Well, I found it!
To think of how far I've come since beginning this course simply boggles my mind. From the whole online course process (this being my first) to Lesson 13, I think it's fair to say I've found quite a bit of knowledge (or at least know where to find more than I did when I started)!
Having examined so many reference resources, I now feel that much more confident in becoming a teacher-librarian. I feel more confident in answering those questions and locating accurate sources to meet the information needs of students.
Where I will continue to lack until I actually have my own library is in being knowledgeable of my library media collection. Although I now feel more competent in selecting, acquiring and evaluating resources to meet students' needs (Reidling, 2005).
I'm excited to put the Research Quest or the I-Search into use. I am excited to teach the critical information literacy skills to my students...how to evaluate a website, how to appreciate the value of both Internet and print resources, and how it is important to check our research information with other resources. I am excited to collaborate with my colleagues...to teach them about all that is out there!
Monday, November 24, 2008
Lesson 10: Bibliographies, and Biographies and Directories
Today I took the time to actually navigate through the electronic journal databases at UBC. Since starting my T-L Diploma this summer (this is course #2 for me), I have had to research 6 scholarly articles (3 for each course). Prior to that, I have never had the opportunity to use an online database. It has been nearly 20 years since I finished my BEd and my research at that time came entirely from print resources. Needless to say, this has been a huge learning curve for me. I admit, I have completely avoided using the UBC databases, being able to access EBSCO through my school district. They just looked completely overwhelming to me!
At the beginning of this course, I took the tutorial with Jo-Anne Naslund and had I sat down at that time and gone through the UBC databases, I might have actually learned something. So today, I took the online tutorial through Vista and I am going to record step-by-step everything I did, so that for my next course, I will remember! Surprisingly, I found these databases extremely easy to navigate! Next time I'll not put the cart-before-the-horse and will take the time to use these excellent resources! At least I have 8 more courses to improve! Good lesson as a student and as a teacher!
1. VPN set up --no problem... quick, easy
2. Tutorial on Vista
3. Go to "e-resources"
4. Go to "Indexes and Databases"
5. Browsed “A” under "title" for “Academic Search Complete”
6. Boolean search “Information Literacy” and “Librarians”
7. Checked peer-reviewed
8. Publication type: periodical
9. Language: English
10. Document Type: article
11. Click: Search
12. 461 results…could narrow further with publication dates
13. Overview icon…get abstract
14. Got lots of “medical” articles..yuck...could further narrow with tabs on left
15. Could put the articles in a folder for review later
16. If didn’t have PDF format, could search other databases for the article quickly and efficiently
At the beginning of this course, I took the tutorial with Jo-Anne Naslund and had I sat down at that time and gone through the UBC databases, I might have actually learned something. So today, I took the online tutorial through Vista and I am going to record step-by-step everything I did, so that for my next course, I will remember! Surprisingly, I found these databases extremely easy to navigate! Next time I'll not put the cart-before-the-horse and will take the time to use these excellent resources! At least I have 8 more courses to improve! Good lesson as a student and as a teacher!
1. VPN set up --no problem... quick, easy
2. Tutorial on Vista
3. Go to "e-resources"
4. Go to "Indexes and Databases"
5. Browsed “A” under "title" for “Academic Search Complete”
6. Boolean search “Information Literacy” and “Librarians”
7. Checked peer-reviewed
8. Publication type: periodical
9. Language: English
10. Document Type: article
11. Click: Search
12. 461 results…could narrow further with publication dates
13. Overview icon…get abstract
14. Got lots of “medical” articles..yuck...could further narrow with tabs on left
15. Could put the articles in a folder for review later
16. If didn’t have PDF format, could search other databases for the article quickly and efficiently
Article #3: "Analyzing Student Search Strategies: Making a Case for Integrating Literacy Skills into the Curriculum." Scott, T. & O’Sullivan, M.(2005)
The purpose of this article was to determine how literate high school students were as Internet researchers. The authors contend that most students simply surf the Internet for the information they need for their assignments and the students feel that the more information they find, the better. This results in information overload and leaves the students often feeling frustrated and they end up surfing from one site to another with reckless abandon. Some even give up. Most high school students lack the skills required in using the Internet for research. They lack in their search strategies and in critical thinking.
One teacher noted that the overall structure of the Web is not real organized, not real useful for a lot of users. It is real easy to get lost, and until that straightens out, it is less than a helpful tool for those kids who do get lost, who tend not to think in that manner; you know, who can’t pick out a search term (Scott & O’Sullivan, 2005). Conducting research was not an easy or enjoyable task for most students.
The authors developed an action-research study to observe how high school students would proceed in locating answers to specific questions from four designated web sites to determine the impact that the hypertext environment had on a student’s ability to find specific information on the Internet. This Hypertext Literacy Exercise was conducted among four ninth-grade social studies classes (Scott & O’Sullivan, 2005).
The study revealed that the immediate strategy by many of the students to locate information was:
1) to seek out the web site’s Search screen;
2) to conduct a keyword search; and
3) to proceed to go through the list of hits.
Holscher and Strube (2000) describe this as a "browsing mode" (p. 339) and the students continued browsing for several clicks before ultimately returning to the Search screen to alter their query. Many of the students did not change their strategy in spite of continued failure to locate the information requested.
The authors also found that many students simply search in a random manner and appear not to understand the systematic process involved in finding information on the Web. Their search strategies are based on trial and error. The only strategy they used was to make minor changes in their keyword search. Very few applied the appropriate strategy of reviewing and analyzing how the web site was organized and then reviewing the subject links to select the most appropriate link for the information sought.
Conclusion
The authors observed that the students were unable to narrow searches and to discern useful links from nonuseful links. They lacked skill in conducting searches, and were unable to create efficient and effective keyword searches.
After reading this article, it is most apparent to me that the role of the teacher-librarian is even more essential than before. The amount of information via the Internet is incredible. Students need to be taught how to understand and interpret that information, and how to efficiently and effectively navigate the Internet. These are critical information literacy skills that students require in order to be prepared for higher level education. We need to also emphasize and require students to use a variety of sources for their research, and we need to make them aware that the Internet is just another tool they can add to their list of information retrieval sources. As Dupois (1997) observes, "Unless [both teachers and] librarians educate users about finding information, users will continue to underutilize and misuse information" (p. 98).
