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 Without multiple outdated reference texts and series, I have more room for other amazing non-fiction that will still support research (and pleasure reading).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.