Can't leave without something funny :)

Just might have to get one of these shirts :)
Have a great summer!

And on that note...

LIBE 467 has been another great course in my studies towards my Diploma in Education: Teacher-Librarianship. I have especially appreciated the practical nature of the course and the lessons and assignments we did. I am a more "seasoned" teacher and no longer wish to waste my time with "all talk and no action." This is not to say that I do not like theories or meaningful discussion, quite the contrary. I want to see those theories in action. I want to use them, put them into practice, and then come to my own conclusions about their appropriateness for my situation.

Before beginning this course, I had many questions about the reference section of the library I am inheriting in September. I wanted to know if we should be purchasing print encyclopedias, what good and reliable web-based references are out there, how much does all this cost, and how can I make it better. I'm not sure I have come to firm conclusions but I definitely have a strong base on which to build.

I now know I need to "live" with my library for a bit, maybe even the first year. I will be making some physical changes to the reference space and I will be introducing a research model to all grade 8 students in September, but other changes, especially with regards to acquisitions, will need to wait until I better see how the material is being used, and if I can change that.

Our final lesson readings concluded with a statement to help us evaluate our library program;

"Resource-based learning actively involves students, teachers and teacher-librarians in the effective use of a wide range of print, non print and human resources. Resource-based learning fosters the development of individual students by accommodating their varied interests, experiences, learning styles, needs and ability levels. Students who use a wide range of resources in various mediums for learning have the opportunity to approach a theme, issue or topic of study in ways which allow for a range of learning styles and access to the theme or topic via cognitive or affective appeals."

I think what is really great about this statement, is this is what we did in this class. We participated in resource-based learning. We used a range of print and non-print resources, we worked together, and we learned and demonstrated our learning in different ways.

I leave this course with a written outline of how I want to update and re-think my library's reference section. I have a 5-step plan that I have already started to put in place and am excited to continue in September. I also have the start of a great collaboration with my "change" teacher, Marlene. I am excited to keep working with her on her technology skills and then move on to introducing more resources into her lessons and assignments. I will be working with Marlene and her grade 8 social studies students in the fall and I know this will be a positive experience and a chance for me to put into practice everything I have learned.

Like all of my on-line learning so far, I am once again impressed by my class mates. I always come away with a list of references and resources, contacts at other schools, and a firm sense that I am not alone - probably the most valuable of the things I take away. Although I think I still prefer face-to-face communication and interaction, I enjoy "meeting" new people and being inspired by teachers new to the profession, even those who are still searching for a position. I have been so fortunate in my teaching career and I hope that comes across in the comments I make in our discussions. I truly love what I do and have never wanted to be anything else - probably partially because my mom was a school secretary and made working at a school seem like the best and most important job ever - which it is! I am so excited to move to this new area of teaching and I hope that I will be able to work with more staff and students so that my excitement can be contagious.

Thanks for a great course and experience!

Know your role...

All three of the courses I have taken towards my Teacher-Librarian diploma have had some form of discussion or lesson on the role of the teacher-librarian. It is an interesting topic, and one that seems to spark a plethora of answers, most of which leave the novice TL feeling very overwhelmed.

My school district does not have a set list of criteria or job description for this role. There is an outdated document that was created by non-teacher-librarians and without any consultation with librarians, that outlines some criteria for literacy within the district which seems to rely heavily on the teacher-librarians "making it all work." This document is basically ignored, and I didn't even know it existed until I went looking for district policies regarding the libraries in our district.

Having said this, I am always interested in how other districts define the role of teacher-librarian. The criteria from the Greater Victoria School District is one of the "nicer" lists I have seen.

THE ROLE OF THE TEACHER-LIBRARIAN IN THE GREATER VICTORIA SCHOOL DISTRICT

In the Greater Victoria School District, the teacher-librarian works in collaboration with the principal, classroom teachers, school and district staff to develop a school library program that supports, enriches and implements the instructional program of the school.

The responsibilities of the teacher-librarian encompass areas including program and instruction, learning resource management and leadership in resource-based learning:

PROGRAM AND INSTRUCTION

- participating as a teaching partner in helping teachers to address identified learning outcomes through a knowledge of resource-based learning

- working cooperatively with classroom teachers in order to assist students in developing skills in information retrieval and critical thinking so that they may become informed decision-makers and life-long learners

- promoting reading and language development and literature appreciation

- supporting the integration of instructional technology and media literacy and becoming familiar with current technological developments in information retrieval

LEARNING RESOURCE MANAGEMENT

- establishing and maintaining effective systems for the selection, acquisition, processing and circulation of resources

- managing the library facilities, services and budget in order that these may contribute to the stated goals of the school, school district and Ministry of Education

- cooperatively developing school library policies and procedures

- participating in an information network with district schools, the District Resource Centre, the public library and information agencies

- organizing and directing clerical staff, parent and student volunteers in the school library

LEADERSHIP IN RESOURCE-BASED LEARNING

- providing leadership and promoting strategies for the effective use of a wide variety of learning resources which support and extend the curriculum

- applying skills in evaluating and selecting learning resources to reflect the curricular, informational and recreational needs of the school and its learners

- participating in and contributing to school and district activities which advocate support for school libraries and resource-based learning

- promoting school library programs in the school and in the community

- seeking opportunities for personal growth in school librarianship and participating in collegial networks

- developing the potential of parent and student volunteers

The success of a school library program is dependent on the teacher-librarian being able to balance all of the above given adequate staffing, budget and facilities in accordance with the entire school program.

Developed by the Steering the Course Committee and the Teacher-Librarians of the Greater Victoria School District

I really like how I can see the topics we have covered in this course and the others I have taken within this list of "roles." - collaboration, research models, literacy, technology. I also liked the action terms like: providing leadership, applying skills, participating, contributing, promoting, seeking and developing. The list provided here is also very succinct. Although there is the big question - Where will I find the time to do all this? - the list of roles and responsibilities is not huge and is written in clear language.

I, like many others I think, probably had a laugh out loud moment when reading the last paragraph of the description, "The success of a school library program is dependent on the teacher-librarian being able to balance all of the above given adequate staffing, budget and facilities in accordance with the entire school program." Isn't that the truth! Isn't it also true that most of us have none of these things that the school board thinks is necessary.

