Indexes, Abstract and Full Text Databases

Right now, neither my school or district subscribe to any databases. When I checked the public library, I was pleasantly surprised with what the Vancouver Island Regional Library had to offer. They have the databased divided by subject – once you click on the subject, you can see the databases as well as recommended websites on that particular subject. Some more digging found the databases listed in alphabetical order, with some available only in branch. Some of the databases that I found interesting included: Academic Search Elite, CBCA Current Events, CBCA Reference, Encyclopedia of British Columbia, Encyclopédie Universalis, Gale Virtual Reference Library, Learning Centre, Mango Languages, MasterFILE Premier, NoveList, TumbleBooks, TumbleReadables and World Book (in all its forms). I really liked the subject index because it linked to the databases in addition to websites. I did find that there is not that much geared towards elementary aged children – the Homework Help category has World Book Online (which we have at school) and TumbleBooks and TumbleReadables (which we don't) and that is it for kids. I was excited to see they had French Resources, but nothing there was suitable for the students at my school, except L'Encyclopédie Découverte (World Book) which we already have.

When I did some exploration of the EBSCO site, I was pleased to see it has a Canadian specific product. The Nonfiction Book Collection, specifically designed for elementary school is interesting, as I find nonfiction books to be a good source of information for students this age – having access online to this type of information would be useful. The Searchasauras interface is very kid-friendly. I like that “Searchasaurus offers Lexile limiters (reading level), making it easy for students to read and research only appropriately challenging materials (from EBSCO site).” The Kids Search interface is more comprehensive, “automatically searching across all applicable databases simultaneously.” EBSCO has an interesting article about Free vs. Fee-Based Resources, of course written by themselves, so it is rather biased, though some good points are presented.

Gale Group also has a huge number of titles available in their databases, but I had a more difficult time navigating their site. I was unable to find information about database packages they have available.

Hmm . . . I am supposed to find out the cost and licencing fees for libraries for these databases but am unable to find anything. Will look again when I have some more energy!

Dictionaries, Thesauri, Handbooks, Almanacs & Yearbooks

This was an interesting lesson in an area I do not know that much about. 

The dictionary area of my Reference collection is an area that I need to weed out.  Being a French Immersion school, I have French, English and French-English dictionaries.  I have quite a few French picture dictionaries that I have shelved in the non-fiction section and children are allowed to check out.  This may be the section that I evaluate for Assignment #2.  I have English thesauri but none in French - perhaps I should seek out one!

Any handbooks, almanacs and yearbooks that I have are housed in the non-fiction section.  Students love the Guiness World Record books and the few almanacs that I have.  Should I be keeping these for reference only?

The CultureGrams Online Database looks very interesting, especially given they have the Canadian provinces.  However, given that the database is in English, it is of no use to me at a French Immersion school.

Encyclopedias

I did find this lesson an interesting read, particularly the articles about Wikipedia.  I think what resonated with me most was the final words in the Harris (2007) article:

    1) At least three sources are required to verify research.
    2) General encyclopedias like Wikipedia are a great place to get started, however...
    3) Serious research projects cannot cite general knowledge encyclopedias.

Yes, Wikipedia is useful.  Yes, Wikipedia is among the first hits for any topic when doing an online search.  Yes, parents and students use Wikipedia.  Yes, I use Wikipedia.  

However, Wikipedia needs to be used for what it is.  A place to get some general information about something.  It must also be understood how Wikipedia is created and why there may be in fact error.


OK - enough said about Wikipedia!  It is there, teach the students about it, don't rely on it!


What about other encyclopedias?  In my library, I have no print encyclopedias.  My district subscribes to World Book Online so we have access to that - nice that it is in French and English for my French Immersion School.  I also have some other free on-line encyclopedia sources that I suggest to teachers (many of which were in the reading).  In my experience, I have found the usefulness of the encyclopedias somewhat limited.  Which brings me back to the first three points again:


    1) At least three sources are required to verify research.
    2) General encyclopedias like Wikipedia are a great place to get started, however...
    3) Serious research projects cannot cite general knowledge encyclopedias.

