LIBE 467 - Theme Three Blog Post

In the third theme of our course, we started by looking at the Deep Web and Grey Literature, and discussed how the part of the internet that is commonly used is just "the tip of the iceberg" - and this idea has stuck with me during the duration of this theme - still so much more to learn! Having said that, I've learned a lot already and it has been very eye opening learning about reference resources and services and how I might improve them in my library. What might have been scoffed at even 10 years ago as not being a reputable source is now worth considering. I've learned that I need to be more open minded about what constitutes a quality references resource!

 We have learned quite a bit in this theme -  what I thought I knew about the internet turns out to be not much at all! I really did not know much about this topic.  Here is a very basic article explaining about the deep web. When considering the vast endlessness of that which is the deep web, I think it is most important that I reflect on what this means for my teaching practice - particularly when considering the teaching of information literacy skills to students. Here is another interesting article about searching the deep or "invisible" web.  I am wondering what the implications are for my teaching practice.  Do K-12 students need to be aware of and use the deep web? I would think awareness is good starting in the late elementary grades and certainly any Google search can turn up a fair share of  deep web search engines, though some of these look to be more useful then others. I think the biggest implication when considering the deep web and grey literature (graphic below) is for both students and teachers to know that there is a definite change in what constitutes a reference reference.  If a blog or a wiki or a password protected site can answer a question that source is likely worth considering along with careful evaluation. Here are some resources, including a list of YouTube videos that could be potential teaching tools.

Obviously we now see that a large majority of the reference resources students and staff are using are online. Students and staff need to know how to use these resources correctly and effectively, which should be the job of the TL in every school. Using and accessing reference information is a very important part of our new curriculum and thus being a being a 21st century learner.  In my experience as a learner through my work at UBC, I have had instances where I am very overwhelmed and frustrated by the wealth of information out there on the web. I can only imagine how students (in my case, elementary) and teachers who aren't "techie" might feel when grappling with online information. Encyclopedias, atlases, biographies, almanacs, databases are just a few of the great resources students can work with - but they need guidance! They need to know how to question and evaluate the resources they are using.  I currently do not have enough time in my schedule to teach these skills which again is frustrating - it is my hope that through advocacy projects this will become more valued. TLs can significantly help students with the research process.

Let's look at the example of Wikipedia.  It appears that many educators were "traditionally" taught to tells students to steer clear of this popular user-edited site.  While we might generally agree it is not a prestigious academic source - it is what kids are using! and thus likely has some merit as a starting point. Wikipedia, I would think, could be a great teaching tool for teaching students website evaluation, checking for authenticity and as a starting point for looking at further resources.  I will again emphasize here that I think it is very important students have a strong TL presence at school to guide them through the resource and research process. 

In our course I have found the topic of print reference resources challenging as I struggle with how relevant and cost effective they are in my library.  I can fairly say that 95% of the research I see students in grades 4-7 doing is online.  For the primary grades, where tech skills may not be as developed, students are using general non-fiction texts but this is rarely - (if ever, since we largely don't have them) done from traditional print encyclopedias or informational text (World Book Encyclopedias being a good example). Understand, I am not saying that print resources are irrelevant, but that when considering how print resources have changed,  how expensive they are and how quickly they become out-of-date, I think a TL must think very, very carefully about what print references resources are in 2016. Let's look at a popular fiction example, the graphic novel. 30 years ago, most novels were very text dense with few, if any graphics.  Now a "flip" of sorts has happened and we see limited text with many graphics, pictures and illustrations. I think the same can be said when considering effective print resources for students doing research - a very text dense textbook is incredibly overwhelming and unappealing for the majority of students (and likely adults for that matter!) and I truly do think that traditional text books will continue to be weeded out of most library and classroom collections.  I think informational texts will continue the trend of limited text, various non-fiction text features (labels, diagrams, point form, etc) and just generally have a more modern, up-to-date and "fresh" look for students.  

Revamping the reference collection in my library is no small task and ideally should involve more time and money then I (possibly ever) will have available to me. Nonetheless, I appreciate that our course and textbook  were able to give me some practical strategies as well as suggestions on resources to use which I will discuss in further detail in my assignment (LIBE 467 - assignment 3) on how our reference section can be made more effective.  

Some key leanings I have taken away from this theme of our course: 

• The internet is considerably more vast then I ever imagined and this has a significant impact on what, how and why I should be teaching information literacy skills. Students need to know there is so much more available to them then initially meets the eye. 

• There is a lot of criteria to consider when looking at the evaluation of a reference resource including accuracy, content, scope, bias, cost, currency, format, etc. 

• Teachers and students may need a lot of support and help to "buy into" new resources and strategies.  It is the TLs jobs to show them how their teaching/learning can be "nudged" in the right direction of 21st century learning without totally discrediting resources and strategies they have used previously.

  

• I want to work more on advocating for increased TL for the betterment of our references services and programs which would improve student learning.

• I still have a lot to learn when it comes to reference services and being a effective Teacher Librarian!