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/
[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.
