Firstly, I want to share the Dewey Rap that a classmate shared with us. I think it is fun, although I do think my students would think it's a little "lame," for lack of a better word. I was surprised at how quickly I was humming along with the beat, very catchy.
There have been some great suggestions from classmates for ways to teach Dewey to our students. I think the scavenger hunt is one of the best. It is interactive and can be fun. I also like the idea of having students create posters or art work on canvas to represent the classifications. This could be a great way to "decorate" the library with student learning.
My idea for teaching Dewey is to have students create Dewey Rants - similar to Rick Mercer or the Molson Canadian "I am Canadian" rant. I think they could do it as a "complaint" about Dewey, or as praise. Either way the students would need to learn about the Dewey Decimal System to create their rant. I would love to be able to post the rants on the Library Web Site so that other students could learn from them. Students could film or create an audio file of their rants to share.
One of the things I am considering for the organization of my library is creating some non-Dewey sections. I have already done this with the Biography (921) section. By creating the call number BIO then the subject's last name, students are actually taking these books out to read. I also moved the graphic fiction from 741.5 to GRA FIC - again, increased circulation. I don't know that I will do this with any other sections but I think better signage and shelf labels will really help with reintroducing the non-fiction collection to my students.
I found this post in my "Drafts" folder from January 20, 2012. Apparently I forgot to hit "publish."
According to Cutter (as referred to in Connors, 2008) "the objectives of the catalog were to:
• Enable the user to find a book of which the author, title, or subject is known.
• Show what works the library has by a given author, on a given subject, or in a given literature.
• Assist in the choice of book as to its edition or as to its character.
My problem here? I don't think my catalogue or records do any of these. Because so little information has been input over the last decade, the records are merely a list of titles - some of those not even entered correctly. I am struggling with fixing things as I go, or waiting until I am done weeding, (which may not be until the end of the year) and then begin updating the catalogue. Or do I bother? Do I just make sure that new acquisitions are entered completely and not worry about older records?
Subject searches in our catalogue are even more pointless. Resources with the word "Canada" in the title don't even come up under a subject search for "Canada." I am now realizing my own errors in adding new items to our catalogue. I was so eager to add books, especially fiction, that I was just providing author, title, call number, ISBN and publisher info. Oh, how I wish I had "clicked" that "subject" tab at the bottom of the page.
Sometimes I wonder if I should just start over or just make sure I create accurate records from now on? Organizing this library, that has not been "looked after" for 15 years or more, is a bit overwhelming at times. Baby steps, I keep telling myself, baby steps.
I am very pleased with the results of my digital library so I thought I should post a link here. Thanks to Cathy, I added a "return to digital library home" link at the top of each page for easier navigation.
Well, to say MARC and I are good friends would be a bit of an understatement. When we first started looking at MARC records, comparing different data, and then creating our own MARC records, all I could think was WHY! Why are we doing this? Doesn't my computer system do this for me? What am I supposed to learn from this? Frustration? And of course, the question students ask every day... When am I ever going to use this in my "real" life?
All kidding aside, I really did ask most of these questions. I know that I should understand the information provided in a MARC record but it felt like such a waste of my time. I had things to do, books to catalogue, a library to organize that hadn't been weeded in over 15 years... But wait... what's this... the information I provide to my library catalogue system Alexandria turns my data into a MARC record. Uh, oh, I don't think I have been giving "it" the data it needs.
This was an aha moment for me in learning about MARC records. I had been "blaming" our previous librarian for poor cataloguing skills, for lack of subject search criteria in the catalogue, and for sloppy data entry, but it turns out I too was not doing a "good" job. Through my analysis of different MARC records I realized that those inconspicuous tabs at the bottom of my "New Item" screen were actually important. Literally, I was just inputting publishing information, ISBN, author, title, bar code and call number. I had not been providing any subject key words, a summary, illustrators, no other key information - no wonder no one could find anything when they searched the catalogue.
Although I am grateful I do not have to create my own MARC records, I am also grateful for the experience. I can now look at a record and "see" information. I can also use the MARC records from other sources to "copy catalogue" my acquisitions. The resources provided in this module were especially helpful. I found I had the Library of Congress information up on my screen and a quick reference "cheat sheet" in front of me as I created each record.
Once we finished our digital libraries, I thought it was interesting to then compare MARC records from different sources. Because I now understood the MARC record divisions I could "see" where records differed and could often notice small inconsistencies. The comparisons also helped me to understand how important consistency is in my own data input. I need to use consistent vocabulary so that my library catalogue users can find what they need.
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
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.
