Friday, April 15, 2011
Where to go....
I've learned so much this term. The readings were great. The discussions were good. And the assignments were very useful!! I think I am on the right path to becoming an excellent librarian. There is still lots of work to do. Before my course work started I feel I was a passionate librarian with amazing lessons and the kids loved it. Now I still feel I have that, but I have added so much more. I feel I am much stronger in the philosophy side. I understand the technical aspects to the job. I know the terminology. I feel confident enough to talk to veteran librarians and talk to them on their level and not show a weakness or fear of being embarrassed from lack of knowledge. I am looking forward to my last 2 courses as I see the whole diploma now becoming one big piece that has really pushed me into becoming a better librarian.
Changing a teacher - reflection
This assignment seemed like a daunting task at first, but I am so happy to have completed it. Using the CBAM Model I was able to work with a teacher that I am close with and we have lots of trust and faith in each other. I set up a plan with where he was and how I can help him become a better teacher in using the library to his advantage. Because of this assignment I am now looking at the rest of the teachers in my school (small staff) and thinking about how I can informally try to change them without them knowing it. I am aware of the steps and the process and I feel that with gentle hinting and light directional pushing I can take these teachers to the next couple of steps. They will become better teachers without even knowing it.
Two teachers have already taken on this challenge and it has worked and they were not even aware they were doing this. I approached both grade 6/7 teachers about having their students do reading assignments in library. They had to pick a picture book and read to the class. I said this can be a good starting point for them and we can brainstorm some ideas about where to take this. After the weekend, one teacher came back and had this whole idea about the kids adding props/IT/or any other idea to their book choice and creating a full project/presentation. We had 3 of them on Thursday and they were amazing. Using youtube and power point and reading their books as well as giving background information on their topic. We were very happy. The other teacher asked me about not just reading picture books but wants students to do non-fiction picture books or picture books with a moral or point or hot discussion topic to them. Then that class will work in small groups of 2 or 3 to create a presentation about their book and topic. So I showed that class about some of all the amazing different picture books that would work for their presentations and how they can use them in a presentation.
Both teachers jumped on board and with a little push they started moving up the levels of the CBAM model. I was very impressed as I can see what is happen from a technical standpoint and not just go through the motions of creating amazing library lessons. I am much more aware of my actions then I was a few short months ago.
Two teachers have already taken on this challenge and it has worked and they were not even aware they were doing this. I approached both grade 6/7 teachers about having their students do reading assignments in library. They had to pick a picture book and read to the class. I said this can be a good starting point for them and we can brainstorm some ideas about where to take this. After the weekend, one teacher came back and had this whole idea about the kids adding props/IT/or any other idea to their book choice and creating a full project/presentation. We had 3 of them on Thursday and they were amazing. Using youtube and power point and reading their books as well as giving background information on their topic. We were very happy. The other teacher asked me about not just reading picture books but wants students to do non-fiction picture books or picture books with a moral or point or hot discussion topic to them. Then that class will work in small groups of 2 or 3 to create a presentation about their book and topic. So I showed that class about some of all the amazing different picture books that would work for their presentations and how they can use them in a presentation.
Both teachers jumped on board and with a little push they started moving up the levels of the CBAM model. I was very impressed as I can see what is happen from a technical standpoint and not just go through the motions of creating amazing library lessons. I am much more aware of my actions then I was a few short months ago.
Resource Collection Reflection
I found this assignment to be very useful. This assignment forced me to actually look at the numbers of my collection. This included the age and the usage and then create a plan that would be used in how to fix any issues that I saw arise from the library collection. I also like how this assignment helped me put on paper a plan of attack in the steps that I would use in helping to create a better resource collection. I was a little shocked when I started this assignment. I knew I had some older books but I didn't think my collection was that dated.
