The course is done, but my learning is just beginning! Like I said in my earlier blog, I never once thought that there would be that much relevant information on reference materials for one to make a full course on it ... Boy, was I wrong! I learned so much about reference materials (and the like), enough for me to know that I shouldn't take them for granted.
It is from the heart when I say that I am grateful for this course. Eventhough I was the least bit interested in taking it (after I found out what it was all about), it was one that I learned the most from. I think this course is not just useful to TLs, but also to classroom teachers. Now that I have chosen to leave my TL position and become a full time classroom teacher, I feel like I am now armed with so much useful information that I can use in my teaching and share with my colleagues. I can't wait to check out the different online databases that our district subscribes to, which I never knew about and never got a chance to explore. I'm eager to have a look at the maps that are available in our library and start integrating them in my teaching. Finally, I'm extremely excited to visit all the sites provided by our classmates and see which ones I can bookmark and share with colleagues.
Thank you Anne for teaching this course and for all your thoughtful comments about our work. Thank you fellow learners for sharing your knowledge and expertise via the discussion forum. Lastly, thank you my children for being so patient with your mom (me!) especially when I had to give up many of our play and cuddle times, so I can do my course readings and assignments. Now that the course is over, we can play play play and play ... well, at least until my two courses start again in Sept!
Monday, 25 July 2011
Lesson 10 - Bibliographies, Biographies and Directories (Periodical Indexes)
If one is to explore the list of UBC Online Indexes and Databases, you will find an extensive list of options that are available for use. I like using EBSCO because ...
1. It is linked to several database collections, which yield results that are relevant to my field of study (i.e., Academic Search Complete, Library Info Science and Tech Abstracts, EBSCO Animals, Canadian/Teacher Ref Center, ERIC)
2. It often provides full text of the articles that I need, so I can easily view them online.
3. I can can alter my search in a variety of ways.
4. Many school districts subscribe to it, so students can access it as well.
5. I can do my article search from home, instead of having to personally go to a library (the way it used to be done years ago).
When I wasn't at all that comfortable yet in using EBSCO, I was easily getting frustrated with the site. I felt I had to be very specific with my keywords before it yielded relevant results. I was constantly losing connection and had to retype all my parameters to re-start my search, although I think the problem was more with my internet connection than it being a problem with the database. Just the same, I am indebted to this type of search engine because it gives me access to countless set of information which I find, not only relevant to me as a student, but also as a teacher.
1. It is linked to several database collections, which yield results that are relevant to my field of study (i.e., Academic Search Complete, Library Info Science and Tech Abstracts, EBSCO Animals, Canadian/Teacher Ref Center, ERIC)
2. It often provides full text of the articles that I need, so I can easily view them online.
3. I can can alter my search in a variety of ways.
4. Many school districts subscribe to it, so students can access it as well.
5. I can do my article search from home, instead of having to personally go to a library (the way it used to be done years ago).
When I wasn't at all that comfortable yet in using EBSCO, I was easily getting frustrated with the site. I felt I had to be very specific with my keywords before it yielded relevant results. I was constantly losing connection and had to retype all my parameters to re-start my search, although I think the problem was more with my internet connection than it being a problem with the database. Just the same, I am indebted to this type of search engine because it gives me access to countless set of information which I find, not only relevant to me as a student, but also as a teacher.
Sunday, 24 July 2011
Lesson 9 - Maps, Atlases and other Geographical Sources (Maps)
Geography has never been an interest of mine. This is unfortunate because I know that there are much to learn just from simply looking and reading maps, for instance. This is perhaps that case why I have inadvertedly ignored the atlas/map section of our library. Although I am fully aware where they are situated in the library, I am not certain of their circulation status and whether or not they need updating. If it wasn't for Riedling's evaluation criteria, I wouldn't know what to do with them otherwise.
I did, however, make an honest effort in evaluating a geographical source from the links that were provided to us. Much as a I have never been a fun of maps, I find myself using Mapquest (and the portable travel map) quite a bit when figuring out how to get to a certain place. There are so many things I find useful about the Mapquest site. You can ...
1. Search for both Canadian and US locations
2. Search for both driving and walking options
3. Add a stop to your originally searched route or reverse your search (from the destination and back)
4. Alter the unit of measure (i.e., miles to km and vice versa)
5. Search for commonly used ammenities and places of interest (i.e., schools, hospitals, gas stations, restaurants) by a touch of a button (e.g., icons are available), within your driving/walking route
6. Print (to bring with you as you drive), save (for later use) and send (if your travelling as a group, for instance) your search results
7. Change your originally searched route to a shorter one
8. View the map in various ways (i.e., satellite, 360 view, normal map view)
and the best one of all ...
9. Change the site to Mapquest Atlas, which is just an engaging and interactive.
Mapquest is such a useful site for even the least computer savy user. It's very user-friendly and not overwhelming at all.
I did, however, make an honest effort in evaluating a geographical source from the links that were provided to us. Much as a I have never been a fun of maps, I find myself using Mapquest (and the portable travel map) quite a bit when figuring out how to get to a certain place. There are so many things I find useful about the Mapquest site. You can ...
1. Search for both Canadian and US locations
2. Search for both driving and walking options
3. Add a stop to your originally searched route or reverse your search (from the destination and back)
4. Alter the unit of measure (i.e., miles to km and vice versa)
5. Search for commonly used ammenities and places of interest (i.e., schools, hospitals, gas stations, restaurants) by a touch of a button (e.g., icons are available), within your driving/walking route
6. Print (to bring with you as you drive), save (for later use) and send (if your travelling as a group, for instance) your search results
7. Change your originally searched route to a shorter one
8. View the map in various ways (i.e., satellite, 360 view, normal map view)
and the best one of all ...
9. Change the site to Mapquest Atlas, which is just an engaging and interactive.
Mapquest is such a useful site for even the least computer savy user. It's very user-friendly and not overwhelming at all.
Lesson 8 - Indexes, Abstracts and Full Text Databases (World Book Online)
Given all the online topics of discussions in our reference course, I have to say that this one on databases is what excited me the most! I'm extremely pleased with the amount of information that I obtained from having had the opportunity to explore the different databases that our district subscribes to. Unfortunately, I only had the chance to explore one - but fortunately, I chose what I think is the best one - World Book Online!
What an incredible resource WBO is! There's certainly something for everyone. It has many features which I know my students and I will benefit from.
1. WB Online is more superior to WB Print in the sense that it allows for various students to research on the same topic at any given time, without having to wait for the resource to be available.
2. It comes in three versions which cater to users of different reading levels.
3. All versions can be accessed from the same site. This eliminates the need to purchase different sets of WB for their library for the students and teachers use.