Although the role description provided by Victoria is not indicative of my situation, I hope to make it so. I think this couples well with my own philosophies, goals and vision for my library. Although I do not have adequate staffing, budget, or facilities I am committed to making my library better. I cannot argue with points like "working cooperatively" with staff, "promoting school library programs," or "establishing and maintaining effective systems" to make my library run smoothly.

Now the internet is "invisible" too... yikes!

The article, "Invisible or Deep Web: What it is, How to find it, and Its inherent ambiguity" was interesting but also a little overwhelming. Not only do I need to learn what is "out there" on the web so that I can be informed and teach my students, but now I also need to know what is out there that I can't see!? I appreciated that the article taught me about why we can't see everything on the web and terms like "deep web" and "invisible web." The internet can be intimidating enough without thinking about what we can't see, but interestingly, the idea of the invisible web made me think more about what we can see.

I use Wordpress for my class blog and it keeps statistics for me. I can see how many "hits" I get each day and search engine terms that were used to find my blog. This has made me realize how visible I am on the internet. There are more than just my students finding my blog and my work. Does this matter? Should I make my blog more invisible? I'm not sure. I know I appreciate finding interesting things that other people, especially teachers, have posted so should I not return the favour?

I also wonder about my students searching too "deep" into the web. It has a very "Big Brother" feel to it. What will they find? Do they need to find things that aren't initially given in their searches? Is this a skill better taught if they decide to further their education and need better research for their papers? Or would it be better for them to understand this part of the internet right from the beginning, helping them to better evaluate web pages and the information found on them?

This all seems to link back to our beginning lessons on research models and my commitment to provide my students with better research skills.

Thinking about "Grey Literature"

I am currently in the process of "moving in" to the library and have been exploring cupboards and filing cabinets to see what I want to move, discard or leave alone. During this process I have come across two filing cabinets of clippings. I remember this type of library reference from when I was in school and honestly was not even aware that my school still kept clipping/pamphlet files. To qualify this, it appears the files have not been maintained or added to for many, many years. So my question is, do I just dump the lot or do I try to revive and refresh these files?

There are many important and relevant pieces of grey literature. I think about the pamphlets that I have created for programs or events but also those produced by local agencies like our Fraser Health Authority. These seemingly simple documents provide up-to-date information in an easily read and short format. They take up little space and are visually appealing. But do I need to store them in the library? And will anyone come looking for them there? It is quite easy to order this type of grey literature directly from the "source" and much of it is also stored elsewhere, like our student services, the Health Unit or other government offices. Do I keep things "just in case?"

Because I am not a hoarder, I find it quite easy to just say "toss it all." I don't see students or staff using this material, and I think I can use the space being taken up by filing cabinets to make my library more accessible and open. I also think that there may be a better way. Could I not gather some of this material on an "as needed" basis? Part of my "plan" for the library is to improve the collaboration between myself and the rest of the staff. I want to be more prepared for classes coming to use the library by providing organized access to on-line and print resources. I think it could be possible to include some grey literature acquisitions in this preparation. I could then pass the file on to the teacher after the unit is over. The teacher could use this material for future lessons or we could decide together if it is worth keeping and then store it in a vertical file system. I think that by working with the teacher, the material will more likely be used, or, if nothing else, at least the teacher and students will be aware it is there.

I personally like using grey literature, pamphlets, newspaper clippings, fact sheets,etc.. I feel that they are usually very current and updated and the layout works especially well with high school students - length being a key component here. I especially like the Statistics Canada information. The recent census provides interesting local and national information that I have used in Family Studies, Leadership and even English classes. I also like health related information. In English 11 my students read The Curious Incident of the Dog in the Night-Time by Mark Haddon. Before we read the novel we do quite a bit of learning about Autism and Aspergers. The fact sheets provided by Autism Speaks and other organizations help my students understand the fictional character in the novel, and also about the students in our school who have Autism.

I think blogs are another important source of information today. Although many are truly on-line journals, others offer reviews, comparisons, links to authoritative sources and they come in an interesting format that appeals to the generation I am teaching. I use a class blog as a teaching tool and communication tool. Students can link to assignments and notes they may have missed and can stay updated when they are absent. I also link to other teacher blogs, our school web site, and sites that provide relevant information for my units of study. In addition, I use blogs as a resource for my teaching. I can read reviews of novels, films, and other materials. I also find interesting links to sites and other blogs that provide up-to-date information to add to lessons and units.

I am still considering my original question - do I keep the existing clipping/pamphlet files in my library? I think I will begin by reviewing the files to see if there is anything relevant for units that I know teachers are doing but I definitely think I will end up recycling most of what I find.

On the topic of change...

Not really library related but one of those clips that inspires me every time - definitely worth sharing.

Excuse me, can you tell me how to get to.....

Nope, not Sesame Street, LOL. I have been thinking about the geographical references from lesson 9 quite a bit lately. Perhaps it is because it is summer and I tend to use a lot of maps this time of year. I have printed off maps for a self guided "Haunted Victoria" tour for a trip at the end of the month, how to get to Rodd Hill Lighthouse, where my hotel is in Victoria, how to get from my in-laws' home in Ladysmith to my great aunt's friend's home in Nanaimo and maps of the Circle Farm tours in the Fraser Valley. Obviously I use maps!

I am a visual learner. I remember the first few times my husband took me to Victoria I was completely lost. I had been there many times as a child but I trusted my father to get us where we were going and knew I wasn't going anywhere without him so I didn't need to know how to get anywhere. With my husband it was different. I wanted to know where I was but because he had lived there for four years in his university days he never took the same route twice. I complained so much that our friend bought me a map! Aha! What a difference. I could now get from McDonald park where my husband was umpiring, to UVic and back again. I could find our friend's apartment and the Michael's store I wanted to go to. It wasn't enough for me to be told the directions, I needed to SEE where I was going. I am also fiercely independent so a map is perfect. I don't need to ask for direction, I can find them myself!

So how does this translate to my role as the teacher-librarian and a reference resource. For me, it means I think maps, atlases, travel guides and other geographical references are important. I think map skills are just that, skills, like riding a bike, reading or swimming, they are necessary. Although most of my maps this summer have been found on-line I also have a collection of purchased maps for other destinations. Whenever my family goes on a "big" vacation I order our destination's "Visitor's Guide" which usually includes maps of the areas. These are important references for me. My students need to have these skills as well. They cannot rely on GPS's or other electronic devices because they still require map skills that need to be taught with a printed map resource.

