Final reflection

My participation in the forums/ other tasks. 
In general I think my participation in the forums has been less than I would have liked. As I am teaching in classroom for the first time in several years at a new grade level and teaching new subjects I have felt that I am constantly behind, and that by the time I come to the discussion other people have said all those things that I want to say. I hesitate to post comment merely agreeing with others, so this leaves me with little postable content. What I have found very valuable is sharing and discussing what I am learning with our teacher Librarian. 

That being said, I have found much of the course content to be very interesting despite some repetition from previous courses.

Before I started this course I assumed that the Organization of Learning Resources involved the physical placement of physical objects in the physical space of the library. So I was not surprised to know we were going to learn about the Dewey Decimal system. I was surprised about how much of organization is ideological, technical, digital and virtual. It was also interesting to me that our last module asked us to consider changes to our physical space.
Throughout the last few months I have, of course, learned more new vocabulary and acronyms than I could have imagined, CIP, AARC, and MARC 21, to name a few, and am very glad that the “Online Dictionary for Library and Information Science” exists so that I can continue to look up terms as I continue through the library program.
the exercise in creating a digital collection was a very good one. I realized that I did get bogged down in the searching and did not give myself enough time to do an adequate  job on the MARC records themselves. I know that teachers all over the school are collecting and bookmarking digital resources that they use in their classes. A library website would be an ideal venue in which the TL could help curate a collection of resources that would fit local curriculum and reflect teaching that is actually being done in our school. In this way the TL can provide a bridge between the diverse classrooms all over the school. Examining the school library websites to be found found on Joyce Valenza’a wiki point to how the school library website can provide a platform for that collaboration and collection building.
I finally learned what a MARC record was for. Creating the MARC records was also a challenging issue. I don’t feel as if I really did them justice, as I kept finding new information about various tags. I found it really difficult to synthesize all of the information I was finding. I don’t understand why there is not a single source for information about creating records, especially about digital resources and non-print resources. While I was an acting TL I acquired resources and added them to our catalog, used copy cataloging (not that I knew that is what I was doing at the time), as well as using the simple forms in Destiny to create original records. I did this without any training and without any understanding of how these records worked. I now appreciate how the fields in the form relate to the MARC record and how these  relation to access points and searching the collection with the OPAC. I am also now able  to better identify whether an imported  record is adequate, if and how it might be edited in order to improve access to that particular resource. I also rtynow understand what the z-search function is all about. I have also learned that we could have a union catalog that has nothing to do with CUPE.
The web and internet related parts course have also been very illuminating. I was pleased to learn more about crawling and human powered directories, as I was in principal aware of how Google provided search results it had never occurred to me to read its statement on how a website gets onto a search results list.  Delicious and other social networking sites seem to be a 21st century answer to the 20th’s Open Directory. 

Even now as we are finishing this course, after we spent a lot of time talking about all the elements of library organization the cataloging and processing, the idea that I keep coming back to  out of all the modules that we've done is the concept of access. A lot of my contemplation of these issues have been centered on how choices that I as the teacher librarian make have a direct impact on students (and others) access to the library and its materials. Choosing not to purchase certain items, choosing to shelve items in a certain way, choosing what call number to assign to an item, choosing to focus on one particular issue rather than something else, all of these things have impact on students access to library materials. 
Much of this course also prompts one to consider the future of libraries. Should we continue to use the Dewey decimal system or shelve thing more like a bookstore. Can we create a digital collection through the cataloging of digital resources. How can a website be used to enhance the access of students to the library?  Exploring the idea of a learning commons is very intriguing. When I read articles such as “Flip that Library: libraries need a revolution, not evolution”  I am struck by all the possibilities that there are for libraries to maintain their relevance into the future.

Although some of the topics that we've covered in this course of this course are issues that have and will be covered in other library courses is has only been through the more detailed examination of the cataloging that the true scope of the teacher librarians job has become apparent to me. The teacher part of the teacher librarian’s role, the team teaching, project and resource based learning elements are things that as a teacher we have experienced.  Reading the discussion forums about the wide variety of situations that teacher librarians come across in British Columbia has also been very interesting. To note how different districts deal with the technical aspects of the library point possibly to the need for some kind of ministry of education guidelines around minimum library staffing in order to ensure consistent access to libraries for all students in British Columbia.

