Friday, January 20, 2012
Great Reference
I think the Online Dictionary for Library and Information Science (ODLIS) is my new best friend! What a great reference. Being new to the library has meant a huge learning curve for me. Many of the day to day operations of my library are fraught with new terms, unexpected "glitches," frequently asked questions that I don't know how to answer, and frustration. This reference will offer me a place to find the right terminology so that when I look for help my requests are more accurate
Thursday, January 19, 2012
How do they do that?
Search Engines are more of a mystery than I thought. I decided to do some searching on YouTube and TED to see if I could get some help in understanding "how it all works." I really liked seeing the dynamics of Sergey Brin and Larry Page in this TED talk:
After some initial searching, I sent to our class discussion forum. This has been a very interesting lesson and discussion to follow. I definitely learned more from classmates' posts than I did from my initial reading of the lesson. The posts had me searching and "playing" with search engines that were new to me.
I have to admit that although I thought I understood how a search engine worked, I really didn't care. (yikes, I know) When I log on to the internet at home or school, Google kindly provides me with an easy search box and off I go. I really didn't consider that Google is better or that other search engines are better, I just wanted to find what I was looking for, maybe stray a bit to other sites, and then continue on. Understanding the "spiders" and that when I do a search with Google, I am only searching Google's index will definitely make me a smarter searcher and better able to help my students conduct their research.
I do wonder how much of this our students need to understand? I teach high school so I think they will be able to comprehend and appreciate this information, but will they be like me and not really care? Will they take the time to conduct a search using different search engines, different search parameters, different terms? Or will they think this is all taking too long? Do they need to delve into the "deep web" for the kind of searching they are doing?
Most of the information I found when trying to better understand how the most popular search engines work, came from the companies themselves, as a type of PR. Although I found them to be quite informative (I especially like the Matt Cutts' Google video) I do know that they are only telling me what they think I should know. It is interesting how many people try to explain search engines but their intent is mostly to help web site creators get their site to come up in a Google or Yahoo search.
http://www.thesearchenginelist.com/ provided an astounding list of search engines most of which I had never heard of. It was interesting to read the descriptions and then conduct a search with the same terms on various sites. Most use the same techniques but some use the larger sites like Google, Yahoo, and Bing as their search indexes.
I'm not sure if this new knowledge about search engines will change my searching techniques dramatically, but like learning about Wikipedia did for me last year, I think I will get better results and be a bit more attentive when I search. I also think it will be fun to show students how to get different results when searching the internet so that they don't fall into the trap of just accepting that initial Google search.
Friday, January 6, 2012
Something to kick off LIBE 465
If you haven't seen this video you will be amazed. I used it with my Leadership students and we had an inspired discussion. Enjoy :)
Monday, July 25, 2011
Can't leave without something funny :)
Just might have to get one of these shirts :)
Have a great summer!
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!
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!
Sunday, July 24, 2011
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.
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.
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.
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