I learned a lot about Wikipedia from the required readings, and I was motivated to read further about this pervasive source. In previous years, as a high-school English teacher, I was aware that students frequently turned to Wikipedia for information. I drew their attention to the possibility of bias, omissions, and inaccuracies, and I stipulated that students could not use Wikipedia as a source in their research papers, although they were welcome to visit the site as a starting point during the research process. Now, having read several articles about Wikipedia, I realize that I could have spent more time working with my students to examine and evaluate Wikipedia--in comparison to the online encyclopedia and databases purchased by our district--as an exercise in critical analysis.
Although I recognize that no encyclopedia is perfect, I have always trusted the authority of established encyclopedias, such as World Book or Britannica, over Wikipedia. Recently, however, I have been hearing that Wikipedia is becoming more reliable. The readings for Lesson 6 have helped me to better understand the value and the flaws of Wikipedia.
I learned from Berinstein that only verifiable information can be included in Wikipedia and that there is a "no original research" policy. Also, Berinstein points out that all changes are tracked and can be viewed via the History tab on each page. Although errors can occur unintentionally or purposefully, most are corrected quickly, as Alexander M.C. Halavais, an assistant professor of communications at Quinnipiac College, revealed when he deliberately planted thirteen errors in various Wikipedia articles. Within three hours, Wikipedia editors had found and deleted all of the false information (Read). Some errors can exist for long periods of time without being discovered, as the case of John Seigenthaler Sr., illustrated. A Wikipedia article claimed that he was involved in the Kennedy assassinations, and the article remained uncorrected for 123 days (Berinstein). Since then, Wikipedia has required every contributor to be a registered user, but anyone can register. "The logic behind the change is that forcing people to register will slow down the creation of new pages and allow quality checkers to keep up" (Berinstein). Wikipedia articles have been evaluated by different experts with differing results: some articles are excellent, some are poor (Read).
According to Berinstein, "because of Wikipedia's known methodology and vulnerabilities, it provides opportunities to teach (and learn) critical thinking." I agree that with middle and high-school students, it is important to look at the creation process of Wikipedia and teach students how to evaluate this source. As Chris Harris points out, students and many of their parents are consulting Wikipedia frequently (26). If we prohibit its use entirely, or fail to teach students how to evaluate Wikipedia, we are not adequately preparing students to think critically--a skill they will need to succeed in post-secondary education and to make informed decisions in their adult lives. Harris presents three rules for research that should be taught to students:
1.At least three sources are required to verify research.
2.General encyclopedias like Wikipedia are a great place to get started, however …
3.Serious research projects cannot cite general knowledge encyclopedias.(26)
Not all librarians see the benefit of starting with Wikipedia, however. In a letter responding to Harris' article, Sandy Miller argues that teacher-librarians should be promoting the use of databases purchased by school districts. She also points out that "the rule of three sources for fact verification does not necessarily apply to Web sites. You can easily find multiple Web sites that replicate-that is, plagiarize-incorrect information on a particular topic. A better idea is to encourage students and their tax-paying parents to use edited online database sources first. Why begin with bad information?" (11).
As a teacher-librarian at a K-5 school, I agree with Miller that I should first be teaching students to access and use effectively the online databases available through our district's web site. Young students have less ability to evaluate sites, and some parents are very particular about the sites their children visit online.
Older students, however, must be taught to think critically about all information that they encounter. According to Berinstein, "the flap over Wikipedia was significantly overblown, but contained a silver lining: People are becoming more aware of the perils of accepting information at face value. They have learned not to consult just one source. They know that authors and editors may be biased and/or harbor hidden agendas." These comments may be true of some adults and teens, but many students still do not know that they should check more than one source (or, in some cases, can't be bothered to do so). After having read these four articles about Wikipedia, I will make the use of Wikipedia with middle and high-school students a priority (if I move from my K-5 position). With practice, students can learn to take what is good about Wikipedia and disregard what is flawed. They can learn to think for themselves, a more powerful lesson than learning which sources are teacher approved.
Works Cited
Berinstein, Paula. "Wikipedia and Britannica: The Kid's All Right (And So's the Old Man)." Searcher 14.3(2006): 16-26. Academic Search Premier. Web. June 12, 2011.
Harris, Chris. (2007). "Can we make peace with Wikipedia?" School Library Journal 53.6(2007):26. Professional Development Collection. Web. June 12, 2011.
