Lesson 6 Discussion: Online Encyclopedias

There was some interesting discussion around the use of Encyclopedias this week in our class:

Carrie raised the point that even printed materials have errors in it. She stated, " Wikipedia is just so easy to use and that is why I enjoy it. I know it is not 100% accurate at times, but my question is, "What resource is these days?"

I think Carrie raises an interesting point, about how printed materials may also be lacking in authority and so these may not always be reliable sources of information either. She drives the point home that it is important that the students be taught good information literacy skills no matter what type of format the resource is that they are using - digital, printed, realia, etc. We all know that if our source is human, they may present their story with their own biases and errors. We need to evaluate the source to best determine if the information is useful. Wikipedia has its place in research and like all research we need to look at more than one source and some are more authoritative than others.

Teresa stated, "There are encyclopedias for younger audiences. World book has a World Book Kids and World Book Student. VSB has the on-line versions available for students. It requires a log in and password though. This extra step might mean that students are more likely to use wikipedia."

I added to the discussion that our district has the passwords listed on the third page of the student school planners. But even with having the password there, I agree with Teresa however, that because of this extra step of entering a password, students may just not bother with it and use something else.

Assignment 1 Part 2 Blog Summary of Main Points of Learning

I feel the posts in my blog show evidence of much learning in this course. Despite joining the course late, I have participated in many discussions and have learned much from them. I have discussed various aspects of my learning that I have gleaned from the readings, course work, and from the discussions in this course, using quotes and specific examples. In this reflection I will briefly summarize the points that I feel have been most important to me in my learning as evidenced in my blog.

What I already knew when I began this course:

To be honest, when I started taking this course I didn’t know a whole lot about reference materials because I teach grade one and I haven’t used them much with my students. I imagined the materials to be above the ability level of my grade one students and so I just never thought much about using them. I do have a set of junior atlases that I use with the students and I must say those are a BIG hit. The students love pouring over them. The learning has been fast and furious for me in this course however, and I am excited about using reference materials more with my students. What I thought I knew was that Wikipedia should NOT be used as a reference resource! Wow, I have sure changed my thinking about that one! It can be used as a starting point as long as other authoritative resources are used. I also knew that resources are becoming more accessible online and that these tools can be really handy and dynamic.

What I have learned:

1.)    I would like to use reference materials more often.

I have learned that I would like to try using reference materials more often with my students. Today, I sat down beside one of my students who was reading one of our junior atlases during free reading time and I showed him how to use the index. It will be interesting to see if he shows others tomorrow! I think I will try giving the class a little lesson on using the index and try to play a fun seek and find game with them as Linda mentioned she does with the Encyclopedias. I feel I have learned a lot from my peers in this course through our discussions, especially since I am a classroom teacher and not a TL. I would also like to try exploring with the encyclopedias and the online WorldBook.

2.)    I have learned that even though reference materials are becoming increasingly accessible through the internet, this does not diminish the need for the TL.

The following quote that we discussed in class said by the School Librarian of the Year in the UK leads to this point, I believe. “You can take away my library, but do not remove my position”.  I feel that this points to the position that the TL is becoming even more important in helping students access, analyze, and use this information even though the physical resources may be disappearing.

3.)    I have also learned about the importance of informing students and teachers about the reference resources that exist and how they can be used.

It is important for the TL to make it a regular habit to share information about resources with staff. Through our discussions I have learned that some TL’s take a few minutes at every staff meeting to share resources or other important points. Others pass along useful information to staff through email. Others use websites or Wikis to share information. Some create displays. Some use a bit of all of these methods.

4.)    I have learned to keep an open, unbiased mind when thinking about resources.

One of the biggest eye openers for me in our readings was that there is a place for Wikipedia to be used in the research process. We should not just automatically dismiss it – it can be used as a starting point in research. It is important to remember that the information may not be reliable and that other authoritative sources should be used as well. Wikipedia should not be cited in research papers as it is not an authoritative source.

What I still want to learn:

I would like to continue to learn more about innovative ways that TL’s are using reference resources. I would also like to learn more about some of the collaborative projects TL’s have done with teachers using reference materials.

