Petra LIBE 465

Here is the link the my site:

 http://weslibrarymediacentre.weebly.com

 

Design Sheet For Winchelsea Elementary Library Media Centre

 

Home	Research	Create	Pathfinders	Students	Teachers	Blog
Link Catalogue	Databases World Book EBSCO Know BC	Glogster Pixton Weebly	Ms. Knight Rm 9	Book Reviews	Links DRC TED talks Web 2.0 Tutorials Video
New Books	Search Engines KidsClick Dibdabdoo			Book Trailers	Educational Blogs Culture of Yes. Read, Write, Connect & Learn. Powerful Learning Practice.
What’s New	Bibliograpghy Kid Bib Toolkit			World News BBC Time Nat Geo	iPads 5 mistakes. Teach with. 1 Ipad. Apps.
Books Online

 

 

Legend

Level 1

Level 2

Level 3

 

Reflection

After working the complexities of the School website for the last assignment, I was clear in my mind that I wanted to create a user-friendly interactive website with a clear and colourful design that appealed to students at the elementary level.

Working at a site where the library that falls below the standards set out in a lot of areas as described in Achieving Information Literacy: Standards for School Library Programs in Canada (2006), I felt it was important to attempt to create some sense of learning commons within a virtual presence. I believe that collaboration amongst all users (students, staff, Administrator, parents etc.) will deepen a sense of ownership and help to continue to define this virtual space. The school has never created a virtual space and I felt it was important to keep everything as simple as possible. I chose to work on within a flat hierarchy that was to be no more than 3 levels deep. I found the drop down menu in the school website was something that I wanted to incorporate into my design. I already have a class website that I had created last summer using Weebly and decided to use it again for this site.

I began with 7 Level 1 headings that I felt were clear to different aspects of the library media centre. The Home page gives clear information of staff, hours, map location and a statement from the school website about the library media centre. There is a link to the library catalogue, which is not yet activated (a future project). As I am not the TL at this point the classification system will be based on the Dewey Decimal within Alexandria which is the system used district wide. I am open to looking at another way to classify the catalogue of resources, but feel this site needs to move one step at a time to see what is the best way to approach this with all the different user groups in collaboration. Working at the elementary level I thought it important to create a new page under Home to introduce new resources to the school called New Books. The second page is ‘What’s New’ as a place to post events happening in the library media centre. I also wanted to include a separate page for access to books online.

Accessibility to the library media centre 24/7 is an important feature that the virtual space can offer and support learning from any location. The inquiry process as described at the BCTLs Points of Inquiry model is an important role of the library media centre and I chose to separate research from creating within Level 1. I decided to break Research down into three clearly defined areas: the three databases that the district subscribes to, kid friendly search engines and bibliography for the students to understand that citing is best begun during the research phase.

Although students at the elementary level may not be aware of their preferred learning style I wanted to include a simplified table of possible presentation choices. These are based on the Focus on inquiry: A teacher’s guide to implementing inquiry-based learning (p.114). Edmonton, AB: Alberta Learning. Our district has chosen to use a limited number of approved sites to help create ways to share information. I chose to include a few create sites to offer as suggestions to students.

I included a Pathfinder page with one example I have created and hope that teachers will add their own to this page.

I wanted to give the students pages that are they help to shape and create with book reviews, book trailers and accessibility to global news at their level.

I wanted to create pages for Teacher’s with useful links that did not overload, offered possible blogs to follow and information on iPads in the classroom. I included links to the district DRC and TED talks. The idea is to create one place for them to refer to and add to as we move forward together on this learning journey.

Lastly, I wanted to create a separate Blog section that everyone can be a part of and see where the discussion takes us.

I am feeling extremely excited by the positive response I received from my Administrator and library clerk to date. The TL is away but they want to get this connected to the school site as soon as possible.  I have published the site and was given permission from my Administrator for students in my class who have signed permission forms for Internet use to start adding to the blog. The Administrator saw the ease of changing the name if we are moving location and the potential to update and change the site. He wants me to introduce it to the staff at a staff meeting in May. I have offered to run a lunchtime club to create book trailers for any student who is interested. The virtual future looks exciting as we move forward into this new space for the school.

