Originally, my opinion about established versus free-citizen-built encyclopedias, such as Wikipedia was that students should not access Wikipedia because anyone can contribute to it, and so it is not a credible and reliable resource. Also, the temptation of cutting and pasting is there for the student who leaves their assignment for the last possible moment. Instead, I suggested that students should use a combination of books, peer reviewed journal articles, and Internet web sites for their research projects. However, after reading the recommended articles and a few additional articles cited below, I have changed my mind about Wikipedia and learned that Wikipedia has value as a resource.
Before, my response to students when inquiring about why they could not use Wikipedia was that there are many inaccuracies posted and that professors in university do not accept Wikipedia as a resource, so you should practise using the databases as much as possible. Like many others--teachers, students, and parents--I am guilty of using Wikipedia for a quick reference; many people turn to Wikipedia when they are looking for quick answers about a certain topic. After reading many postings by most people in this class and before reading the articles for discussion, I changed my response to the students by suggesting that Wikipedia is a good starting point for checking references, terminology, and becoming familiar with a research topic-as suggested in Harris' (2007) article of a method for using such a popular source. Harris (2007) also claims that Wikipedia is "reasonably accurate" and that it is "more productive to teach colleagues, students, and parents how to best use Wikipedia." Contrary to Harris' (2007)claim about Wikipedia being "reasonably accurate," Berenstein (2006) states that there are many inaccuracies in Wikipedia and Britannica and researchers should consult a variety of sources. Berenstein (2006) states that Wikipedia is a "work in progress"; anyone can add an article, edit an article or delete an article. Some experts have found many articles in Wikipedia with "flaws" and others have found many "articles capable of satisfying most experts." Consequently, what is important is that teacher-librarians teach students, parents, and teachers critical thinking skills. It is a mistake for "users who rely on one source." Teacher-librarians must provide a variety of sources for research projects.
Surprisingly, probably in response to Wikipedia's wide popularity, in a more recent article, "Britannica Gets Wikified" (2008) Britannica is moving away from the more traditional approach to a more open source approach by "promot[ing] greater participation by both expert contributors and readers with hopes of creating an online community that will engage thousands of scholars and experts, as well as regular users." The purpose of this new collaborative effort is to "create more coverage and content." The difference between Wikipedia and Britannica is that Britannica's contributors have "total control" of the article and the author "decides whether to permit others to contribute." This move to a open source makes a lot of sense considering how popular Wikipedia is. By using scholarly and expert contributors, Britannica is addressing the reliability and credibility issue that opposers of Wikipedia complain about.
To go one step further in using Wikipedia as a valuable resource, it is important that the student learns how to determine the best source. How can students learn critical analysis skills if they are not allowed to access Wikipedia? Teacher-librarians can model lessons around questioning information and challenging inaccuracies. Maehre (2009) asks, "Why worry about who the author is when you are able to see something so much more useful and revelatory?" Maehre's (2009) argument in the article, "What It Means to Ban Wikipedia," is "students learning by engaging in a process versus producing a product, and students thinking individually and evaluating." Rather than banning Wikipedia or using Wikipedia to become familiar with a topic, finding terminology, or checking references, let the students "question information" and look for second opinions. He suggests that teacher-librarians point out the Wikipedia's article discussion section and discover the "rich and challenging world of textual analysis." Students would see the "close-reading and debate of text" from readers. Students would see the process of "knowledge creation" in action, research a variety of sources and form their own opinions. As we can see, Wikipedia is a valuable resource in teaching information literacy skills.
References
(2008). Britannica Gets 'Wikified.' School Library Journal, 54 (7), 12. Retrieved from Academic Search Premier database.
Berenstein, P. (2006). Wikipedia and Britannica: The Kid's All Right (Cover Story). Searcher, 14 (3), 16-26. Retrieved from Academic Search Premier database.
Harris, C. (2007). Can We Make Peace with Wikipedia? School Library Journal, 53 (6), 26. Retrieved from Academic Search Premier database.
Maehre, J. (2009). What It Means to Ban Wikipedia. College Teaching, 57 (4), 229-236. Retrieved from Academic Search Premier database.
Miller, S. (2007). Wikipedia vs. Databases. School Library Journal, 53 (8), 11. Retrieved from Academic Search Premier database.