References
Dupois, E. (1997). The information literacy challenge: Addressing the changing needs of our students through our programs. In Lyn Elizabeth M. Martin (Ed.), The challenge of Internet literacy: The instruction-web convergence (p. 98). New York: Haworth Press.
Holscher, C., & Strube, G. (2000). Web search behavior of Internet experts and newsiest. Computer Networks 33, 337-346.
Scott, T., & O'Sullivan, M. (2005, October). Analyzing student search strategies: making a case for integrating information literacy skills into the curriculum. Teacher Librarian, 33(1), 21-25. Retrieved November 12, 2008, from Canadian Reference Centre database.
One teacher noted that the overall structure of the Web is not real organized, not real useful for a lot of users. It is real easy to get lost, and until that straightens out, it is less than a helpful tool for those kids who do get lost, who tend not to think in that manner; you know, who can’t pick out a search term (Scott & O’Sullivan, 2005). Conducting research was not an easy or enjoyable task for most students.
The authors developed an action-research study to observe how high school students would proceed in locating answers to specific questions from four designated web sites to determine the impact that the hypertext environment had on a student’s ability to find specific information on the Internet. This Hypertext Literacy Exercise was conducted among four ninth-grade social studies classes (Scott & O’Sullivan, 2005).
The study revealed that the immediate strategy by many of the students to locate information was:
1) to seek out the web site’s Search screen;
2) to conduct a keyword search; and
3) to proceed to go through the list of hits.
Holscher and Strube (2000) describe this as a "browsing mode" (p. 339) and the students continued browsing for several clicks before ultimately returning to the Search screen to alter their query. Many of the students did not change their strategy in spite of continued failure to locate the information requested.
The authors also found that many students simply search in a random manner and appear not to understand the systematic process involved in finding information on the Web. Their search strategies are based on trial and error. The only strategy they used was to make minor changes in their keyword search. Very few applied the appropriate strategy of reviewing and analyzing how the web site was organized and then reviewing the subject links to select the most appropriate link for the information sought.
Conclusion
The authors observed that the students were unable to narrow searches and to discern useful links from nonuseful links. They lacked skill in conducting searches, and were unable to create efficient and effective keyword searches.
After reading this article, it is most apparent to me that the role of the teacher-librarian is even more essential than before. The amount of information via the Internet is incredible. Students need to be taught how to understand and interpret that information, and how to efficiently and effectively navigate the Internet. These are critical information literacy skills that students require in order to be prepared for higher level education. We need to also emphasize and require students to use a variety of sources for their research, and we need to make them aware that the Internet is just another tool they can add to their list of information retrieval sources. As Dupois (1997) observes, "Unless [both teachers and] librarians educate users about finding information, users will continue to underutilize and misuse information" (p. 98).
References
Dupois, E. (1997). The information literacy challenge: Addressing the changing needs of our students through our programs. In Lyn Elizabeth M. Martin (Ed.), The challenge of Internet literacy: The instruction-web convergence (p. 98). New York: Haworth Press.
Holscher, C., & Strube, G. (2000). Web search behavior of Internet experts and newsiest. Computer Networks 33, 337-346.
Scott, T., & O'Sullivan, M. (2005, October). Analyzing student search strategies: making a case for integrating information literacy skills into the curriculum. Teacher Librarian, 33(1), 21-25. Retrieved November 12, 2008, from Canadian Reference Centre database.
Wednesday, November 19, 2008
Article #2: "A Process Approach: the I-Search with Grade 5: They Learn!" Bowen, C. (2001, December).
This article was written by a grade 5 teacher who wanted her students to have the proper motivation, skills and confidence to conduct and use research in a meaningful way (Bowen, 2001). She felt her students regarded research as something negative, arduous and overwhelming. In using the I-Search process approach to research, she hoped to change these attitudes.
The I-Search process was introduced by Ken Macrorie (1988) and was further expanded by Joyce and Tallman (1997) to offer teachers and teacher-librarians practical applications for using the I-Search to teach both writing and researching skills (Bowen, 2001).
The first aspect of the I-Search is to get the students motivated. This is done by allowing the students to choose their own, personal topics for their research. The belief is that by giving the students their own choice, they will have a feeling of ownership and empowerment (Bowen, 2001).
Prior to teaching the I-Search process, the author along with her teacher-librarian taught the students essential skills to help them through this research process such as reading, reading comprehension, finding the main idea, identifying cause and effect, taking notes, summarizing, reflecting, narrative writing, revising, editing, using dictionaries and encyclopedias, and identifying key words (Bowen, 2001). They were also required to have some basic computer skills and were taught how to use the library to locate information from different sources.
There are four primary I-Search questions:
What do I want to know?
This is the point where students chose their topics. The teacher took two weeks for the introduction and topic selection. As a class, they brainstormed the word research and what it meant. They also created webs as to what topics might interest them including areas such as hobbies, travel, family, school, interests and sports. Students listed three possible topics for their research and parents had to sign off on the topic.
At this point the students had to fill out something similar to a K-W-L chart. The students then formulated their questions after discussing the difference between “fat” and “skinny” questions (Bowen, 2001).
Where can I find the answers?
The students were allowed one week for creating researchable questions and learning how to interview, take notes and cite sources. They discussed the different places that they could find information. The students began to see connections between research, information, topics and sources (Bowen, 2001).
The class then wrote down their topics on paper and the papers got passed around the class. Each student had to list one possible source as to where he/she thought the student could find his/her information. Different sources were discussed, such as: print and electronic encyclopedias, nonfiction books, magazines, the Internet and interviews (Bowen, 2001).
How will I record the information that I find?
The class spent one week searching for information.
How will I show what I learned?
They spent two weeks writing the paper and preparing their presentations. They were told there were two parts to their presentations. They had to present the story of their research as well as the information they learned about their topic. They could write a book, use a storyboard, create a PowerPoint, make a video or create a photo essay.
The author had her students keep an on-going reflection/learning log as well. Their first entry consisted of explaining why they chose their specific topic. Their second entry was a response to what they knew before they started their I-Search. Their final component of the self-evaluation was of the actual I-Search process. This was to be part of their presentation.