Weeding... this was discussed and we learned about it back in the first couple lessons of the course. It has been on my list of things to get done in my library for a couple years now. I was finally able to keep this library for a couple of years without being bumped out of a job, so now is the time to get it done. I managed to bring the library up to date in a couple ways. One being the blog I created. So there is now an IT portion to the library that has been missing. I also managed to create ownership in the library with the students learning about the library operation and helping me with lots of work (shelving and maintaining the shelves and the books), so now the last 2 big tasks I need to do are weeding and an inventory. I learned from this assignment about the old age of my collection (which is good compared to some libraries I've seen) but I know weeding can help this.
I also like how this assignment helped me include the staff in the options for the plan. The assignment reassured me that I have been doing a good job. Done lots so far. Changed attitudes with the staff. And they are ready to take the next step in helping me with creating a better library collection.
Weeding... this was discussed and we learned about it back in the first couple lessons of the course. It has been on my list of things to get done in my library for a couple years now. I was finally able to keep this library for a couple of years without being bumped out of a job, so now is the time to get it done. I managed to bring the library up to date in a couple ways. One being the blog I created. So there is now an IT portion to the library that has been missing. I also managed to create ownership in the library with the students learning about the library operation and helping me with lots of work (shelving and maintaining the shelves and the books), so now the last 2 big tasks I need to do are weeding and an inventory. I learned from this assignment about the old age of my collection (which is good compared to some libraries I've seen) but I know weeding can help this.
I also like how this assignment helped me include the staff in the options for the plan. The assignment reassured me that I have been doing a good job. Done lots so far. Changed attitudes with the staff. And they are ready to take the next step in helping me with creating a better library collection.
Atlases
Much like the debate in the encyclopedia section, there are pros and cons for both of these.
I feel having recent maps with political breakdowns and geographical breakdowns are excellent sources to have in the library. I recently got a whole 3" binder of one off maps for areas all around the world. Each country/city/world area is in this 3 ring binder and it cost me under $75. The company name slips my mind now, but it is very good. What is great about a source like this is for when students are doing country projects. The computer lab is not always free so sometimes doing their country research in the library or their classroom they not only need books and/or encyclopedias, but having a source like this where the teacher can put on the one page map from the binder and pass it to the students to work at their desks makes a huge difference in the teacher's lesson plans. Much more flexible.
Another positive is the world map is not changing as much as it was in the 1990s. Countries are more stable now. The former USSR countries have settled, so the changers that do happen tend to be a much smaller scale.
Online atlases are great. I have some on my weblog for my library for the students to use for their homework. I would not shy away from using them. However I will always push for a real map in their hands as this is a very valuable skill for a student to learn at the elementary age.
Where am I going?
I really like the link that you have posted about Texas and I plan to add that to my library blog. Much like my opinion on online encyclopedias/dictionaries/resources I am starting to become much more confident in this area and feel like am I really making a difference with my knowledge in helping the students' learning and making the teachers' lives less complicated. I feel like I have learned so much this past few months with both of my online UBC courses. Both classes were giving me so many great ideas and suggestions on things I can add to my skills. Working with online atlases is just another one of those great pieces of knowledge to know about and it really makes me stand out as a great and knowledgable librarian.
I feel having recent maps with political breakdowns and geographical breakdowns are excellent sources to have in the library. I recently got a whole 3" binder of one off maps for areas all around the world. Each country/city/world area is in this 3 ring binder and it cost me under $75. The company name slips my mind now, but it is very good. What is great about a source like this is for when students are doing country projects. The computer lab is not always free so sometimes doing their country research in the library or their classroom they not only need books and/or encyclopedias, but having a source like this where the teacher can put on the one page map from the binder and pass it to the students to work at their desks makes a huge difference in the teacher's lesson plans. Much more flexible.
Another positive is the world map is not changing as much as it was in the 1990s. Countries are more stable now. The former USSR countries have settled, so the changers that do happen tend to be a much smaller scale.
Online atlases are great. I have some on my weblog for my library for the students to use for their homework. I would not shy away from using them. However I will always push for a real map in their hands as this is a very valuable skill for a student to learn at the elementary age.
Where am I going?