Sunday, February 14, 2010
Sunday, February 7, 2010
Reflection - Print and Electronic Sources
After reading Tina Sherlock's post about electronic resources, I asked the Program Director at the District Resource Centre (DRC) her thoughts about ordering resources, such as World Book in the hard copy format, or using the online database version (Our library purchased a new set of World Books last year). She said, "Why order World Book when there is easy access through the databases?" "It saves a lot of money that could be used elsewhere." My thoughts are that if you want students to access the databases, then they must be taught how to use them at as many opportunities as possible. It is the same with learning most activities: you must keep doing the activity before it becomes second nature.
I do not buy as many non-fiction books as I weed because of student preferences for electronic resources. If there is information online that takes into consideration content scope, authority, accuracy, bias, presentation, relations to similar works, and timeliness, I will save money. However, it is still important to buy one or two books on a broad range of topics. Not all students want to do all their research on the Internet; books provide a focus for research projects without getting bogged down in too much information.
I do not buy as many non-fiction books as I weed because of student preferences for electronic resources. If there is information online that takes into consideration content scope, authority, accuracy, bias, presentation, relations to similar works, and timeliness, I will save money. However, it is still important to buy one or two books on a broad range of topics. Not all students want to do all their research on the Internet; books provide a focus for research projects without getting bogged down in too much information.
Reflection - Reference Format Bias
I offer the students as many formats and access to as many different resources as I can for research projects. Since I started this course, I also include the Reference section more often than I did before. I think the more resources the students access the better informed the student is about their topic. At this point, I am not sure whether I have a certain bias or not. The Internet is better for some research topics, such as careers in the Foods and Hospitality area; however, we have some excellent non-fiction books and encyclopedias for research on drugs and diseases. The Internet and the databases are excellent sources to access these topics, as well. Sometimes when I cannot find a book on a certain topic, I will suggest to the students to look in an encyclopedia. Sometimes the students have trouble finding enough information or the kind of information they are looking for in a database, so I will suggest another format. Some students prefer books. I ask students not to cut and paste or rely solely on Wikipedia for their research. I tell the students to check out the references that the author used and that Wikipedia is a good place to get synonyms or ideas for further research. I tell the students that universities will not accept Wikipedia or information from encyclopedias and that they should get used to making their own critical analysis from a variety of sources.
I checked many of Riedling's "Useful Web Sites" (p. 105). I created a rubric for Evaluating Web Sites adapting the information from Queen's University (third web site listed; http://library.queensu.ca/inforef/tutorials/qcat/evalint.htm). Two teachers asked if I would give an evaluating web sites presentation, as well as, show the students how to access the databases. I also pulled books and encyclopedias for their research topics.
I was asked to give another Database workshop for Pro-D; it was admitted that the timing was bad for the first workshop (semester turn-around). I included the Research Quest model and the concept maps we learned about in this course. I will also include the Evaluating Web Sites rubric I made. I also used the Ask away feature at UNBC on their library web page and asked for search and navigation ideas that they use. The secondary teacher-librarians are getting together to collaborate to improve the students research skills.
I checked many of Riedling's "Useful Web Sites" (p. 105). I created a rubric for Evaluating Web Sites adapting the information from Queen's University (third web site listed; http://library.queensu.ca/inforef/tutorials/qcat/evalint.htm). Two teachers asked if I would give an evaluating web sites presentation, as well as, show the students how to access the databases. I also pulled books and encyclopedias for their research topics.
I was asked to give another Database workshop for Pro-D; it was admitted that the timing was bad for the first workshop (semester turn-around). I included the Research Quest model and the concept maps we learned about in this course. I will also include the Evaluating Web Sites rubric I made. I also used the Ask away feature at UNBC on their library web page and asked for search and navigation ideas that they use. The secondary teacher-librarians are getting together to collaborate to improve the students research skills.
Saturday, January 30, 2010
Article - Exemplary School Libraries
Exemplary School Libraries in Ontario: a study by Queen's University and People for Education. (2009). The Ontario Library Association.
Response to the article:
Exemplary School Libraries by Elizabeth A. Lee and Don A. Klinger, Queen's University. The Teaching Librarian, Volume 17, no. 1. (20 - 22).
The response article to Exemplary School Libraries is based around a key quote from one teacher-librarian who participated in the study: "We are the centre of all action... where teachers and students start their day and travel to the library during the day and end their day." It is important that we strive for the characteristics of an exemplary school library.