Encyclopedias generally do not have enough information for students doing a project on a topic.  Sometimes things are nicely laid out in the same format - or example, the grade 4/5 classes were doing projects on the provinces and WBO had the same table with climate, population data etc. for each province.  However, overall I think we need to remind students (and teachers) that you can not find all the information you want in one place and that encyclopedias give general information about lots of topics.  If they are doing a project on a specific subject, they are going to need to use subject specific resources - an encyclopedia may not have enough information.  Start there, get the basics, then move on!  Don't forget at least three sources!  From my observations, I need to do some work with the teachers at my elementary school reminding them of proper research skills in this regard.  Because I will have some flexibility in my library schedule next year, focusing on research skills and working with teachers on this will become a priority.

Wikipedia

I was very interested to read the two articles about Wikipedia.  Wikipedia is something that I have understood to be useful to gain general information, but not an appropriate source for academic research; an ever changing, anyone can edit body of information.

Some new/interesting things I learned about Wikipedia:

• articles should be notable and verifiable
• available in 200 languages
• no original research
• only registered users can submit articles; anyone can register
• all changes are linked to user name or IP address; all changes tracked
• self-cleaning; someone will find errors and fix them
• anyone can participate, but it is a small core of people who actually do
•  community standards rule; no bias
• can block IP addresses if inappropriate additions
• "new pages patrol" keeps an eye on new pages and activity
• pages may be locked so no one can edit or put on 10 minute time delay
• experts sometimes shut out; feel they need to defend themselves & disrespected

My thoughts about Wikipedia have not really changed from reading this article.  I still believe Wikipedia is a useful tool to get a quick idea of a subject, however not a good source for school research, particularly at the elementary school level. Berinstein (2006) states "users who rely on Wikipedia as a sole source are playing roulette, even if they check and recheck entries."  Wikipedia representatives have in fact said "Wikipedia is the ideal place to start your research and get a global picture of a topic, we recommend that students check the facts they find in Wikipedia against other sources." (Harris, 2007)  I think we need to tell students about Wikipedia and let them understand how it is created and why it may not always be correct.  Yes, we can get an idea of the topic from this source, but not rely on Wikipedia to give us the final word.  This points out the importance of using multiple sources when conducting research.  In my experience of working with elementary students, I do not feel they should be using Wikipedia as an actual reference in a research project - I do not think they have enough critical thinking skills and background knowledge to assess this information platform.

I think the three basic rules regarding research as presented by Harris (2007) are a perfect summary to research rules and Wikipedia.
    1) At least three sources are required to verify research.
    2) General encyclopedias like Wikipedia are a great place to get started, however...
    3) Serious research projects cannot cite general knowledge encyclopedias.


Berinstein, P. (2006). Wikipedia and Britannica: The Kid's All Right (And So's the Old Man) Searcher 14(3), 16-26.

Harris, C. (2007). Can we make peace with Wikipedia? School Library Journal, 53(6), 26.

Module 1 is done!

I have finished working my way through Module 1 of LIBE 467 and am preparing to submit the URL for this blog as the second part of Assignment #1.

So . . . what have I learned so far about reference materials?

Previous to this course, I haven't really spent a lot of time thinking about reference materials in the library.  Right now, the reference section is almost non-existent - I have a few atlases, dictionaries and thesauruses and that's it!  I actually let the students take out the atlases as they enjoy looking at them and there is no time allotted in my library for research, so they do not get used otherwise.  Many of the dictionaries are old and need to be weeded.  I do purchase many non-fiction materials that are tied in with curriculum for various grades and subjects - teachers will usually take these out of the library and back to their class when doing a research project.  I am still not certain if these are considered to be reference materials.  In terms of online materials, my district subscribes to World Book Online and that's it.  I have created bookmarks for the Canadian Encyclopedia and other free sites such as DMOZ and Fact Monster for students as well.  I have also created small digital libraries for classes that contain links to relevant websites on a subject.