Lesson 6: Reflection: Encyclopedias

In our discussions for this lesson it was interesting to hear that Linda said that she poured over the Encyclopedia set when she was a kid! I loved doing that too! I bet a lot of people did (at least those who are old enough to have had encyclopedia sets in the house back then!). I wonder if I had my own set of encyclopedias at home today, if my own kids would pour over them? I teach grade one and I don't have a set in my classroom. What I do have is a set of junior atlases and I have to say the kids really enjoy looking at them during free reading time. It sounds like the way Linda is using the encyclopedias is really teaching the students good information literacy skills. She makes a game of it and students look up specific items. They talk about guidewords, using last names for looking up people, and they notice that the information is kept short. She teaches her students that this is “a good starting point in doing research because of its limited scope.”  She also shows World Book online, including World Book Kids so that they can compare them. I really think that this is a good example of teaching beginning information literacy skills. It is nice to see how these resources are being used. 

One of the comments that came up a lot in the discussions was the readability level of encyclopedias and the concern that it is too high for younger students. Brenda mentioned in the discussion that in the online WorldBook there is an option to have the text read aloud to the students and they can even speed it up or slow it down! It can also be translated into other languages. I think this would do a lot to help to alleviate the readability concerns. I am so glad that I learned about this through the discussion post, and I am excited to use this with my class!

I would like to try a little experiment with the encyclopedias at our school. I would like to ask the TL in my school if I could borrow them for a week to use in my grade one classroom with the students (as long as they are not being used in the library – which would also be interesting to note) and see what happens. It would make for an interesting lesson. Then I would like to have them explore more with WorldBook online and see what they have to say about encyclopedias. It is good to get information straight from the source!

The need for TL's to make regular time to share information about resources, etc, came up in one of the discussions as well. It is really important to do this so that teachers and students know what exists out there.

Lesson 6: Encyclopedias and Wikipedia

I found the readings for this lesson created a new perspective for me about Wikipedia that rather surprised me. It is really quite an eye-opener and has provided much food for thought. Throughout my coursework, authority and reliability have been central to every resource we look at. But perhaps there is a place for a resource such as Wikipedia which does not meet the criteria of authority and reliablity after all? Berinstein states that, “people need to understand that Wikipedia is very much a work in progress.” (Berinstein, 2006). In other discussions I have had around this topic of unreliability, the statement that usually follows is “and that is why students should not be using it.” I actually appreciated Harris’ viewpoint on the subject, “It would be much more productive to teach colleagues, students, and parents how to best use Wikipedia. Instead of appearing to be "behind the times" when it comes to new information sources, librarians can foster educated, high-end users who verify Wikipedia entries using the history and discussion tabs.” (Harris, 2007). That’s very interesting and very controversial. The suggestion is given in the readings that Wikipedia can be used as a general source of information, or a starting point, to help introduce students to terms and topics that they might like to investigate further with more reliable sources. It is interesting to know that even Wikipedia agrees with prohibiting students from citing Wikipedia as sources because it does not come from an authoritative source. (Harris, 2007). Coincidentally, this is the same for print Encylopedias too. There is a good lesson in this, I believe, in developing information literacy skills. In the research models we have been looking at in previous lessons, one of the starting points is to choose a focus and define a question. Perhaps Wikipedia can be used at the early stages of the research project as long as a variety of reliable sources are also sought out. This is definitely a topic that I will be doing some more thinking about.

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), 26-26. Retrieved from http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com/docview/211833555?accountid=14656

Question 5: Recently, the School Librarian of the Year in the UK responded to winning the title/prize with this statement: "You can take away my library, but please do not remove my position". What does this say to you about the value of the TL, and the value of the position?

