Cataloguing Process and Standards

For the regular everyday person you would more than likely never look at the expanded description or cataloging information for your favorite book.  Us TL's and future TL's must not be normal people because through this weeks readings and activities combined with the other work this term we have become a secret society with a secret language.  This week we have added access points to our new and ever expanding secret TL language.  As you can see I have tried to spice up what to the everyday person might think as boring (cataloging) to what is our own private language of cataloging and this weeks access points.  I personally found this weeks activity looking at 5 resources very valuable and it demonstrated all of the useful information that can be found on a library record.  I have also added my post from this weeks discussion for you all to look at as well.

For this activity I chose items from my home book and DVD collection.  I picked items that I have used or could possibly use in my classroom or library. I used the Vancouver Public Library to view a corresponding library record.

 3 DVD’s

Finding Nemo and Disney’s Earth (Extreme Environments) and Goonies (International Talk Like a Pirate Day).

The access points for these resources are:

Title, Call Number, Additional Contributors, Publisher, Series, Edition, ISBN, Language, Performers, Notes, Statement of Responsibility, Physical Description, and Library Identifier.

I found that the VPL provided a very good description through these access points for all of these resources.  From looking at the backs of the DVD’s and comparing the information given through the VPL  access points there is a clear description of the resources and what is to be expected before viewing the films themselves.

2 Novels

Holes and The Hobbit

The access points for these resources are:

Title, Author, Call Number, Publisher, Pages, Edition, ISBN, Language, Notes, Statement of Responsibility, Physical Description.

I found that the VPL provided a very good description through these access points for all of these resources.  From looking at the information found on the jacket of the books and comparing the access points documented on the VPL are very comparable and give a great description of the resources.

Cataloguing Introduction

I thought I would post my lesson post this week since it wasn't required to do so on the Vista site.  I still think the background information that we went over this week is important and should be discussed.  After all without organization especially as teachers where would we be.

After going through this weeks readings and activities like many of my fellow posters I agree that organization is the key to success in a classroom and library. Organization of resources through a common system creates order in a library. I find many of the resources that I use on my class online and have created my own organization system to keep order for easy access. Without order and organization with the amount resources at are fingertips we could be searching for a needle in a haystack and never find what we need to create meaningful lessons and activities for our students.

Metadata? DMOZ? What?

Wow, this weeks reading confused me a bit.  After slugging through the technical mumbo jumbo and figuring out metadata I now see thew importance for my classroom and possible future library.  I discovered that Google is not necessarily the best way to search the internet.  While conducting my polar bear research with Google, Yahoo, and DMOZ all brought up a different rankings of results.  It turns out that DMOZ brought back the best result and is something that I will use in the future.  What I learned this week, Google may be the most prevalently used search engine but is not necessarily the best one out there.

Access for All and Other Things

First I'm going to muse about the other things from this weeks lesson on the organization of resources within the library through acquisitions, cataloging and collection development.  I have been extremely to have had an amazing mentor who has let me over the years be involved in the workings of her library when I was tocing.  I spent five years helping her over long periods of time doing all three of the traditional technical services.  Even though I have only had a small TL contract I feel that I have a good understanding of technical services thanks to an amazing TL!  

This post is going to piggyback a bit on the last post in regards to access.  I believe that all students should have access to library resources and to a qualified TL. I am going to now post part of my reflection that I posted in the discussion for this week as it reflects my thought on the access and the library.

Housed in the library are all of the teaching resources, novel studies, and other class materials.  Teachers have access to these materials at all times and the TL has said that he is readily available to help out.  This school seems rich in access to materials, time, and space.  Cutbacks seem not to have affected this school but that is due to the high population of the school and that the entire school uses the TL and the library as prep.

In my previous school the TL was only a .20 position and it was held by the principal who had to teach library because of the small population (220 students) of the school.  The library was rarely used except for scheduled book checkout time.  Access to the library was limited and underused.  I can see as some of my other classmates has noted that underfunding and lack of training is hurting our libraries.  See inb both sides of the coin makes me grateful that I am now at a have school but sad for my former students and fellow colleagues that are at a have not school.

TL's Role

I found this week to be a reformation to my ideas of the role of the Teacher Librarian and how my district values the teacher and the library itself.  If you are at a larger elementary school like I am there is a 1.0 full time TL and full access to library resources.  Last year I was at a lower enrollment school where there was a .20 equivalent TL who was also the .80 Principal.  That school's library program was just for checking in and out books and a little bit of reading to the lower grades.  All schools regardless of how small they may be deserve qualified TL's that are there to do more than just checking in and out books. Promotion of literacy and a love of books need to be shared!

