Access and Metadata

Last week in class we discussed the issue of access and how it applies above and beyond simply being able to walk into the library or media centre. All people associated with the school community should have access to the library before, during and after school hours, although this may vary depending on the person and situation. Access should also take into consideration on-line learners (in my SD we have a Learn@Home program that allows students to home school but still have the resources and support of "regular"school), as well as students educational abilities and even cultural or lifestyle beliefs.

Communication is key for the TL whether it is with students and parents, clerical staff or other teachers. Open communication and education about what is available in the library will encourage more users and thus learning opportunities. Perhaps access means that the TL goes around to classrooms and gives book talks, or has clear written communication for all levels of learners in the library or maybe access even means limiting students access if an inappropriate issue arises.
With the increase of technology in the school library the issue of access takes on a whole new meaning. With the Internet students today have access to more information then ever before thought possible! But is it quality information? Do students know when they are looking at a reliable resource or not? For that matter do I, as a TL, know how best to direct students when accessing on-line materials? Well not really, no, but I am learning and it leads me into this weeks topic about Metadata!

 (Meta-what???) As for Metadata, I am pretty much lost after the first paragraph:
http://www.itb.hu/fejlesztesek/meta/hgls/core/Background/An_Introduction_to_Metadata.htm
We also discussed evaluating search engines, (crawler-based search engines vs. human directories) and understanding how the two search engines work.
What do I get out of all of this? Besides a whole lot of confusion (haha) I am beginning to understand that TLs must approach the fast-paced world of technology with both open-mindedness and trepidation so that our students are using resources that promote critical thinking (i.e. - NOT copying and pasting from Wikipedia *shudder*) and life long learners. Certainly Wikipedia, Facebook and other such mediums have their value for everyday knowledge or social media, and potentially could be used educationally but the TL must first be educated to ensure it is not just "technology for technology's sake". I think  one of many responsibilities of the TL to teach students how to correctly access and assess academic search engines, particularity for inquiry based learning.
Steep learning curve this week as predicted!

Introduction

While I have started this blog as an assignment for ‘LIBE 465: Organization of Learning Resources', I can see it becoming a very useful tool for reflecting on my practice and learning experiences throughout my career. Before I begin about the specifics of the course, I suppose a good place to begin would be my thoughts on why I have chosen the path of the TL.  There are many reasons but I suppose it is based on my love of reading and my desire to help young people with their literacy skills; therefore, as an English teacher, teacher-librarianship seemed like a natural choice of specialization.  Further to that, I really want to help students, teachers and parents with the many different aspects and challenges of learning and teaching. Anybody in the Education field knows that teaching is a tough job, and that teachers today have to "do more and more with less and less". I believe teaching needs to become more collaborative – especially as new teachers take on a generation of students that face challenges vastly different then their predecessors.  

To paraphrase Alvin Toffler, the illiterate of the 21st century will not be those who cannot read and write but those who cannot learn how to learn. Educators need to be the "guide on the side, not the sage on the sage" to help students to come to their own meaningful learning outcomes. Students need to be actively involved in and responsible for their own learning! They cannot be mindless robots that store seemingly needless information that they will never use again.  But someone must show them the way, hence the teacher in teacher-librarian. A plethora of print and on-line learning resources are now available, resources that must be careful selected, managed and utilized by the librarian in teacher-librarian.   Education is changing. With our society becoming more and more dependent on technology, students must be taught how to use said technology effectively and responsibility. But who will teach the teachers? The media specialist, aka the teacher-librarian! School libraries are changing from just a "place" to dynamic learning centers for entire school communities. Access to quality resources, a belief in strong communication skills and a respect for diversity and critical thinking are but a few values of the school library, now more accurately called the school library media centre.

Sadly, TL jobs are often at the mercy of school board's budget cuts. Despite this, I believe the TLs role is needed now more than ever.  Gone are the days of the shrewd librarian permanently fixed behind a desk saying "Shhhh!" to anybody who uttered so much as a word.  A TL now wears several different hats, is apparent and visible in the school as a co-teacher, media specialist and team leader. I've already learned that the scope of the job is far beyond what I'd imagined-I anticipate a steep learning curve, and yes there will be some significant challenges, but it's a job that at its core is promoting lifelong learning - a skill with immeasurable value. Please stay tuned for my reflections on the specific topics of the course!