Riedling, in her text, Reference Skills for the School Library Media Specialist, states that there are three components to being a successful librarian:
1. knowledge of the media collection
2. effective communication skills
3. competence in selecting, acquiring, and evaluating resources to meet students' needs.
I decide to take this course because while I felt fairly confident of my abilities of the the first two components, I realized that in order to best assist students in finding resources, I needed to become more informed of all the reference resources available in the library. I needed to do this for 3 reasons; first, if I wanted students to use the the library for research, I needed to make sure that I had all the resources possible available to them in their quests for information. Secondly, in doing so, I would also be able to teach students how to become information literate, skills they need for life. Thirdly, it would increase my value as an effective teacher.
While I feel I have a fairly good understanding of the reference sections of the library, I was very surprised at how outdated many of the resources are, according to the standards set in Achieving Information Literacy: Standards for School Library Programs in Canada. While I plan to update many of these resources, it was through the weekly readings and discussions of online resources that really increased my knowledge in information services. There are so many excellent and reputable resources available, and so many of my classmates were fountains of information (thanks, Brenda!)when it came sharing them. I added several to my library homepage. A huge advantage of online resources is that they are more affordable and current than print resources. It also recognizes how students are using technology to access information-a skill relevant in their lives. This also underscores the need for teacher-librarians to communicate with each other on a regular basis (like the BCTL forum) to ensure that we are well-informed as information specialists, solidifying our value as educators in today's schools.
In collaborating with the grade five teacher on a notable Canadian research project, I became aware of the value and need to teach specific research skills in all research projects. This needs to be done at all grade levels for all research projects, so that all students have equal access to the terminology and skills involved in the research process. Through regular practice, these skills become a regular part of the curriculum in information literacy. This was a common thread I noticed with my classmates' in their "change a teacher" assignments-few teachers had a good understanding of the research process. By working through the steps together, both the classroom teacher and I recognized the immense value of teaching the students the steps in the research process. We also realized that by working together, the task was less daunting and the workload was shared. This was a relief to the teacher, as she was initially worried about extra work in working together. By dividing the tasks, students benefited from having two teachers, each with their own area of expertise. In focusing on my task of teaching students how to locate and access information, I realized that I needed to improve on finding all the available resources to them if I wanted them to use the library for information. Through the weekly readings and discussions of this course, I was able to develop a much more thorough list of resources for the students. They were able to find and use the information, and I improved my skills as an information specialist in my school library.
While I still worry about the role of teacher librarians in the future, I recognize the need for continued education of the role of teachers librarians in school libraries to staff and administration. This was another common thread I found with my classmates "change a teacher" assignment. Not all teachers understand what teacher-librarians do. We are not just "keepers of the books", we need to showcase the many tasks we do on a daily basis that proves our value as educators in today's schools. We need to highlight successful collaborative units, give workshops on on-line resources, have book clubs, do digital book trailers, etc. (I recently had all teaching staff come to the computer lab to have them try some of the on-line resources available on the library homepage. Many said "I didn't know we had this!" (even though I had told them many times before!) or "This is great!").
We also need to keep talking to administration about the vital role of teaching students how to become information literate, through the research process, to learn how to learn, skills that are essential for lifelong learning.
School library media specialists play an important role in education today. Because of technology, there is so much information available, and school library specialists are necessary to help students make sense of it all. As Riedling states "School library media centers and reference services are intended to enrich society and contribute to studetns' efforts to learn. The challenge is ours" (p.13)
Asselin, M., Branch, J.L., & Oberg, D. (Eds), Achieving Information Literacy:Standards for School Library Programs in Canada; Ottawa:Canadian School Library Association, 2003. Print.
Riedling, A., Reference Skills for the School Library Media Specialist:Tools and Tips, (2nd edition), Worthington, OH: Linworth, 2005. Print.
Monday, April 2, 2012
Tuesday, March 6, 2012
Week 9 Evaluating the Reference Section of the Library
I honestly thought our school library was in pretty good shape until I took this course and realized that we seriously need to update our reference section! I knew our World Book encyclopedia set was getting dated, but when I actually looked at some of the dates in our dictionaries and atlases, it was a little shocking! We have 2 dictionaries that were published in the early 1950s! If TLs are going to teach information skills, which includes locating and accessing information in print form, we need to make sure that our libraries are accurate and up to date! This will be my goal for the fall- purchasing a new set of encyclopedias, a dictionary, an atlas, and a thesaurus.
