Sunday, November 30, 2008
"Data Smog"
I recently viewed a video on Teacher Tube that defined "Data Smog" as "The idea that too much information can create a barrier in our lives." (Association of College and Research Libraries) The Power Point stated that: "information literacy is the solution to Data Smog". But, how do we accomplish this? I would define myself as "information literate" but I still struggle with too much good information. I believe that as educators, "Data Smog" could be one of our greatest challenges. Open access to information is a primary goal to any successful library program, but when I look at various "award winning school library sites", I find many of them simply overwhelming. In my coursework, when I encounter a module with lists of links, my heart sinks. How will I get through all of this content? All the sites may offer me very relevant, useful information, but navigating and reading the sites becomes time-consuming and over-whelming. I realize that part of being "information literate" is knowing when you have enough information.
Saturday, November 29, 2008
Change- What Can I do?
I work at a wonderful school with many talented and devoted teachers. But, we face many challenges, including declining enrollment and financial constraints. We are an independent school and do not have access to the same resources as public schools. Our school does not have a teacher librarian. Most of the teachers in my school do not have a clear understanding of what a database is. I am the only teacher in the school that has ever used databases with students. Most of the teachers have students search for information on-line on their own, using google. Only a few provide web-site addresses. I am quite certain that most of the teachers rely exclusively on print resources for their students' research needs. The reference section of our library is dated and limited. We do not use a school-wide model for research projects. In one of the courses in the diploma program, I learned that teachers do not integrate technology into their teaching because they do not feel confident in their own abilities- I see this in my school everyday. The lab is used primarily for games, word-processing, and teaching key-boarding. Change is necessary, but I don't know how to begin to implement it. I am hoping that my collaborative efforts with the grade seven teacher for assignment #3 will get the ball rolling. The principal is new this year and is slightly over-whelmed with a very challenging school culture. I am hoping for the best.
Course Reflection
As this course comes to an end, I breathe a sigh of relief! I look forward to completing my last course in January so that I have more time to apply my new skills and knowledge into my teaching practice. However, I will miss is the library courses' discussions. Although I found posting my own discussion topics challenging, one of my favourite tasks in the course was reading every one's posts. The discussions helped me to frame my own opinions about specific issues, gave me practical ideas and resources, and offered insight into other professionals' teaching situations.
Throughout this diploma program I have felt that working teacher-librarians have a significant advantage over classroom teachers who are completing the coursework. No where have I felt more strongly about this inequity than in courses where students are required to participate in on-line discussions and then evaluate their own participation. I value the on-line discussions because I have learned so much from my fellow students, especially those currently working in libraries. I also enjoy communicating my own ideas with others. But, sometimes I found myself feeling slightly insignificant. During this course, I decided that I would change my attitude and focus my discussions from a classroom teacher's perspective. I attempted to post information that I felt would be most useful to the other participants. Sometimes I got slightly off-topic, but I felt that it would be more useful than simply reiterating another student's comments. For example, in the geographical resources discussion, Kathy Shoemaker and other teacher-librarians discussed how they felt frustrated by the lack of practical applications and curricular relevance to using on-line geographical resources. Rather than spending my time evaluating yet another resource, I decided to discuss how I used a particular resource in my classroom and how it addressed learning outcomes for grade six. I hope that working teacher-librarians could use this resource to share with grade six teachers in their own schools.
Another valuable learning tool in this course for me has been this blog. Although I have not blogged as often as I should have, I attempted to synthesize much of my learning from this course and others in the diploma program into my posts. When I explore some of the other blogs in the course, I am amazed at the time and effort many spent developing innovative, resource- rich and detailed learning journeys! However, my priority at the moment is not getting the highest mark in the class, but taking what I am learning here and applying it to my planning and teaching. I know that the only way change can take place in my workplace is if I lead by example, and offer a model of resource-based learning that is highly effective. I have created a class web-site that I use regularly with my students. (You can access it from this blog). Many of the teachers in my school are starting to explore the teaching resources on the site and are asking me how I use the site as a teaching tool. My next goal is to link a class blog to the site. Wish me luck!