Does our library need a physical changes? Yes 

Major structural change (this is the dream):
In order to transform our library into a proper learning Commons I can imagine many physical changes that might be beneficial. One barrier to usage in the library is that only one class can use the space of the time. This in a way seems ridiculous because at some times the library is 

empty and at others people are fitting to get in. Adjoining the library is a computer lab and between the library in the computer lab there is an office that is currently not being used, and in the lab itself there's also a lot of empty floor space. In my fantasy world we would take down the wall between the nonfiction section and the computer lab and create some kind of flexible space with movable/ glass partitions, thereby accessing the underutilized space that currently exists. Such a reorganization might even make it possible for two class groups to use the library at a time while preserving the existing computer lab space for a third class. Combining this kind of reconfiguration with an upgrade in the electrical system and WiFi (which is not currently adequate for the school) to enable more students to access digital content on their own devices.
Of course the cost of this would be exorbitant and it is therefore very unlikely that it would ever be possible. I think this sort of change would maximize usage of the physical space in the library. 
Other physical changes:
This is the more achievable suggestions: I also feel that there's some potential to gain extra space if some of the orientation of the shelving changed. The way that the fiction shelving currently sits creates bottlenecks and makes it difficult for traffic to flow in and around the shelves. This can create a safety issue. To do this we would have to remove all the books from the shelves and put in a work order for district personnel to move the shelves (they seem to be heavy items). While this change seems like it would improve traffic flow and would be of benefit, I wouldn't say that it strictly speaking necessary! The nonfiction section could also benefit from a rearrangement of shelves improving traffic flow through the section.

Our library currently has a cozy reading area with sofas adjacent to the fiction section and there's a separate work area with six pairs of trapezoid tables that are good because they are flexible and can be moved into various groupings around the space. This work space is surrounded by nine computer stations. They have been arranged too closely together in a corner so that the students do not have enough space to work without getting in each others way.
The realistically possible changes:
The one change that I feel could be a necessary one is to overhaul the teachers reference section and the A/V section. The teachers reference section contains many items that have never been catalogued. More recent purchases have and as you can see they have a call number that starts TR, they also have a red sticker on the spine. There remain however many older resources which have not been cataloged and are sitting on the shelves or merely floating around the school.

First up would be to catalog those items, in order to make them searchable and to enable inventory tracking. The A/V section contains many ancient VCR tapes which these days do not get used, partly because they are out of date and partly because the schools existing VCRs are breaking and not being replaced. Those titles that may still be appropriate should be replaced with DVDs and the rest should be weeded from the collection. I also feel that having a viewing station available for students to use could allow them to have access to those AV materials within the library itself, if they're not going to be allowed to circulate those materials (as they currently are not). These changes could be made without any extra expenditure (of money- time and effort are another issue). We have some old TVs and VCR/DVD players available that teachers are not using anymore because they are using their laptop computers and projectors instead. Setting up a viewing station in an unused corner is a very reasonable thing. 

These changes are just the first on my list. Others include creating a magazine section near the comfy reading zone, and moving the graphic novels to that area as well. These two items are currently held on the other side of the fiction section next to the quiet working zone. Again requiring time and manpower but not money. Perhaps doable in June? All of these things are on my agenda for the first meeting of the library committee that I am working on persuading the TL to start. I promised to stop hacking into her account and ordering books by accident if she would let me be on the committee.

Does a school library need a website?

Our school library has at least three different web presences. There is the OPAC page, the Destiny homepage, there is the library page on the school website and there is a now out of date SharePoint site (this is the platform that the district has provided for all teachers to have websites and virtual classroom).

The Library's SharePoint site. It is not currently being maintained.