What this says to me is that the role of the TL is not about the physical space of a library nor is it about just the physical books. The role of the TL is about helping students access, evaluate, and use information in any form. Physical resources can be replaced with digital resources and it does nothing to diminish the need for the TL. In fact it only increases the need for the TL, as the resources become more and more vast and more skill is required on the part of the student in learning how to utilize it. The role of the TL is to create information literate individuals. Connecting students with information is an extremely important role for a TL. As Riedling states, “at a deeper level that information is required to satisfy a basic cognitive need.” (Riedling, 2005, p. 4). People mistakenly link Librarians only with books and not with what they represent. Books represent information and before the digital age, books were one of the main ways people gathered information. Times are changing but the focus is still the same. It is about connecting students with information. Teaching them how to access information, evaluate information, and use information.

Riedling, A. (2005). Reference SkillsFor the School Library Media Specialist: Tools and Tips, 2^nd Edition. Ohio: Linworth Publishing, Inc.

Lesson 5: Reflection: Does Riedling provide an accurate and thorough assessment the TL's involvment in the research reference process?

 From what I have learned in the library courses I have taken and from what I learned from others who are Teacher-Librarians, Riedling’s presentation of the TL’s role sounds accurate. I am guessing however, that the interview process that is described will not proceed at a leisurely pace. There always seems to be more kids who have needs than we can meet in the school system and if someone is asking a question of the TL then there is likely to be more lined up behind them waiting to ask questions as well. Sitting down to conduct an interview sounds so nice but not realistic in a busy school setting. Collaborative teaching will help to alleviate this to some degree by creating two teachers where there once was one. If the TL has had a chance to show the teacher how to access the resources during the collaborative meeting, the process should go much more smoothly.

Riedling, A. (2005). Reference SkillsFor the School Library Media Specialist: Tools and Tips, 2^nd Edition. Ohio: Linworth Publishing, Inc.

Discussion Question 3: What is the biggest problem facing school libraries in Canada with regard to selection tools?

I think that one challenge with respect to selection tools is trusting that the tool is giving you an honest review and does not have a vested interests in selling the product. Perhaps I am being too cynical here but when I become a TL I think the challenge for me will be building trust and faith in the tools themselves. I think I will probably find myself at bookstores at lot, talking to the clerks, and asking questions. It will be difficult to order a resource that I haven’t held in my hand or perused on line. I also think one of the biggest challenges for a new TL will be finding out what already exists in their library collection. The next biggest challenge will be to identify what the needs are of the students and the teachers in the school. Once that is identified, distinguishing what is important to purchase immediately and what is to be added to a wish list for later (when you might be lucky enough to come up with some extra money) will be another challenge.

 

In the discussion thread I really appreciated Linda’s comment, "I think that if our libraries have resources that are current and up-to-date, and TLs that know what they are and how to use them, it is another plug to extol the value of school libraries and the TLs who work in them." Before I started taking these library courses I really had no idea the amount of work that is required on the part of the TL to evaluate and select resources for the library. I add to Linda’s discussion that I think it is so important for the TL to regularly inform teachers about some of the resources in the library so that they see the value of the library. I wonder if this is possible? I imagine that this could be done when collaborating with teachers. Or perhaps taking 5 really quick minutes at staff meetings? It just seems to me that it needs to be made more apparent so that teachers will know what great resources exist. One thing I will strive toward is helping the staff to know the library collection as it pertains to the grades that they teach. I would like to even explain to them why resources are where they are so that it will make sense to them when they go looking for resources. Perhaps too ambitious of a goal? But to start I will make it my first priority to get to know the resource collection myself!

Discussion Question 2: Why is it so difficult to get your teaching colleagues to buy into the idea or construct of "information literacy" and to adopt a research model ?

Because I've only recently joined this course I jumped into the conversation rather late about why it is difficult to get teaching colleagues to buy into adopting a research model and the issue of reluctance on the part of teachers to collaborate has come up. Some of the reasons raised in this discussion thread are a reluctance to share ideas, an unwillingness to share control, a resistance of change, fear of appearing less competent, ego, and lack of time. I added that what collaboration can sometimes mean to a busy teacher is adding work onto their shoulders by extra planning and preparing.

I think Andrea and Brenda both mentioned important points in overcoming these obstacles. Brenda, by taking the lead and sharing her lesson plans and taking ownership of the workload and planning, she is opening up the doors for collaboration and hopefully future reciprocal collaborative efforts in the future. Teachers are busy and by the TL offering to do a bit more of the workload at the start is a gesture that will hopefully be returned by the teacher later on.

