I searched using Google for a web-site that provided good information and resources for educators and children. The web-site I chose I have come across many times during this semester when searching for different resources to fulfill the blog competencies.
Storynory is a site full of audio stories that range from fairy tales to myths to new releases. One can choose to subscribe to the RSS feed and/or to receive emails. Have a tool like storynory aids in reaching students who may be reluctant to pick up a book. In addition; I-pods have become so popular, and Storynory can be downloaded from I-tunes to utilize when away from home as well.
Boys enjoying books!
Reading with smiles
Saturday, April 24, 2010
Competency 8 - Multimedia
I am always looking for strategies to reach reluctant readers. So many times restrictions on what a student can read hinder the pure pleasure of reading to because it is enjoyable. It is also so sad that know that negative connotations are related to children who enjoy reading and learning. I found this image when searching through Texas Woman's University's databases. It is interesting to see how children view themselves and others.
Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive Behavior Interventions, 9(3), 151. Retrieved April 24, 2010 from Academic Search Premier database.
http://ezproxy.twu.edu:2052/img/imageqv/actual/6q6/20071201/5710547.jpg?ephost1=dGJyMNLe80Sepq84v%2bbwOLCmr0iepq5Srqa4SK6WxWXS
Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive Behavior Interventions, 9(3), 151. Retrieved April 24, 2010 from Academic Search Premier database.
http://ezproxy.twu.edu:2052/img/imageqv/actual/6q6/20071201/5710547.jpg?ephost1=dGJyMNLe80Sepq84v%2bbwOLCmr0iepq5Srqa4SK6WxWXS
Competency 6 - Searching Databases (4th search)
Search Strategy 4 - Building Block Strategy
Naive Question: What types of duties might elementary school librarians have?
For my 4th database search I chose to use the building block strategy. As I've previously mentioned, I sometimes struggle with choosing the best facets to begin my search. The building block strategy really is all about those facets. Therefore, using this strategy will be good practice to help me improve in this area. Using this strategy, one must come up with terms and then combine them using Boolean logic to create searching statements. Terms can then be added or taken away as needed to find relevant information.
I looked through the remaining databases provided. My 3rd search using Library Literature was a very successful search. Since I have already used this question, I browsed to get an idea where I might have some more success. I finally decided on World Cat. I have used this database once before. One of my goals during this search is to gain experience modifying my facets and using a database I am somewhat familiar with gives me a comfort level to explore.
Search World Cat:
I again looked at my question and decided on facet terms. Using the thesaurus on World Cat, I entered each facet separately to find key terms and synonym(s) to use while searching. When using the thesaurus, I expanded the results as needed to find additional terms that might prove helpful during my search.
Facets/Key Terms:
facets: duties, librarian, elementary school
1st facet: duties - duty
key terms: responsibility, educational accountability, job description, role
2nd facet: elementary school
key terms: elementary school, school
3rd facet: librarian
key terms: elementary school librarian, instructional materials personnel, school librarians, teacher-librarian
Retrieval Results:
According to the building block strategy, I now need to combine my terms using Boolean logic to create my search statement.
using the advanced search mode - subject headings
ss1: (duty OR responsibility) AND (elementary school OR elementary school libraries) AND (librarian* OR elementary school librarian OR teacher librarian*)
results: 0
notes: This search produced no results. I will change my statement and perform another search.
using the advanced search mode - subject headings
ss2: (duty OR job description*) AND (elementary school) AND (librarian*)
results: 0
notes: This search produced no results. I will change my statement and perform another search.
using the advanced search mode - subject headings
ss3: (duty OR job description*) AND (librarian* OR teacher librarian*)
results: 435
notes: I immediately realized that many of the hits were outdated. Therefore, I went back and completed the same search but applied a date limiter (1995-2010) to receive current information.
using the advanced search mode - subject headings
ss4: (duty OR job description*) AND (librarian* OR teacher librarian*)
date limiter: 1995-2010
results: 3
notes: The 3 records I retrieved were relevant; however, I realize I must be missing other good information. I will complete another search and broaden my statement.
using the advanced search mode - subject headings
ss5: (dut* OR job description*) AND (librar*) AND (school*)
results: 75
notes: This was a good search. However, I still want to be sure that I am retrieving current information. I will complete the same search again but apply a date limiter. However, I will not limit it as much as I did before: 1990-2010.
using the advanced search mode - subject headings
ss6: (dut* OR job description*) AND (librar*) AND (school*)
date limiter: 1995-2010
results: 16
notes: The results retrieved this time applying the date limiter were much better than the previous time. I read through the retrieval list and was satisfied with the information that was present.
Conclusion:
I was surprised initially at the lack of information I was retrieving. Although I realize my questions is somewhat broad, I have had success searching other databases. I had to remember that in previous searches I did not limit my searches by dates. This possibly plays a part in my receiving not as much information. This search highlighted the importance of becoming familiar with the various databases and search strategies. By know which database will be most effective, a lot of time and frustration can be eliminated. I also not grasp the role truncation plays in a search. When used properly, it makes a significant difference.
My selections:
Detwiler, G. (1990). Teacher and librarian perceptions of the elementary library media
specialist's role. Thesis (M.S.)--Central Missouri State University, 1990.
Zmuda, A., & Harada, V.H. (2008). Librarians as learning specialists: Meeting the learning
imperative for the 21st century. Westport, Conn: Libraries unlimited.
Naive Question: What types of duties might elementary school librarians have?
For my 4th database search I chose to use the building block strategy. As I've previously mentioned, I sometimes struggle with choosing the best facets to begin my search. The building block strategy really is all about those facets. Therefore, using this strategy will be good practice to help me improve in this area. Using this strategy, one must come up with terms and then combine them using Boolean logic to create searching statements. Terms can then be added or taken away as needed to find relevant information.
I looked through the remaining databases provided. My 3rd search using Library Literature was a very successful search. Since I have already used this question, I browsed to get an idea where I might have some more success. I finally decided on World Cat. I have used this database once before. One of my goals during this search is to gain experience modifying my facets and using a database I am somewhat familiar with gives me a comfort level to explore.
Search World Cat:
I again looked at my question and decided on facet terms. Using the thesaurus on World Cat, I entered each facet separately to find key terms and synonym(s) to use while searching. When using the thesaurus, I expanded the results as needed to find additional terms that might prove helpful during my search.
Facets/Key Terms:
facets: duties, librarian, elementary school
1st facet: duties - duty
key terms: responsibility, educational accountability, job description, role
2nd facet: elementary school
key terms: elementary school, school
3rd facet: librarian
key terms: elementary school librarian, instructional materials personnel, school librarians, teacher-librarian
Retrieval Results:
According to the building block strategy, I now need to combine my terms using Boolean logic to create my search statement.
using the advanced search mode - subject headings
ss1: (duty OR responsibility) AND (elementary school OR elementary school libraries) AND (librarian* OR elementary school librarian OR teacher librarian*)
results: 0
notes: This search produced no results. I will change my statement and perform another search.
using the advanced search mode - subject headings
ss2: (duty OR job description*) AND (elementary school) AND (librarian*)
results: 0
notes: This search produced no results. I will change my statement and perform another search.
using the advanced search mode - subject headings
ss3: (duty OR job description*) AND (librarian* OR teacher librarian*)
results: 435
notes: I immediately realized that many of the hits were outdated. Therefore, I went back and completed the same search but applied a date limiter (1995-2010) to receive current information.
using the advanced search mode - subject headings
ss4: (duty OR job description*) AND (librarian* OR teacher librarian*)
date limiter: 1995-2010
results: 3
notes: The 3 records I retrieved were relevant; however, I realize I must be missing other good information. I will complete another search and broaden my statement.
using the advanced search mode - subject headings
ss5: (dut* OR job description*) AND (librar*) AND (school*)
results: 75
notes: This was a good search. However, I still want to be sure that I am retrieving current information. I will complete the same search again but apply a date limiter. However, I will not limit it as much as I did before: 1990-2010.
using the advanced search mode - subject headings
ss6: (dut* OR job description*) AND (librar*) AND (school*)
date limiter: 1995-2010
results: 16
notes: The results retrieved this time applying the date limiter were much better than the previous time. I read through the retrieval list and was satisfied with the information that was present.
