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.