I really like the link that you have posted about Texas and I plan to add that to my library blog. Much like my opinion on online encyclopedias/dictionaries/resources I am starting to become much more confident in this area and feel like am I really making a difference with my knowledge in helping the students' learning and making the teachers' lives less complicated. I feel like I have learned so much this past few months with both of my online UBC courses. Both classes were giving me so many great ideas and suggestions on things I can add to my skills. Working with online atlases is just another one of those great pieces of knowledge to know about and it really makes me stand out as a great and knowledgable librarian.
Thursday, April 14, 2011
Databases
My school district has the EREC package, but I as I posted on the discussions, I feel it is not being used to its potential. This would be my fault as I have not promoted it the way it should be. I feel I have spent this past 6 months just catching up with IT at my job. I now have a very successful blog for my library that is getting lots of use. Over 1600 hits since January. I now have the students on board with using the blog as a good homework tool and resource. Before this term I was not too familiar with blogs and wikis and other online databases. We are a small school that tended to shy away from IT, but a few of us have taken on the lead in trying to change this.
I also posted in the discussions about a couple of interesting online databases:
Factmonster and Infotopia. Factmonster is great for homework and info and Infotopia is a place for safe database searching for kids. The students are now using these and the others on my blog. To view that blog for the other sites go to:
http://erringtonlibrary.blogspot.com or google Errington Library
The next step in the game for me is to get the teacher on board with using the resources the district has paid for and given to us. My job over the next little bit (now that the term is over for both classes) will be to spend some time learning a little more about the online services from EREC and all the possibilities and then spend some time talking to the staff about them.
This is actually starting on Friday morning as I will be speaking to my staff about a webpage called "Enchanted Learning" that I learned about this term from either you (or my other class) and I will be giving the staff a chance to have a look about the webpage and see if this is something that us as a staff would like to purchase.
I feel like I am on the right track. I have really caught up with the trends in library and I am moving in the right direction. Instead of being a follower in the industry in my district I now am starting to feel like I am in the position to become more of a leader which is something I am really looking forward to doing and enjoy doing.
I also posted in the discussions about a couple of interesting online databases:
Factmonster and Infotopia. Factmonster is great for homework and info and Infotopia is a place for safe database searching for kids. The students are now using these and the others on my blog. To view that blog for the other sites go to:
http://erringtonlibrary.blogspot.com or google Errington Library
The next step in the game for me is to get the teacher on board with using the resources the district has paid for and given to us. My job over the next little bit (now that the term is over for both classes) will be to spend some time learning a little more about the online services from EREC and all the possibilities and then spend some time talking to the staff about them.
This is actually starting on Friday morning as I will be speaking to my staff about a webpage called "Enchanted Learning" that I learned about this term from either you (or my other class) and I will be giving the staff a chance to have a look about the webpage and see if this is something that us as a staff would like to purchase.
I feel like I am on the right track. I have really caught up with the trends in library and I am moving in the right direction. Instead of being a follower in the industry in my district I now am starting to feel like I am in the position to become more of a leader which is something I am really looking forward to doing and enjoy doing.
Encyclopedias
There are lots of good and bad things about encyclopedias and I still think that they can serve a purpose in the right situation in a school. I believe elementary schools are much better suited for them as the teens are far better at navigating the databases for information. I feel that the students in elementary school still should learn this skill and learn about these sources as part of their growing.
This year one of my classes was doing a country study and I have 2 older sets in my library that do not get used that often. I had actually thought about getting rid of them. However, after this project I think I have changed my mind. The students had to find some background information on a country they have not been to before. Even though the books were older the tourist sites and city names don't change. This was a good place for them to start to find information that was direct and what they needed. These students were in grade 5.
However, the down side is the cost that goes with a buying a set and how quickly they really can become dated. I am not sure if I am wiling to buy a new set as I can put that money towards online encyclopedias and spend more time teaching the students how to navigate those databases. They are always up to date which is a nice feature.