I began my career as a social studies and English teacher but that has now evolved to English and teacher-librarian. I still use maps in my English classes. My grade 12's read The Kite Runner and The Life of Pi this year. Both novels involved locations that were unfamiliar to the students. We used atlases to map Pi's possible route as he was lost at sea and we followed Amir's travels from Afghanistan to the US and back to Pakistan. We looked at the map when many of my students were surprised by the snow in Kabul. Their understanding of latitude and longitude helped them put the story into perspective.

I think there is also a certain joy in looking at an atlas. There are so many amazing features and specialty atlases that are like works of art. It is fun to browse an atlas searching for places one has read about or heard about. It is also fun to imagine visiting new places. Being able to use maps and other geographical references is an important skill that I don't think will be replaced by technology any time soon.

It's been a long time coming, But I know a change is gonna come

I just spent an hour or so this evening working with my assignment 3 "team mates," Amanda and Anica, using Google Documents. None of us had used this tool before and while using the chat feature of the program we all realized that not only had we changed "our" teachers, we had changed ourselves. I love this kind of learning.

The process is almost always more rewarding for me than the results and this assignment was no different. I was very apprehensive going in; why did we have to work in groups? what were we really supposed to do? ugh, I just want to get this last assignment done so I can enjoy my summer :) I am now so glad that we did this. I "knew" Amanda and Anica from a previous course but have never met them in person. I was so glad that Amanda asked us to work together because I knew from our required chat sessions in our previous course that we were all committed to the program and all had different backgrounds so could bring different viewpoints to the assignment. Working together, sharing ideas, editing a document that we could all see at the same time was exciting. We were able to solve each others' problems with formatting, editing, and content and worked together sharing ideas for a group introduction. I really feel like we collaborated and that our "Level of Use" actually went up as we worked.

I really liked using the CBAM for this assignment. I understand that there is much more depth to the change model than we used for the assignment but its basic principals can easily be used by anyone. I would like to combine the CBAM and my growth using Google Documents with a group of staff at my school. I think Google Documents could solve some issues for our students and provide a way for us to share ideas as a staff. We often have issues with students working on assignments at home on their PC's and then not being able to open them at school where we use Macs. Using Google Documents would solve this. I was aware of this Google tool before I began the assignment, but like many students, actually using it made me a believer. I would like to try this when I begin working with the Social Studies 8 students (and their teacher Marlene - my "change" teacher) and using a research model. I believe that many of the students will find it easier to work in a group if they don't always have to be in the same physical space.

I am excited to continue to use Google tools but also to do follow-up with Marlene, the teacher I worked with through the CBAM. I really like that Marlene and I have a plan for her continued "change" and that it seemed less daunting once we actually mapped it out. How sad is it that it is only the middle of July and I am looking forward to getting "back at it" in September? A friend asked me the other day "If you could be anyone and money wasn't an issue, who would you be?" I said me, a teacher :)

Encyclopedias: to keep or not to keep, that is the question

The hot topic question for lesson 6 was "What print encyclopedia would I still purchase (in this online age) in a heartbeat?"

My response: When I first read the question for lesson 6 I immediately thought of those single volume "encyclopedias" that fly off the shelves - The Encyclopedia of Immaturity, The Encyclopedia of Witchcraft, The Encyclopedia of.... well anything! Much like the Guinness Book of World Records, this type of encyclopedia still attracts the attention of kids, and many adults. They don't view this type of encyclopedia in the same way as they do a multi-volume set mostly due to the more visually appealing structure of this type of book, and their more user-friendly nature.

I would definitely not purchase a new print copy of the Encyclopedia Brittanica or even World Book, although I myself have such fond memories of browsing these "weighty" volumes. I believe the rapid pace that we receive and use information today makes this type of purchase prohibitive. It will be sad to have to weed these from my library, but I need the shelf space and they are not used AT ALL! Our most current World Book set is 2005 and I would argue that that was probably the last time any of them were seriously looked at as well. I agree, that I can quickly find information in these references but I question their accuracy for many topics my students are currently studying.

One volume encyclopedias can still be an important part of a school library. They offer a chance for kids to browse and "happen upon" interesting information. They are not used in the same way traditional print sets of encyclopedias were used but our students don't use any resources the same way we used them. This type of encyclopedia would not just be a "For Reference Use Only" type of resource. They are found on the "regular" shelves with other non-fiction books and can thus be signed out and read like some of us read fiction. And besides, where else are you going to learn how to "hang a spoon from your nose," "how to really annoy your older sibling," or "how to do a wheelie?" I have the perfect "encyclopedia" for that!

I thought I would post some of my favourite encyclopedias here...


This is such a fun book. I have it in my classroom and often find students grouped around it laughing and then remembering times they did some of the "stuff" in the book. Keep in mind, I teach senior high school students. I think by offering this type of book, we give them permission to still be kids, to laugh and acknowledge that being goofy is sometimes ok. I also tell my students all the time, that for the most part, I don't care what they read, I just want them to read! A book like this gets them reading, sharing, communicating, goals I have for them in all of my English lessons.





There is something about "outer space" and the planets that really attracts the attention of kids and adults. I think it is the sense of mystery, of not really knowing what is out there. As adults we remember creating solar system models and learning about the planets. Someone my age also remembers being in such awe of space shuttle launches and even the tragedies of Challenger and Columbia. Seeing the images in a book like this allows us to imagine and wonder if... if we will ever know more about other planets, will people ever live on other planets, or do they already? The incredible visual elements of a book like this encyclopedia make it so much better in print form as well.






A third favourite encyclopedia I have is The Encyclopedia of Pop Culture. This book is from 1992 so most of the entries don't really qualify as current pop culture, obviously, but they are so fun to browse and to use a teaching tool. I am the Yearbook and Leadership Adviser at my school and we do a lot of advertising. One of our favourite techniques is pop culture advertising. We take current pop culture references and turn them into ads for our book and events. Students turn the ShamWow "guy" into ads for a dance or BBQ, they take Bon Jovi's "Make a Memory" lyrics and turn it into an ad for the Yearbook. The best part is that there are new pop culture references every day. They even take examples from this book, like the Brady Bunch or Pop Rocks, and make some awesome advertisements.

