At the onset of this course, we were asked to reflect upon what we already knew when we began the course and what we hoped to learn. When I look back at my initial comments and thoughts, I realize that my ideology of the purpose of the reference section has changed. I have to admit that I had no idea that there was so much “to” the reference section. Pulling it apart and examining it piece by piece has enabled me to get a much greater understanding of the uses and capabilities of an effective and efficient reference section. Although it is cliché, I must say “that you don’t know what you don’t know”, and that certainly applies to where I started a few months back.
The greatest paradigm shift for me has been the use of print versus electronic reference resources. Exploring databases, online geographical resources, Wikipedia and online dictionaries, etc. has widened my perception and definition of what the “reference” section is. Until this course, I envisioned the reference section as a destination: that graveyard in the corner of my library that collects dust. I somehow saw electronic resources as being disjunct and in a category of their own, which is far from the truth. Now I realize that they work in partnership and can supplement one another. While I admit that I still have a bias towards electronic resources, I now understand the value of those that are print, and realize that I need to find ways to include them in my teaching in order for students to understand how to use them. I firmly am against teaching lessons that solely focus on dictionary or encyclopedia skills, however I will do a better job of embedding skill lessons into my teaching themes.
One of the statements in our course notes really stood out for me:
“Managing a school library resource centre or a reference collection does not mean building systems that protect it or limit access to it. In fact, it can mean the exact opposite.”
I think that many school reference sections are run very poorly – mine included, however it is certainly improving! A few weeks ago, I heard one student point at the encyclopedias and ask his friend: “What does the ‘R’ stand for?” The other replied, “It stands for RESTRICTED”. I was horrified. And then I reflected upon my experiences as a child, as a university student, as a teacher. Yes, the word restricted sounded about right. After this realization, I tore off all those R stickers. They have a negative, uninviting and limiting connotation. The first step in improving the reference section is changing the perception of the users. I've changed mine and now it is time to focus on those of my users.
To my peers, thanks for the encouragement, the support, the learning. I have gained much by observing your thoughts and conversations, bouncing my ideas and theories off of you and learning through your experiences. Thanks to Angela and Fran for being such wonderful group members with an incredible amount of insight and knowledge. As this is my last course in the diploma program, I will really miss connecting with colleagues in a learning environment and am so pleased to have met so many professional and interesting people.
All the best! Jody
Dabbling With Databases
As I am nearly at the end of my TL diploma, I have had many experiences with the UBC databases. Although I have managed a working relationship with them (I can effectively retrieve journal articles required for class, etc.), I must admit that doing general searches yield results that are not exactly helpful. I am highly proficient at locating information on the internet and rather enjoy internet searching however the various databases are a source of frustration. The layouts of the search engines are not user friendly, the searches are very slow for some reason and the results are wide-ranging and often not useful.
It wasn’t until recently that I re-evaluated my database disdain and repositioned my expectations. I wouldn’t go into a library and expect the first book to suit my needs. I know that uncovering the print information one is after takes time, patience and persistence. Where and why did I get the idea that databases should be so easy? I think I am just too used to the ease of Google! And could it be that I am doing something wrong and my searches could be improved?
I decided that perhaps it would be a good idea to hone my database searching skills. The following websites were of use:
http://library.auraria.edu/guides/general/searching.html
http://healthlinks.washington.edu/howto/improving.html
http://libraryresearchguides.cocc.edu/ebscoguide/default.aspx
As our school district subscribes to Ebsco, I found the last of the above links to be most useful. It was on this website that I learned “…do not search for words like "education", "school", or "teaching" in ERIC, the education-specific database.” Woops. I think I have done that every search. No wonder I end up with odd and overwhelming search results. Note to self: teaching students how to effectively search will have a great impact on the quality of their searches.
I have to agree with Wendy, who commented that “if it is this difficult for us to use, imagine an elementary student trying to use this.” That being said, maybe part of the frustration is that we haven’t mastered the search techniques yet? I have noticed since my self-induced tutorial, my searches have improved in terms of accuracy and clarity. As others have pointed out, there is certainly the issue of getting used to the different layouts of the databases. However, I think this is an issue that can be solved with experience and time.
I am yet to implicitly teach databases to my students, as we are in computer crisis and will not have a class set until after Christmas. When I do focus on databases, I think it is important to teach students when the net and when the database. There are some great web links to support this teaching:
Databases versus the internet:
http://www.coconino.edu/library/databasesworkshop/databasesworkshop_files/frame.htm
http://bloggingatbriggs.wordpress.com/2007/02/22/library-databases-vs-internet-search-engines-or-how-to-make-google-your-last-stop-for-research/
http://www.boulder.lib.co.us/reference/db_vs_internet.html
It wasn’t until recently that I re-evaluated my database disdain and repositioned my expectations. I wouldn’t go into a library and expect the first book to suit my needs. I know that uncovering the print information one is after takes time, patience and persistence. Where and why did I get the idea that databases should be so easy? I think I am just too used to the ease of Google! And could it be that I am doing something wrong and my searches could be improved?
I decided that perhaps it would be a good idea to hone my database searching skills. The following websites were of use:
http://library.auraria.edu/guides/general/searching.html
http://healthlinks.washington.edu/howto/improving.html
http://libraryresearchguides.cocc.edu/ebscoguide/default.aspx
As our school district subscribes to Ebsco, I found the last of the above links to be most useful. It was on this website that I learned “…do not search for words like "education", "school", or "teaching" in ERIC, the education-specific database.” Woops. I think I have done that every search. No wonder I end up with odd and overwhelming search results. Note to self: teaching students how to effectively search will have a great impact on the quality of their searches.
I have to agree with Wendy, who commented that “if it is this difficult for us to use, imagine an elementary student trying to use this.” That being said, maybe part of the frustration is that we haven’t mastered the search techniques yet? I have noticed since my self-induced tutorial, my searches have improved in terms of accuracy and clarity. As others have pointed out, there is certainly the issue of getting used to the different layouts of the databases. However, I think this is an issue that can be solved with experience and time.