Conclusion:
I was surprised initially at the lack of information I was retrieving. Although I realize my questions is somewhat broad, I have had success searching other databases. I had to remember that in previous searches I did not limit my searches by dates. This possibly plays a part in my receiving not as much information. This search highlighted the importance of becoming familiar with the various databases and search strategies. By know which database will be most effective, a lot of time and frustration can be eliminated. I also not grasp the role truncation plays in a search. When used properly, it makes a significant difference.
My selections:
Detwiler, G. (1990). Teacher and librarian perceptions of the elementary library media
specialist's role. Thesis (M.S.)--Central Missouri State University, 1990.
Zmuda, A., & Harada, V.H. (2008). Librarians as learning specialists: Meeting the learning
imperative for the 21st century. Westport, Conn: Libraries unlimited.
Tuesday, April 6, 2010
Competency 7 - Image
I found this picture on East Lansing Public Library page on April 6, 2010. The link to this page is http://www.elpl.org/category/architecture/summer-reading/kids-summer-reading.
As a librarian, my goal is to offer children a chance to explore all facets of literature. I want them to learn to read simply for the love of it. With so much pressure students of today face, many times the library and reading are associated with assignments and work. The joy is lost; consequently, students are missing out on a whole world out there.
I chose this picture because of the joy I see on the young boys' faces as they are looking at a book. It exemplifies the very reason I wanted to become a librarian.
East Lansing Public Library. (2010). Image depicting a summer reading program for children. Retrieved from http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_204485_1%26url%3D.
As a librarian, my goal is to offer children a chance to explore all facets of literature. I want them to learn to read simply for the love of it. With so much pressure students of today face, many times the library and reading are associated with assignments and work. The joy is lost; consequently, students are missing out on a whole world out there.
I chose this picture because of the joy I see on the young boys' faces as they are looking at a book. It exemplifies the very reason I wanted to become a librarian.
East Lansing Public Library. (2010). Image depicting a summer reading program for children. Retrieved from http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_204485_1%26url%3D.
Sunday, March 28, 2010
Dialog Competency
Searching Dialog - using the ERIC database
Strategy used: Building Block Strategy
Naive question: Are there any state laws concerning distance education in the pubic schools?
Facet and Key Terms:
Facet 1: state law
term(s): state regulation
Facet 2: distance education
term(s): online learning, E-learning
Facet 3: public school
term(s): school
I logged on to Dialog. In the command box I entered "B1" which allowed me to access the ERIC database.
In the command box I entered the following commands one at a time to create my searching statement using the building block strategy. When each facet/term were entered, Dialog displays the term and the number of results. At times I used the "?" in to include other forms of the word I was searching.
ssstate law - 0 results
ssstate regulation? - 978 results
ssdistance education - 11733 results
ssonline learning - 1 result
ssE-learning - 0 results
sspublic school - 20217 results
Now that my terms were entered, I combined them to form a searching statement. I chose not to search state law because it turned up 0 results. I elected to use state regulation instead. Distance education had more items so that is why I added that next and finished up with public school.
1st statement
ssstate regulation AND distance education AND public school - 0 results
Notes: I was surprised that there were no results. I decided to add state law next and search again.
2nd statement
ssstate law OR state regulation? AND distance education AND public school - 0 results
Notes: Again, my search yielded 0 results. I entered ds in the command box so that I could see all of the items I had searched. I then combined s2 and s7 which formed my final searching statement below.
3rd statement
ssstate regulation AND distance education OR online learning OR E-learning - 22 results
Notes: I was pleased with the results of my last searching statement. I found several hits that were pertinent to my question. One titled State Policies for Distance Education: A Survey of the States dated March 1999 seemed to be the most relevant.
Conclusion:
Dialog is not difficult to use; however, it is different than what I have been using. One I know the commands, I feel that using Dialog would be easier and even less stressful than others.
Strategy used: Building Block Strategy
Naive question: Are there any state laws concerning distance education in the pubic schools?
Facet and Key Terms:
Facet 1: state law
term(s): state regulation
Facet 2: distance education
term(s): online learning, E-learning
Facet 3: public school
term(s): school
I logged on to Dialog. In the command box I entered "B1" which allowed me to access the ERIC database.
In the command box I entered the following commands one at a time to create my searching statement using the building block strategy. When each facet/term were entered, Dialog displays the term and the number of results. At times I used the "?" in to include other forms of the word I was searching.
ssstate law - 0 results
ssstate regulation? - 978 results
ssdistance education - 11733 results
ssonline learning - 1 result
ssE-learning - 0 results
sspublic school - 20217 results
Now that my terms were entered, I combined them to form a searching statement. I chose not to search state law because it turned up 0 results. I elected to use state regulation instead. Distance education had more items so that is why I added that next and finished up with public school.
1st statement
ssstate regulation AND distance education AND public school - 0 results
Notes: I was surprised that there were no results. I decided to add state law next and search again.
2nd statement
ssstate law OR state regulation? AND distance education AND public school - 0 results
Notes: Again, my search yielded 0 results. I entered ds in the command box so that I could see all of the items I had searched. I then combined s2 and s7 which formed my final searching statement below.
3rd statement
ssstate regulation AND distance education OR online learning OR E-learning - 22 results
Notes: I was pleased with the results of my last searching statement. I found several hits that were pertinent to my question. One titled State Policies for Distance Education: A Survey of the States dated March 1999 seemed to be the most relevant.
Conclusion:
Dialog is not difficult to use; however, it is different than what I have been using. One I know the commands, I feel that using Dialog would be easier and even less stressful than others.
Sunday, March 21, 2010
Competency 6 - Searching Databases (3rd Search)
Search Strategy 3 - Specific Facet First
Naive Question: What types of duties might elementary school librarians have?
For my 3rd search, I chose to use the specific facet first strategy. This strategy is good to use when you are not sure if there is much information available in regard to the question. I have searched this question using two other strategies in two different databases. In one database, I was not satisfied, while the 2nd search proved successful. With this type of mixed results, the specific facet first approach should work well.
Using this approach, you begin the search with the most unique facet. Each time you search you can add other facets as needed stopping when you feel that you have the most pertinent results.
As I've stated before, I have had difficulty choosing the main facets so using the specific facet first strategy will be good practice in this area.
I chose the Library Literature database which I have used before. I searched a question similar to this question with adequate but not great results. I want to see if my experience, the change in question, and the strategy improve my results.
