In the article Connecting the digital dots: literacy of the 21st century authors Barbara R. Jones-Kavalier and Suzanne L. Flannigan discuss how the concept of literacy has changed in the 21st century. In their article, Jones-Kavalier and Flannigan discusses the issues surrounding digital and visual literacies which they see as the next wave of communication specialization.
Jones-Kavalier and Flannigan define being literate prior to the 21st century as “a person’s ability to read and write” (Jones-Kavalier and Flannigan, 13). However with the advent of the internet individuals must now become technology literate in both digital and visual literacy.
Jones-Kavalier and Flannigan explain that educating young students in these new literacies is difficult as “few educational organizations have developed comprehensive technology plans that specify technical learning objectives or ensure successful integration of technology to enhance student’s digital and visual literacy” (Jones-Kavalier and Flannigan, 13) There is simply not the professional materials or development to support educators. However, Jones-Kavalier and Flannigan argue that is no reason to throw in the towel. Students are digital savvy and educators need to move into the 21st century with them. Lessons need to be taught using streaming video and instant internet access; “the greatest challenge is moving beyond the glitz and pizzazz of the flashy technology to teach true literacy” (Jones-Kavalier and Flannigan, 14).
In their article Jones-Kavalier and Flannigan define 21st century literacy as “the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments” (Jones-Kavalier and Flannigan, 14). The most critical aspect of digital and visual literacy Jones-Kavalier and Flannigan believe is for a person to have the skills to critically think about what is viewed and read online.
This article is a call to action. No longer can we ignore technology in our classrooms. It must be embraced, used and students must be taught how to understand it. If we fail our students will miss out on an important aspect of literacy that goes beyond books and paper.
Source:
Jones-Kavalier, B.R., & Flannigan, S.L. (2008). Connecting the digital dots: literacy of the 21st century. Teacher Librarian 35 (3), 13-16.
Thursday, September 23, 2010
Print and/or Electronic Reference Materials
The library is the one place in the school that has seen the most change in the past twenty years. On Monday at the school I teach at our focus was integrating technology in the classroom. While most school libraries have embraced the technology the typical classroom has remained stuck in a time warp. Part of the reason is classroom teachers are afraid of change, but a bigger obstacle is funding. It actually made me sad to see the types of technology that is available, but unreachable due to funding.
But back to the school library where most technology in the school is located. In the school library I would say that print reference sources are becoming obsolete in the school library. The reason comes down to pure cost. The amount of money to purchase and maintain a print reference collection is very expensive. The teacher librarians I have encountered see the online references as a better investment. The students and faculty are given access to greater collections. As the online reference resources are constantly upgraded the only cost becomes the yearly subscription fee. That all being said holding a book in your hand is something special. It is the hunt for information that you just don’t get with online resources. However I realize that our society is changing. Most students rely on electronic sources to live their lives; they don’t wear watches they look at their cellphones, books are downloaded to their electronic book readers, letters are not written on paper and mailed they are typed and emailed. Perhaps it is just us as librarians who get the nostalgic feeling from print materials. If we look at our youth we can clearly see that print materials are not what they need or will use. As the text states there will not be a less need for libraries and librarians to the contrary “Information needs are growing and becoming more complex. The result is that there will be as increased need for experts, school library media specialists with skills in searching, accessing, using, and evaluation information efficiently and effectively” (Rieding pg. 104).
Sources
Rielding, A. (2005). Reference skills for the school library media specialist: Tools and tips, 2nd ed. Worthington, Ohio: Linworth Publishing, Inc.
