As we move toward an increasingly digital world, one has to wonder about the place of print material in the school library learning commons. Are they still relevant? Should we be spending money on them?
In my opinion, the answer is a big YES. While I have to admit I am biased and personally prefer print to digital material, the fact of the matter is that students still greatly benefit from hard copies of books, magazines, journals, and other resources.
In her article Being a Better Online Reader, Maria Konnikova explains that reading online and reading print material are very different experiences. Online reading encourages skimming “as a way of coping with an overload of information” (Konnikova, 2014). This brings up another important issue with online material: the enormous quantity of (often irrelevant) information available on the Internet. The Internet is a powerful tool when used appropriately. However, it can also be a frustrating and confusing tool for students who are not digitally literate. As a result, the school library learning commons needs to offer both print and digital resources to allow students to develop a range of reading, information, and digital literacy skills.
This is where the teacher-librarian’s expertise in selecting resources comes into play. There are many questions to consider when evaluating resources. While the question of format (electronic or print) is an important one, there are also questions of purpose, scope, authority, accuracy, currency, and cost to consider. Since the reference collection covers a wide range of disciplines and materials, there is no absolute standard to consider when evaluating a learning resource. Rather, the teacher-librarian must evaluate each resource individually, thus making “building a library collection [an] ongoing activity” (Riedling & Houston, 2019, p. 19).
Theme 3 of LIBE 467 covered evaluating different types of reference resources such as encyclopedias, databases, indexes, dictionaries, and many more. The module I found the most interesting was “Digital Resources, the Web, and Grey Literature”. Thanks to the readings in this module, I gained a deeper knowledge of the “hidden” areas of the Internet. I was also able to realise how important it is to teach students how to access and use resources other than Google for their research queries. I didn’t learn how to access databases and online journals until university when I signed up for a workshop at my university’s library. I do think I could have greatly benefited from this knowledge earlier in my schooling.
To conclude, students today need to learn to navigate both the print and digital world. This means that libraries need to provide learning opportunities in both mediums so that students feel comfortable accessing, evaluating, and interpreting information in a wide variety of formats. To conclude, print and digital resources and media complement each other. In the following TED Talk, Leandrea Adelaine Louw explains how print media has evolved in the digital age to remain relevant, authentic, accurate, and engage with readers through social media.
Bibliography
Konnikova, M. (2014, July 16). Being a Better Online Reader. Retrieved from The New Yorker: https://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader
Riedling, A. M., & Houston, C. (2019). Reference Skills For The School Librarian: Tools and Tips Fourth Edition. Santa Barbara: Libraries Unlimited.
TEDx Talks. (2019, September 18). Can Print Media Survive the Digital Age | Leandrea Adelaine Louw | TEDxSwakopmund . Retrieved from YouTube: https://www.youtube.com/watch?v=EPaAmWdjT-0
As someone who is just beginning teacher-librarian studies, I have to admit I’ve been feeling like a little fish in a big pond. I’m reminded of a certain clownfish named Nemo who found himself plunked in an aquarium full of interesting (but slightly intimidating) creatures.
It’s an uncomfortable feeling but one that I am grateful for. With a few weeks of courses under my belt, I have discovered that the library world is even more complex and fascinating than I initially thought. Like Nemo, I’m learning to charge through the Ring of Fire to become part of the “Tank Gang” (in this case, part of the awesome teacher-librarian group bringing innovation to their school community).
One aspect of library services that initially felt daunting was the provision of reference services. Luckily, as I am discovering, there are clear and concrete criteria to guide teacher-librarians through this process.
First, let’s begin by defining a reference resource. This term designates any material “designed to be consulted for definite items of information rather than to be examined consecutively” (Riedling & Houston, 2019, p. 16). As such, trusty search engines such as Google, cannot be considered reference resources because they provide a range of information sources, rather than offering a definite item for consultation.
Once we establish this understanding of a reference resource, the role of the teacher-librarian in the LLC becomes infinitely clearer. Teacher-librarians have in-depth knowledge of the reference collection in the LLC and can help students navigate these resources. Additionally, they are trained to direct and instruct students in the research process.
Image credit: Sarah McIntyre
Having taught and tutored primary and secondary students, I have seen a perplexing and frustrating pattern repeat itself across all grade levels: A student has a research question, types the entirety of their question into Google and is discouraged by the enormous quantity of (often unrelated) results beamed back to them. While I would try my best to explain to students the flaws in this method, I was usually met with confused looks and requests to provide a list of “good” websites to find answers.
Enter the Big6/Super3 and Point of Inquiry research models.