4. Its multi-media function is definitely very engaging - it has sound capability, very visually appealing, and it allows for its users to make data input (i.e., article search, interactive maps).
5. The site's content is constantly being updated and made relevant.
6. There are helpline and online tutorial guides, which first time users can access so as to help them navigate the system.
and the list goes on ...
In this day and age when people, particularly our young students, are becoming more and more technologically involved, online databases are similarly increasing in use and popularity. They are highly accessible from school and home (provided that internet is not down) , user-friendly and is free to access (through our school districts). They are different types of databases and it's just a matter of figuring out which one would best meet our needs.
What an incredible resource WBO is! There's certainly something for everyone. It has many features which I know my students and I will benefit from.
1. WB Online is more superior to WB Print in the sense that it allows for various students to research on the same topic at any given time, without having to wait for the resource to be available.
2. It comes in three versions which cater to users of different reading levels.
3. All versions can be accessed from the same site. This eliminates the need to purchase different sets of WB for their library for the students and teachers use.
4. Its multi-media function is definitely very engaging - it has sound capability, very visually appealing, and it allows for its users to make data input (i.e., article search, interactive maps).
5. The site's content is constantly being updated and made relevant.
6. There are helpline and online tutorial guides, which first time users can access so as to help them navigate the system.
and the list goes on ...
In this day and age when people, particularly our young students, are becoming more and more technologically involved, online databases are similarly increasing in use and popularity. They are highly accessible from school and home (provided that internet is not down) , user-friendly and is free to access (through our school districts). They are different types of databases and it's just a matter of figuring out which one would best meet our needs.
Saturday, 23 July 2011
Lesson 6 - General and Specialized Encyclopedias (Wikipedia)
Quite honestly, I know very little about Wikipedia prior to taking this course. I have used it a couple of times before, but I never questioned the validity of its content because the information I got was accurate and complete. I didn't realize until after I've read my classmates posts on this topic in our online discussion forum how controversial of a research source it is.
Now that I know what I know about Wikipedia, the question now is ... should I allow my students to use Wikipedia as a research source? My response is ... why not? I used (and will continue to use) it! My reaction is as such because when doing research, I ALWAYS require my students to use multi-sourcing. This way, a lot (if not all) of the discrepancies and inaccuracies will likely surface, and we (as a class) can make the corrections ourelves.
In reading my classmates' posts on Wikipedia, I found that they all basically revolved around this notion. Familiarize our students with the different features of Wikipedia (including the history tab, which I myself just recently learned about), discuss with them the pros and cons of using it as a research source, educate them on how to use it wisely and responsibly, and lastly ... evaluate their work based on how effectively they managed to incorporate their researched information into the overall content of their work.
Now that I know what I know about Wikipedia, the question now is ... should I allow my students to use Wikipedia as a research source? My response is ... why not? I used (and will continue to use) it! My reaction is as such because when doing research, I ALWAYS require my students to use multi-sourcing. This way, a lot (if not all) of the discrepancies and inaccuracies will likely surface, and we (as a class) can make the corrections ourelves.
In reading my classmates' posts on Wikipedia, I found that they all basically revolved around this notion. Familiarize our students with the different features of Wikipedia (including the history tab, which I myself just recently learned about), discuss with them the pros and cons of using it as a research source, educate them on how to use it wisely and responsibly, and lastly ... evaluate their work based on how effectively they managed to incorporate their researched information into the overall content of their work.
Monday, 13 June 2011
End of Module 1 - Reflection
Wow ... end of Module 1 already! I sure didn't expect to learn that much in such a short period of time. Much like Brooke Lowden in our class (as per her blog posting entitled "Terms and Definitions"), I registered for this course thinking that it was an IT (Info Tech) class for whatever reason. I have to admit, there was a bit of disappointment on my part when I realized that it wasn't. Funny thing was, I meant to register for an IT course because I was wanting to re-create a website for our school library (which from what I heard, was part of the assessment piece in the IT course). As it turned out, we'll be doing something similar in this class, such as this blog. All was good after that :)
Learning about the reference section of a school library is new to me. I say that because hardly anyone really talks about "that" part of the library anymore. Of course, this is not to say that I don't use it with my students, but I didn't realize how vast the topic is that a 3-credit course can be solely dedicated to talking about just that. Joanne McLarty (based on her blog entry entitled "Module 1 is done!") and I share a somewhat similar initial reaction to the course ... the fact that prior to taking it, we hadn't really spent that much time thinking about the reference section of our libraries. All I know is that it exists and that I need to use it more often because based on my past experience as a student, the reference section of a library houses some of the most valuable sources of information.
I particularly like Riedling's textbook entitled Reference Skills for the School Library Media Specialist. It's a perfect complement to an online course that is jam packed with information. It clearly explains and gives pertinent information and examples on all topics that we have been discussing in class. More importantly, the wording of the content is easy to understand and Riedling's approach when explaining a concept is easy to follow.
The course in itself has taught (and continues to) teach me so much about reference terminology, collection, sources and services, as well as that of the research process. Some of my new learning that I can clearly identify are ...
1. Additional reference terminologies such as gazetteers, reference interview, national/trade/universal bibliography, and the two acronyms: NUC and OCLC
2. Various research models, which I didn't even know had their own particular names - In the past, I have just been formulating my own steps to conducting research, with the assessment piece in the end. With my new learning in tow, I now have several "proven" models to refer to, which will help me make the research process even more efficient.
3. Selection criteria for evaluating reference materials - This part of the course is where I learned the most. Sadly (and a bit ironic, actually), SD#23 does not have a district-wide policy on resource selection and weeding. What TL's purchase and discard from its selection are decided upon on a school-by-school basis, and I have to say it's extremely difficult for fairly new TL's such as myself to take on such a huge responsibility. When I had to do it in the past, I mostly went by what other TL's, teachers and some students advised me to buy, and the rest of my purchases were based on pure instinct. Having individual TL's GUESS on what to purchase and weed off their library, instead of having them follow a set standard at least as a guideline, is perhaps not advisable. Particularly in district like ours wherein there is a high turnover of TL's and for everytime a new TL is hired that year, a whole new set of policies are set for that particular school. Hardly any kind of consistency is achieved.
Sooooooo, what else do I want to learn in this course? I can't really say because, like I said before, learning about reference materials is all so new to me. What I can say for sure is that I am extremely eager to learn more and that I'm enjoying every minute of it.
