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...
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!
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