Hello UBC LIBE 465

Hello UBC LIBE 465!  I know that the title of this blog states that it's for  LIBE 477, that was the past and this is now.  Why start something new, like a new blog when this one works already.  I look forward to posting and expressing my views on this new course LIBE 465 Organization of Learning Resources.  I feel that this course will give me a better understanding of what some of the main jobs are that a TL may face on a daily basis regarding resources and access to those resources.  On with the show!

Inquiry Project Final Reflection

Exploration of Web 2.0 tools for UBC LIBE 477 has been a challenge for this novice technology user.  I once went back to the inquiry proposal for this course I asked, why learn about Web 2.0 tools?  Why experiment with new ideas?  Why move out of our comfort zone?  These are all questions that we Web 2.0 novices ask ourselves. After exploration of Web 2.0 tools, exploring current event topics, and discussing technology topics with my colleagues I believe that I have moved from being a novice to becoming an intermediate and on the way to becoming an expert in my comfort level with technology and my ability to share this knowledge with my students and fellow staff members at my school. 

William Kist in his book The Socially Networked Classroom describes teacher’s technological abilities along the lines of Starbuck coffee sizes (Kist, 2010, 7).  The sizes range from short, tall, grande, and venti.  At the beginning of this inquiry project I was a small or tall in the coffee scope a novice burgeoning on intermediate in the ways of exploring Web 2.0 tools.  My goal in picking my Web 2.0 tools was to move me out of my short/novice comfort level towards or reaching the grande/advanced abilities at the end of this inquiry project.

 I decided to start off easy by creating a Glog on polar bears for my habitat unit in science and writing in language arts.   Another short tool that I used was Make Belief Comics where I created and anti-bullying comic and then had my class make one during our computer time.  These two short tools were very successful in the fact that they were easy to create and worked in their delivery and accessibility to my students.  In the tall area of technology I experimented with Survey Monkey where I created a survey for my class on the effects of bullying on them.  What was great about this tool was that I was able to have my students answers tabulated and I was able to relay their results.  My other intermediate/tall tool was Pinterest the interactive pine board where I explored my interests in education, teaching, and Disneyland.  Pinterest was a great tool for all of the information that can be shared between people that you actually know and people all around the world.  Finally, the grande or advanced tools that I experimented with gave me the most challenge.  Prezi the interactive presentation tool was easy to use but I found it a little time consuming compared to the earlier tool.  The last tool that I used was my Blog, which was my most successful.  I love how when I look at my blog I can see the journey from the beginning of this course to the end of it.  I have learnt an amazing amount of information and expertize through this inquiry project.  I can’t wait to spread my learning to my students and fellow teachers.
            Throughout this project I have been creating projects and activities that can be used with my students now or possibly with future classes.  I told my students that I was creating activities for my UBC class and wanted them to help me play around with them and to tell me their opinions of the tools.  My students were very excited to work with these Web 2.0 tools.  Kist talks about achieving a ‘flow’ state with technology and how “the key elements of these activities is their engaging nature, bearing out one of the characteristics of the new literacies classroom, that new literacies classrooms are places of student engagement”(Kist, 2010, 44).  Through the exploration of these tools my students used” these new literacies outside of the classroom to connect and foster relationships with” me. (Kist, 2010, 109-111). I believe that my students connected with the tools that we experimented with and I plan on bringing more tools into the classroom to engage with.

I have been discussing this course and the course work with my fellow teachers in the staffroom, the hallway, and in our classrooms since I started experimenting with these tools and the idea on technological literacies.  Many of my fellow teachers could be defined as novices, we do not have a dedicated computer teacher at my school.  I shared my experiences with the tools and my classroom experiences with them.  I have explained the Web 2.0 tools and a few of the other teachers have tried these tools out as well.  Computer time shouldn’t be just for playing games, experimenting and playing with Web 2.0 tools can be a worthwhile activity as well.  I personally plan on using my computer time for exploration and learning which can be just as fun as playing a game.

As I have stated throughout this reflection in the future I will continue to explore Web 2.0 tool for my own benefit as well as for my classroom and for my potential future library.  Our students live in a technologically advanced digital world we owe it to them to live in that world as well.  “Our students today are all “native speakers” of the digital language of computers, video games and the Internet” (Prensky, 2001, 1).  We need to learn their language so that we can be relevant for them and education.  I plan on creating units where technology is a focal point and my students will have the opportunity to use and expand on their technological skills.  In the future I plan on exploring more Web 2.0 tools moving from the intermediate/ grande skill level to the advanced/venti level.  It’s a never ending journey that I plan on enjoying!

Bibliography

Kist, W. (2010). The socially networked classroom, teaching in the new media age. Corwin Press.

Prensky, M. (2001). Digital natives digital immigrants. On the Horizon, 9(5), 6. Retrieved from http://www.marcprensky.com/writing/prensky - digital natives, digital immigrants - part1.pdf