But back to the school library where most technology in the school is located. In the school library I would say that print reference sources are becoming obsolete in the school library. The reason comes down to pure cost. The amount of money to purchase and maintain a print reference collection is very expensive. The teacher librarians I have encountered see the online references as a better investment. The students and faculty are given access to greater collections. As the online reference resources are constantly upgraded the only cost becomes the yearly subscription fee. That all being said holding a book in your hand is something special. It is the hunt for information that you just don’t get with online resources. However I realize that our society is changing. Most students rely on electronic sources to live their lives; they don’t wear watches they look at their cellphones, books are downloaded to their electronic book readers, letters are not written on paper and mailed they are typed and emailed. Perhaps it is just us as librarians who get the nostalgic feeling from print materials. If we look at our youth we can clearly see that print materials are not what they need or will use. As the text states there will not be a less need for libraries and librarians to the contrary “Information needs are growing and becoming more complex. The result is that there will be as increased need for experts, school library media specialists with skills in searching, accessing, using, and evaluation information efficiently and effectively” (Rieding pg. 104).
Sources
Rielding, A. (2005). Reference skills for the school library media specialist: Tools and tips, 2nd ed. Worthington, Ohio: Linworth Publishing, Inc.
Sunday, September 19, 2010
Article Review: What Do You Know? By Amy S. Pattee
In her article entitled What Do You Know? Applying the KWL Method to the Reference Transaction with Children Amy S. Pattee seeks to educate educators on how to use the know, wonder, learn (K-W-L) process of inquiry when guiding young children through the reference process.
Pattee begins her article by explaining why children need different information- seeking process then adults. Pattee attributes the difference between adult information- seekers and children to their cognitive growth and development. She further explains that “young children, in the earliest stages of development, may not even recognize their own information needs” (Pattee, 30). As a result librarians need skilled and sympathetic librarians to aid in the reference process. To best aid children librarians can use the K-W-L process to help children articulate what they need and to find the resources that they need.
In the what I know phase the teacher librarian can better understand what the child is looking for specifically in order to guide the child to the right resources. This step is important Pattee explains as children may understand they need to find information but they are clueless in how to go about it.
Pattee writes that the what do I want to know phase librarians have the important task to ask “open ended questions” (Pattee, 36). Open ended questioning helps to allow the child to point the way to the answer of the question.
During the what I learned stage learners are able to find the resources for the question that they developed in the what to know phase. Unlike adults who tend to find and search answers without a librarians assistance, children may need support. The librarians job is to “guide(s) the child through the process of locating material on the library’s shelves, or via the library’s computer system, and extracting information from it” (Pattee, 37).
In conclusion Pattee’s article brings up some very interesting points that I had not thought of. Children do see the world in different eyes and as much as some things can be simplified to suit the needs of children – the information process is not one of them. One must remember Piagetian stages of cognitive development when considering to aid children in the research process.
Using the K-W-L process to search for information is an easy way to adapt the research process for children. As the K-W-L process is used in virtually every classroom young children are very familiar with how it works. To me it is simply a continuation of a familiar learning process- linking the library with what is happening in the classroom.
Reference
Pattee, Amy S. (2008, Spring). What Do You Know? Applying the KWL Method to the Reference Transaction with Children. Children & Libraries 6 (1), 30-39 Retrieved September 12, 2007, from Academic Search Complete database
Pattee begins her article by explaining why children need different information- seeking process then adults. Pattee attributes the difference between adult information- seekers and children to their cognitive growth and development. She further explains that “young children, in the earliest stages of development, may not even recognize their own information needs” (Pattee, 30). As a result librarians need skilled and sympathetic librarians to aid in the reference process. To best aid children librarians can use the K-W-L process to help children articulate what they need and to find the resources that they need.
In the what I know phase the teacher librarian can better understand what the child is looking for specifically in order to guide the child to the right resources. This step is important Pattee explains as children may understand they need to find information but they are clueless in how to go about it.
Pattee writes that the what do I want to know phase librarians have the important task to ask “open ended questions” (Pattee, 36). Open ended questioning helps to allow the child to point the way to the answer of the question.
During the what I learned stage learners are able to find the resources for the question that they developed in the what to know phase. Unlike adults who tend to find and search answers without a librarians assistance, children may need support. The librarians job is to “guide(s) the child through the process of locating material on the library’s shelves, or via the library’s computer system, and extracting information from it” (Pattee, 37).