I am yet to implicitly teach databases to my students, as we are in computer crisis and will not have a class set until after Christmas. When I do focus on databases, I think it is important to teach students when the net and when the database. There are some great web links to support this teaching:
Databases versus the internet:
http://www.coconino.edu/library/databasesworkshop/databasesworkshop_files/frame.htm
http://bloggingatbriggs.wordpress.com/2007/02/22/library-databases-vs-internet-search-engines-or-how-to-make-google-your-last-stop-for-research/
http://www.boulder.lib.co.us/reference/db_vs_internet.html
Investigating Geographical Resources
It has been an interesting exercise to examine various online geographical resources, particularly as I have recently been asked to purchase a new set of atlases for the school. As our school technology is terrible, I am fully aware that relying upon an online atlas would not be a wise nor welcome move. That being said, we are in the process of getting new computers, and perhaps this set of print atlases I buy might be the last.
It is interesting how the online chatter about atlases has found its way back to the earlier debate of print versus electronic. I am biased in this area - I admit that I lean to the electronic versions - however I am not the teacher nor the student that will frequently use either. My opinion may be guided by Reidling’s criteria but once again I am not the principle user. This thought inspired me to poll a few teachers and students in order to gain their thoughts and opinions.
I was surprised that there was a mix of responses. I expected the students to prefer the online atlases, especially due to the fact that our current atlases are not very good! (They are outdated and contain very basic information.) Of the online atlases we viewed, the most popular one was the Canadian National Geographic Atlas for Kids. The Fact Monster World Atlas was also popular, particularly as it includes links to almanacs and Amazon. (I found that the students using the Fact Monster website were easily distracted by the unrelated links however.) What I found of particular interest is that they enjoyed playing around on the websites, however when I asked them a particular question that required them to locate a city and tell me its latitudinal location, some of the students abandoned the computer if favor of the print atlas.
The teachers, without exception, preferred the print atlases. Aside from their lack of knowledge of the website we explored or their lack of comfort with technology as a whole, they felt that teaching with texts was easier. It is easier to ensure that students are on task, there is not the concern of technology failure and they believe that the tangible factor that print atlases offer is more condusive to learning. I must admit when I open an atlas I touch the pages and follow my finger around the various countries or regions. And I noticed that most of the students (and teachers) did to. Nobody was tempted to touch the computer screen!
So perhaps this won’t be the last set of print atlases I purchase. But as the technology in our school improves and becomes a reliable teaching tool, I hope that teachers will consider supplementing their print resources with electronic ones. There are so many wonderful resources out there that can enlighten and inspire in a way that a print version cannot.
My new favorite geographical gem link: http://hubpages.com/hub/World_Atlas
It is interesting how the online chatter about atlases has found its way back to the earlier debate of print versus electronic. I am biased in this area - I admit that I lean to the electronic versions - however I am not the teacher nor the student that will frequently use either. My opinion may be guided by Reidling’s criteria but once again I am not the principle user. This thought inspired me to poll a few teachers and students in order to gain their thoughts and opinions.
I was surprised that there was a mix of responses. I expected the students to prefer the online atlases, especially due to the fact that our current atlases are not very good! (They are outdated and contain very basic information.) Of the online atlases we viewed, the most popular one was the Canadian National Geographic Atlas for Kids. The Fact Monster World Atlas was also popular, particularly as it includes links to almanacs and Amazon. (I found that the students using the Fact Monster website were easily distracted by the unrelated links however.) What I found of particular interest is that they enjoyed playing around on the websites, however when I asked them a particular question that required them to locate a city and tell me its latitudinal location, some of the students abandoned the computer if favor of the print atlas.
The teachers, without exception, preferred the print atlases. Aside from their lack of knowledge of the website we explored or their lack of comfort with technology as a whole, they felt that teaching with texts was easier. It is easier to ensure that students are on task, there is not the concern of technology failure and they believe that the tangible factor that print atlases offer is more condusive to learning. I must admit when I open an atlas I touch the pages and follow my finger around the various countries or regions. And I noticed that most of the students (and teachers) did to. Nobody was tempted to touch the computer screen!
So perhaps this won’t be the last set of print atlases I purchase. But as the technology in our school improves and becomes a reliable teaching tool, I hope that teachers will consider supplementing their print resources with electronic ones. There are so many wonderful resources out there that can enlighten and inspire in a way that a print version cannot.
My new favorite geographical gem link: http://hubpages.com/hub/World_Atlas
Databases
There has been some interesting discussion in our forum about the use of databases, in particular using databases for research purposes. The comment was made that many of the “research projects” that students undertake do not require true research. They are able to use google or a few books to fulfill their research needs. I think this is one reason why databases are underused in schools – teachers are not providing research projects that direct students to engage in deeper levels of research. This is particularly worrying for high school students who need to understand how to use databases and access scholarly information when they go to university.
I think that there has been an assumption that students are able to navigate databases without direct instruction. But this is not so. Databases will continue to be underused and overlooked until we implicitly teach students how to effectively and efficiently use them. With more and more resources going online and out of print (such as the Canadian Encyclopedia, as someone pointed out), we must familiarize ourselves and teach our students how to shift from print to electronic resources. As both Wayne and Chantal have pointed out,we must invest an adequate amount of time for instruction and research remembering the importance of the research process. The process must be the focus - not the product.
Our district has purchased licenses for a World Book Bundle (World Book Online Reference Centre, World Book Kids, World Book Advanced and L’Encyclopedie Decouverte) in addition to Encyclopedia of BC Online and EBSCO Publishing. In the four elementary schools I have taught in within my district, I can say that they are completely underused. In two of the schools, this was due to poor technology. In the other two schools, it was a lack of knowledge about the databases. Like Chantal and Angela have commented, there seems to be a lack of awareness about them.
I have to admit that I am not a huge user of the databases our district has purchased licenses for. Why not? Because the only place I can reliably access them is from home. Our school computers in the lab are so archaic that they take ten minutes to log on and then a minute to load each page. They are unbelievable. So they are not used that much. As computer budgets are now at the school level, you are at the mercy of your administration to set aside money for computers. At our school, most of the teachers are not particularly tech savvy, hence they have not advocated in the past for better computers. Finally this year the PAC is working with the tech committee to purchase a class set of laptops. Hooray!
