Final Blog and Happy Holidays

Developing a reference collection for an information literate society

What does that look like? After taking this course I am now familiar with the reference process and different models of inquiry for problem solving. I think I like the points of inquiry model- the poster that goes with it is an added bonus.

I found my course mates contributions helpful on many levels. Katie shared the following link for points of inquiry, which is a handy bookmark: http://bctf.ca/bctla/pub/documents/PointsofInquiry.pdf.  And as Mark said in the discussion on research models, “ It doesn't get any simpler than the The Points of Inquiry model. Now that's something you could read and use on an iphone. Now what better criteria is there than that!? Less is more, and when something is straight-forward enough to be self-explanatory, it's more engaging too”.

Riedling provides a good overview of the components of a reference section as the “nuts and bolts” in chapter 3-8 and through reading the text and going to my mentor’s library I have become more familiar with the universal sections in most libraries. In evaluating Seaforth’s collection I found that the needs of students compete with the technology available and although we always strive to give our students what they need the match up just isn’t possible. I think it is the skills we teach in the library- not necessarily the materials we have available that is most important- my opinion of course. There was a good back and forth banter between people in this course about the need for paper resources or electronic materials. I believe balance is important.

I appreciated the comment about how I did not mention a globe in my reference review- to be honest it did not come up. She uses wall maps with her students and I did not see a globe. I will definitely keep it in mind when I am looking at a reference collection myself.

The web as a reference resource is still very intimidating to use as a professional resource. I hope that I can work with a group of TLs to create a Wiki for various elementary school needs- links that work, are valuable professionally and that we can share amongst ourselves. Maybe in the form of a blog! Although this is my last formal blog for this course I hope to continue to use it as a tool to reflect on my TL learning. 

Collection Management - Lesson 12

Just a small thought when I was reading lesson 12 and managing a collection was the schools of thought about keeping the reference collection together or dispersed. The following sentiment is exactly what my teacher mentor described.

“Arguments for integrating reference materials deal with the fact that the reference materials are often used more when they are located in the regular collection with resources that are used by students on a regular basis” (course information lesson 12).

She finds resources are used more frequently if they are put in general circulation.

I am also curious about the ins and outs of an automated system. I know our district has one and I am relieved to read that it will help to organize the learning resource management. I am also curious about it’s role in inventory etc. So many questions generated for when I get back to work in the role of a TL. 

Deep Blog

Week 11: “Deep” Reflection

Interesting lesson, I found I was surfing about how to surf! Sadly, I did not find this week that practical for elementary school students. I wish they had “google kids” and that you could search a key word and there was an engine to do the weeding!! Other 467 students- did you find this useful as an elementary librarian?

In the online exploratory links I found the following comment meaningful about becoming a teacher librarian, building information literacy skills and connecting with reference resources in relation to this lesson. The comment was “more importantly is the teacher-librarian's mastery of search strategies that he/she can help students build effective search strategies.”

In the big picture we are supporting student learning so even though it may feel frustrating to us weeding through the maze of sites, imagine how frustrating it would be for a child. I can see how Wikkis are great, a collection of links students can use. It saves everyone time.

I discovered an Inactive link http://www.wkdev.com/deep/deep1.html on one of the course links- a bit frustrating to say the least. It looks the links were last accessed in 2009?

The following quote in grey literature reminded me of how traditional research vs action research. Both very useful but both are very different.

Grey lit. seems to be the “process work” not polished, similar to action research. With action research you “do” and “reflect” and “redo”; grey literature seems to be the process work of something- not the end product.

I wonder what the difference in reliability is between grey literature and wikkipedia?

Thoughts? 

Managing the information overload!

Mid course and Lesson 9,10 reflection

As I reflect on last week and the previous weeks, I find that I am overwhelmed with the amount of online sources available and listed in course materials, the frustration that links are overcrowded with pop ups and the time it takes to find a decent online resource.

I like looking at links others put forward (school districts, libraries etc.) by others but after starting assignment 3, I wonder if that is just a passive approach. I feel like I am in the self oriented concern stage- I need more information about supporting students achieving information literacy before I can be of any assistance and provide moral support.

