Hello,
Just wanted to add that my previous post was inspired by Lenora's post that included the quote...."Another concern that I think relates to use of my time is my expertise. Over time I can learn more about subjects but evaluating a science reference would be difficult for me". When I read this quote I immediately agreed with the feelings of not being able to properly/efficiently critique a science or a social studies article because I predominantly teach math at the secondary level.
Further from this quote, I love its honesty. Everyone loves to be confident and show no fear, but in reality, there are times within the classroom where I forget something or don't remember how to explain something effectively. Eventually when I do begin working within the library I foresee there are going to be times when I don't know what my job is supposed to be, or what other responsibilities I have.
Our school is adopting a longer school day to address our schools overcrowding and so this means that our current TL won't be able to work the entire day. The administration knows I'm taking the diploma in teacher librarianship and have asked if I want to work in the library for the extra blocks. I'm very excited, but at the same time very anxious about what my duties will be and if I can execute them correctly. I'm truly looking forward to those first few days of working a few blocks within our school's library. I wonder if I'll like it? I wonder if I'll be successful at it?
All these questions run through my thoughts upon finally getting to work within the school library, and I'm looking forward to answering my queries/worries.
Thanks.-Regen
Monday, June 13, 2011
TL's helping students find resources....
Hello,
More on the TL’s role in the library, I loved the quote in the beginning of Riedling’s Chapter 1, p.3…’The half of knowledge is knowing where to find it.” This is a great quote and I believe this quote becomes more powerful as the level of technology available to students increases. There has never been a faster time to locate information on electronic devices such as cell phones/ipods/blackberry’s than the present. Students don’t need to remember factual data when that same information is held on a website just waiting to be accessed. Though a great feature of the internet is its abundant information, students and potentially TL’s have similar problems in evaluating online resources. With the advent of wikis, blogs, and free websites, anyone can become an online publisher of data. This creates an online atmosphere where one has to be very vigilant in finding reliable, scholarly sources. The precursor to differentiating between reliable and unreliable sources is a solid background in the subject area being studied. Obviously, due to the infinite range of research topics, one can’t be an expert in all fields/subjects. This knowledge gap in some subjects creates hesitation among students selecting resources and it also could potentially create uncertainty for the TL as well. There are resources that a TL and a student could consult such as online book reviews of a potential source. There would also be some critiquing required of the person writing the book review, but this should give the TL and/or student somewhere to begin.
More on the TL’s role in the library, I loved the quote in the beginning of Riedling’s Chapter 1, p.3…’The half of knowledge is knowing where to find it.” This is a great quote and I believe this quote becomes more powerful as the level of technology available to students increases. There has never been a faster time to locate information on electronic devices such as cell phones/ipods/blackberry’s than the present. Students don’t need to remember factual data when that same information is held on a website just waiting to be accessed. Though a great feature of the internet is its abundant information, students and potentially TL’s have similar problems in evaluating online resources. With the advent of wikis, blogs, and free websites, anyone can become an online publisher of data. This creates an online atmosphere where one has to be very vigilant in finding reliable, scholarly sources. The precursor to differentiating between reliable and unreliable sources is a solid background in the subject area being studied. Obviously, due to the infinite range of research topics, one can’t be an expert in all fields/subjects. This knowledge gap in some subjects creates hesitation among students selecting resources and it also could potentially create uncertainty for the TL as well. There are resources that a TL and a student could consult such as online book reviews of a potential source. There would also be some critiquing required of the person writing the book review, but this should give the TL and/or student somewhere to begin.
Reflection regarding the TL's roles & responsibilities.....
Hello,
I’ve really found the Reidling text does a great job of outlining the theoretical roles and responsibilities of a typical TL. One of the first concepts I learned about was the topic of ‘reference services’. This concept was well-explained and I drew a diagram right on the blank pg. 2, to the left of its description in the Reidling text. The TL’s title is the mediator and I pictured information as flowing from all highways imaginable. The TL’s job is to metaphorically reach into this stream of information and connect the most appropriate information to the students. The word ‘appropriate’ relates to the process of the TL gathering prior information about the student and the particular research topic. A TL can continually find information about any topic. In order to make the sources more meaningful to the students, it’s a good idea for the TL to talk/interview students in order to acquire more information about the topic and make judgment regarding the grade level and/or ability of the student. If the TL suggests or provides resources that do not match up with a students abilities then the student could become frustrated and discouraged. If a TL suggests a resource for a student and the student does not see its benefit then the TL could potentially make a negative impact on a student and this student may not be as willing in the future to request the services of the TL.
I’ve really found the Reidling text does a great job of outlining the theoretical roles and responsibilities of a typical TL. One of the first concepts I learned about was the topic of ‘reference services’. This concept was well-explained and I drew a diagram right on the blank pg. 2, to the left of its description in the Reidling text. The TL’s title is the mediator and I pictured information as flowing from all highways imaginable. The TL’s job is to metaphorically reach into this stream of information and connect the most appropriate information to the students. The word ‘appropriate’ relates to the process of the TL gathering prior information about the student and the particular research topic. A TL can continually find information about any topic. In order to make the sources more meaningful to the students, it’s a good idea for the TL to talk/interview students in order to acquire more information about the topic and make judgment regarding the grade level and/or ability of the student. If the TL suggests or provides resources that do not match up with a students abilities then the student could become frustrated and discouraged. If a TL suggests a resource for a student and the student does not see its benefit then the TL could potentially make a negative impact on a student and this student may not be as willing in the future to request the services of the TL.
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