Final course reflection

Looking back at my learning as I participated in the collections course LIBE 465, I notice that the topics of most interest to me were areas that I am currently working on in my library, so these became my areas of most significant learning.  I focused on library organization, including physical space and signage; the catalogue and the ability to support our District Librarian’s cataloguing and the library webpage which I want to focus on for my next area of improvement for my school library.  I found that my blog became more for reflective learning, while the blackboard posts provided more interaction with the other students in the class.  I posted on both my blog and blackboard every week and most weeks I entered in discussions with one or 2 other classmates.  Some course questions I read as asking for personal opinions so I did not always indicate how the course readings were relevant to the topic in my postings.

Library organization was discussed in lesson 2 when I thought about library access, with assignment 3 and in lesson 13.  In lesson 2 discussion posts I reflected on the comment that library reorganization is like a kitchen renovation[1].  I had been working in a new library since this September and have been noting where there were problems in flow and function.  Asselin et al (2003) state that in a “well designed library form follows function”, and safety, security, location and traffic flow are fundamental to good design.  I also considered how to organize my library space so a variety of groups could use the space at the same time (Loertscher et al . 2008).  This goal is discussed by Koechlin et al (2010) where they note that layout should be designed to encourage individuals and groups to work together to create learning.  I am also trying to figure out how to encourage students to look at more books, so I have been thinking about displays (Ohio Library Council 2012).  I am in the middle of the renovation and continue to question whether the reorganization will improve the function of the space. 

The discussion about access was not just physical space reorganization but also equitable access to information.  One classmate posted that “access is not access if it is not equitable.”[2]  This resonated with me as I am arranging library hours and after school access for students who forget to return books on time.  I am also trying to think of ways to provide access on days I don’t work and when I am teaching English.  I have tried having student leave a note on books they want to sign out so that I can sign out and deliver them later.  I need to think of other ideas to approach the challenge of this classmates comment. 

A classmate posted that her vision of “a teacher librarian is to create a school library that is an extension of the classroom, easily accessible, not just a weekly thirty minute book exchange”[3].  This comment challenges me to think not only library hours, but to realize I need to work on the library webpage to provide resources to students doing homework at home.  Joyce Valenza (not dated) states that “your library webpage is like your second front door. It meets your students where they live, and play, and work, with 24/7, just-in-time, just-for-me support and intervention. It creates online signage for students and staff.”  I have gained some ideas on what to include in my school library website from Joyce Valenza’s webquest (not dated), which I have printed out for when I start this task.  I also appreciated a classmate’s[4] list of essential elements including easy access to the library OPAC and events happening in the library; tabs for classes’ online resources and general websites; and tutorials to help students with research project (also C. Hawkes[5]).  Another library in my district has encourage me to include different search engines [6]  I see the library webpage as a safe stepping stone for students before they venture on the web[7] an idea that has resonated with my classmates.

My final area of growth in this course was learning about MARC records and how to support the District Librarian.  Like the advice in Lesson 7 the District Librarian has allowed me to “eliminate the busy tasks (of cataloguing) is essential to your success” allowing me to “focus on supporting learning, developing information literacy and collaborating with colleagues”.  I am much more conscious of purchasing books that come from companies that provide MARC records[8] that fit seamlessly in our School District catalogue.  Not only does this make their job easier (Manitoba Education and Training 1997), it also means I receive the books for staff and students much quicker.  In lesson 7 and reflected by a classmate[9] who said they could check subject headings in MARC records “for topics and themes that are taught on a regular basis by teachers” but would have to send changes to the District Librarian for entry.  I was thinking similarly, but then realized I would rather spend my time working on directly supporting student learning and instead use the lists in the online catalogue to identify resources for students and teachers.  It may take a few more searches to identify available material and I can also rely on our Dewey organized shelves to find other relevant materials.  My biggest struggle with purchasing MARC records is the cultural lens used by the original cataloguers[10].  I realize that this concern will be one of the approaches I will share with students to question their cultural bias and that of the materials they are using for their research.

