Even school librarians that don't participate in formal LIS research must conduct activities in which principles of research apply. He or she must, like other researchers, use a variety of research tools in order to best determine answers to queries. School librarians must report findings in an organized fashion to administrators, parent groups and state organizations. They must build on prior knowledge and apply new findings to assure best practice.
Like formal LIS researchers, school librarians use qualitative measures to secure data. Interviews with staff members assist librarians with decisions on types and quantities of resources needed. Informal interviews might occur when determining skills to be taught and collaborated upon. Observations might be done to determine how students use resources and whether technology is being properly implemented.
Quantitative data is also particularly useful to school librarians. Most administrators, district supervisors and parent groups need to see facts and figures as support when making programming and funding decisions. Some types of quantitative data collected might include information about library use (number of checkouts, circulation statistics etc...). Other types of reportable data include collection age or even surveys of patrons to determine interests and needs. State organizations also evaluate data collected from smaller entities such as schools in order to improve library programs and assist libraries with comparative data.
Sunday, May 17, 2009
Reflection Ch. 14, Portable MLIS, "Readers Advisory Services: How to Help Users Find a Good Book," Mary K. Chelton
A face to face encounter with a librarian is a very common way for students in school libraries to locate that "just right" book. Teacher librarians find it helpful to read a variety of items found in their libraries in order to suggest titles, authors, themes etc..., but it is unrealistic for them to have read all materials available to patrons. With this said, the teacher librarian's presence alone should generate excitement about books and materials in general, so that students have a positive environment in which to circulate and browse.
Since reading is a social activity, students may encounter another type of face to face reader's advisory encounter: a friend or fellow student. Students in school libraries often find book choices amongst those items just returned by classmates! Perhaps a curious look over a shoulder while a friend was enjoying a book or even a brief discussion might have taken place about a particular title. Conversations such as this about books, authors, etc...promote and spark social and creative endeavors related to readings such as going to plays, doing projects and the like, thus helping students make connections with books as well as other community members or activities.
Although face to face readers advisory activities are not the only way students are lead to books and materials, they assist students in being successful in the library atmosphere. All students can connect to some kind of book and either learn from it or grow in an aesthetic manner. Having a librarian face to face who sees all students as successful and who has a positive attitude about books and literacy education, can be a definite plus in either a school library or in any other library setting.
Since reading is a social activity, students may encounter another type of face to face reader's advisory encounter: a friend or fellow student. Students in school libraries often find book choices amongst those items just returned by classmates! Perhaps a curious look over a shoulder while a friend was enjoying a book or even a brief discussion might have taken place about a particular title. Conversations such as this about books, authors, etc...promote and spark social and creative endeavors related to readings such as going to plays, doing projects and the like, thus helping students make connections with books as well as other community members or activities.
Although face to face readers advisory activities are not the only way students are lead to books and materials, they assist students in being successful in the library atmosphere. All students can connect to some kind of book and either learn from it or grow in an aesthetic manner. Having a librarian face to face who sees all students as successful and who has a positive attitude about books and literacy education, can be a definite plus in either a school library or in any other library setting.
Reflection Ch. 11, Portable MLIS, "Information Retrieval: Designing, Querying, and Evaluating Information Systems," Judith Weedman
Information retrieval is a key component in the quest for knowledge. Using the library catalog is one avenue and often the starting point when students are attempting to define and answer a question. Developing and maintaining a library catalog that meets the needs of patrons is crucial and a teacher librarian or any librarian must know the needs of the community being served. The library catalog must also be a flexible tool to meet changing needs of the patrons (within certain limits). Utilizing informal tags or subject headings might be viable in certain libraries, especially where young patrons are served, in order to assist with finding items or answering questions at this level.
On a side note, information retrieval for the young can be overwhelming. Simply defining the exact problem can be challenging. The librarian can assist in age appropriate searching whether it be in the library catalog, on a database or on the web. Introducing Boolean searching to older students, such as in an elementary building, can assist students. Although younger students don't necessarily need to know the details about how search engines function, a basic knowledge of this would help a librarian lead students in effective information searching.
Information retrieval and finding relevant information is especially crucial for young, inquiring learners. Locating information necessary for the learning process engages students and keeps them hungering for more. As students continue to engage in quests for knowledge, opportunities to practice information retrieval skills grow and become more complicated. Hopefully, as searching skills become more refined and more knowledge is gained concerning information retrieval, students will be successful in gathering, organizing and reflecting on information.
On a side note, information retrieval for the young can be overwhelming. Simply defining the exact problem can be challenging. The librarian can assist in age appropriate searching whether it be in the library catalog, on a database or on the web. Introducing Boolean searching to older students, such as in an elementary building, can assist students. Although younger students don't necessarily need to know the details about how search engines function, a basic knowledge of this would help a librarian lead students in effective information searching.
Information retrieval and finding relevant information is especially crucial for young, inquiring learners. Locating information necessary for the learning process engages students and keeps them hungering for more. As students continue to engage in quests for knowledge, opportunities to practice information retrieval skills grow and become more complicated. Hopefully, as searching skills become more refined and more knowledge is gained concerning information retrieval, students will be successful in gathering, organizing and reflecting on information.
Reflection Ch. 9, "Reflections on Creating Information Service Collections," G. Edward Evans
One of the most prominent issues to consider when developing an information service collection is to have a variety of resources. This is especially true in a school setting. The teacher librarian must access the curricular needs of teachers and students and be familiar with the community of learners he or she serves. Resources acquired must support classroom instruction and research needs. Students' interests must also be considered in order to engage students and entice them to pursue knowledge and delve deeper. Another consideration that should be in the forefront of a teacher librarian's mind when selecting materials is differentiation. Students at many different cognitive and literacy levels must have their needs met.