I find the situation my school is in to be bizarre. How can our school district fork over so much money for databases when the schools don’t even have equipment that is needed to access them? I think that it was a mistake to move the onus to the schools for purchasing technology. The technology budget used to be at the district level, which ensured a basic standard in all schools. I cannot begin to promote databases until I have technology that supports their use. Thank god they haven't shifted the budget for databases to the school level...
I think that there has been an assumption that students are able to navigate databases without direct instruction. But this is not so. Databases will continue to be underused and overlooked until we implicitly teach students how to effectively and efficiently use them. With more and more resources going online and out of print (such as the Canadian Encyclopedia, as someone pointed out), we must familiarize ourselves and teach our students how to shift from print to electronic resources. As both Wayne and Chantal have pointed out,we must invest an adequate amount of time for instruction and research remembering the importance of the research process. The process must be the focus - not the product.
Our district has purchased licenses for a World Book Bundle (World Book Online Reference Centre, World Book Kids, World Book Advanced and L’Encyclopedie Decouverte) in addition to Encyclopedia of BC Online and EBSCO Publishing. In the four elementary schools I have taught in within my district, I can say that they are completely underused. In two of the schools, this was due to poor technology. In the other two schools, it was a lack of knowledge about the databases. Like Chantal and Angela have commented, there seems to be a lack of awareness about them.
I have to admit that I am not a huge user of the databases our district has purchased licenses for. Why not? Because the only place I can reliably access them is from home. Our school computers in the lab are so archaic that they take ten minutes to log on and then a minute to load each page. They are unbelievable. So they are not used that much. As computer budgets are now at the school level, you are at the mercy of your administration to set aside money for computers. At our school, most of the teachers are not particularly tech savvy, hence they have not advocated in the past for better computers. Finally this year the PAC is working with the tech committee to purchase a class set of laptops. Hooray!
I find the situation my school is in to be bizarre. How can our school district fork over so much money for databases when the schools don’t even have equipment that is needed to access them? I think that it was a mistake to move the onus to the schools for purchasing technology. The technology budget used to be at the district level, which ensured a basic standard in all schools. I cannot begin to promote databases until I have technology that supports their use. Thank god they haven't shifted the budget for databases to the school level...
The Benefits of Collaboration
I've been doing some reflection and research as to the benefits of collaboration. The following list is my top ten reasons to collaborate:
1. As educators, we are constantly striving to create authentic and meaningful educational experiences for our students. We know that integrating subjects, creating projects that involve community and working with others are characteristics of authentic teaching and learning. Students experience a higher level of achievement and often are more motivated by these experiences. Projects that are developed and taught in partnership between the teacher librarian and the classroom teacher are examples of authentic learning experiences.
2. The integration of the two specialisms benefits the students. The classroom teacher knows the needs and abilities of the students in addition to the curriculum areas that need to be taught. He/she knows what interests the students, their learning styles and what types of learning activities have been successful I in the past. The teacher librarian offers a variety of resources and information literacy tools to support the learning of the students. He/she can teach information literacy skills in an integrated situation. Together they create the optimal learning environment.
3. The students benefit from additional teachers, resources and technology. There is simply more of everything to go around! Students with special needs or learning difficulties especially benefit from having two teachers in the room. Special grouping can be considered and monitored more effectively. Resources and technology are used effectively and efficiently, optimizing maximum value for money.
4. Collaboration is a form of advocacy. Classroom teachers that work collaboratively with teacher librarians are more likely to visit the library, support its programs, encourage their students to go to the library and share their positive experiences with other colleagues. Both are colleagues and our students are reminded that we are teachers, not just people who are paid to look after books.
5. As there are two people sharing the planning, implementation and evaluation of the unit, the workload is shared. There is less marking for the classroom teacher as it is shared, which is always a selling feature of collaborative teaching!
6. As a teacher librarian, you gain understanding and insight as to how your colleague(s) teach, what they teach and their preferred methods of delivery. This insight in valuable in that it provides you with ideas as to how to support them in the future, the type of resources they will appreciate, etc.
7. Collaborative teaching provides a learning opportunity for the teachers too! It is likely that both the teacher librarian and the classroom teacher will be exposed to something new, whether it be a technology skill, teaching style or strategy. Consider it a cost and time effective professional development opportunity!
8. We all teach differently. Students all learn differently. Exposing students to different teaching styles increases the likelihood of more students accessing the information, hence increasing learning.
9. It’s fun! You get to try new ideas that you might never have thought of or had the courage to do. You get to know your colleague(s) on a different level. It is especially wonderful for some of us social beings who prefer not to do things in isolation and are more effective and creative when bouncing ideas off of others.
10. If for no other reason, numerous studies and exhaustive research shows that collaborative teaching increases student achievement. Say no more!
1. As educators, we are constantly striving to create authentic and meaningful educational experiences for our students. We know that integrating subjects, creating projects that involve community and working with others are characteristics of authentic teaching and learning. Students experience a higher level of achievement and often are more motivated by these experiences. Projects that are developed and taught in partnership between the teacher librarian and the classroom teacher are examples of authentic learning experiences.
2. The integration of the two specialisms benefits the students. The classroom teacher knows the needs and abilities of the students in addition to the curriculum areas that need to be taught. He/she knows what interests the students, their learning styles and what types of learning activities have been successful I in the past. The teacher librarian offers a variety of resources and information literacy tools to support the learning of the students. He/she can teach information literacy skills in an integrated situation. Together they create the optimal learning environment.
3. The students benefit from additional teachers, resources and technology. There is simply more of everything to go around! Students with special needs or learning difficulties especially benefit from having two teachers in the room. Special grouping can be considered and monitored more effectively. Resources and technology are used effectively and efficiently, optimizing maximum value for money.
4. Collaboration is a form of advocacy. Classroom teachers that work collaboratively with teacher librarians are more likely to visit the library, support its programs, encourage their students to go to the library and share their positive experiences with other colleagues. Both are colleagues and our students are reminded that we are teachers, not just people who are paid to look after books.
5. As there are two people sharing the planning, implementation and evaluation of the unit, the workload is shared. There is less marking for the classroom teacher as it is shared, which is always a selling feature of collaborative teaching!
6. As a teacher librarian, you gain understanding and insight as to how your colleague(s) teach, what they teach and their preferred methods of delivery. This insight in valuable in that it provides you with ideas as to how to support them in the future, the type of resources they will appreciate, etc.
