Lesson 4 Reflection - Print vs. Electronic Reference Materials

Lesson four introduced the debate between print and electronic reference materials.  Traditionally reference materials have been print dominated.  However, since the introduction of computer technologies and the internet, there has been a growing shift towards electronic based reference materials.

I have noticed the change in types of reference materials from my own elementary school education up to this point.  As an elementary student the only reference materials I could access were print based.  However, near the end of elementary and into junior secondary I was introduced to electronic reference materials such as Encarta (the computer disk encyclopaedia).  Only a few years later and I had access to the internet and could find a wealth of reference materials online.  Now I predominantly use electronic references materials.  For university courses and lesson planning I rely primarily on electronic sources.  However, I still use print based resources on occasion and ensure that I maintain the ability recognize when to use the different types of reference materials.

Realizing the shift towards electronic reference materials, Riedling states that as TL’s we must work with students to ensure that they get the most out of the web and electronic references (Riedling, 109).  She went on to excellently illustrate the pros and cons of both print and electronic.  This lead to the question of whether supporting print based reference materials was a losing battle.

I do not believe that supporting print references is a losing battle.  While electronic reference materials do offer advantages with regards to accessibility, speed and currency, they are not the be all and end all of references.  As Riedling states, electronic references have a tendency to lack authority and consistency (Riedling, 112).  Furthermore, the amount of content can be overwhelming.  So overwhelming in fact, that students may not have the skills to pick out the information which is relevant to them.  Due to their problems and shortcomings, it is important to promote print based references.  Students will always need to know how to read and print based materials will ensure that reading happens.  Also, print based materials provide a better focus as well as ensuring authenticity.  While print references need to be supported and promoted, TL’s need to balance instruction with both print and electronic references.  As students become more technologically savvy and dependent they will want to rely more on electronic references.  TL’s need to allow students to use the materials they want (in this case electronic).  However, they must also teach them the skills students need to use both electronic and print resources effectively and efficiently.

If the necessary information skills (referencing) are taught, students will be able to find information in reference materials regardless of content.

Assignment #1 - Article Summaries & Critiques

Introduction

The following articles are all related to the concept of information literacy.  I believe it should be the number one goal of all teacher librarians and library programs to promote information literacy.  The American Library Association states that for an individual “To be information literate, a person must be able to recognize when information is needed and [have] the ability to locate, evaluate, and use effectively the needed information."  I believe that all of the following articles address this concept and the goal of promoting information literacy.  First, Wink and Willingsworth emphasize the need to optimize the use of technology in the library.  Next, Kim and Sei-Ching stress the importance of selecting quality sources.  Finally, Jennifer Hoyer proposes that the context of information plays a vital role in developing information literate individuals.

By critiquing the following articles I have gained a better appreciation of how I can play a role in ensuring my students have the necessary opportunities to develop their information literacy skills.

Wink, Diane M. and Elizabeth Killingsworth (2011).  Optimizing use of library

technology.  Nurse Educator, 26, 2, 48-51.

The major goal of most school libraries is to promote information literacy.  Effective library programs teach users how to find, access and use information in order to acquire new knowledge and promote critical thinking.  In order to promote these important skills, the library needs to allow users access to the best resources with the most relevant information.  In the article Optimizing Use of Library Technology, Wink and Killingsworth propose that libraries need to help students “optimize the use of these technologies to find, access, and use library resources” (48).  Wink and Killingsworth further this proposition by implying that the best way to optimize the use of technology in the library is to ensure accessibility.

Wink and Killingsworth cleverly demonstrate the importance and impact of accessibility by comparing libraries to banks.  They explain that as technology has developed and become more popular, bank clients have begun doing much of their business and transaction through online banking and automated machines (48).  This is an excellent comparison as a similar trend is occurring with regards to students and the way they find information.  Many students now prefer and favour finding information through online technologies such as search engines, periodicals and databases.  While the trend towards technology use is similar amongst bank clients and students, I do not think the impact of this trend will be remotely similar for the two.  Automated and online banking will never impact one’s ability to think critically or find and evaluate information sources.  However, an increased use of technology for research purposes could potentially have these negative impacts on students.