Clearly one downside to creating a user friendly polished appealing website that is well maintained and updated, is that most TLs don't have the time or expertise to produce something of quality. Neither of those things are in abundant supply. The platforms that are available for creating simple websites, blogs and wikis and others don't seem to (at least at my hands) deliver the results that I would want. SharePoint itself has got a variety of templates including this one for libraries that has the book on it.  Many, however, find it difficult to use. Some of my colleagues do not use theirs at all because it is not an intuitive system and a lot of time needs to be spent in training to develop a site. Our staff development team does have SharePoint  implementation learning groups which I have joined in order to develop my class website. It is not slick or cool but it is the best I can do. They tell us that when they upgrade to SharePoint 2010 it will be much better. (forgetting that it is now 2012). The SharePoint is password protected as well so it in not accessible by the public and students have to be able to figure out how to log in remotely to use it, in some cases this represents a significant barrier to access for students.

The library page on the school website

The library page on the school website is the one that may be viewed most by parents and may be a good platform for launching a better page/ site. Certainly this page has the greatest potential for increasing access to library resources. It lists hours has a link to the catalog lists library personnel (Program Administration)  the Destiny homepage contains links to search tools, databases, etc. (Information Access and Delivery) as well as links to information literacy tools, tutorials and other resources (Teaching and learning) and through Destiny Quest information about new books and our collection (Supporting Books and reading). We seem to be hitting all the highlights of Joy Valenza's taxonomy for a school library website.  If this is the case then perhaps a third website like the SharePoint site are unnecessary.  Having many different web presences to keep track of makes life more difficult for the TL and makes it less likely that teachers and students will be able to make good use of the site. They won't know which one to look at for which purposes. Unless the same information is replicated in all places. Overkill? Waste of time? I have no idea.

Kelwona Secondary School Library http://kss2.sd23.bc.ca/rc/index.html

Most of the libraries that we are being asked to examine have a website, their OPAC,a library page on the school website, a blog, a twitter feed...Like this one:I have always liked the Kelowna Secondary School webpage, they have links to the catalog, database, special reference materials, and e-books.It has neat graphics and even links to a mobile site. I have know idea how the site was written but their blog is on WordPress. Judith Comfort's site at Dr.Charles Best created using Typepad seems to be the one in our district's only sites that are publicly accessible. In particular I have admired her use of widgets. I have already stolen a few of them for my class website.

Our OPAC Looking at Destiny and Destiny Quest

"The degree to which a library catalogue can be consulted easily by teachers and students is of great significance if teacher-librarians wish to encourage user-independence. A flexible catalogue will allow broader use of the school library."


How does our OPAC Follet's Destiny do? I think it is very a very user friendly program.

There are two different portals available the main Destiny Page as well as a more student friendly version called Destiny Quest. Both are fairly easy to understand with a minimum of training. There are some difference that are outlined in the Screen cast of Destiny and Destiny Quest. 

This side-by-side view shows search results of a Renaissance keyword search using both the regular Destiny catalog as well as the more student friendly Destiny Quest to you. As you can see the same 54 titles from our schools collection appear in both searches, however the Destiny Quest search includes on the left-hand side a clickable list of terms by which one one could narrow the search. This feature is a very simple and user-friendly way to simplify a search. The regular Destiny catalog search also allows for that kind of limiting but it requires  a more sophisticated knowledge of library search methods Boolean search techniques and so forth. the destiny quest portal does look like it may be something that is more usable for students, especially those in elementary grades. If nothing else the fishy background is fun and lively and more colorful than the regular Destiny search page. One interesting feature available on the regular Destiny page is the visual search which allows students to search for predetermined subject areas, essentially keyword search lists that can be customized and created by the teacher librarian using cute animations. This feature seems like it would really be useful for students with limited reading ability. The extra clicks for an older students may not be worth going past the first search screen where you can type in your own keywords.

Really as far as a library catalog search goes this seems like it is simple enough for the students to use after some some support and for teachers to figure out on their own. There are many features that would be of use to both groups. Searches using the main entry points: title, author, subject, are simple. The kid centred Destiny Quest uses only a keyword search, which reflects more how students actually use it. Independent use seems like a very achievable goal.

Broader use of the library? The integration of features into Destiny such as WebPath Express allow students and other users to access materials offsite 24/7, broadening the location and hours of use. The social networking and reviewing aspects of Destiny Quest may also appeal to students and encourage their use of Destiny Quest for leisure activities of their own volition, not merely under the direction of the teacher to complete specific academic tasks. Student are able to make friends, send and receive messages from them, and of course, send them book recommendations. I especially like the book shelves feature that you can see in the screen shot above. All of these features are quite fun. These features would be especially useful and attractive to those students who are not old enough to use other social media. I plan to use these features for my independent novel reading activities next term.