Books vs ebooks

Great article in the Vancouver Sun (originally in the Los Angeles Times)

http://www.latimes.com/news/opinion/commentary/la-oe-barbour-kindles-20110617,0,5490224.story

libraries past - libraries future

The Reference Interview

I was really interested in this week's readings on the reference interview as this is something completely missing in my current school library situation. Teachers bring their classes to the library without telling the TL the purpose, students are sent to "do research" or "work in the library" or (my favourite) "to use the computers" but there is no direction or information provided to the TL. The TL also does not engage the teachers or the students in any form of questioning about why they are in the library. There is almost no interaction until someone can't find something, or they want to sign out a book. (or, usually, when something won't print) There are many reasons for this breakdown in the system, but not wanting to point fingers I am choosing to use this as an opportunity for change next year when I become the TL.

Before thinking a bit about how I would like to make the reference interview work for me in the library I need to comment on a few things discussed by Riedling in chapter 9. I had some concerns about some of her points, some of which were also discussed as unrealistic in the lesson notes. Riedling seems to suggest an individual interview with each student coming to the library, and even if I took only the basic questions and techniques she suggests, each interview could still take anywhere from 5-10 minutes or longer. This is completely unrealistic, especially when in most cases, an entire class of 30 has just entered the library, all wanting help and information at the same time. I think this brings up the importance of the teacher reference interview from our "hot topic" discussion. This is essential in being able to streamline the interview process and provide all of the students with some Frequently Asked Questions-type answers before the TL can conduct some individual interviews.

Riedling also says, "Familiarity of the library collection and conducting an appropriate search for information may be thought of as a reference skill separate from the interview. It is, however, a critical step in the procedure and an important part of the reference interview process. Without knowledge of the library media center collection, the interview cannot continue; the question cannot be answered." (103) My first thought is, "I'm in trouble." As a new TL I know I do not know the collection as well as I want to, and that this will be a learning experience for me. I do not see why the "question cannot be answered" or why the "interview cannot continue?" Is this not an opportunity to demonstrate collaborative learning with a student or staff member? Where is the "let's find out together" mentality that is the best part of learning and teaching? Riedling says further in the section that the "reference interview process relies on the complete skills of the school library media specialist, including expertise with all the library resources available, to provide the most accurate and complete response, and ultimately, information." (103) I see part of my skills as the TL will be my ability and willingness to find and learn what I need to do my job, to work with and help students, and work collaboratively with staff. I guess I feel that Riedling is suggesting a level of expertise that many school librarians do not have in the beginning, and that with the changes in time and money put into school libraries, is no longer as possible as it once was.

Thinking about the reference interview has made me put this process at the top of my "To Do" list for next year. I see this as an area for significant change and growth in the library of my school. I know that I will have to tread lightly as I move to make students and staff more accountable in the use of their library time. I know that I will need simple policies and procedures for "signing out" the library, including a form and discussion with me before classes are brought in, so that I can be prepared and efficient in the help I offer. I also know that there will be resistance - "I don't need your help, I do this project every year." or "It's ok, the kids just need to use the computers." I know that I will need to start slowly and offer simple information at first. One of the things I am currently doing in preparation for next year, is creating a blog for our library that has different pages for each subject area. I am then adding reputable and authoritative links for topics and units each class studies. This is proving easier, of course, with staff who are willing to share. My hope is that others will come on board as they realize the ease of use for themselves and their students. I also hope this will create more collaborative opportunities between the staff and me on future units of study.

Sesame Street: Cookie Monster In The Library

It's ok Cookie Monster - there are more than books in the library today - and some may even have cookies! (not just on the computer either ;o)

Print vs Electronic Resources

I think part of the problem in this debate comes from the win/lose nature of the question - print VERSUS electronic. It suggests that one must be better. It also reminds me of the constant debate I participate in and overhear about Macs vs PCs. It has been my experience that those who are in the PC "camp" refuse to acknowledge Macs as having any worth, whereas, again in my experience, Mac supporters acknowledge PCs but prefer Macs. The same can be said for the print/electronic references debate. I feel that those who think electronic reference materials are superior feel that print references are useless and should not be considered. It seems that proponents of print references feel there is room for both. I realize this is an oversimplified generalization but it puts a bit of perspective on the debate for me.

When I scan lists of advantages and problems of print and electronic resources I can easily see how many points can fit in both columns. So how do we handle this? For me the answer comes in the form of options. I feel sad when I consider a day where print materials are not available. Will this happen in my lifetime? Will it ever happen? I do not know. But I hope that my children will feel the same joy I do in "cracking" open a new book or flipping through an atlas dreaming of places I would like to visit. I had a friend growing up whose step-father worked for Encyclopedia Britannica and sometimes we would get to go to the warehouse with him on a weekend. WOW! I remember being in such awe of all these amazing books. I remember my excitement when he pulled off a one-volume encyclopedia about animals and said I could have it. I still have that book and love to look at it with my girls. We talk about the animals, read the information about their habitats and wonder if we will ever see them "in real life." What will be the future equivalent of this experience? Will we sit around a tablet with the same feelings? Will it hold that same sense of awe?

For me part of the problem comes from the volume of information available in electronic form. A quotation I shared in a previous post, "Searching for information on the internet is like taking a drink from a fire hose" sums it up for me. My concern is that my students don't see this as a problem. They think quantity is good (love that Supersize mentality), and that more information means the research is "easier." They fail to see that this volume leads to so many more issues around authenticity, authority, appropriateness and plagiarism. I do not want to disregard the incredible resource offered us by way of the internet, that would be foolish. What I do want is for my students to understand the information they are searching, evaluate it, use it respectfully, and then evaluate again... hmmm, sounds like a research model to me!

In considering the importance of print and electronic resources what I have decided is most important to me is how I teach kids to use these resources. I want them to understand the value of both and then make an informed choice. I want them to be able to defend their choice with reasonable and accurate arguments. I work in a "Mac school" and am constantly faced with students whose answer to any computer issue is "Macs suck." I ask them what type of computer they have at home and most who do not like the Macs say PC. I then try to get to the root of their frustration - which is usually the speed that they are able to do something (or the inability to "right click" which I can solve easily if they are will to listen). I explain to them that their computer at home is faster, not because it is a PC but because it is one computer, on one line, getting its internet connection. At school we have a server that performs this function for all of our computers. When all three labs and the library are in use, the varying ages of the computers creates a slow down. Patience here, is then a virtue. Those students who are willing and open to listening to my explanation, will not complain so easily the next time they have a computer issue. The same can be said for the print vs electronic debate. If I can show students a variety of ways to gather information and use different sources, and they still prefer electronic, then I think I have done my job. I want to provide resources and tools so that they can make informed choices. I do not want them to choose something because that is what everyone else does, or they think its faster, better, easier.