Learning about the reference section of a school library is new to me. I say that because hardly anyone really talks about "that" part of the library anymore. Of course, this is not to say that I don't use it with my students, but I didn't realize how vast the topic is that a 3-credit course can be solely dedicated to talking about just that. Joanne McLarty (based on her blog entry entitled "Module 1 is done!") and I share a somewhat similar initial reaction to the course ... the fact that prior to taking it, we hadn't really spent that much time thinking about the reference section of our libraries. All I know is that it exists and that I need to use it more often because based on my past experience as a student, the reference section of a library houses some of the most valuable sources of information.
I particularly like Riedling's textbook entitled Reference Skills for the School Library Media Specialist. It's a perfect complement to an online course that is jam packed with information. It clearly explains and gives pertinent information and examples on all topics that we have been discussing in class. More importantly, the wording of the content is easy to understand and Riedling's approach when explaining a concept is easy to follow.
The course in itself has taught (and continues to) teach me so much about reference terminology, collection, sources and services, as well as that of the research process. Some of my new learning that I can clearly identify are ...
1. Additional reference terminologies such as gazetteers, reference interview, national/trade/universal bibliography, and the two acronyms: NUC and OCLC
2. Various research models, which I didn't even know had their own particular names - In the past, I have just been formulating my own steps to conducting research, with the assessment piece in the end. With my new learning in tow, I now have several "proven" models to refer to, which will help me make the research process even more efficient.
3. Selection criteria for evaluating reference materials - This part of the course is where I learned the most. Sadly (and a bit ironic, actually), SD#23 does not have a district-wide policy on resource selection and weeding. What TL's purchase and discard from its selection are decided upon on a school-by-school basis, and I have to say it's extremely difficult for fairly new TL's such as myself to take on such a huge responsibility. When I had to do it in the past, I mostly went by what other TL's, teachers and some students advised me to buy, and the rest of my purchases were based on pure instinct. Having individual TL's GUESS on what to purchase and weed off their library, instead of having them follow a set standard at least as a guideline, is perhaps not advisable. Particularly in district like ours wherein there is a high turnover of TL's and for everytime a new TL is hired that year, a whole new set of policies are set for that particular school. Hardly any kind of consistency is achieved.
Sooooooo, what else do I want to learn in this course? I can't really say because, like I said before, learning about reference materials is all so new to me. What I can say for sure is that I am extremely eager to learn more and that I'm enjoying every minute of it.
Lesson 4 – Print and/or Electronic Reference Materials (Is it a losing battle?)
Much has been said in our discussion forum about how online reference materials are vastly taking over print materials. Many appear to be in serious dilemma as to whether or not to purchase more print reference materials (i.e., a set of encyclopedia) or to simply shell out monies on web site subscriptions (i.e., World Book online). Surprisingly for me, in my two years of being a TL and assisting elementary students and teachers conduct research, I never really found myself in this predicament. I think this is largely because I often use multi-sourcing as a research tool.
In multi-sourcing, my students are required to use five different types of reference materials when conducting their research. I like multi-sourcing because it does not force me to choose one source over another. As a TL, I believe it is my job to market the value of each and every reference material that I have in our library. Since multi-sourcing requires the use of all relevant reference materials in our library, I first and foremost provide my students a thorough overview of what each reference source is all about – its purpose, use, importance, pros/cons and several examples – before I set them off to use them in their research project. In the case of print versus online resources, multi-sourcing provides an opportunity for my students to utilize both types of resources equally well.
Multi-sourcing as a research tool exposes my students to the various ways by which information can be interpreted and presented. Using print resources in their research, my students learn how to critically choose the most useful resource by looking at book titles, authors, publishers and copyright information. It teaches them to use table of contents, indexes and subject headings to locate information. As well, using print resources help them master the skill of notetaking by looking for keywords and highlighted clues in paragraphs of information. On the other hand, using online resources help make them “word-smiths” by knowing which keyword to type in order to generate the most relevant “hits.” They also learn how to critically evaluate multi web resources on the same topic. Finally, in using both print and online versions of the same resource (i.e., Worldbook), my students learn to evaluate for validity, relevance and appropriateness of presentation.
In essence, using both print and online resources provide for much richer research experience than using just one or the other. Hence, at least I think, TL’s of today need not ever so hastily make the decision of discarding their print reference materials in order to focus more solely on electronic sources. As well, the multiple challenges (i.e., frustrations, confusions, uncertainties) that students face when using one or the other should be effectively addressed, instead of avoided. Once TL’s have educated their students fairly well on the value of each reference source in their library, their students can then make their own educated guess on which type of resource to use in their future research projects. I believe that restricting their access to any type of resource right off the bat due to our own biases will certainly not help them become critical thinkers and effective researchers.
In multi-sourcing, my students are required to use five different types of reference materials when conducting their research. I like multi-sourcing because it does not force me to choose one source over another. As a TL, I believe it is my job to market the value of each and every reference material that I have in our library. Since multi-sourcing requires the use of all relevant reference materials in our library, I first and foremost provide my students a thorough overview of what each reference source is all about – its purpose, use, importance, pros/cons and several examples – before I set them off to use them in their research project. In the case of print versus online resources, multi-sourcing provides an opportunity for my students to utilize both types of resources equally well.
Multi-sourcing as a research tool exposes my students to the various ways by which information can be interpreted and presented. Using print resources in their research, my students learn how to critically choose the most useful resource by looking at book titles, authors, publishers and copyright information. It teaches them to use table of contents, indexes and subject headings to locate information. As well, using print resources help them master the skill of notetaking by looking for keywords and highlighted clues in paragraphs of information. On the other hand, using online resources help make them “word-smiths” by knowing which keyword to type in order to generate the most relevant “hits.” They also learn how to critically evaluate multi web resources on the same topic. Finally, in using both print and online versions of the same resource (i.e., Worldbook), my students learn to evaluate for validity, relevance and appropriateness of presentation.
In essence, using both print and online resources provide for much richer research experience than using just one or the other. Hence, at least I think, TL’s of today need not ever so hastily make the decision of discarding their print reference materials in order to focus more solely on electronic sources. As well, the multiple challenges (i.e., frustrations, confusions, uncertainties) that students face when using one or the other should be effectively addressed, instead of avoided. Once TL’s have educated their students fairly well on the value of each reference source in their library, their students can then make their own educated guess on which type of resource to use in their future research projects. I believe that restricting their access to any type of resource right off the bat due to our own biases will certainly not help them become critical thinkers and effective researchers.
Friday, 3 June 2011
Lesson 3 - Building a Reference Collection (Selection Process)
In the book Reference Skills for the School Library, Riedling made a comment that "School library media specialists should review on a regular basis textbooks used by all teachers, assess teachers' instructional methods, and become aware of particular research and other assignments given by teachers."
