LIBE467 Reflections on Theme #1, Info Lit and Reference Services

As Theme #1 wraps up, there are some thoughts from the material that still resonate with me. These are the ideas or tenets that I feel are important, thus far in the course, to my practice or evolution as a Teacher-Librarian....

Physical/Text Reference Materials versus Digital Reference Materials?
This seems to be a common thread through the readings and discussions. In this digital age, how many actual hardcopy reference books should we have on our shelves? None at all? One of each? After all our explorations, plus my day-to-day experience in the Library, I tend to go with a stance that I'll continue to replace most physical reference texts with digital sources (assuming that I'll always first evaluate the digital source and choose it if I find it equal or better).

Why? Main reason = cost savings. Especially if the replacements are district database bundle subscriptions not paid directly out of my Library budget. Issues of keeping the resource current are usually solved with digital references because they are regularly updated, without the bother of having to buy a new physical text. Mainly very reliable digital reference materials are even free. Secondary reason = freeing up shelf space! Without multiple outdated reference texts and series, I have more room for other amazing non-fiction that will still support research (and pleasure reading).

I enjoyed reading about all of the considerations that can/should/do go into evaluating resources for inclusion in the Library, whether on real shelves or on virtual "shelves" of the Learning Commons. I do think that the reality is, naturally, that all of the weighing of authority, currency, and so on rarely happens as formally as filling in charts and checklists, but rather happens in the Teacher-Librarian's mind via rapid publication checking, page skimming, and a personal knowledge of the curriculum. However, it is valuable to slow down and think more slowly about our considerations at least once, as we are doing for Assignment #1. It is especially, potentially valuable to have done this as preparation for the event where a book in the Library gets challenged for supposed unsuitability; even if applied retroactively, taking this kind of formal evaluative process and applying it makes the justification clear. When there was a possibility of Richard Dawkins' excellent book, The Magic of Reality, becoming controversial a year or two back in Chilliwack, I read it, put it through the evaluation wringer and was delighted to find that met all criteria and then some. That allowed me to confidently put in on the shelf and promote it for science-minded kids.

http://centreforinquiry.ca/chilliwack-rejects-dawkins-magic-of-reality/

http://www.chilliwacktimes.com/news/298389201.html

Research Models and Info Skills Frameworks
In the section on the research process for students, I was glad to revisit the BCTLA Research Quest and Points of Inquiry models. I've tended to roughly have those in mind when embarking on research, but now am committed to using them more formally. I especially thought it was important to use and promote these locally developed models especially after such a bleak era of T-L cuts; as our recent court win comes into effect, I feel it's a good idea to highlight exemplary work from our field.

Instead of doing more impromptu database and Internet searching skills lessons, I'm trying this year to formalize them. To that end, I quickly created a Google doc that I can regularly add to and update for teaching those skills to students; I was using it the last two weeks. Now, in follow up blocks this week, I'll get to see how effective it was (or wasn't--yikes!). I know, though, that it is a regular part of the research process for students to hit a frustration barrier, so I'll need to re-teach the tips a little, I'm sure. It was a good to see reminders about frustration reflected in some of the research models.

Database and Internet Basic Searching Tips (work in progress)

Further goals for the end of this year, and into the coming year, are to formalize a set of research skills lesson, Internetiquette/digital citizen lessons, and Internet safety lessons appropriate to each grade. It's year three in my new Library; that's the time I set for starting these goals. The first two years, I had focussed on rejuvenating the collection, weeding, tons of new orders, connecting with the community, building bridges for team-teaching, and finding ways to support the new curriculum. Of course, all of these are ongoing concerns, but this vital core of Library--the info lit and reference services--needs to come to the forefront now.

Evaluation and Selection of a Reference Resource: A Case Study

Here is a link to the original material, done as a Google doc, formatted a little differently:
http://bit.ly/2k6Lvds

Part 1

Exploring and Evaluating a Resource 

in the Current Reference Section 

at Sardis Elementary School

The Current Resource(s) Being Assessed: 

The Macmillan School Atlas, Third Edition (42 copies)

The Reader’s Digest Children's Atlas of the World (35 copies)

(both resources copyright 2000)

Personal Assessment Rubric to be used 

(an amalgam and simplification of many other rubrics)

Rating of 1 = Sub-par Resource =  This resource suffers from one or more of these problems: it is worn out, out of date, inaccurate, not engaging, not age or reading level appropriate,.........

