LIBE 467 Lesson 4 - Print/Non-print: Benefits of Various Reference Formats and Considerations for Selection

Reflection: Print vs electronic reference sources

I also support both print and electronic reference sources.  I agree with our professor's ideas that there are certain circumstances where printed materials are better and they offer manageable pieces of information.  In my experience, I have seen students becoming frustrated and discouraged when searching for electronic resources.  They become overwhelmed by the magnitude and complexity of the information and often in these situations, I find the student just gives up, become disengaged and turns his/her attention towards off task activities.

Are we fighting a losing battle by supporting printed and electronic texts?  I don’t think so, but I do think it’s going to be a tough battle.  Sadly, as we see our funding being cut.  Districts are trying to find ways to cut costs and in some cases, end up cutting library budgets.  Many justify these budget cuts with the idea that information is readily available on the internet. It’s easily accessible and covers a huge range of topics, but most important of all...it’s FREE!  Although there is copious amount of information out there, not all of it is of good quality, is age/grade appropriate or is reliable.  I think there will always be a need for printed resources in the library, but maybe there will come a day where all printed resources will be available in digital form.  In that case, we would need to reconsider the our class' definition of electronic reference resources.

Students do prefer the electronic references more.  It’s much easier to type in a word or phrase in a search engine and click the mouse than to go into the library and physically search for printed resources.  Also, because internet and online resources are accessible at any time of day, day or night, students aren’t limited to doing research in the times when the library is available.  Electronic resources are indeed ‘more fun’.  They are more interactive and visual stimulating in comparison to traditional printed text.  Keeping these things in mind, I would purchase a few subscriptions to online databases.  I would consider the students’ preferences but also think about the needs of other library users.

Reflection: Bias on students' use of printed or electronic references
         I don’t have a bias against students using one reference format than another.  I am more concerned with the reliability and the accuracy of the source.  I think it’s great that a student used a variety of difference resource formats.  It’s a reflection of the student’s multiliteracy abilities.

LIBE 467 Lesson 3 - Building a Reference Collection for you School Library

Discussion: Riedling's approach

I found it a relief that I wasn't off track.  Most of my classmates didn't find any problems with Riedling's approach.  Sometimes I'm insecure about my responses, because I lack the TL experience that many of my classmates have.  It's been a while since I've been a student and I'm still adjusting to that mindset.
          I agree with Harjeet U., it would have been a nice addition to provide some examples.  Reflecting on lesson 2, one of the expected competencies of a TL is (#3) "competence in selecting, acquiring and evaluating resources to meet students' needs" was one of the areas I wanted to improve on.  It would have been a great help for me if Riedling included some examples.  I wonder if there's an equivalent list for Canadian resources?

Discussion: Reference materials

I noticed most of my classmates had similar responses about their library standards.  Most of their school library were barely meeting the acceptable level.  Also, many found outdated resources in their libraries.  It is sometimes hard to weed out old resources.  As Tammie C. said "least an outdated set of atlases is better than no atlases". 

Activity: Ministry evaluation criteria

         In comparison to Riedling’s evaluation criteria and the BC Ministry evaluation criteria, the BC Ministry criteria is more specific and covers more facets of the resource.  The Ministry has divided the evaluation into categories that address content, instructional design, technical design, and social considerations, as well as, specific evaluations for different mediums.  They have an extensive list for audience based considerations.  They look at social aspects, like gender equality, multiculturalism, and aboriginal education, and consider students with special needs, like ESL, intellectual difficulties, learning difficulties, language difficulties, visual or hearing impairments and gifted.  Furthermore, since it’s a Canadian publication, they include a Francophone section.
         I really like how the BC Ministry included a checklist form for each medium.  By checking off each criterion it makes the evaluation process easier and faster.  I would use these checklists when considering library material purchases.

LIBE 467 Lesson 2 - The Reference Process and Information Skills

Reflection: Qualities of a TL that support a successful reference service

I think in an ideal world with proper funding they could be reasonable expectations.  With lack of funding and reduced TL hours, I think it’s difficult to expect to fulfill all the expectations.  Instead of thinking it as a checklist list, I see the expectation list as a list of goals.  I might not complete all of them today, but I will try and if I don’t complete today; I can try again tomorrow.
          There are ways to improve in these 6 expectations.  For expectation #1, I don’t think it’s a hard task to complete but requires lots of time and effort.  For expectation #2, like #1 it requires time and effort, as well as, practice.  There are workshops and courses to take improve communication skills.  For expectation #3, #5 and #6, require researching on the topic, attending professional development workshops and/or taking courses to improve.  For expectation #5, I’m not sure if there is anything you can do besides staying positive and not let the frustrations get to you.  The expectations I think I’m deficient in are #3 and #4.  I hope this class and textbook can give me more insight and knowledge into these areas.

Activity: Information literacy in regards to reference materials and reference service
          Information literacy is application to all forms of information, regardless if it is ‘reference’ material or not and I think it should be dealt in the same way as other sources.

Reflection: Promoting the Information Skills Framework

The “Information Skills Framework” list 8 learning outcomes that allow for the development of information literacy skills. I think there is a need to promote the “Information Skills Framework” in the school.  We should keep the framework in mind when creating or collaborating on lessons for information literacy.  To promote it at the school, you can give copies to all teachers, post the outcomes in the library office or library computer area.  Through this promoting, hopefully it raises more interest in collaborating with the TL to reach these outcomes.

Discussion: Research models
           It was interesting comparing my response with my classmates.  Some of us noticed the same similarities and differences, while others noticed things that I didn't pick up.  As Karen R. suggested, I didn't notice the emotional aspects in the Informational Seeking model.  I appreciate her pointing that out, or I would have missed it.  In one of the post, Brenda P. brought up resource based learning and project based learning.  I had been confused about that too and I glad to know that they are old terms for collaborative teaching.

LIBE 467 Lesson 1 - Information Literacy and Reference Services in School

Discussion: Definitions and/or Terms

       I was surprised on how detailed and thorough my classmates responses were.  Many researched the words they didn't know.  Wow,I'm very impressed.  I gained a greater understanding of the words after reading everyone's post, specifically the words that I didn't know, like OCLC, OPAC, RLIN.
       I like reading about how my classmates are making connections between the course readings and their school library experiences, applying theory to real life.  I wish I was able to offer contributions like that.
       I appreciated Brenda B.'s response to my comment.  And yes, I think I was over thinking it.  Taking 2 other online courses and working as a TOC, I hope I'll be able to match that type of effort and quality.