 

References

Asselin, m., Branch, J., & Oberg, D., (Eds). (2006) Achieving information literacy: Standards for School Library Programs in Canada. Ottawa, ON: Canadian School Library Association & The Association for Teacher- Librarianship in Canada.

Branch, J. L., & Oberg, D. (2004). Curriculum connections. In Focus on inquiry: A teacher’s guide to implementing inquiry-based learning (pp. 15-22). Edmonton, AB: Alberta Learning.

Loertscher, D. (2008). Flip this library: School libraries need a revolution. School Library Journal, 54(11), 46-48.

Whitenton, K. (November 10, 2013). Flat vs. deep website hierarchies. Nielsen Norman Group. Retrieved at http://www.nngroup.com/articles/flat-vs-deep-hierarchy/

FRBR Model

 

The Work			Grey Owl & The Beaver by Harper Cory
Expression		Printed Book		Screenplay
Manifestation	Thomas Nelson & Sons Ltd 3rd Ed. 1935	Harlow: Pearson Ed with Penguin Bks 2008		VHS Collector’s Edition 1999	DVD 2011	DVD 1999
Item	In my library	Parksville Libraryavailable		Amazon available online	Amazon available online	Parksville Library available

 

Initially the choice of work was a little stumbling, as I looked to my bookshelf- J.G. Ballard- only one of expression of my title, Winnie the Pooh- too many I suddenly felt I was drowning with him singing in the background. So I settled on my 1935, 3^rd edition of Grey Owl.  I knew there was a movie so that gave me two expressions.

 

As I looked back and forth at FRBR examples I found myself left with more questions than answers. Am I required to enter every edition of the book for this assignment and attempt to locate them via the Internet? If I follow the figures from lesson 3 with four boxes, then I felt constrained as I discovered DVD versions in 1999 original and collector’s editions, 2000, 2011, not to mention an import with Italian subtitles and Spanish subtitles from Latin America and another with Chinese subtitles on Amazon. So do all of these manifestations get entered into this assignment- do I do this in excel? I entered two books- my own and from the local library. I decided to enter three manifestations of the screenplay as I found one available at a nearby library and two on Amazon. I tried to get my head around Rob Styles Blog but I came away feeling a little overwhelmed. I agreed with him as this was not an intuitive process or language for me. As Rob Styles questioned whether a manifestation could be a work in it’s own right, I began to question whether my choice was two separate works of two different expressions of the work. Then I started to think about other languages and translations- would it be translated to the language in which the search is being undertaken? Or will the language of the manifestation be used? What happens in a bilingual school? Will two FRBR models need to be created?

 

When I consider the FRBR model for our school library I cannot see where there would be more than one expression of the work, only multiply copies. If those copies were different editions then possibly it could be an option. If the school library was linked through the district with other expressions, who would be responsible to compile the FRBR model diagram? How large can it become? How would it be complied into a useable format? Also I cannot see how useful it would be at an elementary level, as I had to work at remembering the language used how would the students manage? I began to appreciate some of the MARC tags and DDC that gave more information about the book to users searching for items. If the role of FRBR is to simplify the linking of different expressions of the work then in an elementary school library I think it would be easy to do within the layout and OPAC record. When I tried to locate a of the book at my local, Vancouver, Victoria, Port Hardy and Ontario public libraries all manifestations appeared some with photographs and it clearly stated the format. I do not know what cataloguing systems these libraries were using. The librarian at my local library could not help and had not heard of FRBR. I do know that I found it easy to navigate through their online search.

 

Ultimately I believe a library exists to serve all users and with this in mind it must be user friendly. I initially thought a table format might be workable but I feel that users would struggle with the vocabulary and the lack of information provided in the FRBR record.  If the role of FRBR is to link different expressions of the work, then in an elementary school library I wonder how it can be done more easily.

 

Work Cited

 

Styles, R. (2009, November 11). [Web log message]. Bringing FRBR down to Earth… Retrieved from http://dynamicorange.com/2009/11/11/bringing-frbr-down-to-earth/

 

My attempt for Michael Fullan’s Stratosphere (2012)

010

020     978-0-13-248314-8

100     1#       $a        Fullan, Michael.