Print materials are still an important part of our society. We still read newspapers, magazines, books, in print form. We have options today, and some may argue that we should move to electronic versions faster so as not to waste time in the transition. I think that there are still too many variables and problems - internet access, cost, consistency issues, on-line safety, plagiarism, that make it necessary to continue with print and electronic reference materials.

This pretty much says it all...

Some thoughts

One of our first discussions was about the concept of "authority" and how that relates to us in the library. My discussion board contribution was...

"I fight authority, authority always wins"
Sorry, I'm an 80's girl and couldn't resist the John Mellencamp reference but this is how many people view authority, it has a very negative connotation. People most often associate "power" with "authority" but why? Can we be authoritative without power? Or is this just called a "know-it-all"?

Even in our lesson reading, "William A. Katz is one of the best known authorities on reference materials in public and university libraries." We trust authorities, we seek authorities, yet when we are young, like our students, we fight authority. I think one of the challenges for the TL is to be an authority on resources and information that the students can trust. It reminds me of teaching young children that the police are their friends, the librarian is their friend too.

Following our discussion that week, and thinking about our readings and other discussions, I have realized that I am now thinking more about "authority." I have struggled quite a bit over the past few years with helping students to understand the concept of "authority" in relation to their on-line research. Our discussions have really clarified for me, the idea of a Google search as a popularity contest but that students see Google as an authority. They figure that if Google says it's good, it must be good. I have tried specific criteria in my assignments, discussed the plagiarism issues involved in "cutting and pasting", and have required multiple sources for all research. I am starting to wonder if they are just trying to wear me down or if they really don't "get it."

I wonder if it really just doesn't matter to my students, mostly grade 11 and 12, if their information is accurate or authoritative. Even when I point out glaring errors in their information, they seem unfazed. Even getting zero for plagiarizing complete essays from the internet does not seem to be a deterrent. Sure, they think it's interesting when I point out ways to confirm information, or how Wikipedia is information provided, for the most part, by "regular" people like you and me, but they do not seem to take that information and put it into practice.

I want my library and the services I offer to have some authority. I want to be viewed as a reliable source. The question becomes am I just providing information, resources, tools, or am I teaching students how to do this for themselves? In the career paths they choose, will they need the skills I want them to have? Will they need to know how to tell if information on the internet is accurate? I believe they do need to know this so that they can be informed citizens and contributing members of society, but do they, and sometimes even their parents, believe this as well?

This leads to another discussion question we shared in relation to the terms in the glossary of our text. I said...

Since many of the thoughts I had about the glossary terms have already been shared, I decided to mention a phrase that was in the lesson reading that is posing some difficulty for me lately. The phrase is "technically literate". In the reading it is part of one of the "bad news" items about the present state of reference support in school libraries:

"It is still questionable whether students are "technically literate" and other skills such as problem solving/thinking skills may have been neglected."

As I work to prepare my students for real world applications of the skills I am teaching them in English it has become very obvious that they are not as "technically literate" as we think they are - or perhaps their definition and my definition of this phrase are different. Many assume, including the students, that because they can text, use Facebook and play video games that they are more apt at using technology than those of us who went through university without the internet (or even a computer for that matter - yep, TYPED my papers on an electric typewriter!) These same students can type a word in Google and "research" a topic but are they really using this technology to the best of its ability? I have grade 12 students who don't know how to format a document, not even centre a title on a page. I have grade 11 students who claim they know how to use their computer yet they can't download a worksheet that I have provided in pdf form on our class blog.

They are also impatient with the technology and do not understand the difference between their one computer at home and its single connection to the internet, and our school with 3 labs, 12 routers and a server that is trying to keep computers of various ages working. They all blame the Macs, or the schools, but they just really don't understand how it works. Shouldn't "technically literate" include some basic understanding of the function and workings of the technology?

Perhaps part of my problem with the phrase is the word "literate". We use the term "functionally literate" for people who can "fake" their way through the world with limited reading skills. Perhaps our students are "functionally technically literate"?


Because I work with teenagers, I am very familiar with the rolled eyes, "I know everything" look. Many of my students thing that we are "old fashioned" and not "up on what's 'in'". How wrong they are. Convincing students of our authority is part of the issue. I am concerned with my students who appear to be technically literate but who really just know how to use some simple applications or game systems. I am concerned that the rapid pace of technological growth is creating a generation that just likes and wants all of the gadgets, but who doesn't really understand how to use them. I also am concerned that my students don't seem to appreciate the value of resources and tools that are older than 5 to 10 years.

Even though we can get our research materials on-line, we still need to be able to use them as a print resource. Even though we live in a digital age, we still have to be able to communicate effectively and competently. I use my experience as an on-line student with my own students quite regularly. I explain to them that I work in a virtual class room and that it is often difficult to have a "discussion" with people without seeing their expressions or understanding who they are. I find I also have to be an even better researcher and strong student because each of my courses has been set up differently. I have had to learn where to look for assignment criteria and due dates, on-line etiquette for discussions and chats, and acronyms, whew, there are a lot of acronyms! I share with them how fortunate they are to have face to face interactions with their peers and instructors but I think it will take actually experiencing a faceless, on-line world before they will truly acknowledge what I am saying, or my authority.

Looking ahead through a rear-view mirror...

It's grad weekend around here and this year I find myself as the keynote speaker. What do I say to my students that will inspire them to go out into the world and follow their dreams. Are my thoughts and words worthy of this honour? I find myself reflective of my own graduations - there have been 3 so far (and no, I do not count pre-school and grade 7). What was said to me? The fact is, I don't remember. Does this mean that the speeches were forgettable or that I have moved into the autumn of my life where my own wisdom is now so blended with those earlier speeches that I can no longer distinguish the two. (or maybe I'm just old and forgot....) Either way, I'm feeling reflective about education and learning.

What does this have to do with LIBE 467 you ask? Well.... first of all, it explains why my blog entries have been limited (note to self, do not take a course next year at this time - as a grade 12 teacher I am too busy), and it has me feeling reflective about my teacher-librarian learning. What did I know before I started this journey? What do I now know? And what do I still need to learn?