These research models are based on the Reference Process and guide students through the stages of research and information inquiry. There are many steps involved in this process and it’s easy to get lost if you don’t know where to start. As Riedling and Houston explain, “Good searching begins well before one enters the topic terms or keywords into a search engine” (2019, p. 103). I can now see that my students were beginning their research at a disadvantage because they didn’t spend much time on the initial stages of the research process that allow students to focus on a topic, formulate a question and develop a plan for investigation.
The Big6/Super3 and Point of Inquiry use simple language and visuals to break down the essential parts of the research task and make it accessible to students. Now that I am familiar with these models, I will always ensure to introduce them to my students when they are working on a research project. These two videos can help explain the Big6/Super 3 research models in a fun and engaging way:
Super 3 Research (best for primary levels)
The Big 6 Research 2016 (best for intermediate and senior levels)
The BCTLA provides printable posters of the Points of Inquiry for the classroom as well as an in-depth explanation of the model for teachers (https://bctla.ca/resources/point-of-inquiry/).
Teacher-librarians can get involved in the school community by helping students and teachers become familiar with these three research models. As students get to know these models and master the stages of the inquiry process, they can apply them to various problem-solving situations.
As previously mentioned, an important aspect of the teacher-librarian’s role is to evaluate reference resources and help students and teachers use them. Due to the unlimited information available on the Web, it may seem like a simple task to find an answer to a query. However, it is exactly this profusion of information that makes finding accurate answers difficult and renders the teacher-librarian’s job necessary and relevant. In order to “obtain desired answers from authoritative sources” (Riedling & Houston, 2019, p. 101), it is necessary to understand which information sources are best suited to a need and understand the particularities of various search engines to develop a well-formulated query (Riedling & Houston, 2019).
Yes, the Internet is a powerful resource that has changed the way we access information.
However, it is not the only relevant source of information we have at our disposal and it is one that we need to harness to use effectively. Teacher-librarians who are skilled in searching, using, and evaluating information can help students gain the essential information literacy skills to determine the relevance, accuracy, and credibility of a source.
Teacher-librarians are experts in accessing information and matching users with the best resource to meet their needs. Due in part to budgetary constraints and the need to select appropriate resources for the library learning commons, it is more important than ever for the teacher-librarian to know their school community. British-Columbia’s Ministry of Education highlights the importance of selecting resources that not only “develop information technology and media literacy skills” but also “accommodate individual differences in learning styles, abilities, needs and interests” (BC Educators Resources Acquisition Consortium, 2008). Teacher-librarians are called to get to know the users of the LLC and to advocate for diversity and accessibility.
Teacher-librarian Jennifer Brown powerfully states,
“the library learning commons is the ideal space for students who feel silenced, disenfranchised or outside the perceived norm to find solace. It can also be the perfect setting for students to discover and question confusing inequities or injustices facing our society” (2017).
The LLC has the potential to be a place where students and teachers can discuss and learn about the issues and challenges that we face outside of school boundaries. It gives space to think critically about the news, images, and information we are constantly being bombarded with in our daily lives. It is a place to question narratives and discover new perspectives. As such, the resources and materials we provide in the LLC (from fiction to non-fiction) need to demonstrate the values of diversity and equity we want to promote in our community.
Teacher-librarians have the power to help create a school culture that promotes inclusivity, collaboration, and inquiry. While gaining access to information is becoming easier and more equitable, teacher-librarians still play an essential role in providing guidance and instruction in navigating and selecting resources and material that reflect the diverse needs of a school community.
Bibliography
BC Educators Resources Acquisition Consortium. (2008). Evaluating, Selecting and Acquiring Learning Resources: A Guide. Retrieved from Focused Education Resources: https://bcerac.ca/wp-content/uploads/2018/09/ERAC_WB.pdf
British-Columbia Teacher-Librarians’ Association. (2011). The Points of Inquiry. Retrieved from BC Teacher Librarians: https://bctla.ca/resources/point-of-inquiry/
Brown, J. (2017, November 27). Equity and Social Justice in The Library Learning Commons. Retrieved from Canadian School Libraries Research Archive: https://researcharchive.canadianschoollibraries.ca/2017/11/21/equity-and-social-justice-in-the-library-learning-commons/
FTIS Edtech. (2016, November 8). The Big 6 Research 2016. Retrieved from Youtube: https://www.youtube.com/watch?v=nwj1R2XD200
McIntyre, S. (2016, April 8). save libraries: free posters to print! Retrieved from JabberWorks: https://jabberworks.livejournal.com/741817.html
Neltner, H. (2016, September 9). Super 3 Research. Retrieved from YouTube: https://www.youtube.com/watch?v=HcVIWqM2XLs
Riedling, A. M., & Houston, C. (2019). Reference Skills For The School Librarian: Tools and Tips Fourth Edition. Santa Barbara: Libraries Unlimited.
