Thoughts:
Yikes!
I only know a handful of the terms lists on the glossary list. Most of the acronyms I’ve never heard
of. I hope we’ll be learning more about
them in future lessons.
The ODLIS was straightforward to use, but a
found the search function not very effective.
It pulled out everything either related or somewhat related to the
search word. The highlighted links
embedded in the text was distracting.
Tuesday, 2 October 2012
Sunday, 23 September 2012
LIBE 465 Lesson 3: Metadata
Reflection:
The TL’s role as the information literacy teacher and expert is very important in the school. As a TL you are often asked to provide assistance to teachers and students with their research process. The majority of requests in the library are for searching and locating resources. The research tool of choice is the search engine. It can quickly search for items using a particular set of parameters and filters. Effective search engine use is being able to alter and refine the parameters and filters, as well as, identifying and selecting key search terms or keywords for searching. In other words, understand how a search engine functions and knowing its components. By being familiar with the search engine anatomy, TLs are more knowledgeable and skilled in maximizing the search engine’s capabilities. Through the development of these skills and knowledge the searching process becomes more efficient, more successful and less frustrating, hence improving one’s information literacy.
The TL’s role as the information literacy teacher and expert is very important in the school. As a TL you are often asked to provide assistance to teachers and students with their research process. The majority of requests in the library are for searching and locating resources. The research tool of choice is the search engine. It can quickly search for items using a particular set of parameters and filters. Effective search engine use is being able to alter and refine the parameters and filters, as well as, identifying and selecting key search terms or keywords for searching. In other words, understand how a search engine functions and knowing its components. By being familiar with the search engine anatomy, TLs are more knowledgeable and skilled in maximizing the search engine’s capabilities. Through the development of these skills and knowledge the searching process becomes more efficient, more successful and less frustrating, hence improving one’s information literacy.
Thoughts:
This lesson was an interesting one. I became more familiar with how a search
engine works. One type of search engine,
the crawler based search engine (like Google), find websites by going through
website links. They spread through the
internet jumping from website to website like a spider on a web (Duh! I guess that’s why crawlers are also called
spiders). If the website has no links,
it can’t be found by the crawler. The
crawler can’t connect to it; therefore the website can’t be listed in its
database.
Knowing how use a search engine is crucial to any TL. As teachers of information literacy, TLs expected to be knowledgeable on how to search for information. Effective search engine use is one of the most important skills for any information literature individual. I’m not saying that TLs should be experts in every search engine out there, but they should be skilled in using the search tools, search operators and filters.
Many classmates noticed that Wikipedia was always the first hit on most search engines’ results and that Google was often the search engine of choice. I do like Wikipedia, but not as research source. I think is a great starting platform to gain some background knowledge on a particular topic. (Although depending on your topic, it might the entry might be too advanced for the average reader) From past experiences Google has been good at finding what I’ve been looking for, but after this assignment I might be more open to try other search engines.
Knowing how use a search engine is crucial to any TL. As teachers of information literacy, TLs expected to be knowledgeable on how to search for information. Effective search engine use is one of the most important skills for any information literature individual. I’m not saying that TLs should be experts in every search engine out there, but they should be skilled in using the search tools, search operators and filters.
Many classmates noticed that Wikipedia was always the first hit on most search engines’ results and that Google was often the search engine of choice. I do like Wikipedia, but not as research source. I think is a great starting platform to gain some background knowledge on a particular topic. (Although depending on your topic, it might the entry might be too advanced for the average reader) From past experiences Google has been good at finding what I’ve been looking for, but after this assignment I might be more open to try other search engines.
Monday, 17 September 2012
LIBE 465 Lesson 2: Organization and the Concepts of Access
Reflection:
I’m for digital media. I think it’s great if used effectively. It can enhance learning, provide greater engagement and increase information interactivity. Since digital information can be access remotely, as long as you have the required hardware and software, it is available all the time. There are no physical limitations to hinder access.
To provide ongoing support for digital media, the TL needs to digital presence. The school library should have a website (hopefully linking from the school library). It would be helpful to find the following on the library website:
· Links to online encyclopedias and resources
· Links to school appropriate (and age appropriate) search engines and websites
· Instructions or tutorials on how to use the OPAC system, and online databases or indexes
· Librarian blog with book reviews and recommendations
· Library events and calendar
· Email the librarian (with questions, requests for assistance, etc)
· Suggest new book purchases
Thoughts:
Accessibility is an important topic for libraries and TL. We want to provide access to all our users. But as Keith suggested I think there are instances where we limit and maximize access. The example I gave was the use of digital resources. Digital sources are available everyday and at all times, but we need the digital hardware and software to access them. So how do we address this issue? It becomes a questions of the haves and have nots. Do we assume that the students will have the necessary equipment to access the digital resources? Or do we provide that? If so, aren’t we again limiting the access of the resources by the physicality of the equipment?
I’m for digital media. I think it’s great if used effectively. It can enhance learning, provide greater engagement and increase information interactivity. Since digital information can be access remotely, as long as you have the required hardware and software, it is available all the time. There are no physical limitations to hinder access.
To provide ongoing support for digital media, the TL needs to digital presence. The school library should have a website (hopefully linking from the school library). It would be helpful to find the following on the library website:
· Links to online encyclopedias and resources
· Links to school appropriate (and age appropriate) search engines and websites
· Instructions or tutorials on how to use the OPAC system, and online databases or indexes
· Librarian blog with book reviews and recommendations
· Library events and calendar
· Email the librarian (with questions, requests for assistance, etc)
· Suggest new book purchases
Thoughts:
Accessibility is an important topic for libraries and TL. We want to provide access to all our users. But as Keith suggested I think there are instances where we limit and maximize access. The example I gave was the use of digital resources. Digital sources are available everyday and at all times, but we need the digital hardware and software to access them. So how do we address this issue? It becomes a questions of the haves and have nots. Do we assume that the students will have the necessary equipment to access the digital resources? Or do we provide that? If so, aren’t we again limiting the access of the resources by the physicality of the equipment?
Monday, 10 September 2012
LIBE 465 Lesson 1: The Teacher Librarian’s Role
Thoughts:
I’m excited to get this course started. Organizing information is one of many responsibilities of a TL. I’m interested in how to effectively organize a school library, physically and digitally and increasing information accessibility. I hope to gain a greater understanding of the cataloguing process.
I’m excited to get this course started. Organizing information is one of many responsibilities of a TL. I’m interested in how to effectively organize a school library, physically and digitally and increasing information accessibility. I hope to gain a greater understanding of the cataloguing process.
It’s nice to recognize some familiar names
on the classroom list. Hopefully I can
put some faces to the names of the people I’ve met from my summer courses.
Subscribe to:
Posts (Atom)