One thing that Brenda said is, “I find it ironic that teachers would use the excuse that they are too busy with content to come to the library. Don't they realize what an incredible resource you are and that you can actually alleviate some of the burden?” I don’t actually believe that many teachers do realize this. I didn’t know it was the role of the TL to collaborate with teachers until I started taking these library courses and I have been teaching for close to 20 years!

Andrea said, “I also think it is key to provide examples of how a TL can work with teachers.” I think this is very important. James indicated he was having trouble raising interest in collaboration among his staff. I suggested that perhaps he would increase the willingness of his staff to collaborate by sharing some of the highlights of the collaborative projects he is doing with the grades 3 – 5 teachers and their classes. Because it is just the first year operating under this new model in his school, I am sure that with time, as more teachers see the great things that he is doing he will get more teachers on board, willing to collaborate. For those who still refuse to collaborate, all he can do is know he is trying his best. As a teacher it is hard for me to imagine anyone not being willing to collaborate with a TL!

Our school did attempt to collaboratively come up with a research model several years ago and it was a very difficult and time consuming process. Eventually we divided up into primary and intermediate teams and even then it was still a challenge. From looking at the different models they are all so similar that I wonder at the importance of striving so hard to come up with one specific model. I think there is much value in working together to examine the models and have discussions around it and come up with a general model that works but I see no harm in teachers using a different model that works for the students they teach. After all, all students are different right? It will important for the TL to have a discussion with the teacher s/he is working with so they are both working together toward the same goals of information literacy. I really like the idea of having the scope and sequence of skills in the document at hand so that I can refer to them when I am collaborating and teaching.

Lesson 4: Am I biased about using one form of reference material over another?

I don’t feel that I have a bias about using one reference format or another. I enjoy using my ereader as well as reading print materials. When I access materials from the public library, I have to admit that if the resource is available in an electronic form I will choose it before I will choose a print version. However, one thing that has been happening recently in my classroom has given me pause for thought when it comes to reference materials. I have a set of atlases that have been designed for young primary students in my classroom that are not too old, although they are dated beyond five years. I will set aside the issue of the date of this source for now. I have found that a group of boys in my room have taken an interest in these atlases. During reading time, they gather the atlases and sit together in a circle on the floor to compare places where they have ancestry, their flags, etc. The students enjoy having their own copy to look at while sitting beside one another so they can share their observations from different pages. This is difficult to do when you have only one computer for students to share. The both can’t be looking at different information at the same time.  In my school’s library, we have only one computer for students to access and if I relied on just having only an electronic atlas it would be difficult for them to meet their needs. It seems to me that before I would order online resources, I would need to ensure that we have enough computers available in the library, classrooms, and computer lab to access these resources. One thing I do enjoy about looking at maps online is being able to switch views to terrain, satellite images, etc.  It really gives you a sense of the region you are looking at. This is done way better online than in a printed book. So in some cases, the printed version of the reference source is better and in some ways the electronic version of the source is better. I think, as the reading states, we need to consider the needs of the user and best match the source to their needs. If your library has only one type of resource, then you are limiting your options for matching the source to their needs.

Lesson 3: Reference Materials and AIL

In Achieving Information Literacy (AIL) the standards appear to be reasonable to me although I doubt if any school meets them. At least I have not been in one! I would truly love to see what a library looks like with an acceptable level of resources as AIL indicates. However, we are teachers and we have never let a lack of resources stop us before!  In some areas my school library falls within the acceptable category but in almost all it falls below the standards set out in terms of reference materials. For example, the acceptable standard for periodicals in an elementary school is 30 – 45 periodicals and our library has none. However, the space and shelving to accommodate reference resources is acceptable for the resources we have. Ahhh, the irony! You have to have a sense of humour about these things! I will say that it is nice to have a guide such as this to refer to and to strive toward. It will be especially useful when I am developing my library growth and budget plan and will use this information to advocate for increased funding. 

