Reflecting on Lesson #8 - Indexes, Abstracts and Databases

While not the sexiest of referencing materials, databases have become an important reference materials in the research process.  Virtually every academic paper I have written at the university level has required me to visit a database of some kind.  I have used EBSCO, ERIC and a number of other databases and periodicals.  As a result, I was able to easily relate to this week’s topic.  In the Riedling chapter she clearly illustrated the purpose and function of periodicals, abstracts and databases.  While I have used all in the past, I did not realize how many different classifications existed.  Without working with these sources in the past, I think the names would have scared me away.  However, due to my own experiences with them, I was able to make connections and note the similarities and differences which existed between them.

I found the activity within the lesson to be very interesting.  When asked to compare a local library database to the school library database I was surprised to see how many different abstracts, indexes and periodicals were in use.  In the local library users had access to EBSCO A-Z, eBooks and a several other materials.  In our school library we have six online encyclopaedias, EBSCO (including 8 separate databases within), Thomas Gale as well as Queen’s Printer of B.C.  This wide variety of databases provides users with access to information relevant to just about any search whether it is regarding science, history, geography, academic papers or the selection of novels.

In my own experiences I have relied heavily on EBSCO and used it with great success.  However, even I did not realize how many indexes/periodicals lay within the full EBSCO Database.  If I, as a teacher and university grad (with a BA and Bed) did not realize how many indexes existed and how best to use them, it must be overwhelming for many secondary students.  Therein lays the potential problem with online databases, periodicals and indexes.  Due to the amount that is in use, some users may not know which is the most appropriate for a search.  Furthermore, they may get results which are not specific to their topic and are not relevant to their enquiry.  As a result, it is important that teachers and TL’s teach students how to use databases, indexes and periodicals so that all of their potential benefits are achieved by students.

Reflecting on the Hot Topic for Week 7

REFLECTING ON THE HOT TOPIC

Below was my response to the week seven hot topic.  In conducting this response I realized two things.

Firstly, I did not realize how many pet peeves I had about dictionaries and directories.  I didn't realize how much the addition of pop culture slang to dictionaries bothered me.  But the more I thought about it, it really made me think that it is really hurting student's ability to communicate formally and eloquently.  The amount of students that submit assignments with pop culture slang and LOL's or JK's is astounding (even at a high school level!).  Adding pop culture slang to dictionaries is definitely not going to help the cause of making students speak and write more formally.  I also never considered frustrating using a directory such as the phone book could be.  Something needs to be done to make them more user friendly!

Secondly, I never took the time to consider how valuable dictionaries and directories can be.  They can help individuals communicate better and they can connect individuals with others.

While I may have found many issues and flaws with dictionaries and directories, they really can serve a valuable purpose in the education of today's students. 


WEEK #7 HOT TOPIC RESPONSE

With the advent of spell check and online dictionaries, I do not find myself turning to print dictionaries all that often.  However, when I do I prefer Webster’s or Oxford.  They are credible dictionaries that have been around for years.  I also like that they do remain current by adding new words from popular culture.  That being said, print dictionaries do have some inherent problems.

Problems:

Firstly, since they are print they can not be updated unless a new edition is purchased.  However, it should be noted that the content does not change as rapidly as other reference sources such as encyclopaedias.

Secondly, dictionaries are now incorporating too many popular culture words.  As a humanities teacher I feel that this is bringing down the level of language that students use.  These popular culture terms would be better suited in online dictionaries such as “Urban Dictionary”.

Thirdly, dictionaries are often big and heavy.  They often take up space in a classroom with students rarely making use of them.  Instead, students tend to rely on spell check and online dictionaries.  This ends up leading to the bigger issue of whether we should bother investing money into print dictionaries.

Benefits & Essentials:

Despite there being some obvious issues with print dictionaries (like any reference material), they are important.  They help students learn to spell properly.  They also help students develop their vocabulary which in turn benefits their ability to communicate orally and through writing.  Aside from having a good copy of the Oxford or Webster’s dictionaries, I believe that the most essential are the English-French or English-Spanish dictionaries.  These make students lives so much easier when it comes to learning a second language (which is a requisite of the BC Education system).

