Final Reflection

This final theme of the course centred on identifying and applying specific reference materials – indexes, bibliographies, biographies, encyclopledias, dictionaries and maps. These continue to be valuable resources, however their uses and formats are rapidly evolving through the use of technology and both students and teachers require increasing support in how to effectively navigate them and apply their information. With the increased focus on effective integration of technologies, classrooms are moving away from more traditional formats (books and paper) and exploring online and digital reference sources. 

As teacher librarians we must provide excellent reference services in the area of technological literacy and master the three key qualities, described by Riedling (2005): 1) knowledge of electronic resources, 2) excellent communication skills to train teachers and students in effective use of these resources and 3) competence in selecting and assessing the highest quality resources to meet the needs of learners (p.4). Foundational in this is not simply that teacher librarians train learners in information literacy, rather that teacher libraries are masters themselves of the process (Mueller, 2016).

When untrained students (and teachers!) pursue information through digital reference materials, they too often fall prey to the chronic use of questionable references of inferior quality. Sites such as urbandictionary.com and Wikipedia become quick-access ready references, while more dependable and vetted resources, such as ERAC databases go underused. 

As Lending Libraries evolve into Resource Centres and now into School Library Learning Commons, teacher librarians must boldly approach integrating and using digital resources with confidence and skill. 

For me, formative learning in this area occurred as we studied grey literature and the Deep Web. Realizing that much (indeed, most) of the internet’s valuable resources are ‘hidden’ beneath passwords or in databases revealed that I have only been training my students about the tip of the internet iceberg. Class discussions about ERAC databases provided opportunity for me to reflect on how rarely I access those resources myself. In order to become the leader that is needed for a vibrant SLLC, I must not only become fluent in database access and use but also initiate leadership in training my professional peers and our students in their effective use as well. 

I now consider a more integrated approach wherein surface sources, such as Wikipedia are combined with other resources such as online encyclopedias or almanacs to provide a more complete research process. Using Harris’ (2007) rules as a guideline, I will increase my focus on teaching students to start with generalized resources (such as Wikipedia) and encourage them to dig deeper and seek out multiple resources that verify their generalized findings and to use these high-quality resources as their primary reference materials. 

My theme 3 project focused on finding practical ways of integrating trusted digital resources, such as online vetted databases, and training students and teachers both in evaluating and applying the information they find in them. Creating digital pathways and training students in guided inquiry are both helpful in fostering increased information seeking and reference evaluation skills. 

A surprising consideration throughout this theme was the ongoing question of the continued validity of traditional text formats. In our class discussions, we wondered how physical encyclopedias compare with the ever-evolving Wikipedia and whether students still need paper copies of the dictionary in their classes. The answers to these are varied and complex. However, the fundamental understanding in this discussion is that no single resource can fully satisfy the needs of every student - which is the core of Resource-Based Learning. Just as googlemaps can never really give the reader a hands-on sense of the big picture provided by a traditional paper map, so too can online dictionaries or quick google searches never provide the full spectrum of information at once. It is because of this that the SLLC will never be without books. Quality teacher librarians will always guide students to the best collection of resources to meet student learning needs – both physical and digital. 

References

Harris, C. (2007). Can we make peace with Wikipedia? School Library Journal, 53(6), 26.

​Mueller, A. (2016). Lesson 8: Digital Resources, the Web, and Grey Literature [Lecture Notes].  Retrieved from https://canvas.ubc.ca/courses/20490/pages/lesson-8-digital-resources-the-web-and-grey-literature?module_item_id=617533

Riedling, Ann. Reference skills for the school library media specialist: Tools and tips, (Second Edition). Linworth. 2005.

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