides. Yet, sometimes the facts were significant enough to define the truth or reality of that time in history. There is no alternative truth. Sometimes there are just fears and insecurities that allow people in power to manipulate with Machiavellian intent. Our minds easily shift to south of the border, pre-World War II Germany or apartheid in South Africa. Our minds don’t as easily shift to our reality as Canadians. The Chinese Head Tax, the internment of the Japanese and treatment of our Indigenous people are all examples of that same Machiavellian policy that grew out of fears and insecurities. Yet, if we never explore our history, we can never understand our current realities or a path to move forward based on understanding rather than ignorance.
I had an amazing week of professional learning this week thanks to Brad Baker and his team of inspired educators from the North Vancouver School District. My friend, Latash (Maurice) Nahanee, was the first person to ever help me begin to understand the legacy of residential schools and other forms of institutionalized racism. The Truth and Reconciliation Commission of Canada brought the conversation into mainstream. People such as Martin Brokenleg, DeeDee DeRose and Don Fiddler have done an amazing job of helping us to understand why Aboriginal Education is necessary for us to understand our own history and the importance of changing our relationship with Aboriginal families.
On Wednesday night, Brad Baker presented at a PDK dinner meeting for instructional leaders. He explored some of the ways how we can move beyond tokenism and engage in meaningful Aboriginal education for all of our students throughout the year. This can be a basic as including an acknowledgement that we live, work and learn on Aboriginal lands. Yes, this does mean that we need to find out who were the Aboriginal people that first lived on the lands we now inhabit. Although I grew up in Vancouver and studied history, I learned relatively recently that I grew up on the ancestral lands of the Musqueam, Squamish and Tsleil-Waututh.
On Friday at the Professional Learning Rep Assembly for BCPVPA (British Columbia Principal and Vice Principal’s Association), I participated in the Blanket Activity for a second time. This activity is very powerful and includes excerpts from government documents and statements from Aboriginal people. Participants begin standing on blankets that represent Turtle Island in Ontario. Blankets are manipulated or removed as the story unfolds, as are the people on them.
I participated in this activity for the first time as part of district professional development. I read passages both times, that reflected Aboriginal voice. This made both experiences very personal. However the first time I participated, I was removed from the group relatively early when land was encroached upon and my blanket was removed. From outside the circle, it became more of a cerebral experience. On Friday, I was never removed from the circle. I watched as others were lost to disease, residential schools, placed on reserves or lost status because they left the reserve. The experience remained very personal and the feeling of waiting for “my turn” ever present. I can’t imagine anyone participating in this activity and not empathizing with the fate of these participants in our collective history.
Brad Baker emphasizes when he speaks that goal of Aboriginal Education is not to inspire guilt but understanding. Laura Tait’s video about The Principles of Learning is on my repeated watch list to focus my attention on looking at the world through an Indigenous lens. The inclusion on these principles in the new BC curriculum provides a meaningful way to engage students in learning that has taken place over thousands of years. There is no “alternative truth” to what happened in our history. Let’s participate in Jan Hare’s MOOC at UBC – Reconciliation Through Indigenous Education , keep talking and and learning, and step away from judgments and thinking that obscure a respectful path forward. Most of all, to quote Brad Baker – “Go Forward with Courage!”
Investigating Our Practice Conference in the Faculty of Education on Saturday, May 14th. The day was filled with poster presentations, talks and interactive experiences by undergraduates, grad students, faculty and alumni. It was particularly exciting to see the level of engagement of the student giving up their very sunny Vancouver Saturday to consider a range of ideas and questions. For those of you who are not Vancouverites, when the sun comes out in full glory, we go outside – never quite certain how long it will be around.