Telephone Dictionaries:

There are a few issues with telephone directories.  Actually there are a lot of issues that bug me.  However, here are the two that get to me the most.

Firstly, the telephone directory only lists home and business numbers.  Therefore, if an individual only has a cellular phone their number will not be listed.

Secondly, the telephone directory often only includes a last name and first initial for personal numbers.  If you are looking up a number but do not know the first name or address of an individual, you will likely never find the number!  This can be very frustrating!

Trivia Answer:

I would have to think that the most essential directory for a TL would be one that lists names, classroom numbers, telephone numbers and e-mails of all the staff in the school.  As a classroom teacher I find this really helpful when trying to get in touch with my colleagues.  If a TL is trying to connect with their colleagues and students, this directory would allow them to reach and work with them.

It might not be your essential directory, but if I were a TL this is one that I would love to have at my disposal.

Looking Ahead to Assignment #3

Yes I know I am looking a ways into the future, but with summer holidays around the corner, a July wedding to prepare for and a honeymoon escape to the Dominican, its best to get a start!

When I looked at assignment three I was unaware of the CBAM approach to change.  This definitely made me worry about having to learn the model before being able to apply it.  However, I took some time this afternoon to read through the Loucks-Horsley article at http://www.nationalacademies.org/rise/backg4a.htm and feel confident that I understand the model.  The model clearly explains in a step-by-step process the different stages that individuals go through when making a change.  While the assignment will make me apply the model to the context of libraries, it will be valuable for me to use in other areas of my teaching.  Now I can use the model to understand why other teachers, or even myself, are more or less willing to adapt to the many changes that are being introduced to the teaching profession.

I'm very much looking forward to getting to apply the CBAM model of the approach to change to teachers at varying levels within my own school.  I hope to get the "researching" aspect of the assignment done in these last two weeks of school while I have better access to teachers, the teacher-librarian, and the library reference collection itself.  Once this is done I can work away at constructing the finished assignment in July!

I look forward to applying this model and seeing exactly where my colleagues are in terms of approaching and dealing with change (in the context of referencing!).

Reflecting on Module 7

Dictionaries, Directories, Handbooks and Yearbooks as Reference Sources?

I was surprised at what I learned from lesson seven.  I never really considered dictionaries, directories, yearbooks and handbooks to be reference materials.  I did not consider these to be reference materials in the sense that they would be used by students to conduct research and answer their questions.  However, by examining the definitions and uses of these materials, I realized that they are reference sources.  They can provide basic and quick access to single facts or figures (Riedling).

After realizing that directories, handbooks and yearbooks are reference materials I tried to think of when and how I have used these sources in such a way.  Every school year we are provided with a handbook.  Within the handbook, teachers can find forms, calendars and facts which will assist them during the year.  While I would  never use it to conduct formal research, it does act as a point of reference for basic enquiries.  Every school year we are also provided with yearbooks.  These yearbooks provide student names and pictures.  While they are mainly for students to reflect upon their school year(s), they do provide a quick reference as to which students go to our school, what their names are and what they look like.  The yearbook does help in researching for formal projects, but can be useful in helping identify students and staff.

While yearbooks, handbooks, directories and dictionaries are not traditional reference materials used for researching, they do act as a point of reference when in need of a basic facts.

The History of the Dictionary…

As an avid historian, this week’s readings provided an interesting explanation of the history of the dictionary.  I never realized that Homer was the first person to great a dictionary/glossary.  I also did not know that glossary is based on the root word gloss (meaning word).  Furthermore, I was intrigued by Dr. Johnson’s 1755 dictionary.  He created it with the purpose of preserving the purity of language through demonstrating its proper usage.

In Conclusion…

Lesson seven provided me with an interesting lesson in the history of the dictionary.  It also made me realize and appreciate the uses that directories, handbooks and yearbooks can serve as reference materials.

Reflecting on the Hot Topic for Week 6 - I'm no Expert!