Conclusions
The author felt her students were motivated and interested in what they were doing. She felt her students learned how to write in their own words given the opportunity to use personal narrative writing. Every student said that they would like to use the I-Search process for their next research projects. They felt confident and enjoyed choosing their own topics.
My reflections
I found the I-Search model quite comparable to the Research Quest. The five steps in The Research Quest were nearly identical to the stages in the I-Search. It was great to see a model put to use and with success! I will definitely not hesitate to use either model in teaching my students their research skills.
REFERENCES
Bowen, Carol (2001, December).A PROCESS APPROACH: The I-Search with Grade 5: They Learn! Teacher Librarian; Vol. 29 Issue 2, p14, 4p. Retrieved November 12, 2008, from Canadian Reference Centre database.
Joyce, M. & Tallman, J. (1997). Making the writing and research connection with the I-Search process. New York: Neal Schuman.
Macrorie, K. (1988). The I-Search paper. Portsmouth, NH: Heineman.
The I-Search process was introduced by Ken Macrorie (1988) and was further expanded by Joyce and Tallman (1997) to offer teachers and teacher-librarians practical applications for using the I-Search to teach both writing and researching skills (Bowen, 2001).
The first aspect of the I-Search is to get the students motivated. This is done by allowing the students to choose their own, personal topics for their research. The belief is that by giving the students their own choice, they will have a feeling of ownership and empowerment (Bowen, 2001).
Prior to teaching the I-Search process, the author along with her teacher-librarian taught the students essential skills to help them through this research process such as reading, reading comprehension, finding the main idea, identifying cause and effect, taking notes, summarizing, reflecting, narrative writing, revising, editing, using dictionaries and encyclopedias, and identifying key words (Bowen, 2001). They were also required to have some basic computer skills and were taught how to use the library to locate information from different sources.
There are four primary I-Search questions:
What do I want to know?
This is the point where students chose their topics. The teacher took two weeks for the introduction and topic selection. As a class, they brainstormed the word research and what it meant. They also created webs as to what topics might interest them including areas such as hobbies, travel, family, school, interests and sports. Students listed three possible topics for their research and parents had to sign off on the topic.
At this point the students had to fill out something similar to a K-W-L chart. The students then formulated their questions after discussing the difference between “fat” and “skinny” questions (Bowen, 2001).
Where can I find the answers?
The students were allowed one week for creating researchable questions and learning how to interview, take notes and cite sources. They discussed the different places that they could find information. The students began to see connections between research, information, topics and sources (Bowen, 2001).
The class then wrote down their topics on paper and the papers got passed around the class. Each student had to list one possible source as to where he/she thought the student could find his/her information. Different sources were discussed, such as: print and electronic encyclopedias, nonfiction books, magazines, the Internet and interviews (Bowen, 2001).
How will I record the information that I find?
The class spent one week searching for information.
How will I show what I learned?
They spent two weeks writing the paper and preparing their presentations. They were told there were two parts to their presentations. They had to present the story of their research as well as the information they learned about their topic. They could write a book, use a storyboard, create a PowerPoint, make a video or create a photo essay.
The author had her students keep an on-going reflection/learning log as well. Their first entry consisted of explaining why they chose their specific topic. Their second entry was a response to what they knew before they started their I-Search. Their final component of the self-evaluation was of the actual I-Search process. This was to be part of their presentation.
Conclusions
The author felt her students were motivated and interested in what they were doing. She felt her students learned how to write in their own words given the opportunity to use personal narrative writing. Every student said that they would like to use the I-Search process for their next research projects. They felt confident and enjoyed choosing their own topics.
My reflections
I found the I-Search model quite comparable to the Research Quest. The five steps in The Research Quest were nearly identical to the stages in the I-Search. It was great to see a model put to use and with success! I will definitely not hesitate to use either model in teaching my students their research skills.
REFERENCES
Bowen, Carol (2001, December).A PROCESS APPROACH: The I-Search with Grade 5: They Learn! Teacher Librarian; Vol. 29 Issue 2, p14, 4p. Retrieved November 12, 2008, from Canadian Reference Centre database.
Joyce, M. & Tallman, J. (1997). Making the writing and research connection with the I-Search process. New York: Neal Schuman.
Macrorie, K. (1988). The I-Search paper. Portsmouth, NH: Heineman.
Monday, November 17, 2008
Lesson 9--Maps, Atlases and other Geographical Sources
Recently I had the opportunity to TOC in a grade 6 class and they were doing a mapping activity on Somalia. Each student had his/her own atlas.
Nystrom Desk Atlas--Canadian Edition
Publisher (Authority):
Division of Herff Jones Inc.
Recommended by the British Columbia Ministry of Education as an instructional resource
Scale:
Equatorial scale on some maps
Variety of scales on others
Currency:
Copyright 1995--2001 Edition
Complete program includes:
Binder with student activities and teacher's guide
30 copies of The Nystrom Atlas of Canada and the World
Access to NystromCanadaWorld.com
$830.00 Canadian
or $494 for just a set of 30 atlases
ONLINE ATLASES
Atlas of Canada Site Map
Publisher/Authority:
Government of Canada
Scale:
1cm=100 km on BC map (example)
There various scales appropriate to their maps
Currency:
Current
Indexing:
Easy to find
Quick, user-friendly
Lots of links
Format:
Offers lesson plans for teachers
Facts about Canada
Maps on: environment, people and society, economy, history, climate change, freshwater, health, reference maps, map archives, topographic maps, natural disasters
Wall maps
French…I love this feature as a French teacher!!!!
Cost:Free
Lonely Planet
Publisher/authority:
Lonely Planet Publications
Scale:
Couldn’t find one, but would assume in miles or kilometers, but was concerned that it wasn't readily accessible
Currency:
2008 maps powered by Google
Indexing:
Alphabetical menu for city listings in specific countries
Format:
Easy tabs with drop-down menus
Fast facts about countries
Quick link to maps with flags for sights, shopping, restaurants and entertainment.
Maps are satellite, hybrid, terrain
Cost:
Free
While it has been many years since I have done any kind of mapping with a class, I have to admit that for the most part, I still would prefer to use print atlases. I just feel the facility of having the students each having their own and being able to keep them at their fingertips to complete assignments far outweighs the use of a cumbersome computer. However the amazing things the online atlases can do would certainly be much more compelling to the students. I could see using the online atlases for extended projects on a single country.