The barriers to greater use of the catalog and the library are not features of Destiny itself. Really I think the real problem is competition with Google. Unless otherwise instructed, when my class walks into the library the first reaction of students is to get on the computer and search, not the library catalog but Google. Students seem to feel that a website is better than a book (probably because they are shorter).  Even the fun features, however, may not be enough of a draw for our students who are already using Facebook and Twitter.

Maybe we need to hook them in elementary and that if they didn't get to using it at a young age they are lost to the internet, never to be heard from again.

The day I accidentally ordered a book from Follett...

The other day my teacher librarian approached me and asked me about as strange invoice she had received from Follett. As she knew that I was working on my library courses she deduced that maybe the order was made by me. She was only a little mad at me. It seemed that I had accidentally ordered a book through Follett. I have been on the website trying to compare Follett Titlewave with ULS and trying to compare prices including processing and cataloguing. It seems that in my attempts to find complete pricing information I accidentally placed an order with Follett Titlewave. On Friday afternoon I noticed a package in the mailbox of our teacher librarian (as she actually only works three days week she hasn't been in to see it yet). I was so curious but I had to open up the package and see what it is Titlewave sent us. 

With great glee I opened the cardboard packaging to find a copy of "Adventures in the Middle Ages" by Linda Bailey, in hardcover with the flyleaf cover which had been encased in a mylar sheet and labels that  had been included in the package (though they were not affixed to the book itself.)

 In our library all hardcover flyleaf's are put through the laminating machine before they're  attached to the book itself. The Library assistant often cuts the laminate too close to the edges and then it later peels, so it may be that the mylar sheeting is a better choice. The Mylar sheeting is more similar to what I've seen in public library hardcover books. The Mylar itself seemed very thin and because it is separate from the flyleaf cover it  may be only another piece that could be lost by students if they do not treat their books carefully. The price for this processing was under one dollar for this book. It seems to me that if a book is already in your union catalog and can easily be replicated into your own system, that having a service such as Follett do the processing is ideal for those librarians who are strapped for time. Unfortunately it represents a compromise in terms of budget. You may be able to purchase fewer books overall if part of your budget is dedicated to paying for processing services. However if books are in the cupboard not being processed and therefore not being circulated among your students you may be better off purchasing fewer books that get processed in a timely manner. I really liked the condition in which the processed book came from Follett Titlewave I'm now thinking maybe I should on purpose order some books from ULS in order to compare the price and quality of the processing that they provide. Even for books in my classroom library it might be worth it to me to spend the money on the processing through ULS as students often use those books, and care is not necessarily taken for them. In order to ensure a longer shelf life of those bucks maybe it is worth it to me to spend out of Innovex Germany for something that will last and will not need to be replaced. 

Now I only have to figure out how to pay Follett Titlewave.

Why would you want to do that?

I told a few of my colleagues, who already think I'm a book nerd, that my assignment for module 9 was to create a lesson on the Dewey Decimal system and all I got was laughter. I told them about the website (www.deweybrowse.org) where you can search the web using Dewey Decimal call numbers and they said "Why would you want to do that?"

I, on the other hand, can see one reason why you might want to do that. Imagine you are a student holding a non-fiction book with the call number 915.08. In the physical library you can browse the shelves for books nearby on the same subject. The catalog allows you to do the same thing. Why not browse the web the same way? It makes sense I think, for students who are being encouraged to use both print and digital resources, to use the Dewey classifications to find digital resources that match the books they are using.

I do not think that students (or others) will chose this way of searching over a regular Google search, but having more possible search paths can't be a bad thing can it?

Students often seem to have trouble finding things on the web when their initial search terms don't yield results on the first page. One of my students is studying Sejong the Great (the Korean Emperor) for a humanities biography project. He told me he couldn't find any sites other that Wikipedia. He is having trouble imagining what searches other than "Sejong the Great" would yield results. This is despite the lessons that we have covered about web searching. Doing a broader subject search might help students find resources they otherwise wouldn't think to type into a keyword type search.