As a non teacher-librarian I found it difficult to tell other TL's and aspiring TL's as to which encyclopedia I would purchase.  I am no expert on reference materials, especially encyclopedias.  While I have used a couple and seen students use a couple, I really only know about Britannica and World Book.

As I stated in the discussion post, I would worry about using Britannica due to the noted flaws that have been found in the past.  This makes me question the credibility and accuracy of the Britannica.  This is something that Riedling would also worry about!  Despite this flaw, the Britannica does offer a lot of really valuable information and is used in many libraries.  While it is a good encyclopedia, if I had to suggest a print version it would be the World Book.  I have always found it easy to use and have even added the 2005 edition to my classroom for the use of myself and students (so they don't have to go to the library for quick searches).

While I am not a TL, or an encyclopedia expert, I would use my limited funds for purchasing print reference materials and spend it on the World Book!  That being said, I think the way of the future online encyclopedias.  So the decision of what to buy really might be a moot point.

Upon Further Reflection on Lesson 6 - More on Wikipedia!

Why not Sign it?  Addressing the Flaws of Wikipedia

I realize I never touched on an interesting point by Berinstein.  With regards to Wikipedia, she questions why individuals are not forced to sign their contributions.  Berinstein states that it would make the site more authentic as the author would be help responsible for what they posted.  By signing their work, an author would be forced to own their own text.

I think that Berinstein’s idea is very intriguing.  While the intention of holding individuals responsible for their contributions is admirable, there is no way to do it.  How would Wikipedia ensure that contributors sign their work?  Even if they did, how would they ensure authors sign with their real name?  While Berinstein has good intentions to solve an obvious problem, it is simply not possible or realistic.

I think the simple solution is to teach kids information and critical thinking skills so that they will be able to recognize good and bad sources of information be it on the internet or elsewhere.

Reflecting on Lesson 6 - Which Encyclopaedia to Use

As the lesson states, encyclopaedias can be traced as far back as Aristotle.  They are a summary of existing knowledge in record form.  Traditionally encyclopaedias have been print based.  However, over the past twenty years encyclopaedias have evolved.  At one point encyclopaedias became electronic (like Encarta ’96).  Then they became available online.  Now there are free-citizen built encyclopaedias such as Wikipedia.  I believe that all forms of encyclopaedias are useful as reference materials for students when used properly.

The established print based encyclopaedias are good because they are always dependable.  As Katz states, they will almost always meet the evaluation criteria with regards to scope, emphasis, authority, style, relevance, objectivity, arrangement, index and format.  The information is accurate and comes from a reputable source.  As a result, established print encyclopaedias need to be promoted and used by students during the research process.

While established print based encyclopaedias are dependable sources of information, they are not always the most appropriate source.  I believe that citizen built encyclopaedias such as Wikipedia are also useful reference materials for students.  Berinstein states that Wikipedia can be a good starting point for students when conducting research (Berinstein, 12).  While the information may not be accurate when unchecked, it can provide students with a feel for a subject/topic.  Harris states that we need to embrace the opportunity to use Wikipedia.  I agree for a variety of reasons.  As stated by Berinstein, it provides a starting point of enquiry.  Furthermore, it is accessible virtually anywhere and anytime as long as you have internet access.  Because individuals are always able to post and edit content, the information is forever changing making it one of the most current sources available to students.  While the currency is most definitely a positive, the ability for individuals to post and edit content is a major drawback.  However, much like Berinstein I believe that these flaws provide a chance to teach proper research and critical thinking skills to students (Bernistein, 13).  Teachers and TL’s can teach students how to evaluate their sources and cross-reference information before using it to address their questions.  By teaching these skills, students will be able to determine which sources they should use to meet their needs.

I believe students should be encouraged to use both established print and free citizen built encyclopaedias.  As long as teachers and TL’s teach the necessary information and critical thinking skills to help students evaluate sources of information, there is nothing wrong with either type of encyclopaedia.

That being said, I still ensure that students refer to established print encyclopaedias first when beginning a research assignment!  (Creature of habit, or is this telling of my real trust of Wikipedia?)