This is my third course towards my TL diploma and I am appreciative of the first two course I took as I think they have given me a strong base on which to build. (LIBE 461 & 463) I learned a lot about creating library policies, marketing the library and creating a positive environment. I also feel very confident in evaluating and weeding a collection. I am not currently the TL in my school but I will be moving into the position in September 2011. The current TL has been here for 20 years and in the last 10 years has self admittedly become the technology support person at our school. He takes care of all of our computers and even trouble-shoots hardware issues in the school, despite the fact that we have 2 paid technology support people in our district. This has meant that our library has basically been neglected. There has been no weeding in at least 6 years and the library is the most unwelcoming place in our school - which explains the almost non-existent circulation. I am excited to "take back" the library, but also concerned about the expectations of our administration of my role as a technology support person. I am very good with computers and computer programs/application. I am not as knowledgeable about the actual workings of servers and routers. I have big plans for the library, but I will have to be creative and work closely with other staff and admin. to make sure our school's needs are met.

So I arrive at LIBE 467-Information Services I. I really like that we are focused on one area of the library, especially the reference section. I recently had a discussion with the current TL and the principal of my school about purchasing an updated set of encyclopedias, in print form. The current TL wanted to make the purchase, the principal thought it was a waste of money, and I felt a bit like Switzerland - I could see both sides of the debate. I am still drawn to those quick reference sources that don't require me to log on to a computer and then conduct a search, but I also know that there are vast sources of information available on-line so could our money be better spent? Part of the issue, after I asked to "table the debate" until I took this course, is that our district no longer pays for any on-line data bases or resources for our school to use. If we want access to these things, we will have to take it out of our own budge. My principal is a technology lover, but also very conscious of the "bottom line" - dollar signs scare him. I am excited that this course is offering me the opportunity to evaluate our reference section and then seek out options and alternatives. I think this will make any proposals I make about reference purchases much easier to defend.

Our current reference section is basically a book museum. There are so many dictionaries and atlases they would probably stack to the ceiling. (which I am going to try as a display!) I am not a hoarder and can't wait to get my hands on these materials - they must go! The current TL is a historian and sees value in all of these, even atlases that still call Russia the USSR! I want to learn about reference options, display of the reference materials in a very user friendly way, and how to promote the use of both print and on-line reference materials. I am concerned that we are doing our students a disservice by not teaching them solid research techniques, which I think they need to know if they choose to go on to post-secondary studies. The research through data bases that we have had to do for this course has reminded me of this. We still need to know how to use print resources even if they comes to us via a computer.

I am also so appreciative of the other students in the class. In both of my previous courses I learned so much from the experience of others. I like seeing the enthusiasm of younger teacher, the idealism of those still looking for that permanent position, and the contagious love of the profession from those of us who are a little more "seasoned." So much of my "ideas" file in my daytimer is from comments made on the discussion boards and I know that it will continue to grow in this class.

Assignment #1

The idea of research models was on my mind as I began this assignment so I began with a question, “What do I need to know more about?” My answers? Web 2.0, research models for high school students, on-line resources and references, better on-line searching, using Google, Wikipedia and other on-line tools effectively and how to improve my library. Little did I know that I would also experience significant learning from the process of finding articles, as I would from the articles themselves. Navigating the databases provided me by the UBC Library was a learning experience. I became better at narrowing my search parameters so that I could find only the most relevant articles. I also really appreciated the instructional “how to” videos and presentations that the library provides. Just watching one presentation on searching for journal articles significantly cut down the time I spent searching, but ironically also gave me some great articles from which to choose. In the end, I focused on Web 2.0 and on-line searching as I felt, after reading about eight articles, that these topics not only provided me with information for the assignment, but also gave me practical knowledge that I could put to use immediately in my school and classroom. I also chose one article that is about reinventing a library as it seemed to echo the vision I have for my transition to teacher-librarian next year.

Two quotations that I have posted in my computer lab, and remind students of often, are: “Searching on the Internet is like going into the world’s largest library, only to find all the books and periodicals heaped in a large pile, and no librarians or card catalog to guide us to the answer we seek.” (source unknown) and, “Getting information from the Internet is like drinking from a fire hose.” (source unknown) I chuckle every time I read them, but I also cringe that my students are still not understanding the significance of what these quotations are saying. I know that I want to find a better way to teach them to use this incredible source of information, and that I want to use it more effectively myself so that I can “speak their language”.

Article #1 – “Library 2.0, Meet the ‘Web Squared’ World”
Huwe, Terence K. “Library 2.0, Meet the ‘Web Squared’ World.” Computers in Libraries 31:3 (2011): 24-26. Academic Search Complete. Web. 09 May 2011.

The recent publication date of this article made it especially important to me. I was concerned with any article about Web 2.0 that was dated more than two years ago as I felt there may be significant issues with the content and its current relevance. This in itself makes learning about Web 2.0 difficult, as is learning about any technology. As I was reading I was writing things like “evolving language,” “rethinking information services,” “ubiquitous.” I found myself excited by what the author was presenting, but nervous as to how I could make this work in my small school.

This article considers information presented by Tim O’Reilly and John Battelle in their article “Web Squared: Web 2.0 Five Years On” and then asks how this will impact our libraries and information services. Huwe writes about Library 2.0 and how it “focuses on applications we can put to work on behalf of our users.” (24) He then says that “in the larger sense of Web 2.0, we are rapidly reaching a moment when perceptions of services and feedback about what we are doing will run at real-time rates.” (24) He believes that this will then demand a rethinking of information services and cause us to ask “what else should we be thinking about?” (24) Huwe divides his article into three parts; characteristics of the web-squared world, thoughts on our physical space, and questions.

I appreciate that Huwe acknowledges the time commitment involved in learning about things like the “2.0 movement.” (24) He credits librarians with understanding Web 2.0 but that we have a hard time keeping up with the “cloud” in the “blue sky” of research. (25)
He explains that there are two key factors in the web-squared world: community and immediacy. Community is the new metaphor for the network of the web-squared world that has depth created through datastreams that we create ourselves. He argues, through the research of O’Reilly and Battelle, that we are “redefining the concept of collective intelligence.” (25) Huwe continues by saying that we are creating a “marketer’s dream come true” (25) through instant feedback and rapid opinions from billions of people at the same time. He says that this good news for marketers is also good news for our profession. He believes that “the very ‘immediacy’ of the web-squared world holds exciting potential for classroom teaching strategies, as well as for our perceptions of basic research practices.” (25) This really had me thinking about how I use Web 2.0 thinking in my everyday teaching. Can I take my class blog to another level? Can I create more opportunities for students to demonstrate their learning in a Web 2.0 way? And how can I do this within the limits our existing technology and in a way that keeps my students safe?