This is a big benefit of coursework; sure there's assignments and homework which might infringe on your personal time, but the pay off is big. Not only from the course itself, which has been a timely reminder for me to check the reference section of the library and see if it is up to standard, but also learning so much from fellow students. Website recommendations, favorite dictionaries, online newspapers, all these things help all of us to be better at our jobs. In a time where there are budget cuts and lay offs, the more we can build each other up in knowledge will certainly help to validate the role of teacher librarians in the school library.
This is a big benefit of coursework; sure there's assignments and homework which might infringe on your personal time, but the pay off is big. Not only from the course itself, which has been a timely reminder for me to check the reference section of the library and see if it is up to standard, but also learning so much from fellow students. Website recommendations, favorite dictionaries, online newspapers, all these things help all of us to be better at our jobs. In a time where there are budget cuts and lay offs, the more we can build each other up in knowledge will certainly help to validate the role of teacher librarians in the school library.
Monday, February 20, 2012
Week 7 Will On-Line Databases Eventually Replace Media Specialists?
A week ago, Anne commented that perhaps with all the online resources available to students, it may mean the eventual demise of the role of media specialists in schools. Perhaps in the eyes of adminstrators, they see all the resources necessary to complete research projects accessible online so there is no need for a person to go to the library (except you might need someone to create the databases on the library homepage or wherever). I've been chewing on this for awhile because it gets right back to the need for media specialists more than ever to help students to make sense of all the information available to them. Do school administrators believe that students have the skills to know how to access and make sense of the information? Or that classroom teachers will all incorporate these skills (assuming they also have the expertise) into curriculum? As Riedling points out, it is precisely becuase of the information overflow that we need to help students to make sense of it, show them appropriate places to locate infor mation, how to record it, and present it. At our last professional day, we had a school-wide workshop on project-based learning, with the emphasis on the need for a teacher-librarian to be involved in order to improve success. Huge kudos for TLs! But, then as I read the discussion posts from my fellow classmates in LIBE 467, they lament the fact that they are covering classrooms as TOCs instead of the library where they had initially been asked to cover. While I realize that classrooms do take precedence over the library, it still comes down to budgets and the perception of adminstration of the role of the school library. My vice-principal recently transferred from a school that actually has research blocks for the whole school where the TL and the classroom teacher work collaboratively. She said it herself "it all comes to how schools want to spend their budgets". It becomes critical, then, that TLs showcase their skills and expertise-through staff meeting by highlighting new resources and databases, assisting and collaborating with teachers with research assignments and the skills TLs can teach students, working one-on-one with students so that they feel heard and their needs met, promoting reading programs, collecting curriculum resources, Book Fairs, so that staff and students feel lost without the help of the school librarian. TLs need to make sure that they have accurate and reliable resources available in the library and that they know their collection so they are knowledgable when requests for assistance are made. While creating databases for our students to access information online, adminstrators cannot assume that students intuitively know how to use the information. It's like giving someone ingredients to a fancy dinner without a recipe. In creating databases for students, TLs are improving the students' success in accessing the information they might need. However, they are also giving them the "recipe", that is, teaching them the skills to become information literate, so that they are able to become independent life long learners.
Monday, January 30, 2012
Week 5- Weeding & Selection of Reference Materials
Interesting discussion among classmates on the weeding and selection policies. I think Riedling offers good advice, at least as a starting point, especially for those who don't have a specific policy for their library. I know our library has a library handbook (which in the process of being updated from 1997) so I pulled it to see what the policy for our library is. While the library handbook does discuss the responsibility and criteria in the selection process (it gives 10 criteria to consider when purchasing resources), it does not have a weeding policy. Since I am on the committee that is reviewing the handbook, the lack of a weeding policy is something I will certainly be mentioning to the committee.
The criteria used in the selection process can, in many ways, also be used in the weeding process. Ensuring that resources are up-to-date, at a variety of reading levels, and support all areas of the curriculum, is an on-going process.
Professional reading, like so many professions, is a part of our job. It's what keeps us current and informed in our field. I take reading home to peruse, because it is impossible to get any reading done while at school! (And we certainly don't want to add to the stereotype that all we do is sit and read all day!) In our school, we have three campuses, elementary, middle, and high school, so each campus has a subscription to one of these magazines, SLJ, LMC and ResourceLinks (for Canadian literature). We share the reading and distribute the cost. They are a wealth of information and I like the book recommendations as well. I also try to visit Vancouver Kidsbooks once a year to get their professional opinion of what are the bestsellers in children's literature, and will also drop in to Chapters or Coles for the same reasons. I also enjoy doing our Red Cedar book club at school, discussing what is "good" literature. In this book club, there are over 25 fiction and non-fiction titles by Canadian authors, and it is fun to debate whether certain books should even have been nominated!