7. Collaborative teaching provides a learning opportunity for the teachers too! It is likely that both the teacher librarian and the classroom teacher will be exposed to something new, whether it be a technology skill, teaching style or strategy. Consider it a cost and time effective professional development opportunity!
8. We all teach differently. Students all learn differently. Exposing students to different teaching styles increases the likelihood of more students accessing the information, hence increasing learning.
9. It’s fun! You get to try new ideas that you might never have thought of or had the courage to do. You get to know your colleague(s) on a different level. It is especially wonderful for some of us social beings who prefer not to do things in isolation and are more effective and creative when bouncing ideas off of others.
10. If for no other reason, numerous studies and exhaustive research shows that collaborative teaching increases student achievement. Say no more!
The Reference Interview
There are a few points that Riedling makes in chapter 9 that really spoke to me:
"The school library media specialist should know as much about the student as possible". Although Riedling was referring to social information, I also believe it pertains to academic information. Knowing what level of resource you should be recommending is really difficult without this information.
Last year I had a grade 4 student who was an avid reader. She visited the library every day I was there and asked all sorts of questions about books and authors. She really enjoyed reading books that are part of popular series and I was really impressed at her knowledge of all of the Harry Potter books and Lemony Snicket books. She would tell me her favorite parts and I would share mine.
It wasn't until March that I found out she was a non-reader. I couldn't believe it! She always had a book in her hand and knew so much about them. When I questioned as to how that could be, I discovered her love of movies and her desperation to appear to be "smart" and well-read. Oh my. I spent the better part of a year feeding this problem. This year I have asked teachers for brief academic info on students. The guilt still haunts me!
"In order to properly perform any reference service, the school library media specialist must have an exceptional knowledge of the library media center's collection." I moved schools this year and feel like I have lost a limb. I used to know every book, video and teacher resource in the collection in addition to who would want what and when. Now I continually find myself saying, "well, I'm not sure if we have that. Let's go see....". With everyday that goes by this situation improves, however I have a long way to go before I know the students, staff and resources like I did in my previous school. Sigh.
Despite my lack of knowledge in this area, I was comforted to read that I already do many of the things Riedling suggests. I am very sincere with students and staff. I take their queries seriously and treat people with kindness. Despite the fact I don't seem to know what is in my library or what was popular in the past, the kids are very forgiving and write me nice thank you cards and appreciation notes. I feel very lucky to be where I am right now!
"The school library media specialist should know as much about the student as possible". Although Riedling was referring to social information, I also believe it pertains to academic information. Knowing what level of resource you should be recommending is really difficult without this information.
Last year I had a grade 4 student who was an avid reader. She visited the library every day I was there and asked all sorts of questions about books and authors. She really enjoyed reading books that are part of popular series and I was really impressed at her knowledge of all of the Harry Potter books and Lemony Snicket books. She would tell me her favorite parts and I would share mine.
It wasn't until March that I found out she was a non-reader. I couldn't believe it! She always had a book in her hand and knew so much about them. When I questioned as to how that could be, I discovered her love of movies and her desperation to appear to be "smart" and well-read. Oh my. I spent the better part of a year feeding this problem. This year I have asked teachers for brief academic info on students. The guilt still haunts me!
"In order to properly perform any reference service, the school library media specialist must have an exceptional knowledge of the library media center's collection." I moved schools this year and feel like I have lost a limb. I used to know every book, video and teacher resource in the collection in addition to who would want what and when. Now I continually find myself saying, "well, I'm not sure if we have that. Let's go see....". With everyday that goes by this situation improves, however I have a long way to go before I know the students, staff and resources like I did in my previous school. Sigh.
Despite my lack of knowledge in this area, I was comforted to read that I already do many of the things Riedling suggests. I am very sincere with students and staff. I take their queries seriously and treat people with kindness. Despite the fact I don't seem to know what is in my library or what was popular in the past, the kids are very forgiving and write me nice thank you cards and appreciation notes. I feel very lucky to be where I am right now!
Wikipedia.....Yea or Nay?
There has been some debate this week about whether or not to encourage or condone the use of Wikipedia in schools. I can certainly see the argument for both sides. My knee-jerk reaction, a year or two ago, was to agree with those that discouraged its use. However, it didn't take much further thought to change my mind.
I think that we need to remind ourselves as to what our role is as teachers. Is not the purpose of education to prepare our students for the world they live in? How is avoiding Wikipedia, likely one of the most used websites ever, being realistic? Will they view their education as valid when we so such things as dismissing significant global internet tools?
But this isn't just about Wikipedia. This debate will go on and soon we will be debating the use of Facebook in schools. And the debates will never end. There will always be new ideas or tools that we find questionable. And its not a new problem. Debates such as these are as old as the hills, it is just a new topic manifesting itself in the traditional quandary: Do we condone or accept the evolving idea, action or norm of society, even if it challenges our morals or ideals?
I will provide a personal and historic example: One of my university professors would not allow papers that were printed from a computer. Typed papers were accepted, but not computer generated papers. She was convinced that anything from a computer was likely the product of cut and paste and most likely to be poorly edited or plagiarized. It's laughable now!
I think we have to put ourselves in the world of our students, whether or not we like it or not, and arm them with tools and skills to navigate the wavy waters. In the case of Wikipedia, we have to teach them to double check facts with more reputable sources and to understand the pitfalls of collective authorship. At the same time, we must understand why students, and adults, embrace this website. There are some great benefits to Wikipedia!
I think that we need to remind ourselves as to what our role is as teachers. Is not the purpose of education to prepare our students for the world they live in? How is avoiding Wikipedia, likely one of the most used websites ever, being realistic? Will they view their education as valid when we so such things as dismissing significant global internet tools?
But this isn't just about Wikipedia. This debate will go on and soon we will be debating the use of Facebook in schools. And the debates will never end. There will always be new ideas or tools that we find questionable. And its not a new problem. Debates such as these are as old as the hills, it is just a new topic manifesting itself in the traditional quandary: Do we condone or accept the evolving idea, action or norm of society, even if it challenges our morals or ideals?