I now have a much better understanding of what kinds of books/databases are included in the area of reference materials and how to select these types of resources.  I will use the handy evaluation matrix created by Jody to evaluate reference materials for the library - how great that all that information is in one place!  I have also learned a great deal about research models - something that I did not formally know previously.  I need to take some time to further study the research models - I think I will focus on the Points of Inquiry model of the BCTLA, trying it will a class next year to see how it goes.  I have also continued thinking about information literacy - what it is, how to promote it, how to integrated it into classes at my school, how to get teachers to "buy in."  Ultimately, information literacy should be one of the main goals for all teachers - students need to know how to find the information they need.  Much of what we teach students at school is learning how to learn and making brain connections - that is info lit!

So . . . what else am I looking to learn in this class?  More specifics about all these reference materials - how many options should I have available for students.  What are some more great free sites to point my students to?  What print reference materials should we absolutely have in the library?  And of course, more ideas on how to bridge that gap to move from helping to collaborating with my collegues!

Collaborative Planning

The second part of Lesson 5 looks at collaboration between teachers and the TL as a further extension of the reference services of the library.  Working with entire classes and large groups in the library through collaboration with teachers before the research project starts.  The article by Russell from ERIC points out the value of collaboration and its positive effect on student achievement.  In this article, much is made of the value of flexible schedules and administrator support contributing to successful collaboration.  At my school, I currently have a fixed schedule with no flexible time available.  I would like to change that next year to allow a certain amount of flexible time which will also allow more opportunity for collaboration and research with classes.  Like my classmate Lori, I have found myself as more of a "helper" than a collaborator at this point.  I would like to make the shift next year and try collaborating with at least a few of the teachers at my school.

The Reference Interview

Like many students in this class, I was amused by the name "reference interview" used to identify those conversations TLs have with students each and every day.  I do not think I will ever refer to these interactions as reference interviews, but rather just what I do as a TL.

Having said that, I find that Riedling has done a good job of breaking down the "reference interview" into its most basic parts.  Key to the interview and its success is the interaction between the student and the TL - I would emphasize this even more than Riedling does.  One of my favourite things about my job as TL is that I know every student at the school and have some insight into that student, their personality and their learning style.  When working with a student in the library, all of this comes into play.  I think it is critical to consider the individual student when conducting the reference interview as each student will come to the library with different needs and assets.  Having a good connection with the student will make it most successful for the student.

Riedling goes on to talk about the physical setting for the reference interview.  Although this may be important, I think it ranks rather low on the scale.  In my library, though I am working very hard to get the physical structure changed, right now there is very little I can do about it right now, so the setting for the reference interview is limited.  More often than not, my interviews take place wherever the student is, not in a predetermined research area.

Riedling emphasizes the TLs "style" as well as verbal and nonverbal communication skills, questions that the TL needs to know in order to help the student get the information they need and the three main types of reference interviews a TL conducts (ready reference, research project and reading advice).

I do believe Riedling has done a good job in covering all the critical things to consider when conducting a "reference interview."  While I would not call it that, I would keep in mind all of the points Riedling has addressed.  Most importantly, I believe, keeping the individual student, along with their strengths and weaknesses, in mind.

Alberta Online Reference Centre

The Alberta Online Reference Centre is a great site! The best thing is that it has been put together by the province and all schools have access to it so there is no need for districts or T-Ls to recreate things.

I really liked:

• the detailed search I could conduct for resources (subject, grade, language, etc.)
• all the great databases all students and teachers can access from this one point (no need for individual districts or schools to buy)
• the Tools4Teachers (T4T) section – lessons on whole units of study; again searchable by grade and subject; I found a whole selection of Grade 4 science lessons that seem to cover the entire curriculum! Includes student and teacher information.
• My Workspace – an area to save and create; I am wondering if this is available for students as well as teachers?
• The listing of new resources and popular resources
• Teachers from outside Alberta can request access to the resources and access everything except the licensed resources

Thanks for allowing us access to this site, wouldn't it be great if the BC government would create something similar?