Much of what we do doesn't have explicit rules and policies, but is dependant on the wisdom and experience of the teacher librarian. (I guess "authority" comes to play here). We need to know our students to recommend books. We need to know our books (and read them, when we can) to recommend them to our studetns. We need to know our libraries to know what information is available and where to find it. We need to know how to communicate what is available to our students, recognizing the different abilities and styles of learning. We need to celebrate the things we are good at, and recognize that there are things we have to work at. Striving for one goal a year might be a good place to start, without feeling overwhelmed or overworked. And we need to share our joys and sorrows with others in our field who understand our job. (I'll get off my soapbox now :)
The criteria used in the selection process can, in many ways, also be used in the weeding process. Ensuring that resources are up-to-date, at a variety of reading levels, and support all areas of the curriculum, is an on-going process.
Professional reading, like so many professions, is a part of our job. It's what keeps us current and informed in our field. I take reading home to peruse, because it is impossible to get any reading done while at school! (And we certainly don't want to add to the stereotype that all we do is sit and read all day!) In our school, we have three campuses, elementary, middle, and high school, so each campus has a subscription to one of these magazines, SLJ, LMC and ResourceLinks (for Canadian literature). We share the reading and distribute the cost. They are a wealth of information and I like the book recommendations as well. I also try to visit Vancouver Kidsbooks once a year to get their professional opinion of what are the bestsellers in children's literature, and will also drop in to Chapters or Coles for the same reasons. I also enjoy doing our Red Cedar book club at school, discussing what is "good" literature. In this book club, there are over 25 fiction and non-fiction titles by Canadian authors, and it is fun to debate whether certain books should even have been nominated!
Much of what we do doesn't have explicit rules and policies, but is dependant on the wisdom and experience of the teacher librarian. (I guess "authority" comes to play here). We need to know our students to recommend books. We need to know our books (and read them, when we can) to recommend them to our studetns. We need to know our libraries to know what information is available and where to find it. We need to know how to communicate what is available to our students, recognizing the different abilities and styles of learning. We need to celebrate the things we are good at, and recognize that there are things we have to work at. Striving for one goal a year might be a good place to start, without feeling overwhelmed or overworked. And we need to share our joys and sorrows with others in our field who understand our job. (I'll get off my soapbox now :)
Wednesday, January 25, 2012
Week 4- " Who Doesn't Get It?"
I just finished reading the above titled article by Doug Johnson in Library Media Connection magazine (October 2011). It's given me pause, as I know I'm guilty of complaining that someone doesn't get it. Johnson points out that those we complain about that "don't get it" probably do, they just have a different perspective than we do, which makes our situation less important to them than to us. Instead of handing library problems to our adminstrators, teachers, and parents, share the postive assets of the library. Mention some of the regular, every day events that happen in the library, such as kids being excited about books, kids learning new technologies, and kids working together to problem solve, etc. Johnson points out that these kinds of comments will get media specialists much further in extolling the value of the school library than complaints. Johnson ends with this "...stop saying "they just don't get it". The expression reflects your lack of understanding, not theirs". Food for thought.
Wednesday, January 11, 2012
Week 2- Research Models
I believe that there are two requisites to becoming a successful TL- the first is connecting students with books (or reading, in its various forms) and the second is connecting kids with information and teaching them to become information literate.
I think that a TL does need to have a love of reading and books in order to pass their enthusiasm onto students. They need to know recent publications, award-winning literature, and they need to know what students are reading and want to read. They need to help students discern what is considered "good" literature and how to select books that are "just right" for them. I think that most TLs do this, and are good at it.
The second part of a TL's responsibility is much harder. The role of school librarians is changing, and we need to acknowledge these changes and evolve with it if we want to remain an effective and relevant part of student learning. This is where TLs teach students to become information literate through the reference process. As Riedling states "the day of seeking answers has not ended; only the proces has changed" (p.5). We are still teaching students to become problem-solvers, and with all the use of tchnologies, we need to help students make sense of it.
I don't think it matters which research model a school uses, a school needs to pick one that suits its needs best. But I do think that is essential that one model is adopted by the school and all students learn the same model, terminology, and scaffold their learning from year to year. In doing this, everyone is involved in teaching students to become information literate. This is a skill absolutely necessary if we want to prepare our students to make sense of all the information in the world. TLs and teachers need to collaborate and decide how to break down the steps in the information literacy process, as Riedling shows on page 7 in the text. The Research Process model emphasizes this, and the Points of Inquiry model includes this and also shows that by making the research student-centered, students are actively involved in their learning.
