Let Them Read Books!
 |
| via unsplash |
I remember being in elementary school and getting assigned a
topic for a research project. The whole class would go to the library to
research said topic. Then the one or maybe two sets of encyclopedias would be
set out on the tables with the instructions that they were not to be taken off
the table, and you only had a certain amount of time to use the copy you needed
because everyone needed a chance to use it. As someone who has since fallen
down many a Wikipedia rabbit hole, this was a torturous way to be given an
Encyclopedia, I wanted to look up EVERYTHING.
 |
| via giphy |
This memory really resonated
while reading lesson 6 and encountering the notion that, “ ‘Managing’ a school
library resource centre or a reference collection does not mean building
systems that protect it or limit access to it. In fact, it can mean the exact
opposite.” I whole heartedly agree. Thankfully, my students have access to a
lot of our reference resources online, and they can browse any topic they like
to their hearts content. But that’s not enough, is it?
Since moving these references to
their excellent online versions, there has been an increase in non-fiction
spending, but no new spending in reference resources. After working through
Theme Two’s lessons, I have realized this is a mistake. It is something like the infamous (and
inaccurately attributed) quote from Marie Antoinette, “Let them eat cake!”.
Stay with me on this, I did say sort of. Most of my students will seek out the
non-fiction section to make up their reference needs. Yes, the bread of the
reference section is online, it is more current then I could ever hope to keep it
and more accessible to more students, but, these resources should not
constitute an entire reference section of a library. Hence, I have been supplementing
the online version of the ‘bread’ with the less needed ‘cake’, such as non-fiction
or outdated references that we make do with when the ‘bread’ is not enough or unavailable.
Ok, it’s not a perfect metaphor, but it
was a bit of a breakthrough in my thinking.
 |
| via giphy |
Like Riedling points out in chapter two, the
reference collection should be both online and on the shelf, and most
importantly, provide “teachers and students with easy access to a high-quality
collection.” (17) Besides, as awesome as the electronic reference section is,
it does not improve access for the fleeting attention of a primary class. The
multifaceted nature of our library technology alone, is enough to distract and
overwhelm many students before they have even found the correct icon on the
desktop. Online resources are a great tool, but they shouldn’t be the only
tool.
There are pros and cons to both physical and digital texts, and it is important that we serve all our learners by providing access to both. Cadg_ on Youtube has created a great info-graphic style video about some of the reasons people prefer one medium over the other.
Managing
the reference collection is not something that can be done passively. If I want
teachers to be willing to collaborate and use the library to its full potential
then I need to step up my reference management game.
References
Riedling, Ann Marlow et al. Reference Skills For The School Librarian. 3rd ed., Santa Barbara, California, 2013,.
BookWars: E-books vs. Printed Books - Infographic Video https://www.youtube.com/watch?v=q5FRNY1ZW1g
A good reflection on the key elements of theme 2, exploring why we are doing what we are, and how we can improve our services, collections, support, and instruction. Your extended metaphor did work well and describes how we are barely 'meeting' expectations, but in reality, could be doing so much more. A useful description, highlight, and discussion of the ways we need to continue developing, exploring, and supporting our students as they uncover the curriculum.
ReplyDeleteIt must be interesting as an elementary TL to have to teach reading and digital literacy skills in order for students to access digital references. At a TL meeting yesterday a colleague reminded me that 50% of her population can't read. I was like, "Oh yeah!" As a secondary teacher I can often forget the basics of education. I know that kindergarteners aren't necessarily tackling inquiry projects, but it must be interesting to support that early kind of literacy. Do you have access to World Book's Early World of Learning? In the "Know It!" section it has images and words to help guide early readers through simple topics. I'm a high school teacher, so it was cool to see what's out there!
ReplyDelete