The research involved eight elementary schools from three Ontario school boards and include observations of the library program, and interviews with teacher-librarians, teachers, administrators, and volunteers. They also surveyed 350 students from 21 Grade 4, 5, and 6 classrooms in these eight schools (p. 20). Since I work in a secondary school, it would be interesting to see a study involving secondary schools; however, I predict that the results would be similar to the results found in this study.
The key points from the study and the response article are that the teacher-librarian must be welcoming to students, teachers, and the community, and collaborate with teachers in supporting learning. The TL should continually modify the existing context to enhance the role of the library program (p. 20). Another characteristic of an exemplary school program is the teacher-librarian developes a program that maximizes the amount of time devoted to teaching (p. 20). As we can observe, the knowledge and expertise of the TL is key to maximizing the school library program.
The study describes four program levels; however, they were unable to "categorize any programs as a Level 4" (p. 21) because of "intermittant support" (p. 21). A level four program includes systemic administrative support at the school, school board, and provincial levels--both in funding and policy. Funding is a major challenge in providing the standards for exemplary school libraries. Despite lack of funding, these exemplary school libraries were innovative and creative.
There are several ongoing challenges that hinder the process of providing exemplary library programs, such as lack of adequate funding; lack of provincial policy to ensure all schools have fully-functioning libraries; and lack of support or lack of awareness of principals. It is essential that principals regard the teacher-librarian as a key teaching member of their staff, allocate adequate resources, and protect the librarian from excessive preparation time coverage.
The researchers' findings highlight the need for teacher-librarians to be highly adaptable, changing their manner of approach to suit the styles of the teachers with whom they work and their current school context (p. 36). Collaboration is a key component in a highly successful library program.
If each school library were to have a teacher-librarian who taught children and youth the skills necessary to be effective users of information in all its forms, a powerful mechanism would be in place for enabling Canadian children and youth to be literate citizens, lifelong learners, and contributing adults in a learning society (AIL, p. 5). I would add fulltime before the word "teacher-librarian." In addition, I would add that school libraries have a library clerk so that the teacher-librarian can maximize teaching and collaboration time. Too often, we see the library as first on the cutting block when funding gets tight to the detriment of society. Let's strive for exemplary school libraries!
Response to the article:
Exemplary School Libraries by Elizabeth A. Lee and Don A. Klinger, Queen's University. The Teaching Librarian, Volume 17, no. 1. (20 - 22).
The response article to Exemplary School Libraries is based around a key quote from one teacher-librarian who participated in the study: "We are the centre of all action... where teachers and students start their day and travel to the library during the day and end their day." It is important that we strive for the characteristics of an exemplary school library.
The research involved eight elementary schools from three Ontario school boards and include observations of the library program, and interviews with teacher-librarians, teachers, administrators, and volunteers. They also surveyed 350 students from 21 Grade 4, 5, and 6 classrooms in these eight schools (p. 20). Since I work in a secondary school, it would be interesting to see a study involving secondary schools; however, I predict that the results would be similar to the results found in this study.
The key points from the study and the response article are that the teacher-librarian must be welcoming to students, teachers, and the community, and collaborate with teachers in supporting learning. The TL should continually modify the existing context to enhance the role of the library program (p. 20). Another characteristic of an exemplary school program is the teacher-librarian developes a program that maximizes the amount of time devoted to teaching (p. 20). As we can observe, the knowledge and expertise of the TL is key to maximizing the school library program.
The study describes four program levels; however, they were unable to "categorize any programs as a Level 4" (p. 21) because of "intermittant support" (p. 21). A level four program includes systemic administrative support at the school, school board, and provincial levels--both in funding and policy. Funding is a major challenge in providing the standards for exemplary school libraries. Despite lack of funding, these exemplary school libraries were innovative and creative.
There are several ongoing challenges that hinder the process of providing exemplary library programs, such as lack of adequate funding; lack of provincial policy to ensure all schools have fully-functioning libraries; and lack of support or lack of awareness of principals. It is essential that principals regard the teacher-librarian as a key teaching member of their staff, allocate adequate resources, and protect the librarian from excessive preparation time coverage.