I feel this term at my school and with UBC I have learned that there still is a place in the library for a good encyclopedia. The cost is a big issue, but if you happen to be in a school with a big budget, then you are very lucky and this can be a possible purchase. My school happens to be one of those schools and this could be something that I will look at doing in the future.
This year one of my classes was doing a country study and I have 2 older sets in my library that do not get used that often. I had actually thought about getting rid of them. However, after this project I think I have changed my mind. The students had to find some background information on a country they have not been to before. Even though the books were older the tourist sites and city names don't change. This was a good place for them to start to find information that was direct and what they needed. These students were in grade 5.
However, the down side is the cost that goes with a buying a set and how quickly they really can become dated. I am not sure if I am wiling to buy a new set as I can put that money towards online encyclopedias and spend more time teaching the students how to navigate those databases. They are always up to date which is a nice feature.
I feel this term at my school and with UBC I have learned that there still is a place in the library for a good encyclopedia. The cost is a big issue, but if you happen to be in a school with a big budget, then you are very lucky and this can be a possible purchase. My school happens to be one of those schools and this could be something that I will look at doing in the future.
Monday, February 14, 2011
What I have learned and where to next....
I feel like I have learned so much so far this term. I feel this blog is an excellent assignment and the course readings have been very useful. The textbook is one that I will be keeping close by after the course. The blog helps me look back at each week and then I have to summarize what has happened and by doing this I feel like I am really taking in the information that we have discussed in the postings.
I feel like I was doing many of the actions discussed during these first five weeks but I did not have the technical language behind them. For example, I did not know the term "reference interview" even though I am doing them daily with the students and weekly with the teachers. I did not know the different steps in the evaluation process, even though I was doing them. But to write them down and have an educated discussion on them before this course I would be embarrassed. The research methods were also new to me. Again I was doing the Big 6 method, but I feel like I am more open to teaching the research process now and I also have a little background knowledge on these steps and feel far more confident in talking to teachers about this issues. Knowing these terms makes me feel so much more professional at my position.
I have learned about wedding before, but it was nice to hear the same information and have the same ideas and thoughts said to me again. I feel that since they have come from a few different sources and they all say the same things that this must be the best way to complete the task.
All in all, I have learned lots so far but I know I have so much more to go in order to look much more professional and speak with far more experienced librarians in a language that they can understand and make me look like I know what I'm talking about. Learning this information is a way for me to transition from a young inexperienced librarian with lots of energy and willing to do it all into a more well rounded librarian with a broader knowledge of the industry. Learning the professional terms and the issues around them will also help me in my next interview for a position in the library. Like I mentioned, I was already doing many of these things we have discussed. I just did not know the terminology.
Where to next.... Wedding is the number one job that has to get done in my library this year. It has been a few years since this library has had it done. Mostly because of lack of TL time at the school. It was hard having 2 school libraries and 2 days at each and coaching team sports, plus my own life and team sports. This year I am very happy with how my library is finally set-up and I have 4 days at this school, so I have 4 afternoons to work with. Along with wedding the inventory also has to be done at my school. From what we learned from wedding I will have a good starting point.
Research.... I have been making much more of an effort to help the teachers and students do research at school. Again it really helps being at the school for 4 days and I have an idea of what is going on all the time, plus it is easier this year as I really know the library collection and I have set-up my library and helpers and I have a fantastic system working. It is easier for me to bring in guest speakers and teach information sessions as I have more time. Last week I brought in the public librarian to do book talks and talk about database searching to the students for the Egypt unit coming up. All of the little things are starting to fall into place and with each course I take in the library diploma I feel like I am adding more and more to the library. I have also added a blog to the library this year in order to help the students with library updates and with online database searching. I'm hoping the page will become the first place students want to go for information when they are doing their homework.
Week 5
The Reference Interview
At the start of this lesson I was leaning towards the teacher being responsible for starting the reference interview. This way they can help the TL by telling them their needs for the class and the TL can assist them by finding the information. I fully agreed with Cristal's answer to the posting for question #5 where she also stated that the classroom teacher starts it.
