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.