Journal+Entries

Journal Entries

Journal Entry #1

This week we focused a lot on standards, standards of teaching and curriculum in particular. One of the assigmnets we were asked to look at was the social studies curriclum for students. After looking through this, I felt completely overwhelmed, as there was an anormous amont of information to take in. Within each topic there are sub topics, and topics within each of those topics. In my own personal experiences as the teen librarian and one of the children's librarians, when students are assigned to research a specific topic, we the librarians have to get in contact with the school and are given a list of the major resarch projects for the year. We then pull the books realated to the specific topics so that when the students come into the library we do not have to search for the books. In addition, we also limit the number of books the students may take out on each topics so that there are enough books to go around. Simarly, in the summer when students are given their summer reading lists the teen and childrens librarians make a phone call over to the elemntary school, middle school and high school so that we may also obtain copies of the summer reading lists. We then take the books that are on these lists and display them by grade level, this makes it that much easier for students coming into the library to find their summer reading.

We also discussed NYS learming standards, after completing the reading I was surprised to find that the NYS standards are not updated as often as I thought they might be. I thought updating the standards would be something that was done at least once a year.

Journal Entry #2

For this journal entry we were asked to compare the standards of AASL, and the ISTE's NETS for students. The AASL are standards for the 21st century student. One of the main points of AASL is to show the four main steps that learners use when researching. The first step, to to think critically, meaning use background and prior knowledge of a subject to research and learn about new topics. Also, evaluating information, making sure there is substance and validity behind the research is yet another skill. Additionally, challenging one self is also part of the learning process. If you never strive to learn more, you will never succeed. The second step, is to draw conclusions based on ones found research. Knowledge needs to be organized so that is can be obtained properly and applied in the correct manner. The third step, sharing information and demonstrating respect for others knowledge. This can be done by cooperating with others and demonstrating teamwork, as well as contributing to others ideas and building on what they have learned. The last step in this four step process is to, peruse personal growth. This means one should read for pleasure to gain knowledge about interests they have, seek out opportunities that will enhance them as a person, and demonstrate motivation by seeking out information. Similarly the ISTE's NETS for students is a site that provides information to students to help them live in a digital age. Some of the same skills that they stress are communication and collaboration for the enhancement of learning, understanding how to think and solve problems in a critical manner, as well as demonstrate creative and motivation to solves problems.

Journal Entry #3

For this journal entry we were asked to reflect on the different aspects of information literacy, and what it really means. (This was something I had a hard time with in the beginning of the course, however, as it progressed, I began to better understand fully what information literacy means.) Within information literacy there are several different types of learners. There are the basic learners who recognize that having the correct information is going to bring them the positive answer. These learners also know when to ask questions, and often times understand the correct questions to ask, so they may receive the appropriate answer. Additionally, they evaluate information on a critical scale, as well as understand relevant information, and understand the techniques to use to identify inaccurate information. These learners also understand how to organize information correctly, and apply it in the decision making skill process. Lastly, these learners communicate the information they have obtained in appropriate ways, and they know/understand which ways are appropriate and which ways are not. Next there are the independent learners who apply information in ways to evaluate, and access information of personal interest. These learners find and seek out information of personal interest that will enhance and enrich both their lives and careers. Moreover, these learners enjoy projects/work in all different types of formats, and are able to develop their own works in many creative formats. Additionally, they are self-motivated readers, and have a constant sense to strive to always do better, plus they understand the strategies and techniques to allow themselves to do better. Lastly, there is the learner that works well within a community of learners. This is a learning environment where learners contribute positively to a community of learners, and respect the thoughts and information that others offer out. They also respect intellectual freedom, as well as share information well with others, and use technology in a collaborative means to communicate with others. As more and more 21st century skills are developed and used the way of information literacy is going to continue to evolve.