 

The goals for this course were to learn from texts, online and others and apply to my environment and information literacy.  I met this goal in the areas of library organization and supporting the District Librarians in cataloguing.  I am leaving this course with challenges to develop the library website to improve access; to finding more ways to display library materials and to challenge students to question the materials they use for cultural bias.

 

Bibliography

 

M. Asselin, Branch, J. L., D. Oberg.  2003.  Achieving information Literacy: Standards for School Library Programs in Canada. Canadian Association of School Libraries.

 

Koechlin, C., E. Rosenfeld and D. Loertscher.  2010. Building a Learning Commons,  Hi Willow Research and Publishing.

 

Loertscher, David V., Carol Koechlin and Sandi Zwaan. 2008.  The New Learning Commons: Where Learners Win! Reinventing School Libraries and Computer Labs. Salt Lake City, UT: Hi Willow Research and Publishing.

 

Manitoba Education and Training.  1997.  Cataloguing and processing: A resource for school Library personnel. Read chapter 2: Rules and authorities. http://www.edu.gov.mb.ca/k12/docs/support/catalogue/cataloguing.pdf

 

Ohio Library Council  Publications, Displays and Sinage website.  Retrieved Nov 3, 2012 from http://www.olc.org/marketing/4pubs.htm

 

Valenza, Joyce.  (not dated) A WebQuest About School Library Websites http://schoollibrarywebsites.wikispaces.com/

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[1] E. Beaudry LIBE465 blackboard post Sept. 2012. 

[2] K. Tran Sept 12, 2012.  LIBE465 blackboard post.

[3] Deborah Millar Sept 11, 2012. LIBE465 Blackboard post.

[4] M. Hunter Nov 23, 2012.  LIBE465 Blackboard post.  

[5] C. Hawkes Nov 22, 2012 LIBE465 blackboard post:

[6] E. Beaudry Sept 17,2012. LIBE465 Blackboard post.

[7] E. Beaudry Nov. 19, 2012.  LIBE465 Blackboard post.

[8] E’ Beaudry Oct 19, 2012.  blog post.

[9] M. Hunter Oct 21, 2012.  LIBE465 Blackboard post.

[10] E. Beaudry Oct 19, 2012.  LIBE465 Blackboard post.

Evaluating sources

I have already run into the challenge of a resource evaluation when a grade 3 student (9 years old) was searching for an answer to a question about planet Neptune.  He found a site with the answer, but it was written by an 8 year old.  I pointed out to the student that he should question whether this is a good answer.  Quickly I realized that having the students just use a google search engine was not sufficient if they didn’t evaluate the website that they found.  I am afraid I spent quite a bit of time pointing out to students that they needed to question the page they clicked on rather than taking the problem to the teacher an making a short lesson on this topic.  I can see this is my next step. 

So now I need to offer this lesson to the teacher to help her students.  I plan to make a short outline of the lesson and show that to the teacher to try to get her onside.  I have found some good lessons on Common sense media (http://www.commonsensemedia.org/educators/curriculum) but realize I can also look at  Media literacy ( http://mediasmarts.ca/digital-media-literacy-fundamentals/media-literacy-fundamentals).  If I am successful with one teacher then I can start to share this with other teachers.  I have lots to do with being a new TL and feeling a bit squeezed and not taking time to reflect.  Thank goodness for courses which push you into regular reflection (Libe465).  I find since it is a new job and lots of things are required I am lacking focus on which is the most important step to take first.

Cataloguing internet pages and circulation

I like the idea that new catalogues will also add entires for websites (Libe465 lesson 11 the power of the catalogue).  I included websites in my  LIBE465 assignment 2 but I like the idea that this will take over my links on my library webpage which I currently manage separately.  This means I could update the webpage to be more about current events and book reviews, while taking off the links to websites.  Our catalogue is shared within our District so then good elementary and intermediate sites would be shared with all users, reducing the cost of entering and reviewing websites.  It would however require reviews every ~6 mos to ensure the online links are still valid and the content is still appropriate  for the audience and matches the subject keywords in the MARC record.  However until these pages are included in the catalogue, I will maintain them on the library website (http://schoollibrarywebsites.wikispaces.com/WebQuest+on+School+Library+Websites) for information access and delivery.

