LearnNowBC site

During the discussions about TAL, a classmate mentioned the site LearnNowBC .  I had never heard of this site and at first I was very excited when I saw all the resources offered.  I quickly signed up and realized that I had very little access to the online reference websites since I work in an independent school.  It appears that districts have to purchase access to these resources.  After seeing all the great resources that everyone has access to on the TAL website, I’m very frustrated that not everyone can access the great resources on the LearnNowBC site.  There are still some free resources that seem interesting but it’s a shame that not all students have access to the reference sites.  It would be nice if BC could somehow get some additional funding so that all students can access these important resources. 

TAL Online Reference Center

I have a whole new appreciation for online databases after exploring the Alberta Learn Online Reference Center.  It really is amazing how many databases that students and teachers have access to on this site.  The fact that it is provincial makes so much more sense.  Why have each district trying to decide which databases they can afford? With a provincial site they could pool their money together and subscribe to many databases.  Anne did mention that the districts don’t need to pay for this but I wonder if BC could do the same.  Even if the districts had to contribute some, I’m sure it would still be worthwhile. Being in an independent school I wonder if there was a provincial site like Alberta Learn if we would even have access to the site.

I know many people were posting about the layout of the page of the Online Reference Center.  I agree with those that recommended that all the links be on one page.  It would make the search that much faster to not have to scroll down a few pages.  Another recommendation would be to have the databases grouped by age (K-7, 8-12 and K-12).  This would help make the search even faster.  There could be the option to see only the databases for the age group that you’re searching for or the option to search all the databases.  This would help to keep everything on one page.

I was not surprised to read that there was a lot of free pro d offered and there were still some teachers who were not familiar with the site.  When I was teaching for the VSB I didn’t even know we had access to the databases that they subscribe to.  I never heard the TL talk about such databases and how they could be used.   It’s so important to have the TL at your school showing you on a regular basis how the databases can be used.  It’s by having continuous reminders and info sessions that a teacher can change their ways and take the time to discover new things.  

British Columbia needs to step up with online access to resources.  Alberta seems to have quite a few initiatives online that are keeping the province current.  In my previous course I was introduced to the Calgary Board of Education website and that was also impressive.

Why is BC not keeping up?! 

Print and Electronic Resources

Working in a small independent school puts me in a very different position than most.  Also the fact that my predecessor had been in the library for the last 25 yrs and was terrified of technology…she still did her spine labels with a typewriter! I feel like I’m starting at zero with regards to technology… I guess I feel that way because I am! 

Along with currently not having any computers in the library we also have no subscriptions to databases and I don’t even know if we could afford to have one on our own.  I just sent an email to my local sales rep for World Book to get an idea on pricing.  If the price is not too high I would seriously consider spending a good chunk of my budget on having an online database.  Most of the students do all their research at home and online.  Students and teachers know that in most subject areas I don’t have enough books for everyone and some are dated.   Throughout the whole year I had very few students come to me and ask for help in finding a book for a project.  Every time I questioned a student about their project they always said that they did their research at home using online resources.  I think it’s imperative that somehow I purchase some online subscriptions to show students what quality information looks like.  Then I need to show them how to use them…  TLs cannot shy away from technology.  As stated by Riedling at the end of chap 10 we must become the experts, “trained magicians”, with technology and help our students be information literate.  This is what our role will be in the future. The more technology there is the more students will need our help. Therefore, I have no problems using my budget to support these inevitable changes.

However the fact that no student asked for help finding books for their projects shows me that the teachers are not encouraging them to use print material. There are some pretty good print resources in the library that students don’t even know exist.  For TLs to expect students to want to use print resources we have to show them where they are found, what kind of resources there are and what to do with them.  I find that the teachers at my school just assume that students know how and where to find good resources.  Without the proper knowledge of how to use the library the students will always turn to electronic resources.  Ironically it’s more difficult to find good resources online but students don’t realize that.

I have a bias towards print material.  As a teacher when planning a unit I would go to the library and take out all the books on the topic and plan my unit around the resources that I found.  I keep expecting the teachers at my school to do the same but very few are.  If the teachers are using very few print resources when doing their own research how can I expect them to encourage their students to do the same.  In many ways we are fighting a losing battle, hoping to have students use both types of resources. 