As a French teacher, I was so pleased to find that Atlas Canada could be quickly converted to French and I honestly had never thought of using this resource until now. It is an amazing feature and my students could benefit immensely from this source....doing real mapping in real French! I was thrilled when Kathy S. posted one of her finds: " Another site that I found is one specifically for French students at a higher level. It's not as pretty as some of the sites that have been mentioned but it does provide students with oodles of world wide, basic information in French that will help them to improve their vocabulary and searching skills in another language. http://www.atlas-francophone.refer.org " . I spent some time on this site and agree it would be very useful for my students.
In comparing the two online atlases, I found Lonely Planet to be much more suitable for adult tourists. In reading some of the information about Canada, I found a lot of inappropriate vocabulary for younger students. In referring to our natural resources, the author claimed that they caused the "Canadian economy to kick ass". While I found this humourous (and there were a few other similar nuances), I'm sure the younger students (and their parents) would certainly not. I enjoyed this source and agree with Sherrie F. "I found it easy to use and I really liked using the atlas. I found the extra information regarding travel etc. quite interesting and helpful. I do feel that it is very busy and could be confusing for elementary school aged students. "
There were also several advertisements that I found distracting and would also be wary of the advertisers influence over the contents of this website (perhaps a teachable moment, though!).
All in all, I was quite pleased with this opportunity to expand my horizons! I certainly see a place for both print and online atlases in my classroom!
Nystrom Desk Atlas--Canadian Edition
Publisher (Authority):
Division of Herff Jones Inc.
Recommended by the British Columbia Ministry of Education as an instructional resource
Scale:
Equatorial scale on some maps
Variety of scales on others
Currency:
Copyright 1995--2001 Edition
Format: Extremely easy to navigate
Index: Included location page, latitude and longitude, main reference page, and phonetic pronunciation
Glossary
Contents were grouped by Thematic Maps and Graphs and by continent except for Canada and the U.S.A. as there was much more information on these two countries.
There was also many interesting facts included such as, Country Tables, World Facts, Culture and History, Environmental Concerns, Ethnicity, Travel, Vegetation, Land Use, Mineral and Energy, Population and Precipitation and Temperature.
The atlas was soft-cover and very easy for the students to keep in their desks.
Complete program includes:
Binder with student activities and teacher's guide
30 copies of The Nystrom Atlas of Canada and the World
Access to NystromCanadaWorld.com
$830.00 Canadian
or $494 for just a set of 30 atlases
ONLINE ATLASES
Atlas of Canada Site Map
Publisher/Authority:
Government of Canada
Scale:
1cm=100 km on BC map (example)
There various scales appropriate to their maps
Currency:
Current
Indexing:
Easy to find
Quick, user-friendly
Lots of links
Format:
Offers lesson plans for teachers
Facts about Canada
Maps on: environment, people and society, economy, history, climate change, freshwater, health, reference maps, map archives, topographic maps, natural disasters
Wall maps
French…I love this feature as a French teacher!!!!
Cost:Free
Lonely Planet
Publisher/authority:
Lonely Planet Publications
Scale:
Couldn’t find one, but would assume in miles or kilometers, but was concerned that it wasn't readily accessible
Currency:
2008 maps powered by Google
Indexing:
Alphabetical menu for city listings in specific countries
Format:
Easy tabs with drop-down menus
Fast facts about countries
Quick link to maps with flags for sights, shopping, restaurants and entertainment.
Maps are satellite, hybrid, terrain
Cost:
Free
While it has been many years since I have done any kind of mapping with a class, I have to admit that for the most part, I still would prefer to use print atlases. I just feel the facility of having the students each having their own and being able to keep them at their fingertips to complete assignments far outweighs the use of a cumbersome computer. However the amazing things the online atlases can do would certainly be much more compelling to the students. I could see using the online atlases for extended projects on a single country.
As a French teacher, I was so pleased to find that Atlas Canada could be quickly converted to French and I honestly had never thought of using this resource until now. It is an amazing feature and my students could benefit immensely from this source....doing real mapping in real French! I was thrilled when Kathy S. posted one of her finds: " Another site that I found is one specifically for French students at a higher level. It's not as pretty as some of the sites that have been mentioned but it does provide students with oodles of world wide, basic information in French that will help them to improve their vocabulary and searching skills in another language. http://www.atlas-francophone.refer.org " . I spent some time on this site and agree it would be very useful for my students.
In comparing the two online atlases, I found Lonely Planet to be much more suitable for adult tourists. In reading some of the information about Canada, I found a lot of inappropriate vocabulary for younger students. In referring to our natural resources, the author claimed that they caused the "Canadian economy to kick ass". While I found this humourous (and there were a few other similar nuances), I'm sure the younger students (and their parents) would certainly not. I enjoyed this source and agree with Sherrie F. "I found it easy to use and I really liked using the atlas. I found the extra information regarding travel etc. quite interesting and helpful. I do feel that it is very busy and could be confusing for elementary school aged students. "
There were also several advertisements that I found distracting and would also be wary of the advertisers influence over the contents of this website (perhaps a teachable moment, though!).
All in all, I was quite pleased with this opportunity to expand my horizons! I certainly see a place for both print and online atlases in my classroom!
Wednesday, November 12, 2008
Lesson 6: General and Specialized Encyclopedias
Again, I am in a position where I have very little to offer in terms of my opinion about established vs. free citizen-built encyclopedias such as Wikipedia as this course has provided me with my first introduction to Wikipedia.
Having followed the discussions among my “classmates”, my understanding has increased a hundred-fold. For starters, I had absolutely no idea that Wikipedia was a citizen-built encyclopedia. I just assumed (falsely) that it was a reliable, unbiased online reference source.
Having now spent some time navigating the site, I agree with many of my “classmates” that this would be a good starting point for research and an amazing opportunity to teach my students information literacy skills such as authority, viewpoint and objectivity. The added bonus as a teacher-librarian is that it is absolutely free! As Frances R-C. stated in the discussion, “By simply ignoring the usage of Wikipedia, or worse yet, forbidding it, what have we really taught our students about evaluating and accessing authoritative information?”