Journal Entry #4

After looking over the discussion boards, I think most people left comments that were useful, as well as meaningful to the specific discussions. One of the questions I saw that someone posted, I took a closer look at the second time around. The question was, "do you have to fight for books in a collection?" After I thought about this, it got me thinking regrading my own job, in that there are certain books that do have to be fought for. For example, when weeding books there are sevreal librarians that look through the books before they are to be discarded from the collection. Being that we are all different "librarins" and we all posses different skills, we think differently when it comes to what is essential to the collection and what is not. Therefore, there are times as a children's/YA librarian that I think something has value when others do not, thus you have to make your argument for why you think something should be kept. Additionaly, there was a comment posted by Karen that I strongly agreed with which was, there are too many types of literacy. Another thing I noted when going back and looking through the online discussions, was everyone seemed to have an overall general consensus when it came to 21st century information litearcy skills. One of the main points everyone made surrounding this topic was, technology has been one of the promenent things that is changing the way of information literacy. On a different note regarding the specifics of this particular discussion, one of the more challening things of a synchronous dicussion is the fast-paced environment of it. With an asynchronous discussion or where one is working in more of an independent type style, it is easier to work at one's own pace. Where as in a synchonous discussion, (especially one where we are only involved in posting for an hour) it is hard to read everyones postings, and respond with the appropiate response in such a short amount of time. I belive that Linda chose most of these topics for us to discuss becasue they relate to the theme of leadership, and leadership has been one of the key topics of the past several weeks. The question that I liked the most was the one pertaing to the candle and the mirror. This was a critical thinking question, and I think it was the perfect question in terms of leadership and librarianship.

Journal Entry #5

This journal entry has to do with the new ways of teaching research and information skills, and how teaching these things has evolved over time. One of the biggest ways teaching research and information skills has changed over time is due to the ever-changing ways of technology. As students are required to use more and more technology this will intern change they way they learn. Today, students are no longer acquiring knowledge from print materials, but they have to understand how to use technology, particularly online databases to gather and obtain current, and valid information. Once students have obtained this information they must then understand how to access and process the information, "weed" out the useful and non-useful information. In addition, students must also learn the skills needed to find valid online resources. Today there is an overwhelming amount of information via the web that it can become cumbersome for students. Teaching them how to identify what databases and websites are valid and useful are essential life skills that students will use into their adult lives at their own jobs.

Journal Entry #6

For this particular journal entry there was no specific guide question, instead we were told to keep working on assignment #2. At First I was a bit overwhelmed by this assignment, as I had never heard of any of the theories we were asked to research. The theory in which I was asked to research was the BIG6 model. This is a research process that involves six steps, these steps include, information seeking, location and access, evaluation, task definition, synthesis, etc. This research method is a way for students to research using a process that is very straight forward, it can be used by almost anyone, with almost all assigntments and tasks. In addition, this process also allows students to understand in detail what each step is and moreover, how they each step is used in the research methodology. Once I was able to understand the principals behind the BIG6 model it became easier for me to complete this project. I guess in a way I used the steps within the BIG6 model to complete this assigntment. One of this things I most enjoyed regrading assigntment #2 was the visual graph. When designing mine I kept myself in mind, as well as students and thought, what would be the easiest way to convey this model visually? Immediately I thought big, bold, bright colors, and a pie chart. In fact in one of the last classes that we had, one of my classmates approached me and said thank you for making such a user-friendly visual, as it really helped me undertsnd the BIG6 model. Additonally, yet another challenging part of this task was to create a lesson plan. As a public librarian creating a lesson plan in the format we were asked to do so will probally be something I will never do. I do however, create a "mini lesson plans" before I organize a stroytime or event. I used the //Madeline Hunter// model for my lesson plan as I think it was the most straight forward and easiet way for me to accomplish my overall goal of the lesson plan. Once I had a handel on what my task at hand was concerning the lesson plan I was much better able to complete it. Althought assigntmnet #2 was at times challenging and cumbersome with all the componets it had to it, I understand why we had to do this task, and I think this will be something even as a public librarian that will use.