I was quite surprised by this comment because I never would have thought that reviewing textbooks is part of our "job." From what I know, this is done at the district level (for instance, in SD#23, we have a math/science resource coordinator that does this) or as spearheaded by each department head in the middle/high schools or by all primary teachers in the elem/interm schools. In fact, hardly are librarians called in to participate in meetings that involve curriculum planning. When there are staff meetings that call for teachers to break-out in grade-level groupings to do some academic-based planning, librarians are often grouped with the music/band teacher or are left on their own accord to do their own thing.
The question is ... do I want to participate in this? Do I want to take this on? If the evaluation process is to be a "group activity" between myself and other relevant teachers, than I wouldn't mind participating. However, I certainly wouldn't want to be THE one to make the final decision becaue I don't think I have sufficient knowledge or expertise to critic a subject-specific text, other than commenting on what I see on the surface (i.e., general text formatting, info layout). As well, I would have to have a clear sense of what the students at EACH grade level are able and expected to do. That in itself is a "tall order" for a librarian who comes in to school only 2-3 times a week! I think that being asked a TL's opinion is a good thing, but to be required to do all the assessment of all of the school's textbook will be unfair both to the TL and the respective teachers.
I was quite surprised by this comment because I never would have thought that reviewing textbooks is part of our "job." From what I know, this is done at the district level (for instance, in SD#23, we have a math/science resource coordinator that does this) or as spearheaded by each department head in the middle/high schools or by all primary teachers in the elem/interm schools. In fact, hardly are librarians called in to participate in meetings that involve curriculum planning. When there are staff meetings that call for teachers to break-out in grade-level groupings to do some academic-based planning, librarians are often grouped with the music/band teacher or are left on their own accord to do their own thing.
The question is ... do I want to participate in this? Do I want to take this on? If the evaluation process is to be a "group activity" between myself and other relevant teachers, than I wouldn't mind participating. However, I certainly wouldn't want to be THE one to make the final decision becaue I don't think I have sufficient knowledge or expertise to critic a subject-specific text, other than commenting on what I see on the surface (i.e., general text formatting, info layout). As well, I would have to have a clear sense of what the students at EACH grade level are able and expected to do. That in itself is a "tall order" for a librarian who comes in to school only 2-3 times a week! I think that being asked a TL's opinion is a good thing, but to be required to do all the assessment of all of the school's textbook will be unfair both to the TL and the respective teachers.
Sunday, 29 May 2011
Assignment #1 - The 21st Century Reference Librarian
Introduction
It should be of no surprise to anyone that, along with everything else around us, certain aspects of the library would have to adapt to the ever changing technological trend. In practically across all localities, Reference Librarians appear to be the first ones to take the hit. Unfortunately for many of us in the school districts of smaller scale libraries, Reference Librarians are one and the same as the overall Teacher Librarians. The three articles that I will review and reflect on talk about how the Reference Librarians’ job has been altered for different reasons and in varying ways, depending upon the specific needs of the end users (patrons).
I chose to write my paper on this topic because I believe that the modernization of many research processes and the increasing receptiveness of library users towards these online tools have significantly contributed to the decreased need for the face-to-face reference services that Reference Librarians are experts at. I chose these three particular articles to reflect on because their writers did not just pay lip service on the issue that Reference Librarians are a “dying breed,” but they also provided concrete examples on how they made considerable (and what looks like successful) changes in their libraries to meet this challenge and accommodate these changes.
Farewell to the Reference Librarian
Kennedy, S. (2011). Farewell to the Reference Librarian. Journal of Library Administration. 51(4). 319-325. Retrieved from EBSCO. 28 May 2011
Synopsis
In the article "Farewell to the Reference Librarian", Kennedy first and foremost discusses how the “traditional model of reference service – a static walk-up service point – no longer applies,” since many of today’s reference research is done almost exclusively online (319). In order to prove his argument, Kennedy uses the University of Connecticut Library as an example. He started off his article by providing a detailed description of what used to be its reference section and its components, namely hundreds of encyclopedias, dictionaries, bibliographies and census collection. Back then, Reference Librarians in the university were extremely vital in helping sort out the information from this section of the library, as many patrons didn't know how to use them. Years passed, according to Kennedy, much of these reference sources and information have been made available online, and even the Reference Librarians find themselves accessing online sites and electronic databases more so than visiting the monumental reference section. Not only are the printed reference sources in the library sitting idle and left unused, the reference librarians’ specialized knowledge has become almost insignificant in their field of work.
Kennedy's solution? "We should strive to build an information literacy program that would be so successful, it would put our reference service out of business; and at the same time we should strive to build information systems that would be so transparent and all encompassing as to put both our instruction program and our reference service out of business" (320). In his attempt to achieve this, Kennedy and his colleagues adapted a new academic plan that led to the reformation of the reference section in the university’s library. Following are the changes that have been adopted as a result of this reformation …
1. The reference section has been disbanded and replaced with Learning Commons,
2. Reference Librarians have been re-assigned as either a Library Research Services (formerly Liaison Librarians who are now responsible for increasing collaboration between different departments on campus especially those who don’t frequent the library) or Undergraduate Librarians (responsible for serving in-person visitors and providing research help when necessary),
3. Research help is made available using either on-call services or online,
4. Highly skilled staff from different departments in the library and on campus (i.e., IT), have been made accessible to library patrons in case they have a query or are in need of assistance while in the Learning Commons, and
5. Information Research Instruction has now been embedded directly into the curriculum as a natural part of a course
In closing, Kennedy refers to his efforts for change as “putting [sic] focus squarely on the user and presenting the library as a platform for “getting academic projects done,” providing appropriate tools, and stepping aside” (325).
Reflection
After having read Kennedy’s article, I couldn’t help but feel torn inside. On the one hand, I feel extremely saddened by the removal of the entire reference section of a fairly large library, which houses hundreds and hundreds of reference materials – only to make room for CHANGE. Even more importantly, Kennedy’s article reminds me of a Reference Librarian’s worst nightmare, wherein their job is either made obsolete, or is given to just about any other staff person to do! In fact, this is the exact same fear of many TL's of today, given the continued library cuts and closures, and re-assigning of their jobs onto other teachers in the school.
On the other hand, this reformation brings a certain level of curiosity in me as to whether or not it is going to work. Although Kennedy did not indicate in his article that his plan has had any measurable success, I can see certain potential for it - particularly on the part of the 21st century patrons. I particularly like the virtual access to research information and assistance (i.e., on-call and online help), as well as the immediate “no line-up” service. Another aspect of this reformation that will certainly be of benefit to newbie researchers is the integration of Information Research Instruction into their required courses, as opposed to making it an optional class for these students to take. Knowing how to effectively conduct a research project is undoubtedly a highly beneficial skill to have.