I also feel it imperative that we teach our students that it is critical that we check our research information with other sources. By starting our research with Wikipedia, we have an opportunity to do just that. As Megan M. stated, “Because it is free, and easily accessible and written in a user friendly style that students can use simply, it might be a good starting point. I think if students were allowed to use this as one of several resources required it would not be detrimental. In fact teaching them to look for discrepancies and question the authority of sources are great critical literacy skills to possess. Identifying inaccuracies would be a great lesson learned.”
I was pleased to read in Berinstein’s article that biased information is simply removed from the wikis: “The wiki process, in and of itself, is something of a mutually assured destruction-type of process. In other words, if you write something that's biased, it'll just be deleted. And so everybody who participates has an incentive to try to write for the enemy, as we put it, or write for people who may not agree with you and try to phrase things in a way that's as neutral as you possibly can because that's the only way to write something that will survive the test of time.” (Berinstein, P., 2006) There is some standard for accountability.
There is no point in prohibiting our students from using Wikipedia. As Harris states in his article: “So many media specialists have banned using the site. There are two problems with this. For one, study after study has found that Wikipedia is, in fact, reasonably accurate as a general knowledge source. And students are just going to use it anyway. My May 2006 column for SLJ "MySpace Can Be Our Space" (p. 30) explored the futility of attempting to ban a wildly popular Web site. Even if you filter Wikipedia and its typically prominent results on Google, students will just use it at home.” (Harris, C., 2007)
I will conclude with Jody W.’s discussion response: “The role of the teacher librarian is quickly evolving with the rapid changes of web-based information. We have to keep with the times and provide our students with skills to work with the newest internet information resources or web-based tools. This is the world they live in, WE live in, and it is our role to prepare our students for the future. If we buck at Wikipedia, it won't be long before we are left entirely behind.”
References
Berinstein, P. (2006). Wikipedia and Britannica: The Kid's All Right (And So's the Old Man) Searcher 14(3), 16-26.
Harris, C. (2007). Can we make peace with Wikipedia? School Library Journal, 53(6), 26.
Having followed the discussions among my “classmates”, my understanding has increased a hundred-fold. For starters, I had absolutely no idea that Wikipedia was a citizen-built encyclopedia. I just assumed (falsely) that it was a reliable, unbiased online reference source.
Having now spent some time navigating the site, I agree with many of my “classmates” that this would be a good starting point for research and an amazing opportunity to teach my students information literacy skills such as authority, viewpoint and objectivity. The added bonus as a teacher-librarian is that it is absolutely free! As Frances R-C. stated in the discussion, “By simply ignoring the usage of Wikipedia, or worse yet, forbidding it, what have we really taught our students about evaluating and accessing authoritative information?”
I also feel it imperative that we teach our students that it is critical that we check our research information with other sources. By starting our research with Wikipedia, we have an opportunity to do just that. As Megan M. stated, “Because it is free, and easily accessible and written in a user friendly style that students can use simply, it might be a good starting point. I think if students were allowed to use this as one of several resources required it would not be detrimental. In fact teaching them to look for discrepancies and question the authority of sources are great critical literacy skills to possess. Identifying inaccuracies would be a great lesson learned.”
I was pleased to read in Berinstein’s article that biased information is simply removed from the wikis: “The wiki process, in and of itself, is something of a mutually assured destruction-type of process. In other words, if you write something that's biased, it'll just be deleted. And so everybody who participates has an incentive to try to write for the enemy, as we put it, or write for people who may not agree with you and try to phrase things in a way that's as neutral as you possibly can because that's the only way to write something that will survive the test of time.” (Berinstein, P., 2006) There is some standard for accountability.
There is no point in prohibiting our students from using Wikipedia. As Harris states in his article: “So many media specialists have banned using the site. There are two problems with this. For one, study after study has found that Wikipedia is, in fact, reasonably accurate as a general knowledge source. And students are just going to use it anyway. My May 2006 column for SLJ "MySpace Can Be Our Space" (p. 30) explored the futility of attempting to ban a wildly popular Web site. Even if you filter Wikipedia and its typically prominent results on Google, students will just use it at home.” (Harris, C., 2007)
I will conclude with Jody W.’s discussion response: “The role of the teacher librarian is quickly evolving with the rapid changes of web-based information. We have to keep with the times and provide our students with skills to work with the newest internet information resources or web-based tools. This is the world they live in, WE live in, and it is our role to prepare our students for the future. If we buck at Wikipedia, it won't be long before we are left entirely behind.”
References
Berinstein, P. (2006). Wikipedia and Britannica: The Kid's All Right (And So's the Old Man) Searcher 14(3), 16-26.
Harris, C. (2007). Can we make peace with Wikipedia? School Library Journal, 53(6), 26.
Monday, October 6, 2008
Lesson 4-- Print and/or Electronic Reference Materials
"Teacher-librarians should not discriminate, for or against, one format (print or electronic) over another. They should try to determine what reference, in what format, will help students and teachers to answer their questions and support the development of information skills"(class notes). I have to say that I agree entirely with this statement.
I appreciated Naryn S.'s post:" I don't know if exclusively being an internet resource person is any less valuable than the "old days" where a t-l was exclusively a print resource person. The concept of helping students navigate to the right info is still the goal. With digital resources and the internet, the t-l now has less control over the information the students have access to, and I think helping students navigate through the internet (and giving them skills to do it critically and independently) is as crucial as it ever was to help them find something in an encyclopedia."
When I reflected on this topic, it got me thinking about my own two boys and how they would handle their own research. My oldest could navigate the Web when he was three years old. I know for a fact that he would almost always use the Internet for his research. He is a very spatial learner.
My youngest, however is a very hands-on learner. For him, the Internet would be far too overwhelming and I know he would prefer using print for his research. He would enjoy actually touching a book and having well-selected reference works to begin his project. He would benefit from the "predictable layout of entries and the formal and structured arrangement of most of these print references" (class notes).
It was interesting to learn from Wendy B.:"I know of a couple of TL's in our district who insist that students use books and print resources as well as internet. The skills they learn are transferable and the information is already filtered. They do not need to spend hours on the internet finding a good site to use. "
I agree with Riedling when she says that "we must embrace the continual changes, not resist them. We must move forward to make the school library centers of tomorrow purposeful and exciting. We must make information gathering effective and efficient-- and create information literate, socially responsible lifelong learners" (p.104).