Throughout this diploma program I have felt that working teacher-librarians have a significant advantage over classroom teachers who are completing the coursework. No where have I felt more strongly about this inequity than in courses where students are required to participate in on-line discussions and then evaluate their own participation. I value the on-line discussions because I have learned so much from my fellow students, especially those currently working in libraries. I also enjoy communicating my own ideas with others. But, sometimes I found myself feeling slightly insignificant. During this course, I decided that I would change my attitude and focus my discussions from a classroom teacher's perspective. I attempted to post information that I felt would be most useful to the other participants. Sometimes I got slightly off-topic, but I felt that it would be more useful than simply reiterating another student's comments. For example, in the geographical resources discussion, Kathy Shoemaker and other teacher-librarians discussed how they felt frustrated by the lack of practical applications and curricular relevance to using on-line geographical resources. Rather than spending my time evaluating yet another resource, I decided to discuss how I used a particular resource in my classroom and how it addressed learning outcomes for grade six. I hope that working teacher-librarians could use this resource to share with grade six teachers in their own schools.
Another valuable learning tool in this course for me has been this blog. Although I have not blogged as often as I should have, I attempted to synthesize much of my learning from this course and others in the diploma program into my posts. When I explore some of the other blogs in the course, I am amazed at the time and effort many spent developing innovative, resource- rich and detailed learning journeys! However, my priority at the moment is not getting the highest mark in the class, but taking what I am learning here and applying it to my planning and teaching. I know that the only way change can take place in my workplace is if I lead by example, and offer a model of resource-based learning that is highly effective. I have created a class web-site that I use regularly with my students. (You can access it from this blog). Many of the teachers in my school are starting to explore the teaching resources on the site and are asking me how I use the site as a teaching tool. My next goal is to link a class blog to the site. Wish me luck!
Article Three- A Critical Examination of Information Literacy Instruction During a Grade 9 Research Project
As I come to the end of my ninth course in the diploma program, more than ever, I have come to understand the importance of information literacy education. This article provides a thorough discussion of views and instructional practices related to information literacy and it also details interesting results of a study examining a collaborative teaching experience. Since the article is lengthy, after briefly summarizing the study, I will highlight what I learned from this reading and how it applies to my school situation.
Asselin, Kymes and Lam conducted a study to find out how information literacy curriculum and instruction would be cooperatively planned and taught to a grade nine class for a Social Studies Research Project. Data was collected over three weeks and included: video tape of class instruction with field notes prepared by graduate students; interviews with the teacher librarian, teacher, and four students; and information from teaching documents (e.g. Internet texts used by students). The research assignment used for the unit was a Web quest, developed by a team of teachers including the teacher-librarian and all classes were conducted in the library. After analysing the data, the researchers came to the following conclusions:
According to a study by McGregor (1995), the authors also reinforced the differences between product and process student orientations:
Product-orientated students lacked metacognive awareness about the research process and their activities were predominantly categorizing and sequencing and copying from sources. In contrast, process-oriented students used analysis and synthesis skills, tended not to copy from sources, and appeared to recognize that learning should be a result of their research activities.
From another cited study (Limburg, 1999-2000), the authors described three approaches and results to information seeking: fact-finding (found general, fragmented knowledge), finding the right answer(developed one perspective), and scrutinizing and analyzing ("developed a complex ethically and politically based understanding of the issue").
I am hoping that I can show leadership in my school by modelling process-driven instruction and sharing my results with other teachers and the school administrator. In my planning, I try and design research projects and lessons that engage students and go deeper than fact finding, product-focused tasks.
Finally, the authors stress the importance of attending to the "new literacies needed for today's new learners". I understand that empowering students with skills that will allow them to critically analyze information is vital, but I had failed to understand the scope of the changes in teaching practice to realize that goal.
Asselin M, Kymes A, Lam V. A Critical Examination of InformationLiteracy Instruction during a
Grade 9 Research Project. Similie [serial online]. November 2007;7(4):1-18. Available from:
Academic Search Complete, Ipswich, MA. Accessed September 21, 2008.