I will provide a personal and historic example: One of my university professors would not allow papers that were printed from a computer. Typed papers were accepted, but not computer generated papers. She was convinced that anything from a computer was likely the product of cut and paste and most likely to be poorly edited or plagiarized. It's laughable now!
I think we have to put ourselves in the world of our students, whether or not we like it or not, and arm them with tools and skills to navigate the wavy waters. In the case of Wikipedia, we have to teach them to double check facts with more reputable sources and to understand the pitfalls of collective authorship. At the same time, we must understand why students, and adults, embrace this website. There are some great benefits to Wikipedia!
"A 13-Point Library Media Program Checklist for School Principals" - Article Review #3
This article grabbed my attention for a couple of reasons. Firstly, I find these lists to be rather dangerous. Unless there is an attached article entitled "A 13-Point Support Program and Funding Guidelines for Media Specialists", it is rather a one sided argument. Secondly, who wrote this list? Every school district is so different in terms of funding, library personnel, whether or not the teacher librarian provides preparation time, etc. that it is really difficult to create a one-size-fits-all checklist.
There are elements of Doug Johnson's article that are nothing short of laughable. "Does the media centre have an outside entrance so it can be used for community events?" Mine doesn't even have a window. Last year the library I was in was infact a corridor. "Is the media centre carpeted with static-free carpet to reduce noise and protect electronic devices? Is it climate controlled? Does it contain a computer lab, multi-media work stations and TV production facilities? Does it have fully networked voice, video and data lines?" I'm not sure what district Johnson works for but sign me up. I don't have any of those things. The money is simply not there, and if were, it would likely be spent on much more basic things that are desperately needed.
The vast majority of the article focuses on the duties and skills of the teacher librarian. I agree with much of what Johnson says in this regard. We should have written job descriptions, attend professional development opportunities, tie collection development in with the curriculum, provide a variety of online and print resources, be part of school committees, practice resource-based teaching, collaborate with classroom teachers..... and on and on. This is not a surprise. His points are all valid in regards to our professional duties. My problem is is that we are not given the time nor budget to do these things. In my district, we are kept very busy covering prep classes much of the day, engaging with students and trying to collaborate with teachers whenever possible. Many of us have no clerical support. And some of us are in 3 different libraries. The list is simply not achievable with the manpower and financial resources available.
As you can see, this article gets my shackles up. In the hands of a principal who wishes to use this as a literal guideline, problems could arise. When articles like this are written and published, they should be accompanied with information that tells principals the true cost of running such a school library resource centre.
Johnson, Doug. ""A 13-Point Library Media Program Checklist for School Principals". Teacher Librarian 33 Feb, 2006 70-71. 27 Sep 2008
There are elements of Doug Johnson's article that are nothing short of laughable. "Does the media centre have an outside entrance so it can be used for community events?" Mine doesn't even have a window. Last year the library I was in was infact a corridor. "Is the media centre carpeted with static-free carpet to reduce noise and protect electronic devices? Is it climate controlled? Does it contain a computer lab, multi-media work stations and TV production facilities? Does it have fully networked voice, video and data lines?" I'm not sure what district Johnson works for but sign me up. I don't have any of those things. The money is simply not there, and if were, it would likely be spent on much more basic things that are desperately needed.
The vast majority of the article focuses on the duties and skills of the teacher librarian. I agree with much of what Johnson says in this regard. We should have written job descriptions, attend professional development opportunities, tie collection development in with the curriculum, provide a variety of online and print resources, be part of school committees, practice resource-based teaching, collaborate with classroom teachers..... and on and on. This is not a surprise. His points are all valid in regards to our professional duties. My problem is is that we are not given the time nor budget to do these things. In my district, we are kept very busy covering prep classes much of the day, engaging with students and trying to collaborate with teachers whenever possible. Many of us have no clerical support. And some of us are in 3 different libraries. The list is simply not achievable with the manpower and financial resources available.
As you can see, this article gets my shackles up. In the hands of a principal who wishes to use this as a literal guideline, problems could arise. When articles like this are written and published, they should be accompanied with information that tells principals the true cost of running such a school library resource centre.
Johnson, Doug. ""A 13-Point Library Media Program Checklist for School Principals". Teacher Librarian 33 Feb, 2006 70-71. 27 Sep 2008
The Great Debate: Print Versus Electronic Resources
This week’s topic has been of great debate within our online community. Nancy and Gloria have very relevant points that it appears that print is becoming obsolete and that rarely is a student spotted using anything but online sources for research. Nancy also made the comment that she can’t recall the last time she used a dictionary – she uses google. I agree. I can’t remember the last time I touched one either.
So what does this mean? Should we have a book burning bonanza and saddle up with software? I entertained the thought. One needs to consider all potential possibilities in pursuit of the best solution. Why do I need print resources after all? I couldn’t think of any real reasons. Many of the problems cited with electronic resources in our course notes are indeed issues, however many of them can be overcome or dealt with. For example, the concerns of “advertising of sites” and “the lack of acceptable authority” can be removed if students are given credible sites to access information. The “ease of plagiarizing by cutting and pasting” and a “lack of student skills to distinguish best site from among many” are combated by teaching our students information literacy strategies. The argument that “searches (are) limited to number of computers in school library or lab” makes me laugh- there are at least 60 computers in our school with internet access and one decent set of encyclopedias. Ha!
(Yikes. I’ve talked myself into the book burning option. Time to consult The Voices of Reason – other colleagues in my district, my mentor, the international teacher librarian forum and, of course, the text. If this is such a hot idea, surely others would have burned their reference sections by now.)
The text has some excellent quotes that have caused the pendulum to swing back to the middle:
“The Web, albeit a unique one, is merely one more reference tool for school library media centres.” (p.101) Perhaps it would be hasty to have but one tool in my toolbox (even if it is a deluxe Swiss Army knife, which I am convinced is the only tool a woman needs). What if this tool breaks down? What if our users do not enjoy using this tool? What if our users are tactile learners or visually impaired and need to have print resources?
The Web is “not a source of information but rather a means of communication” (p.103). I’m not sure I agree with this. I think it is BOTH a tool for communication (email) and a source for information (Wikipedia).
