Blog Post 2: Battle of Time: Prioritizing Reference Services and Skills

      Battle of Time: Prioritizing Reference Services and Skills

This theme has got me thinking about a lot about time and schedules. We want to teach reference skills, library skills, promote our collection and work collaboratively with staff. This uses time, having students and teachers in the library and using it! With the temporary money given from the government recently and decisions were made at a school level what to do with the allotment given… Library time has been on many TL’s minds. So looking at how we use, teach about, manage, weed, purchase and promote our reference collection comes back to time. I think we all feel a lack of time, and are creative in ways we try to tackle all of these aspects around reference collections/materials.

The statement by Katz that “simple questions can take up to 50% of a reference librarian’s time in a public library setting” really caught my eye and had me thinking of my own experience. Sometimes I feel those questions take up a lot of my time as well, when I notice this I begin to reflect on my practice and think about my program and the way I am teaching those skill.  I find developing a good library skills program difficult, as students have limited time in the library. Having library skills for students is important so they can troubleshoot independently and with ease.

I love this video for a library vision: A TL mentions she wants the library open as much as gym, and it talks about how online skills to access information needs to be taught to kids, we can not assume because they can use a computer they capable of accessing reference materials effectively. It also mentions the goal of a TL is having books in students hands.. Moving the idea from Protector to Promotor of resources

            To combat time I have been creative in the use of prep time, for example reducing French preps to the mandatory requirement while teaching library skills with the remaining time or while teaching computers integrating reference skills lessons using the online databases. 

           Yet, that means there are not two teachers there for most exchanges, which again limits the one on one time I can give. Reidling talks about the importance of one on one time and I do agree with that.  Giving our time as teachers to our students is so valuable and can have a great impact on learning. I have created collaboration time in my schedule, but it comes at a cost of shortened library times for exchanges. During collaboration, often teachers have been interested in trying inquiry projects or doing research projects. This is great because I am able to introduce library skills in a meaningful context. Yet the teachers only get two blocks per a term.

Yet so far I have favoured this model because it focuses collaboration time opposed to drop-in in blocks, which in the past have not been as productive. 

Fixed collaboration blocks  allow me to co plan with the teacher and have a similar goal in mind for the students learning and focus when we get together. I feel This model follows the process of co planning and co teaching with staff as mentioned in Lesson 5 and in the article: Collaborative Relationships

 yet the cost is less flexible open times in the library where I am available and not teaching other subjects as well as shorter exchange times. 

References

"Index of /images." Index of /images. N.p., n.d. Web. 18 Feb. 2017.

Muller, Aaron. "Theme Two: Lesson 5: The Reference Interview: Cooperative Program Planning and Teaching for Personalized Inquiry." UBC Blackboard Learning . N.p., n.d. Web. 18 Feb. 2017.

Muller, Aaron. "Theme Two: Lesson 7: Evaluating Reference Services " UBC Blackboard Learning . N.p., n.d. Web. 18 Feb. 2017.

Seasholes. "Teacher Librarians at The Heart of Student Learning." YouTube. YouTube, 09 Jan. 2013. Web. 18 Feb. 2017.

"Teachers and Librarians: Collaborative Relationships. ERIC Digest." Teachers and Librarians: Collaborative Relationships. ERIC Digest.N.p., n.d. Web. 18 Feb. 2017.

Review of a Reference Material: Our Dictionary Collection

Image by: TopMBA.com

Rationale/ Inspiration:  In the library I see students try to use the dictionary then get frustrated and go to the web as the sentences are difficult to read and words take a while to look up. The dictionaries are not visually appealing either.  I recently was playing bananagrams with my ELL group and one person wanted to use the word “ya.” Is “ya” a word or slang? We couldn’t find it in our current dictionary. So do we just assume it is not a word? Or do we assume the dictionary we are using is out-dated? Using an online dictionary we found out the word “ya” was indeed slang. The online dictionary provided a definition and sentence examples. Then we decided if we wanted to use slang in our game or not. In addition to the date of the dictionaries and format we have a whole class set in the library that is not being utilized. When we have books taking up space and not being used, it is time to review them. We might find them useful in the future....maybe all they need is a little advertising, or we may find the book is not longer relevant and better options exist to serve that
facet.

Rubric Used to Review Dictionaries 

	3- Excellent	2- Good	1- Poor
Authority	·       Words can be searched using Canadian/British spelling ·       A reputable Publishing company	·       Reputable publisher ·       Difficult to access Canadian/ British spelling	·       A non-reputable publisher. ·       No option for Canadian/British spelling.
Format	·       Excellent Readability ·       Great Binding ·       Illustrations should be current ·       Appropriate for K-7’s ·       Electronic: - Consistent displays when searching a variety of words. - Easily corrects spelling and gives alternative word options -Has Audio - No ads	·       Good Readability ·       Good Binding ·       Some illustrations ·       Accessible for K-7’s ·       Electronic: -       Usually consistent displays when searching a variety of words. -       Corrects spelling and doesn’t give alternative word options -       Audio options are okay -       Minimum ad’s	·       Difficult to read ·       Okay binding ·       No illustrations or very few ·       Most illustrations are out-dated. ·       Electronic: - Displays are not consistent when searching a variety of worlds -Does not correct spelling - Unclear or no audio options - Lots of ads that are distracting.
Currency	·       Revised and current editions	·       Editions are usually current	·       Editions are old and out-dated
Accuracy	·       Spelling and definition should be accurate. ·       Meanings are accurate and clear. ·       Definitions are understandable.	·       Spelling and definitions should be accurate ·       Meanings are accurate and usually clear. ·       A few definitions are difficult to understand	·       Inconsistencies with spelling and definitions. ·       Meanings are sometimes inaccurate and sometimes not clear ·       Definitions can be difficult to understand.
Cost	·       Cost reflects material quality	·       Cost is okay	·       Material is too expensive for its value

Review of the Canadian Dictionary: 

Items in review: Canadian Junior Dictionary (1979)

Authority: 3
The dictionary is from reputable company and using Canadian/British Spelling

Format: 1.5

-       Binding is good

-       Words are small and text is crowded is hard for most students to read

-        There are limited illustrations and not always to explain the most useful words    

Currency: 1.5                                                                                                   Image from: Mashable

-       Edition is out-dated.  

