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.