I understand that this course is made up of a large range of individuals from TOCs to very experienced teachers, teacher librarians and to some who have never taught. I feel fortunate I have teaching strategies as part of my toolbox before adding this technology layer.

I am learning so much in this course about specific reference materials, but more importantly I am learning how to ask my school district mentor the right questions to assist me in my career change and supporting students information literacy development.  For example, in completing the reference review she was able to approach the PAC and ask for more funding for another set of animal encyclopedias.  Through meeting with her I learned my way around the library, was introduced to all areas of the library and we connected to further introduce students to Worldbook for assignment 3.

I see that many other students in this course enjoy using Worldbook as well, there are numerous conversations I have participated in but in summary the ease of use, current information that is frequently updated and engaging graphics seems to capture students’ and teachers attention.

I am excited to learn about and use the directory   A to zoo: Subject access to children's picture books. I love using picture books to introduce concepts to people of all ages and this would have been a handy classroom resource for me. I always call kids books when I need something specific.

Regarding atlases it seems that Nystrom has a good set for students to use. I question what we are teaching in the library with atlases. Are we teaching them how to use them or how to access that kind of information, and if that is the intent perhaps we should be weeding through the swamp of online sources and directing students how to do the same. Are students going to go to the public library when they need a map or are they going to google? However, if they don’t know what to do once they google and find a map then there is no point. It feels like the chicken and the egg question- what comes first?  When technology is introduced.

I appreciated Joanne and Amber postings about the Nystrom Canadian Desk Atlas and for providing such detailed information about the cost of the atlases.

Lastly, in my weekly course work for lesson 9 I went to click on the Geogames link that Lisa presented for smartboard geography and I could not access it because it was in you tube- the demo videos. A perfect example of why you need to regularly check links and have a back up plan ready to go.

http://www.reachtheworld.org/games/geogames/GeoGames-Teachers-Tools.html

Reference Resources- Digital Age- Information Literacy- To Weed or to treasure?

Riedling states an almanac is “a resource that provides useful data and statistics related to countries, personalities, events and subjects” (p.125) and notes that when “ a single figure or fact is required, the almanac can be very useful. Students enjoy facts and trivia; therefore almanacs are wonderful sources for browsing as information seeking”(p.38).

I have to agree that students love looking at these types of books- especially boys! Boys seem harder to motivate than girls says but perhaps the reference area is an area that can cultivate curiosity- or already does. I imagine the science and technology reference collection and Almanac’s are well used if children are given the opportunity and time to look at them. Anything with facts and figures, reliable or not, seems to intrigue children. I think having these books is important, maybe it's osmosis that will occur as students flip the pages but the internet is a "go to" place for specific information, students who browse our library shelves for pleasure need choices. Choices that may be accessible online, but also bound with old fashioned page numbers and that musty book smell! At Seaforth the students can check most reference books out which has increased circulation. There is the aspect of damage to consider but that has not been an issue for this school (yet...). I am not sure I have ever consulted a special dictionary, but that is not to say they are not important. I didn't know such things exist and in the school library I evaluated I don't think there were special dictionaries. I would love an animal dictionary for my son, he would enjoy a book specifically on animals with no mumbo jumbo to distract him. 

Reading my classmates posts there is a real push to spend time, money and energy on digital/online resources. Perhaps I don’t feel I have the skills to navigate the online revolutions- is there a TL course that covers only online resources- reference, fiction, non fictions, picture books etc.? Perhaps there is an I will be taking it in the future. With them changing so often I imagine a course of that nature would be hard to keep current. 

Rielding’s evaluating dictionaries and encyclopedias had some good points. The general evaluative guide Riedling suggests is authority (publisher), format (print- materials, arrangement of text, readability etc. but in addition to print the electronic dictionaries and encyclopedias contain links, maneuverability should be considered, and graphics should be evaluated. Perhaps another section called online sources should be written and additional evaluative tips should be outlined.