Keeping all the previous factors in mind, the collection developer must also keep budget restraints in mind. This is a considerable issue that is essentially on administrators' minds. Selection criteria developed by a district needs to be at the forefront of the collection developer's mind. Use of data such as needs surveys completed by staff is crucial in order to understand the community being served. It should also be noted that while donations may add to the sheer number of volumes in the collection, these items may not fulfill curricular needs or be of interest to the student population.
Overall, a balance needs to be maintained between normative needs, expressed needs, felt needs and comparative needs. Items selected by experts (normative needs) might not actually fit into a particular school's curriculum or meet students' interests. In addition, if a collection developer relied solely of felt needs such as trendy, faddish items or current community interests, much money might be wasted on items only used for a short duration. Comparative needs should be weighed as well. Looking at similar collections gives the librarian an idea of what items to consider. Along with this, if inter library loan is prominent is an area, the librarian might be able to fill gaps in his/her collection via this avenue.
In conclusion, understanding the library community served takes time. Meeting the needs of patrons served involves asking many questions and using data and surveys to make the best collection development decisions. Especially when serving a school community, curricular needs as well as students' interests must be weighed in order to provide a collection that meets the needs of all. Knowing the community you serve is of utmost importance.
Keeping all the previous factors in mind, the collection developer must also keep budget restraints in mind. This is a considerable issue that is essentially on administrators' minds. Selection criteria developed by a district needs to be at the forefront of the collection developer's mind. Use of data such as needs surveys completed by staff is crucial in order to understand the community being served. It should also be noted that while donations may add to the sheer number of volumes in the collection, these items may not fulfill curricular needs or be of interest to the student population.
Overall, a balance needs to be maintained between normative needs, expressed needs, felt needs and comparative needs. Items selected by experts (normative needs) might not actually fit into a particular school's curriculum or meet students' interests. In addition, if a collection developer relied solely of felt needs such as trendy, faddish items or current community interests, much money might be wasted on items only used for a short duration. Comparative needs should be weighed as well. Looking at similar collections gives the librarian an idea of what items to consider. Along with this, if inter library loan is prominent is an area, the librarian might be able to fill gaps in his/her collection via this avenue.
In conclusion, understanding the library community served takes time. Meeting the needs of patrons served involves asking many questions and using data and surveys to make the best collection development decisions. Especially when serving a school community, curricular needs as well as students' interests must be weighed in order to provide a collection that meets the needs of all. Knowing the community you serve is of utmost importance.
Friday, May 15, 2009
Reflection Ch.1, Portable MLIS, "Stepping Back and Looking Forward: Reflections on the Foundations of Libraries and Librarianship," Richard E. Rubin
The importance of libraries is indisputable. Evidence of this is reflected by the sheer magnitude of library history. After all, libraries have been around for approximately 5,000 years. Of the multitude of purposes that libraries have, several stand out as undeniably pertinent. First, people connect with books, either through solving a quest for information or on a purely aesthetic note. Second, libraries create life-long learners ( and readers) due to intellectual freedom-being able to read whatever one chooses. Third, libraries assist us by making connections to other cultures, thus helping us understand and communicate with one another. Finally, libraries not only help us attain answers to questions, but aid in the production of more questions so that learning is a never-ending process.
Recently, during a celebration of National Library Week, I lead elementary students on a journey that proved to enlighten them on the topics of library history and how libraries help worlds connect and make the world a better place. First, I asked students how long they thought libraries had been around. This resulted in widely varying responses. When told the actual number of years, students were in awe. We also talked about such ideas as libraries not being free, libraries being for the rich, libraries being available to churches and the necessity of libraries before children were required to attend school. Then, students, in small groups, contributed their ideas on a large poster referring to how libraries help the world connect and make it a better place. The students were able to come up with all of the concepts mentioned in the first paragraph and more!
Because of the evolving nature of libraries, they assist society in meeting many needs. Recently (1997), Bill Gates was instrumental in library history by helping libraries "get connected" to the Internet. This opened up considerably the idea that libraries are undeniably essential. During poor economic times such as these, library usage has actually increased and more people have library cards now than since the time this information started being recorded. Free library services such as Internet usage, have helped citizens find jobs, communicate with others and connect to worlds beyond what was ever thought possible. The importance of libraries as information centers and gateways to the world is definitely crucial and undeniably beneficial to our society.
Recently, during a celebration of National Library Week, I lead elementary students on a journey that proved to enlighten them on the topics of library history and how libraries help worlds connect and make the world a better place. First, I asked students how long they thought libraries had been around. This resulted in widely varying responses. When told the actual number of years, students were in awe. We also talked about such ideas as libraries not being free, libraries being for the rich, libraries being available to churches and the necessity of libraries before children were required to attend school. Then, students, in small groups, contributed their ideas on a large poster referring to how libraries help the world connect and make it a better place. The students were able to come up with all of the concepts mentioned in the first paragraph and more!
Because of the evolving nature of libraries, they assist society in meeting many needs. Recently (1997), Bill Gates was instrumental in library history by helping libraries "get connected" to the Internet. This opened up considerably the idea that libraries are undeniably essential. During poor economic times such as these, library usage has actually increased and more people have library cards now than since the time this information started being recorded. Free library services such as Internet usage, have helped citizens find jobs, communicate with others and connect to worlds beyond what was ever thought possible. The importance of libraries as information centers and gateways to the world is definitely crucial and undeniably beneficial to our society.
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