The first component of an effective circulation system has really fallen down in my school as teachers borrow items without signing them out!  Even the self-checkout isn’t used.  To compound this no inventory was conducted last year.  I think my strategy will be to post inventory date on teacher folder, then peruse teacher classrooms for library resources, then do the inventory so my missing items list is as short as I can make it.  Any other suggestions would be appreciated, I don't like being the Dragon teacher-librarian but this rule definately needs enforcing.

Lending new materials prior to cataloguing

I have already had to make this decision in my library, I found it quite easy to decide.  For teachers or for students who have requested or need brand new resources for projects, I will lend new resources before cataloguing.  The Bellingham public library talks about minimizing physical, intellectual and time barriers as part of access(http://bellinghamschools.org/department-owner/instructional-technology/library-collection-management).  Cataloguing is done by our District Library and can take 1-2 weeks if it is a “rush” but up to a year if they have to create a MARC record for an unusual item.  Therefore if I have purchased a resource for a particular teacher or students for a research topic I will let them have it right away and then send it for cataloguing on return.  I keep track with a sticky note on my wall, but I also remember since it doesn’t happen very often.  If they like the resource I end up with great reviews and good future demand for the item. 

Last year I bought a DVD from an American music/dance teacher for teaching the life cycle of the butterfly that was reviewed in the School Library Journal (http://www.schoollibraryjournal.com/slj/home/893076-312/caterpillar_to_butterfly_adventures_in.html.csp).  I lent it out to the K teacher upon its arrival in May and at the end of the school year sent it for processing. This was particularly important since the DVD was purchased from an individual who wasn’t even aware that they would want to offer a MARC records.  I knew if I sent it for cataloguing the K teacher would not have the resource for their butterfly unit that year. I notice in the catalogue that it still isn't catalogued (http://prin.ent.sirsidynix.net/client/drc ). I got a great review and an excited teacher already planning to plan around the resource more in the following year!

Voicethreads experience

So I have started on my second assignment and decided to explore voicethreads (www.voicethreads.com)   I really like the idea of narrating your own story.  I signed up, loaded up a couple of images and started to lay down the story.  I did at least 3 takes, each time adding on details and removing hesitations and poorly pronounced words.  Then I realized what I really needed was a storyboard where I could organize and build my script and attach and arrange the images.  I want a storyboard, so I have a script for when I create my final project.  And voicethreads does not have this capability, so I fell back on my old standby - powerpoint (http://office.microsoft.com/en-us/powerpoint/)- where I can create the story in the notes section, place the images and key points on the slides, layout the framework of the story and fill in as I go along.  Powerpoint will let me  edit and rearrange until I like the story and have all the details included, now I sound like an ad. Then if I have time I may return to voicethread.

I see voicethread a bit like facebook (https://www.facebook.com/login.php) where you can use it to just blurt out your ideas, unedited.  To use for a presentation I would want it to be much more scripted.  I can see using it with students for book reviews, after they have printed the book review for my eyes, then they could make a voicethread to go with the cover.  This would also avoid the issue of using student photos.

tagging

I dipped into Delicious (www.delicious.com)  and also Library Thing (www.librarything.com) .  But much more strongly this discussion reminded me of using tags [1] to create an excel database (or catalogue) of "grey literature" that my husband had collected on hydrology and I on silviculture that we wanted our staff to be able to access.  I had sorted my  grey literatue (http://www.abc-clio.com/ODLIS/odlis_g.aspx#grayliterature) into file folders by self-selected subject headings and on the whole I could find an article later that I remembered or an article that was related to a current project.  Sometimes I may have to go through 2 to 4 file folders (subject headings) but often that found other related articles.  My husband had sorted his articles by author, because he had created his original collection to complete his masters.  To find articles in his collection which didn't have subject headings was difficult since only he was really familar with the authors. Many of the researchers had done several articles on their research topic so they would be adjacent articles could be relevant; and you could identify other relevant authors by reading the research paper bibliography list but this would be much more time consuming. Which is important to consider when professional time is what your business is selling. 

