Finding Relevant References

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"Google can bring you back 100,000 answers. A librarian can bring you back the right one.”                                                                                            --  Neil Gaiman

I have always loved the idea behind this quote by library advocate and generally incredibly famous author Neil Gaiman (maybe you’ve heard of him? *). As much as I love the idea of being that amazing know everything, quipping factual answers like I’m the actual Hitchhiker’s Guide to the Galaxy, librarian -I’m never going to be that good. In fact, that quote strikes a bolt of fear right through my little imposter-syndrome heart. As a fairly new teacher-librarian, I am pretty sure I can find an answer on google, but I’m also pretty sure I’m not going to get the right answer all of the time (unless it is 42- I know that one! **). So, does that make me a bad librarian? Should I show myself the door? Sorry for taking up your time! I’ll just find a new career to be passionate about! 

Okay, Don’t Panic.  Let’s just grab a towel and think this through. ***

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In the helpful book titled Reference Skills for the School Librarian (which is helpfully printed in large friendly letters), Riedling states that “school librarians lead students to information . . . not knowledge.” (5). For teacher-librarians, at least, it may not be all about just delivering the right answer, but about helping to guide a student’s question, inquiry, and/or research and then helping to find the right resources with the right information.

These past four lessons have had a lot of information about doing just that. Reading about the research process, and other problem-solving models, has helped me to examine how to help students access information in a more helpful and constructive manner. With the overload of information available, it is vital for library specialists to provide well-evaluated resources (in print and online) and teach students how to go about using them to learn more about a subject.

One area I really need to improve on in my practice is teaching research skills to primary grades. With a secondary teaching background, I just feel more comfortable taking on teaching projects, such as research, with older grades.  Even with intermediate grades, processes outlined by Riedling such as Information Seeking, or Big6 still seem large and unmanageable at times. I was very excited to learn about the Super3 process of Eisenberg and Berkowitz. In an effort to find more information about this, I found this video outlining the basic process, “Plan, Do, Review” of Super3, and what it looks like for a specific topic. It is useful to see a brief example of what students can do with the topic they are exploring in this research model. This could be an excellent jumping off point to help guide my attempts in teaching research to younger grade levels.

Another learning leap in this theme was looking at how reference resources can be evaluated. Not everything is as easily navigable and expansive as the elaborate and fictional reference Hitchhiker’s Guide to the Galaxy.  It takes skill and effort to find such resources in the real world. As I continue to explore my own dated school reference Nature’s Children for our first assignment, I am beginning to recognize some of the different aspects that need evaluation based on such factors like who is using the reference,  or what is the intended purpose of the reference. Obviously, not all references are created equally nor are they appropriate for all grade levels and tasks.  Being able to assess references, to ensure the information will not overwhelm or frustrate learners, is a very important skill for teacher-librarians. Likewise, I have once again had to strengthen my resolve to go on a weeding spree in my library’s non-fiction and reference section. Old, and out-dated material only serves to hinder student’s ability to find the information they require. Rather than keeping our large (and largely outdated) selection of books it is seems to be better to have a more refined collection of more current print materials that is supplemented by updated and well-evaluated online resources. 

Okay, so now I know being a librarian is more than about bringing a patron the answer to life the universe and everything. It is also about showing them how to ask the question and helping them find the right type of information. Whew! Deep Thoughts!****

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*No? You sure? Ask Google, it will be more than 100,000 hits guaranteed. Even the best librarian will have more than one right answer for that question. 

**Not sure what I mean? Neil Gaiman wrote a book about that too! Don’t Panic: Douglas Adams and the Hitchhiker’s Guide to the Galaxy.

*** The popular resource The Hitchhiker’s Guide to the Galaxy has a few things to say on the subject of towels. You can recognize this mostly fictional resource by the large friendly letters that say Don’t Panic on the cover.

**** Yes, one last reference. I’m sorry.

References

Riedling, Ann Marlow et al. Reference Skills For The School Librarian. 3rd ed., Santa Barbara, California, 2013,.

Super 3 Research - Heidi Neltner 

https://www.youtube.com/watch?v=HcVIWqM2XLs