Assignment #1 - Article Summaries - reflection

I submitted Assignment #1 last night, which was made up of 3 summaries of articles about teacher-librarianship.  This is not the assignment itself, but a brief reflection on it.  I chose articles on three different subjects that interest me as I move forward in my role as teacher-librarian.  Of course, in searching for just 3 articles, I read many others on the same topics.

• scheduling - I am really wanting to change the shape of the library in terms of its schedule, making the library into a more welcoming place that students and teachers come to regularly and use.  Right now it is a place to visit once a week for a book exchange and a lesson or story.  I am tired of that!!!  I learned that I need to create something called a flexible schedule or at least a partially flexible schedule.  After reading several different articles on this topic, I believe that I will be able to create a schedule for my library that allows for small groups of students come to the library whenever they want/need to.  There will also be space for collaborating with teachers and working on projects/units for a more sustained period.  I am still working on how to ensure that all students do actually come to the library every week.

Ludmer, R. (2008). A fixed schedule and successful collaboration - An oxymoron? School Library Media Activities Monthly, 24(6), 27-29.

 

• reading for pleasure - I have been discouraged to see that, as students get older, many seem to become disinterested in reading books for pleasure and in fact choose not to take books out of the library.  I found an article where a T-L tried an innovative program to get some reluctant high school students reading for pleasure.  I am thinking about possibly implementing something similar with the oldest students in the class.  This will involve working collaboratively with their teachers to include that pleasure reading each week for small groups of students within the new, more flexible library schedule.

LeCrone, N. (2010). Free reading is UTOPIA. Library Media Connection, 28(6), 40-41.

 

• learning commons - I was first introduced to the idea of a learning commons in my last course and have not stopped thinking about it since.   I submitted a plan for a structural change to the library and am hopeful that it will occur over the summer.  The article I chose presented a path to follow in changing your library into a learning commons.  I will be able to use this as a framework as I make a change in my library.  Next step - working with the principal to get her on side so I can implement changes to the schedule for the benefit of students and teachers.

White, B. (2011). Toward a learning commons: My journey; your journey. Teacher Librarian, 38(3), 27-30.

 
 

Lesson 3 - Building a Reference Collection

Before starting this lesson, and this course, I really had no knowledge about how to build a reference collection and indeed haven't had much interest in doing so.   At this point in time, very little research is taking place in my library due to several factors:  the library is only open 1.5 days each week as that is all time I have; there is no time available as all library time is built into a fixed schedule with each class visiting the library once a week for a brief lesson and book exchange; the library is a very small, uninviting space; most "reference materials" are on-line; and teachers normally just any relevant books to their class to use - these books are not necessarily typical "reference" books.  Fiona seems to be in a similar place as me, in fact musing "I don’t believe that I’m going to say this, but, why would we bother spending money on print reference materials"

This lesson introduced us to the selection and evaluation of reference materials,  school library standards expected in terms of reference materials and some sources of those items.   The textbook presents an approach to evaluating reference materials that is fairly straightforward and comprehensive without being overwhelming.  Riedling has different criteria for each type of reference material, clearly illustrated in a concise manner that I could actually use.  What is lacking in Riedling's approach is, as pointed out by both Ben, Chris and many others in the class is the context or specific audience that the resource is intended for.   I also examined the BC Ministry of Education document Evaluating, Selecting, and Managing Learning Resources: A Guide (2002) and found that it was far more detailed than Riedling. One think I specifically like about the Ministry document is the need to evaluate the resource on the basis of “social considerations” such as gender bias, sexual orientation portrayal, multiculturalism and socio-economic references. I think this puts some of that “context” into the evaluation. You are adding the “is this right for the students at MY school part of the evaluation in, which Riedling does, in fact, refer to as well, although she does not explicitly list it in the evaluation criteria; “A thorough knowledge of existing resources, as well as the community and school population served, is crucial to successful evaluation of reference materials” (p. 22). The Ministry document presents different criteria to look at for different formats of reference material (print, manipulatives, electronic) but not the different types of materials as Riedling does.  In the end, I think Riedling's criteria boxes for each type of reference material will be useful, given that you keep the needs of your students in mind at the forefront of the selection process.  In fact, I may create a document that contains all of the criteria boxes to put into my binder on selecting resources for the library collection.

