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 :)
Monday, January 30, 2012
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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