2. Critical Reflection

The design process began with ideation in response to the problem statement developed in Assignment 1 (Hasso Plattner, 2010, p. 3). The task highlighted the disjointed way I have been approaching Pen & Paper and gave me a moment to reflect on how I could impact the learning and engagement of students in both the physical and online space, while also supporting their literacy development, and paying particular attention to the social, and pedagogical needs of those using the space. I took inspiration from the process outlined by Finley and Wiggs (2016, p. 2) to move beyond the ‘unremarkable’ to create a purpose built, impactful learning space that I could expand into the online Google Classroom. 

Finley & Wiggs highlight the difference between the care taken to provide beautiful and organised spaces for students in primary school and lacklustre, utilitarian approach once students reach high school (Finley & Wiggs, 2016, p. 2). In a space designed for writing and imaginative exploration there needs to be elements of play embedded in the space which is why there are plenty of soft furnishings, flexible furnishings, nooks, and surfaces to write on (Finley & Wiggs, 2016, p. 3). The social aspects, these furnishings allowed, were identified by Brown and Long (2006, p. 4) as an element that supported student engagement so the opportunities for this to happen in a variety of spaces was ensured.

The consideration of the physical space was a core component of the ideation but also the way that the space could be resourced to provide everything a young writer might need. Reflecting on Universal Design for Learning Guidelines also gave me an opportunity to consider different aspects of the learning space especially the way information could be provided in a range of different ways to support students to engage with the writing process regardless of their literacy level (CAST, 2016, para. 4). These guidelines are helpful in considering the more granular elements of the writing workshop, like how to present a mini-lesson so that it is accessible and useful for all students (CAST, 2016, para. 4).

In the creation of solutions to the challenges raised in the design problem it became clear that the purpose-built space would work for a range of other projects or groups but ultimately, would support and encourage the students attending Pen & Paper and legitimise their efforts to make writing a part of their lives. The fact that the library collection could be featured in various ways also fulfils an aspect of my job description as Teacher-Librarian to engage students in the activity of reading so the opportunity to easily draw on a range of texts and be able to change them weekly would be ideal. I imagine the space being open for students to work in during recess and lunch like the rest of the library is available to those conducting research, and borrowing books, and I would run a more formalised mini-lesson or discussion with a writing prompt each week. Moving through the design thinking process has proven to be very inspiring and I will use this and the Universal Design for Learning Guidelines when determining approaches to information literacies and my Communication Skills classes for the coming year (CAST, 2016, para. 4; (Hasso Plattner, 2010, p. 3).