In terms of standards, Achieving Information Literacy (2003) has some pretty high standards set for elementary schools in terms of reference materials.  30-35 periodicals, 10-15 reference databases, 25+ electronic and digital resources, and more!  My library is definitely lacking in this area and I can not see this changing any time soon.  Again, it sounds like I am not alone in this situation as Jennifer and Fiona expressed the same thoughts.  Given the miniscule size of my library budget, purchasing 30-35 periodicals subscriptions just isn't going to happen!  My focus thus far has been finding students reliable and authoritive reference materials on-line.  My school district has Worldbook Online and I have researched some other appropriate sites for students to use as well.  I am very excited to explore some of the sites and resources listed in our textbook, as I am sure to find others to add to the growing list of bookmarks available for students at our school to use.

Asselin, M.,  Branch, J.L., & Oberg, D. (2003). Achieving information literacy: Standards for school library programs in Canada.  Ottawa: The Canadian School Library Association.

BC Ministry of Education. (2002). Evaluating, selecting, and managing learning resources: A guide. BC: Ministry of Education.

Authority

In the glossary, authority is defined as: The education and experience of the authors, editors, and contributors of a source, as well as the reputation of the publisher or sponsoring agency.
 
For me, in terms of information, authority refers to someone who is an "expert in their field."  In general terms, someone in authority is powerful and in charge.

How important is this in the library?  I think it is important for us to teach students about sources of information and how different sources may have different levels of reliability.  (I don't know that we specifically need to use the term "authority," as I think it is a term and idea that students want to rebel against!)  Because students have instant access to information that may have come from dubious sources, they need to be able to evaluate those sources and their reliability.  When looking up information for school projects, they students need to be aware that the source of information appropriate to use may be different than those appropriate for a general inquiry - there is a difference!  I think this difference is important to impart in our students.

Aaron pointed out that, right now, "authority is popularity."  I agree that this rule is relished by teens and further solidified by Google. Students need to be aware of the difference between authority and popularity and also how it is that the beloved Google comes up with a list of recommended resources for a subject (ie. Page Rank).

In regards to authority being something that is "relative" or a "moving target" - I think it can be both.

Information and knowledge is continuously growing and changing. An "authority" on genetics that I used in the 1980s may no longer be the go-to authority!

Similarly, if I want to repair the leg on my dining room chair, do I need to seek out the expertise of a master carpenter? Or can I just call my dad and ask for some tips? Or use Wikipedia (heaven forbid!)?

Anne pointed out that, at times, Wikipedia can actually be the most accurate source of information out there.  Can it be seen as an authority?  I think this is a little tricky because of the nature of Wikipedia.  A post on one topic may be very accurate and useful, while another topic may be riddled with errors.  Does one need to know the topic already before using Wikipedia?  That hardly makes sense!  So how do we know if the information given on this ever changing site is accurate, and authoritative, or not???

Ahh!!!!

OK - I just spent waaaaayyyyy too much time searching for the French version of Research Quest.  I think it exists as I found a dead link to it, but was unable to successfully see the document!  Would be very handy to have for the teachers at my school.

Research Models

In our textbook, there are three research models presented:

• Information Seeking by Carol Kuhlthau
• Big6 by Michael Eisenberg and Robert Berkowitz
• Research Process by Barbara Stripling and Judy Pitts

Additionally, the BCTLA has created a model know as Research Quest.
Ultimately, all four of the research models are the same, they have just broken the research process into more or fewer steps and used different terminology to describe the steps.  To evaluate them, I did a little more exploration on-line.