Asselin, Kymes and Lam conducted a study to find out how information literacy curriculum and instruction would be cooperatively planned and taught to a grade nine class for a Social Studies Research Project. Data was collected over three weeks and included: video tape of class instruction with field notes prepared by graduate students; interviews with the teacher librarian, teacher, and four students; and information from teaching documents (e.g. Internet texts used by students). The research assignment used for the unit was a Web quest, developed by a team of teachers including the teacher-librarian and all classes were conducted in the library. After analysing the data, the researchers came to the following conclusions:
- the teacher and teacher-librarian viewed information literacy differently- their understanding of curriculum and instructional practices did not align
- The teacher was not aware of or did not understand the teacher-librarian's expectation that he teach the knowledge-based aspects of information literacy to the students.
- the web quest seemed to "reinforce students' task-driven, procedural, fact-finding notions of research projects"
- Readability levels of the information sources were challenging for many of the grade nine students
According to a study by McGregor (1995), the authors also reinforced the differences between product and process student orientations:
Product-orientated students lacked metacognive awareness about the research process and their activities were predominantly categorizing and sequencing and copying from sources. In contrast, process-oriented students used analysis and synthesis skills, tended not to copy from sources, and appeared to recognize that learning should be a result of their research activities.
From another cited study (Limburg, 1999-2000), the authors described three approaches and results to information seeking: fact-finding (found general, fragmented knowledge), finding the right answer(developed one perspective), and scrutinizing and analyzing ("developed a complex ethically and politically based understanding of the issue").
I am hoping that I can show leadership in my school by modelling process-driven instruction and sharing my results with other teachers and the school administrator. In my planning, I try and design research projects and lessons that engage students and go deeper than fact finding, product-focused tasks.
Finally, the authors stress the importance of attending to the "new literacies needed for today's new learners". I understand that empowering students with skills that will allow them to critically analyze information is vital, but I had failed to understand the scope of the changes in teaching practice to realize that goal.
Asselin M, Kymes A, Lam V. A Critical Examination of InformationLiteracy Instruction during a
Grade 9 Research Project. Similie [serial online]. November 2007;7(4):1-18. Available from:
Academic Search Complete, Ipswich, MA. Accessed September 21, 2008.
Tuesday, November 25, 2008
What Do You Know? – An article by Amy S. Pattee
When I began this course, I was unaware of the term, “reference interview”. I was somewhat surprised that a conversation between a student and Teacher Librarian needed a ‘label’. But, as I discussed in my post (“Definitions-Sept. 16), I have come to realize that it is important that professionals speak a common language; especially since the reference interview is integral to the Teacher Librarian’s role in the school. Successful interviews will lead students to the right sources of information to meet their research needs. In her article, Pattee explores using the K-W-L teaching strategy during the reference interview to facilitate a more interactive, focused, and effective transaction.
Pattee begins by delineating specific differences between children and adults and their information seeking needs and approaches. She explains that librarians need to understand the Piagetian stages of Cognitive development and “apply this knowledge to bibliographic instruction”. Adults have more highly developed language, reading ability, and experience. Children sometimes have “difficulty articulating their information needs” because of their “underdeveloped vocabulary of inquiry”. Pattee argues that using the K-W-L strategy during the interview will “guide both librarian and child patron through the process of information-seeking and facilitates information-literacy instruction”.
After providing background information about the K-W-L strategy, Pattee then describes how it can be implemented in the library and gives specific examples of the language the Teacher Librarian can use with the patron. By beginning with what the child knows, the Librarian can better determine the type of resource the student needs and any gaps the student may have on the research topic. The question “what do you know” can also lead to the context of the lesson or assignment. I believe that it also prevents the Teacher Librarian from jumping to conclusions about the student’s information needs and it provides a structured beginning to the interview.
Moving to “what do I want to know”, allows the student to give the Teacher-Librarian a specific focus to the information quest. Using research from Ogle and Sullivan, Pattee also suggests that the Teacher-Librarian can help the student begin “brainstorming categories of information” by posing questions like “so you want to know about…… ”. By thinking aloud and naming categories of information, the Teacher librarian can model “a process of inquiry”. Furthermore, Pattee explains that both the “K” and the “W” steps of the strategy can illicit questions from the student that helps the Librarian decide what types of resources are needed.