Miller, Sandy. "Wikipedia vs. Databases." School Library Journal 53.8 (2007): 11. Canadian Reference Centre. Web. June 12, 2011.
Read, Brock. "Can Wikipedia Ever Make the Grade?" Chronicle of Higher Education 53.10 (2006):A31-A36. Canadian Reference Centre. Web. June 12, 2011.
Sunday, June 12, 2011
Sunday, June 5, 2011
Print Versus Electronic Reference Sources
As I was working on Lesson 4, I found myself in the unusual position of being a teacher-librarian who needs to promote the use of electronic references. From my perspective as a TL in a K-5 school, I certainly do not feel that "those of us who support print and electronic reference sources are fighting a losing battle" (Lesson 4 Reflection). When a class begins a research project at my school, the teacher usually asks me to pull applicable print resources for her students to use when the library is free or for her to take to the classroom for use there. Only if the print resources are inadequate (leading me to select additional resources for an area that will be used each year) does the teacher turn to electronic sources.
As I have mentioned in previous posts, I would like to work more closely with classroom teachers next year and create a schedule that will enable me to be part of the research process. Students need to be able to locate and assess the resources that will answer their research questions. According to Riedling, "the search for information" is the third step of the complete reference process (5). If students are searching within a few books handed to them, their search for information has been severely limited. During library periods, I do teach students how to find different types of reference sources, but their searches are not part of a comprehensive research process.
Rather than having to promote print references, I have worked this year to familiarize teachers with electronic sources such as World Book Kids, World Book Student, and EBSCOhost's Kidsearch and Searchasaurus, as well as to make students aware that these reference sources are available from home.
My situation differs from that of most TLs--especially those in a middle or secondary school library. When I taught Grades 8 to 12, I definitely noticed a preference for electronic resources and a need to teach students how to locate reliable, current information online. As a number of others in this course have noted in their postings, most students are not proficient at evaluating electronic resources.
My purchasing is not, therefore, affected by student preferences for electronic resources, but by a limited budget and by a fixed library schedule. Students access the library once a week for thirty minutes. There is no time for them to explore print reference sources that cannot be checked out of the library. I therefore choose to purchase more non-fiction books that students can take home. They are reference sources in that they are used when students work on research projects and they "serve to answer a question" (Riedling 15), but they usually are not compilations. Riedling defines reference sources as "materials, from book to computer to periodical to photograph, designed to be consulted for definite items of information rather than to be examined consecutively" (15).
In a recent posting, Chris Ellett raised a good question: "Why not sign out some print reference materials on one night loans?" I would consider adjusting my loan policy, although Lori Ingles, in a reply to Chris, did point out the risks of losing materials that some families might not be able to replace. My school library, however, is open only two days a week and does not have a book drop. Students may as well have the materials for a week: unless a class plans to use the books for research in the library, another student would not be able to use the resource until the following week anyway.
Limited access to the library is a problem at our school. When I am at school, I am flexible about allowing students to visit the library at times other than their library period, but students do not have access on the days I am not working.
As I continue through this course, I hope that I will learn more about which print resources I should purchase and house in the designated reference section. I also will consider more ways to expand student access to these resources.
Works Cited
Riedling, Ann. Reference Skills for the School Library Media Specialist: Tools and Tips. 2nd ed. Worthington: Linworth Books, 2005. Print.
As I have mentioned in previous posts, I would like to work more closely with classroom teachers next year and create a schedule that will enable me to be part of the research process. Students need to be able to locate and assess the resources that will answer their research questions. According to Riedling, "the search for information" is the third step of the complete reference process (5). If students are searching within a few books handed to them, their search for information has been severely limited. During library periods, I do teach students how to find different types of reference sources, but their searches are not part of a comprehensive research process.
Rather than having to promote print references, I have worked this year to familiarize teachers with electronic sources such as World Book Kids, World Book Student, and EBSCOhost's Kidsearch and Searchasaurus, as well as to make students aware that these reference sources are available from home.
My situation differs from that of most TLs--especially those in a middle or secondary school library. When I taught Grades 8 to 12, I definitely noticed a preference for electronic resources and a need to teach students how to locate reliable, current information online. As a number of others in this course have noted in their postings, most students are not proficient at evaluating electronic resources.