I had the pleasure of presenting The Outdoor Classroom: Taking learning and purposeful play outside, rain or shine with Claire Rushton, Alli Tufaro and Ali Nasato. We were pulled together by a common interest in the opportunity provided by outdoor learning. This one interest was able to pull together so many elements that have been embraced as key ideas in the Redesigned Curriculum in British Columbia, such as:
- The social emotional benefits of engaging with nature
- The natural way in which we can engage students in practicing and understanding the First Nations Principles of Learning, including:
- experiential learning
- patience and time required for learning
- exploring one’s identity
- everyone and everything has a story
- history matters
- there are consequences to our actions
- Ways to engage students in cross curricular learning opportunities
- Connecting classroom lessons to the larger world
- Using resources in the classroom to answer our questions about observations made outdoors
- Reporting back about the things we care about to authentic audiences
Of course, the list goes on. Another interesting aspect of our collaborative group was the power of inquiry in developing our professional practice as educators throughout different stages of our careers. Both student teachers have found a way to focus their professional learning throughout the practicum experience. Claire Rushton, as the coordinator of the Social Emotional Learning cohort has used the outdoors to bring Richard Louv’s work to life and introduce the power of “nature … as a healing balm for the emotional hardships in a child’s life..” by integrating the experiences in nature to frame discussions of social – emotional learning. I have engaged in a personal inquiry of how to use iPad APPS (photos, Drawing Pad, Book Creator, Twitter) as a way to access information, document and share outdoor learning. I’ve also been able to support the staff I interact with on a regular basis in their own inquiries. Inquiry, as framed by Judy Halbert and Linda Kaser in Spirals of Inquiry, has provided a framework for beginning teachers as well as a school administrator and university instructor. The learning has fuelled more questions and future inquiries.
I very much hope our collaboration continues…perhaps after the frenetic pace of the end of practicum, final observations and reports and end of year demands and celebrations!
I love December 10th. On that day in 1948, many nations came together to sign The United Nations Declaration of Rights and Freedoms. It is an annual reminder of the acknowledgement that human rights exist, despite what we read in the newspaper, see in the media, and witness all too often in daily interactions. It is also another reminder to have the conversation with our schools about human rights.
The quality of the conversation ranges from surface to particularly moving depending on the year, the person negotiating it and the students. This year has been magic. One of the teachers was reading Hannah’s Suitcase by Karen Levine, about the Holocaust with her 6th Grade students. I was reading Playing War by Kathy Beckwith , to explore why war isn’t a fun game for students coming from war torn countries with 3rd grade students. With the help of a grant from Promoting a Culture of Peace for Children, the conversation morphed into a project to welcome Syrian refugees.
I went down to the storage locker to pull out my Christmas decorations and an old suitcase that Ms. Collins and her 6th graders could use to decorate with images and hold all our messages to welcome the Syrian refugees coming to Canada. The suitcase holding some of my most precious and breakable Christmas decorations caused me to pause. My paternal grandmother had gotten the suitcase on a trip to Russia. She used it to take flight several times with her four young children away from the front line of war in Germany during WWII. Her brother sponsored her and her two sisters and all of their children to come to Canada in 1947. Margriet’s suitcase took her on to the Voldendam to travel to Canada and start a new life.
I am an administrator in a school where many families have made sacrifices to come to Canada with the promise of starting a better life. At the Winter Potluck dinner, messages of support and advice were written to the Syrian refugees coming to Canada. Ms. Collin’s Grade 6 students have been at a booth to tell people about the Syrian refugees and encourage them to write messages to add to the others in the suitcase. Mable Elmore, our MLA for Vancouver-Kensington, has come to talk to students about her job and work with refugees. Yesterday Ms. Collins, on the busiest shopping day of the year, with her daughter in tow, arrived at a community forum to discuss how to support the Syrian refugees that may be arriving in our area. The conversation deepens, the project expands and the possibility for learning and caring expands exponentially.
It is a hectic time of year but pretty much every month in the school year is shrouded in busyness. Getting back to school, meeting reporting deadlines, getting ready of special assemblies, celebrations and project presentations with the overarching goal of meeting the social, emotional and academic needs of our students. In administration, you add yet another layer to the busyness. During our recent career day sponsored by the Spirit Committee, one of the students chose “Vice Principal” as their dream job. Of course, it begged the question. Why? The response was true enough: I smile a lot and laugh at my own jokes. I spend most of the days just talking to kids and teachers and parents and people who fix stuff in the school. I get to play everyday. I have a whistle and lots of keys. I get to do fun things like building the playground and garden boxes. I make rules and get to talk on the PA. What more could you want in a dream job?
