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