I put out a suggestion about the TL approaching the teacher and creating a unit together based in the TL starting the reference interview....perhaps asking the teacher what units they have coming up and then starting a co-teaching unit from there. However, nobody seemed to bite on this.
After going back and reading the chapter again, I think it is equal on who starts the reference interview. It can happen with the TL, teacher, or the student. The textbook talks about how the students approach the TL asking for help and yes it is usually much smaller of a demand then a teacher asking for unit supplies, it happens far more often on a daily basis in elementary schools. The students are always asking where a certain book is, either fiction or non-fiction.
So, I'm changing my opinion to be more open and that the reference interview can start from any of the 3 parties involved, they just have different degrees in depth for the needs to be met.
At the start of this lesson I was leaning towards the teacher being responsible for starting the reference interview. This way they can help the TL by telling them their needs for the class and the TL can assist them by finding the information. I fully agreed with Cristal's answer to the posting for question #5 where she also stated that the classroom teacher starts it.
I put out a suggestion about the TL approaching the teacher and creating a unit together based in the TL starting the reference interview....perhaps asking the teacher what units they have coming up and then starting a co-teaching unit from there. However, nobody seemed to bite on this.
After going back and reading the chapter again, I think it is equal on who starts the reference interview. It can happen with the TL, teacher, or the student. The textbook talks about how the students approach the TL asking for help and yes it is usually much smaller of a demand then a teacher asking for unit supplies, it happens far more often on a daily basis in elementary schools. The students are always asking where a certain book is, either fiction or non-fiction.
So, I'm changing my opinion to be more open and that the reference interview can start from any of the 3 parties involved, they just have different degrees in depth for the needs to be met.
Tuesday, February 8, 2011
Week 4
The Web
While the question for week 4 was about the Alberta webpage resource there was a lot of other information given out this week. Looking at the webpage from Alberta I was no overly impressed, but sometimes it is the time you are looking at something or your frame of mind at the time. Jennifer commented on Feb 6 about being blogged down with all the online stuff I think posted how I was agreeing with her at the time.
Taking 2 online classes that both look at many online webpages, running a blog on my own and dealing with report cards (soon - creating the comments now) it felt like an overload, nevermind the part time work and soccer I fit in and I'm sure others all have similar issues with busy families etc. Time was a big issue of conversation for question #2 when Anne put out the lack of comments to her question that week. This week there were lots of great links given out in the text book that will be very useful in the future. It was then I was starting to realize that the textbook should be a useful tool even after the course is over and not many classes can say that. Joyce actually brought this up in a posting on Feb 2 and I totally agree with her.
In the end this week, I will take away all the great webpages the text offered and make use of some of them in the future some way some how.
While the question for week 4 was about the Alberta webpage resource there was a lot of other information given out this week. Looking at the webpage from Alberta I was no overly impressed, but sometimes it is the time you are looking at something or your frame of mind at the time. Jennifer commented on Feb 6 about being blogged down with all the online stuff I think posted how I was agreeing with her at the time.
Taking 2 online classes that both look at many online webpages, running a blog on my own and dealing with report cards (soon - creating the comments now) it felt like an overload, nevermind the part time work and soccer I fit in and I'm sure others all have similar issues with busy families etc. Time was a big issue of conversation for question #2 when Anne put out the lack of comments to her question that week. This week there were lots of great links given out in the text book that will be very useful in the future. It was then I was starting to realize that the textbook should be a useful tool even after the course is over and not many classes can say that. Joyce actually brought this up in a posting on Feb 2 and I totally agree with her.
In the end this week, I will take away all the great webpages the text offered and make use of some of them in the future some way some how.
Week 3
Evaluation Process
In the book Riedling gives us 6 steps to go from, p19/20 in evaluating the materials:
1) Content Scope
2) Accuracy, Authority, Bias
3) Arrangement and Presentation
4) Relation to similar works
5) Timeliness and Permanence
6) Cost
The general talk in the posting is what I echoed in my posting when I commented on Tammy's post. She used the word "springboard" as a way for these suggestions to start us out as beginners and get in in the right direction. Riedling fails to mention things like looking at the school. Cristal's comments on Feb 2 sum up most of what the class was agreeing on. The school's mission statement needs to be considered and is that item still being used. So Riedling was correct on basic starting points, but was missing the detail that depends on the individual school.