One classmates posting stated how her students enjoy using Worldbook online because it was reputable, reliable, and saved time in general because it was a one stop shop. She said they key was teaching them how to use the databases. I agree. Worldbook kids is a great start and I also like National Geographic for kids. My 2 year old is fascinated with the animals and loves to watch my searches. It’s scary but he knows how to click his way to the next screen. 

Reality Check- Reference Sources

With all the technologies available in our current global world, why are reference services still needed? They are required to determine among the tons of information, the ounce necessary and useful for the student. They are required to assist students in learning how to access, organize, evaluation, and use information –learn how to learn, become information literate. Ironically, technology has actually increased the student’s need for assistance and reference services. (Reidling, p.12) 

Starting assignment 2 was a very interesting process- evaluating a reference collection and improving it. First, I should explain I have never worked in a SL before and I am currently on maternity leave from a non enrolling position I held for the last 5 years so curriculum/learning strategies are a bit dated or foggy for me. Having said that, I have kept as current as I could and I have just been matched with a mentor to give me access to a school library and support my learning- so nice to have!

I met with my district mentor and she gave me a full tour of her reference and general collection. She explained that she extensively weeded everything when she started a few years ago.  In the reference collection she has kept the encyclopedias, dictionaries and geographical sources together and organized them subject based. Everything else has been put back into the general circulation (sports almanacs etc. ) because she said that the readability of the school reference collection is almost unusable by students independently and that so many books were not appealing to students, outdated or not a collection that needed to be contained because of the types of skills and processes taught.

She is interested in inquiry based learning and promoting a collection that can support this. She would like to see less reference and more collections of information based materials that students can use for applying their reference skills. I will be creating a plan that focuses on building a readable, current, interesting reference collection in French and English. The english collection is currently more developed partly because of availability, partly because bulk purchases are made in English.

Rereading the text was a good exercise for me to think about how I would shape my own library and the importance of reference collections- it is not my job to change her mind but perhaps my assignment will cause her to reflect on the importance of building a current, readable, interesting,  reference collection for the dual track school.

Can you tell which part of the collection is used and which part the TL is just unsure what to do with?

 

Cooperative lesson planning- Generating Interest with your staff

How I can help- and integrate technology!

At a staff meeting I would say I am interested in supporting teachers and working with students to improve information literacy.

I would say if you do not have a information literacy skill of choice we could start with some mini lessons on using text features gr. 1-7 using a variety of resources (print and electronic (if available) on a topic of their choice.

The primary team might pick the topic apples or community; the intermediates might pick Canada or Egypt. It doesn’t matter about the topic- the role is to support students developing information literacy and teach them how to use text features. I would show the staff the below learning outcomes and have a sign up sheet circulating.

Learning Outcomes:

Grade one: English Language Arts Curriculum

(Reading and Viewing Section)

B10            after reading and viewing, develop their understanding of the meaning conveyed in texts by

– rereading or “re-viewing” for clarification - describing their understanding of the text –  discussing their ideas with others –            using text features (e.g., diagrams, headings, bold and italicized words, diagrams, drawings, chapter titles) to locate information

Grade seven: English Language Curriculum

(Reading and viewing section)

B8            analyse how the following structures and features convey meaning:

–            literary elements (e.g., plot, tension, conflict, character, setting, climax, resolution, theme) –            literary devices (e.g., personification, imagery, irony, hyperbole, simile, metaphor, alliteration, onomatopoeia, rhyme, rhythm)- visual/artistic devices (e.g., space, colour, sound) –            text structure and organization (e.g., topic sentence, development of ideas with supporting details, central idea) –            text features (e.g., table of contents, headings, diagrams, sidebars, pull-quotes) –            form (e.g., sonnet, business letter, advertisement, debate) –            genre (e.g., essay, article, documentary, web page, short story, graphic novel, poem)

Learning outcomes are from the site:

http://www.bced.gov.bc.ca/irp/subject.php?lang=en&subject=Literacy_Foundations

(Please note these are Literacy Foundations English Language Arts 2010)