One question I have is this – is it ok to encourage students to access resources from the public library (such as free online newspapers) if your own school does not have a subscription to it? Is this acceptable?

Lesson 3: Riedling's Approach to Evaluating Reference Materials

I thought that Riedling’s Evaluation Process was very informative and well laid out. I liked how the evaluation criteria were well defined for me.  The criteria seemed comprehensive: content scope; accuracy, authority, and bias; arrangement and presentation; relation to similar works; timeliness and permanence; and cost. As someone who has never worked in a library I really appreciated how each type of reference material was given criteria for evaluation.  It sounds like a lot of common sense is needed as well as a certain amount of time spent seeking input from other sources to confirm a reference resource’s worth are most important. The only thing that was missing for me in Riedling’s Evaluation Process was an inclusion of a list of “must have” reference resources for a library. As someone who will be brand new to the library, it would be so lovely to have a tidy little list that you could use to check off the type of resources that you have or don’t have in the collection. From the readings I realize why this is though, because the needs of every school population are different. I suppose if a school library has computers in the library (the library at my school only has one) then a printed dictionary is not needed. Our school district has subscribed to the World Book Encyclopedia online and so I imagine the printed version can go. But if it is not too old should it be kept anyway? I would be inclined to get rid of it, but I guess this is where the TL has to be the judge to see if anyone uses them. If not, I guess they go. It sounds like within five years most reference materials are out of date, other than print psychology, history, business, and education which are out of date within 10 years. I can only imagine the toll this must take on the budget. However, as mentioned, our school district has purchased a variety of online reference resources and so this must mean that these reference resources no longer need to come out of the library budget, perhaps making room in the budget for updating other reference materials. Perhaps this is one silver lining in the dreary budget cloud!

Lesson 2: Reflection – Information Skills Framework and Research Models

I am glad that I have been introduced to these different approaches because as a Teacher-Librarian I will be collaborating with teachers who may all be using different models.  If I were a TL I feel that it is important to promote an “Information Skills Framework”. I think the needs might be slightly different between the early primary grades and the intermediate grades. I would like to sit down at both the primary and intermediate team meetings to listen to the approaches that they are using in their classrooms and I would like see if we could come up with a model that we could agree upon. Then we could create a poster in kid friendly language to put up in the library, computer lab, LST rooms, and their classrooms, and the library website. For intermediate students I think the “Research Quest” model is a great one to use. For primary students, I would use the “Research Quest” model but simplify the language and use pictures to illustrate the steps so it is easier for them to conceptualize. Because the grade three students would find this process more manageable, after they have done a couple of research projects, I would have them create a slideshow or imovie, illustrating the steps for the younger grades as they worked through it on their own projects. Having students teach and learn from each other is a mutually beneficial learning experience for them all.  One request I always have of our “Big Buddy Class” is that they share with their little grade one buddy the Research projects that they do and talk about the process. We do the same for them. This might be nice for other classes to do once in awhile as well and as the TL this is something I could facilitate. It would be great to see students talking about the Information Literacy skills that they are developing. 

Another thing that I think I would do is take the Learning Outcomes that have been developed in “Achieving Information Literacy” by the CASL and rewrite them with the students as Learning Intentions and use them for Assessment for Learning criteria which they could use for evaluation. These Learning Outcomes can be used to guide powerful discussions for self assessment. These statements of learning can be clearly articulated to parents as well when they come down to the library. This Framework for the Information Literacy Program will be one that I keep handy and refer to often. I will definitely be sharing it with teachers at meetings to discuss research and information literacy skills.

Riedling, A. (2005). Reference SkillsFor the School Library Media Specialist: Tools and Tips, 2^nd Edition. Ohio: Linworth Publishing, Inc.

CASL. (2003). Achieving Information Literacy: Standards for School Library Programs in Canada. Ottawa: Canadian School Library Association.

