Libe 467- Theme 3 Blog Post: Reference Materials
During
the third theme of this course, we looked at reference material collections in
the learning commons, including print and online tools. I focused mainly on
elementary level as this is where I teach, but these reference resources are
adaptable for use at any grade level. The tools we looked at included
bibliographies, biographies, directories and library catalogues, encyclopedias,
dictionaries, maps, and atlases, and online databases. We also explored
information available on the deep web, and the grey web.
Throughout
the readings from Reidling, the criteria to evaluate these reference resources
in order to determine if they were meeting the school population’s needs
included the following:
Authority/Objectivity
Currency
Ease
of Use in Format/Technical features (online tools)
Scope/Relevance
to curriculum
Cost
Indexing
(encyclopedias)
Scale
(maps/atlases)
(Reidling,
2019, pgs. 34, 43, 67, 79)
As
we explored these tools, I considered how they could be applied to learning at
the elementary level, and if my learning commons had an adequate reference
collection. Reviewing the collection, the first thing of note is currency, and
then the relevance of the reference materials to the curriculum. I found there
is definitely room for improvement, and there is also the balancing act of
print versus online reference materials to consider, as well as budget. Within
the elementary level of education there is such a wide variety of abilities,
from grades K-1 who are still learning to read and need that tactile experience
of a print resource, compared to grades 5-6 who are learning about digital and
information literacy in greater depth to prepare for junior and senior high
school. For this reason, elementary schools need to have both print and online
reference resources. The document from the Canadian Association for School
Libraries, Achieving Information Literacy Standards for School LibraryPrograms in Canada, mentions that “school libraries must provide access to a rich range of print,
non-print, media-based, electronic, and digital resources—tools that teachers
and students can use for formal and informal learning”, (2003).
Exploring the deep and grey web was a
learning curve for me, as I had always associated the deep web with illicit
activity and hadn’t heard of the grey web at all. Learning that this was simply
information that wasn’t indexed, such as government reports or university
publications, was eye opening. Although I don’t know if students at the
elementary level would need to necessarily access the dark web, I think it
would be a useful tool for high school and university students. Certainly,
elementary students could be taught what it is and can be used for, however.
The Open Education Database has an
article called, “The Ultimate Guide to the Invisible Web”, (2022), that talks about the difference
between the surface and deep web, and how the deep web can be used in
education, such as “Beating stereotypes and showing the use of deep web
searches is an exciting prospect for students- they can see that the internet
is so much larger than social media and the typical Google or Yahoo searches
that they’ve been using for school projects and essays”. Teacher librarians can
be instrumental in helping teachers and students do this.
Works Cited
Riedling, A. M., &
Houston, C. (2019). Reference skills for the school librarian: Tools and
tips. Libraries Unlimited.
Canadian Association for
School Libraries (CASL) 2003. Achieving Information Literacy Standards for
School Library Programs in Canada. Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf
Open Education Database.
(2022). The Ultimate Guide to the Invisible Web. Retrieved from https://oedb.org/ilibrarian/invisible-web/
Hi Charmagne,
ReplyDeleteAs an elementary teacher, I went through this course with the same lens as you, wondering how best to integrate reference materials into my program and the classrooms, and include a balance of print and digital resources. While we know all learners have different needs, you make a good point that there is a tremendous range of abilities, development, and skills in elementary schools based on age alone! It certainly adds a challenge for librarians when selecting resources for one library on a limited budget.
The lesson on the dark web was an eye opener for me too. I also thought it was the same as the dark web and I was fascinated to learn of its true workings. I found myself excited by this new information and told others in my life who were also surprised. As you argue, showing students that the internet is greater than just Google and social media is a valuable piece of learning for them (and adults!). I plan to expand my knowledge in this area and look for ways to teach students more about it. Thank you for learning with me this term, Charmagne. Hope our paths cross again!