Biographical References
October 18-24
These tell information about people and could be very useful in the school setting. Some of my favorite ones were the Dead People Server, Bibliography in AVL and the Something About The Author. These would be of great interest to students especially in doing research and reports. Teachers could also benefit from these resources when planning author studies and guiding students to resources for research. I am really going to use the AVL database this year for our Famous American Reports instead of being limited to our print collection of biographies. This is an easy way to integrate fact checking and authority of resources into the information literacy program by teaching students to check facts in these different resources against each other. Once again I am reminded that the number one thing to do is get teachers educated about how to use, inspired for lessons to use them, and equipped with them in their hands to really use these resources. Part of the overwhelming planning for teachers is the "how will my students find the information and I don't want to have to help them all search the internet." This can be overwhelming to teachers and so they just chose to bypass the opportunity. By sharing these resources with teachers and putting the resources in the hands of students a librarian is advocating for her position as an instructional partner, and information specialist. This virtual, free component of AVL help extends the reference collection beyond the library walls. We all know information seeking and reference habits are changing but we have to quit being so uptight about checking out resources and keeping them chained to the shelves. If we do not make it available to students they will never use it or learn the value of quality information and we will defeat our own information literacy purposes.
Thursday, October 20, 2011
Ready Reference
Ready Reference- Tell who what when where why how
October 11-17
This week in class I learned about almanacs as a new ready reference tool. I was very unfamiliar with this resource beyond thinking that it predicted weather for farmers. The definition in class we developed was: a collection of facts,lists and statistics.
After exploring online almanacs like factmonster and infoplease I was much better informed as the possibilities for this resource in the school setting. The topics it covers are so numerous and the online tools like comparison charts were really cool. These would be helpful for research projects and answering questions for spontaneous reference. The special topical ones like sports, famous African Americans, and National Geographic would be so useful in the school setting. Even though some of these are books ( with some online sources), I think students could actually prefer using these as opposed to looking in other search engines like Google. If you teach them how to use the almanacs they would be able to quickly locate information by just grabbing the book from the shelf as well as enjoy browsing them for interesting facts.
October 11-17
This week in class I learned about almanacs as a new ready reference tool. I was very unfamiliar with this resource beyond thinking that it predicted weather for farmers. The definition in class we developed was: a collection of facts,lists and statistics.
After exploring online almanacs like factmonster and infoplease I was much better informed as the possibilities for this resource in the school setting. The topics it covers are so numerous and the online tools like comparison charts were really cool. These would be helpful for research projects and answering questions for spontaneous reference. The special topical ones like sports, famous African Americans, and National Geographic would be so useful in the school setting. Even though some of these are books ( with some online sources), I think students could actually prefer using these as opposed to looking in other search engines like Google. If you teach them how to use the almanacs they would be able to quickly locate information by just grabbing the book from the shelf as well as enjoy browsing them for interesting facts.
Bibliographies
October 4-10
Bibliographies
I was excited to study bibliographies this week in class after spending last week with my first grade teacher friend. I really enjoyed Children's Books A- Zoo as a resource to find so many amazing picture books for so many topics! This was exactly the resource she needed to answer her questions like " how do I find books about ___, or how do you know books that have cause and effect skills". Before class I told her to check out Google or Read write think but I was very excited to share this reference resource with her after class. In fact I would love to have my own copy of this book! :)
The Best New Media Guide would also be a helpful tool for teachers to find technology resources to enhance lessons. This is much more effective than a Google search!
These experiences and this exploration of resources really impressed upon me the absolute importance of putting these resources in the hands of teachers. The library media specialist has to inform teachers of these resources and encourage them to use them to update lessons, read alouds, and to make their planning times more effective. This teacher was spending hours a day and all weekend searching for websites, books and materials for lessons when she could have easily located high quality resources with these resources.
Bibliographies
I was excited to study bibliographies this week in class after spending last week with my first grade teacher friend. I really enjoyed Children's Books A- Zoo as a resource to find so many amazing picture books for so many topics! This was exactly the resource she needed to answer her questions like " how do I find books about ___, or how do you know books that have cause and effect skills". Before class I told her to check out Google or Read write think but I was very excited to share this reference resource with her after class. In fact I would love to have my own copy of this book! :)
The Best New Media Guide would also be a helpful tool for teachers to find technology resources to enhance lessons. This is much more effective than a Google search!