So when I created the Excel database (now I would call this our catalogue) creating and using subject headings was important so our staff could use the database to find relevant articles quickly.  I found this task easier by repeating the same subject heading "tags".  So I quickly created a list so I could repeat the tags, just like the controlled consistent vocabulary noted in Lesson 8 of our LIBE465 course notes. 



1. Noruzi, A. (2006). Folksonomies: (Un)Controlled Vocabulary? Knowledge Organization, 33(4), 199-203. Retrieved Oct 2012 from http://eprints.rclis.org/11286/1/Folksonomy%2C_UnControled_Vocabulary.pdf

Copy cataloguing

So I started the assignment on Copy cataloguing [1] off-task as usual.  I can even rationalize this starting point, as I choose something I was intimately familiar with,  also I can justify it by arguing that it’s my way of making new learning connect to my existing knowledge so I keep it longer, by adding to my schema (Piaget theories).  So I started by first looking for the book I published in my last career.  I liked most of the information but was disappointed that the subject topics chosen were not what I thought of as the best fit.  I wrote the book “Plant Indicator Guide for Northern BC: etc” [2] for use by field foresters and I think searching should include words they would use like “ecology, biogeoclimatic zone, site prescriptions” and not phytogeography which I had not heard of as a topic.  “Forest plants” works fine but it would be useful to also include “forest vegetation” since it’s an established industry word.  I realize I need to take this personal lens to my assignment.  If I am adding information to catalogue records for music resources, I should be asking my music teacher what terms she might use to locate the resource and so on for the different specialists and grade teachers in my school.  And when looking at aboriginal resources I realized I have to watch my cultural lens when adding resources.  (See also my LIBE465 Blog post Oct 19, 2012 about MARC records and cultural lens for book "Giving Thanks")

[1] Amicus Canadian National Catalogue.  Accessed Oct 19, 2012 at http://amicus.collectionscanada.gc.ca/amicus-bin/self_register?l=0

[2]

Beaudry, L., R. Coupé, C. DeLong and J. Pojar. 1999. Plant indicator guide for Northern British Columbia: Boreal, Sub-boreal and Subalpine Biogeoclimatic Zones; SBS, BWBS, SBPS and Northern ESSF. B.C. Min. of Forests, Research Section, Victoria, B.C. Land Management Handbook #46. http://www.for.gov.bc.ca/hfd/pubs/docs/lmh/lmh46.htm

Learning from BCTL conference

Wow, my brain is full of new ideas to try in the school library and also different approcaches I need to take to encourage students and teachers to use the Inquiry process, and teaching kids about how to find, sort and manage information. I really like to idea of making the library a sharing space where learning happens both out loud, with groups and online - ie move towards a Learning Commons (David Loertscher, The Learning Commons: Moving to the Center of Teaching and Learning, BCTL conference keynote speaker Oct 19, 2012).  In particular I realize I need to collaborate more with the teachers in the school,  and to find ways to make the library a more welcoming place.  My first will be to talk to my principal to see if I can change my duty time to open library time. 

I will be challenged to get use technological resources to support student learning (Creating Collaborative Projects with Technology Integration, Susan Henderson, BCTL conference Oct 19, 2012).  I can see I approached library as too much as a subject to teach and not enough about collaborating with the teachers to create a learning space.  I liked the suggestion of one presenter to make my library club leaders in this area and have them help around the school.

I did see a small ray of light that I had learned something about this all encompassing job when I could help a TL who was buying books .  We had been in a session together where she shared her challenges of poor funding and support.  I was able to tell her to buy books from booksellers who sold MARC records too!  It was easy for me to explain how cheap a $1.50 MARC record is compared to the 1 hour of her clerk time to entry a book in her database.  I knew she just needed to do a test run to make sure the records she was buying would match her system.  Right away she checked with her District Librarian and then paid for the MARC records for her purchase.  I realised I needed to be doing the same type of reflection - what processes can be done by someone else easier or cheaper so I can support collaboration between students for their learning.  I realise if I had more time I would have talked about all the free record sites we are learning about in class.