Lesson 2: Research Models

One thing that I really like about The Research Quest is that it is written in kid friendly language. This sets it apart from the other models. However, I think for primary students I would like to simplify the language even further and perhaps find visual images to go along with each stage of the process. This would make it easier for younger students to conceptualize. I realize that primary students are often engaging in the research process within a group and so this helps to scaffold their learning but at the beginning stages, I believe making it a little more user friendly for the primary students will be beneficial. The first stage of The Research Quest begins with a circle shape and then the next three have arrows pointing to the next stage until you reach the final stage which again has a circular dot. This makes it appear as though after the last stage the process stops, when in many cases research can lead to more and more questions (which may be answered another time). I think I would like to add an arrow inking this final stage back to the beginning again to show that the research process could potentially continue on even though the beginning research question has been answered. The project that they are working on may be complete but it may have raised new questions of inquiry that they would still like to personally pursue. I really appreciate how certain skill sets have been grouped together to define five different stages. I think the way the information has been organized together in chunks makes sense and makes it easier for students to work with because it appears more manageable. I noticed that the “Research Process” Method by Stripling and Pitts which is discussed in the text does not chunk the information together and instead is presented in a list which at a glance looks exhaustive and overwhelming. Also I notice that choosing a topic and narrowing it down comes before setting a purpose. I would think that identifying a purpose would come first because when we are engaging in research we do so with questions in mind.

“The Big 6 Information Problem Solving” approach seems to be the most closely matched to “The Research Quest” but the “Information Seeking” approach is also quite similar. One thing I appreciate about them all is the opportunity for evaluation and reflection. It is important for students to look back to see if they answered their questions and achieved their goals. I think these three models all would work well to support information literacy skills because they address the skill of being able to locate resources and critically analyse them and use them.  Because I teach grade one I use a research model that is similar to these models but we work together in groups to answer questions that we have created together. Because their reading skills are still developing there is lots of discussion and support from each other and the teacher as well. One thing I have to admit is that I have always collected the resources for them and have them in a bin in the classroom so that they are ready for them to use. I also present them with the digital resources as well. They have never had to find the resources themselves. But examining these research models is causing me to rethinking that. By doing the step of finding the resources for them, I am taking out the step that allows them to critically analyse resources.  Now I think the students would be better off going down to the library and searching for the materials themselves. We could still put the resources they find into the bin to bring down to the classroom but back in the classroom we could look through them and evaluate them together. Also rather than looking for the digital resources myself, I could sit down with the students in the lab and go through this process together using the online resources that my school district has purchased, such as the World Book Encyclopedia. Overall, I believe this will do much more to help my students develop their information literacy skills.

Riedling, A. (2005). Reference SkillsFor the School Library Media Specialist: Tools and Tips, 2^nd Edition. Ohio: Linworth Publishing, Inc.

Lesson 1: A Reflection on the Term Information Literacy

“Information Literacy: The ability to access, comprehend, use, and evaluate information.” (Riedling, 2005, P. 134).

One thing I learned recently is that google is becoming “smart” and will present you with the resources that it thinks you want to see and will leave out the ones it thinks you don’t want to see. It does this by keeping track of the search links you click on and remembering which ones you don’t click on. It assumes that you would like to see more results similar to the ones you are clicking on and will present you with these the next time you search.  It is becoming “smart” about what kind of information it thinks you are looking for. For example, when googling the search term “poultry” it may present someone who searches for a lot of recipes (such as a chef) with  results that tend to include recipes while it might present a farmer with results linked to the care and marketing of chickens. While this may seem handy, what it also means is that you are also not exposed to some of the information that exists.  So when you do a search, someone else is censoring the information that is being presented to you and you may not be seeing all of the information. Imagine someone who visits a lot of hate sites. If their searches become more and more focussed on only sites similar to hate sites, are they being offered a balanced view all sides of the story? Or is anyone for that matter? Now, by bringing this up I am not saying that there is extreme censorship happening here and that search results will become extremely one sided, but it does bring up the issue that students need to be taught how to search skilfully so that they can have access to all kinds of information. They should not necessarily be relying on the first page of results from google to present them with the information they might need. In the text, Riedling indicates the importance of the underlying purpose of the role of the Reference Librarian in teaching students how to locate information themselves. “Reference for school library media specialists is more than a skilled technique. It is a profoundly human activity ministering to one of the most basic needs of humans – the desire to know.” (Riedling, 2005, p. 3). As has been stated in lesson 1, the need for having excellent information literacy skills is more important than it has ever been before.