In conclusion Pattee’s article brings up some very interesting points that I had not thought of. Children do see the world in different eyes and as much as some things can be simplified to suit the needs of children – the information process is not one of them. One must remember Piagetian stages of cognitive development when considering to aid children in the research process.
Using the K-W-L process to search for information is an easy way to adapt the research process for children. As the K-W-L process is used in virtually every classroom young children are very familiar with how it works. To me it is simply a continuation of a familiar learning process- linking the library with what is happening in the classroom.
Reference
Pattee, Amy S. (2008, Spring). What Do You Know? Applying the KWL Method to the Reference Transaction with Children. Children & Libraries 6 (1), 30-39 Retrieved September 12, 2007, from Academic Search Complete database
Building a Reference Section
Before embarking on Lesson 3 I had no clue how to go about searching and selecting reference materials for a school library. The process seems daunting given that most print reference materials are becoming a thing of the past in favor of being replaced with their online counterparts.
The first thing that struck me was when “the collections of the [school library media center] are developed and evaluated collaboratively to support the school’s curriculum and to meet the diverse learning needs of students” (Rieding pg. 15, para. 1). This is evidently not the one size fits all model that many schools are subscribing to by centralizing library purchases. What works for one school will not work for another.
In regards to the evaluation process of reference materials I appreciated the text definition of “a good reference source is one that serves to answer questions and a bad reference source is one that fails to answer questions” (Rieding pg. 19). The issue thus becomes differentiating good reference source from a bad reference source. While I looked at the British Columbia Ministry of Ed. Document entitled: Evaluating, Selecting, and Managing Learning Resources I found the document to be outdated. The last printing was in 2002 and the library program has changed vastly in eight years. I found the most useful information in the text and what I took away from the section of the text regarding the selection of reference materials was a series of questions to ask myself when evaluating online or print reference resources:
1) How current are the contents? If not up to date then it is not worthwhile investing in.
2) Who is behind the information? Are there any biases because of sponsorship? If so it is not reliable.
3) Is the information appealing and accessible? Can the students read it? Is the material laid out in a way that is appealing, but not overwhelming?
4) Is this needed? Is this filling a hole in the current collection?
5) Is it in my budget? Often the biggest deciding factor.
When Rieding discussed issue of the maintenance of a reference collection I raised my eyebrows. I can only imaging Rieding taking a look at the library in our school. We would not have many books left if we weeded our collection of non-fiction books older than 5 years. Our school budget is $1500 a year. Which in five years amounts to $7500, hardly enough to maintain the entire library let alone replace all the non-fiction books in our school library. Hopefully with the advent of online reference resources the ability to keep up with up to date information will be easier; especially if school districts or provincial education ministries buy the rights at a group purchase price.
I read the section in Reference Skills regarding weeding with my eyebrows raised "personally take them to a dumpster and throw them in!" (Rieding pg. 21). If I remember correctly that happened somewhere in BC a few years ago. A few concerned members of the public saw this act and were outraged. They felt that schools could be not in dire need of more funding if they were throwing out what they saw as perfectly good resources. I guess they did not reading Riedings article! In the district I work in the disposal of outdated books is handled very discreetly to avoid this type of publicity. Some students online suggested the idea of donating the used books to third world countries. I completely disagree as I feel that we should not be sending used, outdated material even if it makes us feel good. As
Monika Coutts pointed out "these children need to have books that they can connect to. Not western values and circumstances that they cannot relate to. Better to use the money that would be used to ship them and buy them new books from their own country. That way their own economy is being tapped into, their own language is being used, and their own culture is being recognized and made valuable. I believe we better aid third world countries by providing them with the funding to buy books in their own countries.