The researchers' findings highlight the need for teacher-librarians to be highly adaptable, changing their manner of approach to suit the styles of the teachers with whom they work and their current school context (p. 36). Collaboration is a key component in a highly successful library program.
If each school library were to have a teacher-librarian who taught children and youth the skills necessary to be effective users of information in all its forms, a powerful mechanism would be in place for enabling Canadian children and youth to be literate citizens, lifelong learners, and contributing adults in a learning society (AIL, p. 5). I would add fulltime before the word "teacher-librarian." In addition, I would add that school libraries have a library clerk so that the teacher-librarian can maximize teaching and collaboration time. Too often, we see the library as first on the cutting block when funding gets tight to the detriment of society. Let's strive for exemplary school libraries!
Thursday, January 28, 2010
Article: "The Reference Interview: Theories and Practice"
The Reference Interview
When I was looking for articles about references or reference services, I spent many days looking for an appropriate article. I was having trouble because I was not exactly sure what I was looking for. First, I went to the Ebsco online database. I typed in all kinds of terms using Boolean logic, such as "references," "reference services," AND "librarian," AND "schools," AND "information literacy," etc. I was having a difficult time finding just the right article. Almost everyone has experienced this kind of uncertainty and frustration when initiating a research project (Kuhlthau's Information Seeking Process, p. 9). I went to the public library and talked to the teen librarian. Help!!! She suggested I look up how to select good resources. No, I did not want to write about selection of resources. This project is due in a week and I am starting to panic. So, I go to the College. I sit down at a computer and start my research. Normally, someone comes over and asks me if I am finding what I am looking for, the real reason I am at the College and not searching on my computer at home. No one comes over this time. After reading many articles, I finally find the perfect title: "The Reference Interview: Theories and Practice," I remember that this is a topic that is coming up in lesson five of the course and someone mentioned the reference interview when we looked at definitions (Manjit Boota). I have not read lesson five as of yet; however, I find this article interesting because it relates to one of Riedling's components of successful reference services for the school library media specialist that I would like to improve on: "effective conversational skills (communication)" (p. 4). I am totally engrossed in my reading and thinking about how I can apply this information to my library when the librarian walks up to me and asks: "Do you realize that you have been on the computer for almost an hour and a half? That is an hour past the half hour you are allowed to use the computers before we start charging a fee." I ask her if I can email the article to myself (I didn't know if I needed a certain password to use the online databases from the College). She points at the email icon on my screen and walks away. I email the article to myself, collect my belongings, and I ask, "How much for the extra hour?" She said, "Don't worry about it now." I said, "Thank you," and left. Normally, I would not have thought another thing about this confrontation; however, I was just reading about the reference interview.... According to Stephanie Brown's article, "The Reference Interview: Theories and Practice," the librarian at the College could have handled this situation a lot differently.
"One of the primary functions as a school library media specialist is to assist students in the use of the library and its collections" (Riedling, p. 91). According to Stephanie Brown, there are many examples of questions and it is up to the teacher-librarian to "translate the patron's question into one that can be answered" (p 1). "Regardless of patron or library type, you would approach each patron the same way, although you would provide them with different kinds of materials" (p. 1). Brown's example concerning a question about finding information about breast cancer is a perfect illustration of the many approaches to just one topic. Depending on who is asking the question, there are several different answers to an inquiry about breast cancer. For example, the teacher-librarian would provide or guide the patron to the different types of information sources if the person is in the medical field, or if the person is a student in a Health class, or if the person is a survivor of breast cancer (p.2). Time is another element when considering a patron's request (p. 2). Many students write a research paper the night before and possibly do not get the best resources because he or she must make do with what is readily available at the moment; however, the teacher-librarian will direct someone who is working on a dissertation to many resources and databases. (p. 2). In fact, in my case, I did not ask the librarian any questions and she did not approach me for an hour and a half.