Wink and Killingsworth do recognize this problem in the later part of the article.  They state that while technology can be optimized in a variety of ways, the best way is through teaching information technology skills (49).  This to me is the most important aspect of the article.  Technology can make a student’s search for information easier.  However, if students are not taught the skills necessary to use the technology effectively and efficiently, the technology will not help them in their quest for information.  With this acknowledgement, Wink and Killingsworth also provide examples of how libraries can optimize technology.

They state that libraries need to develop their own virtual private networks (VPN’s) similar to what exists at U.B.C., as well as create more user friendly web pages with links to other resources, and make use of digital object identifiers (DOI’s).  The concept of the DOI is a new and intriguing.  Many digital sources are being tagged with a DOI.  If an individual enters this DOI into an online search, all of the pages or databases containing this source will appear.  I think that this would be a great way to optimize technology in a library as it will allow faster and easier access to electronic sources.  In many ways the DOI system will act as an online library catalogue.  Users will also be using the same traditional information literacy skills that were taught when learning how to use library catalogues (electronic or online).

The Wink and Killingsworth article proposes that libraries need to optimize how technology is used to help users find, access and use resources.  They make use of a clever banking example to demonstrate the growing trend of using technology to complete traditional tasks.  Wink and Killingsworth also provide the reader with a variety of ways in which they can optimize technology in their library.

Kim, Kyung-Sun and Sei-Ching Joanna Sin (2011).  Selecting quality sources:

bridging the gap between the perception and use of information sources.  Journal of Information Science, 37, 2, 178-188.

            In the article Selecting Quality Sources, Kim and Sei-Ching seek to determine whether students can recognize and select quality sources of information.  “Research suggests that users do not necessarily choose sources that provide accurate information” 178).  The ability to select quality sources of information is an integral information literacy skill.  Kim and Sei-Ching believe that it is a “survival skill in the information age” (178).  Without this skill, individuals will not be information literate as they will not have the “capacity to locate, evaluate, and use effectively the needed information” (178).

In order to determine why students were picking certain sources, Kim and Sei-Ching conducted and documented a questionnaire based study of current undergraduate university students (179).  Kim and Sei-Ching found that the students’ top five preferences for information sources were web search engines, web portals, online journals, books and online catalogues.  I was not surprised to see that only one of the five sources listed was print based as students tend to favour technology based sources (Wink and Killingsworth).   However, what did surprise me were the selection criteria that most students used for evaluating sources.  Students believed they were selecting sources based in order of importance on accuracy, accessibility, ease, cost and currency.  If this were the case, then their selection criterion would be similar to that of Riedling.  As a result, the sources they were selecting would be of high quality.  However, Kim and Sei-Ching recognized that “when selecting sources, participants did not necessarily apply the selection criteria that they claimed to be important” (184).  Instead, students would select sources based on whether they were accessible and free (183).  I was as shocked by this as were the authors.  One would assume that if students were aware of criterion for selecting sources they would apply them.  However, this is simply not the case.

Students’ inability to apply criterion to the selection process of information resources demonstrates that they are not information literate and are not being taught how to find quality sources.  Therefore, educators need to do a better job of not only teaching student’s selection and evaluation criterion, but also how to apply them to a variety of types of sources.  If students can not do this in an academic setting, then they will not be as successful in the many different real world contexts of life.  Kim and Sei-Ching propose that these information literacy skills should be embedded “in the foundations of coursework” and in turn encouraging “students to value the importance of IL skills in their own subject areas…” (184).

The study by Kim and Sei-Ching bring to light an important issue with regards to teaching information literacy skills.  Rather than just show students the steps of how to select and evaluate information sources, teachers need to ensure students experience applying these steps.  If students are not challenged regularly to master these basic skills, we are jeopardizing their ability to become information literate and productive information users in the future.

Hoyer, Jennifer (2011).  Information is social: information literacy is context.  Reference Services Review, 39, 1, 10-23.

