LIBE 467: Reference Materials and Information - Theme 3

 The last few weeks had an enormous about of learning in regards to information and reference materials. We covered many topics from the deep web, to bibliographies to dictionaries and thesauri.

Spending time in learning about the "invisible/deep web" I reflected as a teacher my journeys in teaching my students about searching the web. Understanding that so much of the information available isn't even accessible by a "standard" google search, made me dive into learning how searching works. "the size of the Invisible Web is 500 times larger than the Surface Web" according to Beyond the Google: The Invisible Web. Most information found in databases aren't retrieved by a basic search engine search, and so I spent some time in various databases such as our UBC library database, and learning about databases in my school district such as Gale and Ebsco. I began to realize why our school and our school district subscribe to so many different databases, and subscription websites, when I always thought the same information is on Google. Subscription websites and databases contain vast amounts of information that is protected or hidden from most basic searches. I'm quite proud of how many different sites and databases our school subscribes to, I've included a small snapshot of some primary and intermediate databases from my district. 

For me, I think an understanding has to happen for students on why they need to use databases, and why basic search queries aren't enough in terms of computer and information literacy. 

On the same branch of searching and queries, I also spent time in indexes. I did not know what an index was in terms of a reference material before this lesson, and still struggle with understanding what exactly an index is. To me an index and a database are the same? I will need to add learning and playing with index's onto my list of future learning. I also struggled in finding pricing and information if I would want to purchase an index/database for my school. I am not sure what a good price is or what I would potentially have to look for when considering a purchase. This again is something to add to my list moving forward.

Some of my takeaways from the bibliography, and biography lesson was the resources mentioned in the module as well as some I've come across on my own after reading this lesson. I'll list the ones I found interesting below. 

  A to Zoo: Subject access to children's picture books

The Children's Literature Web Guide: Internet Sources Related to Books for Children and Young Adults

Fantastic Fiction

 Lots of Lists

Understanding Prejudice 

UBC Children and Young Adult Literature  

On a small side note as I wrap up my relfection on this theme, I really enjoyed reading about encyclopedias again. As many of my peers mentioned, I also loved flipping through them and doing research projects from them as a child. I was amazed though on the sheer amount to consider when evaluating an encyclopedia though! Wow!

In summary, this theme was jam packed with information and I personally felt like it was the biggest learning step for me in the course so far because I had such little background going in.   

 

References:

"Children's Literature - Best Books Lists". People.Ucalgary.Ca, 1998, https://people.ucalgary.ca/~dkbrown/lists.html.

"Libguides: Beyond Google: The Invisible Web". Guides.Laguardia.Edu, 2018, https://guides.laguardia.edu/beyondgoogle.

"CLWG: Children's Literature Web Guide". Acs.Ucalgary.Ca, 2022, http://www.acs.ucalgary.ca/~dkbrown/index.html.

"Fantastic Fiction". Fantastic Fiction, 2022, https://www.fantasticfiction.com/.

"Research Guides: Children’S And Young Adult Literature: Getting Started". Guides.Library.Ubc.Ca, 2022, https://guides.library.ubc.ca/childrensliterature.

"SD42 Online Resources". Onlineresources.Sd42.Ca, 2022, https://onlineresources.sd42.ca/.

"Understandingprejudice.Org: Bibliography Of Children's Books". Understanding Prejudice, 2022, https://secure.understandingprejudice.org/readroom/kidsbib.htm.

Lima, Carolyn W, and Rebecca L Thomas. A To Zoo: Subject Access To Children's Picture Books. Libraries Unlimited, 2008.

 

 

 

LIBE 467 Theme 2: Maintaining and Evaluating Reference Services and Resources

 

Reflecting back on these last few weeks and the theme of managing and evaluating reference services, I've realized how difficult it is to achieve an ideal library learning commons where reference services are supported fully. I think some of the biggest challenges currently are time and budget when looking at what needs to happen in order to provide reference services in school libraries that will support the learning community's needs. 

Reference Services

It's been said before, and not only by me, but one of the primary (and important) functions of a school librarian is to aid students in using the library. We as teacher-librarians act as guides and facilitators to the information, we provide the means of getting to the information. Chapter 9 in Riedling’s book talks about the reference interview and how the teacher-librarian communicates with the student or teacher in determining what they need or want and clarifying those goals. I have never seen a reference interview done, and I can't say many librarians in the schools that I have worked in would have been willing to do them. I appreciated how Riedling spoke about the structure and methods that allow a teacher-librarian to effectively communicate with the student over a need they have. I personally felt that the way the reference interview is set up by Riedling, required previous learning and teaching because currently students in many schools don't know how to ask for information or that they can ask librarians questions beyond simple book requests. I think this also comes from a lack of cooperative planning between teachers and teacher-librarians. I see this already as a classroom teacher, a lack of cooperative planning and teaching. When use of a library is needed, it seems counterproductive to not include the teacher librarian in the planning process. This also doesn’t mean big inquiry projects or research presentations either, a teacher librarian can help teach the basic information searching skills that every student needs. 