• Information Seeking - I found Carol Kulhthau's website where there was only a certain amount of other information bout her model.  I appreciate how she lays out the internal/emotional/cognitive process that students may go through when researching (uncertainty, optimism, confusion, clarity, etc.).  However, it looks like I need to purchase and read her books to get a really good grasp of her model.
• Big6 - Big6 appears to be a very popular research model and I found many links and references to it at various library sites. I like that there is information on using Big6 (or even Big3) with younger students.  What I found a bit frustrating was that any of the information I looked at about Big6 was connected by more and more electronic links.  So yes, there are only 6 main points in the Big6, but to understand these you must follow the links to break down each section into questions.  I was unable to find one page that concisely listed it all.  Here is a study done by the ALA that examines use of research models, initially comparing them then ultimately using Big6, showing the "scaffolding" that is created for students when using a research model.
• Research Process by Stripling & Pitts - I actually like that this model has 10 steps as it makes it more clear as to what you need to do at each of the steps.  I did find a nice overview of this model that included "reflection points" as many of the steps.  I find this is useful as a self-check for students.  Ultimately, I was not able to find a lot of information about this model.  In fact, even in our textbook there is not much information.
• Research Quest - This model, created by the BCTLA has only 5 steps, making it fairly simple for students.  What I really like about it is that there is a one page "students guide" that can be printed out for students to follow along with as they are working on their research project.  The guide includes many questions at each step to help students work through the five steps.

I have not used any of the research models presented and was actually unaware of them before starting this course.  As someone with a science background, I appreciate the need for a set path to follow when conducting research and see the value in teaching students using a model they can use.  I also believe it is important to get students following a model when they are young and to be consistent with this model so they develop strong research skills.  In this age of instant information and frequent Google searches, I think the need for using a clear cut model is even more important - it is so easy to get sidetracked and move away from the research path!

Right now, in my library, there is no time allotted to work with classes on research projects but I am looking to changing that for next year.  I will need to introduce a research model to both students and teachers at the school as nothing is currently being used.  I think I will start with Research Quest - I like that it is a "local" model and the simplicity of printing up a student guide and having them hang in the library, classrooms etc. is appealing. It can also be included in the students agenda and on the website. Will take a look right now to see if I can find it in French!

Information Skills Framework

Do you see the need to promote an "Information Skills Framework" in your school? If so, how might you accomplish this?

I think the Information Skills Framework as listed in Achieving Information Literacy is something useful for a school to use as, well, a framework.  This framework could be used by all teachers at a school to ensure that all students are headed in the same direction in terms of information literacy.  The goal of all educators has to be the creation of lifelong learners - this is information literacy.  By promoting the framework, schools can work towards this goal.

To help my school promote an Information Skills Framework, I would need to initiate the idea at a staff meeting, providing supporting materials to teachers.  I would need to be the driving force for the framework, working with students and teachers in library periods and in classrooms to ensure that everyone was on the same page and working towards the same goal.

I know that many teachers would see this as yet another thing that they needed to worry about in addition to all the other teaching requirements put on them.  However, if this was put forth as being a framework on which to scaffold the research they are already doing with their classes, I think it could be manageable.

Additionally, I think the framework could be something that was looked at by the School Planning Council and added into the school goals - clearly creating lifelong learners is an ultimate goal!

Information Literacy and Reference

The question arises about how this course, which deals primarily with reference materials and reference services, relates to information literacy. Does the fact that it is considered "reference" make it distinct from how we deal with other instructional materials that are supported by the school library? This may vary from school to school and may be different for elementary, middle and secondary classes. However, perhaps more than other library materials, the nature of reference materials and associated reference services provide the appropriate resources and the opportunity for the teacher-librarian to engage students in meaningful information literacy activities. This should be apparent as we discuss a variety of reference sources and the term "reference services".

I think that everything we do in the library is related to information literacy and that includes reference materials and reference services.

In Riedling, information literate individuals are defined as "...people who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information... They are people prepared for lifelong learning."

Understanding the research process and using reference materials is what teaches people how to learn, how knowledge is organized and how to find information.  Using reference materials and reference services will assist students in becoming information literate.

Lesson 2 - The Reference Process and Information Skills

In the reading for this lesson, it indicates:

 

"successful reference services" consist of three components:

1. knowledge of the library media collection
2. effective conversational skills (communication)
3. competence in selecting, acquiring and evaluating resources to meet students' needs.

. . . we should add a few other qualities that a teacher-librarian should possess in order to support successful reference services:

4. understanding of the research process and the affective qualities that are inherent in research.
5. patience with the frustrations that often accompany reference services and an ability to stay positive despite these
6. knowledge of and an eagerness to apply information skills, where applicable, to all levels of student research.