Searching Library Literature:
I first chose facets and key terms. Next I searched the thesaurus to get for additional subject terms. N
Facet: duty/duties
Key terms: job responsibilities, roles
Thesaurus terms: duties of librarian
Facet: elementary school
Key terms: grade school
Thesaurus terms: Using the db's thesaurus, there were not additional relevant terms.
Facet: librarian*
Key terms: school librarian
Thesaurus terms: teacher-librarians, children's librarians, media specialist
Facet Retrieval Results:
ss1: (job responsibili* OR duties of librarian*) - 735 results
ss2: (elementary school OR grade school) 36 results
ss3: (school librarian* OR teacher librarian* OR children's librarian* OR media specialist) - 1689 results
Narrowing the search:
According to the specific facet first strategy, you should begin the search with the most unique facet that produces the least results. Next you add a second facet to produce more pertinent results. This process continues with you gradually adding facets as needed in order to retrieve the most relevant information. Following this strategy, I performed the following searches.
1st search
using the advanced search- subject headings
(elementary school OR grade school) AND (duties of librarian*)
Results: 0
Notes: This search provided no results. The term "grade school" seemed ambiguous; therefore, losing the focus of the search.
2nd search
using the advanced search - subject headings
(elementary school) AND (duties of librarian*)
Results: 2
Notes: I am still not getting any recall. The search is much too narrow to retrieve information relevant to the question.
3rd Search
using the advanced search - subject headings
(elementary school) AND (duties of librarian*) AND (school librarian* OR teacher librarian* OR children's librarian* OR media specialist)
results: 0
Notes: I am not having any success here. I noted earlier that "duties of librarian" was essentially the information I am seeking. However, I needed to try the other facets so that I don't miss any relevant information. In reflecting on this, I will create a search statement focusing primarily on the information being sought.
4th search
using the advanced search - subject headings
(duties of librarian*) AND (school librarian* OR children's librarian*)
results: 62
Notes: I am pleased with the outcome of this search. In scanning the information, I find many records pertinent to my search.
Conclusion:
I found this strategy and database worked really well for the information I was seeking. When I searched the thesaurus for duties, I found duties of librarian. This seemed almost spot on for what I was searching. The thesaurus was not much help for finding terms similar to elementary school. However; during the course of my search, I realized that this was not needed. When I next searched for librarian, I found school librarian and children's librarian. Those terms eliminated the need for elementary school in my search statement.
The terms "duties of librarian*" with the addition of "school librarian" was exactly the information I was seeking. I still performed the various searches using the strategy to gain a better understanding of that process. Just as I predicted, the search was too narrow to retrieve any relevant information. Once I used the searching statement that contained the best facets, I received a satisfactory retrieval list.
Sixty-two results is a good amount of information to sift through to find the best results. In self-reflection, I realize that I have had a difficult time choosing the main facets which has made many of my searching attempts frustrating. However, using the specifics facet first strategy was easier for me and helped me see how to pick the most unique facet. I also feel that this particular database was an excellent choice for my question which also made the searching process less frustrating. I want to apply what I have learned using this strategy to other strategies when choosing my facet and key terms.
My selections:
Coatney, S. (2008). Library Media Specialist - Not a Job for the Faint of Heart!. Teacher
Librarian, 35(3),57. Retrieved March 20, 2010, from Library Lit. & Inf. Full Text
database.
Harvey, C. (2009). What should an Administrator expect a School Library Media Specialist to
be?. Library Media Connection, 28(2),45. Retrieved March 20, 2010 from Library Lit &
Inf Full Text database.
Shankles, R. (2008). What a School Librarian Does All the Live-long Day...Arkansas
Libraries, 65(1),33-7. Retrieved March 20, 2010 from Library Lit & Inf Full Text
database.
Naive Question: What types of duties might elementary school librarians have?
For my 3rd search, I chose to use the specific facet first strategy. This strategy is good to use when you are not sure if there is much information available in regard to the question. I have searched this question using two other strategies in two different databases. In one database, I was not satisfied, while the 2nd search proved successful. With this type of mixed results, the specific facet first approach should work well.
Using this approach, you begin the search with the most unique facet. Each time you search you can add other facets as needed stopping when you feel that you have the most pertinent results.
As I've stated before, I have had difficulty choosing the main facets so using the specific facet first strategy will be good practice in this area.
I chose the Library Literature database which I have used before. I searched a question similar to this question with adequate but not great results. I want to see if my experience, the change in question, and the strategy improve my results.
Searching Library Literature:
I first chose facets and key terms. Next I searched the thesaurus to get for additional subject terms. N
Facet: duty/duties
Key terms: job responsibilities, roles
Thesaurus terms: duties of librarian
Facet: elementary school
Key terms: grade school
Thesaurus terms: Using the db's thesaurus, there were not additional relevant terms.
Facet: librarian*
Key terms: school librarian
Thesaurus terms: teacher-librarians, children's librarians, media specialist
Facet Retrieval Results:
ss1: (job responsibili* OR duties of librarian*) - 735 results
ss2: (elementary school OR grade school) 36 results
ss3: (school librarian* OR teacher librarian* OR children's librarian* OR media specialist) - 1689 results
Narrowing the search:
According to the specific facet first strategy, you should begin the search with the most unique facet that produces the least results. Next you add a second facet to produce more pertinent results. This process continues with you gradually adding facets as needed in order to retrieve the most relevant information. Following this strategy, I performed the following searches.
1st search
using the advanced search- subject headings
(elementary school OR grade school) AND (duties of librarian*)
Results: 0
Notes: This search provided no results. The term "grade school" seemed ambiguous; therefore, losing the focus of the search.
2nd search
using the advanced search - subject headings
(elementary school) AND (duties of librarian*)
Results: 2
Notes: I am still not getting any recall. The search is much too narrow to retrieve information relevant to the question.
3rd Search
using the advanced search - subject headings
(elementary school) AND (duties of librarian*) AND (school librarian* OR teacher librarian* OR children's librarian* OR media specialist)
results: 0
Notes: I am not having any success here. I noted earlier that "duties of librarian" was essentially the information I am seeking. However, I needed to try the other facets so that I don't miss any relevant information. In reflecting on this, I will create a search statement focusing primarily on the information being sought.
4th search
using the advanced search - subject headings
(duties of librarian*) AND (school librarian* OR children's librarian*)
results: 62
Notes: I am pleased with the outcome of this search. In scanning the information, I find many records pertinent to my search.
Conclusion:
I found this strategy and database worked really well for the information I was seeking. When I searched the thesaurus for duties, I found duties of librarian. This seemed almost spot on for what I was searching. The thesaurus was not much help for finding terms similar to elementary school. However; during the course of my search, I realized that this was not needed. When I next searched for librarian, I found school librarian and children's librarian. Those terms eliminated the need for elementary school in my search statement.
The terms "duties of librarian*" with the addition of "school librarian" was exactly the information I was seeking. I still performed the various searches using the strategy to gain a better understanding of that process. Just as I predicted, the search was too narrow to retrieve any relevant information. Once I used the searching statement that contained the best facets, I received a satisfactory retrieval list.
Sixty-two results is a good amount of information to sift through to find the best results. In self-reflection, I realize that I have had a difficult time choosing the main facets which has made many of my searching attempts frustrating. However, using the specifics facet first strategy was easier for me and helped me see how to pick the most unique facet. I also feel that this particular database was an excellent choice for my question which also made the searching process less frustrating. I want to apply what I have learned using this strategy to other strategies when choosing my facet and key terms.
