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.
Being selective is darn hard work for sure. It's one of the reasons I do not use Delicious (or Library Thing or..) to keep track of websites...it's just way too easy to keep adding and adding and adding...
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