It only remains because nobody has weeded it or because there is nothing to replace it. It really never gets used.

2 = Acceptable Resource =  This resource is adequate. It provides quick answers to ready reference questions. It contains material and/or back matter that assists with deeper research. However, it is a source that could be replaced by a more current digital version that would free up physical shelf space. It gets used occasionally but not on a regular, ongoing basis.

3 = Excellent Resource =  This is a popular resource regularly consulted for ready reference answers and/or research projects. It has engaging design and layout. It is at an appropriate reading level for the students. It is still well-bound and holds up well to frequent use. Although there are similar digital materials available, they don't surpass the usefulness of this print resource.

Standards To Be Assessed:

Purpose:

• When these atlases get used, it is usually to quickly locate a particular country’s place in the world when a curious patron is in the Library. 
• However, I have a number of globes in the room which are usually the more engaging “go-to” for this basic ready reference purpose. 
• Sometimes they are borrowed and used by a class as a visual aid for students applying country labels or Canadian province labels to a blackline/outline map. 
• However, that is rare; instead, teachers usually project an online map onto the screen in their class for this purpose.

(Score = 1)

Relevancy:    

• One standard lesson with atlases used to be to teach about latitude and longitude. 
• The rise of GPS technology in the last 20 years reduces the relevancy of spending large amounts of time on such lessons. 
• The underpinning knowledge of latitude and longitude can be more effectively taught with digital tools; for example, explaining how and why their family car’s navigation system works would be more beneficial for students. 
• The static flatness of the maps surely isn't as rich as 3D representations that must be available via tech tools. 
• Also, in order to be comprehensive enough and legible enough, the atlases are in a large, thick, awkward size that is not easily portable (say for taking home in a backpack).

(Score = 1)

     

Currency:

• The copyright date of these atlases is          
• There have been many, many boundary and name changes in the last number of years; thus many pages of maps within are inaccurate. 
• There are various front matter charts and maps on various topics which might be useful for ready reference questions and compare/contrast examinations between parts of the world—except for the fact that they are out of date by the end of the year of publication. 
• Before the Internet explosion, we would have been happy to make do with old but comparatively recent information...but now? This level of outdatedness is unacceptable when we can get actual current information within five minutes of online searching.

(Score = 1)

Curricular Connections:      

• If one ignores the lack of current content, or imagines this to be a 2017 publication, it would undoubtedly be a reliable source useful for meeting all kinds of geography curriculum needs. T

(Score = 2)

Efficient Use of Library Space:

• The collection of 42 and 35 atlases takes up four entire shelf sections. They do not get used. I have been reorganizing shelves lately to gain more space; every shelf section counts!
• Three years ago, when I started in this Library, I let a few more class sets go into classrooms (where they don't see much use).
• We also have several other single volume atlases in the small Reference section.

(Score = 1)

Additional Evaluation Standards:

If I apply the Evaluation of Geographic Sources from Reference Skills For The School Library, the Macmillan atlas would certainly measure up to the standards of Publisher (Authority), and Scale, and Indexing (the Reader’s Digest perhaps a little less so). It would fail on Currency, as Reidling states, “A five-year-old atlas is considered historical” (Reidling 80). In terms of Format, this text atlas would technically provide good information quickly (if it was current), but a digital resource with a search window would be a far faster method of finding a map than flipping through an index, then flipping back through map pages.

Conclusion from Part 1: The Realization:

• Using my rubric above, a true “keeper” resource really should score in the 12 to 15 point range; this one earns only 6 points. It earns sub-par status.
• Perhaps for the occasional ready reference question occurring in the Library itself, it would be useful to keep one truly current atlas (not 77 outdated copies).
• More often, the teachers in our school, and myself in the Library, are signing out the iPad carts for students to initiate database and online research. 
• These devices are easily portable and allow students to find a cozy solo workspace to really engage and self-regulate (I have cushions and lap desks, too, to allow them to spread out in the Library). 
• Thus, it would be beneficial to find an atlas app as a replacement reference resource.

Part 2

Selection of a Replacement Resource

Analysis of the National Geographic World Atlas App 

as a Replacement Resource

Standards To Be Assessed:

Purpose:  

• This app meets all of the purposes described in Part 1, plus it is infinitely superior to projecting a 2D map image on screen.