In the “what I learned” step, the student is directed to appropriate resources and then the Librarian guides the child through the process of searching the resources for specific information. It is an opportunity for teaching students in “a very directed manner” skills such as skimming and scanning text and visuals for information. The Librarian should reference back to the student’s original questions to keep the student focused on his/her information quest.
Riedling stresses the importance of communication, “careful listening” and “avoiding pre-mature answers” during the reference interview. I believe that using the K-W-L strategy would provide me with the necessary structure and language needed to ensure a successful interview. I also think that the last step in the process is crucial- it is not enough for us to simply show students where to find the information that answers their questions. Looking through the resources with the students and modeling specific information seeking strategies will certainly help them to become independent, life-long learners.
Pattee, A. (2008, Spring 2008). What do You Know? Children & Libraries: The Journal of the
Association for Library Service to Children, 6(1), 30-39. Retrieved November 16, 2008, from Academic Complete Database.
Pattee begins by delineating specific differences between children and adults and their information seeking needs and approaches. She explains that librarians need to understand the Piagetian stages of Cognitive development and “apply this knowledge to bibliographic instruction”. Adults have more highly developed language, reading ability, and experience. Children sometimes have “difficulty articulating their information needs” because of their “underdeveloped vocabulary of inquiry”. Pattee argues that using the K-W-L strategy during the interview will “guide both librarian and child patron through the process of information-seeking and facilitates information-literacy instruction”.
After providing background information about the K-W-L strategy, Pattee then describes how it can be implemented in the library and gives specific examples of the language the Teacher Librarian can use with the patron. By beginning with what the child knows, the Librarian can better determine the type of resource the student needs and any gaps the student may have on the research topic. The question “what do you know” can also lead to the context of the lesson or assignment. I believe that it also prevents the Teacher Librarian from jumping to conclusions about the student’s information needs and it provides a structured beginning to the interview.
Moving to “what do I want to know”, allows the student to give the Teacher-Librarian a specific focus to the information quest. Using research from Ogle and Sullivan, Pattee also suggests that the Teacher-Librarian can help the student begin “brainstorming categories of information” by posing questions like “so you want to know about…… ”. By thinking aloud and naming categories of information, the Teacher librarian can model “a process of inquiry”. Furthermore, Pattee explains that both the “K” and the “W” steps of the strategy can illicit questions from the student that helps the Librarian decide what types of resources are needed.
In the “what I learned” step, the student is directed to appropriate resources and then the Librarian guides the child through the process of searching the resources for specific information. It is an opportunity for teaching students in “a very directed manner” skills such as skimming and scanning text and visuals for information. The Librarian should reference back to the student’s original questions to keep the student focused on his/her information quest.
Riedling stresses the importance of communication, “careful listening” and “avoiding pre-mature answers” during the reference interview. I believe that using the K-W-L strategy would provide me with the necessary structure and language needed to ensure a successful interview. I also think that the last step in the process is crucial- it is not enough for us to simply show students where to find the information that answers their questions. Looking through the resources with the students and modeling specific information seeking strategies will certainly help them to become independent, life-long learners.
Pattee, A. (2008, Spring 2008). What do You Know? Children & Libraries: The Journal of the
Association for Library Service to Children, 6(1), 30-39. Retrieved November 16, 2008, from Academic Complete Database.
Saturday, November 15, 2008
A Positive Approach to Wikipedia
By ignoring the usage of Wikipedia, or worse yet, forbidding it, what have we really taught our students about evaluating and accessing information? - Frances Renzullo-Cuzzetto
Last year, whenever my daughters insisted on using Wikipedia for their school projects, I vehemently protested. Everything that I was learning in my coursework seemed opposed to using such an unreliable, unauthentic source of information. I was appalled when I discovered that my younger daughter's teacher actually recommended it as a great Internet resource! I forbade Bethany to use it, and helped her maneuver through "Kids Search" on the Okanagan Regional Library's e-resources. I felt so knowledgeable and superior! I even impressed my daughter- not an easy feat! But, looking back, could I have been wrong?..........
