Theme 3: Reference Materials, has been an interesting exploration of various types
of reference materials (presented in both print and digital formats) and I have
learned a lot about considering their style, format, currency, and scope when selecting
and evaluating resources for a school library learning commons.
Throughout this final theme I have been thinking about past observations
(mostly in elementary schools library learning commons, but also in high schools)
and experiences when working as a teacher-librarian and as a classroom teacher
bringing classes into the library for projects. I have found that generally, reference
collections tend to be dusty and underutilized, and I feel unsure why exactly
that is the case; I am left with more questions than answers.
Are they dated
and forgotten? Are students being shown how to use them? Do students have easy access
to digital formats? Are teachers weaving them into the required resources? Are
teacher-librarians able to have the time to teach students information literacy
skills and search methods? Are teacher-librarians and classroom teachers having
the opportunity to collaborate and make reference materials a stronger piece of
research projects? Are students having the opportunity to learn and practice using
general and specialized reference materials with support as they develop into independent
learners?
This leads me to think that in my own practices I will focus on teaching
students the foundational skills required in the process of using reference
materials.
A library learning commons could spend a lot of money to invest in the
best quality, current and well-selected reference collection, but if teachers
and students do not have the foundational skills required to use these
resources, it is worthless. Perhaps I could collaborate with a like-minded
colleague as a pilot project to see how to best teach the necessary skills,
where we focus more on the process than the end-product and feedback from the
students is listened to and considered. For example, many students struggle
with alphabetical order when using a dictionary and often give up quickly or
ask an adult “help” (to do it for them, really). Additionally, I believe the
skill of understanding mapping coordinates remains important, despite the
popularity of Google Maps. Recognizing how something is organized, and then how
to navigate it is a practical skill to learn and practice, whether using print
or digital formats, because sometimes search functions on digital platforms are
not as helpful as one would want or do not pinpoint your desired information
for you.
References
gfycat. (2019). Dust Bunnies GIFs [GIF file]. Retrieved
from https://gfycat.com/gifs/search/dust+bunnies
Smithsonian Institution.
(2019). Legos Go Sustainable, and
Everything (Really) is Awesome [JPEG file]. Retrieved from https://www.smithsonianmag.com/innovation/legos-go-sustainable-everything-really-is-awesome-180955874/
Theadless, lxromero. (2019).
Where Am I? [JPEG file]. Retrieved
from https://www.threadless.com/designs/where-am-i-5
University of Arkansas for
Medical Sciences. (2019). Educational
Resources [JPEG file]. Retrieved from https://orc.uams.edu/compliance-education-program/educational-resources/
Very good point about the expense of building a reference section in a library and then not teaching the students how to use the material. The action of doing and not just talking is so important. This of course applies to digital formats as well. I suppose if a lesson is designed for students about the journey through reference material to find information then we can find ways for them to show us their new found skills in researching. The journey as the final product can be interesting in so many ways. This theme three really does point us towards orientation inside of large structures, finding out way to words, subjects, places etc. Navigation in the world is easier when someone helps to teach us the tools to get to the places we either need or want to go in this giant conceptual and literal landscape.
ReplyDeleteA good reflective look back at your new awareness and understandings of the aspects of a good reference collection and implementation. You identified some of the key formats and challenges of the last theme and talked about some of the bigger picture ideas we have been exploring. Good personal awareness of your own usage and promotion of different types of resources and how to access.
ReplyDeleteYou make two key statements that really are the essence of what we are working on as teacher librarians. First, you say
ReplyDelete“well-selected reference materials remains the priority of a well-rounded reference section whether physical or digital”. This is an important take away from LIBE 467, and something that all teacher librarians struggle to update (a significant job of the “librarian” part of our title). Your other statement, about how foundational skills are necessary for students to effectively utilize reference resources, is a significant element of our “teacher” title and a key understanding about how to guide students to more effectively use reference resources. Great observations!