Communication is an important component of the teacher-librarian's success in helping the person answer their questions. Brown asks us to consider the patron's "real question" and uses another good example to get her point across. For example, if someone vaguely remembers an article in a Time magazine and asks a question about information on the "war in Iraq" (p. 2), there could be many possible answers to this question. The person could be mistaken concerning the title of the magazine, not quite sure about the volume or issue, or maybe the professor wants the student to use journals and not popular magazines. The student may have trouble "articulating precisely what he needs" (p. 3). It is the job of the teacher-librarian to ask "clarifying questions" during a reference interview. The Online Dictionary for Library and Information Science (ODLIS) defines "reference interview" as
"The interpersonal communication that occurs between a reference librarian and a library user to determine the person's specific information need(s), which may turn out to be different than the reference question as initially posed. Because patrons are often reticent, especially in face-to-face interaction, patience and tact may be required on the part of the librarian. A reference interview may occur in person, by telephone, or electronically (usually via email) at the request of the user, but a well-trained reference librarian will sometimes initiate communication if a hesitant user appears to need assistance." (Reitz, 2007).
Consequently, the opportunity of having a reference interview and saving time--the half hour instead of an hour and a half--were lost during my visit to the College library (No blame here because I did not ask a question in the first place.).
Brown lists the five important elements, or stages, of the reference interview from "Guidelines for Behavioral Performance of Reference and Information Service Providers"created and updated by The Reference and User Services Association (RUSA) of the American Library Association:
1. Approachability
2. Interest
3. Listening / Inquiring
4. Searching
5. Follow up
The key points are to make sure that we do not appear too busy to help our patrons(p.3), appear interested in the question that the patron asks (p. 4), ask clarifying questions and listen to the responses (p. 4), search (p. 4), and follow up (p. 5). I know that I am guilty of appearing too busy and must constantly remind myself to pay attention to what is going on around me. It is quite amazing that I can tune out everyone and everything in such a busy place when I am working on a task. I am working on being more aware of my surroundings when I am busy. I do not feel that my trip to the College was a successful reference interview in any way.
Brown suggests another way to provide reference services is the "roving" reference(p. 5). The librarian approaches the patron. I like this method because students do not always want to approach the librarian for help. Possibly, they might feel as though they are interupting the librarian. I know I felt that I did not want to interupt the librarian at the College; however, if either one of us approached the other, we would have saved a lot of time and still found appropriate resources. I know that I want to be more pro-active in approaching students and helping with the answers to their questions.
In conclusion, it is very ironic that I found this article about the reference interview just before the College librarian approached me. This article indicates that it is crucial to have a positive, welcoming approach to one's patrons, have an interest in the person and what they have to say, have excellent questioning skills, know the collection well, so ythe TL can show the person to the right resources in order to answer their question, and follow up in case the person needs further help or information. We want the person to leave the library satisfied with their learning process.
References
Brown, Stephanie W. "The Reference Interview: Theories and Practice" from Ebsco Online. February 2008. Accessed from Library Philosophy and Practice on 26/1/10.
This article has also been published in the journal Biblioletra, published by the National and University Library of Kosova.
Reitz, Joan M. "Reference Interview" from the Online Dictionary for Library and Information Science (ODLIS). updated 17 November 2007. Accessed from Libraries Unlimited on 26/1/10 at http://lu.com/odlis/search.cfm.
Riedling, Ann. Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Edition. (2005). Worthington, Ohio: Linworth Books.
When I was looking for articles about references or reference services, I spent many days looking for an appropriate article. I was having trouble because I was not exactly sure what I was looking for. First, I went to the Ebsco online database. I typed in all kinds of terms using Boolean logic, such as "references," "reference services," AND "librarian," AND "schools," AND "information literacy," etc. I was having a difficult time finding just the right article. Almost everyone has experienced this kind of uncertainty and frustration when initiating a research project (Kuhlthau's Information Seeking Process, p. 9). I went to the public library and talked to the teen librarian. Help!!! She suggested I look up how to select good resources. No, I did not want to write about selection of resources. This project is due in a week and I am starting to panic. So, I go to the College. I sit down at a computer and start my research. Normally, someone comes over and asks me if I am finding what I am looking for, the real reason I am at the College and not searching on my computer at home. No one comes over this time. After reading many articles, I finally find the perfect title: "The Reference Interview: Theories and Practice," I remember that this is a topic that is coming up in lesson five of the course and someone mentioned the reference interview when we looked at definitions (Manjit Boota). I have not read lesson five as of yet; however, I find this article interesting because it relates to one of Riedling's components of successful reference services for the school library media specialist that I would like to improve on: "effective conversational skills (communication)" (p. 4). I am totally engrossed in my reading and thinking about how I can apply this information to my library when the librarian walks up to me and asks: "Do you realize that you have been on the computer for almost an hour and a half? That is an hour past the half hour you are allowed to use the computers before we start charging a fee." I ask her if I can email the article to myself (I didn't know if I needed a certain password to use the online databases from the College). She points at the email icon on my screen and walks away. I email the article to myself, collect my belongings, and I ask, "How much for the extra hour?" She said, "Don't worry about it now." I said, "Thank you," and left. Normally, I would not have thought another thing about this confrontation; however, I was just reading about the reference interview.... According to Stephanie Brown's article, "The Reference Interview: Theories and Practice," the librarian at the College could have handled this situation a lot differently.