Relevancy:

• National Geographic is a thoroughly reliable, trusted source.
• The rotating 3D globe image conveys a more realistic sense of location on the planet; plus, it helps convey some of the beauty of the planet.
• It allows staff and students to zoom down to the level of an old-school paper street map with all rivers and main roads shown.
• Having this app on an iPad makes for a very portable atlas.

Currency:  

• This app was last updated in June 2015, yet the country files data comes from the CIA World Factbook, which often receives even weekly updates. 
• The maps themselves are updated quarterly, which makes them extremely current.

Curricular Connections:   

• This app is infinitely useful for meeting all curricular needs relating to the geography of our planet.
• It even contains downloadable offline maps, plus a legend/key, and various statistical country comparison maps like a traditional text atlas (except these are clickable/zoomable).
• When combined with some of the databases in district bundle, this would be an especially effective tool.
• It contains fact files on every country in the world.
• It allows switching between imperial and metric units.

Efficient Use of Library Space:

• Purchasing this app would free up space taken by atlases on Library shelves.

Additional Evaluation Standards:   

If I apply the Evaluation of Geographic Sources from Reference Skills For The School Library, this atlas app would certainly measure up to the standards of Publisher (Authority); and National Geographic far more so than Reader’s Digest. The Scale standards being able to switch between imperial and metric is potentially useful. And in terms of Indexing, the ease of searching and clicking links within the app is intuitive and nearly instantaneous. The Currency varies from only a week old, to only a few months old: that is hard to beat. In terms of Format, this atlas app is very interactive, engaging, eye-catching, and portable.

Any Foreseeable Problems?: 

• Many reviews as of the 2015 update talk about how it no longer allows one to zoom all the way down to actual street views as it once did (I have a vague memory of trying it out a few years ago and finding that level of zoom remarkable). 
• The country information and statistics in the app come from the CIA World Factbook; I would prefer a less politically fraught source.
• If our Internet access is down, we have no atlases.
• What is the COST of this app? It is currently listed at $2.79; however, with our Volume Purchasing Plan, we can cut that cost down considerably (I still need to look into that). Even at the full rate times 30 iPads, that would only be $83.70 in total. Compared to the past purchase of 35 of the print Children's Atlas at $35.00, for a total of $1225.00, that is quite a savings (and the Macmillan cost $5.00 more per copy).

Conclusions from Part 2: The Decision:

The street view zoom-in is not our purpose (and as reviewers point out, Google, etc can do that better); our school need is to have a better version of a traditional atlas—which this is. 

Losing access to the Internet rarely happens in our school district since recent technology upgrades, so this app should remain consistently accessible. It would be wise, though, to keep one current text atlas in the Library collection.

If I apply my scoring rubric from Part 1, this app earns 3s across all standards.

I, myself, have had the app on my teacher iPad for three years. I use it multiple times each week with classes of various grades, especially when teaching history lessons. It is supremely useful for all of the reasons listed here above in Part 2.

The cost is not prohibitive. Especially when compared with replacement text atlases.

Buy the app! Install it on all school iPads, ASAP.

References:

Asselin, Marlene, Jennifer L Branch, and Dianne Oberg. Achieving Information Literacy: Standards For School Library Programs In Canada. 1st ed. Ottawa: Canadian School Library Association, 2003. http://www.accessola2.com/SLIC-Site/slic/ail110217.pdf

BCERAC. "Evaluating, Selecting, And Acquiring Learning Resources: A Guide". British Columbia Educational Resource Acquisition Consortium. N.p., 2017. Web. 29 Jan. 2017.

Central Intelligence Agency,. "The World Factbook — Central Intelligence Agency". Cia.gov. Web. 29 Jan. 2017. https://www.cia.gov/library/publications/resources/the-world-factbook/

Daly, Ronald C and John R Waller. The Macmillan School Atlas. 3rd ed. Toronto: Gage Educational Pub., 2000. Print.

National Geographic World Atlas App. National Geographic, 2015. iPad app.

Readers’ Digest. Children's Atlas Of The World. 1st ed. Pleasantville, NY: Reader’s Digest Children's Publications, 2000. Print.

Reidling, Ann, Loretta Shake, and Cynthia Houston. Reference Skills For The School Librarian: Tools And Tips. 3rd ed. Linworth, 2013. Kindle e-book: http://www.amazon.ca/kindlebooks