This makes it worth while to teach the DDS to students along with other Information Literacy lessons. Other lessons on the subject headings themselves would also be a benefit to students and teachers alike.

My Dewey Decimal System activity sheet:
https://docs.google.com/document/d/1wvDgwC9RZ-vk_AlJCgVXHCJJYgBqDgXeWBMBMLbFWjA/

Organization

One of my favourite shops is Solutions - Your Organized Living Store in Toronto. I love browsing the shelves and seeing all the cool containers and organizational systems and gagetry. I am always sad to leave the store without purchasing anything because the is no room in my luggage-too bad.

The truth is though I have a dirty little secret. I am not an organized person. I often start organizing, my house or classroom, gather up loose unsorted items, sort them, design a system for housing them (binders, file folders, containers etc., get bored quit before I've finished, leave it till the clutter is to much, then start all over again. The half complete remnants of various systems of organization are plain to see in my spice drawer, book shelves and closets. Having a library to organize was both a good and bad thing. Many things to organize, and many possible means of organizing them was both a challenge and a blessing. Having staff was fantastic. Knowing that other people were going to using the space meant I could not leave jobs half finished and stuff all over the place. I was able to take on some projects and see them through.

Now I just need Solutions to open a Vancouver branch and a staff to come and take on my house.

Librarything

I started cataloging my classroom library using http://www.librarything.com/, a social networking book related site. I think this has real potential for finding more book recommendations. You can tag your books, find other people have the same taste as you, find out the name of that book that you can remember the plot of etc. It even imports LOC cataloging information (though no MARC records). I am going to enjoy it I think! (and I wonder why people think I am a book nerd).

I have just found out that one of my friends has cataloged her 1000 plus YA titles using librarything and has the list printed out for inventory purposes. (at least I am not the only one)

Here is what the homepage says:

CHECK IT OUT

• Take the tour.
• Sign up. It's more fun than the tour.
• See what bloggers and the media say about LibraryThing.

WHAT’S GOOD?

• Join the world’s largest book club.
• Catalog your books from Amazon, the Library of Congress and 690 other world libraries. Import from anywhere.
• Find people with eerily similar tastes.
• Find new books to read.
• Free Early Reviewer books from publishers and authors
• Enter 200 books for free, as many as you like for $10 (year) or $25 (life).
• Available in many languages:                       (others)

Social book marking and folksonomy

Question to ponder: "Sharing resources with others and identifying them with tags or, as we in the library world call them, subject keywords is highlighted in [www.delicious.com]. How important would consistent, controlled vocabulary need to be in this kind of social networking? How would that work in our library collections?


Social bookmarking is something that is relatively new to me, and I have yet to use it to it's full potential. I have up till recently used the sites Delicous and also Diigo to organize and annotate websites for my own organizational purposes, not for sharing or for any social purposes. I have this week started to use a Delicious account to collect links for my students to use in researching a historical figure for a biography/ timeline project. I was able to have students find my links and use them to start researching their assigned historical figure, I was able to follow students Delicious feeds and see what they have found. I was able to search "biographies" and "biography" and came up with a good number of sites (132 pages worth) that had not come either through the Webpath express search (which brought up a large number of individual biographies- all from biography.com) I had tried through the library catalog or through a simple google search. So far so good. I like it. Unlike some other responses I have seen on this topic I did not come across any inappropriate sites tagged with those tags either.

Alireza Noruzi, in Folksonomies: (Un)Controlled Vocabulary? states that "Index terms
should be checked for accuracy and acceptability in reference tools, such as dictionaries,
encyclopedias, thesauri and classification schemes (ISO 1985)." Now we know that the 13 year old students in my class are not going to be checking their tags in a reference book unless they are doing so in class with the teacher. If they are tagging links for their own use they will tag things that suits their own needs like "socials project" or something similar just as I have done of my own links in my Diigo account.

