Thoughts on Learning Commons, Inquiry and Literacy

Evaluation of a Reference Work Riedling (2013) recommends evaluating reference materials by the following criteria: scope, accuracy, presentation, relation to similar works, timeliness, diversity, cost (p.21). I suggest we might also consider curricular connections in this list. I have found, in my experience as teacher librarian, that use of reference materials is significantly increased if I provide teachers with access to the resource and indicate a variety of ways the resource may connect with the curriculum goals and the work already occurring in the class. Below Standard Acceptable Exemplary Content Scope What is covered? How comprehensive is it? Does the resource accomplish its stated goals? Resource does not fully cover the intended scope. References to individuals and organizations may be missing. References covers the intended material with satisfactory information. Resource references an acceptable variety of ind...

School librarians should engage students in the process of information inquiry to help them learn how to learn and become lifelong learners. (Riedling, p.15) As an introduction to the task of fostering information literacy, this first theme, as expressed by Riedling, sets the standard high for every teacher librarian. The daunting task of teaching students to become lifelong learners is far from simple given the diverse needs of students and the glut of information available through technology and media.  This first theme of the course focused on defining information services – the foundations of Reference Services.  Following are three major components: Services At its most basic level, reference services are the paths by which student questions become successful answers by using available resources. The school librarian is the linchpin of reference services The school librarian is the linchpin of reference services providing a selection of ...