Theme 1: Online Reference Bias and Research Models

 

While engaged in the learning materials from the first theme of LIBE 467, my two biggest take-aways were addressing my bias toward digital reference sources, expanding my thinking on research/inquiry models.

Digital Reference Sources Bias 

Riedling (2019) provides guidelines on when some print reference materials become outdated, suggesting that “books dealing with technology should be replaced every two years” as well as “encyclopedias should be replaced every five years” (p. 18). While reading this, my thought process was that this was not sustainable or feasible within the scope of most library’s budgets. In my discussion post, I suggested that these funds would be better spent on digital references instead. I realized after writing my post that this was a bias I had toward digital references. Digital references are my preferred approach to research. Additionally, I was able to have this opinion from a position of privilege as my school is fortune to have access to functioning devices for students to use at school. Lesson 4 of this theme outlined potential the problems associated with electronic references including the ongoing costs of database subscriptions, and searches limited to the availability to devices in a school. Not all students have access to a device they can access at school or at home, so investing in only online reference materials would be a disservice to these students. Additionally, my thinking on what a print reference material is was expanded during this theme. While my vision of an encyclopedia was a multi-set large, bulky resource, this is not the case for all print encyclopedias. My grade 3/4 students, for example, love learning new random facts from encyclopedias such as DK Children’s Encyclopedia which is regularly checked out of our K-6 school library. In visually appealing encyclopedias or fact books, students can stumble across topics that they will develop a new interest or passion for. They may not have found these passions while searching for a specific topic on a digital resource. I also failed to see the purpose of a print dictionary, with the availability of online dictionaries, but then recalled the joy my students have when they flip through a bilingual visual dictionary learning words in a new language while visiting our LLC. While I still have a bias toward online resources, I am now more aware of this bias and focusing on the value that print resources still have in a 21st century school.  

   

Print reference materials such as DK Children’s Encyclopedia allow young students to discover new topics of interest.  Source: https://www.dk.com/ca/book/9781465462077-dk-childrens-encyclopedia/ 

Research/Inquiry Models 

    Throughout my Teacher-Librarian diploma courses, I have learned about a number of research and inquiry models. I have often felt overwhelmed by models, thinking I couldn’t possibly meet all the criteria from each of them while valuing their ideas. The discussion posts for lesson 2 helped me to realize that my role is not to try to fit all the ideas from all models into my student projects, but rather to select a model that is appropriate for my learners. Riedling (2019) explains that while using Super 3 as a model for researching, “young children can begin to learn how to find information to solve problems at their developmental level” (p. 11). This inspired me to look further into the Super 3 model to see whether I thought it would be a good fit for the students in my class this year. I appreciated that the model is still guided by student questions, prior knowledge, and interests but that it is scaffolded in a way that allows them to be successful. The video below by Heidi Neltner (2016) helped me to develop a better understanding of this model and to imagine how it would work in my classroom:

  

    Using my learning from the video, I then created my own graphic organizers to use to scaffold this approach to research with my students for our upcoming research on animals. My next step will be to add reference material suggestions for my students to the template. If you have any suggestions for print and online reference materials for students to research an animal of their choice, I would greatly appreciate any suggestions. You are welcome to use and modify these Super 3 Graphic Organizers (be sure to open in the desktop version of Word for proper formatting).

 

  

    While it was helpful for me to understand the Super 3 model, it is essential that my students understand the purpose of the steps that they are taking within the model as well. I plan to show this video from Austin Public Library (2020) to introduce my student to the Super 3 model. 

    In addition to these two main ideas, the readings and lessons within theme 1 of LIBE 467 reviewed my understanding of information literacy and the importance of teaching students to select and evaluate information from the overwhelming amount of information available to the as 21st century learners. Reidling (2019) reminds us that “information needs are growing and becoming more complex. The result is that there will be an increased need for experts – school librarians with skills in searching, accessing, using, and evaluating information efficiently and effectively” (p. 105). I expect my continued learning in this course will help prepare me to develop the skills that will allow me to support students in becoming information literate citizens. 

References

Austin Public Library. (2023, January 26). Kids Research: The Super 3 Method [Video]. Vimeo. https://vimeo.com/415600413

DK. (n.d.). DK Children’s Encyclopedia. Dkbooks. https://www.dk.com/ca/book/9781465462077-dk-childrens-encyclopedia/

Neltner, H. (2016, September 9). Super 3 Research [Video]. YouTube. https://www.youtube.com/watch?v=HcVIWqM2XLs

Riedling, A. M., & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips (4th ed.). Libraries Unlimited.