Theme 3 Blog post - Critical Literacy in accessing internet reference resources

Critical literacy in the library learning commons (LLC) starts with staff and strong collection development (Browne, 2017). Thus, I would introduce critical literacy in the library learning commons by providing a strong, dynamic and responsive collection which includes a variety of formats such as print, digital and nonprint resources to meet users learning and professional needs (Mardis, 2021). I would also start the school year by introducing staff to the internet reference resources we have available through staff meetings, emails and tutorial sessions. Next, I would use my collaboration time with staff modelling and co-planning the use of internet reference resources with their class. I would specifically teach staff and students about the deep web, databases, the library catalogue, encyclopedias, dictionaries and the thesaurus, as well as atlases.

The Deep Web

Although I wouldn’t use it directly with my students, I could access information from academic databases that are available on the deep web to enhance my practices. Since I am an elementary teacher-librarian I might mention that google is only a small part of the web and the deep web is where most information exists. Personally, I am happy to learn that the deep web is not only a place where illegal activity occurs.

Databases

I was amazed by the number of databases available for students to access through UBC. I have introduced the database – Tumble Book Library into the library learning commons. Since I only have three library iPads, I purchased three splitters so more students can access the database to watch an animated book, listen to a talking book, watch a video or read a graphic novel. Parent letters are available to help students access the library at home. I have used TumbleBook Library for students to access to explore their personal interests.  I also have used it to investigate Winter.  For example - "Trees in Winter". In the past I have accessed Novelist, but this database is no longer provided by the school district.

OPAC

At the beginning of the school year and throughout the year I teach students and staff how to access the school’s library catalogue. I teach students to locate the book’s call number and where to find it in the library. Students go to the school's website and go to "student" and find the library catalogue.  I also have it on my website which I hope to launch shortly.  Last week, I had two students using the catalog to see if the library has any sushi recipe books for their sleepover party. Furthermore, I introduce the library catalogue when students need information for inquiry projects.

“But I Read it on the Internet” is a picture book which teaches students that you can’t believe everything you read on the internet. It also provides a checklist to use to evaluate the source of information. “Information literate students understand how to evaluate sources for authority and bias using specific criteria. This ability is called information fluency and involves the following skills: determining the accuracy, credibility, and relevance of a source; distinguishing among facts, point of view, and opinions presented in a source; and selecting the most useful resources for a particular information need (Reidling, 2021, p.178). Mrs. Skorupski's Website Evaluation Gizmo.  I have also used National Geographic "Real or Fake" with students.

Encyclopedias

Last week I revisited with students all the digital resources available through Focused Education. Students chose a topic to investigate using World Book. I also use the World Book Online Encyclopedias for more guided inquiries such as Newtons Laws of Motion. It really sparked their curiosity and wonderings.  It is a great starting point for further inquiry.

 Dictionaries and Thesauri

At the beginning of each school year, I review how to use a dictionary and thesaurus. This year I am going to introduce students to the online Merriam Webster Student Dictionary and Kid Thesaurus. However, I only have three iPads so might need to make it a station and have two students per iPad.

In conclusion, as a school librarian, you must assist students to effectively and efficiently use the Web, create a culture of information inquiry, and create information-fluent students (those who can access, evaluate, organize, and use electronic information) for tomorrow’s world (Reidling, 2019, p.181). By teaching students how to access the different internet references resources such as databases, encyclopedias, library catalogue and dictionaries and Thesauri I hope students realize there is current, reliable, authoritative, accurate and purposeful information available in places besides google and YouTube.

References

Browne, J. (2017, November 21). Equity and social justice in the library learning Commons. Canadian School Libraries Research Archive – Scholarly and Practitioner Research about the School Library Learning Commons. https://researcharchive.canadianschoollibraries.ca/2017/11/21/equity-and-social-justice-in-the-library-learning-commons/

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Libraries Unlimited.