In either case, it appears that this change is perhaps something that is inevitable considering how fast things are changing and developing around us. I think what is important is for Reference Librarians to continue to be respected and valued for their expertise, training and “patience” because both their skill and knowledge in research are something that will only improve with time.
Reference Service without the Desk
Arndt, T. (2010). Reference Service without the Desk. Reference Services Review. 38(1). 71-80. Retrieved from EBSCO. 28 May 2011
Synopsis
The article Reference Service without the Desk provides a clear-cut approach to what seems to be a growing concern involving the role of Reference Librarians in today’s academic libraries. Arndt introduces her article by stating that while reference transactions in academic libraries are decreasing, the non-reference related questions being asked a Reference Librarian are increasing. In addition, Arndt’s article states that many library patrons of today are operating under a “self-serve mentality” (71), and they much prefer to independently maneuver their way through online research systems in search for their much needed information. Given the changing needs of library users, Arndt decides to test if her college library’s reference desk set-up is still appropriate for use in today’s times.
Prior to Arndt’s mediation, the college library had a reference area with a desk that was manned about 64 hours/week (72). Although majority of the library’s patrons conduct in-person transactions, the Reference Librarians were only receiving an average of one question per hour, which might even be too simple to answer or was non-research related. Arndt also mentions in her article that prior to their mediation, many students referred to Reference Librarians as “computer attendants” because they were often unsure what their actual role was in the library (72). One thing that was proving to be very effective, according to Arndt, was the Information Literacy Program that was being run by the same librarians that were manning the reference desk. This made Arndt think that the Reference Librarians might be better off providing literacy instruction, as opposed to being stationed at the service desk.
Concerned with the current state of their library’s reference section, Arndt and her colleagues have decided to come up with several alternatives to improving access to the Reference Librarian. Careful not to repeat what has already been done or suggested before, Arndt and her team have decided to run a reference services marketing campaign that would help facilitate the transition between the current reference services set-up to their newly proposed ideas (as stated below) …
1. Removal of the actual reference desk that has served no clear purpose in promoting quality research-based transactions
2. Accessing reference services on an on-call and online (“Ask the Librarian” website) basis
3. Highlighting reference services when teaching information literacy classes
4. Helping students become more aware of what the Reference Librarian can do for them
5. Helping students become more aware of where to get help with their research-based questions
As a common reaction to any proposed change, several concerns have been raised, particularly with regards to the removal of the reference desk. Many librarians are concerned that they “might lose visibility” (3). However, Arndt argues that their very successful literacy outreach programs have already made their Reference Librarians already known to many. There are also concerns that the circulation desk staff, where the service call will be answered, are not trained to know which Reference Librarian to transfer a call to. However, Arndt indicates in her article that appropriate training will be provided by qualified individuals.
After one year of operation, Arndt and her team’s assessment of their reference model shows much success, namely …
1. Increase in the “true reference encounters with librarians” (77)
2. Reduced stress among librarians, who used to juggle between jobs
3. Reference librarians are finally applying their expertise and knowledge in research when answering students’ questions
4. Stronger communication and relationship between access service staff
Arndt concludes her article by informing her readers that her successful reference model is not expected to work for everyone. The important thing, as Arndt states, is for librarians to closely examine the reference section of their library and then tailoring their model of reform based on their library’s particular needs.
Reflection
First thing I noticed after reading Arndt’s article is how strikingly similar it is to Kennedy’s Farewell to the Reference Librarian article. However, I seem to not have as strong of a feeling towards this article as I had with Kennedy’s. I think it is partly because this article does not involve discarding reference materials or anything of considerable value. Similarly, I found Arndt’s reform model to be a lot more subtle in its approach, compared to that of Kennedy’s model which I thought took certain drastic steps to get implemented. I thought it was helpful of Arndt to include in her article how their reference model was assessed for success, so that we can read up on the responses that they received from the college community. Lastly, I am appreciative of the evaluation piece that Arndt included at the end of her article, which we ourselves can use to evaluate our own reference facilities for efficiency and in forming our own reform model.
Is Steve Jobs a Role Model for Librarians?
Kohl, D. (2010). Is Steve Jobs a Role Model for Librarians? Journal of Academic Librarianship.
36(3). 191. Retrieved from EBSCO. 28 May 2011.
Synopsis
Kohl’s insightful ideas on what the “modern” Reference Librarian should be are portrayed quite clearly in his article entitled Is Steve Jobs a Role Model for Librarians? Kohl begins his article by reminiscing about his past experiences as a Reference Librarian, and how countless patrons have approached him asking for a resource with a made-up name (“the big brown book”) that they are pretending to know about (191). A reaction from a novice Reference Librarian will probably be to guess along with the patron in finding where the book in question might be using the physical clues given by the student. However, according to Kohl, an experienced Reference Librarian will know that the appropriate response is to not just give them the requested item, but to perhaps follow it up with the phrase “May I ask what information you’re looking for?” (191). This is what Kohl calls being an opportunity-driven problem solver, which is what he envisions today’s Reference Librarians (and all other librarians at that) should aspire to be.
Steve Jobs, co-founder and CEO of Apple Incorporated, is Kohl’s inspiration in all this. Viewed as “having had a history of finding opportunity-driven possibilities rather than providing demand-driven solutions,” Jobs is to Kohl someone who “uses technological possibility to create and offer new possibilities to customers for making their lives easier, more productive, or just more interesting” (191). Similarly, Kohl thinks that the Reference Librarians of today should be opportunity-driven, and not just reliant on what their patrons dictate or request of them to do or provide. Although Kohl doesn’t dismiss the importance of listening and respecting patrons’ expressed needs, he feels that opportunity-driven librarians tend to have better insight and perspective into a more broader list of possibilities of which the patrons themselves may not know. In fact, Kohl identified several past opportunity-driven research gadgets (i.e., online cataloguing, electronic reference sources) that have proven useful and well-received by library patrons, even though they did not request for them to be created (191).
Kohl concludes his article by stating that literal answers to a patron’s expressed need should be provided by student assistants, while a more professional and modernized Reference Librarian is expected to respond more critically, thoughtfully and with the most satisfactory solution in mind. He believes that opportunity-driven librarians are the key to promoting tools, services and programs that will lead to the betterment of any library, the continued professional success of its staff, and the contentment of its patrons.