On the surface it seems like having a lack of systematization in the tagging language, especially if it were done in the library collection would be a problem. I see two arguements for such a system, perhaps as an add on to traditional subject heading categorization. The first is that students are far more likely to choose tags that are logical to students and these may be the types of search terms that other students are more likely to use. It could even help to collocate existing items in the collection. Secondly it seems to me that the tags will tend towards a mean of the most logical useful and pertinent tags. The more people tag a site, the more  useful
the suggestions offered by the website will become. Additional users can create different tags for previously tagged sites (or correctly spelled tags) over time. People will, when given a list of possible tags, will tend to choose the more applicable ones. Sites that are not good quality will not get retagged, and will not have as many tags. The collection will be improved over time in an organic manner.

Consistent and controlled vocabulary would not be essential because the natural language used by students would be searchable in addition to any subject heading created by the cataloger when the item was first added to the catalog.  In a library collection, if students could tag the entries for books, in addition to just writing reviews or creating resource lists, this may prove of benefit to other students, in addition to teachers and the librarian, especially in terms of collocation and keeping track of which resources are proving useful for which assignments and projects, especially those used in the library that are not being checked out.Both digital and concrete collections may then be better utilized by students and teachers alike.

Access Points

One of the things that I like most about our OPAC, Destiny, is that you can search both for library resources and web resources using the same access points:

Keyword, Title, Author, Subject, and Series

They appear in this order as well. It makes you think that the Main Entry, based largely on authors name, is already a non-starter. Many people default to the keyword search and do not even bother to click the author, title, or subject buttons. Including me.

Why I am glad I am a teacher not a cataloger

I have been working with MARC 21 coding for weeks and am going nuts. Luckily the records I am creating are unofficial as I don't feel that the ideals of standardization are not in good hands with me. I find this new language very perplexing. Looking at examples, I do find that I can understand what existing records say, but in trying to create my own! There seems to be a lot of repetition especially with things like author statement and statement of responsibility, and several title fields. Imagine knowing what all 999 tags represent along with innumerable sub-field codes? I tried to create a chart for myself at first, and then found http://www.itsmarc.com/crs/Bib1468.htm a directory of all the tags, but am finding the explanations very technical.

I wrote in our Module 6 discussion board
 " I remember back when I was the temporary librarian for my school, all new librarians in the district were given a few days proD by the district librarian on how to manage the library and use the Destiny system. We were told that all cataloging for the elementary schools would be done centrally, and that middle and secondary schools would be cataloging their own purchases. Armed with my district credit card I went out and bought books. The majority of the time I was able to use records from other libraries in the district, or import records through the Follett software, all you had to do was type in the ISBN and it searched records at schools all over North America. You can even look at the records to choose the one you feel is the most complete. On the odd occasion that I could find/import no existing record I entered new resources into Destiny using the “Add title” feature. This allows you to enter records either using the “MARC editor” or “Easy Editor” buttons both of which allow you to add records easily with prompts, without needing to know the MARC fields. Are all library systems so user friendly? As a consequence I added several things to the catalog without having any understanding of what MARC records were."----A clear example of a fool and her credit card gone wild.

Here is a MARC record I created (using Word) for A short History of Nearly Everything by Bill Bryson.

020 $a0385660049$c$23.00$
040 $SandilandsImaginativeCataloging$
041 $eng$
100 $aBryson, Bill$d1951$
240 $aA short history of nearly everything$leng$f2003$
250 $aAnchor edition published 2004$
260 $aCanada$bAnchor Canada$c2004$
300 ## $a554 p.$c22cm$
504 $aIncludes bibliographic references and index$
520 $aOne of the world’s most beloved writers takes his most challenging trip yet, through some of the toughest questions that scientists of all kinds have been trying to answer for years-sometimes for centuries. On this intellectual odyssey Bill Bryson puts his insatiable curiosity to use as he apprentices himself to the great scientific minds of today, and of history. In the course of his entertaining and revealing quest, Bryson asks not only “what” and “how”, but, more importantly “why”. Are the oceans getting saltier over time or less salty? How do earthquakes happen? What is a black home? And how on earth did we ever figure out things like that? Here is science like you never learned it at school-lucid, relevant, entertaining, and often very funny.$
521 1 $agrade 8 to adult$
650 #0 $aScience-Popular Works$
650 #0 $aScience-History$