 

Riedling, A. (2005). Reference SkillsFor the School Library Media Specialist: Tools and Tips, 2^nd Edition. Ohio: Linworth Publishing, Inc.

Lesson 1: Definitions

Perhaps because I have never been a Teacher-Librarian, I find that searching up terms in ODLIS can still leave me a little confused. For example, we were told to make sure we understood the term “synoptic” so I promptly looked it up in ODLIS. However, I found that in order to fully understand it I had to do a search on the internet.  I think it is because often the definition in ODLIS uses words that for me need defining as well. So I was pleased to see that I was able to understand almost all of the words in the Glossary of our textbook except for a few that I would say I could not confidently define. Gazetteers? I had never heard of it before but it actually sounds pretty interesting! I am sure as I continue through my courses I will become more comfortable with the terms. But right now because it is all so new, I find all the abbreviations for things a little confusing! ODLIS, OPAC, LIS, OCLC, EBSCO ... the list goes on! I see the importance of understanding the terms however, and I will definitely make it my goal to confidently define them all!

Assignment 1 Part 1

LIBE 467 Assignment 1 Part 1: Summary of Three Articles

Personal Analysis and Context

The three articles I have chosen to read are linked together by the common theme of the Learning Commons and technology. I have been to the Learning Commons on campus and have heard about it in my course work a little bit, but I still really didn’t have a clear, definitive picture of what it was.  It was nice to read in one of the articles that this confusion exists because there is no precise definition of it. I knew that it was a place of collaborative learning and increased access to technology. I knew also that it was a creative use of space, comfortable chairs, and a shift of the rules of the library (possibly even allowing food and drink into the library). These articles helped to erase the blurred lines of my mental picture and allowed it to come into full focus for me. Not only do I feel that I understand what it is but I could articulate it better to someone else. And even better than that, these articles have provided me with some exciting ideas for implementing my own shift from a Library to a Learning Commons. I am especially interested in learning more about the ways technology is used in the Learning Commons and I am particularly excited about one new idea I have gained. In the one article, the Teacher-Librarian facilitated a small group of students who formed a technology team and they worked together to come up with ways to help teachers learn more about new technologies. In another article I gained the idea of collaborating with the art teachers to have students create puppets for the library to facilitate in storytelling and for puppet buddy reading (the puppet is the buddy). This is another example of the students working together to enhance the learning environment in the Learning Commons. One of the first things that I would really like to do when I become a Teacher-Librarian is to set up an online collaborative learning environment for teachers and students through a Wiki, blog, or website. One of the articles talked about how Teacher-Librarians in Ohio set up a social learning environment online and the successes and challenges they experienced and so the benefits of this were reinforced for me. I felt all of these articles showed innovative and creative thinking. It wasn’t just in changing the furniture that created a Learning Commons but it was the way students and teachers interacted with the Library that has changed. They were connecting, collaborating, and working together to find solutions to problems that they themselves had defined. It is not about the comfortable chairs or being able to eat while you are working in the library but about focussing on a new collaborative learning model where research and ideas are shared and the tools of technology are available for students to use and create products of their learning.