Reflection
I think that Kohl’s concept of the “modernized” Reference Librarian is not that far-fetched. Given all the various professional development training specifically geared for librarians, as well as the countless advanced courses being offered for their continued learning (such as this course), the librarians of today are expected to have a more in-depth understanding of what drives their patrons and what will best serve their needs (expressed or not). We, as librarians of today, are becoming more and more aware of what needs to be done to make our services and programs more efficient, engaging and successful with reference to the needs and wants of our patrons. However, I also think (in fact, I believe) that many (if not all) librarians of today are already doing their best and are already going over-and-beyond what they are expected to do as information disseminators, research guides, and literacy instructors.
It should be of no surprise to anyone that, along with everything else around us, certain aspects of the library would have to adapt to the ever changing technological trend. In practically across all localities, Reference Librarians appear to be the first ones to take the hit. Unfortunately for many of us in the school districts of smaller scale libraries, Reference Librarians are one and the same as the overall Teacher Librarians. The three articles that I will review and reflect on talk about how the Reference Librarians’ job has been altered for different reasons and in varying ways, depending upon the specific needs of the end users (patrons).
I chose to write my paper on this topic because I believe that the modernization of many research processes and the increasing receptiveness of library users towards these online tools have significantly contributed to the decreased need for the face-to-face reference services that Reference Librarians are experts at. I chose these three particular articles to reflect on because their writers did not just pay lip service on the issue that Reference Librarians are a “dying breed,” but they also provided concrete examples on how they made considerable (and what looks like successful) changes in their libraries to meet this challenge and accommodate these changes.
Farewell to the Reference Librarian
Kennedy, S. (2011). Farewell to the Reference Librarian. Journal of Library Administration. 51(4). 319-325. Retrieved from EBSCO. 28 May 2011
Synopsis
In the article "Farewell to the Reference Librarian", Kennedy first and foremost discusses how the “traditional model of reference service – a static walk-up service point – no longer applies,” since many of today’s reference research is done almost exclusively online (319). In order to prove his argument, Kennedy uses the University of Connecticut Library as an example. He started off his article by providing a detailed description of what used to be its reference section and its components, namely hundreds of encyclopedias, dictionaries, bibliographies and census collection. Back then, Reference Librarians in the university were extremely vital in helping sort out the information from this section of the library, as many patrons didn't know how to use them. Years passed, according to Kennedy, much of these reference sources and information have been made available online, and even the Reference Librarians find themselves accessing online sites and electronic databases more so than visiting the monumental reference section. Not only are the printed reference sources in the library sitting idle and left unused, the reference librarians’ specialized knowledge has become almost insignificant in their field of work.
Kennedy's solution? "We should strive to build an information literacy program that would be so successful, it would put our reference service out of business; and at the same time we should strive to build information systems that would be so transparent and all encompassing as to put both our instruction program and our reference service out of business" (320). In his attempt to achieve this, Kennedy and his colleagues adapted a new academic plan that led to the reformation of the reference section in the university’s library. Following are the changes that have been adopted as a result of this reformation …
1. The reference section has been disbanded and replaced with Learning Commons,
2. Reference Librarians have been re-assigned as either a Library Research Services (formerly Liaison Librarians who are now responsible for increasing collaboration between different departments on campus especially those who don’t frequent the library) or Undergraduate Librarians (responsible for serving in-person visitors and providing research help when necessary),
3. Research help is made available using either on-call services or online,
4. Highly skilled staff from different departments in the library and on campus (i.e., IT), have been made accessible to library patrons in case they have a query or are in need of assistance while in the Learning Commons, and
5. Information Research Instruction has now been embedded directly into the curriculum as a natural part of a course
In closing, Kennedy refers to his efforts for change as “putting [sic] focus squarely on the user and presenting the library as a platform for “getting academic projects done,” providing appropriate tools, and stepping aside” (325).
Reflection
After having read Kennedy’s article, I couldn’t help but feel torn inside. On the one hand, I feel extremely saddened by the removal of the entire reference section of a fairly large library, which houses hundreds and hundreds of reference materials – only to make room for CHANGE. Even more importantly, Kennedy’s article reminds me of a Reference Librarian’s worst nightmare, wherein their job is either made obsolete, or is given to just about any other staff person to do! In fact, this is the exact same fear of many TL's of today, given the continued library cuts and closures, and re-assigning of their jobs onto other teachers in the school.
On the other hand, this reformation brings a certain level of curiosity in me as to whether or not it is going to work. Although Kennedy did not indicate in his article that his plan has had any measurable success, I can see certain potential for it - particularly on the part of the 21st century patrons. I particularly like the virtual access to research information and assistance (i.e., on-call and online help), as well as the immediate “no line-up” service. Another aspect of this reformation that will certainly be of benefit to newbie researchers is the integration of Information Research Instruction into their required courses, as opposed to making it an optional class for these students to take. Knowing how to effectively conduct a research project is undoubtedly a highly beneficial skill to have.
In either case, it appears that this change is perhaps something that is inevitable considering how fast things are changing and developing around us. I think what is important is for Reference Librarians to continue to be respected and valued for their expertise, training and “patience” because both their skill and knowledge in research are something that will only improve with time.
Reference Service without the Desk
Arndt, T. (2010). Reference Service without the Desk. Reference Services Review. 38(1). 71-80. Retrieved from EBSCO. 28 May 2011
Synopsis
The article Reference Service without the Desk provides a clear-cut approach to what seems to be a growing concern involving the role of Reference Librarians in today’s academic libraries. Arndt introduces her article by stating that while reference transactions in academic libraries are decreasing, the non-reference related questions being asked a Reference Librarian are increasing. In addition, Arndt’s article states that many library patrons of today are operating under a “self-serve mentality” (71), and they much prefer to independently maneuver their way through online research systems in search for their much needed information. Given the changing needs of library users, Arndt decides to test if her college library’s reference desk set-up is still appropriate for use in today’s times.
Prior to Arndt’s mediation, the college library had a reference area with a desk that was manned about 64 hours/week (72). Although majority of the library’s patrons conduct in-person transactions, the Reference Librarians were only receiving an average of one question per hour, which might even be too simple to answer or was non-research related. Arndt also mentions in her article that prior to their mediation, many students referred to Reference Librarians as “computer attendants” because they were often unsure what their actual role was in the library (72). One thing that was proving to be very effective, according to Arndt, was the Information Literacy Program that was being run by the same librarians that were manning the reference desk. This made Arndt think that the Reference Librarians might be better off providing literacy instruction, as opposed to being stationed at the service desk.