I appreciated the comment by fellow course participant Carole Fleetham. Carole pointed out the article by "Crying Over Spilled Milk" by Gail Dickinson. Gail discusses the issue of discarding books and relates it to a jug of spoiled milk. If the milk in your fridge has gone bad, why would you keep it? Because you spent money on it? Or because your fridge might look empty? Gail uses the acronym MUSTY when weeding books. Misleading information, Ugly, Susperseded by better work, Trivial and Your collection has no use. This is easy and simple to remember.
The process of evaluating and selecting reference materials will continue to evolve as the materials do. As Doug Johnson pointed out in his article Managing Digital Resources “given the changeable nature of online resources, reviews may no longer reflect the actual product” (Johnson pg. 47).
Sources
Johnson, Doug. (2007, September). Managing Digital Resources. Library Media Connection 25(6), 46-49. Retrieved September 12, 2007, from Academic Search Complete database
Rielding, A. (2005). Reference skills for the school library media specialist: Tools and tips, 2nd ed. Worthington, Ohio: Linworth Publishing, Inc.
The first thing that struck me was when “the collections of the [school library media center] are developed and evaluated collaboratively to support the school’s curriculum and to meet the diverse learning needs of students” (Rieding pg. 15, para. 1). This is evidently not the one size fits all model that many schools are subscribing to by centralizing library purchases. What works for one school will not work for another.
In regards to the evaluation process of reference materials I appreciated the text definition of “a good reference source is one that serves to answer questions and a bad reference source is one that fails to answer questions” (Rieding pg. 19). The issue thus becomes differentiating good reference source from a bad reference source. While I looked at the British Columbia Ministry of Ed. Document entitled: Evaluating, Selecting, and Managing Learning Resources I found the document to be outdated. The last printing was in 2002 and the library program has changed vastly in eight years. I found the most useful information in the text and what I took away from the section of the text regarding the selection of reference materials was a series of questions to ask myself when evaluating online or print reference resources:
1) How current are the contents? If not up to date then it is not worthwhile investing in.
2) Who is behind the information? Are there any biases because of sponsorship? If so it is not reliable.
3) Is the information appealing and accessible? Can the students read it? Is the material laid out in a way that is appealing, but not overwhelming?
4) Is this needed? Is this filling a hole in the current collection?
5) Is it in my budget? Often the biggest deciding factor.
When Rieding discussed issue of the maintenance of a reference collection I raised my eyebrows. I can only imaging Rieding taking a look at the library in our school. We would not have many books left if we weeded our collection of non-fiction books older than 5 years. Our school budget is $1500 a year. Which in five years amounts to $7500, hardly enough to maintain the entire library let alone replace all the non-fiction books in our school library. Hopefully with the advent of online reference resources the ability to keep up with up to date information will be easier; especially if school districts or provincial education ministries buy the rights at a group purchase price.
I read the section in Reference Skills regarding weeding with my eyebrows raised "personally take them to a dumpster and throw them in!" (Rieding pg. 21). If I remember correctly that happened somewhere in BC a few years ago. A few concerned members of the public saw this act and were outraged. They felt that schools could be not in dire need of more funding if they were throwing out what they saw as perfectly good resources. I guess they did not reading Riedings article! In the district I work in the disposal of outdated books is handled very discreetly to avoid this type of publicity. Some students online suggested the idea of donating the used books to third world countries. I completely disagree as I feel that we should not be sending used, outdated material even if it makes us feel good. As
Monika Coutts pointed out "these children need to have books that they can connect to. Not western values and circumstances that they cannot relate to. Better to use the money that would be used to ship them and buy them new books from their own country. That way their own economy is being tapped into, their own language is being used, and their own culture is being recognized and made valuable. I believe we better aid third world countries by providing them with the funding to buy books in their own countries.
I appreciated the comment by fellow course participant Carole Fleetham. Carole pointed out the article by "Crying Over Spilled Milk" by Gail Dickinson. Gail discusses the issue of discarding books and relates it to a jug of spoiled milk. If the milk in your fridge has gone bad, why would you keep it? Because you spent money on it? Or because your fridge might look empty? Gail uses the acronym MUSTY when weeding books. Misleading information, Ugly, Susperseded by better work, Trivial and Your collection has no use. This is easy and simple to remember.
