Reflecting on Lesson 10

With more free time now that summer is here I am trying to get ahead and finished the course.  Below is my reflection for lesson 10.

Three Realizations about Bibliographies, Biographies and Directories…

This week’s topic helped me realize and consider three main things.

Firstly, I realized that biographies could be a great resource to make use of with my Social Studies classes.  Biographies can be used to provide facts to students about important historical figures in a different format than a typical textbook.  Furthermore, the bibliographic information within a biography could be used to help students find other resources about historical figures and related events.

Secondly, I realized that the school library catalogue is a type of bibliography.  Bibliographies are indexes which point users towards other sources.  Therefore, a library catalogue is a bibliography as it provides with information which helps them find and select sources.  Due to the detailed information and abstracts that the library catalogue includes for most of its sources, it is really not that different from the annotated bibliographies I have created for numerous LLED courses since my return to U.B.C.  For one LIBE course I was also asked to create my own online catalogue of sources.  The catalogue which I created was really just an online bibliography.

Thirdly, I realized that the titles of directories, biographies and bibliographies are a very useful and telling way to authenticate/legitimize a source.  If the title is obscure or seems to be unrelated it is probably because it is.  While this is a useful piece of advice, I think it needs to be applied very carefully.  I am sure there are many sources available which are authentic and accurate but have obscure or seemingly unrelated titles.  For instance, if a publisher or author wanted to generate publicity about their biography they may give it a name for shock value.  While this may not be the norm, it is very possible.  As a result, title should not be the be all and end all of evaluating biographical, bibliographical and directory sources.

Reflecting on Lesson 9 - Maps, Atlases and Geographic Sources...

As a Social Studies teacher I was pleased to have a weekly topic which relates directly to what I currently teach.  I was pleased that the readings taught me several things about these sources which are so relevant to my daily teaching.

I was interested to learn that over ninety percent of maps published are government based sources.  This definitely surprised me as I did not realize that the overwhelming majority of maps were produced by or originated from statistics of governments.  Upon reflection, it does make sense.  Very few individuals go about creating maps.  Those that do, create these maps based on other maps or government statistics.  As a result, just about every map is created based on some kind of government statistics or other information.

I was also very interested by Riedling’s criteria for evaluating geographic sources.  She states that the major criteria are the publisher, scale, currency, indexing and format.  After reading about these criteria I decided to apply them to several atlases in my classroom.  Each atlas clearly met all of Riedling’s criteria as the atlases were very current, well formatted, with an easy to use index and maps which were in scale.  What I was surprised to find was that the publisher of the two atlases was the same.  Out of curiosity I checked the publishers of other atlases within the school and I found that they were all published by one of two companies (Rand McNally and the National Geographic Society).  This finding made me confident that the content of our atlases was authentic.  It also further supported Riedling’s point that most geographic sources come from the same publishers whose information originates from similar governments sources.

The activity within this lesson was also quite fascinating as I compared two online atlases: Atlas of Canada and the CIA’s World Factbook.  In applying Riedling’s evaluative criteria, I noticed that both were published by the federal governments of Canada and United States respectively.  Both had accurate scales on their maps.  However, the scales of the Canadian maps were in metric while many of the CIA maps were in imperial units.  Both websites were current.  Since they are government based sites their content is based on government census information (the most recent being 2006 in Canada).  Each website also has an index with hyperlinks to connect the user with related maps and content.  Finally, the format of each website is great as they are quick to access, easy to read, colourful and even allow the user to zoom.  I then compared these online atlases to a print World Book Atlas from my classroom.  This atlas also met Riedling’s criteria.  The publisher was well known (Rand McNally), the content was fairly current (2007), the scales were accurate yet diverse (both miles and kilometres) and functional indexes for Canadian and World locations/landforms.

Lesson nine taught me a lot about reference materials that I use on a daily basis as a Social Studies teacher.  I learned that most maps originate from government agencies/information and are produced by very few publishers.  As a result, I learned that most maps are authentic and accurate.  If only evaluating other reference materials was this easy!

Reflecting on the Hot Topic for Week 8 - Newspapers

Reflecting on My Discussion Post

Below was my post for the week eight hot topic question.  I tried to explain how my love of newspapers since childhood made me a so-called expert/connoisseur of newspapers.  Based on my own experiences with a number of newspapers, I feel that the Vancouver Sun is the best newspaper available to the people of the lower mainland.  It offers well written stories on a variety of topic relevant to people of the lower mainland.

I also spoke to my personal preference of print over electronic/online newspapers.  I like that when you read a print newspaper, and flip through the pages and sections, you really feel engaged.  I also stated that many newspapers allow individuals to access at least a portion of their articles online without a paid subscription.  This means that a TL could subscribe to just one print paper and then allow students to surf parts of other newspapers online for free.

What I did not consider in my Vista post was how much an electronic subscription is and how it works?  If an online subscription is much less than a print subscription, that may make it more attractive to a potential subscriber (TL).  Furthermore, it would be important to determine how the subscription works.  If a subscription allows unlimited users at a school to access the newspaper, then it would be a major advantage over a print newspaper.  I think that these two considerations definitely need to be made before subscribing to a newspaper in print or electronic form.

Vista Discussion Post

Print Newspapers

Ever since I was an intermediate student in elementary school I have loved reading the newspaper.  I used to wake up early so that I could take my time eating breakfast and reading the paper.  Depending on my interests at the time, my focus ranged from the “headlines”, to business and usually sports.  As a result of my love of newspapers, my parents tried subscribing to a variety including The Vancouver Sun, The Province and The Globe and Mail.  My favourite was always The Vancouver Sun.  Due to my personal bias, The Sun would be the newspaper which I would subscribe to for my high school library.

The Vancouver Sun has many attributes which makes it the best choice.  Firstly, it is produced six days a week providing currency.  Secondly, it has a lot of variety in terms of content.  The articles cover all major news stories about politics, economics, etc.  Thirdly, the level of writing is at a high school level.  The diction is advanced, yet not so advanced that it is contentious or difficult to read.

The Province is a good newspaper and is similar to the sun (since it is produced by the same company) but it is written at a lower reading level and the stories focus much more on recreational content (sports, entertainment, etc.)

The Globe and Mail may be the best newspaper in terms of writing/reading level.  However, it does focus more on stories relevant for Eastern Canada and the writing/reading level may be too challenging for some students at a high school level.

Subscribing Online

While I think electronic newspaper subscriptions are good, I much prefer to read print papers.  There is something to be said for getting to hold the newspaper and flip through the pages.  Furthermore, the main articles from the Vancouver Sun and other papers can be accessed online without any subscription at all.  I would much rather subscribe to print newspapers and then allow students to access the main articles online for free.  With limited funds, I believe the better use of money is in subscribing to print newspapers and allowing students to access limited electronic versions for free.

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.