In the book Riedling gives us 6 steps to go from, p19/20 in evaluating the materials:
1) Content Scope
2) Accuracy, Authority, Bias
3) Arrangement and Presentation
4) Relation to similar works
5) Timeliness and Permanence
6) Cost
The general talk in the posting is what I echoed in my posting when I commented on Tammy's post. She used the word "springboard" as a way for these suggestions to start us out as beginners and get in in the right direction. Riedling fails to mention things like looking at the school. Cristal's comments on Feb 2 sum up most of what the class was agreeing on. The school's mission statement needs to be considered and is that item still being used. So Riedling was correct on basic starting points, but was missing the detail that depends on the individual school.
Week 3
Reference Materials - Weeding
This week we read about selecting and maintaining your library collection and while I don't have a problem with selecting materials I do have a problem with wedding. Selection is the easy part, the fun part. Staff give ideas and suggestions. I have my own ideas and from looking at the collection and listening to what is going on in the literature world. Students also put in suggestions.
Weeding on the other hand is different. So hard to throw out books, especially when we spend so much money on them. Trying to find suggestions and guidelines has been helpful for me this year as this is a job that will be started after I'm done with coaching the basketball team.
In reading Riedling, Chapter 2 page 21, gives some suggestions to this. She gave some useful suggestions that I commented on during this week of our class discussion. The part that stuck out with me on this was the 5 year rule. If that was the case there would hardly be any books on the shelves in the library. I can understand things like computer books change so fast (therefore maybe not buy them) but other topics such as pioneer life in BC won't change much and a student in grade 4 will still get the same info if the book is 4 years old or 9 years old. Perhaps Riedling is setting the 5 years as a rough bench mark and then you can adjust from there.
Once I posted that comment, Tammy also agreed with the 5 years being too quick noting that science textbooks don't even get replaced that quickly. However, Tammy talked about buying online encyclopedias which I thought was a great idea. I have a blog for my library and I am trying to create it into a place with book reviews and an online source for my students to visit and because of her comment I started searching and I added a few of them to my school blog.
In reading through the comments from the class online it seems as though many are in the same spot as me. A beginner weeder and with some time and practice it will become easier. We all had the same comments about lack of funds to weed that often which is a big concern for many of us. One of the online papers I selected for assignment #1 part 1 was also about weeding and it gave a number of ideas to help support me when I begin.
Anne, you also gave us some useful pointers in a message on Feb 2 about weeding and I responded with commenting on how I have heard very similar pointers from others in the industry. It is good to hear it from a school side, a work side, and a professional side. Most of these people are saying the same thing which is good and will be helpful when I start weeding this year.
This week we read about selecting and maintaining your library collection and while I don't have a problem with selecting materials I do have a problem with wedding. Selection is the easy part, the fun part. Staff give ideas and suggestions. I have my own ideas and from looking at the collection and listening to what is going on in the literature world. Students also put in suggestions.
Weeding on the other hand is different. So hard to throw out books, especially when we spend so much money on them. Trying to find suggestions and guidelines has been helpful for me this year as this is a job that will be started after I'm done with coaching the basketball team.
In reading Riedling, Chapter 2 page 21, gives some suggestions to this. She gave some useful suggestions that I commented on during this week of our class discussion. The part that stuck out with me on this was the 5 year rule. If that was the case there would hardly be any books on the shelves in the library. I can understand things like computer books change so fast (therefore maybe not buy them) but other topics such as pioneer life in BC won't change much and a student in grade 4 will still get the same info if the book is 4 years old or 9 years old. Perhaps Riedling is setting the 5 years as a rough bench mark and then you can adjust from there.