My selections:
Coatney, S. (2008). Library Media Specialist - Not a Job for the Faint of Heart!. Teacher
Librarian, 35(3),57. Retrieved March 20, 2010, from Library Lit. & Inf. Full Text
database.
Harvey, C. (2009). What should an Administrator expect a School Library Media Specialist to
be?. Library Media Connection, 28(2),45. Retrieved March 20, 2010 from Library Lit &
Inf Full Text database.
Shankles, R. (2008). What a School Librarian Does All the Live-long Day...Arkansas
Libraries, 65(1),33-7. Retrieved March 20, 2010 from Library Lit & Inf Full Text
database.
Competency 6 - Searching Databases (2nd search)
Search Strategy 2 - Pearl Growing aka The Snowball Approach
Naive Question: What types of duties might elementary school librarians have?
I began looking through the databases and search strategies provided to determine where and how I should begin my 2nd search. My first search was using the successive fractions approach so I decided to use the pearl growing or snowball approach because it was the opposite type of search. This approach essentially works by identifying one pertinent item or record previously found and then using terms, records, keywords, and phrases found withing that item to create another search. This continues until you are satisfied with the hits that are generated.
I chose to use the Academic Search Complete database because I did not have a lot of good hits previously, and this database should contain more records related to my question. It is also a user friendly database for even beginner searchers.
Searching Academic Search Complete:
I began my pearl growing search strategy by selecting a pertinent record I found during my previous search. I did a title search on this item and selected relevant subject terms to create my Boolean statement.
Known item:
Riedling, A. M. (2001). In Search of Who We Are: The School Library Media Specialist in
in the 21st Century. Book Report. 20(3, 28-30, 32.
Related Subject Terms:
school librarians
job descriptions
ss1 (using advanced search and subject headings)
(school librarian*) AND (job description*)
Results: 12
Notes: Though there were only 12 hits, they were all relevant to my search. However, I realize I might be missing pertinent information. I decided to look through the results to find additional related subject terms.
Related Subject Terms:
school librarians
job descriptions
occupations
**In looking through the 12 results, I basically found the two previous subject terms I used to search. I did find one additional term I felt was worth a try: occupations.
ss2 (using advanced search and subject terms)
(school librarian*) AND (job description* OR occupation)
Results: 14
Notes: I received 14 hits this time; however, they were not all relevant information. I lost some pertinent information and gained junk by adding the word "occupation" to my search statement.
Conclusion:
I found the pearl growing strategy to be extremely effective in helping me find relevant information. I'm not sure if it is all of the the searching practice I am doing, but I found this strategy to be easier. I located a known title and used subject terms found with that result. By doing this, my search was very focused on the information I was seeking.
Additionally, I applied truncation to my searches because of past experiences. I did not want to leave out pertinent information due to limiting my search to only certain forms of the important words.
My selections:
Riedling, A. (20031. In Search of Who We Are: The School Library Media Specialist in the 21st
Century. Book Report, 20(3), 28. Retrieved from Academic Search Complete Database.
Yucht. A. (2000). Management Mantras. Teacher Librarian, 27(5), 32. Retrieved from
Academic Search Complete Database.
Zmuda, A., & Harada, V. (2008). Reframing the Library Media Specialist as a Learning
Specialist. School Library Media Activities Monthly, 24(8), 42-46. Retrieved from
Academic Search Complete database.
Naive Question: What types of duties might elementary school librarians have?
I began looking through the databases and search strategies provided to determine where and how I should begin my 2nd search. My first search was using the successive fractions approach so I decided to use the pearl growing or snowball approach because it was the opposite type of search. This approach essentially works by identifying one pertinent item or record previously found and then using terms, records, keywords, and phrases found withing that item to create another search. This continues until you are satisfied with the hits that are generated.
I chose to use the Academic Search Complete database because I did not have a lot of good hits previously, and this database should contain more records related to my question. It is also a user friendly database for even beginner searchers.
Searching Academic Search Complete:
I began my pearl growing search strategy by selecting a pertinent record I found during my previous search. I did a title search on this item and selected relevant subject terms to create my Boolean statement.
Known item:
Riedling, A. M. (2001). In Search of Who We Are: The School Library Media Specialist in
in the 21st Century. Book Report. 20(3, 28-30, 32.
Related Subject Terms:
school librarians
job descriptions
ss1 (using advanced search and subject headings)
(school librarian*) AND (job description*)
Results: 12
Notes: Though there were only 12 hits, they were all relevant to my search. However, I realize I might be missing pertinent information. I decided to look through the results to find additional related subject terms.
Related Subject Terms:
school librarians
job descriptions
occupations
**In looking through the 12 results, I basically found the two previous subject terms I used to search. I did find one additional term I felt was worth a try: occupations.
ss2 (using advanced search and subject terms)
(school librarian*) AND (job description* OR occupation)
Results: 14
Notes: I received 14 hits this time; however, they were not all relevant information. I lost some pertinent information and gained junk by adding the word "occupation" to my search statement.
Conclusion:
I found the pearl growing strategy to be extremely effective in helping me find relevant information. I'm not sure if it is all of the the searching practice I am doing, but I found this strategy to be easier. I located a known title and used subject terms found with that result. By doing this, my search was very focused on the information I was seeking.
Additionally, I applied truncation to my searches because of past experiences. I did not want to leave out pertinent information due to limiting my search to only certain forms of the important words.
My selections:
Riedling, A. (20031. In Search of Who We Are: The School Library Media Specialist in the 21st
Century. Book Report, 20(3), 28. Retrieved from Academic Search Complete Database.
Yucht. A. (2000). Management Mantras. Teacher Librarian, 27(5), 32. Retrieved from
Academic Search Complete Database.
Zmuda, A., & Harada, V. (2008). Reframing the Library Media Specialist as a Learning
Specialist. School Library Media Activities Monthly, 24(8), 42-46. Retrieved from
Academic Search Complete database.
Competency 6 - Searching Databases (1st search)
Search Strategy 1 - Successive Fractions Approach
Naive Question: What types of duties might elementary school librarians have?
Previously I searched for duties of a librarian that pertained to curriculum, but I changed the topic a little to encompass any and all duties a librarian might have.
For my first search strategy I chose to use the successive fractions approach using the ERIC/First Search Database. I previously used this database and wanted to rely on those previous experiences to aid in this search. This particular database was user-friendly.
I have had some difficulty in creating a really good search statement on the first try in previous searches. Using the successive fractions approach will be a good strategy for helping me with this problem. According to this strategy, I am to begin broad and then narrow my search as needed.
This is my second time to complete this assignment. This time I applied information given to me by Dr. Perryman. I made sure that my facet and key terms were the same thing. This really helped narrow my search.
Searching ERIC/First Search:
I listed my facets and terms. Next, I used the database's thesaurus to search for similar terms.
Facets/Key Terms:
duties, librarian, elementary school
1st facet: duties
*initial terms - job descriptions, roles
**thesaurus terms - occupational information
2nd facet: librarian
*initial terms - school librarian, library media specialist
**thesaurus terms - medial specialist, library personnel
3rd facet: elementary school
*initial terms - grade schools
**thesaurus terms - schools
Key term results:
According to the successive fractions approach, my beginning facet would be the term that produced the greatest number of results. Therefore, I performed a subject search on each key term/facet phrase to determine which generated the most hits.
