Assignment #1 Part 2

Definitions

Reviewing the glossary provided by Riedling has proven to be a very good review of terms.  It makes me think of how often I don't use proper terms with my students in all subject areas.  I often find myself using definitions of terms rather than the actual term since technical terms are often lost on my primary audience.  However, it reminds me how important it really is to use proper terms.  This is also important so that if a student travels from one teacher to another, we are all speaking the same language.  I can't think of anything more confusing for a student than to understand a concept but think they don't because they don't recognize the term being used.  I was appreciative of some of the other T/L students reflecting on terms that were confusing because many of them are teaching in a high school environment and they have direct experience using these technical terms and would be providing feedback to our group based on personal experience with students.   This forced me to review my own practice and consider how often I use the technical term for many things (like in math), and realize it needs to be how I always teach.

I can't help but think of this library language as a whole new language in which to be immersed.  When one is new to a country or a culture, one of the first things to learn is the language so that you can "get by" in day to day living.  If one doesn't understand the language, communication and understanding are very hard to master.  As an elementary school teacher, I need to begin speaking this language with even the youngest students as it is only with use and practice, that they will master the language of the library.  This also carries into all other subjects, to become masters students must be exposed to proper terms as early as possible. 

Research Models

Research models are not something that was on my radar previous to this course, at least not in such formal terms.  I have always conducted research with my students but have never considered that there was an actual research model that I should be following.  I was pleasantly surprised that although I was not following an actual model, I was really teaching in line with the Big6 Model.  I really liked how this model has limited steps (6) and is very user friendly.  As an elementary teacher librarian, I have find that some models of research are better suited to the high school student.

I find that one of the benefits of these courses is that in reading other student's posts, I do not have to read every type of research model as others read different ones and I can gain a great deal of understanding from other students reviews.  Rachel made the comment that all the models look pretty good and as long as staff comes to a consensus about which model to use, that is the largest part of the battle. 

I can see this as my role in our school, to present two or three research models and have a professional discussion about each.  When consensus is reached, we as a staff share a common guideline for research and a common language with which to build student learning.  We will all be using the same model, the same language, the same criteria and regardless of what model we choose to follow, this consensus will create better research from our students.  I am beginning to see even more than in the past, the great importance of consistency across the grades in terms of expectations and language.  Perhaps I will add this to the agenda the next time we have whole school collaboration.

Riedling's Approach

We have now come to the reviewing of reference material.  Riedling seems to have a different set of criteria for reviewing different types of reference material and while this is probably the best case scenario, it is extremely time consuming.  In an ideal world, we would be able to spend quality time reviewing resources as per Riedling's suggestions and after thorough evaluation, make a decision about each resource.  However, as many teacher librarians are not full time and even if they are, don't often have time in the time table set aside to review materials, time is a prohibiting factor in thoroughly reviewing material.  I think that a reminder of criteria for review is great to make sure you are on the right track when picking new material but is a bit tedious to review for each piece of reference material you may look at.  I also think that money has a bit to do with this.  I would be much more in depth with my review of a five hundred dollar resource than a twenty five dollar resource.  To me, it is a simple equation of my time versus money paid for the resource.

Several students have made the point about personal bias when it comes to reviewing material.  I never really think about personal bias.  I suppose it is true that bias can taint the materials in a library but I think more so in the areas of fiction.  It is hard for bias to influence non-fiction resources because fact is fact.  Decisions, in my opinion, often come down to the readability and layout of a book and the amount of factual material presented.  I am much more conscious of my personal bias when it comes to types of fiction literature to include in my school's library collection.

Print and/or Electronic Resources

This is a particularly pertinent discussion for me right now as I have a principal who is very pro electronic resources and very anti print resources.  He feels that the way of the world is in electronic media and that this should be the focus for purchasing for our library.  In many ways, I agree with him.  The information provided in electronic format is often more up to date than many print resources in our library.  There is also something to be said for learning how to navigate these electronic resources to find the best information possible.  This is a life skill today, being able to wade through the muck to find the value.  We should be teaching our students how to decipher quality amongst the advertisements, political slants and personal bias present in so much of the material available today.

However, there is something to be said for not having to rely on the network to work on demand, the computers to not be too slow to be valuable and students having to crowd around one screen when there is not enough technology available for everyone to be using it at the same time.  It is often as easy or easier to be able to pull a book off the shelf and use the material in print as it is to access electronic resources. 

Again, I feel this is an "in an ideal world" discussion.  I don't doubt that in an ideal world, electronic resources would be the best bet for students.  However, my reality is not always so ideal.  It is my goal, in working with my principal, to slowly move our collection to a more electronic format, provide teachers with appropriate training to use these electronic resources, and provide students with the resources that will make them better twenty first century learners.  I would like to make this the focus of my professional development time over the next couple of years to better understand what is available and of benefit to the students in my school.