Until I know how much the subscriptions will cost for my school it’s hard for me to say how much I would be willing to spend.  Since our library is so behind technologically speaking it’s essential for me to spend a good chunk of my budget on online resources just to catch up. In a few years, I will need to re-evaluate to see if the databases are being used compared to the new books that I plan on purchasing. 

All teachers need to emphasize the importance of using both print and electronic resources.  If given the choice students will always go to online resources for the reasons stated in lesson 4.  It’s much more appealing and accessible from anywhere.   As Riedling states, “the web, albeit a unique one, is merely one more tool for school library media centers.”  (p. 109) The internet it not everything and cannot stand alone without books.  It is merely a tool that can help find certain kinds of information.  All I can do is provide access to both types of resources with lessons on how to use them and hope for the best!

Lesson 3- Selection and Evaluation Process

I found this week’s readings and posts to be quite informative.  I have not touched my reference section because I had no idea what materials should be in this section and which ones are considered dated.  Riedling’s selection and evaluation process are clear and easy to follow.  The last thing I need is to read a long document with 20 steps when choosing any kind of learning materials.  It’s just not possible with my time constraints.  One thing that I would add to the criteria is language since I work in a French Immersion school.  There needs to be an equal number of reference materials to support the French and English curriculum and the materials must of varying level of difficulty.   

I also looked over the resource from the Ministry- Evaluating, Selecting and Managing Learning Resources: A Guide.  This is a long document with a lot of information.  I found it to be a little too much for me but there were some things that I really like about the document.  I like the check lists that are provided when selecting various types of learning materials.  I especially like that there is a separate checklist of each of the 5 criteria (curriculum fit, content, instructional design, technical design and social considerations).  With the evaluation criteria that Riedling provided and with Jody’s easy to read chart (thanks Jody!), I could easy create a similar checklist for reference material.  I think this would really help in speeding up the process and insuring that I’ve taken everything into consideration before purchasing reference materials.

I really like the inclusion of social considerations (age, gender, aboriginal, multiculturalism, language, etc) in the Ministry document.  This is something that I often overlook and that I find is missing in Riedling’s process.  I think that she touches on this in ‘content scope’ but it should be a separate criterion.  There are too many things to consider in ‘content scope’.  I think it is still important that TL’s take these social considerations into account even for reference material.  For example the almanacs are very popular in my library. They are not in the reference section but often time I will have a group of boys come in and look through the almanacs during recess. They don’t take them out too often because they are quite big and heavy.  I plan on purchasing more almanacs and similar type books to attract my boys to come to the library to read.  I would have no problem spending the money on those reference books even though they are very similar because I know it will attract the male population at my school. The boys need special consideration when buying books and if it’s not clearly laid out in the selection/evaluating process it could be forgotten with everything else that needs to be considered.

Like any kind of policy or process that I want to implement into my library I always modify and adapt it to my current situation.  I think with a combination of these two documents, I could have a pretty comprehensive list of criteria to help me.  There is always the issue of time but when spending a lot of money on resources, like reference materials whether they be in print or online, there must be a policy in place.  It’s important that the TL be able to justify his/her purchases.   I must complete a report at the end of the year and if ever questioned I know that I have my policies to back me up. 

Navigating the world of academic articles

Now that my assignment 1 part 1 is done I can take a few minutes to reflect.  It was a challenge for me to find the articles.  For some reason I had a hard time logging into the UBC library site.  I went on campus to try to figure out what to do.  The librarian in the Education library was very helpful and I was well on my way.  I felt a little sheepish since it was quite easy finding the information I needed.  Now I can better understand the confusing and frustration that students experience when trying to research.  Not all sites are clearly indicated and even if they are you may not know where the information is located.  Students need to learn what to do when they hit a wall and that they shouldn't just take the easy way out....using only Wikipedia just because it's the first page listed in Google. 
This would be a good activity for the staff at my school.  I could give them a research topic and ask for specific information.  Once they understand how difficult it can be for them then maybe they will take the time to teach how to do research or support my efforts in teaching these skills.  I know after this experience I sure will! :)