First Blog Experience, Definitions, and Research Models

Similar to a number of students in the LIBE 467 course, this is my first blogging experience. I panicked when four people from the class said that they could not access my blog, so I checked to see what went wrong. The problem was a simple "@" inserted in the address instead of a period. I hope it works now. Although I felt extremely frustrated at first, I am surprised how simple it is to blog. However, one thing that I am confused about is that I thought one person moderates the blog and invites the rest of the class to participate. I am not positive about that point though.

Chapter One

At the beginning of Sept. / 09, I was very excited and nervous about starting a new position as a teacher-librarian. The introduction in Ann Riedling's Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Edition confirms that I am on the right track concerning reference work; however, it also shows that I need to get to know the library collection better to be a more effective teacher-librarian (pp. 4 and 12)--the library is a very fast-paced environment and I do not get very much time to do this. So far, I have spent a lot of my time with grade nine orientations, showing students how to access the catalogue, evaluate internet web sites, and search databases (among other things not related to this course). I was not familiar with the term Big6 Information Problem Solving before; however, this is close to the model I use for research purposes (p. 8). In addition to some of the steps outlined in the Big6 model, I suggest to the student that they should be interested in the subject. I recognize the constructivist approach to Carol Kuhlthau's six-stage model of the Information Seeking process and agree that students "produce a product of higher quality" (p. 9) as long as the assignment is an authentic learning experience. Recognizing a student's uncertainty, confusion, or frustration during the research process allows a teachable moment for the teacher-librarian. I recognize Kuhlthau's affective stages when I am working on my own research for these TL courses. This is also related to Reidling's suggestions about knowing the collection and having good communication skills. The teacher-librarian can ask a few guided questions when he or she notices frustration or uncertainty and direct the student to the best resources.

I went to a couple web sites to learn more about the research problem-solving processes and models (http://virtualinquiry.com/inquiry/ips.htm). In agreement with most people taking this course, the Big6 Information Problm Solving model is the most popular. Eisenberg and Berkowitz created a simpler version for young elementary students called the Super 3 --Plan, Do, Review. One question that I have concerning the research process is that many teachers ask me to pull books for a particular project that they are working on, so I was wondering if it is a better idea to have students search the catalogue, reference section, and databases on their own so that they become more efficient in life-long learning?

Note added after reading the discussion comments from others in the class:

It seems that Research Quest is more popular. I have to agree with the comments made about students appreciating a visual format. I also like the checklist that students could use as a guideline. Before the "working with information" stage, students should be taught how to take notes and paraphrase. What I learned from reading the discussion comments is to take the best parts from each research model and make it your own, such as adding citing to one model or adding reflection to another model. In the classroom, I usually introduce the students to more than one model, for example, research process, or poetry analysis, and tell the students to use the model that is most effective for them when it comes to a test. The model that works for one student may not work for another, so having a choice is always good. After one class completed a research project, I realized that students need to learn how to use Boolean logic; they also need to learn how to find another word, term, or synonym. For example, when students are looking for university residence on the Internet, they also need to know terms, such as accommodation, dormitories, etc. Knowing Boolean logic and other key terms helps students broaden or narrow the topic.

Definitions in Riedling

There are a few terms in the glossary that I am not familiar with, such as Bibliographic Network. Bibliographic Utilities, and Union Catalogue. I typed in RLIN Bibliographic Network into google. I was amazed by the amount of information--over 50 million entries in many languages--that is included. I have heard of a gazetteer, but I have not seen or used one before. I will check one out at my library on Monday.

I typed gazetteer into the library catalogue and was surprised to see about five entries. I went to the reference section to browse through the book. The first task I did was check the copyright information -- 2003. I looked up Canada and learned that one can watch plate tectonics in action in Newfoundland. The information included, population, area, etc., reminds me of projects that I completed when I went to school, so I probably did not remember the term gazetteer. A student asked me how many people lived in Canada the day before I looked in the gazetteer. I could have given him an approximate number. Instead, I told him that he could check on the Internet. While some information is more current on the Internet than the information in a book, the gazetteer is still a useful resource tool.

Note added March 21 / 10.

I looked over the glossary again in Riedling's text. The first time I looked over the terms, I felt I was learning a new language. I feel as if I understand all of the terms after the amount of discussion and reding we have been doing throughout this course.

Reflection

I do not think the six components that the teacher-librarian must perform to support reference services are unreasonable expectations. One area that I need to improve in is getting to know my collection. This will save a lot of time for me because I still need to go to the catalogue a lot of the time. Another time saver is collaborating with the teacher showing the teacher where and how to search, so that they can assist the students when they bring their class to the library. For example, I was very surprised when teachers tell me that they do not use the databases. When I show the teachers the databases, they are amazed. For this reason, I am giving a presentation to the PAC committee next week (cancelled due to School Board meeting about the recommendations for 14 school closures in the Prince George district) and I am giving a pro-d workshop for staff on how to use the databases at the end of January. After reading all the terms in Riedling's glossary, I anticipate that I have a lot to learn about reference material. I was very surprised that many people in this class are learning to Blog at the same time. I was also surprised that a lot of people were not sure about what a gazetteer was and a few other similar terms. It is very interesting learning together and from one another.