Theme 1 Blog Post: The Beginning of My Journey
Why Do I want to be a Teacher Librarian?
I decided to take the Teacher-Librarianship Diploma program
because I really enjoyed TTOCing as a TL in my school district. I really enjoyed all the TL duties, such as reading
a book at the carpet; introducing new books; helping students with their research
projects; and interacting with students during book exchange. When I started
taking a few TL courses, I learned that there is a lot of TL
responsibilities that I was not aware of; for instance, weeding, ordering
materials (requests from staff and student), managing budgeting/funding, media
specialist, learning how to select appropriate references and resources for
various grades, and so much more! I was actually one of those people that
thought that TLs mainly read stories to students, signed books in/out, and then
shelved books-I was very far off from the actual reality of a TL!
Retrieved from: https://www.youtube.com/watch?v=ttyQr57MfsI
"But wait, there's more!"
The TL as a Media Specialist:
When I was a student in elementary school, I remember that 'library time' was an opportunity for me to sign out the latest Goosebumps and Are You Afraid of the Dark? book series. When the library received new book series or new literature, my TL would promote those new additions to the library; I can recall maybe a few computers being available for cataloguing purposes. Fast forward nearly two decades later, the role of a TL has changed dramatically! TL's are now becoming library media specialists for their schools- asking for digital versions of text (if possible and depending on their needs of the school); ensuring enough iPads are available at their schools to access text (e-books, e-reader, databases, etc.); and that the latest apps and other technologies are easily accessed for the users. Quite honestly, I am both excited and nervous about this gradual change; my main concern is wondering if I would make a 'good' TL and if I will be able to keep up with the latest technologies and support the needs of the students. My goal is to make my library engaging, interactive, and purposeful for my school community, similar to the video posted below:
Retrieved from: https://www.youtube.com/watch?v=ttyQr57MfsI
"But wait, there's more!"
Retrieved from: http://acadialibrary.pbworks.com/w/page/25604293/21st%20Century%20Learning
The TL as a Media Specialist:
When I was a student in elementary school, I remember that 'library time' was an opportunity for me to sign out the latest Goosebumps and Are You Afraid of the Dark? book series. When the library received new book series or new literature, my TL would promote those new additions to the library; I can recall maybe a few computers being available for cataloguing purposes. Fast forward nearly two decades later, the role of a TL has changed dramatically! TL's are now becoming library media specialists for their schools- asking for digital versions of text (if possible and depending on their needs of the school); ensuring enough iPads are available at their schools to access text (e-books, e-reader, databases, etc.); and that the latest apps and other technologies are easily accessed for the users. Quite honestly, I am both excited and nervous about this gradual change; my main concern is wondering if I would make a 'good' TL and if I will be able to keep up with the latest technologies and support the needs of the students. My goal is to make my library engaging, interactive, and purposeful for my school community, similar to the video posted below:
Link: https://www.youtube.com/watch?v=6eilZJp3_h8
Thoughts on Lesson #1:
Lessons #1-4 have been quite valuable for me as a new TL. In the following paragraphs, I am going to discuss what I have learned in each of these lessons and how they have helped me grow as a TL (‘aha’ moments, connections, etc.). Lesson #1- I appreciated how this course started off with exploring some terminologies that are often used in many school libraries (‘handbooks,’ ‘almanacs,’ ‘factbooks’). I also enjoyed learning about some new terminologies from Riedling’s text, such ‘Gazetteers’ and ‘imposed vs unimposed queries.’ Overall, the biggest take-away in lesson one for me was understanding the term ‘reference’ and the various types that exist, such as reference collection, sources, and services. Prior to taking this course, I thought a reference was basically any type of book (of course I knew about the basics, such as Encyclopedias, atlases, etc.), but I also thought that search engines, school approved websites, non-fiction and fiction books counted as a reference if you found information to answer your question.
Lessons #1-4 have been quite valuable for me as a new TL. In the following paragraphs, I am going to discuss what I have learned in each of these lessons and how they have helped me grow as a TL (‘aha’ moments, connections, etc.). Lesson #1- I appreciated how this course started off with exploring some terminologies that are often used in many school libraries (‘handbooks,’ ‘almanacs,’ ‘factbooks’). I also enjoyed learning about some new terminologies from Riedling’s text, such ‘Gazetteers’ and ‘imposed vs unimposed queries.’ Overall, the biggest take-away in lesson one for me was understanding the term ‘reference’ and the various types that exist, such as reference collection, sources, and services. Prior to taking this course, I thought a reference was basically any type of book (of course I knew about the basics, such as Encyclopedias, atlases, etc.), but I also thought that search engines, school approved websites, non-fiction and fiction books counted as a reference if you found information to answer your question.
