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 servicesThe school librarian is the linchpin of reference services providing a selection of resources of an exemplary standard and guiding students in the effective use of those resources. Riedling quotes Kenneth Whittaker saying that the role of the school librarian is to bring “source and student” together (p.4).
Outline
We
analyzed several models by which students engage in the process of seeking
information. Two that stood out to me are Carol Kuhlthau’s Information Seeking model and Points of Inquiry from the BCTLA.
Kuhlthau’s
Information Seeking invites students to move through a series of stages from
task initiation through exploration into final presentation.
Each of these stages is defined not only by their appropriate actions but by
the affective state students may experience as they move through the process.
This rings true for my experiences both as a learner and a teacher. How many of
our students have stalled out in their research due to feelings of frustration
or uncertainty? Acknowledging
the feelings associated with each step of the inquiry process may help give
hope to students struggling with confusion and uncertainty.
Source: http://wp.comminfo.rutgers.edu/ckuhlthau/wp-content/uploads/sites/185/2016/02/ChildrensReadingInGuidedInquiry.pdf
Points of
Inquiry outlines a five-step process initiated by wonder and connection moving
into construction of information and expression. It is the basic language of
this model that connects with me. The simple question “I wonder…” is a powerful
tool to ignite student curiosity.
Source: https://bctladotca.files.wordpress.com/2018/02/the-points-of-inquiry.pdf
Collection
Development
The
“primary consideration” (p.17) for the school librarian is the selection and
evaluation of resources for the reference collection. Resources must meet the
objectives of the curriculum to optimally support teaching and learning.
Resources should be regularly assessed for their content, accuracy,
presentation, relationship with other resources, permanence, accessibility and
cost. Riedling provides ruthless guidelines for judging and dealing with
outdated material and the BC ERAC document Evaluating, Selecting and Acquiring Learning Resources: A Guide provides a framework of standards for the library collection including budget, quantity of resources and variety of media available.
Electronic
resources are an ever-growing and vital component of our reference collection. Search
engines, websites, e-publications must also pass evaluation criteria.
Personal Learning
Just as
we know that learning is not one-size-fits-all, so too is information literacy.
The task of the teacher librarian is to support students by teaching them the skills
to question, research and build knowledge by providing them with a rich
variety of quality resources. The role of the teacher librarian is akin to that
of matchmaker; we take student questions and we match them with effective
research skills and processes and support them in finding and determining the
best resources to answer their questions.
Sources
Riedling, Ann, Reference skills for the
school library media specialist: Tools and tips, (Third Edition).
Linworth.
Evaluating, selecting and acquiring
learning resources: A guide
published by the BC Education Resource Acquisition Consortium (BC ERAC).
A good look back at our first theme, with some highlights, key connections, links, resources and ideas that stood out for you as essential new learning and understanding of the reference resource and services area. Your discussion and personalization of the theme topics was useful and provided insight and awareness of the big ideas, quotes and takeaways you gathered while exploring this first section of our course. Good reflection and discussion.
ReplyDelete"The role of the teacher librarian is akin to that of matchmaker."
ReplyDeleteThis is an accurate analogy, really, whether you are helping someone find information resources or fiction that suits their interests, it is about talking with the patron, listening for key words, and making a match. When done successfully, the patron leaves feeling happy and has the information they wanted.
This also made be think of another saying that fits the reference interview: "You can lead a horse to water, but you cannot make it drink."
A TL can lead students to the strongest, best-fit resources, but if the student does not know what to do with them next, then what?
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ReplyDeleteYour emphasis on curricular connections, specifically when you provide teachers with ways that a resource connects to curricular outcomes, is a powerful statement. Through trial and error in my own practice, I have found outlining specific curricular connections for teachers to be one of the key ways to garner interest in a reference resource. Additionally, this practice, although it takes time, helps teachers, especially those that are reluctant to work with the teacher-librarian, to realize the value of teacher-librarians and how we can impact their teaching to make it more effective, and ultimately, easier.
ReplyDelete