So onto polling colleagues in my district and those on the international TL forum. As you can imagine, the answers were widespread. Interestingly, only one librarian (in a private school in the US) suggested going totally digital. Most suggested keeping some print resources, if only for the reason that electronics and internet connections can let us down. Many use their reference section as a base for teaching lessons. Hmm. Sounds a bit like teaching “library skills” in a formal way which is not my style.
I was really curious to hear what my mentor thought on this topic. He is a) ruthless at weeding and does not have a resource in his library that hasn’t been used in one year; and b) the King of research and information literacy skills. He is likely one of the most knowledgeable TL’s I know. Even he keeps print resources, albeit a bare bone collection that is supported by website links on his library site.
So, after a week of interviewing and probing into the reference sections of libraries near and far, I believe that print resources do have their place in a library, however not in the quantity that has been maintained in the past. The cost for quality online resources is significantly cheaper than print ones and is, for most students, the preferred vehicle to access information. We must remember, however, that it is our role to provide a variety of resources and tools to our users, and the internet is just one more tool.
So what does this mean? Should we have a book burning bonanza and saddle up with software? I entertained the thought. One needs to consider all potential possibilities in pursuit of the best solution. Why do I need print resources after all? I couldn’t think of any real reasons. Many of the problems cited with electronic resources in our course notes are indeed issues, however many of them can be overcome or dealt with. For example, the concerns of “advertising of sites” and “the lack of acceptable authority” can be removed if students are given credible sites to access information. The “ease of plagiarizing by cutting and pasting” and a “lack of student skills to distinguish best site from among many” are combated by teaching our students information literacy strategies. The argument that “searches (are) limited to number of computers in school library or lab” makes me laugh- there are at least 60 computers in our school with internet access and one decent set of encyclopedias. Ha!
(Yikes. I’ve talked myself into the book burning option. Time to consult The Voices of Reason – other colleagues in my district, my mentor, the international teacher librarian forum and, of course, the text. If this is such a hot idea, surely others would have burned their reference sections by now.)
The text has some excellent quotes that have caused the pendulum to swing back to the middle:
“The Web, albeit a unique one, is merely one more reference tool for school library media centres.” (p.101) Perhaps it would be hasty to have but one tool in my toolbox (even if it is a deluxe Swiss Army knife, which I am convinced is the only tool a woman needs). What if this tool breaks down? What if our users do not enjoy using this tool? What if our users are tactile learners or visually impaired and need to have print resources?
The Web is “not a source of information but rather a means of communication” (p.103). I’m not sure I agree with this. I think it is BOTH a tool for communication (email) and a source for information (Wikipedia).
So onto polling colleagues in my district and those on the international TL forum. As you can imagine, the answers were widespread. Interestingly, only one librarian (in a private school in the US) suggested going totally digital. Most suggested keeping some print resources, if only for the reason that electronics and internet connections can let us down. Many use their reference section as a base for teaching lessons. Hmm. Sounds a bit like teaching “library skills” in a formal way which is not my style.
I was really curious to hear what my mentor thought on this topic. He is a) ruthless at weeding and does not have a resource in his library that hasn’t been used in one year; and b) the King of research and information literacy skills. He is likely one of the most knowledgeable TL’s I know. Even he keeps print resources, albeit a bare bone collection that is supported by website links on his library site.
So, after a week of interviewing and probing into the reference sections of libraries near and far, I believe that print resources do have their place in a library, however not in the quantity that has been maintained in the past. The cost for quality online resources is significantly cheaper than print ones and is, for most students, the preferred vehicle to access information. We must remember, however, that it is our role to provide a variety of resources and tools to our users, and the internet is just one more tool.
"Are Librarians Totally Obsolete? 33 Reasons Why Libraries and Librarians are Still Extremely Important" - Article Review #2
This article addresses the futuristic notion that perhaps one day, libraries and librarians will disappear as more and more resources are digitalized. Is this realistic? Are we expendable, to be replaced by computers and internet connections?
Sherman doesn’t believe so. He makes a solid, 33 point argument that we are certainly needed in the digital future, perhaps more so than today. He accurately points out that the internet is not our enemy – it is a tool that we use to help our users locate information. And it is not a tool without faults…. of which I shall highlight five:
1. Not all information is available on the internet. For example, current copyright laws in the US protect works from being put on the internet for 70 years after the death of the author. Even if such laws did not exist, it would take about 200 years to digitalize the some 100 million books in print since the invention of movable type. (p.22)
2. The quality of the internet experience is determined by the user. There are skills required to best access information, and these skills need to be taught. “The internet is not DIY.” (p.24) Librarians have the know-how to help users access information effectively.
3. The internet is highly social in nature and makes in susceptible to low quality information. Information can be biased or manipulated. Websites that are frequented more than others are given priority in search engines. Popularity does not equal validity. Libraries contain resources that conform to strict guidelines or accuracy and citation.
4. It is often difficult to isolate specific information on the internet. Libraries contain detailed index information on resources in its collection.
5. The internet is transient. Website addresses change or go offline. Communities appear or disappear. There is a distinct lack of stability.
It is also important to note that not everyone has access to the internet and it’s not free. And books aren’t free either. For some people, the library is the only place where they can have access to reliable resources for research purposes.
It may surprise you to learn that people are using libraries even more since the dawn of the internet. With online access, library “attendance” is actually growing. People who were not library visitors in the past are finding a new connection with libraries through the internet.
Librarians are needed more than ever to help guide users through the messy information hub that is the internet. As even websites need moderators, we are the moderators between technology, information and needs of the user. That is one thing the internet will never do.
Sherman, Will. "Are Librarians Totally Obsolete? 33 Reasons Why Libraries and Librarians are Still Extremely Important." Teacher Librarian 35Oct, 2007 21-28. 20 Sep 2008
Sherman doesn’t believe so. He makes a solid, 33 point argument that we are certainly needed in the digital future, perhaps more so than today. He accurately points out that the internet is not our enemy – it is a tool that we use to help our users locate information. And it is not a tool without faults…. of which I shall highlight five:
1. Not all information is available on the internet. For example, current copyright laws in the US protect works from being put on the internet for 70 years after the death of the author. Even if such laws did not exist, it would take about 200 years to digitalize the some 100 million books in print since the invention of movable type. (p.22)
2. The quality of the internet experience is determined by the user. There are skills required to best access information, and these skills need to be taught. “The internet is not DIY.” (p.24) Librarians have the know-how to help users access information effectively.