After reading all the posts regarding the debate concerning Wikipedia, I have come to the conclusion that I was somewhat erroneous. I agree with many who suggested that it is a good starting point in the research process- a place to get a general idea about a topic. It is also a great place to find an answer to a quick research question. But, I still believe that it's use should be limited and guided. As Tara Mowers wrote: "it can be used as a spring-board to teach various lessons....to formulate further questions...." Most importantly, is can be used as a teaching tool for students to learn how to evaluate the authenticity of information.
Last week in my grade six class, we were discussing the use of Wikipedia for their assignment. I asked them to share what they knew about it. One of my brighter lights shared a little experiment he conducted. He told us that he added nonsensical information under a topic and it took about five days to be discovered and removed. He felt that I should not allow them to use Wikipedia for their project. After more discussion, we decided that we wouldn't use it for this particular assignment. But, I do plan to use it when my students write hero biographies later in the year. Part of my goal for the assignment will be for students to use Wikipedia and compare the information about their chosen hero with a print source.
To me, the argument really isn't about Wikipedia. It's about our approach to teaching. Teaching with a positive attitude that empowers our students: "Yes- you can use Wikipedia, but be careful. Here is what you need to know about it, here is what you can do to make it work!" Its also about the old process over product argument. What is important? The end result -a well-written biography? Or... the process - finding and analyzing information, organizing it, writing using that information, editing, creating, and sharing!
Last year, whenever my daughters insisted on using Wikipedia for their school projects, I vehemently protested. Everything that I was learning in my coursework seemed opposed to using such an unreliable, unauthentic source of information. I was appalled when I discovered that my younger daughter's teacher actually recommended it as a great Internet resource! I forbade Bethany to use it, and helped her maneuver through "Kids Search" on the Okanagan Regional Library's e-resources. I felt so knowledgeable and superior! I even impressed my daughter- not an easy feat! But, looking back, could I have been wrong?..........
After reading all the posts regarding the debate concerning Wikipedia, I have come to the conclusion that I was somewhat erroneous. I agree with many who suggested that it is a good starting point in the research process- a place to get a general idea about a topic. It is also a great place to find an answer to a quick research question. But, I still believe that it's use should be limited and guided. As Tara Mowers wrote: "it can be used as a spring-board to teach various lessons....to formulate further questions...." Most importantly, is can be used as a teaching tool for students to learn how to evaluate the authenticity of information.
Last week in my grade six class, we were discussing the use of Wikipedia for their assignment. I asked them to share what they knew about it. One of my brighter lights shared a little experiment he conducted. He told us that he added nonsensical information under a topic and it took about five days to be discovered and removed. He felt that I should not allow them to use Wikipedia for their project. After more discussion, we decided that we wouldn't use it for this particular assignment. But, I do plan to use it when my students write hero biographies later in the year. Part of my goal for the assignment will be for students to use Wikipedia and compare the information about their chosen hero with a print source.
To me, the argument really isn't about Wikipedia. It's about our approach to teaching. Teaching with a positive attitude that empowers our students: "Yes- you can use Wikipedia, but be careful. Here is what you need to know about it, here is what you can do to make it work!" Its also about the old process over product argument. What is important? The end result -a well-written biography? Or... the process - finding and analyzing information, organizing it, writing using that information, editing, creating, and sharing!
Tuesday, September 30, 2008
The Generation Z Connection: Teaching Information Literacy to the Newest Net Generation- An Article by Caroline Geck
When I began this diploma program two years ago, I had a limited knowledge about the impact of the Internet and other high-tech devices on teaching and learning. Now in my ninth course, I feel confident that I can integrate technology effectively in my teaching while promoting both traditional and digital resources to my students. But, at home, I am frustrated by my two daughters (thirteen and fourteen years of age) insistence on using Google for research assignments. This article, piqued my interest- both personally and professionally.