I appreciated Naryn S.'s post:" I don't know if exclusively being an internet resource person is any less valuable than the "old days" where a t-l was exclusively a print resource person. The concept of helping students navigate to the right info is still the goal. With digital resources and the internet, the t-l now has less control over the information the students have access to, and I think helping students navigate through the internet (and giving them skills to do it critically and independently) is as crucial as it ever was to help them find something in an encyclopedia."
When I reflected on this topic, it got me thinking about my own two boys and how they would handle their own research. My oldest could navigate the Web when he was three years old. I know for a fact that he would almost always use the Internet for his research. He is a very spatial learner.
My youngest, however is a very hands-on learner. For him, the Internet would be far too overwhelming and I know he would prefer using print for his research. He would enjoy actually touching a book and having well-selected reference works to begin his project. He would benefit from the "predictable layout of entries and the formal and structured arrangement of most of these print references" (class notes).
It was interesting to learn from Wendy B.:"I know of a couple of TL's in our district who insist that students use books and print resources as well as internet. The skills they learn are transferable and the information is already filtered. They do not need to spend hours on the internet finding a good site to use. "
I agree with Riedling when she says that "we must embrace the continual changes, not resist them. We must move forward to make the school library centers of tomorrow purposeful and exciting. We must make information gathering effective and efficient-- and create information literate, socially responsible lifelong learners" (p.104).
Lesson 3—Building a Reference Collection
Reidling’s Approach
I couldn’t really contribute to this lesson’s discussions as I am a TOC and don’t have my own library or my own school. I decided to take a different approach and tried to learn as much as I could from my “classmates” discussions and from my readings.
Since this was my first look at any kind of evaluation process, I couldn't really give an intelligent opinion, but was quite interested to find that almost everyone found Riedling’s approach to be quite comprehensive and inclusive. It has been many years since I’ve taught research and have to admit that I did not have any model to follow.
After having reviewed the Ministry document, I found it to be much more detailed and relevant to us as BC teachers. I appreciated the inclusion of Canadian content, ESL, gender equity and Aboriginal considerations. It also included Audience considerations such as those in French Immersion and students with special needs. Social considerations need to be addressed to avoid potential controversial or offensive elements. Jenny C. brought up the ESL consideration in her discussion: “One of Riedling’s criteria is to consider if the resource material is similar to other ones the library already has. I believe that this rule may need to be “bent” a bit in order to accommodate for special cases in the school (ESL, special needs, etc.). The language used in some resources may be too difficult or complex for some students and they will need modified works so they can be independent learners and researchers too.”
Our first consideration is that the resource supports the BC curriculum. Resources can be quite costly, so we want to ensure we are getting the optimal “bang for our buck”. Frances R-C. discussed this exact point: “T-Ls could purchase resources which meet all of Reidling's selection criteria, however if the references are not relevant to student or curricular needs, then their selection would be simply futile.”
Reference Materials
Again, this was a discussion I was unable to participate in as I don’t have a library to evaluate, but I decided to follow the postings of those “classmates” that work in my school district.
The absolute most shocking revelation for me was the disparity in budgets that the schools have. One of the elementary schools of roughly 600 students had a larger budget than one of our secondary schools of 1450 students. I don’t understand how that is possible unless the library budget contains more than just library purchases. Another interesting find was that one of our “needier” schools was the absolute lowest out of the 6 schools I could compare in terms of budget. Those kids aren’t likely to have access to any other library! How on earth does that happen?
Interestingly, but not surprisingly, the only school that felt it had acceptable to exemplary standards in almost all categories from A.I.L .was the elementary school with the massive budget followed closely by the secondary school.
I also learned that our school district subscribes to several periodical indexes, such as Thomson Gale, Ebsco, Encyclopedia of BC Online, NoveList and Worldbook Online. This would certainly help us in achieving exemplary in this category.
Misty S. posted:"Our local TL association annually hosts a publisher’s display so we are able to view many reference resources and determine their: content scope, accuracy, authority and bias, arrangement and presentation, relation to similar works (providing you know your collection well), timeliness and permanence, and cost. We often get many of the popular and reputable publishers of reference materials so this is very useful to us in selecting resources to purchase.” I found this to be very interesting. It certainly would save each individual T-L a lot of time evaluating his or her own resources.
I couldn’t really contribute to this lesson’s discussions as I am a TOC and don’t have my own library or my own school. I decided to take a different approach and tried to learn as much as I could from my “classmates” discussions and from my readings.
Since this was my first look at any kind of evaluation process, I couldn't really give an intelligent opinion, but was quite interested to find that almost everyone found Riedling’s approach to be quite comprehensive and inclusive. It has been many years since I’ve taught research and have to admit that I did not have any model to follow.
After having reviewed the Ministry document, I found it to be much more detailed and relevant to us as BC teachers. I appreciated the inclusion of Canadian content, ESL, gender equity and Aboriginal considerations. It also included Audience considerations such as those in French Immersion and students with special needs. Social considerations need to be addressed to avoid potential controversial or offensive elements. Jenny C. brought up the ESL consideration in her discussion: “One of Riedling’s criteria is to consider if the resource material is similar to other ones the library already has. I believe that this rule may need to be “bent” a bit in order to accommodate for special cases in the school (ESL, special needs, etc.). The language used in some resources may be too difficult or complex for some students and they will need modified works so they can be independent learners and researchers too.”
Our first consideration is that the resource supports the BC curriculum. Resources can be quite costly, so we want to ensure we are getting the optimal “bang for our buck”. Frances R-C. discussed this exact point: “T-Ls could purchase resources which meet all of Reidling's selection criteria, however if the references are not relevant to student or curricular needs, then their selection would be simply futile.”
Reference Materials
Again, this was a discussion I was unable to participate in as I don’t have a library to evaluate, but I decided to follow the postings of those “classmates” that work in my school district.
The absolute most shocking revelation for me was the disparity in budgets that the schools have. One of the elementary schools of roughly 600 students had a larger budget than one of our secondary schools of 1450 students. I don’t understand how that is possible unless the library budget contains more than just library purchases. Another interesting find was that one of our “needier” schools was the absolute lowest out of the 6 schools I could compare in terms of budget. Those kids aren’t likely to have access to any other library! How on earth does that happen?