Journal Entry #7

For this particular journal entry we were asked to compare the similarities between teaching information research skills, and inquiry based learning. Inquiry based learning is a means of "seeking for the answer" or seeking information through means of questioning. One of the main goals of inquiry based learning is to find out "how we came to know," and less of what one already knows. This form of learning is student based, which leaves the teacher as the one to disperse the information. In inquiry based learning students learn through practice, and involvement. It is seen as the more interested a student is in their project or assigntment, the easier it will be for them to learn and the more they will want to learn. Additionally, in inquiry based learning students are encouraged to make use of the resources they see fit beyond the classroom and school walls. Today many information research skills are taught in a similar way, as students are taught to seek out the answer, and access valid information, thus really thinking about what they are trying to find the answer to. For example, the BIG6 model, which has six steps that teach information research skills, teaches students about location and access, as well as seeking information, application of information, as well as the importance of refelction. After doing some extensive research on the BIG6 model, I think this a great model for those that need a straight forward approach to learning information research skills. Moreover, due to the fact that this model is so straight forward and user-freindly, I think it will encourage kids to want to do their research projects, which is the over objective of inquiry based learning.

Journal Entry #8

For this particular journal entry there was no specific question we were asked, therefore, I am going to talk about my WebQuest and my observation hours. For me the WebQuest was challenging at times, as it did take me a while to understand fully what the assignment was really about. It was after I watched the PBS tutorial that I understood what exactly I was supposed to do. In addition to looking at the tutorial, I also followed along with the examples via Blackboard, and found some really great examples of WebQuests on the Internet. I found the rubric part of the WebQuest to be most challenging. I had never written a rubric for any assignment in either work or school before, and I was at a loss at where to begin or what should be included in the rubric. I ended up referencing //Rubistar// as a means to complete my rubric for the WebQuest. Here I was able to do a little research for a particular rubric that would fit my WebQuest regrading endangered species. Moreover, I also found the website that we were to post our WebQuest on, I used //QuestGraden//, to be quite cumbersome, and convoluted. There were many different sections on the website that were not included in the model we had to follow, thus making this part of the assignment a little confusing for me. However, all in all I tried my best for the WebQuest and think that I came out with a pretty great project. In terms of my observation hours, I enjoyed most of them, many of them I completed while I was working. One of the best parts about my observation hours for me was, organizing and actually doing my own teen event. (This was not the first teen event that I have done by myself at the library, it it just exciting every time I actually get to do one. I feel as if I have finally accomplished my goal, and become a "real" professional.) Additionally, another part of my observation hours I throughly enjoyed, and really got a lot of experience out of, was working as the Sunday reference librarian. I have been the on-call Sunday reference librarian for almost two years now, and I feel this is where I have developed most of the skills that I have learned and have put to use being the Young Adult librarian, as well as assisting as one of the children's librarians.

Journal Entry #9

This last journal entry I will be posting, I will be discussing class LIS620 as a whole and what it was like for me. This was by no means an "easy" class for me, it was actually very challenging. Nonetheless, I really did enjoy it, and I have a new found respect and understanding for what a Library Media Specialist really does. Before this class I really did not understand how much "teaching" an LMS does, I also did not know how many tests have to be taken to be certified as an LMS. Additionally, after this class I better understand the importance of collaboration between and LMS and public librarian. I know in my own job and experiences I have had a public librarian I do go and communicate and collaborate with the LMS, however this class allowed me to gain a better understanding of why collaboration is so important to succeed as a professional. I also enjoyed the class discussion both in class and online, it was very interesting to hear everyones opinions, ideas and thoughts on the topics we discussed. One of the most important things I will take away from this class is how to put together a lesson plan, and that I can in fact use this in my own profession as a public children's and young adult librarian. For instance, when I am doing a story time, why not put it into context in terms of a lesson plan where I set up an objective, goals and activities for the story time. I suppose in some ways I already do this when planning a story time or program, I have just never thought about it that means before. Lastly, one of the best things Iearned in this class was how to make a //PowerPoint// Presentation interesting without using bullets. The way we were instructed on how to complete the //PowerPoint// presentation for LIS620 made what were were learning more enjoyable, and conveyed a stronger message to the audience we were trying to reach with our presentation.