3. The internet is highly social in nature and makes in susceptible to low quality information. Information can be biased or manipulated. Websites that are frequented more than others are given priority in search engines. Popularity does not equal validity. Libraries contain resources that conform to strict guidelines or accuracy and citation.
4. It is often difficult to isolate specific information on the internet. Libraries contain detailed index information on resources in its collection.
5. The internet is transient. Website addresses change or go offline. Communities appear or disappear. There is a distinct lack of stability.
It is also important to note that not everyone has access to the internet and it’s not free. And books aren’t free either. For some people, the library is the only place where they can have access to reliable resources for research purposes.
It may surprise you to learn that people are using libraries even more since the dawn of the internet. With online access, library “attendance” is actually growing. People who were not library visitors in the past are finding a new connection with libraries through the internet.
Librarians are needed more than ever to help guide users through the messy information hub that is the internet. As even websites need moderators, we are the moderators between technology, information and needs of the user. That is one thing the internet will never do.
Sherman, Will. "Are Librarians Totally Obsolete? 33 Reasons Why Libraries and Librarians are Still Extremely Important." Teacher Librarian 35Oct, 2007 21-28. 20 Sep 2008
"The Hero's Journey: An Inquiry Research Model" - Article Review #1
For all of you that find research models to be rather prescriptive or dry.... fear not! Holmes offers an alternative that is fun, imaginative and motivational. Behold "the hero's journey", an alternative research model that encompasses all of the elements of common research models embedded in mythology.
Holmes is not despairing of research models per se, however he argues that models such as the Big 6 are "scientific" and "dispassionate". He suggests that we should strive to make research more exciting and personal. The hero's journey does just that: it teaches students to make the connection between their education and their larger life journey, rather than experiencing the research model as simply a process-based assignment.
Holmes argues that the goal of the information literacy process is to "create independent lifelong learners who feel passionately connected to their education" (p19). He believes that the current research models bore students and that the assignments we give are meaningless if implemented through scientific research models such as Big 6, turning students off from research. Thus these models are working against our goal.
The hero's journey research model is derived from Joseph Campbell's book The Hero With A Thousand Faces, written in 1956. The hero's journey is a "narrative structure... an archetypal map of the human spirit quest". This form of narrative has been used extensively since this time in films, video games and books, and was even a major influence on George Lucas as he created Star Wars. It is a story from that captures what it is like to be human.
Holmes stresses that we need to make research fun, dynamic and meaningful. The hero's journey incorporates role play so students become detectives, explorers or scientists. They are encouraged to approach research from an authentic standpoint in history, turning it into a game.
Reg Harris and Susan Thompson (both English teachers) developed a curriculum guide to support the hero's journey. If you would like to read more about this research model or view resources linked to it, you can visit www.yourheroicjourney.com.
The following is an outline of the stages of the hero’s quest:
1. The call to adventure: This is the challenge or the initial inquiry.
2. The supernatural aid: This is the EQ (essential question).
3. The threshold: The informational need, the missing information.
4. The challenges and temptations: The support of the TL or teacher to guide the learner through treacherous obstacles such as boredom, frustration, laziness, bad information, etc.
5. The abyss: This is the greatest challenge, the “point of maximum confusion when the student faces information overload”.
6. The revelation: The problem becomes manageable and solutions surface.
7. The transformation: Solutions are chosen, creativity is called upon.
8. The atonement: The EQ is answered.
9. Returning with the gift of the goddess: Sharing new knowledge with others.
My reflections of this article:
I visited the website and further learned about this research model. While creative, it is too convoluted and “out there” for me! Furthermore, it would have to be heavily adapted for use in an elementary school. It is rich in language and creativity and I can see how it would appeal to perhaps a creative writing class at the secondary level. It would confuse the socks of my little ESL kids with the terminology and multiple steps. In theory, I like the idea of a research quest that incorporates imaginative elements in a game-like fashion. But until such a model surfaces, I’ll stick to Research Quest!
Holmes, Thomas. "The Hero's Journey: An Inquiry Research Model." Teacher Librarian 34.no5June, 2007 19-22. 19 Sep 2008
Holmes is not despairing of research models per se, however he argues that models such as the Big 6 are "scientific" and "dispassionate". He suggests that we should strive to make research more exciting and personal. The hero's journey does just that: it teaches students to make the connection between their education and their larger life journey, rather than experiencing the research model as simply a process-based assignment.
Holmes argues that the goal of the information literacy process is to "create independent lifelong learners who feel passionately connected to their education" (p19). He believes that the current research models bore students and that the assignments we give are meaningless if implemented through scientific research models such as Big 6, turning students off from research. Thus these models are working against our goal.
The hero's journey research model is derived from Joseph Campbell's book The Hero With A Thousand Faces, written in 1956. The hero's journey is a "narrative structure... an archetypal map of the human spirit quest". This form of narrative has been used extensively since this time in films, video games and books, and was even a major influence on George Lucas as he created Star Wars. It is a story from that captures what it is like to be human.
Holmes stresses that we need to make research fun, dynamic and meaningful. The hero's journey incorporates role play so students become detectives, explorers or scientists. They are encouraged to approach research from an authentic standpoint in history, turning it into a game.
Reg Harris and Susan Thompson (both English teachers) developed a curriculum guide to support the hero's journey. If you would like to read more about this research model or view resources linked to it, you can visit www.yourheroicjourney.com.
The following is an outline of the stages of the hero’s quest:
1. The call to adventure: This is the challenge or the initial inquiry.
2. The supernatural aid: This is the EQ (essential question).
3. The threshold: The informational need, the missing information.
4. The challenges and temptations: The support of the TL or teacher to guide the learner through treacherous obstacles such as boredom, frustration, laziness, bad information, etc.
5. The abyss: This is the greatest challenge, the “point of maximum confusion when the student faces information overload”.