Here is the MARC record (without the 000-019 and 9XX fields) I got from the VPL catalog:
020$a0767908171$
020$a0385660049 (pbk.)$
020$a0385660030 :$c$39.95$
040$aCaOONL$beng$cCaOONL$dCaBVa$
0550$aAG195$bB79 2003$
0820$a001/.09$221$
092$a500 B91s$
1001$aBryson, Bill$
24512$aA short history of nearly everything /$cBill Bryson.$
260$aToronto :$bDoubleday Canada,$cc2003.$
300$aix, 544 p. ;$c24 cm.$
504$aIncludes bibliographical references and index.$
593$aAlso: Anchor pbk. ed., 2004.$
593$aAlso: New York : Broadway Books, 2004.$
594$a20030528 dcj / 20041014 rc (020, 593) / 20041230 ba (020, 2nd 593)$
6500$aPhysics$
650$aCosmology$
650$aLife$xOrigin$
6500$aEarth sciences$
6500$aCulture$xOrigin$
650$aPrehistoric peoples$
6500$aHuman beings$xOrigin$
6510$aEarth$xOrigin$

Now as I have gone on to modules 7 and 8 I realize that copy cataloging is what I was doing (though not well). Creating records from scratch is very time consuming, and giving rank amateurs access to the catalog may have led to some very strangely cataloging items in our collection. Sorry Eleana.

All this boils down to a vote for central cataloging, freeing TLs up to teach information literacy skills, work with students to match them with the right books and all the other parts of the job that inspired me to take the teacher librarian diploma in the first place. No career change for me.

Say no to Google?!?!

So I have been learning more about how search engines work. I may actually rethink some of my old assumptions. I used to use a PowerPoint with my students. It is published here:

https://docs.google.com/present/view?id=dgg4jtdb_2f752w3gg&autoStart=true


This is what I said 2 years ago about search engines:
"They find sites that are the most popular or in which the search term is most often repeated. THEY DO NOT GIVE YOU THE “BEST” SITES, OR THE MOST ACCURATE AND RELIABLE SITES.
Companies pay web designers called “Search Engine Optimizers” to write their websites so that they will show up at the top of Google’s search results list."

I used to ask students to imagine a scientist working for a small university, who succeeds in finding a cure for cancer, and a pharmaceutical giant with money to pay the SEO. I then asked them to imagine whose page would rank higher of the search engines search results page.

Inevitably the students thought that the 'evil big pharmaceutical company' with its vested interest in treatment not cure with money for SEOs would rank at the top of the list.

I have been biased because of cynicism and distrust of large corporations.

So I watched a bunch of Google's webmaster tools videos about SEO and related topics. I am much clearer on how SEOs relate to Google and how much Google is doing to make sure the average Joe website creator is able to use these tools to improve their own websites. I also finally learned what PageRanking is. I may continue to direct students to Webpath Express through our library's OPAC, but I may not totally harsh on student googling either.

In any case I do need to continue to encourage students to look past the first page of search results, and to actually read the text provided with the link before clicking. Students need to google well. (So do I)


 In  my personal life a I am a Google and especially Wikipedia addict. No where else can I find out about the actor who is guest starring on this weeks episode of Doctor Who (or something similar).


I am wondering were we are as librarians on using Wikipedia as a resource. When I used to TOC I noticed many teacher assignments specifically forbade the use of Wikipedia period. Where are we on that now?

Assess to library resources...

copied from my course discussion posting...

One of the areas of access that has preoccupied me most has been the access of students with disabilities to materials. There are many difficulties in terms of aquiring resourses that will appeal to the 'high interest low readablitiy' crowd. I have been working on this in the library as TL, as a Student Services Teacher, and now as a grade 8 classroom teacher. I have many questions about how best to serve students with special needs and their families.
Where can we find materials?
How should we house those materials?
How can we balance the often more expensive needs of the few (ie audiobook vs. paperback) with the needs of the larger school population?
In term of pleasure reading publishers such as Orca are creating content that is great for our middle school aged students (athough I think they need to work on their covers), but how to shelve them? In their own area or in baskets? Kids who need this content won't go there because they don't want to be singled out. Intershelving them with an 'EZ read' sticker or some such? Have them in the resource rooms and let the Student Services teachers match kids with books at their reading level? What would they do when their class comes to the library?