I just read the post that Anne made about the Alberta ORC and the fact that it may have cost school based T-Ls their jobs.  Wow - is this really the case?  That is very short sighted if it is the case.  Definitely the T-Ls are needed to help students and teachers navigate the site and the databases.  I honestly never thought of this - I thought it was just a really great reference collection that would be part of the school library.  I must say that this is a very frustrating part of this job - having to constantly justify WHY the position is actually needed.  Why is it that people can not see the importance of the T-L? 

Print vs. Electronic Reference Materials

I found the EPIC study at the start of this lesson an interesting snapshot of current university student research.  How things have changed since I was there!  So changed that now I can take an entire program on-line and never set foot in the library - hmmm . . . that is kind of ironic given that I am in a library program!  The data regarding students use of the physical library & print materials vs. access on-line was quite fascinating, making it clear that the electronic world is taking over in this area.  We need to ensure that students who leave the public school system are prepared for this or they will be at a disadvantage at university and in the world.

Having said this, students still need to know how to access information in print books as well.  They need to be able to find a word in a dictionary, use a table of contents and index, understand which volume of the encyclopedia to use and how to find what they are looking for.  If they don't, they will also be at a disadvantage.

I also found myself agreeing with many of the points listed as "disadvantages of electronic resources."  Many of these points have frustrated me - lack of authority, overwhelming amount of information, advertising, students surfing through without reading, access to inappropriate sites, too few computers, T-L time spent trouble-shooting computers.


Are those of us who support both print and electronic reference sources fighting a losing battle? 
I do not believe this to be a losing battle, I think it is an important battle - students need to know how to use both.  They need to know how to find the information they need, whether they have access to a computer or to a book.

For me, as a T-L, the most difficult aspect of the print form reference materials is the cost.  The cost for World Book Encyclopedia 2011 is $1020, $859 for online subscribers (my district does have an on-line subscription).  My school library budget this year was $1000 - I do not think there is any way to justify using my entire budget to purchase an encyclopaedia set that will be out of date in 5 years.  So, what to do?  I can not see ever buying an encyclopaedia set for the library.  I think focusing on some of the other types of reference sources that are less costly would be more reasonable - making sure that students have access to print dictionaries, atlases, subject references etc.  Getting students started with these print sources and then moving onto correct use of the electronic resources could be a good strategy to ensure students are comfortable in using type of reference material.


How do student preferences for electronic resources affect your purchasing?

Student preferences for electronic resources affect my purchasing only somewhat, because, as a teacher, I want to ensure that students are information literate.  Information literacy means they are able to access and find the information they need.  They must be able to do this using both print and electronic sources.  I think because students are used to using on-line sources, it is even more important that they see and use the print resources so they gain that skill as well.

This past week, I had my grade 4/5 classes doing a webquest when they were in the library.  All the instructions are clearly laid out, step by step, yet many students had a difficult time doing it.  They did not want to read, they started randomly clicking on links they saw.  I think by starting with a base in print resources, perhaps the students' ability to read and search out needed information may be increased.  The students just seemed to be rushing through without absorbing the information.  I think this is an artifact of our current reliance on electronic sources - students expect to instantly have the information they need, without needing to read and select the appropriate information.

Do I have a bias?
I do not think I have a bias towards print or electronic reference materials, I try to present students with all of the options we have available in the library.  That said, at this present time, there is little in the way of print materials.  Given my small library budget, I just have not made this a priority.  Using the district purchased online resources in addition to free sites available on-line has been more economical.  We do have subject resources in print format for each curricular area - more when there is a specific topic that teachers do research projects on.  As I progress through this course, I am hoping to gain more insight into the print reference materials that I should make a priority to purchase given my budgetary constraints in addition to discovering more reliable online sources to direct my students to.