Interestingly, but not surprisingly, the only school that felt it had acceptable to exemplary standards in almost all categories from A.I.L .was the elementary school with the massive budget followed closely by the secondary school.
I also learned that our school district subscribes to several periodical indexes, such as Thomson Gale, Ebsco, Encyclopedia of BC Online, NoveList and Worldbook Online. This would certainly help us in achieving exemplary in this category.
Misty S. posted:"Our local TL association annually hosts a publisher’s display so we are able to view many reference resources and determine their: content scope, accuracy, authority and bias, arrangement and presentation, relation to similar works (providing you know your collection well), timeliness and permanence, and cost. We often get many of the popular and reputable publishers of reference materials so this is very useful to us in selecting resources to purchase.” I found this to be very interesting. It certainly would save each individual T-L a lot of time evaluating his or her own resources.
Monday, September 29, 2008
Article #1: "The Generation Z Connection: teaching information literacy to the newest net generation". Geck, C. (2006, February).
Generation Z is the term used to describe teenagers born in or after 1990 in technically advanced countries. They are unique in that their birth coincides with the introduction of the graphical web that is basically what we call the Internet today.
The article contends that these adolescents are amateur Internet searchers who lack skills in evaluating web content and using other resources other than Google. The premise of this article is to offer ideas and strategies to update both instruction and library service using the Internet as an instructional aid to introduce and develop information literacy skills.
Are these Teenagers Internet Experts or Novices?
Despite being the most electronically connected generation in history, many of these teens do not have a deep understanding of the inner workings of the Internet or how commercial search engines rank results. These youngsters are often just familiar with the tip of the Internet iceberg (Geck, 2006).
Many of them have never been taught how to compare the advantages, disadvantages, strengths and weaknesses of the Web and other informational tools such as books and print journals. These youngsters use Google confidently because they find tens of thousands of results in a few seconds (Geck, 2006).
These students have rarely had any formal instruction on locating and evaluating web pages. They spend an unusual amount of time browsing the Web which causes them to not use the Web very effectively. They tend to concentrate on the first few results of a search instead of scrolling to perhaps find better information. They believe that the top results are the best results.
According to the American Library Association's "information literacy standards for student learning" (1998), a student is only information literate if he or she "accesses information efficiently and effectively," "evaluates information critically and competently," and "uses information accurately and creatively" (pp.1-2). According to the above information, this generation is not information literate.
How can Teacher-Librarians promote Library Services and themselves and start helping Students become Information Literate?
1.Collaborate with classroom teachers to integrate the Internet with the curriculum.
The author states that the library homepage is a crucial element in attracting teachers as well as teens into the actual library. A well-designed web page that is information rich and interactive will capture both groups' attention and encourage them to visit the library (Geck, 2006).
She further states that teacher-librarians should take a lead role in establishing and designing online communities of learners.
The author also suggests that the teacher-librarian should offer to teach sessions on a research topic or information literacy skill of the classroom teacher's choice.
The purpose is for the teacher-librarian to make him or herself invaluable to his/her teachers both virtually and physically (Geck, 2006).
2.Provide students and classroom teachers with quality information from traditional library sources and from Internet resources.
Geck suggests that the teacher-librarian use the library homepage to offer curriculum-focused web bibliographies or lists of the best quality Internet sites to support the curriculum or grade coursework. Teacher-librarians should become school experts on the Web or even Google. The students can be taught how to recognize misinformation and bogus information on the Web. They need to be taught how to evaluate the quality of web resources.
The article contends that these adolescents are amateur Internet searchers who lack skills in evaluating web content and using other resources other than Google. The premise of this article is to offer ideas and strategies to update both instruction and library service using the Internet as an instructional aid to introduce and develop information literacy skills.
Are these Teenagers Internet Experts or Novices?
Despite being the most electronically connected generation in history, many of these teens do not have a deep understanding of the inner workings of the Internet or how commercial search engines rank results. These youngsters are often just familiar with the tip of the Internet iceberg (Geck, 2006).
Many of them have never been taught how to compare the advantages, disadvantages, strengths and weaknesses of the Web and other informational tools such as books and print journals. These youngsters use Google confidently because they find tens of thousands of results in a few seconds (Geck, 2006).
These students have rarely had any formal instruction on locating and evaluating web pages. They spend an unusual amount of time browsing the Web which causes them to not use the Web very effectively. They tend to concentrate on the first few results of a search instead of scrolling to perhaps find better information. They believe that the top results are the best results.
According to the American Library Association's "information literacy standards for student learning" (1998), a student is only information literate if he or she "accesses information efficiently and effectively," "evaluates information critically and competently," and "uses information accurately and creatively" (pp.1-2). According to the above information, this generation is not information literate.
How can Teacher-Librarians promote Library Services and themselves and start helping Students become Information Literate?
1.Collaborate with classroom teachers to integrate the Internet with the curriculum.
The author states that the library homepage is a crucial element in attracting teachers as well as teens into the actual library. A well-designed web page that is information rich and interactive will capture both groups' attention and encourage them to visit the library (Geck, 2006).
She further states that teacher-librarians should take a lead role in establishing and designing online communities of learners.
The author also suggests that the teacher-librarian should offer to teach sessions on a research topic or information literacy skill of the classroom teacher's choice.
The purpose is for the teacher-librarian to make him or herself invaluable to his/her teachers both virtually and physically (Geck, 2006).
2.Provide students and classroom teachers with quality information from traditional library sources and from Internet resources.
Geck suggests that the teacher-librarian use the library homepage to offer curriculum-focused web bibliographies or lists of the best quality Internet sites to support the curriculum or grade coursework. Teacher-librarians should become school experts on the Web or even Google. The students can be taught how to recognize misinformation and bogus information on the Web. They need to be taught how to evaluate the quality of web resources.
3. Show the students and classroom teachers how to save time when searching.
Often Google is not the best or first choice time wise in many situations. Print resources and electronic subscription databases can be used effectively to find answers. Teacher-librarians can make students aware of the enormous amounts of time that may be wasted browsing and sorting through Google results (Geck, 2006).