6. The revelation: The problem becomes manageable and solutions surface.
7. The transformation: Solutions are chosen, creativity is called upon.
8. The atonement: The EQ is answered.
9. Returning with the gift of the goddess: Sharing new knowledge with others.
My reflections of this article:
I visited the website and further learned about this research model. While creative, it is too convoluted and “out there” for me! Furthermore, it would have to be heavily adapted for use in an elementary school. It is rich in language and creativity and I can see how it would appeal to perhaps a creative writing class at the secondary level. It would confuse the socks of my little ESL kids with the terminology and multiple steps. In theory, I like the idea of a research quest that incorporates imaginative elements in a game-like fashion. But until such a model surfaces, I’ll stick to Research Quest!
Holmes, Thomas. "The Hero's Journey: An Inquiry Research Model." Teacher Librarian 34.no5June, 2007 19-22. 19 Sep 2008
Researching Research Models
Two quotes that struck me in this week's readings:
"Living in the information age requires people to go beyond the ability to locate information and requires competence in seeking meaning and understanding. More is not necessarily better without skillful guidance from an insightful person [school library media specialist]" (Learning 708).
"...students that have little prior knowledge of the information seeking process have fragmented understanding of subject knowledge" (Riedling, 10)
I like these quotes as they validate the role of the TL and employing research models at the same time.
I appreciated Maloya's reflections (and chart) comparing Big 6, Research Quest and the Infomation Seeking Process. I agree with her preference for Research Quest for the reason she provided - it requires students to think about which resources would be the most suitable for the particular task they are focused on. I also like the simplicity of the language. In a school that is high ESL, this is important.
Many classmates have commented on the importance of the reflection step of the research models. This is so true. It is very easy to get caught up in the process or the product (or both!) and overlook the significant step of making observations about learning. It is important that students develop their interpersonal skills and learning identity which is best achieved through reflection.
Something that struck me about these research models is that for all their similarities, which are many, their terminologies differ. Wouldn't it be great if a school agreed on using one model and thus eliminating the confusion that students would face learning new models and terminologies? This led me to do some research of my own at my school.
I found an interesting blend of research models. Half of the staff had never heard of a research model. Even after I explained it, they thought is was a tool that should be part of Developing Readers. (I clearly explained it badly.) In the end, I had to provide copies of the models for them to understand. They then saw the value in the models, however had not used them before. The good news is that most of these teachers are open to using any model, should I offer to work with them. The other half of the staff use a combination of Big 6 and teacher created research models. The decision to collectively focus on one research model or another will be discussed at a staff meeting later in the month. I am excited that it has got people thinking and talking about this topic and that I can then use this as a platform to offer collaborative teaching ideas.
"Living in the information age requires people to go beyond the ability to locate information and requires competence in seeking meaning and understanding. More is not necessarily better without skillful guidance from an insightful person [school library media specialist]" (Learning 708).
"...students that have little prior knowledge of the information seeking process have fragmented understanding of subject knowledge" (Riedling, 10)
I like these quotes as they validate the role of the TL and employing research models at the same time.
I appreciated Maloya's reflections (and chart) comparing Big 6, Research Quest and the Infomation Seeking Process. I agree with her preference for Research Quest for the reason she provided - it requires students to think about which resources would be the most suitable for the particular task they are focused on. I also like the simplicity of the language. In a school that is high ESL, this is important.
Many classmates have commented on the importance of the reflection step of the research models. This is so true. It is very easy to get caught up in the process or the product (or both!) and overlook the significant step of making observations about learning. It is important that students develop their interpersonal skills and learning identity which is best achieved through reflection.
Something that struck me about these research models is that for all their similarities, which are many, their terminologies differ. Wouldn't it be great if a school agreed on using one model and thus eliminating the confusion that students would face learning new models and terminologies? This led me to do some research of my own at my school.
I found an interesting blend of research models. Half of the staff had never heard of a research model. Even after I explained it, they thought is was a tool that should be part of Developing Readers. (I clearly explained it badly.) In the end, I had to provide copies of the models for them to understand. They then saw the value in the models, however had not used them before. The good news is that most of these teachers are open to using any model, should I offer to work with them. The other half of the staff use a combination of Big 6 and teacher created research models. The decision to collectively focus on one research model or another will be discussed at a staff meeting later in the month. I am excited that it has got people thinking and talking about this topic and that I can then use this as a platform to offer collaborative teaching ideas.
Where the Journey Begins
Noting the distance one has traveled is impossible without understanding where the journey began. As a relatively new teacher librarian of one year, I have a general idea of what constitutes a reference material and how we as teacher librarians use these materials to support teaching and learning. The terminology used in the course text is for the most part familiar to me, as are the ideas presented in the chapters. However, I know enough to know that there is a lot that I don't know.
What don't I know? Well, the reference section of my library at my new school looks like it has never been touched. I need some ideas and inspiration as to how to correct this problem as I am not sure where to begin. The materials in my library are relatively new, however they are few in number and do not represent the gamut of materials that are mentioned in the course outline. I need to learn about a greater variety of resources and incorporate them into my library development plan.
I can hardly keep up the amount of new and amazing reference websites that continually pop up, but I try! I hope to learn of more useful websites that have been tried and tested. While it is very important to have books as reference materials, there are reference websites that books cannot begin to represent.
A library can have amazing resources however they are of little use without a guide to bring them to life. I hope to learn of innovative ideas that will help me to be the "go-to" resource person in my school. It will take time to get to know the staff, students and learning styles of my new school community. In time, and with new experiences and learning, I'm sure I'll get there!
I am sure that I will discover other knowledge gaps along the way. These are only the potholes I am aware of!
What don't I know? Well, the reference section of my library at my new school looks like it has never been touched. I need some ideas and inspiration as to how to correct this problem as I am not sure where to begin. The materials in my library are relatively new, however they are few in number and do not represent the gamut of materials that are mentioned in the course outline. I need to learn about a greater variety of resources and incorporate them into my library development plan.
I can hardly keep up the amount of new and amazing reference websites that continually pop up, but I try! I hope to learn of more useful websites that have been tried and tested. While it is very important to have books as reference materials, there are reference websites that books cannot begin to represent.
A library can have amazing resources however they are of little use without a guide to bring them to life. I hope to learn of innovative ideas that will help me to be the "go-to" resource person in my school. It will take time to get to know the staff, students and learning styles of my new school community. In time, and with new experiences and learning, I'm sure I'll get there!
I am sure that I will discover other knowledge gaps along the way. These are only the potholes I am aware of!
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