Once I posted that comment, Tammy also agreed with the 5 years being too quick noting that science textbooks don't even get replaced that quickly. However, Tammy talked about buying online encyclopedias which I thought was a great idea. I have a blog for my library and I am trying to create it into a place with book reviews and an online source for my students to visit and because of her comment I started searching and I added a few of them to my school blog.
In reading through the comments from the class online it seems as though many are in the same spot as me. A beginner weeder and with some time and practice it will become easier. We all had the same comments about lack of funds to weed that often which is a big concern for many of us. One of the online papers I selected for assignment #1 part 1 was also about weeding and it gave a number of ideas to help support me when I begin.
Anne, you also gave us some useful pointers in a message on Feb 2 about weeding and I responded with commenting on how I have heard very similar pointers from others in the industry. It is good to hear it from a school side, a work side, and a professional side. Most of these people are saying the same thing which is good and will be helpful when I start weeding this year.
Sunday, February 6, 2011
Week 2
The Research Process
When I started out reading this chapter at the start of the course I was pretty sure I was all about the Big 6 model. I had to take in what was being written and discussed within our class. I then asked a couple teachers at school some of their thoughts on the topic too. I'm working in an elementary school.
What it took for me was to switch my head from student to teacher. When I am a student I prefer the Big 6 model. Tammy Le said it best in her posting about it, "it gives them the most flexibility within each step" and as student I like this. I think if I was teaching in high school I would also prefer this.
However in an elementary setting, the students really need their hands held in going through step-by-step on doing anything. This is why I think I have changed my view point over to the Research Process. There are so many other issues in the class, behaviour, ESL, learning disabilities, mixed grades etc. That giving the students a slow step process where they can check off each step as they go through them. That visual of the steps on the board or on a hand out would really help some of the learners in a class. This way the teacher can also help them with the next step with ease, less explaining to do.
Depending on the grade, I would even change some of the wording. Instead of "formulate question" I might use "create question". I feel the Big 6 is good for more mature learners, but the vocabulary would be too hard for elementary students. As a teacher I would get tired of having to explain over and over again "task identification" or "synthesis". Younger students or ESLs would never understand this. Some younger students sometimes have troubles just copying from the whiteboard to their notebooks. So, from a teaching standpoint I would also use what is easier for me in order for the students to learn and I feel that the language used in the Research Process would be better for an elementary school setting.
When I started out reading this chapter at the start of the course I was pretty sure I was all about the Big 6 model. I had to take in what was being written and discussed within our class. I then asked a couple teachers at school some of their thoughts on the topic too. I'm working in an elementary school.
What it took for me was to switch my head from student to teacher. When I am a student I prefer the Big 6 model. Tammy Le said it best in her posting about it, "it gives them the most flexibility within each step" and as student I like this. I think if I was teaching in high school I would also prefer this.
However in an elementary setting, the students really need their hands held in going through step-by-step on doing anything. This is why I think I have changed my view point over to the Research Process. There are so many other issues in the class, behaviour, ESL, learning disabilities, mixed grades etc. That giving the students a slow step process where they can check off each step as they go through them. That visual of the steps on the board or on a hand out would really help some of the learners in a class. This way the teacher can also help them with the next step with ease, less explaining to do.
Depending on the grade, I would even change some of the wording. Instead of "formulate question" I might use "create question". I feel the Big 6 is good for more mature learners, but the vocabulary would be too hard for elementary students. As a teacher I would get tired of having to explain over and over again "task identification" or "synthesis". Younger students or ESLs would never understand this. Some younger students sometimes have troubles just copying from the whiteboard to their notebooks. So, from a teaching standpoint I would also use what is easier for me in order for the students to learn and I feel that the language used in the Research Process would be better for an elementary school setting.
Monday, January 31, 2011
Week 1
Looking back on week one we looked at definitions to get us started... I used the one "union catalog" which is a term referencing to being able to view all the materials from all the libraries in your district. Of course being a union worker, I didn't expect that. However I am happy to learn the term as I use this all the time when finding materials for other teachers. I check out other school libraries. It spurred a couple interesting comments agreeing and a tanget of topic talk about e-readers.
