Theme 3 Blog Post

Introduction

    I have often stated in class discussions for courses in my Teacher Librarian diploma program that students need to be taught to select appropriate reference resources and to think critically about the information they encounter, especially online. This portion of the course made me realize that even as a teacher, I still have my own learning to do in terms of more critically evaluating resources. Riedling’s criteria set for each category of reference material reminds me to approach reference resources with a critical eye even if they seem like they are from a reputable resource and can be trusted. During theme 3 of LIBE 467, I expanded my knowledge on selecting and evaluating reference materials including grey literature, digital databases, and dictionaries. 

Grey Literature 

Prior to beginning this course, I had never encountered the term grey literature. However, after watching Grey Literature Tutorial from Western University (2012), I realized how much grey literature I am exposed to and use in my daily life. The video provides examples of 5 types of grey literature: 

1. Scholarly Grey Literature: These & dissertations, conference proceedings, research reports.  
2. Government and Industry Based Grey Literature: government websites, technical reports, white papers. 
3. Community Based Grey Literature: newsletters, emails, blogs. 
4. Discipline-Specific Grey Literature: practice guidelines, working papers, patents.  
5. Data Grey Literature: census data, geospatial data, economic data  

                   Students are exposed to grey literature just as frequently as teachers. We must be careful that the grey literature we share with students in our teaching is accurate and reliable. Furthermore, we must teach students how to critically evaluate grey literature beyond whether it seems reliable based on its visual appeal. If we model critically evaluating grey literature, students can take these skills beyond our classrooms and into the world when they encounter information. While Riedling (2019) does not specifically discuss evaluating criteria for grey literature, her overall evaluation process should be used on all grey literature: 

• Content Cope 
• Accuracy, Authority, Bias 
• Arrangement and Presentation 
• Relation to Similar Works 
• Timeliness and Permanence  
• Accessibility/Diversity 
• Cost (Riedling, p. 23-24)  

A key takeaway on learning about grey literature in this theme was that teaching students to find and assess the validity of grey literature online is worthwhile and important as information on grey literature can be more current and "can offer a fuller picture of the information available on a particular topic" (Western University, 2:06) and because of the amount of grey literature students engage with on a daily basis.  

 

Digital Databases 

         I regularly use the UBC Catalogue in research for coursework and regularly use EBSCO Primary at work with my students. I realized through this theme that I had limited myself to these two databases because they were the two that I had learned about and knew were reliable. However, this theme has helped me to consider the other databases that are available to me through the Winnipeg Public Library. Upon investigating the Winnipeg Public Library’s digital resources, I found access to 47 different digital library services.  Knowledge of these vast resources will allow me to dig deeper when searching for information. Additionally, I learned about additional databases that may be more effective for use with my students rather than the few digital reference resources that are currently available on my divisional website (see photo 1). For example, I am going to approach my Teacher Librarian to explore the possibility of a school subscription to Gale in Context Elementary as this database meets Riedling (2019)’s criteria for databases including accuracy, authority, scope, and format (p. 82). Gale appears to be more user friendly and accessible for younger elementary students compared to EBSCO Primary which is the current digital database available for our elementary students. My key takeaway about digital databases from this unit is that there is a wealth of different resources available to me and that I should not limit myself and my students to the few that I have been exposed to, but rather seek further databases to go deeper in my search for information.  

Photo 1: Screenshot of the digital library resources available in my school division.

 

Dictionaries  

              As I have mentioned a few times, this course has made me recognize the bias that I have toward digital reference materials and gain a new appreciation for the value of print resources within a school reference collection. Print dictionaries were one resource that I would previously have thought to be obsolete in a school library collection with access to free online dictionaries available. Riedling (2019) stresses that “even in today’s electronic environment, school libraries should have a minimum of one print unabridged, hardcover dictionary that will withstand frequent use” (p. 59). Some students enjoy browsing dictionaries to learn new words and expand their vocabulary. Others may encounter a new word in a book while reading in the library and want to have the ability to learn what the word means. These students may not always have easy access to technology but can quickly grab a print dictionary in a well-organized reference section. Another example of a useful type of print dictionary is picture dictionaries, which can be beneficial to EAL students in their language development. Riedling (2019) states “schools with a large number of second language learners should have picture dictionaries in different languages” (p. 63). While an online dictionary may be useful in many ways, a print picture dictionary would most benefit these students in their vocabulary development. This theme has helped me to agree with Riedling (2019) in that, “dictionaries offer much more than the basic word processing features. They provide an authoritative and easy-to-navigate portal to new words and their meanings (p. 64). After some investigating, some of the print picture dictionaries that I found met Riedling (2019)'s criteria for dictionary resources: authority, format, currency, or accuracy (p. 58) that I am interested in purchasing include Oxford Illustrated Children's Dictionary and Merriam Webster Children's Dictionary.

 

Photo Source: https://www.mcnallyrobinson.com/9781465488824/dk/merriam-webster-childrens-dictionary-new-edition?blnBKM=1

Conclusion 

Prior to the beginning of this course my understanding of a library's collection was limited to fiction and non-fiction. I thought of reference resources as being integrated into the non-fiction collection and not necessarily their own library service or collection. I viewed online databases and connection to non-fiction texts as the main way the librarian would support students with accessing information. I now have a better understanding of the importance of a school library having a rich print reference collection as well as access to digital reference resources. My understanding of how to determine the appropriate and effective resources to make available to your students has been a key takeaway in the final theme of LIBE 467.  

 

References  

Elementary School Resources: Databases for Kids - Gale. (n.d.). https://www.gale.com/c/in-context-elementary#:~:text=Easy%2Dto%2DFind%20Elementary%20Content,download%20and%20add%20to%20reports  

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

Western University. (2012, September 4). Grey Literature Tutorial [Video]. YouTube. https://www.youtube.com/watch?v=m9-0ZYnCmAI