I recently became part of the School Administrators Virtual Mentor Program (#SAVMP). George Couros suggested the blog topic: Why Do I Lead? It has pushed me to reflect on the various types of leadership that I have experienced as a student, a teacher, a parent and an administrator. My first memory of leadership was in Grade 7 at David Lloyd George Elementary School in Vancouver, British Columbia. I was running to be team captain. I was nervous beyond belief to be up on the stage giving a speech and facing the possibility of a humiliating defeat. My eyes flickered up from my shaking cue cards to see the front rows of primary students cheering. Those little people believed I could be their leader. Getting elected was thrilling but the biggest takeaway for me as a kid was that big people and little people believed my ideas mattered and wanted to talk about them with me. My takeaway as an adult is that I want everyone in our school communities to have that experience.
Subsequent activities that I have chosen, or been co-oped to lead, have been things I have been heavily invested in, such as social justice, my children, my students and professional development. Leaderships skills were not a precursor to assuming the leadership roles for me but were more of a by-product of the experiences themselves. Every leadership role has been a risk taking venture. The learning has come with the grand successes or the abysmal failures or the things to consider for a later date. Each leadership opportunity has connected me with people who pushed my thinking, made me laugh, tried my patience and allowed me to see things from a different perspective. Each opportunity helped me to grow personally and professionally.
There are many opportunities for leadership when you work in a school. Throughout my career, I assumed a variety of leadership roles in sports, BC teacher Federation PSA, LSA’s, professional associations and committees while teaching at the elementary school, middle school and university level. When I was seconded to Simon Fraser University as a faculty associate, my realm of leadership possibilities broadened. In the Faculty Associate role, I worked in several school districts with student teachers in a Kindergarten to Grade 12 module. It provided the opportunity to engage in conversations with many administrators about their role and experience many school cultures. The multifaceted challenges in the role of the administrator in developing a learning community was intriguing.
I have been fortunate to work with a number of strong school administrators who challenged the status quo and supported teachers with innovative teaching practices. What they all had in common was the willingness to support and trust the initiatives proposed by staff members. We are fortunate in British Columbia to have a strong public school system. We are also in a time of unprecedented change that requires that educators have the confidence and support structures in place to cope with the advances in technology and shifts in parenting, society and curricular expectations. School administrators play an integral role in creating and envisioning an environment that supports the intellectual, human, and social and career development of all students. This requires their personal investment identifying the possibilities open to us as educators. It is inspiring to work in community to develop the background knowledge and skills required to provide the scaffolding for school communities to meet with success in the challenges of change. Richard Gerver (2014) highlights the work of Professor Guy Claxton (2002) and his definition of the 4 R’s of Learning Power as Resilience, Resourcefulness, Reflectiveness and Reciprocity. I lead because I want to be part of a network that supports teachers, support staff, parents and community partners in providing the very best kick at the can for our students to graduate with the background knowledge, skills, creativity, and confidence to fearlessly embrace the possibilities in their future.
It is fairly common to hear couples that speak on the same topic at conferences. It is less common to have siblings pursuing and presenting on the same area of study. This year I had the good fortune to hear both of the Couros brothers speak. Although I follow both of them on Twitter, @gcouros @courosa, read their blogs (The Principal Change by George and Open Thinking by Alec), face to face contact is still best case scenario for me. George Couros came to speak with Jordan Tinney at a PDK Vancouver (UBC Chapter) dinner meeting: ” Report Cards and Communicating Student Learning: Leadership and Learning in a Changing World “. He awed the Vancouver, B.C. audience with his forward thinking about the mindset of innovator’s (2015, The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity 2015 release) and implementation of a wide variety of progressive tools and strategies to stimulate curiosity and make learning visible, including various digital portfolios. This was the first PDK- UBC Chapter meeting where people were tweeting from outside the room. Interest in the topic and his 92.2 K Twitter following were undoubtedly part of the reason. When I learned his big brother, Alec Couros, would be joining Vancouver administrators in Whistler for our Fall Conference, I was not sure what to expect. His job as a professor at the University of Regina indicated ivory tower, but his 94.7 K Twitter following, tweets and blog posts indicated something more dynamic.