My school does not use a specific research model, and so there is no definite plan for how to teach students how to become information literate. My goal, upon completing this course, will be to show administration the need to adapt a model and incorporate the research process into curriculum. I realize that it will mean extra work in setting this up, and that some teachers may not be too happy about that, but I do believe that if we want to prepare our students to become information literate, we need to teach them the skills to do so.
I think that a TL does need to have a love of reading and books in order to pass their enthusiasm onto students. They need to know recent publications, award-winning literature, and they need to know what students are reading and want to read. They need to help students discern what is considered "good" literature and how to select books that are "just right" for them. I think that most TLs do this, and are good at it.
The second part of a TL's responsibility is much harder. The role of school librarians is changing, and we need to acknowledge these changes and evolve with it if we want to remain an effective and relevant part of student learning. This is where TLs teach students to become information literate through the reference process. As Riedling states "the day of seeking answers has not ended; only the proces has changed" (p.5). We are still teaching students to become problem-solvers, and with all the use of tchnologies, we need to help students make sense of it.
I don't think it matters which research model a school uses, a school needs to pick one that suits its needs best. But I do think that is essential that one model is adopted by the school and all students learn the same model, terminology, and scaffold their learning from year to year. In doing this, everyone is involved in teaching students to become information literate. This is a skill absolutely necessary if we want to prepare our students to make sense of all the information in the world. TLs and teachers need to collaborate and decide how to break down the steps in the information literacy process, as Riedling shows on page 7 in the text. The Research Process model emphasizes this, and the Points of Inquiry model includes this and also shows that by making the research student-centered, students are actively involved in their learning.
My school does not use a specific research model, and so there is no definite plan for how to teach students how to become information literate. My goal, upon completing this course, will be to show administration the need to adapt a model and incorporate the research process into curriculum. I realize that it will mean extra work in setting this up, and that some teachers may not be too happy about that, but I do believe that if we want to prepare our students to become information literate, we need to teach them the skills to do so.
Sunday, January 8, 2012
LIBE 467
Welcome to my blog! As you can see, this blog was originally created in 2008 for another TL course, LLED 441. Wish I could say I found it useful, but I didn't find that a blog was very useful in an elementary school setting. My teaching partner and I actually just simplifed our library homepage because we found that too much information was overwhelming to both students and teachers and no one was using it anymore. A blog was just one more thing. Maybe someone can convince me otherwise...
So I am resurrecting this blog as part of the course requirements in LIBE 467, but also to track my progress through the course. While instructor Anne says this course isn't "sexy', I think it really is the meat and potatoes of what TLs do- as Riedling says, to find the information necessary to answer student questions AND to teach them how to use this information. We are considered research specialists. I'm really hoping that this course will empower me in understanding the materials and services available to schools and develop a plan to make this an important and useful part of the library.
I am also hoping that this course will give more more ammunition in demonstrating the need for TLs in school libraries. My school is currently undergoing a major review of the role of the library, and only one of the three school administrators really believes in the value of the school library. As Riedling points out, it is because of all the advances made in technology today, that TLs are needed more than ever to narrow down the huge amounts of information available and find the resources that are necessary and useful to the students.
Lastly, I am really interested in the whole topic of research, collaborative teaching and the role of the classroom teacher and the TL. Who is supposed to do what? I have found that most teachers are reluctant to get involved because of the extra work. I'm also wondering about specific research models and implementing it in my school so that all teachers and students use the same model, same terminology and scaffold the reference process as students move up through the grades. Sounds like a daunting task!
So I am resurrecting this blog as part of the course requirements in LIBE 467, but also to track my progress through the course. While instructor Anne says this course isn't "sexy', I think it really is the meat and potatoes of what TLs do- as Riedling says, to find the information necessary to answer student questions AND to teach them how to use this information. We are considered research specialists. I'm really hoping that this course will empower me in understanding the materials and services available to schools and develop a plan to make this an important and useful part of the library.
I am also hoping that this course will give more more ammunition in demonstrating the need for TLs in school libraries. My school is currently undergoing a major review of the role of the library, and only one of the three school administrators really believes in the value of the school library. As Riedling points out, it is because of all the advances made in technology today, that TLs are needed more than ever to narrow down the huge amounts of information available and find the resources that are necessary and useful to the students.
Lastly, I am really interested in the whole topic of research, collaborative teaching and the role of the classroom teacher and the TL. Who is supposed to do what? I have found that most teachers are reluctant to get involved because of the extra work. I'm also wondering about specific research models and implementing it in my school so that all teachers and students use the same model, same terminology and scaffold the reference process as students move up through the grades. Sounds like a daunting task!
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