Discussion 12: Managing the Reference Collection

For this weeks discussion I decided to look at the role of the Teacher Librarian  within Lesson 12: Managing the Reference Collection.  The course material asked us to  “Read it over and decide which areas of the role description have an impact on how you should "manage" and "organize" your reference collection”[1].  When looking at the job of the TL listed within the course material under Learning Resource Management and our everyday view of the job management of the library managing the reference material does not seem to be at the top of the priority list.

What should be noted as posted that the job of managing the reference materials falls within all aspects of the job of the TL according to Greater Victoria School District:

• participating as a teaching partner in helping teachers to address identified learning outcomes through a knowledge of resource-based learning

•  supporting the integration of instructional technology and media literacy and becoming familiar with current technological developments in information retrieval

•  providing leadership and promoting strategies for the effective use of a wide variety of learning resources which support and extend the curriculum

• applying skills in evaluating and selecting learning resources to reflect the curricular, informational and recreational needs of the school and its learners

•  participating in and contributing to school and district activities which advocate support for school libraries and resource-based learning

While looking at these points the importance of the reference material comes to light. When working with teachers and students the TL is promoting reference material within most of the course work being completed in the library.  The TL needs to have knowledge of the reference materials in their library so that they can best facilitate their learning.  I believe that it is a TL’s responsibility to look for a variety of engaging resources including online possibilities.  The online resources are up to date and relevant to today’s world.

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[1] https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct, July 20, 2011.

Discussion 9: Maps, Atlases and Other Geographical Sources

While working on Assignment 2 the Evaluation plan I took my first good look through the geographical section of the library where I spent most of my time tocing.  This is strange since I am a Socials/English teacher and care about geographical resources.  When looking through the libraries geographical section and evaluating it with the ease/clarity of navigation, currency of information, or if appropriate historical significance and cost it became clear that the library did have a few new sources but could be updated. 

The newest atlas that the school had was Atlas Encyclopaedia Britannica World Atlas (2008).  According to the course material and Riedlings’ text as TL’s we should aim to purchase at least one new atlas every year. I suggested the following resources: Times Atlas of the World, Hammond’s Atlas of the World, and Rand McNally online.  Online atlases provide a wealth of information and seem to be the most up to date resources to bring into our libraries.

Another resource that needed to be updated was the globe that the library had on display.  The globe was bought in 1992 when the school opened.  While evaluating resources the TL and I discussed that the globe was outdated.  She mentioned that she had looked into replacing it but the cost around $400 would be too expensive. I looked online and found globes for $150-$1000[1].  Since the school receives $9 per student per year I believe that if I was the TL an updated globe would be within my budget.

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[1] http://www.1worldglobes.com/1WorldGlobes/16ichfloormodels.htm

Discussion 7: Databases

I was unable to find out any information on the costs of licensing for online databases in my district.  My district Maple Ridge SD42 subscribes to quite a few online resources and databases.  At the elementary level we have Learn Now BC which is available to all BC residents and provides interactive games and activities in various subject levels.  Tumble Books, Kids Search, and Serchasaurus are also available and geared towards the elementary level. I have seen many primary teachers using these databases during their prescribed computer times when I had my Teacher Librarian/Computer prep position this year.

The other databases that SD42 subscribes to and are beneficial for elementary and secondary students as well as teachers include EBSCO, Consumer Health Complete, EBSCOhost Research Databases, Student Research Center, Canadian Points of View, and World Book.  The fact that we have all of these wonderful databases at our fingertips doesn’t mean that they are actually being used.

I have spent a significant time as a toc in all of the libraries in my district and held an elementary Teacher Librarian contract for two months this year.  In all of that time spent in a library it was a rare site when I saw a teacher or TL showing students how to use the databases provided for them to use when doing research on various subjects.  Next year I will be teaching a grade 3/4 class and plan on introducing my students to these databases early in the year and taking advantage of the resources provided for me.

Discussion 6: Encyclopedias

In this weeks readings about established and vs. free citizen-built encyclopedias I have decided that both have their place.  As an English and Socials teacher who has used online databases I have outlawed the use of Wikipedia in the past as a source not to be used on assignments and projects.  This weeks readings especially Berinstein’s has convinced me that there is some merit to the use of Wikipedia and other free citizen-built encyclopedias.

The Berinstein article mentions that Wikipedia is a good starting point.  The article states “It's a lesson in research methodology, a fun way to share expertise, and a groundbreaking new way of working. Its consensus model represents a shift in management styles and away from hierarchical organization. You might say that Wikipedia is Zen-like. Its ever-changing nature means that when you read it, you are completely in the moment. And its collective brain is like a conscious universe in which we are all one”[1].  Next year I plan on allowing my students to use these free citizen encyclopaedias as information gathering sites but not as expert cite hence, no longer outlawed!