Concerned with the current state of their library’s reference section, Arndt and her colleagues have decided to come up with several alternatives to improving access to the Reference Librarian. Careful not to repeat what has already been done or suggested before, Arndt and her team have decided to run a reference services marketing campaign that would help facilitate the transition between the current reference services set-up to their newly proposed ideas (as stated below) …
1. Removal of the actual reference desk that has served no clear purpose in promoting quality research-based transactions
2. Accessing reference services on an on-call and online (“Ask the Librarian” website) basis
3. Highlighting reference services when teaching information literacy classes
4. Helping students become more aware of what the Reference Librarian can do for them
5. Helping students become more aware of where to get help with their research-based questions
As a common reaction to any proposed change, several concerns have been raised, particularly with regards to the removal of the reference desk. Many librarians are concerned that they “might lose visibility” (3). However, Arndt argues that their very successful literacy outreach programs have already made their Reference Librarians already known to many. There are also concerns that the circulation desk staff, where the service call will be answered, are not trained to know which Reference Librarian to transfer a call to. However, Arndt indicates in her article that appropriate training will be provided by qualified individuals.
After one year of operation, Arndt and her team’s assessment of their reference model shows much success, namely …
1. Increase in the “true reference encounters with librarians” (77)
2. Reduced stress among librarians, who used to juggle between jobs
3. Reference librarians are finally applying their expertise and knowledge in research when answering students’ questions
4. Stronger communication and relationship between access service staff
Arndt concludes her article by informing her readers that her successful reference model is not expected to work for everyone. The important thing, as Arndt states, is for librarians to closely examine the reference section of their library and then tailoring their model of reform based on their library’s particular needs.
Reflection
First thing I noticed after reading Arndt’s article is how strikingly similar it is to Kennedy’s Farewell to the Reference Librarian article. However, I seem to not have as strong of a feeling towards this article as I had with Kennedy’s. I think it is partly because this article does not involve discarding reference materials or anything of considerable value. Similarly, I found Arndt’s reform model to be a lot more subtle in its approach, compared to that of Kennedy’s model which I thought took certain drastic steps to get implemented. I thought it was helpful of Arndt to include in her article how their reference model was assessed for success, so that we can read up on the responses that they received from the college community. Lastly, I am appreciative of the evaluation piece that Arndt included at the end of her article, which we ourselves can use to evaluate our own reference facilities for efficiency and in forming our own reform model.
Is Steve Jobs a Role Model for Librarians?
Kohl, D. (2010). Is Steve Jobs a Role Model for Librarians? Journal of Academic Librarianship.
36(3). 191. Retrieved from EBSCO. 28 May 2011.
Synopsis
Kohl’s insightful ideas on what the “modern” Reference Librarian should be are portrayed quite clearly in his article entitled Is Steve Jobs a Role Model for Librarians? Kohl begins his article by reminiscing about his past experiences as a Reference Librarian, and how countless patrons have approached him asking for a resource with a made-up name (“the big brown book”) that they are pretending to know about (191). A reaction from a novice Reference Librarian will probably be to guess along with the patron in finding where the book in question might be using the physical clues given by the student. However, according to Kohl, an experienced Reference Librarian will know that the appropriate response is to not just give them the requested item, but to perhaps follow it up with the phrase “May I ask what information you’re looking for?” (191). This is what Kohl calls being an opportunity-driven problem solver, which is what he envisions today’s Reference Librarians (and all other librarians at that) should aspire to be.
Steve Jobs, co-founder and CEO of Apple Incorporated, is Kohl’s inspiration in all this. Viewed as “having had a history of finding opportunity-driven possibilities rather than providing demand-driven solutions,” Jobs is to Kohl someone who “uses technological possibility to create and offer new possibilities to customers for making their lives easier, more productive, or just more interesting” (191). Similarly, Kohl thinks that the Reference Librarians of today should be opportunity-driven, and not just reliant on what their patrons dictate or request of them to do or provide. Although Kohl doesn’t dismiss the importance of listening and respecting patrons’ expressed needs, he feels that opportunity-driven librarians tend to have better insight and perspective into a more broader list of possibilities of which the patrons themselves may not know. In fact, Kohl identified several past opportunity-driven research gadgets (i.e., online cataloguing, electronic reference sources) that have proven useful and well-received by library patrons, even though they did not request for them to be created (191).
Kohl concludes his article by stating that literal answers to a patron’s expressed need should be provided by student assistants, while a more professional and modernized Reference Librarian is expected to respond more critically, thoughtfully and with the most satisfactory solution in mind. He believes that opportunity-driven librarians are the key to promoting tools, services and programs that will lead to the betterment of any library, the continued professional success of its staff, and the contentment of its patrons.
Reflection
I think that Kohl’s concept of the “modernized” Reference Librarian is not that far-fetched. Given all the various professional development training specifically geared for librarians, as well as the countless advanced courses being offered for their continued learning (such as this course), the librarians of today are expected to have a more in-depth understanding of what drives their patrons and what will best serve their needs (expressed or not). We, as librarians of today, are becoming more and more aware of what needs to be done to make our services and programs more efficient, engaging and successful with reference to the needs and wants of our patrons. However, I also think (in fact, I believe) that many (if not all) librarians of today are already doing their best and are already going over-and-beyond what they are expected to do as information disseminators, research guides, and literacy instructors.
Sunday, 22 May 2011
Lesson #2 - The Reference Process and Info Skills (Research Models)
The members of ours class have made some very interesting comments about the pros and cons of all three research models that were mentioned in Riedling's textbook and that of BCTLA's Research Quest. Kuhlthau's Information Seeking Model is favored by some because of its affective approach to research. It takes into consideration the emotional experiences that a student often undergoes throughout the research process, and then helps him/her address each one at every stage of the model. The Research Process Model by Stripling and Pitts is a "put off" to many because of the long list of steps that are involved to conduct what could be a simple research. What appears to be the most popular, though, are Research Quest and the Big6 Model by Eisenberg and Berkowitz because both use student-friendly language and have fewer steps. In fact, Ben Koning is able to simplify the Big6 Model even more by identifying each step using one line questions that students can easily remember.
My opinion in this matter, however, is to question the necessity of having to choose only one model to teach our students. I see these models as STRATEGIES for conducting a highly efficient research process, and that they tend to provide the most benefit to students if they are used in conjunction with each other. For instance, a student may start off using one model (i.e., ISM by Kuhlthau's), but end up having to approach his/her work differently afterwards (i.e., breaking the steps into smaller ones like that of RPM by Stripling/Pitts). As well, I think that each model has its own merits that may be useful in different areas of research. Becoming more aware of what those merits are and when/where to best use them, I think, is what needs to be done here.
This scenario of helping our students build on research strategies somehow reminds me of what happens when solving a numeracy problem (another one of my passion). Basically, the more strategies a child knows how to add/subtract small numbers, the greater likelihood he/she will do well in solving problems of bigger numbers.