Using the advanced search option, I performed the following searches:
ss1 (using subject headings) - (duties OR job descriptions OR roles OR occupational information) - 9,498 hits
ss2 (using subject headings) - (librarian OR school librarian OR library media specialist OR media specialist OR library personnel) - 4, 320 hits
ss3 (using subject headings) - (elementary schools OR grade schools OR schools) - 130,602 hits
Narrowing the search:
In keeping with the successive fractions approach, I need to begin my search using the facet that produced the largest number of hits. From there I will narrow my search by gradually adding facets. Using this strategy, I performed the following searches in the advanced search mode using subject headings.
ss1: using the advanced search option and searching using subject fields:
(elementary schools OR grade schools OR schools) AND (duties OR job descriptions OR roles OR occupational information)
results: 901 hits
notes: The results had to do with all types of school personnel duties. I know that I need to narrow the search to include only the duties of a librarian.
ss2: (elementary schools OR grade schools OR schools) AND (duties OR job descriptions OR roles OR occupational information) AND (librarian OR school librarian OR library media specialist OR media specialist OR library personnel)
results: 8
notes: The results were far fewer than the previous searches. I felt that I was missing a lot of relevant information. I looked over the search statements and decided to apply truncation to expand my search some in hopes of retrieving pertinent information without adding a lot of junk to the retrieval list.
ss3: (elementary school* OR grade school* OR school*) AND (dut* OR job description* OR role* OR occupational information) AND (librarian* OR school librarian* OR library media specialist* OR media specialist* OR library personnel)
results: 67
notes: This was a much more successful search. In looking through the retrieval list, I was able to find a good selection of pertinent information. Applying truncation was a good next step.
Overall conclusion:
The successive fractions approach is easy to use even for a novice searcher. Using the thesaurus to find key terms and then searching each one to evaluate the results is beneficial to visual learners. From the beginning, one gets an idea of how much information is available on each term which helps guide the search.
This was my second time to go through this assignment. I learned a great deal by applying the changes Dr. Perryman suggested. I went back and made sure that my terms and facets were the same before performing my search. That alone really narrowed my search down considerably.
In hindsight, I should have applied truncation before my third search. However; this is a learning experience, and I wanted to document my search the way I went through the process. I feel this is an important aspect of self reflection.
In my previous search I used a keyword search at the end to acquire a better retrieval list. I did not have to do that this time. I learned that keyword is not a replacement for a good subject search. By following the information given to me and using the successive fractions approach, I was able to find a satisfactory list of pertinent information.
My selections:
Brodie, C. S. (2002). Evaluation of School Library media Specialist. School Library Media
Activities Monthly. 18(7), 34.
Riedling, A. M. (2001) In Search of Who We Are: The School Library Media Specialist in the
21st Century. Book Report. 20(3), 28-30,32.
Stephens, C., & Franklin, P. (2005). Managment Matters. Your Role as a School Library Media
Specialist. School Library Activities Monthly. 22(2), 45-46.
Naive Question: What types of duties might elementary school librarians have?
Previously I searched for duties of a librarian that pertained to curriculum, but I changed the topic a little to encompass any and all duties a librarian might have.
For my first search strategy I chose to use the successive fractions approach using the ERIC/First Search Database. I previously used this database and wanted to rely on those previous experiences to aid in this search. This particular database was user-friendly.
I have had some difficulty in creating a really good search statement on the first try in previous searches. Using the successive fractions approach will be a good strategy for helping me with this problem. According to this strategy, I am to begin broad and then narrow my search as needed.
This is my second time to complete this assignment. This time I applied information given to me by Dr. Perryman. I made sure that my facet and key terms were the same thing. This really helped narrow my search.
Searching ERIC/First Search:
I listed my facets and terms. Next, I used the database's thesaurus to search for similar terms.
Facets/Key Terms:
duties, librarian, elementary school
1st facet: duties
*initial terms - job descriptions, roles
**thesaurus terms - occupational information
2nd facet: librarian
*initial terms - school librarian, library media specialist
**thesaurus terms - medial specialist, library personnel
3rd facet: elementary school
*initial terms - grade schools
**thesaurus terms - schools
Key term results:
According to the successive fractions approach, my beginning facet would be the term that produced the greatest number of results. Therefore, I performed a subject search on each key term/facet phrase to determine which generated the most hits.
Using the advanced search option, I performed the following searches:
ss1 (using subject headings) - (duties OR job descriptions OR roles OR occupational information) - 9,498 hits
ss2 (using subject headings) - (librarian OR school librarian OR library media specialist OR media specialist OR library personnel) - 4, 320 hits
ss3 (using subject headings) - (elementary schools OR grade schools OR schools) - 130,602 hits
Narrowing the search:
In keeping with the successive fractions approach, I need to begin my search using the facet that produced the largest number of hits. From there I will narrow my search by gradually adding facets. Using this strategy, I performed the following searches in the advanced search mode using subject headings.
ss1: using the advanced search option and searching using subject fields:
(elementary schools OR grade schools OR schools) AND (duties OR job descriptions OR roles OR occupational information)
results: 901 hits
notes: The results had to do with all types of school personnel duties. I know that I need to narrow the search to include only the duties of a librarian.
ss2: (elementary schools OR grade schools OR schools) AND (duties OR job descriptions OR roles OR occupational information) AND (librarian OR school librarian OR library media specialist OR media specialist OR library personnel)
results: 8
notes: The results were far fewer than the previous searches. I felt that I was missing a lot of relevant information. I looked over the search statements and decided to apply truncation to expand my search some in hopes of retrieving pertinent information without adding a lot of junk to the retrieval list.
ss3: (elementary school* OR grade school* OR school*) AND (dut* OR job description* OR role* OR occupational information) AND (librarian* OR school librarian* OR library media specialist* OR media specialist* OR library personnel)
results: 67
notes: This was a much more successful search. In looking through the retrieval list, I was able to find a good selection of pertinent information. Applying truncation was a good next step.
Overall conclusion:
The successive fractions approach is easy to use even for a novice searcher. Using the thesaurus to find key terms and then searching each one to evaluate the results is beneficial to visual learners. From the beginning, one gets an idea of how much information is available on each term which helps guide the search.
This was my second time to go through this assignment. I learned a great deal by applying the changes Dr. Perryman suggested. I went back and made sure that my terms and facets were the same before performing my search. That alone really narrowed my search down considerably.
In hindsight, I should have applied truncation before my third search. However; this is a learning experience, and I wanted to document my search the way I went through the process. I feel this is an important aspect of self reflection.
In my previous search I used a keyword search at the end to acquire a better retrieval list. I did not have to do that this time. I learned that keyword is not a replacement for a good subject search. By following the information given to me and using the successive fractions approach, I was able to find a satisfactory list of pertinent information.
My selections:
Brodie, C. S. (2002). Evaluation of School Library media Specialist. School Library Media
Activities Monthly. 18(7), 34.
Riedling, A. M. (2001) In Search of Who We Are: The School Library Media Specialist in the
21st Century. Book Report. 20(3), 28-30,32.
Stephens, C., & Franklin, P. (2005). Managment Matters. Your Role as a School Library Media
Specialist. School Library Activities Monthly. 22(2), 45-46.