In the second section of the article, Huwe gives some thoughts on applying this Web 2.0 thinking in the library. He presents four key ideas and their applications: mobile applications are connected applications, real things have internet “shadows,” real time is for real, and traditional use of space and services blends well with innovation. In thinking about applications being connected, Huwe argues that we need to “harness” the datastream created by our application use “to ‘push’ services and ‘pull’ attention to our services.” (26) Should librarians be Tweeting about the library? Should we offer on-line polls and BBM updates? One of my areas of interest for my library is the marketing I can do to bring in students and staff. Huwe had me thinking about how I could make the library a physical “app” that then creates its own datastream that students would want to use.

The idea of “internet shadows” was not new to me but I did find it a little frightening when thinking about it in relation to my students. I feel a sense of responsibility to keep them safe even in the cyber-world so Huwe’s discussion of the shadows we create as we generate data has a dark “big brother” feel, a feeling that frightens many cautious teachers and administrators when we talk about students using the internet.

Huwe’s next question is “how can we put real-time data about our users to work?” (26) Keeping data on what students are using and doing, “real-time data on customer behavior,” can be a great source for planning services. As librarians we are often doing this visually in our physical space, but Huwe asks how we can take this even further.

The comments Huwe makes about using the physical space of the library as a “commons area” linked to another article I read and also appealed to my need to change the physical space of my library. He discusses using the space for meetings and conferences to get people using the space, but also inviting users to “comment on their online research while they are doing it, as well as how and what they are studying.” (26) I wondered if this would encourage new users and, like Huwe, I asked how I could make my physical space more relevant for my students.

In the final section of the article, Huwe asks several questions to encourage further thinking on the idea of Library 2.0. He wonders how our services can evolve and how librarians can become leaders “in establishing trust in this web-squared world?” (26) I also like that he argues that there is a greater need for information specialists, especially considering the recent decisions by some Ontario private schools to cut library funding completely.

Although some of the terms in the article were new to me, and the writer assumed his audience had read his previous articles about Library 2.0, I found “Library 2.0, Meet the ‘Web Squared’ World” to be an informative and interesting article. It clarified some of my questions about Web 2.0 and it inspired me to adopt some more web-squared thinking in my teaching practices.

Article #2 – “Strategies for Searching for and Finding Great Information”
Fontichiaro, Kristin. “Strategies for Searching for and Finding Great Information.” School Library Monthly 27:3 (2010): 12-13. Academic Search Complete. Web. 23 May 2011.

This is a short article but it has some very practical tips and advice and is organized in an easy-to-read format. The article is from a monthly column called “Nudging” where they are discussing inquiry process. Fontichiaro’s explanation that “libraries pursuing inquiry-based instruction are building on the bedrock of information literacy, not starting from scratch” (12) interested me as this seemed to relate to our research model discussions and our questions about information literacy.

The article begins with a question about “smart searching” and asking ourselves how we help students do things like: turn their questions into search queries, make the most of their preferred search tools and sites like Google, YouTube, and Wikipedia, extend their knowledge of additional resources, recognize authority in sources, navigate within databases and resources to select the text and multi-media resources that best match their search needs, and recognize when their search journey is complete enough to move on to the next research step. All of the questions were things that I have asked myself and I think all teachers and teacher-librarians could find relevance in the list of questions. It was interesting, considering my first article was about Web 2.0, that Fontichiaro called this new kind of searching “Search 2.0” (12) which reflects how language is evolving so rapidly to reflect our new technologically rich environments. Another interesting point Fontichiaro makes in her introduction is that the information she compiled from teacher librarians indicates that most have “consciously decided to stop fighting students’ preference for Google, instead using Google tools and tips to meet their students halfway.” (12) As a high school teacher I am often faced with that “if you can’t bet ‘em, jouin ‘em” philosophy. How can I use Facebook, YouTube, and Google to my advantage so that the students are meeting learning outcomes, but feel empowered and relevant in the internet world?

Following the introduction, the article presents suggestions from working teacher librarians. The suggestions were predominantly from elementary or middle school teacher-librarians, however, as is always my thinking, I can take any great elementary school idea and adapt it to work in my high school. I firmly believe high school students still need a little of that elementary school environment. It makes them feel comfortable and sometimes a simplified lesson makes learning something new a little easier.

The first suggestion presented is to use Google’s WonderWheel. I have just started playing with some of the Google tools as I try to find ways to improve our school’s information literacy instruction and I had not looked at WonderWheel before I read this article. This is a great tool that uses both written and visual elements. I like that it narrows a topic as one of the biggest concerns I have about students’ internet searching is their failure to set parameters to narrow their search.

Another suggestion relates to teaching students about databases. The teacher includes a description of a great lesson, "After selecting a topic (elements), I show them a large stack of clippings, files, notebooks, and miscellaneous papers and tell them they belonged to some long-lost relative who was interested in chemistry and the elements. I tell them the stack represents years of my uncle’s research and collection. Then I show them a copy of an authoritative book on the topic such as Theodore Gray’s The Elements: A Visual Exploration of Every Known Atom in the Universe. Next I ask them which source they’d like to use in writing a three-page paper about the elements. When they answer “the book,” I ask them, “Why?”They invariably say things like it’s easier, it’s organized, it has an index. Every once in a while they get to the idea of authority, but if not I throw that in.
Next I tell them that the problem they are going to have when they conduct research online is that everything will look like the book. Every hit they get, every link they open will appear to be “good” information. I go back to the stack of stuff and ask if some of this is good accurate information. Yes, probably. The problem is, you can’t be sure. That’s why the most efficient way to conduct research is to use a database."

I really like how visual the lesson is and how you could also use this to encourage the use of print resources. The pile of “data” could represent the internet, and the book could be… well, a book! This suggestion also reminded me that my school does not subscribe to any on-line databases since our school board stopped paying for them for the whole district. This is definitely something I need to pursue.

The last two strategies link to teaching better search strategies and using Google Custom Search. Teaching students how to do an advanced search or creating a Custom Search where they can still feel like they are “searching” Google but their search has been narrowed to sites that the teacher feels are most relevant, can really create better quality research. I think we often get research assignments that are “cut and pasted” from the Internet because students are just overwhelmed with the amount of information presented to them after a “simple search” in Google. The ability to “Search 2.0” will create “Student Researchers 2.0.”