My opinion in this matter, however, is to question the necessity of having to choose only one model to teach our students. I see these models as STRATEGIES for conducting a highly efficient research process, and that they tend to provide the most benefit to students if they are used in conjunction with each other. For instance, a student may start off using one model (i.e., ISM by Kuhlthau's), but end up having to approach his/her work differently afterwards (i.e., breaking the steps into smaller ones like that of RPM by Stripling/Pitts). As well, I think that each model has its own merits that may be useful in different areas of research. Becoming more aware of what those merits are and when/where to best use them, I think, is what needs to be done here.
This scenario of helping our students build on research strategies somehow reminds me of what happens when solving a numeracy problem (another one of my passion). Basically, the more strategies a child knows how to add/subtract small numbers, the greater likelihood he/she will do well in solving problems of bigger numbers.
Saturday, 21 May 2011
Lesson #1 - Information Literacy & Reference Services in Schools (Terminology)
The first round of discussions in our LIBE 467 class centered on the use and understanding of various terms related to the reference section of the library. I found it extremely helpful to have the terminology identified and defined before we delve deeper into the topic. Having been a TL for 2 years, I'm actually quite familiar with some of the reference services and sources that were listed in the Glossary list. However, I'm not at all surprised that there continues to be more and more of those that I need to know.
Almost immediately after I posted on Vista that I'm not at all familiar with "Gazetteers," I went to our local library to check out what one might look like. What I found was a dictionary of maps - each page bearing specific information about a given geographical location, such as its area, population, climate, mountains, rivers and even tourist places. Then I went to read up on it online, and was surprised to find out that there was even Gazetteers specific to my home country, the Philippines (https://wiki.familysearch.org/en/Philippines_Gazetteers). I'm really glad to have researched on it because all this time, I thought of Gazetteers as writers or journalists for mini-newspapers, such as school papers. I would have easily dismissed the fact to my students that is also meant something else.
Another term from the Glossary that intrigued me was "Big6 Information Problem Solving Model." In seeing it laid out in full detail on page 10 of the Reidling (2005) textbook, it right away reminded me of the different steps involved when conducting a science experiment.
1. Task Experiment versus Identification of the Problem
* Both processes involve clearly defining the problem first and foremost. Doing so will help clarify what type of leg work needs to be done - where to go for information, what types of data are needed to help solve the problem, etc.
2. Information Seeking Strategies versus Data Gathering
3. Location and Access versus Forming a Hypothesis
* Both steps #2 & 3 in both processes involve evaluating all available resources and effectively seeking them from all possible sources.
4. Use of Information versus Experimentation
* These two steps refer to the heart of both processes. This is when the researcher (or experimenter) fully engages him/herself in extracting information from both his/her sources (or in testing his/her hypothesis).
5. Synthesis versus Analysis of the Result
6. Evaluation versus Conclusion and Presentation of the Results
* These final two steps in both processes involve examining the results of the research (or experiment) and presenting its findings in an appropriate and reliable format.
Although this is my first time to hear about Big6, it sure looks easy enough to follow that I can see myself using it as a reference model in various research activities in my class. I can also supplement it with an online activity shared by Joanne McLarty in my LIBE 467 class. This web-based activity is interactive, user-friendly and maybe used with my K-12 students.
Almost immediately after I posted on Vista that I'm not at all familiar with "Gazetteers," I went to our local library to check out what one might look like. What I found was a dictionary of maps - each page bearing specific information about a given geographical location, such as its area, population, climate, mountains, rivers and even tourist places. Then I went to read up on it online, and was surprised to find out that there was even Gazetteers specific to my home country, the Philippines (https://wiki.familysearch.org/en/Philippines_Gazetteers). I'm really glad to have researched on it because all this time, I thought of Gazetteers as writers or journalists for mini-newspapers, such as school papers. I would have easily dismissed the fact to my students that is also meant something else.
Another term from the Glossary that intrigued me was "Big6 Information Problem Solving Model." In seeing it laid out in full detail on page 10 of the Reidling (2005) textbook, it right away reminded me of the different steps involved when conducting a science experiment.
1. Task Experiment versus Identification of the Problem
* Both processes involve clearly defining the problem first and foremost. Doing so will help clarify what type of leg work needs to be done - where to go for information, what types of data are needed to help solve the problem, etc.
2. Information Seeking Strategies versus Data Gathering
3. Location and Access versus Forming a Hypothesis
* Both steps #2 & 3 in both processes involve evaluating all available resources and effectively seeking them from all possible sources.
4. Use of Information versus Experimentation
* These two steps refer to the heart of both processes. This is when the researcher (or experimenter) fully engages him/herself in extracting information from both his/her sources (or in testing his/her hypothesis).
5. Synthesis versus Analysis of the Result
6. Evaluation versus Conclusion and Presentation of the Results
* These final two steps in both processes involve examining the results of the research (or experiment) and presenting its findings in an appropriate and reliable format.
Although this is my first time to hear about Big6, it sure looks easy enough to follow that I can see myself using it as a reference model in various research activities in my class. I can also supplement it with an online activity shared by Joanne McLarty in my LIBE 467 class. This web-based activity is interactive, user-friendly and maybe used with my K-12 students.
Saturday, 14 May 2011
My First Entry - finally!
How exciting it is to revisit the world of blogging!
Hello folks! First and foremost, I apologize for the late start, but it's just been a whirlwind of a week for me. Nonetheless, I finally have my blog all set-up for posting, and I'm very excited to start blogging.
I have to say, I got the course all wrong! For some reason, I thought at first that it had a lot to do with the use of information technology in the library. Serves me right for not reading the course outline right off the bat!. However, I'm glad that it has instead a lot to do with the use of reference materials because it's the area in the library that I hardly ever utilize and know very little of. I'm hoping that this course will help me see the value of it, and that I would learn how to best utilize it for my advantage and those of my staff/students.
Well, I'm off to do some more reading. Thank you for visiting my blog!
Hello folks! First and foremost, I apologize for the late start, but it's just been a whirlwind of a week for me. Nonetheless, I finally have my blog all set-up for posting, and I'm very excited to start blogging.
I have to say, I got the course all wrong! For some reason, I thought at first that it had a lot to do with the use of information technology in the library. Serves me right for not reading the course outline right off the bat!. However, I'm glad that it has instead a lot to do with the use of reference materials because it's the area in the library that I hardly ever utilize and know very little of. I'm hoping that this course will help me see the value of it, and that I would learn how to best utilize it for my advantage and those of my staff/students.
Well, I'm off to do some more reading. Thank you for visiting my blog!
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