"One of the primary functions as a school library media specialist is to assist students in the use of the library and its collections" (Riedling, p. 91). According to Stephanie Brown, there are many examples of questions and it is up to the teacher-librarian to "translate the patron's question into one that can be answered" (p 1). "Regardless of patron or library type, you would approach each patron the same way, although you would provide them with different kinds of materials" (p. 1). Brown's example concerning a question about finding information about breast cancer is a perfect illustration of the many approaches to just one topic. Depending on who is asking the question, there are several different answers to an inquiry about breast cancer. For example, the teacher-librarian would provide or guide the patron to the different types of information sources if the person is in the medical field, or if the person is a student in a Health class, or if the person is a survivor of breast cancer (p.2). Time is another element when considering a patron's request (p. 2). Many students write a research paper the night before and possibly do not get the best resources because he or she must make do with what is readily available at the moment; however, the teacher-librarian will direct someone who is working on a dissertation to many resources and databases. (p. 2). In fact, in my case, I did not ask the librarian any questions and she did not approach me for an hour and a half.
Communication is an important component of the teacher-librarian's success in helping the person answer their questions. Brown asks us to consider the patron's "real question" and uses another good example to get her point across. For example, if someone vaguely remembers an article in a Time magazine and asks a question about information on the "war in Iraq" (p. 2), there could be many possible answers to this question. The person could be mistaken concerning the title of the magazine, not quite sure about the volume or issue, or maybe the professor wants the student to use journals and not popular magazines. The student may have trouble "articulating precisely what he needs" (p. 3). It is the job of the teacher-librarian to ask "clarifying questions" during a reference interview. The Online Dictionary for Library and Information Science (ODLIS) defines "reference interview" as
"The interpersonal communication that occurs between a reference librarian and a library user to determine the person's specific information need(s), which may turn out to be different than the reference question as initially posed. Because patrons are often reticent, especially in face-to-face interaction, patience and tact may be required on the part of the librarian. A reference interview may occur in person, by telephone, or electronically (usually via email) at the request of the user, but a well-trained reference librarian will sometimes initiate communication if a hesitant user appears to need assistance." (Reitz, 2007).
Consequently, the opportunity of having a reference interview and saving time--the half hour instead of an hour and a half--were lost during my visit to the College library (No blame here because I did not ask a question in the first place.).
Brown lists the five important elements, or stages, of the reference interview from "Guidelines for Behavioral Performance of Reference and Information Service Providers"created and updated by The Reference and User Services Association (RUSA) of the American Library Association:
1. Approachability
2. Interest
3. Listening / Inquiring
4. Searching
5. Follow up
The key points are to make sure that we do not appear too busy to help our patrons(p.3), appear interested in the question that the patron asks (p. 4), ask clarifying questions and listen to the responses (p. 4), search (p. 4), and follow up (p. 5). I know that I am guilty of appearing too busy and must constantly remind myself to pay attention to what is going on around me. It is quite amazing that I can tune out everyone and everything in such a busy place when I am working on a task. I am working on being more aware of my surroundings when I am busy. I do not feel that my trip to the College was a successful reference interview in any way.
Brown suggests another way to provide reference services is the "roving" reference(p. 5). The librarian approaches the patron. I like this method because students do not always want to approach the librarian for help. Possibly, they might feel as though they are interupting the librarian. I know I felt that I did not want to interupt the librarian at the College; however, if either one of us approached the other, we would have saved a lot of time and still found appropriate resources. I know that I want to be more pro-active in approaching students and helping with the answers to their questions.