Reflections on MARC records

The overview of cataloguing from Saskatchewan[1] was very helpful for me to understand why our District librarian finds it difficult to recatalogue a book that is classified as Fiction to non-fiction.  I have been frustrated that the book “Tale of a great white fish: A Sturgeon Story” which is written as a mix of a story with non-fiction dialogue boxes of facts is classified as fiction.  Students doing research on Sturgeon don’t choose this book since it is classified as fiction.  I had wanted the District Librarian to change one copy to non-fiction.   From this article I can see that the District Librarian is limited by the rules set up during the annual MARC Committee meetings.  This book would just be a tiny blip in the overall meeting and for my District librarian to get the system changed would require me to submit a rationale to support two different entries for the same book, which defeats a system that is intended to create only one entry per item. 

This lesson also clarified why I will not get a quick resolution to my frustration with some of the school library materials that should be adjacent on a shelf but are separated (eg frogs) since some have a basic dewey decimal system number and some have extended ones which separates them from the basic books on the shelf due to other amphibian books.  From my reading (1, 2) I understand that this is due to a number of things including:

·         who you bought the record from,

·         the quality of the record and

·         consistency in use of call numbers,

·         the focus of the book on the topic if it is a general introduction or a primary level book or a more detailed look at the subject or a more intermediate level book. But due to the fact that different MARC record creaters deal with these levels differently they could be assigned basic or extended MARC records.

·         authors who are blending genres as a creative process but are ahead of database rules creation.

This has given me more sympathy for the District librarians who do our cataloguing as I understand they are restricted by the system.  I can see that I will have to find other creative ways within my library to help overcome this issue, including book displays, creating cards with lists of where to find books on topics, pulling books on topics to help students/classes with identifying resources to match their research topics.  I will also work on learning of other ways from my colleagues.

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[1] Accessing Information:Cataloguing Guidelines for Manitoba and Saskatchewan School Library Personnel,   Retrieved Oct. 8, 2012 from http://www.education.gov.sk.ca/Accessing-Information

[2] Library of Congress.  Understanding MARC . Retrieved Oct 8, 2012 from http://www.loc.gov/marc/umb/um01to06.html

database vs catalogue

On reflection of a bibliographic record for the title “Favorite nursery Rhymes from Mother Goose”. 

I could see a student or teacher looking for nursery rhymes, or Mother goose or individual rhyme titles like “Jack Sprat” as noted in the access points identified in the reflection question.  Like Connors[i] I see the catalogue as a large database with as many access points as entries so the concept of a main access point is irrelevant.  I am more concerned if the database is complete and if there is room to append the database as new ways of looking at the catalogued items occur.  I have read in our course materials (Libe465 Lesson 5) that these entries would be Housekeeping entries which could include curricular interests.  As I mentioned in a course comment in response to K. Sproule (Oct 1, 2012), I am searching for stories that support social goals of kindness, friendship and empathy and some of the individual rhymes may be what I would like to find. Housekeeping entries could list curricular interests such as self-control, empathy, voice (6+1 writing traits).  Alternatively since I am working off a list of stories on self-control, in the bibliographic record the titles of the rhymes would be more useful as one of the rhymes may be on my list.  Just as with non-fiction books a listing of the table of contents may be useful.  I had a teacher looking for different immigrant groups to Canada and some books had titles that implied the information was present and not until you looked at the table of contents did you realize that the book did not cover the topic as required by the student’s inquiry questions.  Unfortunately like noted in Connor the catalogue is held by the creators and they don’t give up the rights to add housekeeping details to users who may damage their entries. 

On the topic of a database, one of the functions a computer database can do is transpose (e.g. MS Access).  So this means that every entry switches from a search to a response category, this shows how a database values each piece of information individually rather than ranking them.  From a database article “The right database software will turn columns and rows of data into valuable information that can drive your business.” [2]  Just what a library catalogue is supposed to do for the users, drive their business to maximize efficiencies of finding and using resources.  I can see like Connors that “main entry” is in the eyes of the creator of the database but not the user.