Information is a vital aspect of socialization.  Through the acquisition and sharing of information, people can develop an understanding of concepts as well as develop meaningful connections and relationships.  This use of information makes information literacy more than just academic.  Jennifer Hoyer acknowledges that “traditional concepts of information literacy focus on information use in academic environments and often ignore the application of these concepts in other communities of information use” (10).  The American Library Association shares a similar understanding of information literacy and has a narrow focus on teaching it in an educational environment (10).  Hoyer proposes that, “Without an understanding of broader information literacy concepts, and an ability to recognize non-academic information needs and transfer appropriate information skills to any context, students cannot be classified as “information literate” (12).

            Hoyer makes a wonderful argument as to how we as educators approach teaching information literacy skills.  Many of the activities I conduct in my Social Studies classes require students to develop and use their information literacy skills.  However, these skills are being used primarily to attain an academic goal.  While that goal is important, knowledge about historical figures or events will likely not play a large role in students’ lives outside of academia.  Hoyer’s article has made me realize that I need to create more real world contexts in which to challenge students’ information literacy skills.  She proposes that this can be done by having students learn in non-traditional contexts, present information to non-academic audiences and to evaluate different sources such as grey literature (14).  While some of these propositions seem challenging they are all possible.  I could have students work on presentations with the intended audience being friends, parents or members of the community.  I could also very easily teach students about grey literature and then go about finding and evaluating sources that relate to topics within the curriculum.  As a result, I would not only be meeting the information literacy goals of my curriculum in an academic setting but also in a more broad real life context.

            Hoyer used the example of a Youth Internship Program of the Edmonton Social Planning Council to demonstrate how information literacy skills can be taught and used.  With a Youth Gangs Alternative Project, individuals were able to be taught information literacy skills in a real life context.  The activities focused on creating a realistic context, with real audiences and “real” information (17).  While the example does not take place in a traditional school, it does show that information literacy skills can and need to be taught in more than just an academic context.

            Hoyer clearly expresses the need for educators to teach students information literacy skills in a variety of contexts so that what they have learned can easily be applied to the real world.  If this can be done then students will be able to successfully find, evaluate and use information within any social environment.

A Night of Information Literacy: Assignment #1 Complete (mostly!)

After work today I spent close to the last five hours working on assignment #1.  I had five articles related to the library.  Of those five, three related in some way to the concept of information literacy.  I decided to analyze and critique these three articles as I am very much interested in information literacy and how I, as an educator, can ensure that info lit. skills are at the forefront of my teaching.

While the process of writing the critiques took longer than I expected and intended I am very proud of my end product.  I now have a better understanding of how the library and even myself as a classroom teacher can improve students information literacy skills.

Now that the critiques are written, it is just a matter of proofreading tomorrow and then submitting/posting before Monday!

Researching for Assignment #1

The Research Process - I'm Using the Big 6!

As I began planning for assignment one on Monday, I realized I was creating a plan with steps similar to the research models discussed in the course readings.  I have been able to select a broad topic (information literacy) and then narrowed the scope so that I can find, evaluate and analyze related information.  Based on the steps I have taken and will take, it appears I am making use of the Big 6 model of Eisenberg and Berkowitz.  I never even realized that as an adult, I am still using these basic research models that were taught to me as a child and I have been teaching to my own students.


The Frustration of Using Electronic Reference Materials

On an unrelated note, I found it extremely difficult to find articles to analyze.  As a distance education course, I have relied primarily on electronic references (online indexes/databases).  While they have provided me with a number of articles, many have not been relevant.  This has frustrated me at times and I realize now why it is important to teach students how to research using electronic materials.  Furthermore, it is making me wish I was on campus and able to rely on print sources (just like the old days!).

