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.
Monday, 13 June 2011
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.
Subscribe to:
Posts (Atom)