Completion of Assignment #2 - Yes I know I am a little ahead!

After taking a few hours over the past couple of days I have managed to already get through assignment two.  While I realize I am a bit ahead of the course, I was really excited to complete this assignment.  I was eager to try and come up with a solution to a problem which I feel many students/library users face.

The problem I decided to tackle was with regards to making sure students/library users are able to properly use online databases.  I felt that this was an issue based on my own personal experiences.  In the past I have had issues finding relevant and credible sources of information when using online databases.  I have experienced the frustrations of not being able to find sources as recently as for assignment #1 and even for this assignment.  I also picked this topic due to the fact that the rest of our library's reference collection is very good.  Since the library has a good reference collection, including the online databases, it is important to make sure that the collection is being used efficiently and effectively.

I believe that I have created a simple plan for educating students and staff on the importance of properly using online databases to access and explore a variety of relevant and credible sources of information.  While I am not in a position to put this plan into effect (as I am not the TL), I hope that this is something I could get involved with in the future.

Capstone Activity - Evaluating Wikipedia

Intro:

I was very intrigued to evaluate an online reference material.  What I chose to evaluate was Wikipedia as it is becoming more and more popular with students in my classes.  After critiquing an article by Kim and Sei-Ching, for assignment #1, about how even university students are relying on online sites such as Wikipedia, I was really intrigued to apply Riedling's criteria to Wikipedia.  Below are my findings.

Evaluating Wikipedia:

There were millions of print and online reference works which I could have chosen to evaluate.  However, over the past few years free citizen-built encyclopaedias such as Wikipedia have become a popular topic of debate.  Many question the value and purpose of free citizen-built encyclopaedias such as Wikipedia.  I believe that it is a value reference source which can provide students with a starting point for the research and ultimately a great deal of information when used properly!  Therefore, Riedling’s steps in the evaluative process have been applied to Wikipedia, with a specific focus on several pages.  The purpose of focusing on a select few pages is to provide context for the evaluation.  The pages I have chosen are those of historical figures such as Joseph Stalin, Adolf Hitler and Napoleon Bonaparte.

Riedling’s evaluative process begins by determining the scope of the content.  In an examination of the pages on Stalin, Hitler and Bonaparte there is a great deal of breadth and depth of information.  The information is very detailed and serves its purpose in informing users about the lives of these figures.  Unfortunately, the pages have so much information, posted by a variety of authors, that there is no clear audience with regards to age.  Therefore, not all aspects of the pages are appropriate or relevant to all audiences.

Riedling’s evaluation process continues by assessing a work’s accuracy, authenticity and bias.  With regards to the three pages I evaluated the information appears to be accurate, authentic and without bias.  It should be noted however, that since anyone can edit or post new information to a page, personal bias and inaccurate information could easily be contributed.  If this were to occur, then the accuracy and authenticity would be compromised.

The evaluation process also takes into consideration the arrangement and presentation of information.  In examining the Wikipedia homepage as well as a number of other content specific pages, the presentation and arrangement is excellent.  It is very user friendly as there are clear titles on each page.  Each page is also formatted the same way with the basic information (dates, etc.) and images on the right margin with the body of the written content on the main page.  Furthermore, within the body of the text are hyperlinks.  These links take the reader to related pages within the encyclopaedia.  This helps the site meet Riedling’s fourth criterion with regards to similar works.  By including hyperlinks, Wikipedia ensures that related information is shared with the user.

Riedling’s evaluative process also takes into consideration the timelessness of a reference work.  Since Wikipedia is a citizen-built encyclopaedia, individuals can constantly post and edit information.  Therefore, the information has the potential to be more current than any other print source that may be on the shelves of libraries.

The final step in the evaluative process is the cost.  Since Wikipedia is a free online encyclopaedia there is no cost to the user.  This makes the site a free reference source.

After applying Riedling’s evaluation criteria to Wikipedia, I still believe it to be a valuable reference source for students.  While there is the possibility of flaws with regards to content accuracy and bias, it does act as a free starting point for any inquiry.  Furthermore, as long as the information is cross-referenced with other sources, it in itself can be useful in aiding students’ searches for relevant information.