Reflecting on Module 1 Lesson 3: Reference Selection and Collection

Part I – Building a Reference Collection

Lesson three presented information on how to build a reference collection.  As a non-TL, I found there to be a lot of steps in building a reference collection.  I never took into consideration all of the steps that go into building a collection.  Selecting materials seems like a daunting task.  TL’s are responsible for ensuring that they stock the library with materials which meet the curriculum, diverse needs of students, and answer the enquiries all potential users.  However, the evaluative process presented by Riedling does make the task of evaluating and selecting materials a lot more manageable.  By evaluating the content, presentation, timelessness and cost a TL should be able to select materials which will meet the needs of the curriculum and most students.  BUT, this would take a lot of time!  In order to do it right it would also take a lot of practice.  In order to do it right (and maybe even quicker), the selection and evaluation of materials should be done cooperatively with other TL’s, teachers, support workers or possibly even parents!  I also never really took into consideration all of the maintenance steps which a TL must take to ensure the collection is accessible and useful.  TL’s are constantly weeding out resources that are no longer useful or appropriate.  They also have to constantly add new resources to ensure that the collection meets the needs of the library users.

Obviously the process of building a reference collection takes a great deal of time and effort (most of which is contributed by the TL’s).

Part II – The Evaluation Process

The steps in the evaluation process for reference materials, outlined by Riedling, vary depending on the type of material.  However, the common areas of evaluation are with regard to the accuracy of the content, currency or the content, authority of the source as well as the format/organization.  I think this indicates that regardless of the type of reference work, in order for it to be of value its content must be accurate and up to date.  While there are other aspects of a source which should be evaluated as well (timelessness, relation to similar works, etc.) I believe that by focusing one’s evaluation on these four would ensure that only appropriate reference materials make it on the shelves of our libraries.

Part III – Standards

This lesson also discussed library collection standards.  I agree that libraries should have standards and guidelines for selecting reference materials.  By following guidelines, a library ensures that its collection meets the current and future needs of its users.  While standards/guidelines are good, they may not always be fair.  Due to budgetary issues, some school libraries may not be able to select certain resources.  As a result, their collection may never be able to meet the “exemplary” standards.  However, even if cost is an issue, using steps outlined by Riedling, a TL should be able to create a library collection which meets acceptable standards.

Conclusion:

This lesson has definitely helped me better appreciate all of the work that TL’s have to do in order to create an “acceptable” reference collection.  It is a time consuming process that many individuals (including myself) really can not appreciate until they experience it firsthand.  It really makes me question whether I would want to give up my teaching position to take on these tricky TL responsibilities.

Reflecting on Mod 1 Lesson 2 - Another Thought on Research Models

As I have been reading through the discussion posts thus far I have been noticing that everyone makes use of a number of the different research models.  Different models seem to be selected depending on the age of the students, type of activity or type of information that is needed.  I believe that the value in having a variety of research models to choose from is that teachers can ensure students can find answers to their questions in a number of different ways.  Regardless of which model/process they use, they will always be able to find information which is pertinent to their enquiry and hopefully find an answer to their question/topic.

Reflecting on Lesson 2: The Reference Process & Information Skills

Lesson two provided a wealth of information regarding the reference process and information skills.  The Riedling chapter really helped me better understand how the process worked.

Riedling broke the reference process down into three key elements: information, students and answers.  She then explained how it is up to educators and TL’s specifically to link students to information which will provide them with answers to their enquiries.  Riedling noted five steps in the reference process.  She began by stating that students have needs which evolve into questions.  These questions require answers.  IN order to find the answers, students must search for information.  Once information is accessed, it needs to be evaluated to ensure that it provides the accuracy necessary to answer the students’ original question.  Riedling description of the process helps simplify the enquiry learning process.  More importantly, she makes it clear that TL’s have a lot expected of them with regards to their role in the reference process.

I believe that having high expectations of the TL is very fair.  The TL is the face of the school library program.  If the library hopes to achieve its goals of fostering information literacy skills, then the TL must go out of their way to do their part.  TL’s should have a great deal of knowledge on a variety of topics.  Most importantly, a TL should have knowledge about the reference process and how they can best assist students.  I think that it is a given that TL’s should have good communication skills as their job revolves around helping students and answering their questions.  If a TL can not communicate well with students and staff, then they will always find promoting the library goals difficult.  The one expectation Riedling has of TL’s which may not be all that realistic is with regards to being patient.  While teachers and TLs should be patient when working with students, it is difficult to remain so when always at the beck and call of students.  If I was a TL, I would find keeping my patience very challenging!