 Given my time in the library (0.3) these expectations are a bit steep.  At this point, very little "research" is occurring in the library.  Every class comes to the library once a week for 45 minutes (kindies are only 30 minutes) - that gives time for a brief lesson and a book exchange.  Teaching the research process requires me to start something with a class and then for the teacher to follow through with the rest of the project.  Therefore, "research" and the reference service of the library aren't always happening together.

Having said that, looking at the six components listed above, I can still analyze what is currently happening in the library and where things can be improved.

• knowledge of the library media collection - I have a very good knowledge of the hard copy books that are in the library.  I have less knowledge of the other, on-line resources that students may access.  Our district has a subscription to World Book On-Line, but other than that, students need to rely on other free information services.  I have bookmarked many of these for the students.  An added challenge is the fact that my school is a French Immersion school and finding those on-line sources in French (at an appropriate reading level) is more difficult.
• effective conversational skills - I believe that I am a very good communicator, however, given that the school is a French Immersion school and I am not fluent in French, communication is sometimes more difficult.  I am very capable at French (have spent the past two years learning it) and speak in French all day at school.  However, I may be lacking in some of the technical jargon and subject specific terms.
• competence in selecting, acquiring and evaluating resources to meet students' needs - Again, I believe I am doing a good job of this.  Being French Immersion, the task of finding books with an appropriate content at an appropriate reading level becomes difficult.  This makes it necessary for me to physically see (and read) each book before purchasing it to ensure the level is suitable.  Likewise, finding those on-line resources is also difficult.
• understanding of the research process and the affective qualities that are inherent in research - I have more to learn in this area.  I am experienced in conducting research myself, but found I was unaware of the current models being utilized in education.  Becoming more familiar with these models will enable me to better teach the research process to my students
• patience with the frustrations that often accompany reference services and an ability to stay positive despite these - I think, in general, I am a very patient and positive person.  Having said that, very young students learning in their second language can very easily become frustrated when they can not find what they are looking for or can not understand it.  A better understanding of the research process will help me in this area.
• knowledge of and an eagerness to apply information skills, where applicable, to all levels of student research - I believe I have a good knowledge of information skills and am very eager to apply them to student research.  One of the things I am looking to for next year is a way to put some "flex-time" into the library schedule so I can do more in the way of research with students.

Lesson 1 - Info Literacy

It is always nice to ease into a new course, getting the basic background to prepare for the new content.  This first lesson has been full of definitions - in particular related to reference and libraries.

I found it interesting to consider myself, as the T-L as part of the reference service of the library, in that I am able to assist students in finding the information that they require.  In addition to the "service" provided in the library, there is also the reference collection (sadly lacking in my library - in fact almost non-existent) and the reference sources which also include those online databases etc.  Of course, there are the many different definitions of reference - from looking at almost all materials as being reference (we can in fact use them to look up things!) to classifying the reference materials as actually sources of reference information (dictionaries, atlases, encyclopaedias, etc.) or directional sources that lead us in the direction of information (databases, bibliographies, etc.)

As I looked over the glossary in our textbook by Anne Riedling, I have found that I am familiar with most of the terms contained within it.  Some that I was unfamiliar with:

• Big6 Information Problem-Solving Model - 6 thinking steps to follow to solve an information problem; this looks very interesting; here is a link to the main page and one to a kid-friendly version that I will be passing onto the teachers at my school
• Ready-Reference Questions - question that usually require only a single, typically uncomplicated, straightforward answer; here are some internet ready reference tools
• RLIN - (Research Libraries Information Network); had never heard of this one, but discovered it no longer exists and has been integrated into OCLC

As always, it is interesting to learn these new terms and do some investigation into them - the Big6 is very intriguing, will definitely look into that some more.  I have also been thinking about the terms in that I already know and how they are tied into reference, in all its forms.  From the abridged dictionary to weeding of the school library - the uses of the items and their impact on student access to reference materials and how to find them; the ease of their use for students and for teachers and how I lead the various users of the materials to allow them to find the information they are searching for.

A new blog for a new course.

I am happy to be starting two new library courses this semester.  I am beginning a new blog for LIBE 467 Information Services and am looking forward to learning about reference materials.  This week has been very busy as I am getting our school track meet organized, but I hope to get back into the swing of things soon!