Although not yet clearly defined in the dictionary, Geck describes generation Z as "teenagers born in or after 1990 in technologically advanced countries....Generation Z birth years closely correspond to the conception and birth of the World Wide Web." She explains that this generation was "born into a digital world" and have grown up using technology such as cell phones, graphical web browsers, and instant messaging services. As a result, they have what she calls "heightened technical expectations" and prefer to access information at home where they can "multi-task". (i.e. They can snack, watch t.v., talk on a cell phone, listen to i-tunes and communicate on face-book simultaneously! I've seen it done-believe me!) However, while this generation my be techno-savvy, Geck's research shows that they may also be novices when it comes to understanding how the Internet and commercial search engines work. She says that they may not be familiar with "information that is part of the invisible Web or deep Web". Geck also discusses other problems such as students's lack of skills for evaluating web pages and their over-reliance on Google. She comes to the conclusion that these teens "are not information-literate" and lists several ways teacher-librarians can help them to improve this situation. Some of her solutions include: teaching students and teachers about searching on the internet and web page design, collaborating with teachers to integrate technology into their teaching, linking web pages to create e-learning environments, and providing quality traditional and internet resources to students and teachers. Geck also details specific ways each of these solutions can be carried out by Teacher Librarians. For example, she explains that if teacher-librarians cannot convince classroom teachers to use online learning environments, that they can "try alternative approaches, such as creating handouts with visuals....that advertise both key print and digital resources."
Although I am not working as a teacher-librarian, I hope that I can be a leader in my school in the integration of technology into my teaching. With my class website, I am already incorporating some of the ideas that Geck highlighted in her article. I realize that I still have more to accomplish such as having my students design their own web-pages and linking them to our classroom site. I find that my students are very motivated and excited about using the internet in their learning. On the other hand....my daughters! I think they sometimes find it difficult having a mother as a teacher...Until, that day that Bethany needed very specific information about India and Google just wasn't working- I helped her find two excellent articles accessed throught the public library database!
Geck C. the generation Z connection: teaching information literacy the newest net generation. Teacher Librarian [serial online]. February 2006;33(3):19-23. Available from: Academic Search complete, Ipswich, MA. Accessed September 21, 2008.
Although not yet clearly defined in the dictionary, Geck describes generation Z as "teenagers born in or after 1990 in technologically advanced countries....Generation Z birth years closely correspond to the conception and birth of the World Wide Web." She explains that this generation was "born into a digital world" and have grown up using technology such as cell phones, graphical web browsers, and instant messaging services. As a result, they have what she calls "heightened technical expectations" and prefer to access information at home where they can "multi-task". (i.e. They can snack, watch t.v., talk on a cell phone, listen to i-tunes and communicate on face-book simultaneously! I've seen it done-believe me!) However, while this generation my be techno-savvy, Geck's research shows that they may also be novices when it comes to understanding how the Internet and commercial search engines work. She says that they may not be familiar with "information that is part of the invisible Web or deep Web". Geck also discusses other problems such as students's lack of skills for evaluating web pages and their over-reliance on Google. She comes to the conclusion that these teens "are not information-literate" and lists several ways teacher-librarians can help them to improve this situation. Some of her solutions include: teaching students and teachers about searching on the internet and web page design, collaborating with teachers to integrate technology into their teaching, linking web pages to create e-learning environments, and providing quality traditional and internet resources to students and teachers. Geck also details specific ways each of these solutions can be carried out by Teacher Librarians. For example, she explains that if teacher-librarians cannot convince classroom teachers to use online learning environments, that they can "try alternative approaches, such as creating handouts with visuals....that advertise both key print and digital resources."
Although I am not working as a teacher-librarian, I hope that I can be a leader in my school in the integration of technology into my teaching. With my class website, I am already incorporating some of the ideas that Geck highlighted in her article. I realize that I still have more to accomplish such as having my students design their own web-pages and linking them to our classroom site. I find that my students are very motivated and excited about using the internet in their learning. On the other hand....my daughters! I think they sometimes find it difficult having a mother as a teacher...Until, that day that Bethany needed very specific information about India and Google just wasn't working- I helped her find two excellent articles accessed throught the public library database!
Geck C. the generation Z connection: teaching information literacy the newest net generation. Teacher Librarian [serial online]. February 2006;33(3):19-23. Available from: Academic Search complete, Ipswich, MA. Accessed September 21, 2008.
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