The text book talks about the intro to the job at this point and points out many things that I am currently doing correctly which is good to see. I guess I do the action but I don't know the formal terms for them.
For example, on page 3 it talks about how the specialist has to translate questions into terms so the correct information can be found by the searcher. On page 4 the text says the 3 components the TL should be doing: 1) knowledge of the library collection 2) good conversational skills 3) good skills at selecting materials for the target.
I feel I am doing all of this which is a relief to hear.
The text book talks about the intro to the job at this point and points out many things that I am currently doing correctly which is good to see. I guess I do the action but I don't know the formal terms for them.
For example, on page 3 it talks about how the specialist has to translate questions into terms so the correct information can be found by the searcher. On page 4 the text says the 3 components the TL should be doing: 1) knowledge of the library collection 2) good conversational skills 3) good skills at selecting materials for the target.
I feel I am doing all of this which is a relief to hear.
What I knew before the course
Sometimes when I start these courses I'm not sure what to expect. I'm taking a course online that is required of me in order to complete a diploma in a field that I really love working in. Often I feel like it is more of a burden working all day and part time and doing the courses then and enjoyment. But it is usually when the course is completed that I look back and note to myself that I did learn in that course and I will be able to use materials/ideas from this course in my job.
It is not like when you are in undergrad and you are taking a class on the Russian Revolution that you will know right away what you would expect to learn. In courses like these ones were are working on learning a skill that can assist us in our jobs.
What did I know before the course?
I feel like I knew nothing. Looking at the title, "Information Services", hmmm, hard to say what I know about that. The text book by Reidling "Reference Skills" I still feel lost for words. Further down it says "tools and tips" for helping TLs. That could be good.
I feel like I know the research processes, but not in depth and not one style. I don't follow one model. I feel like I know information literacy. I help students find the information they need. But I also feel that this is my weakest area by far and I will learn so much from this course. I want to be stronger and confident with these skills.
I am challenging myself this year to do different things in the library. The past couple of years have been hard as I was always setting up a new library and getting routines and standards down. This is the first year where I am able to branch out. I started a blog/webpage for my library at the Christmas break which I am very excited about, but is also a work in progress. I have run info sessions with parents are reading skills and info sessions with the kids on plagerism and I have set up the public library to come in and do one on database searching.
Hopefully this course will help me feel more confident in helping students find the materials they need, answer their questions, and give them better direction. I feel that the lack of TL time has hurt this part of my job, it is harder to work with teachers in creating research schedules as the teachers and I have such strict schedules in elementary school. But with some confidence I will be willing to over look the schedule issues in order to make things work better.
It is not like when you are in undergrad and you are taking a class on the Russian Revolution that you will know right away what you would expect to learn. In courses like these ones were are working on learning a skill that can assist us in our jobs.
What did I know before the course?
I feel like I knew nothing. Looking at the title, "Information Services", hmmm, hard to say what I know about that. The text book by Reidling "Reference Skills" I still feel lost for words. Further down it says "tools and tips" for helping TLs. That could be good.
I feel like I know the research processes, but not in depth and not one style. I don't follow one model. I feel like I know information literacy. I help students find the information they need. But I also feel that this is my weakest area by far and I will learn so much from this course. I want to be stronger and confident with these skills.
I am challenging myself this year to do different things in the library. The past couple of years have been hard as I was always setting up a new library and getting routines and standards down. This is the first year where I am able to branch out. I started a blog/webpage for my library at the Christmas break which I am very excited about, but is also a work in progress. I have run info sessions with parents are reading skills and info sessions with the kids on plagerism and I have set up the public library to come in and do one on database searching.
Hopefully this course will help me feel more confident in helping students find the materials they need, answer their questions, and give them better direction. I feel that the lack of TL time has hurt this part of my job, it is harder to work with teachers in creating research schedules as the teachers and I have such strict schedules in elementary school. But with some confidence I will be willing to over look the schedule issues in order to make things work better.
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