Article 1

The School Tech Squad: A Learning Commons Technology Boost by Karen Ramsey

The author of this article, Karen Ramsey, is a Teacher-Librarian in a public school in Sherwood Park, Alberta. In this article she discusses how a group of students worked together to boost their learning commons. Ramsey states that in doing so the students “have not only transformed their school, teachers, and library, but also themselves.” (Ramsey, 2010, p. 28). The vision for Ramsey’s school was to increase the use of technology in their library and classrooms. Smartboards were purchased for the library and the classrooms and instruction was given to teachers on how to utilize the new technology. Ramsey’s role was to provide support to teachers in their use of the Smartboards. Ramsey noticed that while many teachers were gaining skill in using the new technology others were not. One student began helping some of the teachers out and he really enjoyed doing it. This caused Ramsey to wonder if there were other students who would be interested in assisting the teachers in the school. A call was put out to all the students and the result was that the youth tech committee was formed. The students played with the technology and had fun while they used creativity to solve problems. The group then took on the challenge of trying to figure out a way that they could help teachers overcome their intimidation with the technology and have fun with it. Students were connected with teachers in one to one sessions and the change amongst teachers occurred and “so began our school transformation from teacher-focused learning to a shared community of learning.” (Ramsey, 2010, p. 29). The positive effects were multi-sided. The teachers felt that the students were great ambassadors for the school and the teachers’ skills grew because of them. The learning was enhanced by the collaborative sharing of ideas amongst students and teachers. The confidence of the students grew and they developed skills in technology and leadership that they would carry with them throughout their lives. One parent remarked how her daughter was empowered by her experiences. The youth tech committee became more than just increasing the technology skills of the teachers and students it became a way for students to contribute to the school and transform the learning environment for the teachers, students, and themselves.

Article 2

The Journey from Library Media Center to Learning Commons by Linda Waskow

This is an interesting article about how Linda Waskow, a Teacher-Librarian from South Carolina transformed the library into a Learning Commons. In the article she states that because what a 21^st Century School Library Media Center looks like has yet to be fully defined she set about creating one based on her own vision through her own research. Her vision included designated areas where students would have access to a variety of materials and resources. These include areas for: relaxing and reading , information searching, publishing in print and on the web, podcasting and vodcasting, collaborative use of technology for students and teachers, reading buddies (including puppets which can be used as reading buddies), and performing on a reader’ theatre stage. She discussed a reading buddy program she does where strong readers volunteer to read with struggling readers. She also organizes a collaborative project where students in their art classes create puppets for the students to use as reading buddies in the library. This would not be the quiet library of days ago but “a place where children would come to explore, learn, and actively engage in information resources that would be in a variety of formats. They can extract from this plethora of information data sets to create their knowledge in forms that only they would be able to imagine and craft. ” (Waskow, 2011, p. 9) Waskow’s vision has evolved as she implemented her ideas and by the end of her journey the “Library” sign on the door was replaced with “Learning Commons”.

Article 3

INFOhio's 21st Century Learning Commons: Transforming How Educators Use and Think about School Libraries by Jennifer Schwelik and Theresa Fredericka

Schwelik and Fredericka discuss that the way people learn has changed and we now have a global, knowledge-based society. Geographic, economic, and social barriers have been eliminated through advances in technology. Students learn in ways different than their parents due to new technology. Teaching practices are slow to address this change. In this article Schwelik and Fredericka describe how Teacher-Librarians in Ohio are working to determine the impact of school libraries on student learning. Research was done to determine how school libraries help improve student leadership. The aspect this article focussed on is how INFOhio (the K-12 Information network) created an online professional development environment for K - 12 educators called the 21^st Century Learning Commons. Through the 21^st Century Learning Commons educators from across Ohio are linked together through the internet to improve their learning. Teacher-Librarians are important partners in ensuring that the students gain the skills they need. They created an online space called the Knowledge Building Community and it provides teachers with a social network for collaborating with other teachers and librarians. They have developed tutorials, videos, and numerous other resources and research tools which benefit both teachers and students. The role of the Teacher-Librarian is to facilitate this collaborative learning environment through the Learning Commons. “School library media specialists on the front line are the best channels of communications to classroom teachers.” (Schwelik, 2011, p. 26). Because of the changes to the Teacher-Librarian’s job description INFOhio is recommending increased assistance to Teacher Librarians to support them so they are better able to fulfill this important role.

Sources

Ramsey, K. (2010). The School Tech Squad: A Learning Commons Technology Boost. Teacher Librarian, 38(1), 28-31.

Schwelik, J. C., & Fredericka, T. M. (2011). INFOhio's 21st Century Learning Commons: Transforming How Educators Use and Think about School Libraries. Teacher Librarian, 38(5), 21-26.

Waskow, L. M. (2011). The Journey from Library Media Center to Learning Commons. Teacher Librarian, 38(5), 8-14.