Digital Libraries
Instead of “world libraries” I’d like to think of them as digital libraries, since the content is digital. The amazing thing about digital content is that it can be shared around the world much more easily than a physical book, photograph, or document.
My group for the discussions this afternoon was the elementary school librarians. We talked about the importance of local community libraries with physical books, how it gives people a place to connect and to have the sensory experience of holding and reading books. We also talked about how popular internet access is at many libraries we have seen, so there is the potential to blend physical libraries with digital libraries. We also talked about the importance of having online access in libraries for those students who don’t have online access at home. One advantage of digital content over physical books, is the ability to show information in a multitude of ways. Digital libraries could include text, images, scans of primary source documents, videos, audio recordings, etc. I also argued the point that a digital library could increase access for some people. Petra brought up the example of how popular the large print books are with seniors in the Qualicum Public Library. I pointed out that if they had e-readers (which I know many seniors do not) they could have access to more books, because they could increase the font of any e-book.
I found an article written by Connie Champlin and David Loertscher entitled “Creating a Digital Age School Library” which had several of the topics we touched on in our inquiry group discussion. The authors argue that a digital library needs to have access to electronic databases, because this information has been edited and verified, unlike so much of what is on the internet. We talked a bit about the struggles of finding articles at the appropriate reading level with databases, and how information books often have to help fill in the gaps. Champlin and Loertscher also say a digital library should have links to good sites on topics classes are learning about. We talked about the struggle of finding reliable information at an appropriate level for students, and how to organize that information when we do find it. The article also explained the role of library media specialist as information coach, and we talked quite a bit about how it is our job to teach students to evaluate the information they find online.
One point the authors made that I am still wondering about is “Access to the print and multimedia collection of the LMC catalog from the classroom or the home.” Does that mean all books should be scanned and a copy stored online? Does that mean the catalogue is accessible from anywhere so students can source what they want and come find it in the library later? If they mean the former, I’m thinking there would be a lot of cost involved in having both a physical copy of a book and the digital copy. Is it really the best use of our financial resources to duplicate what we have? Wouldn’t it be a better use of money to buy some things in hard copy, and others in digital?
I agree that online databases are so important for children to access for research. They are vetted sources that are frequently updated, unlike books, and multiple students can access them at a time, and from anywhere. I teach Grade 5 and we have 3 major research projects per term that students need good resources. However, despite demonstration lessons, reminders, admonishments, easy access, etc., I find my students so often ‘default’ to using google or wikipedia! Did the article address that issue?
You mention that you and your group have struggled to find articles at the appropriate age level on databases, and how to organize that data when you find it. Which databases do you use? I’m early on in this librarianship course, but at my school we use several that have resources for different age ranges, for example Worldbook Online and CultureGrams.
I know what you mean about finding an easy, meaningful way to organize the resources for easy access, particularly for primary students. I’m not sure of the answer, but I do know that helping children vet their own reading material is important – and should be something the classroom teacher as well as the TL work on. I’m thinking of the 5 Finger Rule or the I Choose acronym, and the other ways we help children learn how to choose reading materials that are not at their frustrational level. I guess we need to help children apply those strategies to online reading as well. How does that sort of coaching take place at your school?
The article didn’t really address the “google dilemma”, but I know what you mean. Even my grade twos answer “We should google” when I ask them how we could find something out.
I have used World Book Kids, which I find is great for primary students. In general I find and gather sources for students to use online, because I want them to focus on reading for information, rather than hunting to find articles at their reading level. Maybe now that I have grade three next year, I will ask them to be a bit more independent.
Good questions. I have been able to access copies of John Dewey’s writing from the late 1890s because his books had been digitized. Much as I would like to sit in a library stack and thumb through a 100+ year old book, I would never have it to keep with me and read and examine over and over again. I have books that I have had to purchase because they were only available in hard copy. I tend to use my digital editions of books the most because they are at my fingertips. When I am doing online research and I come up against a paywall – I would have to pay for the journal article in order to read it – I veer off and look for content that I can access without having to pay. There is a big movement going on about open access to research publications. There is also a movement about ensuring open access to educational content. I have to wonder what would happen if every school librarian in the province joined together to formulate a vision for school libraries in the digital age. There would be many questions, but also a substantive discussion about how to best move forward in the field.