The process of evaluating and selecting reference materials will continue to evolve as the materials do. As Doug Johnson pointed out in his article Managing Digital Resources “given the changeable nature of online resources, reviews may no longer reflect the actual product” (Johnson pg. 47).
Sources
Johnson, Doug. (2007, September). Managing Digital Resources. Library Media Connection 25(6), 46-49. Retrieved September 12, 2007, from Academic Search Complete database
Rielding, A. (2005). Reference skills for the school library media specialist: Tools and tips, 2nd ed. Worthington, Ohio: Linworth Publishing, Inc.
Article Review: Manging Digital Resources by Doug Johnson
Just as the world is evolving into a digitally based society so to is the way that we access resources. A book is considered to be out of print the moment it is published. According to Doug Johnson in his article Managing Digital Resources the days of print resources are numbered. An increasing portion of the school library budget is shifting to digital resources “and we know our “net gen” students prefer their information in bytes rather than pages” (pg. 46). In his article, Johnston provides a framework for managing these intangible items.
1) Assessment: All resources must be selected to meet the needs of the school community. Johnson states that we need to ask ourselves when looking at print or online resources “how will students and staff get the biggest “bang for the buck?” (pg. 47). Librarians should also consider the technical limitations of the computers in the library. This may be the deciding factor between a print version and an online one.
2) Resource Selection: Johnson brings up the important point that “given the changeable nature of online resources, reviews may no longer reflect the actual product” (pg. 47). Given that situation Johnson suggests requesting an online subscription. Allow staff and students to try out the resource and provide feedback if it is a “keeper.”
3) Acquisition: This can be the most difficult aspect of a digital resource. It involves working with the IT department to install and manage the online resources. Since subscriptions can be in some cases automatically renewed, Johnson reminds librarians to “make sure your subscriptions begin and end when your school fiscal year begins and ends” (pg. 48).
4) Promotion and Display: Just because you buy it does not necessarily mean users will use resources, “they need to be promoted and displayed” (pg. 48). This may require what Johnson refers to as library orientation programs or the careful development of resource links from the library homepage (pg. 48). Another way to promote online resources is at the school monthly meetings or in the school newsletter.
5) Cataloging, circulation and control: Johnson brings up the important point that just as the print predecessors of resources were catalogued so do digital resources. Since they are accessed online “multiple users can access them all at one time” (pg. 48) giving online resources a major advantage over print resources. One exception to this rule is E-Books that may only offer single user access at a time. Johnson suggests that teacher librarians limit the access time to these resources. This will ensure maximum access for all.
6) Inventory: Unlike print resources online resources never disappear or get lost. Where it does tend to get tricky is tracking software licenses and ensuring that the “school is not running more copies of an application” (pg. 48). By limiting the right for installing software and creating a policy regarding the issue you can insure you have shown good faith in controlling this issue.
7) Evaluation: The final issue Johnson address is the evaluation on online resources. Johnson suggests sticking with an online resource for a few years before deciding to “turf it.” He makes the point that “it often takes several years before teacher and students discover a resource” (pg. 49). Prematurely canceling a subscription can cause teachers grief if they have planned lessons or units around a particular resource.
As we dive head first into the digital age, it is important to keep up with the latest in how to manage these resources. In the not to near future print resource may be a thing of the past. If teacher librarians want to keep on the cutting edge of technology we need to embrace and understand how resources can be used and managed in the digital format.
Reference
Johnson, Doug. (2007, September). Managing Digital Resources. Library Media Connection 25(6), 46-49. Retrieved September 12, 2007, from Academic Search Complete database
1) Assessment: All resources must be selected to meet the needs of the school community. Johnson states that we need to ask ourselves when looking at print or online resources “how will students and staff get the biggest “bang for the buck?” (pg. 47). Librarians should also consider the technical limitations of the computers in the library. This may be the deciding factor between a print version and an online one.