These experiences and this exploration of resources really impressed upon me the absolute importance of putting these resources in the hands of teachers. The library media specialist has to inform teachers of these resources and encourage them to use them to update lessons, read alouds, and to make their planning times more effective. This teacher was spending hours a day and all weekend searching for websites, books and materials for lessons when she could have easily located high quality resources with these resources.
Instructional Partner
Instructional Partner
September 27- October 3
I was able to explore my role as instructional partner this week. I helped a teacher in first grade set routines,procedures, and integrate curriculum. It was challenging and exhausting but very worthwhile and rewarding. I realized that I do have strength in this area in indentifying areas that can be improved both in my own teaching and others. Some of it comes natural to me and I don't mean that in a bad way but to say that I realized the need for this kind of help in the school. Even fantastic teachers do not have the time or knowledge of the great tools at their disposal that can help engage student learning and aide in their planning processes. I was able to suggest websites and games to help during the computer rotation and explain how to search for other quality ones. I was also able to model how to incorporate strategic read alouds to serve as reading pleasure during snack time and teach the weekly comprehension skill or connect to a science/social studies concept.
This really gave me confidence and excitement in my future abilities to do this type of collaboration as a library media specialist.
September 27- October 3
I was able to explore my role as instructional partner this week. I helped a teacher in first grade set routines,procedures, and integrate curriculum. It was challenging and exhausting but very worthwhile and rewarding. I realized that I do have strength in this area in indentifying areas that can be improved both in my own teaching and others. Some of it comes natural to me and I don't mean that in a bad way but to say that I realized the need for this kind of help in the school. Even fantastic teachers do not have the time or knowledge of the great tools at their disposal that can help engage student learning and aide in their planning processes. I was able to suggest websites and games to help during the computer rotation and explain how to search for other quality ones. I was also able to model how to incorporate strategic read alouds to serve as reading pleasure during snack time and teach the weekly comprehension skill or connect to a science/social studies concept.
This really gave me confidence and excitement in my future abilities to do this type of collaboration as a library media specialist.
Sunday, September 25, 2011
Sticky Situations
September 20-26
Ethical Issues in Reference Services
This week in class we had a challenging discussion about the rights and responsibilities of librarians held under the Library Code of Ethics and the Bill of Rights. Both of these documents allow the user to have free and private access to information and services in the library without judgement passed by the library staff. They also advocate providing wide and diverse view points about issues and interest.
We discussed several difficult situations where these ideals could be violated such as:
1. Helping a student find a book about ways to commit suicide. Is it your right to discuss this query with her parents or teachers or ask her why she wants to find this book? This was a difficult situation because to do so would violate her library rights of confidential access to information. My first thought was why even have this book in your library but that would be considered a form of censorship if this book was used for an academic or interest purpose. Even held by these ethical standards I do not think I could feel right about not following up in some way with this student afterwards.
2. A student ask about finding chemicals that can blow up a house or building. This was similar to the Unibomber suspect who used a local public library and reference services with librarians many times for resources for his attacks. I was interested to find out that the librarians did not pass any judgement on his request but as far as my teacher knew simply helped his request and moved along. According to these ethical standards it was not their position to get involved in personal opnioons or expressions. This would be a horrible position to be in as well because you may be somehow helping this person hurt others.
This week a Missouri School District Board voted to censor access to two books because a townsmember complained they had ideas contrary to the Bible. This person does not have any students at this school. The Board restricted access to 2 of the 3 books by having to have parental permission to check them out. This access only came after an appeal from groups after the books were origanally bannded from the libraries. The Board was quoted in the OA News as saying " we were happy to put the responsibility back on the parents".
I just bet you were. In that case you do not have to make a stand either way. This decision may seem like a victory for free access but does it really fulfill the ethical standards of the Library Bill of Rights or just play push the blame somewhere else? Parents should be a moral compass and first teacher for their children but making the librarian be the warden of those morals is a difficult situation.