Thoughts on Lesson #2:
Lesson #2-The theme “The Reference Process and Information Skills” provided me with relevant information regarding the types of models/guidelines to follow. I am currently a resource teacher at my school, and this information was not only useful for me as a future TL, but in my current contract as well (I’m planning to support intermediate students with their inquiry projects). My goal right now is to try the Big 6 Model because it sounds user friendly and it breaks down the steps on how to successfully find, process, and use information to answer questions. If I find the Big 6 Model simple to use and if it works well for my students, I plan to try the Super 3 Model for my primary students. Another take-away from this lesson was the guiding questions that were presented when starting research projects-I noticed that students have difficulty completing inquiry-based assignments when they do not have any guiding questions to follow; when guiding questions are presented, many students have an easier time completing research-based projects. Quite honestly, I wish I had a research model to refer to when I was in secondary school! I have always enjoyed inquiry-based projects, but had difficulty finding a main focus/coming up with an engaging question for my projects.
Retrieved from: https://www.youtube.com/watch?v=EaKbYcoeGi0
Lesson #2-The theme “The Reference Process and Information Skills” provided me with relevant information regarding the types of models/guidelines to follow. I am currently a resource teacher at my school, and this information was not only useful for me as a future TL, but in my current contract as well (I’m planning to support intermediate students with their inquiry projects). My goal right now is to try the Big 6 Model because it sounds user friendly and it breaks down the steps on how to successfully find, process, and use information to answer questions. If I find the Big 6 Model simple to use and if it works well for my students, I plan to try the Super 3 Model for my primary students. Another take-away from this lesson was the guiding questions that were presented when starting research projects-I noticed that students have difficulty completing inquiry-based assignments when they do not have any guiding questions to follow; when guiding questions are presented, many students have an easier time completing research-based projects. Quite honestly, I wish I had a research model to refer to when I was in secondary school! I have always enjoyed inquiry-based projects, but had difficulty finding a main focus/coming up with an engaging question for my projects.
Retrieved from: https://www.youtube.com/watch?v=EaKbYcoeGi0
Thoughts on Lesson #3
Lesson #3-“Selecting and Evaluating of Reference Materials”-This lesson allowed me
to learn more about the selection and evaluation process when searching for new
references for the school library collection.
Since my District does not have an official library handbook or
rules/procedures to follow when selecting and evaluating resources, I am
grateful that Riedling has simple criteria to evaluate resources. Some of the
criteria that Riedling discussed in her text includes ‘Content Scope, Accuracy,
Authority, Bias, Arrangement and Presentation, Relation to Similar Works,
Timeliness and Permanence, and the Cost.’ At this point, I am still having
difficulty conducting some of the evaluation steps, but I know that I am just
in the beginning stages/learning process, so it will just take some time for me
to become more comfortable performing the selection and evaluation of
materials!
Retrieved from: http://www.lessonrating.com/students/expert-articles/piano/practice-makes-perfect/
Retrieved from: http://www.lessonrating.com/students/expert-articles/piano/practice-makes-perfect/
Thoughts on Lesson #4:
Lesson #4-“Print and/or Electronic Materials:”
The information presented in this lesson reminded me of how students prefer to
search for information for their projects. Over the past few years, I have noticed
that the majority of students prefer to use an electronic device to search for
information, rather than use a print or hardcopy version-This is why first
assignment will encourage the use of both print and electronic resources (not
just using one or the other)! It amazes me how simple items from a library are now being requested
by students in a digital format; for instance, a few students wanted a Playaway
version of a book and both did not want to sign out the actual book itself. The
student who had to wait for the Playaway chose to wait for it to be returned,
rather than getting the book that was sitting on the shelf. Another take away
from this lesson-“A mass
of undifferentiated, many times unreliable, information is stored on the Web,
which means that there may be thousands— even millions— of citations for any
given topic. The problem is finding ways to discover the optimal information
from among the heaps of data. It is the role of the school librarian to be the
trained magician with the ability to extract (or assist the student in
extracting) the specific informational needs” (Riedling, pg 109-110, Kindle
Edition). I definitely agree with this quote, because many students are unable
to differentiate between credible and non-creditable sources (i.e. Wikipedia vs
World Book Online). I have also noticed students unable to compare information
they find (credible vs. bias information).