-       Current language is not always represented in the book. 

-        

Accuracy: 2

-       The words presented are accurate, but may be out dated.

Cost

            - Not sure of previous cost

Review Summary: This dictionary set can be useful in certain situations. However is seldom used as a class set and usually checked out one at time to use in a classroom. The dictionary takes up a lot of space on the shelves (In which we have limited space).  It is dated in terms of keeping up with current language and the format does not service the whole school and the diverse learners within our school. 

Recommendations:

To replace with two options: print dictionaries and a digital dictionary.  All classrooms have computers and we have ipad carts within the school. However not all students have access to technology at any given time. Therefore having an updated small collection of print dictionaries is important as well. Digital dictionaries can offer certain advantages in terms of price, space, currency, readability, an extensive word options and audio capabilities. 

Recommended materials to review: 

1.)  Online Dictionary: http://dictionary.cambridge.org

2.)  Print Dictionary: Merriam-Webster Children's Dictionary 2015

1.) Online Dictionary: http://dictionary.cambridge.org

Authority: 3 

-       The dictionary is from reputable company and using Canadian/British Spelling

Format: 2

-       Has ad’s on the webpage, but no pop-ups.

-       Consistent displays when searching a variety of words. 

-       Easily corrects spelling and gives alternative word options

-       Has Audio

-       No pictures to help explain words

Currency: 3

-       Revised and current editions

-        

Accuracy: 3                                                                              Image from Cambridge Dictionary 

-       Spelling and definition should be accurate. 

-       Meanings are accurate and clear. 

-       Definitions are understandable.

-       Includes slang definition, yet states they are used as slang.
Cost

-       Free

Review Summary:  The online dictionary has many advantages especially within cost and currency. Looking up words in slang is possible and when you misspell a word it gives you a word list of suggested words, which can be quicker than looking up a word you are unfamiliar with. Having the audio option to hear the pronunciation of the work in American or British English is great for ELL students and students who are looking up tricky words. The major disadvantage is access to technology to use it, the ad’s on the sides may be distracting for some, lack of pictures and when students go on the computer encouraging them to go to the site opposed to putting the word in google. 

       2.) Print Dictionary: Merriam-Webster Children's Dictionary 2015

Authority: 2 

-       The dictionary is from reputable company

-       Uses American spelling

Format: 3

·      Excellent Readability, Alphabet is on each page. Sentences in larger print and colour is used to separate key words.

·      Great Binding (No bad reviews found on binding yet)

·      Illustrations are current  in colour and relevant 

·      Appropriate for K-7’s

Currency: 3                                   Images from DKPublishing 

-       Revised and current edition last updated in 2015

-        

Accuracy: 3

-       Spelling and definitions should be accurate. 

-       Meanings are accurate and clear. 

-       Definitions are understandable.
    Cost

-       About 20.00 per hardcover book (with school discount)

-        

Review Summary: The Merriam Webster Children’s Dictionary although in American English  is a great choice. The format inside is very visually                      appealing and organized in a clear way. The cost is reasonable for a hard covered book and it has lots of words for a children's dictionary.  Yet when students are entering grade 5- 7 it may not be enough, in which an online or adult dictionary for some words may be helpful as a additional source.  The dictionary was revised in 2015 many other dictionaries for children were at least 5- 10 years since their last revision. Being how dictionaries need to be current, I choose this one for a replacement.

Overall Recommendations:

When we weed a class set of books we need to make sure the item is not being used or an appropriate alternative is given. In this case due to the wide age ranges whom use the current dictionaries Grades 3-7, there need to be more than one suggestion of materials to replace our existing collection. Because of the lack of use, it is not recommended to replace the collection with an updated class set. Instead to use a smaller collection of a more engaging and user-friendly dictionaries paired with showing teachers and students our online dictionary option through Cambridge. Teachers and Students can be introduced to the online dictionary in the library  with a demo tutorial by Ms. Chura. If usage of the online dictionary continues in the intermediate class, we may consider purchasing the ad free ap with enhanced features in the future. Currently purchasing a set of 3-5 Merriam-Webster Children's Dictionary would be a start to see the frequency of usage.  If staff and students are finding the print resource useful and would benefit form a class set we can look into purchasing it in next years budget.

References: 

"Dictionary." Mashable. N.p., n.d. Web. 05 Feb. 2017.

"Free English Dictionary, Translations and Thesaurus." Cambridge Dictionary. N.p., n.d. Web. 05 Feb. 2017.

"Merriam-Webster Children's Dictionary | Hardback." DK Publishing. N.p., n.d. Web. 05 Feb. 2017.

Riedling, Ann, Reference skills for the school library media specialist: Tools and tips, (Third Edition). Linworth

"The Art of Getting the Right Recommendation." TopMBA.com. N.p., 29 Sept. 2014. Web. 05 Feb. 2017.

Canadian Junior Dictionary, Fourth edition. Gage Publishing Limited Canada, 1979