Starting on Assignment #2

This afternoon I decided to get a start on assignment #2.  I carefully read through the criteria and was trying to figure out what area of our reference collection needed an upgrade.  I have decided that what needs to be upgraded is not necessarily the collection itself, but how aspects of it are used; specifically how online periodicals/databases are used.  The library at my school has good materials, however students do not know how to properly access and use the online materials.  Therefore, my goal is to come up with several ways to make the use of online databases more functional and relevant for students.

Over the course of the next few weeks I hope to solve the current issue of how students use online databases and electronic resources.

Another thought on lesson 4

After posting my reflection on lesson 5 (I'm a day ahead!), I conducted my hot topic response for lesson 4.

What I thought was great about the Government of Alberta's Online Ref. Centre is that it provides staff and students with access to a ton of information which is relevant to just about every subject curriculum.  The site is organized very well which makes it easy to use.  However, the one flaw I noted is that there are not enough opportunities for teachers to make their own contributions.  There are many teachers who have great reference materials (collections of poems, books, or unit plans) which other teachers may benefit from seeing and using.  Allowing these to be shared would make the site more interactive for teachers!

I realize now that the UBC Education Library had a section like this within their website where students (past and present) could share unit plans which they developed.  This was and still is a great tool for me as a classroom teacher as I have access to new ideas and information that I can apply to my own teaching.  If this aspect of the UBC Education Library could be applied to the Online Ref. Centre site I believe it would be a great addition.

Upon Further Reflection of Lesson 5

…A Short Anecdote on Cooperative Planning

Upon further reflection of lesson five I wanted to comment on the section on cooperative planning and teaching.  Near the end of the lesson, it is stated that in order for students to learn important information skills teachers and teacher librarians need to work together.  I whole heartedly agree with this statement.  In order to demonstrate this I want to share a brief anecdote.

Two years ago my school had time built into the timetable for staff to collaborate and work together.  I joined a group in which teachers from different subject areas would work cooperatively with each other (and the TL) to create cross-curricular learning activities.  During this time I was able to develop amazing learning activities for students which incorporated French with Social Studies and Foods.  What this experience demonstrated to me was that by working together we could better meet the needs of students (in this case creating meaningful and engaging activities).

If cooperative planning can be done in this format to teach French, Social Studies and Foods, I would assume that teachers and TL’s could work together to develop activities which support proper referencing skills.

Reflecting on Lesson 5: The Reference Interview

The title of lesson five threw me for a bit of a loop.  Before beginning the Riedling chapter I had no idea what the reference interview was.  However, Riedling immediately explained that it is a conversation between a TL and student with the purpose of identifying a student’s needs or assisting them with an enquiry (Riedling, 99).  With this explanation I felt much more comfortable with what this chapter was referring to.

However, I feel that referring to assisting students as an “interview” is too formal.  In my limited library experience, students do not want formality when they are in need of an answer to a question.  They simply want the answer to their question.  If TL’s approach their job too formally students can be put off as they feel distant from the TL.  Rather than make the process formal like an interview, I think the TL needs to assist students in a comfortable and friendly fashion.  By developing a comfortable rapport with students, the reference process can be conducted in an efficient fashion.

Despite the formality of the name, I do believe the roles and expectations of the TL in the research process is described accurately by Riedling.  The TL should be accessible to students.  He or she should also have a positive attitude and want to help students.  The TL should approach every “interview” keeping in mind that the student’s needs are the most important.  Finally, the TL should be able and willing to model different aspects of research/referencing methods to ensure that a student’s needs are met.  While I believe that Riedling’s expectations of a TL are fair, I can not speak to this from personal TL experiences.  However, as a classroom teacher I know that I have to demonstrate all of these skills and fill all of these roles when working with students on a daily basis.

I think the most important thing I took out of this lesson was the importance of realizing that students come first.  Whether a teacher or a TL, we need to ensure that when students have questions we do all that we can to answer their questions efficiently and effectively (and in the process hopefully modeling good research skills/methods!).