Managing the Reference Collection

Again, like in many of the lessons and modules we’ve read, the role of the teacher librarian comes up. One of the many roles we have to fulfil in the job is managing the collection as a whole, but more specifically in terms of this course, the reference section. I feel like this lesson was frustrating to read because in reading the Greater Victoria role description posted in the module and from various readings in this and other courses, there are so many expectations of teacher librarians, yet the tools to achieve them are nonexistent or limited. We are expected to manage the collection by evaluating it, selecting materials for it, maintaining it, balance a budget, build policies and procedures, amongst many other things. Its frustrating in reality to know that we want to do all of this but are affected by limited time and budgets. While participating in discussions in this and other courses, I’ve come to realize that most of the teacher-librarians that works have only part time allotments. How are we to effectively teach our students information literacy with a tiny sliver of time? When it comes to budget, I feel I know very little. Even in my teaching world, I feel like I have a huge gap in knowledge when it comes to knowing where money is coming from, and why it is allocated where it is. This will be a goal for me when I go back to work in either a classroom or a library. I would like to be able to advocate for the users of my library and that requires a knowledge of how the system works. 

 Evaluating Reference Services

 Looking at building a collection, which includes budgeting, purchasing, evaluating and selecting requires librarians to know their collection. Evaluating a collection is very important, as it gives an idea on how well references and reference services are used. Evaluating can be done a multitude of ways. Luckily, in my LIBE 463 class as well as this one, I had the chance to put into practice, evaluating a collection and creating a report. Many things come under the microscope when evaluating a collection or references specifically. My report for my other class focused on the evaluation from a perspective of physical and quantitative circulation data, what our course module discusses is based off of access, skills, policies/procedures/practices, and informational need. 

Collection Evaluation Report LIBE 463

Evaluation of a Geographical Source 

if you're interested in reading my collection evaluation reports click here ↑

I think what stuck with me the most in this lesson was the question of access. Having read much about intellectual access in Mardis’ book "The Collection Program in Schools", understanding the importance of librarians and their place in being guides to knowledge and not protectors of it. I believe I mentioned this in one of my discussions but a huge takeaway for me was understanding that everyone has a right to all knowledge and that I have to put my biases aside in this job. 

Ultimately reference resources must be managed (by being evaluated, selected, purchased) with consideration from its users, and how it can support the needs of the learning community. Even with the challenges presented in daily real life such as time and budget, there are still many aspects to focus on, on what can be done with what we have and to make certain parts of the library valued. Above all, learners need to learn the skills to access information, guided by a teacher librarian if needed, to achieve the goals that reference services and reference materials can help answer.  

 

References:

Mardis, Marcia A. The Collection Program In Schools. 7th ed., Libraries Unlimited, 2021.

Riedling, Ann Marlow, and Cynthia Houston. Reference Skills For The School Librarian. 4th ed., 2019.

Oxley, Kristie. "Lessons: 5-7". 2022.  

LIBE 477 - Inquiry Blogpost #5: Reflections of Learning

Reflecting:

Hard to believe that we've been doing Phase 2 for over a month, sometimes it feels like much longer, other times, it feels shorter. The topics covered in this time have been very thought provoking and have allowed for me to view many different perspectives, both in my own practice and in others'. It's tough to pick just one key takeaway because I feel that each post had something to tuck away for later. However, amongst all the posts, the takeaways that stuck with me the most, were from blog posts #1-3. 

Click me to learn more!

 

 

Key Takeaways:

Fostering a Reading Culture 

My main takeaway for this post was that I am proud of my journey as an educator in promoting a reading culture, and find I use many different strategies and tools in my practice. In reflecting on my role as a facilitator and guide, I also came to the conclusion that while bringing passion and getting students reading is important, the assessing of progress and building skills is something I need to continue to develop. 

Personal Learning, Development, Networking and Ongoing Professional Development. 

My main takeaways from these two posts were the importance of connections (using your network) and the importance of reflection. I have thoroughly enjoyed commenting and discussing with my peers throughout this course and other courses on their blogs and discussion posts. Having a group that shares ideas and learning journeys has been very valuable and I have been able to snag some pretty fanstastic ideas from this group. 

Moving Forward

Avenues I'd like to drive down

• Bettering my assessment and tracking progress skills. I feel that I would like to have a better grasp of how to support students in their literacy journey. 
• Getting better at using Twitter and following more Teacher Librarian blogs. 
• Reaching out to colleagues and peers, and get better at asking questions!
• Keep following my passion of using Makerspaces, ADST programs and developing a library learning commons that can encompass these.
  

 

I know there is much to still learn and reflect on. For me, moving forward in my learning journey will include much more collaboration and networking. As someone who is currently not working in a library, and has very little experience with its place in the school, I feel that I am going to need support when that day comes. I am going to keep checking in on all the social media posts, the blog posts and keep the emails of peers I have chatted with so I can maintain the connections. I've also really enjoyed keeping a blog and will try to keep it updated with my journey.