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[1]   Thomas, Faith.  How to select the best database for your business.   Accessed Oct 1, 2012 from http://www.inc.com/guides/2010/10/how-to-select-the-best-database-software.html

[2] Conners, D. (2008, September). A Ghost in the Catalog: The Gradual Obsolescence of the Main Entry. Serials Librarian, 55(1/2), 85-97. Retrieved February 22, 2009, from Academic Search Complete database. Persistent link to article at UBC library: http://ezproxy.library.ubc.ca/login?url=http://www.informaworld.com/smpp/section?content=a903778273&fulltext=713240928

 

 

 

 

Kitchen reno like Library reorg

I have been thinking about the comment of how organizing a library is like organizing a kitchen that my classmates have been discussing online(LIBE465 lesson 4, cataloguing introduction).  It has really resonnated with me.  I am in a new to me library space and am planning its reorganization the way I planned my kitchen reno.  I am thinking about the traffic flow, how to minimize steps between the carpet and the books for the primary students.  How to minimize my steps between helping students find books and checking them out (between fridge, stove, counter and table)  How to orient the bookcases so I can see students and books... like how to see what I have in my pantry by how I organize the shelves. How to locate the items that are used every day and those that are just used on special occasions; how to stock the shelves in the library, where to put bins and displays.

I am excited that I have signed up to a library design session at the upcoming TL conference in Port Coquitlam to get more reflection and other viewpoints on this process before I re-organize.  I want to redesign to include a "Learning Commons" (Koechlin, C. et al Building a Learning Commons, a guide for school administrators and learning leadership teams) type of space.  For me this focuses on renovating my kitchen/library to reflect how the space will be used socially.  Will I be entertaining in my kitchen? Having my children work on homework? Doing batch baking/canning with family and friends? Where will everyone sit to eat?  So in the library how do I accomodate large learning groups, small groups, groups that will be talking and discussing and quiet spaces to read and reflect, places for supplies for projects and maybe even a bit messy ones with glue and felts.

I am also thinking of a bookstore as part of my job and how to display books so students will choose them (http://redhairedlibrarian.com/2006/04/06/library-borrows-bookstore-display-ideas/).  This could be related to my kitchen reno as where do I locate my plant pots, flowers, art and wine glass display.  Where is the breakfast cereal so the little hands can choose and get it themselves.  I want to encourage students to find not just books they are familiar with but also to promote new authors and genres of books. So I am thinking about what should be binned and what should be put out on display to encourage students to locate books?  As I noted in my course comment many of the French books have been organized or "binned"  by publisher rather than author while the English books have been organized by author.  I am thinking that by changing the system, students will discover other books... so do I switch the English to publisher and the French to author?  Can I do this without totally frustrating my clerk and her ability to shelve quickly?  I have already had her change from displaying titles that students know to books they are less  familiar with but have great covers.   This has definately increased "sales".   Will my students still be able to find the cereal they want while discovering other brands?  I am also going to have to think more about using Dewey organization after reading the blog by Van merter (http://vanmeterlibraryvoice.blogspot.ca/2012/08/we-spiced-up-shelvesand-ditched-dewey.html. 

Just like my kitchen reno I will improve how the library helps the students find books and has usable space,  but there will still be adjustments as I see how the students and teachers use the "new" spaces I will create.

Basic search engine understanding

Understanding more about how different search engines work would be really helpful to me as a teacher-librarian.  I would be able to direct students to search engines that would rank relevant webpages higher.  It would also help me explain to students why they should try different search engines for their inquiries.  Understanding search engines will also help me explain why the key words chosen, their spelling, single vs plural and the language used will affect the success of their search[1].  Talyor noted "when the input and search engine index terms mismatch major problems arise reducing retrieval from the search engine databases.  I find poor retrival of information occurs for many elementary students" [1].  In one library class I taught we talked about how to write inquiry questions and then choose the key words from the question, and listed synonyms that could also be used.  I think these students were more successful in retrieving information for answering their inquires. 