Saturday, February 20, 2010
Competency 5 cont. -LIBRARY LITERATURE AND BOOKS IN PRINT
Naive Question: In a school library, what are the duties of the librarian in regards to curriculum?
I chose this question because I believe there are many misconceptions of the role of a librarian plays in a school's curriculum. I have heard so many times that all librarian do is check-out and shelve books. In researching this question, my goal is to shine light on the job that librarians are really responsible for especially in regards to technology and curriculum.
Searching Library Literature
I first chose 3 facets to begin the searching process. On the database, I used the thesaurus feature to locate some key terms. Using the information I gathered, I created a Boolean statement. When creating my statement, I chose to keep it focused as a result of previous experiences. I know how important that first statement is in the overall searching experience.
Facets: duties, librarian, curriculum
1st facet - duties
*initial terms - responsibilities
**thesaurus terms - duties of librarians (616 records)
2nd facet - librarian
*initial terms - school librarian, library media specialist
**thesaurus terms - school librarian, children's librarian, media specialist, teacher-librarians
3rd facet - curriculum
*initial terms - lesson, lesson planning, reading curriculum
**thesaurus terms - school libraries/relationships with teachers and curriculum
Boolean Statement:
(duties of librarians) AND (school librarian) AND (curriculum)
Search Results:
I used subject headings when performing all searches.
1. ss1 (duties of librarians) AND (school librarian) AND (curriculum)
2. result - 22 records
3. notes - I expected more results than 22; however, I was satisfied with the actual results. I looked through the records and was able to find many that pertained to my question. However, I felt for learning purposes I need to try different searches.
1. ss2 - (duties) AND (librarians) AND (curriculum)
2. result - 49
3. Notes - This 2nd searched yielded 49 results which is still a good number of results without a lot of junk to weed through. For this search, I feel that the first search did a good job of focusing on my particular question. I did not see anything extra in this search that was needed.
1. ss3 - Although I didn't need to perform a third search, I noticed on the left had column a statement that said "new search by subject". It contained a list of suggestions for new searches. One of the suggestions was school librarians/relationships with teachers and curriculum. I chose this search to examine.
2. result - 1609
3. notes - This 3rd search provided a large number of results. I don't feel that the quantity of this search was better than the quality of my other two. As I scanned through the results, I did not find any new or better information. However, I do like this particular feature. Sometimes when using the thesaurus and searches, one can tend to be either too vague or too broad. This feature would be helpful in those situations.
My Selection:
One article that I found captivating was called The Librarian as 21st Century Leader which really explains the involvement librarians should have in the curriculum. It explained how librarians are experts in the information and technology field. Thus, it is reasonable that they should be involved in developing and integrating these programs in the school. I believe information such as this demonstrates the importance of the duties of librarians. We do so much more than shelve books.
Pulley, M. (2008) The Librarian as 21st Century Leader. Colorado Libraries, 34(1), 28-31.
Retrieved February 20, 2010, from Library Lit. & Inf. Full Text database.
Searching Books in Print
I searched this database using the same facets and key terms as noted above. I was a bit perplexed when I first began. I initially searched just using the keyword search, but the outcome was insufficient. I ultimately spent time learning the different searching capabilities of the database. I found that under the browse button I was able to search using the subject (all) heading. I typed in (school librarian) AND (duties) AND (curriculum). I got zero results. I decided to simplify my statement. I typed in school librarian duties. The first category was school libraries so I chose it. It contained 1476 results all dealing with school libraries in some capacity. I went back to the search feature and tried several different subject searches, but they contained no results. I went to the the school library results. Although there was a lot of information, I was able to find some that pertained to my question. One book I thought was interesting is call Tales out of the School Library: Developing Professional Dispositions by Gail Bush. It provides tips to help librarians meet the needs of students. Curriculum was a prominent topic. Another title that caught my eye is called School Libraries Head for the Edge: Rants, Recommendations and Reflections by Doug Johnson. So much in school curriculum today is focused on technology, and Johnson give readers an idea of what the new trends are and how to implement them.
Bush, Gail. (2009. Tales out of the School Library: Developing Professional Dispositions.
Connecticut: Libraries Unlimited Incorporated.
Johnson, Doug. (2009). School Libraries Head for the Edge: Rants, Recommendations and
Reflections: Connecticut: Libraries Unlimited, Incorporated.
Conclusion:
Searching both of these databases proved very helpful in finding information regarding librarians duties with a focus on curriculum. Although I had to take a different pat using Books in Print, I was satisfied with the end result. Both Library Literature and Books in Print were successful resources in my quest for information.
I chose this question because I believe there are many misconceptions of the role of a librarian plays in a school's curriculum. I have heard so many times that all librarian do is check-out and shelve books. In researching this question, my goal is to shine light on the job that librarians are really responsible for especially in regards to technology and curriculum.
Searching Library Literature
I first chose 3 facets to begin the searching process. On the database, I used the thesaurus feature to locate some key terms. Using the information I gathered, I created a Boolean statement. When creating my statement, I chose to keep it focused as a result of previous experiences. I know how important that first statement is in the overall searching experience.
Facets: duties, librarian, curriculum
1st facet - duties
*initial terms - responsibilities
**thesaurus terms - duties of librarians (616 records)
2nd facet - librarian
*initial terms - school librarian, library media specialist
**thesaurus terms - school librarian, children's librarian, media specialist, teacher-librarians
3rd facet - curriculum
*initial terms - lesson, lesson planning, reading curriculum
**thesaurus terms - school libraries/relationships with teachers and curriculum
Boolean Statement:
(duties of librarians) AND (school librarian) AND (curriculum)
Search Results:
I used subject headings when performing all searches.
1. ss1 (duties of librarians) AND (school librarian) AND (curriculum)
2. result - 22 records
3. notes - I expected more results than 22; however, I was satisfied with the actual results. I looked through the records and was able to find many that pertained to my question. However, I felt for learning purposes I need to try different searches.
1. ss2 - (duties) AND (librarians) AND (curriculum)
2. result - 49
3. Notes - This 2nd searched yielded 49 results which is still a good number of results without a lot of junk to weed through. For this search, I feel that the first search did a good job of focusing on my particular question. I did not see anything extra in this search that was needed.
1. ss3 - Although I didn't need to perform a third search, I noticed on the left had column a statement that said "new search by subject". It contained a list of suggestions for new searches. One of the suggestions was school librarians/relationships with teachers and curriculum. I chose this search to examine.
2. result - 1609
3. notes - This 3rd search provided a large number of results. I don't feel that the quantity of this search was better than the quality of my other two. As I scanned through the results, I did not find any new or better information. However, I do like this particular feature. Sometimes when using the thesaurus and searches, one can tend to be either too vague or too broad. This feature would be helpful in those situations.
My Selection:
One article that I found captivating was called The Librarian as 21st Century Leader which really explains the involvement librarians should have in the curriculum. It explained how librarians are experts in the information and technology field. Thus, it is reasonable that they should be involved in developing and integrating these programs in the school. I believe information such as this demonstrates the importance of the duties of librarians. We do so much more than shelve books.
Pulley, M. (2008) The Librarian as 21st Century Leader. Colorado Libraries, 34(1), 28-31.
Retrieved February 20, 2010, from Library Lit. & Inf. Full Text database.