To my delight, his session was every bit as engaging and informative as his brother’s session with Jordan Tinney in Spring. The session started providing a theoretical frame as to why educators need to establish an online presence and be the authors of their own story. He also spoke to our responsibility to define respectful discourse on the internet and teach our students about appropriate posting before any damage is done. Then he emerged into a whole range of ways to engage our students in their own learning using technology and available APPS. Dr. Couros provided opportunities for online engagement via a Twitterchat and references so we could go back and play with new tools at a later date. Educators with varying degrees of comfort with technology and differences of background knowledge on social media walked out of the room excited about their new learning and with a manageable path they could navigate.
Both of the Couros brothers were able to inspire their audience with not just an openness to change but an excitement about the potential of change. Their willingness to “boldly go where no “one” has gone before” (Do I need to cite Star Trek?) is energizing for some. That is not to say that people who embrace change are not without fear. With any change in life, there is risk. Continuing on the “tried and true” path is the safest route and perhaps shields us from possible criticism for the questions we can’t answer or for not getting it “right” the first time around. However as reflective practitioners, our role is to identify what we do well and what we could do better. How do we welcome and better facilitate the learning of our students with diverse cultural and linguistic profiles? With varied academic strengths and needs? With questions we can’t answer? With varied mental health? With varied trust in the school system? With delight in the experiences and energy our students bring into the classroom? The Couros brothers were both able to shed some light on the possibilities. They also provided the encouragement, background knowledge and manageable steps to keep us moving forward, not just for the sake of change, but for our students who will need to navigate in a world quite foreign to the one we grew up in. Thank you, gentlemen 🙂
The BC Literacy Council of the International Reading Association (BCLCIRA), commonly known as ReadingBC, has long been committed to improving student engagement in books and proficiency in literacy. Members read journals such as The Reading Teacher, Journal of Adolescent and Adult Literacy, attend conferences and get together to discuss things they have tried in their classrooms and communities and the things they’d like to try. Coming together with people with like minds is an energizing experience and lends itself to reflecting on practices that are tried and true and substantiated with research in the field. Members have readily embraced The International Literacy Association’s quest to start a worldwide Literacy Movement.
For the 2015-2016 year, Reading BC (BCLCIRA) is trying to broaden participation and the diversity of ways that literacy leaders in British Columbia can engage with other literacy educators both in person and online.
While it is increasingly difficult to organize and facilitate larger scale meetings due to high costs and increasing demands on our time, the ReadingBC executive committee has come up with some exciting opportunities to develop a variety of possibilities to engage in professional development and engage in community focused projects to advocate for literacy.
- Join a ReadingBC Book Club. Choose one of the books selected by members. Form a book club with peers.
- Participate in the discussion about a Book Club selection with colleagues via a TWITTERCHAT.
- Read Spirals of Inquiry (Judy Halbert & Linda Kaser) and decide on an inquiry question to pursue with a group of colleagues.
- Form a ReadingBC Community action focus to encourage children to engage in literacy activities or educate parents.
- Form a Literacy Committee if you have a well established group wanting to commit to regular professional development and advocacy in your area.
Check out the link below for ideas BCLCILA Projects.final (3) copy and opportunities to join the International Literacy Association . If you are a member of the International Literacy Association and live in British Columbia, you currently have a free membership to the provincial chapter, BCLCIRA / ReadingBC. We have designated funding to help members get started from a grant from the Lower Mainland Council of The International Association (LOMCIRA), a local chapter before it went into dormancy. Please check out the opportunities and send applications for funding or questions to the provincial coordinator at firstname.lastname@example.org or any of the other contacts on the website.
Hopefully this will forge some of the connections to continue building a community of literacy learners in British Columbia, and perhaps beyond.