As a Christian these are difficult issues for me to face as a teacher and librarian. Even in my classroom I carefully choose books and resources that encourage wholesome values to shepherd a child's heart. I do not try to hide them from the world but to give share a light so that their view of the world and what they want to read and pursue are changed. My Christian world view does not make me want to limit or judge what I read but it gives me a framework for evaluating the information I find as I filter everything through the scriptures. At heart this is at heart a spiritual issue that shows the lostness of this world that we take such authority and influence from the creations of words and men instead of the WORD and the Creator of all.
Ethical Issues in Reference Services
This week in class we had a challenging discussion about the rights and responsibilities of librarians held under the Library Code of Ethics and the Bill of Rights. Both of these documents allow the user to have free and private access to information and services in the library without judgement passed by the library staff. They also advocate providing wide and diverse view points about issues and interest.
We discussed several difficult situations where these ideals could be violated such as:
1. Helping a student find a book about ways to commit suicide. Is it your right to discuss this query with her parents or teachers or ask her why she wants to find this book? This was a difficult situation because to do so would violate her library rights of confidential access to information. My first thought was why even have this book in your library but that would be considered a form of censorship if this book was used for an academic or interest purpose. Even held by these ethical standards I do not think I could feel right about not following up in some way with this student afterwards.
2. A student ask about finding chemicals that can blow up a house or building. This was similar to the Unibomber suspect who used a local public library and reference services with librarians many times for resources for his attacks. I was interested to find out that the librarians did not pass any judgement on his request but as far as my teacher knew simply helped his request and moved along. According to these ethical standards it was not their position to get involved in personal opnioons or expressions. This would be a horrible position to be in as well because you may be somehow helping this person hurt others.
This week a Missouri School District Board voted to censor access to two books because a townsmember complained they had ideas contrary to the Bible. This person does not have any students at this school. The Board restricted access to 2 of the 3 books by having to have parental permission to check them out. This access only came after an appeal from groups after the books were origanally bannded from the libraries. The Board was quoted in the OA News as saying " we were happy to put the responsibility back on the parents".
I just bet you were. In that case you do not have to make a stand either way. This decision may seem like a victory for free access but does it really fulfill the ethical standards of the Library Bill of Rights or just play push the blame somewhere else? Parents should be a moral compass and first teacher for their children but making the librarian be the warden of those morals is a difficult situation.
As a Christian these are difficult issues for me to face as a teacher and librarian. Even in my classroom I carefully choose books and resources that encourage wholesome values to shepherd a child's heart. I do not try to hide them from the world but to give share a light so that their view of the world and what they want to read and pursue are changed. My Christian world view does not make me want to limit or judge what I read but it gives me a framework for evaluating the information I find as I filter everything through the scriptures. At heart this is at heart a spiritual issue that shows the lostness of this world that we take such authority and influence from the creations of words and men instead of the WORD and the Creator of all.
Sunday, September 18, 2011
September 12-16
Reference Experiences
As an elementary librarian I was unsure of what reference services would look like in my setting. As I discussed in other posts it seemed almost a backwards step away from an open, constructivist learning commons. After reading these chapters I have a better understanding of what a reference experience will look like in my library as a "professional answer-er." While the statistic that librarians only answer questions correctly 50% of the time can be discouraging it is more important to note that the strategy for searching was correct 90% of the time. My role, especially as a librarian for younger students, will be do help students form high quality, high thinking questions and strategies to guide their search for information. This is so important for students to be able to do as a foundation for improving their information literacy skills in older grades. So, an important part of my reference service will be facilitating meta cognitive strategies in young students that help them understand what they know, want to know, need to know and where to start.
As I was reflecting on these wonderful conversations with curious young learners on a quest for knowledge I thought about the time it would take to really implement these services. In order to get the most bang for your reference buck it will be so important to be proactive in collabraoting with teachers on possible reference opportunities. A small amount of preplanning with a teacher will allow me to prepare pathfinders, and research possible resources to provide the best experience for my students. This will be a great advantage for everyone as opposed to a suprise visit by a group of students looking for information about a random topic. This will also allow me to teach the beginning information literacy topics and library skills through integrated, meanigful lessons instead of in isolation. Getting teachers to buy in and get on board with these services also serves as great advoacy for my program and it's impact on the acamdemic program. These experiences will take time to implement so the more teachers value the reference services of the library the more willing they will be to include the time in their day. Being an instructional partner in this area is so important in building a school population that is information literate, and in helping deter well meaning teachers from creating bad information habits in students.