My purchasing is not, therefore, affected by student preferences for electronic resources, but by a limited budget and by a fixed library schedule. Students access the library once a week for thirty minutes. There is no time for them to explore print reference sources that cannot be checked out of the library. I therefore choose to purchase more non-fiction books that students can take home. They are reference sources in that they are used when students work on research projects and they "serve to answer a question" (Riedling 15), but they usually are not compilations. Riedling defines reference sources as "materials, from book to computer to periodical to photograph, designed to be consulted for definite items of information rather than to be examined consecutively" (15).
In a recent posting, Chris Ellett raised a good question: "Why not sign out some print reference materials on one night loans?" I would consider adjusting my loan policy, although Lori Ingles, in a reply to Chris, did point out the risks of losing materials that some families might not be able to replace. My school library, however, is open only two days a week and does not have a book drop. Students may as well have the materials for a week: unless a class plans to use the books for research in the library, another student would not be able to use the resource until the following week anyway.
Limited access to the library is a problem at our school. When I am at school, I am flexible about allowing students to visit the library at times other than their library period, but students do not have access on the days I am not working.
As I continue through this course, I hope that I will learn more about which print resources I should purchase and house in the designated reference section. I also will consider more ways to expand student access to these resources.
Works Cited
Riedling, Ann. Reference Skills for the School Library Media Specialist: Tools and Tips. 2nd ed. Worthington: Linworth Books, 2005. Print.
Monday, May 30, 2011
The Reference Section
Terri Kirk’s article “Tough Love for Your Reference Section” has motivated me to weed the print reference section of my library more thoroughly. Although we have one set of 2010 World Book Encyclopedias, the other sets of encyclopedias have publication dates that, according to Riedling, condemn them to the dumpster. Earlier this year I discarded several now-historical atlases and a couple of ancient almanacs. Weeding the rest of the reference section will be a simple task; however, I am uncertain about which new print resources I should purchase (if any!) for the reference section.
Kirk, a high-school teacher-librarian, states that “[t]oday, with everything we need available on our cell phones, a book that can’t be checked of the library seems ludicrous” (28). At my K-5 school, which runs on a fixed schedule, students do not have much time to explore the reference section. I have trouble justifying the purchase of books that will rarely be used. Like Joanne McLarty, who revealed in a discussion posting that much of her reference section, including atlases, has “migrated” to the circulating collection, I prefer to provide access to information rather than to restrict it. I have ordered new atlases for my library, but plan to house only one or two in the reference section.
Because my school library has an electronic reference section that is close to meeting the A.I.L.’s “Exemplary” standard, I am less concerned about maintaining a large print reference section. As I noted in this week’s discussion posting, my district’s subscription to electronic databases and encyclopedias provides our K-5 students with access to more than 45 primary/elementary periodicals (via EBSCOhost’s Kids Search and Searchasaurus), to electronic indexes, and to several World Book products including Early World of Learning, Dramatic Learning, World Book Kids, World Book Discover, and World Book Student. Teachers can access professional materials and more comprehensive information through World Book Advanced, EBSCOhost and Canadian Points of View. As well, our district has invested in video streaming, providing online access to countless videos, video clips, and audio clips.
At this point, I need to continue to encourage teachers and students to use these electronic resources. As Lori Ingles commented in reference to the online resources purchased by her district, “…some of the value that I can provide lies in guiding students towards trusted sites that provide accurate, age appropriate information in an organized way.” If the electronic resources are there, but are not being used, they are a waste of the district’s money. As teacher-librarians, we need to take a leadership role in promoting the use of these resources and providing training if necessary. Throughout the year, I have worked mainly with the Grade 3, 4, and 5 teachers to show them how to access the encyclopedias and databases and how to use these resources as teaching tools. There are many features, such as timelines and visual bilingual dictionaries, that they have been excited to try out in their classrooms. Next year, as I will no longer have to provide prep time for two kindergarten teachers, I would like to create a schedule that allows for more time to teach information literacy—using both print and electronic resources.
Works Cited
Kirk, Terri. “Tough Love for Your Reference Section.” Library Media Connection 29.2 (2010) : 28. Academic Search Premier. Web. 20 May 2011.
Kirk, a high-school teacher-librarian, states that “[t]oday, with everything we need available on our cell phones, a book that can’t be checked of the library seems ludicrous” (28). At my K-5 school, which runs on a fixed schedule, students do not have much time to explore the reference section. I have trouble justifying the purchase of books that will rarely be used. Like Joanne McLarty, who revealed in a discussion posting that much of her reference section, including atlases, has “migrated” to the circulating collection, I prefer to provide access to information rather than to restrict it. I have ordered new atlases for my library, but plan to house only one or two in the reference section.