Retrieved from: http://mediaspecialistsguide.blogspot.ca/p/media-specialists-and-teacher.html
TL Collaboration/Resource Links:
Since I am not a TL at the moment, I feel fortunate that I have a mentor who is able to support me and show me how to perform certain TL duties properly, such as weeding, ordering materials, and analyzing reports; she has also invited me to attend the monthly TL meetings (TLs meet and talk about new findings, issues, and support one another). I find these meetings quite interesting, helpful, and opportunities to collaborate with other TLs. Now that I am becoming more and more aware of new TL terminology, many of the topics brought up at these TL meetings are starting to make sense!
In order to continuously be a lifelong learner, I enjoy looking through online blogs and archives, such as "The Adventures of Library Girl" and LM-Net Archives. Resources such as these, created and intended for TL's, help provide useful information, helpful tips, and act as an interactive learning community for media specialists around the world.
Final Thoughts:
About a year and a half ago, I remember applying for the TL position at a French Immersion school; the admin at the school contacted me and mentioned that I would have been their ideal candidate, but since I did not have the TL Diploma and the other teacher did, I was not awarded the job. Now reflecting back to that day, I am glad I was not the successful candidate because I would have been launching myself into an unknown universe-a place where I would have no knowledge or skills to be able to do the best job possible for my school community. By taking LIBE/LLED courses through UBC, however, I am starting to feel more confident and comfortable with trying TL duties. At this point, I feel that all of the courses I have taken so far, along with the ones I’ll be taking in the future, will greatly assist me in becoming a knowledgeable TL! I am looking forward to learning more about reference material and reference services J
Bibliography:
Acadia Library (PB Works). (Last posted: 2016). “21st Century Learning” Acadia Library.” Retrieved from: http://acadialibrary.pbworks.com/w/page/25604293/21st%20Century%20Learning
Branch, Jenn. (2012, January 24). “Teacher Librarians in the 21st
Century.” Retrieved from: https://www.youtube.com/watch?v=ttyQr57MfsI
Capstone Publishers. (2014, October 22). “School Libraries Matter: The Changing Role of the School Librarian.” Retrieved From: https://www.youtube.com/watch?v=6eilZJp3_h8
Greller, Julie. (2008). “Cartoons For The Teacher Librarian.” Media Specialists Guide to the Internet (Blogpost). Retrieved from: http://mediaspecialistsguide.blogspot.ca/p/media-specialists-and-teacher.html
Capstone Publishers. (2014, October 22). “School Libraries Matter: The Changing Role of the School Librarian.” Retrieved From: https://www.youtube.com/watch?v=6eilZJp3_h8
Greller, Julie. (2008). “Cartoons For The Teacher Librarian.” Media Specialists Guide to the Internet (Blogpost). Retrieved from: http://mediaspecialistsguide.blogspot.ca/p/media-specialists-and-teacher.html
Lagarde, Jennifer. (2017, January 25).
“The Adventures of Library Girl.” Retrieved from: http://www.librarygirl.net/
Library Queen E. (2015, August
23). “The Big 6 Model for Research.” Retrieved from: https://www.youtube.com/watch?v=EaKbYcoeGi0
Mueller, Aaron (UBC Instructor). (2017). LIBE 467-Lessons 1-4.
Poole, Suzanne. (2012, September 2). “Practice Makes Perfect.” Lesson Rating.com. Retrieved from: http://www.lessonrating.com/students/expert-articles/piano/practice-makes-perfect/
Riedling, Ann; Shake, Loretta; Houston, Cynthia. Reference Skills for the School Librarian: Tools and Tips. ABC-CLIO. Kindle Edition.
Poole, Suzanne. (2012, September 2). “Practice Makes Perfect.” Lesson Rating.com. Retrieved from: http://www.lessonrating.com/students/expert-articles/piano/practice-makes-perfect/
Riedling, Ann; Shake, Loretta; Houston, Cynthia. Reference Skills for the School Librarian: Tools and Tips. ABC-CLIO. Kindle Edition.