Searching Books in Print
I searched this database using the same facets and key terms as noted above. I was a bit perplexed when I first began. I initially searched just using the keyword search, but the outcome was insufficient. I ultimately spent time learning the different searching capabilities of the database. I found that under the browse button I was able to search using the subject (all) heading. I typed in (school librarian) AND (duties) AND (curriculum). I got zero results. I decided to simplify my statement. I typed in school librarian duties. The first category was school libraries so I chose it. It contained 1476 results all dealing with school libraries in some capacity. I went back to the search feature and tried several different subject searches, but they contained no results. I went to the the school library results. Although there was a lot of information, I was able to find some that pertained to my question. One book I thought was interesting is call Tales out of the School Library: Developing Professional Dispositions by Gail Bush. It provides tips to help librarians meet the needs of students. Curriculum was a prominent topic. Another title that caught my eye is called School Libraries Head for the Edge: Rants, Recommendations and Reflections by Doug Johnson. So much in school curriculum today is focused on technology, and Johnson give readers an idea of what the new trends are and how to implement them.
Bush, Gail. (2009. Tales out of the School Library: Developing Professional Dispositions.
Connecticut: Libraries Unlimited Incorporated.
Johnson, Doug. (2009). School Libraries Head for the Edge: Rants, Recommendations and
Reflections: Connecticut: Libraries Unlimited, Incorporated.
Conclusion:
Searching both of these databases proved very helpful in finding information regarding librarians duties with a focus on curriculum. Although I had to take a different pat using Books in Print, I was satisfied with the end result. Both Library Literature and Books in Print were successful resources in my quest for information.
Competency 5 - TAGGING
As a reading teacher and now as an elementary school librarian, it saddens me to see so many children that do not enjoy reading. Sure, up against fast paced video games, a book might not grab some. However, I just know that if those reluctant readers could find something that they "just couldn't put down", those feelings would change. Therefore, I am always looking for information regarding why children don't read and how can I make reading more enjoyable for students. In searching LibraryThing, I found a book titled "The Reading Zone: How to Help Kids become Skilled, Passionate, Habitial, Critical Readers" by Nancie Atwell. In reading the reviews, I can identify with some of the tips the book shares, but I know that I probably won't agree with all. In my opinion, it is always good to look at problems from different perspectives. Finding a tip that will inspire one student will make any resource I seek out well worth it.
Best of the Best, book suggestions , education, elementary library, IB, literacy , look for, march '07, middle school , non-fiction, parent resource , parenting, professional, professional development, professional resource , professional resources , professional study, reading, reading and literacy, reading instruction , Surrey Primary Teachers' Association, teacher professional, teacher resource, teaching, teaching reading, teaching reference, temp , Title 1 Funds, title 1 funds professional development, title one funds
This is the tag cloud found at LibraryThing.
Best of the Best, book suggestions , education, elementary library, IB, literacy , look for, march '07, middle school , non-fiction, parent resource , parenting, professional, professional development, professional resource , professional resources , professional study, reading, reading and literacy, reading instruction , Surrey Primary Teachers' Association, teacher professional, teacher resource, teaching, teaching reading, teaching reference, temp , Title 1 Funds, title 1 funds professional development, title one funds
This is the tag cloud found at LibraryThing.
Sunday, February 14, 2010
Competency 4 - RSS FEED
I chose the RSS feed School Library Journal, Practically Paradise. I chose this feed because it contains information on elementary, middle school, and young adult news and issues. I am currently a librarian in an elementary school, but readers of all ages interest me. If I know where children are headed as they grow, maybe I can make a difference in the early years.
The very first article dated February 12th caught my attention. It is titled Unlucky Arithmetic: Thirteen Ways to Raise a Non-reader. I see so many children who are reluctant to read, and I am determined to find ways to change their attitude. Any information I find on that particular topic is priority to me.
The very first article dated February 12th caught my attention. It is titled Unlucky Arithmetic: Thirteen Ways to Raise a Non-reader. I see so many children who are reluctant to read, and I am determined to find ways to change their attitude. Any information I find on that particular topic is priority to me.
Saturday, February 13, 2010
World Cat and Eric Competency
Naive Question: What role does parent/community involvement play in a child's education? How can you create community involvement in an elementary school? What are ways to get parents involved?
I chose this topic because it is a reality of my everyday job. I currently have no regular volunteers involved in the library nor do parents typically get involved in any aspect at this campus. The only exception is three parents that are willing to help out for short periods of time during book fairs. The campus is a title one campus so I know that many parents are struggling to juggle work and parenting. I would like to know how important community involvement really is. I assume that the lack of parental involvement does not at all help these students, but I would like to know if it is proven to hinder their education.
I searched using the ERIC database first. In the beginning I came up with three facets or key terms, my initial terms or text words and thesaurus terms or subject headings.
Searching ERIC database:
Facets: community involvement, elementary school, students
1st Facet - community involvement
*initial terms - volunteers, parent involvement, participation
**thesaurus terms - participation, citizen participation, community action, outreach programs, partnership in education, family involvement, parent involvement, parent school relationship
2nd Facet - elementary school
*initial terms - schools, primary grades
**thesaurus terms - elementary schools, grade 1, grade 2, grade 3
3rd Facet - education
*initial terms - learning, reading
**thesaurus terms -educational outcomes, learning, student achievement
Boolean Statement:
(community involvement OR volunteers OR parent involvement OR participation OR outreach programs OR partnership in education OR family involvement OR parent school relationship) AND (elementary school OR grade 1 OR grade 2 OR grade 3) AND (education or educational benefits)
Search Results:
1. ss1 (community involvement OR volunteers OR parent involvement OR participation OR outreach programs OR partnership in education OR family involvement OR parent school relationship) AND (elementary school OR grade 1 OR grade 2 OR grade 3) AND (education OR educational benefits) - using subject headings
2. Result - 11758 results
3. Notes - I was overwhelmed with the amount of results I received from this search. After looking through many of the results, I realized that there seemed to be no real focus. The results were all over the place. I narrowed my search in order to provide the much needed structure.
1. ss2 (community involvement OR volunteers OR parent involvement OR family involvement) AND (elementary school) AND (education) - using subject headings
2. Result - 2676 results
3. Notes - I still had a broad range of results. However, I did find articles pertaining to my questions. I feel confident that I could find information that I needed from this search even with the vast amount; however, I decided adjust my search terms to really focus on the question. I made some changes.
1. ss3 (community involvement OR parent involvement OR family involvement) AND (elementary school) AND (student achievement OR educational outcomes OR reading OR learning) - using subject headings
2. Result - 153
3. Notes - 153 results is much less cumbersome to sort through than the previous searches. I found a several articles that fit my information need. I found the article: The Family - School Partnership: An Opportunity to Promote the Learning Competence of All Students. This article discusses the importance of family involvement for student success and ways in which to make it possible (Christenson, 2003). For me, it is important to find ways to involve families if it really makes a difference in student achievement. After all, the goal is to have students experience success.
Christenson, S.L. (2003). The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students. School Psychology quarterly. 18(4). 454-482.
Searching World Cat:
I re-examined my subject headings to make any changes needed while using a different database. I had to try different terms using the thesaurus in order to complete my search. Unlike using the ERIC database, World Cat did not turn up any subject headings when I entered community involvement, outreach programs or educational outcomes. I looked through all of the previous terms used and through trial and error developed my new searching statement.