I can see that knowing about search engines is useful when teaching students about blogs and creating webpages.  Telling students why keywords are important[2] and how they update the information on their page will affect which search engines will find their page[3].  I am thinking of having students do book reviews and posting them on a library webpage. How we present this information will also affect how easy it will be to find.  The webpage will be linked to the school library website so I will not have to have a hyperlink in my library blog for search engines to find it[4].  Other web design strategies are repeated key word to will help search engines spiders identify a website, students definitely could be encourage to use this strategy.

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[1] Taylor, C. (2003). An introduction to metadata. Retrieved Sept. 17, 2012 from http://www.itb.hu/fejlesztesek/meta/hgls/core/Background/An_Introduction_to_Metadata.htm

[2] How search engines rank webpages, accessed Sept 17, 2012 at http://searchenginewatch.com/article/2064539/How-Search-Engines-Rank-Web-Pages

[3] Search Engine Watch, accessed Sept. 17/12, at http://searchenginewatch.com/2168031 accessed Sept. 17/12

[4] Berkeley Library, accessed Sept 17, 2012, at http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html.

Book Challenge Policy... a thought

It is interesting that the page I printed from the BC Ministry Guide [1] was the page on creating a policy for books parents are not sure about.  My subconscious is obviously trying to help me make a decision about some "edgy" books I inherited in my new library, which currently are catalogued but not circulated.  I am thinking of putting them back on the shelf with a "mature" label, while some librarians may just shelve them[2].  I will also have to teach students to self-regulate, with thought provoking questions when they choose these books.  But before I decide, I can see the first step is to write "book challenge" policy, using the provided appendices and review it with my principal.

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[1] Evaluating, Selecting, and Managing Learning Resources: A Guide (B.C. Ministry of Education) http://www.bcerac.ca/docs/ERAC_WB.pdf

[2] Kaija Sproule, Sept 15, 2012, discussion for  LIBBE465 lesson2

Reflection on the shift towards the “digital library collection"

I definitely see this as an important role for the Teacher-librarian to introduce and promote the “digital library collection”; including the areas of safety on the internet, copyright, notetaking from a screen rather than copy and paste, finding kidfriendly search engines and sites, comfort in using the technology (as noted in lesson 2 Libe465 and also in learning commons documents (e.g.Loertscher, David. The School Library Learning Commons. http://www.schoollibraryjournal.com/article/CA6610496.html) . I have encouraged students and teachers to use the library catalogue, and other library purchased e-resources (e.g. culturegrams) and have introduced students to internet safety, copyright and kidfriendly search engines. 

I struggle with the worldbook online encyclopedias that is available since the content is “US” centric and has limited entries for topics students research such as a “noteworthy Canadian”.  I also find that the young version of World book does not provide articles at the lexile levels of a primary student – contrary to what the program suggests it will do.  I tend to encourage primary teachers to access websites designed for kids that I and the teacher preview prior to teaching.  Many kidfriendly sites are suggested to me by other teachers directly or through our online School District discussion site.  “You gotta love networking!”

“Doing dewey” how to make it work for your students….

Last year for intermediate students, I introduced Dewey with a Powerpoint presentation that showed the 100’s categories (found on the web, shared content).  Then I asked students where I would find different types of books, I choose topics my students were interested in like dirt biking, horses, Guinness record books.  Then I finished with this Dewey rap that is listed on our LIBE465 course website.  They really enjoyed it, or maybe just watching me dance crazily. Then to help students use Dewey in the library I created a shortened “Dewey” with pictures for the back of the shelf browsers. This browser list worked really well, even the primary students liked them. Any browsers that were missing the list were returned to me.  

So this year I plan to translate the powerpoint presentation to French (with editing by a francophone staff member).  I have  already translated the browser list for my new school library, and have had students asking where is “390”. So now the students can access materials from the Dewey organized collection themselves.