245     10       $a        Stratosphere

$b        Integrating Technology, Pedagogy, and Change Knowledge

$c        Michael Fullan

250     ##       $a        1^st ed.

260     ##       $a        Don Mills, ON

$b        Pearson Canada Inc.

$c        2012

300     ##       $a        100 p.:

$c        0.5 x 22.5 x 18.6 cm

520     ##       $a

650     #0       $a        Educational Change

700

 

Reflection

Before I began this exercise I knew that I had never catalogued a book before using any format. Despite learning so much on this course I feel I am out of my depth and the image of treading water to survive comes to mind. When I discovered in my school that other colleagues were not familiar with a MARC record I knew that I was alone with this assignment not to mention this course.

As I reflected on my personal library I was tempted to draw upon one of my oldest books from 1897 but realized that there may not be many fields I could fill in. So then I chose my most recent addition of Michael Fullan’s Stratosphere (2012).

It was a very long process as I navigated between three different MARC screens in my attempts to understand the tags and sub-fields. When I looked for the Library of Congress Control Number (LCCN) on the book I could not find it. So out of frustration I decided to leave that and return to it later. I knew about ISBN numbers so it made sense for me to access my prior knowledge of books. I slowly made my way through 100 to 300 tags appreciating the complexities of  #, $, a,b,c, etc. I thought it was starting to make sense. I was making progress with new learning. I felt I could relate to the table layout with each sub-field on a new line but then I saw examples where they just ran on after each other with different use of punctuation. It was then that I felt too challenged and decided to stay with each sub-field on a different line.

Suddenly I hit 520 hard with an abrupt stop. I found some summaries that seemed too long and I was depressed. Eventually I decided to move on to 650 and I was not sure if I did it correctly. I decided that I should go to the Library of Congress to see their subject headings, and then I decided to look up the title- nothing. Why did I choose this book? So I tried the author- 55 entries but not this title- why oh why? I decided to go to UBC library and nothing there. Did Professor Cho really mean that this was not a fail/pass course? Or was he luring us into this maze of tags and sub fields?

I emailed Chris Ball at the library who explained that the last person who borrowed this book did not return it so he deleted it from the collection. Another dead end! He suggested I could borrow it from UVic. I explained that I wanted to see the MARC record for this assignment. He kindly emailed me the staff view from UVic. So now you can see the comparisons.

Without proper training I certainly can see how our school library has books entered in different ways into Alexandria. This has resulted in challenges for searching for resources. I feel I need a very long course just to enter MARC records. I can appreciate the benefits of clerks having technical training with opportunities to upgrade with new systems.

I have a deeper appreciation for cataloguers the world over and the work that they do.

 

Below is from the email that Chris Ball sent (apologies for the slight changes in format):

 

Here’s the staff view at U Vic if that helps:

 

 

Stratosphere : integrating technology, pedagogy, and change knowledge /

Bibliographic Record

 

00001084cam a2200253 a 4500

0012900869

00520140105163546.0

008120711s2012 oncac b 001 0 eng d

020__  |a 9780132483148 (pbk.)

020__  |a 0132483149 (pbk.)

035__  |a (OCoLC)798614776

040__  |a BTCTA  |b eng  |c BTCTA  |d CQF  |d YDXCP  |d AGLDB  |d OIP  |d BWX  |d WAU  |d GZQ

050_4  |a LC196  |b .F8495 2013

1001_  |a Fullan, Michael.

24510  |a Stratosphere :  |b integrating technology, pedagogy, and change knowledge /  |c Michael Fullan.

260__  |a Dons Mills, ON :  |b Pearson,  |c c2013.

300__  |a vii, 99 p. :  |b ill., port. ;  |c 23 cm.

504__  |a Includes bibliographical references and index.

5050_  |a Ch.1: The journey — Ch.2: Technology: Power and Peril — Ch.3: Pedagogy and change: essence as easy — Ch.4: Digital disappointments and dreams — Ch.5: Design principles and change knowledge — Ch.6: Making technology pay.

650_0  |a Critical pedagogy.

650_0  |a Educational change.

650_0  |a Computer-assisted instruction.

910__  |a FIN  |b NEW  |c 06 March 2013  |d mw

935__  |a (OCoLC)ocn798614776