2) Resource Selection: Johnson brings up the important point that “given the changeable nature of online resources, reviews may no longer reflect the actual product” (pg. 47). Given that situation Johnson suggests requesting an online subscription. Allow staff and students to try out the resource and provide feedback if it is a “keeper.”
3) Acquisition: This can be the most difficult aspect of a digital resource. It involves working with the IT department to install and manage the online resources. Since subscriptions can be in some cases automatically renewed, Johnson reminds librarians to “make sure your subscriptions begin and end when your school fiscal year begins and ends” (pg. 48).
4) Promotion and Display: Just because you buy it does not necessarily mean users will use resources, “they need to be promoted and displayed” (pg. 48). This may require what Johnson refers to as library orientation programs or the careful development of resource links from the library homepage (pg. 48). Another way to promote online resources is at the school monthly meetings or in the school newsletter.
5) Cataloging, circulation and control: Johnson brings up the important point that just as the print predecessors of resources were catalogued so do digital resources. Since they are accessed online “multiple users can access them all at one time” (pg. 48) giving online resources a major advantage over print resources. One exception to this rule is E-Books that may only offer single user access at a time. Johnson suggests that teacher librarians limit the access time to these resources. This will ensure maximum access for all.
6) Inventory: Unlike print resources online resources never disappear or get lost. Where it does tend to get tricky is tracking software licenses and ensuring that the “school is not running more copies of an application” (pg. 48). By limiting the right for installing software and creating a policy regarding the issue you can insure you have shown good faith in controlling this issue.
7) Evaluation: The final issue Johnson address is the evaluation on online resources. Johnson suggests sticking with an online resource for a few years before deciding to “turf it.” He makes the point that “it often takes several years before teacher and students discover a resource” (pg. 49). Prematurely canceling a subscription can cause teachers grief if they have planned lessons or units around a particular resource.
As we dive head first into the digital age, it is important to keep up with the latest in how to manage these resources. In the not to near future print resource may be a thing of the past. If teacher librarians want to keep on the cutting edge of technology we need to embrace and understand how resources can be used and managed in the digital format.
Reference
Johnson, Doug. (2007, September). Managing Digital Resources. Library Media Connection 25(6), 46-49. Retrieved September 12, 2007, from Academic Search Complete database
The Reference Process and Information Skills
This week’s module was about the reference process. Reading about the various reference processes reminded me of how the process has evolved since I wrote my very first reference paper. I remember when I was in High School having to search through yes the paper card catalogue trying to find information for the question I was trying to address. Then once I found the cards I would search the library shelves for the books and then finally read the materials to find what I was looking for. Today the process is so much simpler. A quick search on a journal data base can yield information in a matter of seconds. But as the way we access information has changed the reference process itself has not. It is still as Rieding explains the reference process it “1) a need for information; 2) a question; 3) the search for information; 4) an answer or response; 5) an evaluation (pg. 5, para. 2).”
In past years it was seen as the teacher librarian’s job to guide students through the reference process, classroom teachers played little role in the process, but that was also when librarians were employed full time within 1 individual school. In subsequent years due to budget cut backs librarians run 2 to 3 libraries within a school district. It has become virtually impossible to depend on the teacher librarian to teach the reference process. I would further argue that the reference process should be taught as an integrated part of regular curriculum. The information seeking process and therefore skill set does not end once a research paper has been handed in. It is a process that we engage in on a daily basis to make the smallest and the biggest of decisions. Therefore it is imperative that the reference process is part of an integrated curriculum in all subjects. It reminds me of the saying of “Give a man a fish and he will be fed once, teach a man to fish and he will never be hungry.” Students through the research process need to be taught how to find answers, not just given them. This point was also stated in the text when it explained that “the ability to find and use information – is the keystone to lifelong learning (pg. 11, para. 1).”