Possible Ideas:
Reference Experiences
As an elementary librarian I was unsure of what reference services would look like in my setting. As I discussed in other posts it seemed almost a backwards step away from an open, constructivist learning commons. After reading these chapters I have a better understanding of what a reference experience will look like in my library as a "professional answer-er." While the statistic that librarians only answer questions correctly 50% of the time can be discouraging it is more important to note that the strategy for searching was correct 90% of the time. My role, especially as a librarian for younger students, will be do help students form high quality, high thinking questions and strategies to guide their search for information. This is so important for students to be able to do as a foundation for improving their information literacy skills in older grades. So, an important part of my reference service will be facilitating meta cognitive strategies in young students that help them understand what they know, want to know, need to know and where to start.
As I was reflecting on these wonderful conversations with curious young learners on a quest for knowledge I thought about the time it would take to really implement these services. In order to get the most bang for your reference buck it will be so important to be proactive in collabraoting with teachers on possible reference opportunities. A small amount of preplanning with a teacher will allow me to prepare pathfinders, and research possible resources to provide the best experience for my students. This will be a great advantage for everyone as opposed to a suprise visit by a group of students looking for information about a random topic. This will also allow me to teach the beginning information literacy topics and library skills through integrated, meanigful lessons instead of in isolation. Getting teachers to buy in and get on board with these services also serves as great advoacy for my program and it's impact on the acamdemic program. These experiences will take time to implement so the more teachers value the reference services of the library the more willing they will be to include the time in their day. Being an instructional partner in this area is so important in building a school population that is information literate, and in helping deter well meaning teachers from creating bad information habits in students.
Possible Ideas:
- Google Calendars for teachers to post monthly themes or projects for possible reference services
- Set up appointments or give passes for students when they come for services or reference help
- Educate faculty on reference services you can provide with sample topic lessons
- Videos or podcasts of frequently asked reference questions or services how to search a database etc
- Document reference experiences and resources found along the way to reflect on how to make things better
Information Literacy
September 6-12
Information Literacy
Information Literacy is a common topic in the library world. Helping students access, evaluate and use information is one of the most important role of the library media specialist. Technology and the volume of information available have made this role more important. Patrons are not limited to the actual walls of the library anymore for information so our role has been stretched into virtual spaces. Instead of helping patrons find information we are now helping them wade through the easy access to information to find the highest quality resources.
Through reading Ch.2 in Essential Reference Services my view of information literacy was expanded through their discussion of The Common Sense CS3. We reviwed many models of building Information Literacy skills in class with most centering around questioning, reflecting and applying information. Each of these models used the first 3 Information Power Standards of "accessing, evaluating,using information." It is important to remember that these are the 3 standards that librarians are responsible for. Ch. 2 further divides information literacy by these 3 standards:
Information Literacy
Information Literacy is a common topic in the library world. Helping students access, evaluate and use information is one of the most important role of the library media specialist. Technology and the volume of information available have made this role more important. Patrons are not limited to the actual walls of the library anymore for information so our role has been stretched into virtual spaces. Instead of helping patrons find information we are now helping them wade through the easy access to information to find the highest quality resources.
Through reading Ch.2 in Essential Reference Services my view of information literacy was expanded through their discussion of The Common Sense CS3. We reviwed many models of building Information Literacy skills in class with most centering around questioning, reflecting and applying information. Each of these models used the first 3 Information Power Standards of "accessing, evaluating,using information." It is important to remember that these are the 3 standards that librarians are responsible for. Ch. 2 further divides information literacy by these 3 standards:
- Library Literacy: helping students access information by knowing how to use the library and all of it's resources effectively
- Information Literacy: evaluating the information itself in terms of quality and authority, and how it fits the need
- Knowledge Literacy: a new concept added that applies the new information to create new knowledge and integration
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