Classroom related reading this is also a huge challenge. Non-fiction access for special needs students might be less of an issue as there are books on many topics, especially social studies for example, for many grade/ reading levels. In some curricular areas however, especially science, there do not seem to be books at lower reading levels geared to our BC curriculum. Dinosaurs yes, but what about fluids and optics? Digital resources seem to be easier to locate when we are able to do things like use our OPAC Destiny to search for web resources at a particular reading level and create reading lists etc. using the computer to access databases or World Book online, does eliminate some problems for special needs students, but finding content that is not too baby-ish for middle schoolers can be difficult.

Finding materials in alternate formats also seems to be a challenge. ARC-BC is a great resource for materials such as audio versions of novels (read by a computer voice) and material scanned for use with Kurzweil 3000, but many of the books we have in our lit kits are not available in these formats. How can you provide access to them for students when copywrite issues come up? Audio books on cassette and on CD are available in our library, but for staff not student loan. There are not many of them in any case.
We have strated a project of staff recording themselves reading books aloud, using "Audacity". I am halfway through recoring "Pagan's Crusade" from our Middle ages/Renaissance lit kit. I don't know what to do with it when I am finished. Put it in a document library on our libraries Sharepoint website? Are we allowed to do that?
I would like to get portable devices with text to speech softeware that students could access, but what id the best to get? how do you manage lending that kind of equipment? How can you do ebooks in a public school library, when not all students have equal access to personal devices?
So many questions and not enough answers yet...

Dewey Does it for me...

• being a chicken I had written this before without posting so it is out of order...
  
  
  In this course on school library organization, I hope to learn a variety of possible organizational strategies and to learn the logic behind classifying books in the Dewey decimal system. In particular I find  our 900s section to be a bit of a mystery!
  
  
  
  General books about a county (Thailand for example) are shelved in the 915 section or in the 959 section . Why?  the books seem to contain all the same kinds of information. Was it just a matter of past librarian choice? Could I rearrange them so all the countries are together in their continents instead of two separate places in the 900s?  Could I make a special country section with labels and ignore the DDS? In the end I gave up and made a spread sheet with a list of all books on each country with their call numbers to give to grade 6/7 teachers when they came into the library to do country projects. 
  I was a temp. I was already starting to freak out my TA with all my funny ideas. I was let loose with too little supervision I think. Too little training, I know. So I shied away from a few of my more outlandish ideas. (I did get rid of the no longer used vertical files, move teacher resources out of a scary back room into the library itself and start cataloging them as well among other things, and rearrange the fiction section, but some things like weeding and reorganizing the non-fiction seemed a step too far.) 
  The readings that I have done on the Dewey Decimal system makes me think that I would rather keep it than do what some of these libraries are doing:
  http://www.thedigitalshift.com/2012/08/k-12/summer-project-kill-dewey/
  http://www.schoollibraryjournal.com/slj/articlesinfoliteracy/857840-348/the_next_big_thing_is.html.csp
  http://www.mlive.com/grandville/index.ssf/2012/08/grandville_library_reorganizin.html

dipping my toes in...

Well this is my first ever blog posting. I am feeling a bit shy. I signed up for the blog eons ago and have yet to use, not unlike the Twitter account I got for my first LIBE course in order to follow recommended TLs but 1.5 years later I have yet to tweet.

My little bit of library experience intrigued my enough to begin the diploma. The more I learn I realize that I could have done a much better job in my 9 months in the library. At the time I was always worried what the regular TL would think when she came back. I didn't want to wreck her library. So much of what I found there related to the organization of the library was related to the accumulation of things over years, through changes of librarians, and may not the best practice. More change would be welcome I think. Now I have to work on the TL any try to get her as excited about some of the things I am learning as I am.

our non-fiction section

our library's nine computer stations

they are the oldest PCs in the school.

 a poster I made in a fit of cutting and pasting.

all the above pictures were taken during the 2010-2011 school year when I was the acting school librarian.