4. Supply students and teachers with web page design technologies to deliver effective presentations.
Web pages can be used to teach the information search process. The students could present their projects using web pages as well as using programmes such as PowerPoint. Web pages are good starting points for research and can continue as centralized gathering points and as a sort of virtual filing cabinet or storage system when students do research over extended periods (Geck, 2006). Students could also use their main page for central ideas and then link pages for subtopics. This would force them to evaluate and organize what is that they have researched. According to Kuhlthau's study (1988) of the cognitive and affective aspects of the library search process, the collection, synthesizing, and organization of key concepts into finished web page products should provide students with increased confidence as well as feelings of satisfaction and achievement derived from completing the web pages before presenting (Geck, 2006).
5. Create communities of learners or electronic learning modules by linking classmates' web pages to a central page or starting point.
The author maintains that students would enjoy exploring and researching web pages created by their classmates. They would also take pride in seeing concrete representations of their research. The other benefits of e-learning delivery systems include convenience, the ability to manage one's learning and the opportunity to take advantage of learning opportunities any time of the day and from any Internet access point (Geck, 2006).
Geck concludes that implementing these strategies will help to bridge the generation gap between teacher-librarians and their students as well as provide effective collaboration with classroom teachers. She feels that these strategies will also assist in developing adolescents' information literacy skills to enable them to become independent lifelong learners.
REFERENCES
American Library Association. (1998). Information literacy standards for student learning. In Information power: Building partnerships for learning (chap. 2). Retrieved November 13, 2005, from www.ala.org/ala/aasl/aaslproftools/informationpower/informationliteracy.htm(2002).
Geck, C. (2006, February). the generation Z connection: teaching information literacy to the newest net generation. Teacher Librarian, 33(3), 19-23. Retrieved September 29, 2008, from Library, Information Science & Technology Abstracts database
Kuhlthau, C. C. (1988). Developing a model of the library search process: Investigation of cognitive and affective aspects. Reference Quarterly, 28(2), 232-242.
Research Models
As with many of my "classmates" I believe that "The Research Quest" model would be my model of choice. It is succinct, kid-friendly and would be easy to adapt at many grade levels. I also appreciate that it was developed by the B.C.T.L.A. and adopted by the BC Ministry of Education...handcrafted for our students!
Having never used any of the models, I appreciated Richard's comments as he has actually used the Research Quest with his students: "I find it to be sequential enough for some of my students who struggle with organization in the first place, yet there is sufficient flexibility at each "stage" to permit those more independent students to progress at their own level/pace." I believe that it would be important to break the research process into smaller, manageable chunks so that the students would experience success at each of the stages. The Research Quest has certainly achieved this.
As Riedling indicates in our text on p.6, Figure 1.1, the Research Quest follows the Five Basic Steps of the Reference Process:
1. A Need for Information
2. A Question
3. The Search for Information
4. An Answer or Response
5. An Evaluation
I see the Research Quest as being a model that the T-L could work cooperatively with other teachers and I also see the value of using a singular model school-wide as well as cross-curricular. That would provide the consistency, the vocabulary and the practice year after year for the students to become masters in their research process.
Having the entire school on board with one research model would be a wonderful way for the students to learn!
Having never used any of the models, I appreciated Richard's comments as he has actually used the Research Quest with his students: "I find it to be sequential enough for some of my students who struggle with organization in the first place, yet there is sufficient flexibility at each "stage" to permit those more independent students to progress at their own level/pace." I believe that it would be important to break the research process into smaller, manageable chunks so that the students would experience success at each of the stages. The Research Quest has certainly achieved this.
As Riedling indicates in our text on p.6, Figure 1.1, the Research Quest follows the Five Basic Steps of the Reference Process:
1. A Need for Information
2. A Question
3. The Search for Information
4. An Answer or Response
5. An Evaluation
I see the Research Quest as being a model that the T-L could work cooperatively with other teachers and I also see the value of using a singular model school-wide as well as cross-curricular. That would provide the consistency, the vocabulary and the practice year after year for the students to become masters in their research process.
Having the entire school on board with one research model would be a wonderful way for the students to learn!
Friday, September 26, 2008
Part I --What is Reference all about?
Since this is my first LIBE course, I have to say that I am starting out with a blank slate. My only experience as a T-L has been the occasional assignments that I have had as a TOC, which usually involved shelving books, reading shelves and doing a few assignments and read-alouds with the students. I have had no experience with the more technical aspects of a T-L.
Before I even opened my textbook, I jotted down what it is that reference has meant to me. The words I came up with were: encyclopedia, dictionary, atlas, almanac, World Book and the big one--RESEARCH. I picture a reserved section in the library with a large sign hanging over it indicating "REFERENCE". These books do not get circulated.
It has been nearly 10 years since I have worked as a regular classroom teacher and technology has changed so much since then. I found it interesting that the word "Internet" never came to mind when I was brainstorming. I can only assume that it is because of my lack of experience in using it in the classroom as a research method. I absolutely realize now how critical it is as a tool for research.
Through my readings in Lesson 1, I understand how critical it is for the T-L to be knowledgeable in identifying the resources that are available in his/her library. We must know where to find the necessary information for our students' research. We must provide access to the best reference material available. We must then teach our students how to evaluate, organize and use that material.
I really enjoyed the first quote in the textbook that is said to exist carved over a front entrance of a university library in America: "The half of knowledge is knowing where to find it".
Before I even opened my textbook, I jotted down what it is that reference has meant to me. The words I came up with were: encyclopedia, dictionary, atlas, almanac, World Book and the big one--RESEARCH. I picture a reserved section in the library with a large sign hanging over it indicating "REFERENCE". These books do not get circulated.
It has been nearly 10 years since I have worked as a regular classroom teacher and technology has changed so much since then. I found it interesting that the word "Internet" never came to mind when I was brainstorming. I can only assume that it is because of my lack of experience in using it in the classroom as a research method. I absolutely realize now how critical it is as a tool for research.
Through my readings in Lesson 1, I understand how critical it is for the T-L to be knowledgeable in identifying the resources that are available in his/her library. We must know where to find the necessary information for our students' research. We must provide access to the best reference material available. We must then teach our students how to evaluate, organize and use that material.
I really enjoyed the first quote in the textbook that is said to exist carved over a front entrance of a university library in America: "The half of knowledge is knowing where to find it".
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