Because my school library has an electronic reference section that is close to meeting the A.I.L.’s “Exemplary” standard, I am less concerned about maintaining a large print reference section. As I noted in this week’s discussion posting, my district’s subscription to electronic databases and encyclopedias provides our K-5 students with access to more than 45 primary/elementary periodicals (via EBSCOhost’s Kids Search and Searchasaurus), to electronic indexes, and to several World Book products including Early World of Learning, Dramatic Learning, World Book Kids, World Book Discover, and World Book Student. Teachers can access professional materials and more comprehensive information through World Book Advanced, EBSCOhost and Canadian Points of View. As well, our district has invested in video streaming, providing online access to countless videos, video clips, and audio clips.
At this point, I need to continue to encourage teachers and students to use these electronic resources. As Lori Ingles commented in reference to the online resources purchased by her district, “…some of the value that I can provide lies in guiding students towards trusted sites that provide accurate, age appropriate information in an organized way.” If the electronic resources are there, but are not being used, they are a waste of the district’s money. As teacher-librarians, we need to take a leadership role in promoting the use of these resources and providing training if necessary. Throughout the year, I have worked mainly with the Grade 3, 4, and 5 teachers to show them how to access the encyclopedias and databases and how to use these resources as teaching tools. There are many features, such as timelines and visual bilingual dictionaries, that they have been excited to try out in their classrooms. Next year, as I will no longer have to provide prep time for two kindergarten teachers, I would like to create a schedule that allows for more time to teach information literacy—using both print and electronic resources.
Works Cited
Kirk, Terri. “Tough Love for Your Reference Section.” Library Media Connection 29.2 (2010) : 28. Academic Search Premier. Web. 20 May 2011.
Tuesday, May 17, 2011
The Reference Process
As a former secondary school English teacher, I have taught information literacy skills for years and believe that they are an essential part of students' education. Information literacy should be taught across the curriculum with support from teacher-librarians. Unfortunately, in my new position as a teacher-librarian at a small K-5 school, I am discovering barriers to my desire to teach information literacy. While I think it is reasonable to expect teacher-librarians to possess the six qualities (outlined in our Lesson 2 course notes) needed to successfully support the reference process, the small amount of time many of us have with the students limits the extent to which we can make use of these qualities.
I have a .35 FTE contract at a K-5 elementary school and have 7 divisions of students to see weekly. In addition, this year Kindergarten students no longer attended music classes, but instead were sent to the library, where I would teach outcomes chosen in consultation with the Kindergarten teachers. At my school, because we have two Kindergarten classes, I spent two hours a week having fun with the youngest students--we did choose some outcomes that enabled me to teach beginning information literacy skills--but I lost time that could have been spent focusing on the research process with older students.
Fortunately, the school board has decided not to continue with this plan, and it seems that there will not be a cut to the teacher-librarians' time. If I have this extra time next year, I will be able to extend the library classes and teach information literacy skills in context. This year, I have had time to teach only a few strategies in isolation, a much less effective means of instruction. The teachers tend to use the library for research projects on days when I am not at school because they can bring their classes in for extended periods of time. Ideally, I would like to be part of the research process from beginning (task initiation or identification) to end (evaluation or reflection).
I have a .35 FTE contract at a K-5 elementary school and have 7 divisions of students to see weekly. In addition, this year Kindergarten students no longer attended music classes, but instead were sent to the library, where I would teach outcomes chosen in consultation with the Kindergarten teachers. At my school, because we have two Kindergarten classes, I spent two hours a week having fun with the youngest students--we did choose some outcomes that enabled me to teach beginning information literacy skills--but I lost time that could have been spent focusing on the research process with older students.
Fortunately, the school board has decided not to continue with this plan, and it seems that there will not be a cut to the teacher-librarians' time. If I have this extra time next year, I will be able to extend the library classes and teach information literacy skills in context. This year, I have had time to teach only a few strategies in isolation, a much less effective means of instruction. The teachers tend to use the library for research projects on days when I am not at school because they can bring their classes in for extended periods of time. Ideally, I would like to be part of the research process from beginning (task initiation or identification) to end (evaluation or reflection).
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