Sources:
Rielding, A. (2005). Reference skills for the school library media specialist: Tools and tips, 2nd ed. Worthington, Ohio: Linworth Publishing, Inc.
In past years it was seen as the teacher librarian’s job to guide students through the reference process, classroom teachers played little role in the process, but that was also when librarians were employed full time within 1 individual school. In subsequent years due to budget cut backs librarians run 2 to 3 libraries within a school district. It has become virtually impossible to depend on the teacher librarian to teach the reference process. I would further argue that the reference process should be taught as an integrated part of regular curriculum. The information seeking process and therefore skill set does not end once a research paper has been handed in. It is a process that we engage in on a daily basis to make the smallest and the biggest of decisions. Therefore it is imperative that the reference process is part of an integrated curriculum in all subjects. It reminds me of the saying of “Give a man a fish and he will be fed once, teach a man to fish and he will never be hungry.” Students through the research process need to be taught how to find answers, not just given them. This point was also stated in the text when it explained that “the ability to find and use information – is the keystone to lifelong learning (pg. 11, para. 1).”
Sources:
Rielding, A. (2005). Reference skills for the school library media specialist: Tools and tips, 2nd ed. Worthington, Ohio: Linworth Publishing, Inc.
Thursday, September 9, 2010
Beginings
This is my first posting regarding the course I am taking LIBE 467. This is the 6th course that I am taking towards my diploma in Teacher Librarianship.
Tonight I started module 1 lesson 1.
I was surprised by how many of the definitions in the glossary of References Skills that I am familiar with. In my own school library our reference section is the most under utilized section in the library. Most of my students or in fact the students in my class would have no clue about a majority of the definitions that I would refer to resource materials. A thesaurus, I am not even sure that I could find one in the school if I would want to introduce it to the students. The same goes with the encyclopedias, the ones at the school I teach at are very outdated and have become dust collectors. Our library program has been very neglected both financially and in staffing. The current librarian is employed one and half days a week, which he sees 13 divisions and tries to maintain the library. Financially our library as many others has been hit by budget cutbacks. Collections are barely maintained with fiction and nonfiction books and the resource area of the library has not been added to in years.
On Friday I chatted with the teacher librarian at the school that I teach at in regard to the state of our reference collection in the library. He said that it is not an area in the school library that he tends to direct funding to. Simply no one uses that section in our school and the cost is too much to build or replace books in that section. The meager budget that the school library receives is put into the books that receive the most traffic: fiction and non fiction. I wonder if the same is to be said about the middle and high school libraries. I teach in a K-5 school and we do not do many research based projects that would require reference books. However from my own recollection from high school I remember spend hours using the reference area of the library. Is this still the case? Or is the reference area of high schools also dwindling?
Tonight I started module 1 lesson 1.
I was surprised by how many of the definitions in the glossary of References Skills that I am familiar with. In my own school library our reference section is the most under utilized section in the library. Most of my students or in fact the students in my class would have no clue about a majority of the definitions that I would refer to resource materials. A thesaurus, I am not even sure that I could find one in the school if I would want to introduce it to the students. The same goes with the encyclopedias, the ones at the school I teach at are very outdated and have become dust collectors. Our library program has been very neglected both financially and in staffing. The current librarian is employed one and half days a week, which he sees 13 divisions and tries to maintain the library. Financially our library as many others has been hit by budget cutbacks. Collections are barely maintained with fiction and nonfiction books and the resource area of the library has not been added to in years.
On Friday I chatted with the teacher librarian at the school that I teach at in regard to the state of our reference collection in the library. He said that it is not an area in the school library that he tends to direct funding to. Simply no one uses that section in our school and the cost is too much to build or replace books in that section. The meager budget that the school library receives is put into the books that receive the most traffic: fiction and non fiction. I wonder if the same is to be said about the middle and high school libraries. I teach in a K-5 school and we do not do many research based projects that would require reference books. However from my own recollection from high school I remember spend hours using the reference area of the library. Is this still the case? Or is the reference area of high schools also dwindling?
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