The other piece of information that I took from the readings this week came from the Harris article on how we as teacher librarians can use sites like Wikipedia properly.  Harris suggests that the following three steps should be taken when evaluating 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”[2].  If these rule are followed Wikipedia can be used, but other more reputable sources must be used as well.

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[1] http://web.ebscohost.com/ehost/detail?vid=3&hid=110&sid=277d4780-53b0-41df-9dd3-debc4f3a774f%40sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=20231194, July 4, 2011.

[2] http://web.ebscohost.com/ehost/detail?vid=4&hid=14&sid=277d4780-53b0-41df-9dd3-debc4f3a774f%40sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=25336279 July 4, 2011.

Discussion 4: Riedling's Approach

4. Riedling’s Approach

There seems to be a consensus that Riedling’s approach to the evaluation process is thorough and usable in most libraries.  As a new teacher librarian I can appreciate the description of each type of reference material and how they are to be evaluated with specific criteria, not one size fits all.  There is just enough detail and guidance to make the inexperienced TL feel comfortable with the daunting task of evaluating an entire reference section.  Other things that I pondered and others have on this topic has been the way to approach other teachers in regards to reference material and resources and weeding/timeline of weeding.

I believe that you have to tread carefully when making suggestions to other teachers regarding the work and resources that they use in their classrooms.  Riedling suggests that the  “school library media specialist should review on a regular basis textbooks used by all teachers, asses teachers instructional methods, and become aware of particular research and other methods assignments given by teachers” (Riedling 16).  I think that a TL may collaborate with classroom teachers but the word “asses” is a loaded word.  As teachers are job is not to asses each other.  I feel that if a TL assessed another teacher it could be seen as encroaching on that other teacher’s autonomy and authority within their own classroom.

One of the things that I really liked that came out of the discussions this week was the idea of a weeding party, thank you Hilary Montroy for the amazing idea.  If during a ProD a bunch of TL’s could tackle a library and weed through deciding what reference materials are worthwhile and relevant.  The idea of weeding through an entire secondary library brings on a feeling of dread.  Many hands and like minded ideals and knowledge would make the task bearable.

Discussion 3: Reference

Discussion 3: Reference

A good reference source is one that serves to answer questions and a bad reference source is one that fails to answer the questions." (Riedling, 19).

In this week’s discussion and readings I’ve noticed a trend in discussions on funding, out of date resources, and lack of time.  As teacher librarians some of us who are new to the job on of the first things we should do is take a look at our reference section and determine the state that it is in.  By having a thorough look at what constitutes our reference section we can then determine how we can spend our tiny and ever dwindling budgets.

In Jody Brummund’s post she noted that in Achieving Information Literacy that the acceptable standard is $26-$35 per child with the below standard being less than $25 per child. It is stated "a quick way to calculate the funds required each year for maintaining a quality collection is to multiply the average cost of a hardcover book by the number of students using the collection of resources" (. 35).  This means that the fact that we are funded $9 per student we are severely underfunded.

Since we are underfunded and never have enough money the prospect of weeding material that is only 5 or 10 years old seems a little drastic. This leads into my next discussion about Riedling’s approach.  I have made up a chart to help out with going through our reference materials to evaluate the material at hand.

Book	Content Scope	Accuracy, Authority, and Bias	Arrangement and Presentation	Relation to Similar Works	Timeliness and Permanence	Cost

Discussion 2: Research

Discussion 2: Research

After looking through all of the discussions on the topic of research models and compairing and contrasting the benefits outlined by the Riedling text and by the BCLTA’s Research Quest I have come to the conclusion that our students can benefit from all of these models.   It is just a matter of preference to which model the classroom teacher of teacher librarian chooses.  It seems that the group consensus is that the most popular research models are the Big 6 and the idea of Research Quest.  As I stated in my discussion .  As a Socials/English/Teacher Librarian research is one of my favorite things to work on with students and teachers. When looking at the three research models from the Rielding text and the Research Quest I have found that I am more drawn to the Big 6 and Research Quest models.

I particularly like the way that Ben Koning and the colleges at his school have broken down the Big 6.  By using the same common language across the school teachers and students understand what is being asked and expected when engaging in a research project.  The wording is simple and easing to understand “1.What needs to be done? Task Definition, 2. What resources can I use? Information Seeking Strategies, 3. Where can I find these resources? Location and Access, 4. What can I use from these resources? Use of Information, 5. What can I make to finish the job? How can I share what I have learned? Synthesis , 6. How will I know that I did my job well? Evaluation.  These six easy to follow steps can be transferred across grade levels from elementary to secondary.  If all teachers from a school such as Ben’s come to consensus why can’t others?