Article #3 – “Concord-Carlisle Transitions to a Learning Commons”
Cicchetti, Robin. “Concord-Carlisle Transitions to a Learning Commons.” Teacher Librarian 37:3 (2010): 52-58. Academic Search Complete. Web. 23 May 2011.

This is a very inspiring (and a bit overwhelming) article about the conversion of Concord-Carlisle Regional High School’s Library to a Learning Commons. Before reading the article I was unfamiliar with the term “learning commons,” but after reading I realize that this is what my vision for my library looks like. Although the school described in the article has 1000 more students than my school, I can see how the general philosophy behind a learning commons can be applied to any size school. I think I most relate to the obvious passion of the teacher-librarian and her desire to make the library a usable, and used space.

The article begins by “painting a picture” of Cicchetti’s library before the transformation. She calls it a “dark and cavernous book museum” where bookcases blocked the internal and external windows. (52) I could relate to this as I recently removed the peel-and-stick “frosting” from our library’s windows. What are we hiding? What don’t we want the students to see? In or out? It baffled me as it did Cicchetti. She felt there was not enough space for class instruction, despite the fact that classes were not coming to the library for instruction, and that the only bright colours in the library were the signs telling students they would receive detention for eating in the library and that there was “No Group Work!” allowed.

The article continues to explain that the idea to change came in 2007 when she was hired as the teacher-librarian. She had the full support of her administration who felt that the library “could play a rather dynamic role as a learner commons – a center for learning and creativity for students and staff.” (52) This process began with changes in job titles and job descriptions of the library staff. The teacher-librarian became the “school library media specialist” and they added other titles like “Student Services Specialist” and “Media Production Specialist.” The idea of having a “staff” made me drool with envy but I saw how reinventing themselves helped set the stage for the physical changes that followed.

The changes in the actual physical space of the CCRH library began with an “ambitious weeding campaign.” (53) They removed over 5,000 books and threw out dusty microfiche machines, back issues of magazines and “stuff” that was just being stored in the library. They also reorganized the space to “allow students and staff to more independently navigate the collection and find material with guidance from, rather than reliance on, the teacher-librarian.” (53) The reorganized space allowed more room for students and classes. People could see both in and out of the library bringing in a literal and metaphorical “light” to the space.

Cicchetti acknowledges the importance of grants and new technology in the transformation to a Learning Commons. Like most schools, they had little to no budget for the changes they wanted to make so they wrote grant applications to community groups for reading chairs, plants and new reference materials. They then expanded their grant writing to add technology capabilities and equipment for media production. They removed outdated computers and added iMacs and a portable Macbook lab as well as mounted a large LCD screen above the circulation desk – as Cicchetti states, “this was a powerful symbol that there were new things going on in the library.” (54)

The transformation of the library was not limited to new technology. They also added graphic novels, “urban literature,” and eBooks. They also wanted to diversify to help meet the needs of their special education students and so also included technology like Kurzweil.

Professional development and staff outreach was crucial in the transformation. I laughed at Cicchetti’s declaration to “never underestimate the power of the cookie” (54) as all teachers know that food will bring out even the most resistant staff members. Cicchetti would offer a cookie of the month to departments who invited her to a department meeting. This was a great and fun way to “promote the library, explore collaborative opportunities, and investigate databases specific to their content area.” (55) I know I need to work hard to bring my staff back to our library so I appreciate Cicchetti’s suggestions to use the library as a site for professional development that can lead to requests from staff for assistance with web and database searching for course material.

Cicchetti goes on to say how important the learning commons becomes in the school community. She feels that the integration of the library staff into many areas of the students’ education has shown the students and staff that they are “engaged partners” and it makes the students feel that the learning commons belongs to them. Learning students’ names, talking to them about projects or even engaging in the “endless Edward vs. Jacob debates (Twilight, 2008)” (55) has made the library a true “learning commons.”

The changes in the library also had to include an overhaul of the academic program. Cicchetti used standards from the American association of School Librarians, the Massachusetts State and School Library Associations, and guidance from various curriculum areas. They worked on collaboration with teachers, on assignments and skills they wanted to build, and suggested new tools that could be used to “provide differentiated instruction.” (55) Teachers were often nervous about using tools and applications they did not know themselves but the new library staff was able to support them in these new resources and now the teachers are trying new things. They also teach students about Google tools, Web 2.0 tools, blogs, discussion forums and copyright. Students learn about critically evaluating sources and how to synthesize information that they find. The library even uses their database statistics and surveys of the faculty to improve their services. This reminded me of the “real time” references that Huwe discusses in the first article I read.

Cicchetti says the results of their transformation have been fantastic. Their circulation statistics are up, more classes are visiting the library and they are using tallies and surveys to evaluate where they need to focus their energies. She says “they have gone from being a warehouse of books to a busy, vibrant place for students and faculty to gather and learn in a connected and collaborative environment” and that the “cost of this transition to our district has so far been minimal. It was done with sweat equity, small grants, and cookies.” (57)

This article reflects the passion that I feel about becoming the teacher-librarian next year. I want the library to be a hub of learning and activity in my school. I know I won’t have any money so I like that Cicchetti, even in a large school, says it can be done anyway. I followed up reading this article by checking out the web site for Cicchetti’s school and library. I was excited to also find a presentation she did about her library’s transformation that included photographs. What stood out for me was that even though the library was a very large space, it was very modest. It was obvious that they had not pumped large sums of money into this transformation, but the before and after photos revealed significant changes. This added even more validity to the article and made me more determined to make changes in my library.

iPad use

OK everyone, I want to know how you use an iPad at your school if you have one. We just bought one to try and I can see using it for magazines and definitely for the iBook functions - totally love that you can hilight a word and select "dictionary" to look up words you don't understand.

So, how does your school make use of an iPad?

Needed a Taylor Mali fix today!

So I thought I'd share!

testing, testing....

Trying out Blogger again for this blog for LIBE 467. It will be good to compare it with Wordpress when I am actively using both at the same time. I was surprised that this course is also using a blog format for assignments and reflections but I much prefer this over the Wiki we used in my last course.

Here is my video contribution for the day - nothing really to do with the library, but my little effort at spreading important messages. (and a way to make sure I remember how to add video in Blogger)