In conclusion, it is very ironic that I found this article about the reference interview just before the College librarian approached me. This article indicates that it is crucial to have a positive, welcoming approach to one's patrons, have an interest in the person and what they have to say, have excellent questioning skills, know the collection well, so ythe TL can show the person to the right resources in order to answer their question, and follow up in case the person needs further help or information. We want the person to leave the library satisfied with their learning process.
References
Brown, Stephanie W. "The Reference Interview: Theories and Practice" from Ebsco Online. February 2008. Accessed from Library Philosophy and Practice on 26/1/10.
This article has also been published in the journal Biblioletra, published by the National and University Library of Kosova.
Reitz, Joan M. "Reference Interview" from the Online Dictionary for Library and Information Science (ODLIS). updated 17 November 2007. Accessed from Libraries Unlimited on 26/1/10 at http://lu.com/odlis/search.cfm.
Riedling, Ann. Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Edition. (2005). Worthington, Ohio: Linworth Books.
Saturday, January 23, 2010
Reference Materials
It is reasonable and vital to expect a secondary school to achieve the acceptable level; however, I cannot imagine how an elementary school could reach an acceptable level. My school comes close to acceptable or acceptable in many areas, mostly as a result of the previous librarian. She purchased a set of new World Books last year; I purchased new Health Science Encyclopedias this year. We subscribe to 18 databases. We only get one local newspaper though, which is below level. We have 72 periodicals. We have over 400 videos and DVDs; however, I still need to weed this section. I am sure many titles are out-dated or not relevant anymore. Most of the resources are current and in good shape. The Professional resources section needs to be weeded as well. Some areas are exemplary, such as computer software programs. However, since funding is below standard, according to Achieving Information Literacy (p. 35), approximately $18.00 per student, it will be a challenge to maintain the acceptable level or build to an exemplary level. Also, this is the first year that the teacher-librarian position is not full time (I teach one block of English 9 every other day). To compensate for below standard funding, I applied to the Tech committee and PAC to purchase 32 new Netbooks. I wrote a proposal to Raise a Reader for Follett Playaways and mp3 players to download books and I got approved for $1450.00.
Notes after reading discussion postings.
Many schools are below acceptable levels. This is a shame. Funding and service cuts are a huge disservice to our youth. Teacher-librarians are an imaginative bunch in creating the special services that they try to uphold. I imagine it is difficult to continue with a diploma that does not see everyone getting a full-time library position as funding for the library continues to get cut with more budget constraints. Even my position was full time last year. Next year, I do not know if I will still have this job because 14 schools in our district are closing and I am a junior librarian. It is super important to be proactive in developing a library program.
Notes after reading discussion postings.
Many schools are below acceptable levels. This is a shame. Funding and service cuts are a huge disservice to our youth. Teacher-librarians are an imaginative bunch in creating the special services that they try to uphold. I imagine it is difficult to continue with a diploma that does not see everyone getting a full-time library position as funding for the library continues to get cut with more budget constraints. Even my position was full time last year. Next year, I do not know if I will still have this job because 14 schools in our district are closing and I am a junior librarian. It is super important to be proactive in developing a library program.
Riedling's Approach
I do not see any problems with Riedling's approach to the Evaluation Process; the criteria is laid out in a logical format and is a useful guide when considering the selection of resources. However, I have a couple of questions. By reputation, does she mean, for example, a publisher, such as World Book compared to a more obscure publisher? As for education of an author, I tell the students when searching Electronic sites that just because the author is identified as a Dr., do not be fooled by biases or advertisements.In response to some of the discussion concerning time and cost, collaboration with teachers and asking questions will help save time. For example, we just received a box from KnowBuddy. There are some very good books concerning the drama curriculum. The books satisfy all Riedling's criteria. However, I do not want to purchase the books if the teacher is not going to use them. It is handy to have the books in your hands to preview; otherwise, I sent an email to the teacher with the suggested resource and a link to Amazon or Chapters. I just saved a lot of money on Tourism books that the teacher said she did not know if she would use, and after checking the collection, we have a lot of books that she can use for her course. Also, I check the table of contents of the books in the preview boxes; if the topics deal mostly with American content that is not relevant to the students lives, I do not waste too much more time perusing the book. I also tell teachers that I am open to suggestions for purchasing resources. I always check the reviews. BookList is one very good resource for checking reviews.To save money, I do not purchase videos or material that is at the District Resource Centre. Sharing resources between schools also saves money.
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