Lesson two also focused on the importance of information skills.  As an educator, I believe it is important to foster information skills whenever possible.  In order for students to become lifelong learners and productive members of society, they need to be taught how to find, analyze, evaluate and express information.  I believe that this can be done by ensuring students have mandatory visits to the library.  This would allow the TL to explicitly teach information skills.  The TL could also reach out to students and staff by creating learning activities and lessons for teachers which would focus on and promote information skills.

This week’s lesson definitely helped me understand the reference process and realize the vital role that the how the TL plays in assisting with it and promoting information skills.

Module 1 - Lesson 2: Research Models

As a secondary social studies teacher, I have a great deal of information to cover with my students. There is a tendency to have to stand and deliver the information rather than allow students to learn on their own using other/print resources. That being said, I take it upon myself to provide ample opportunities for students to learn on their own. In order for students to be able to successfully do this, I have explicitly taught researching skills. Depending on the assignment, type of enquiry and amount of information, I have students make use of aspects of each of the four research models from the readings.

I find that the information seeking model introduced by Kuhlthau is easily applicable to learning activities where the task and topic is initiated by the teacher. Through this model, I am able to initiate a task and select the topic, but allow students the opportunity to determine the focus of their exploration. Students are then able to collect the information that they feel is more applicable and use it to present their findings. This research model is easy to teach and use as the steps are very basic but information acquired is almost always relevant.

I also make use of the Big 6 model of Eisenberg and Berkowitz. It is similar to the Information Seeking model however it lends itself more to critical thinking activities due to its emphasis on synthesis and evaluation of information. I find that this model works very well with any activity I conduct whether it be a small in-class enquiry or a larger research enquiry.

The research process of Stripling and Pitts is also something I use in my class. The major benefit of using this model is that students can better control what it is they are learning. This model allows students to pick a topic and explore it in a variety of ways. Regardless of the path they take, they always come to the same end (the end being the answer to their enquiry).

The B.C.T.L.A.’s Research Quest also can be useful. I find it to be very similar to the Big 6 Model but with less steps. In my experiences it works very well when applied to researching for debates. It also offers a chance for students to self-reflect upon what they have learned.

Each of the models presented in the readings can be easily used in my social studies classroom. However, in order for students to be able to make use of these models appropriately, it is important that the models and their steps are explicitly taught. Once students understand and master the steps and skills in the processes, they can apply them to almost any enquiry in any setting and in the process make them lifelong learners.

Lesson 1 - Information Literacy and Reference Services

This week's readings were very short as I'm sure we were eased into the content.  (If only they were all like this).  While the readings were short, there was a lot of important information which I believe will serve as the foundation of this course.

Fundamentally important to this week's lesson were key definitions regarding information literacy, reference services and reference sources.  I had never really thought of what reference sources were and how they could be categorized.  However, upon reading about control vs. access vs. directional references sources, I realize there are a variety of ways to help/refer library users (information seekers).  This section as well as the detailed definitions made me more comfortable with the terminology and also helped me better understand the process which causes the demand for reference services and sources.

Referencing is necessary because of individuals need for accessing information.  Users need information, to address a question, which they search to answer and then evaluate their findings.  This process is overly simplistic, however it does sum up why we require libraries and why libraries need referencing services and sources.

As we move on in the course I look forward to developing a better understanding of how exactly referencing materials can be used by TL's and students to aid in the process of acquiring information and information literacy skills!

My First Entry

So its day two of the course and I have yet to get down to any real work.  At this point I have skimmed through the modules and the overview of the course and I am very excited.  I look forward to gaining a better understanding of the "Info Services" aspect of the library and TL.

In the coming weeks I will be posting my reflections on course readings and discussions, as well as excerpts from my discussion posts.

Here's wishing everyone a great semester and I hope you gain something from reading and responding to my reflections!!!