1st Facet - community involvement
*initial terms - volunteers, communities
**thesaurus terms - parent participation, educational parent participation, volunteer workers in education
2nd Facet - elementary school
*initial terms - schools, primary grades
**thesaurus terms - elementary school, elementary school libraries
3rd Facet - education
*initial terms - learning, educational outcome
**thesaurus terms -academic achievement, success
Boolean Statement:
(parent participation OR educational parent participation OR volunteer workers in education) AND (elementary school) AND (academic achievement OR success)
Search results:
1. ss1 - (parent participation OR educational parent participation OR volunteer workers in education) AND (elementary school) AND (academic achievement OR success) - using subject headings
2. Results - 54
3. Notes - I decided to try and learn from my previous search through the ERIC database by focusing my statement the first time. It worked. The search yielded an adequate amount of relevant information without too much junk to look through. This search reinforced to me the importance of the developing that first search statement. By honing in on exactly what is needed, a lot of time and frustration can be eliminated. I found a study titled Accessing the effects of Parental Decisions about School Type and Involvement on Early Elementary Education that provided a great insight on my topic (Taningco, 2006).
Taningco, M.T.V. (2006). Assessing the effects of parental decisions about school type and involvement on early elementary education. Santa Monica, CA: RAND.
Results:
The search process using both databases was beneficial. It is interesting to see the different outcomes when entering subject headings. For my particular search this time, the results from World Cat were more relevant with less junk. Although ERIC had information that could be used, a lot of irrelevant information had to be sorted through first.
I chose this topic because it is a reality of my everyday job. I currently have no regular volunteers involved in the library nor do parents typically get involved in any aspect at this campus. The only exception is three parents that are willing to help out for short periods of time during book fairs. The campus is a title one campus so I know that many parents are struggling to juggle work and parenting. I would like to know how important community involvement really is. I assume that the lack of parental involvement does not at all help these students, but I would like to know if it is proven to hinder their education.
I searched using the ERIC database first. In the beginning I came up with three facets or key terms, my initial terms or text words and thesaurus terms or subject headings.
Searching ERIC database:
Facets: community involvement, elementary school, students
1st Facet - community involvement
*initial terms - volunteers, parent involvement, participation
**thesaurus terms - participation, citizen participation, community action, outreach programs, partnership in education, family involvement, parent involvement, parent school relationship
2nd Facet - elementary school
*initial terms - schools, primary grades
**thesaurus terms - elementary schools, grade 1, grade 2, grade 3
3rd Facet - education
*initial terms - learning, reading
**thesaurus terms -educational outcomes, learning, student achievement
Boolean Statement:
(community involvement OR volunteers OR parent involvement OR participation OR outreach programs OR partnership in education OR family involvement OR parent school relationship) AND (elementary school OR grade 1 OR grade 2 OR grade 3) AND (education or educational benefits)
Search Results:
1. ss1 (community involvement OR volunteers OR parent involvement OR participation OR outreach programs OR partnership in education OR family involvement OR parent school relationship) AND (elementary school OR grade 1 OR grade 2 OR grade 3) AND (education OR educational benefits) - using subject headings
2. Result - 11758 results
3. Notes - I was overwhelmed with the amount of results I received from this search. After looking through many of the results, I realized that there seemed to be no real focus. The results were all over the place. I narrowed my search in order to provide the much needed structure.
1. ss2 (community involvement OR volunteers OR parent involvement OR family involvement) AND (elementary school) AND (education) - using subject headings
2. Result - 2676 results
3. Notes - I still had a broad range of results. However, I did find articles pertaining to my questions. I feel confident that I could find information that I needed from this search even with the vast amount; however, I decided adjust my search terms to really focus on the question. I made some changes.
1. ss3 (community involvement OR parent involvement OR family involvement) AND (elementary school) AND (student achievement OR educational outcomes OR reading OR learning) - using subject headings
2. Result - 153
3. Notes - 153 results is much less cumbersome to sort through than the previous searches. I found a several articles that fit my information need. I found the article: The Family - School Partnership: An Opportunity to Promote the Learning Competence of All Students. This article discusses the importance of family involvement for student success and ways in which to make it possible (Christenson, 2003). For me, it is important to find ways to involve families if it really makes a difference in student achievement. After all, the goal is to have students experience success.
Christenson, S.L. (2003). The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students. School Psychology quarterly. 18(4). 454-482.
Searching World Cat:
I re-examined my subject headings to make any changes needed while using a different database. I had to try different terms using the thesaurus in order to complete my search. Unlike using the ERIC database, World Cat did not turn up any subject headings when I entered community involvement, outreach programs or educational outcomes. I looked through all of the previous terms used and through trial and error developed my new searching statement.
1st Facet - community involvement
*initial terms - volunteers, communities
**thesaurus terms - parent participation, educational parent participation, volunteer workers in education
2nd Facet - elementary school
*initial terms - schools, primary grades
**thesaurus terms - elementary school, elementary school libraries
3rd Facet - education
*initial terms - learning, educational outcome
**thesaurus terms -academic achievement, success
Boolean Statement:
(parent participation OR educational parent participation OR volunteer workers in education) AND (elementary school) AND (academic achievement OR success)
Search results:
1. ss1 - (parent participation OR educational parent participation OR volunteer workers in education) AND (elementary school) AND (academic achievement OR success) - using subject headings
2. Results - 54
3. Notes - I decided to try and learn from my previous search through the ERIC database by focusing my statement the first time. It worked. The search yielded an adequate amount of relevant information without too much junk to look through. This search reinforced to me the importance of the developing that first search statement. By honing in on exactly what is needed, a lot of time and frustration can be eliminated. I found a study titled Accessing the effects of Parental Decisions about School Type and Involvement on Early Elementary Education that provided a great insight on my topic (Taningco, 2006).
Taningco, M.T.V. (2006). Assessing the effects of parental decisions about school type and involvement on early elementary education. Santa Monica, CA: RAND.
Results:
The search process using both databases was beneficial. It is interesting to see the different outcomes when entering subject headings. For my particular search this time, the results from World Cat were more relevant with less junk. Although ERIC had information that could be used, a lot of irrelevant information had to be sorted through first.
Sunday, February 7, 2010
Competency 3 - PODCASTS
Searching for a podcast was quite challenging. I searched through hundreds of podcasts before I could decided what would be both appropriate and beneficial in my desire to reach reluctant readers. I utilized many search engines including http://www.podcastzoom.com/, http://www.podanza.com/, http://www.podcastsearchservice.com/ , and Podcasting 101 for K-12 Librarians. However, I found my podcast by using the search engine, Google, and searched using the terms toon book podcasts. I am a believer in book talks as a tool for hooking readers. Giving a child just enough information about a book that he/she can't help but pick it up and read it is powerful. The ultimate goal is that he/she will then develop the desire to read other books.
This podcast is a book talk over a graphic novel. The reader gives a brief overview of the graphic novel "Stinky" while encouraging children to read the book. With the current rage of graphic novels, a podcast of this nature might lure a reader to pick up a book. To some who do not call themselves "readers", graphic novels feel more like fun then work. The comic book layout must play a role in this. Whatever the reason they are becoming popular, if this podcast were to reach even one reluctant reader then it proves to be successful. This book talk and others can be found through the Multnomah County Library web-site.
This podcast is a book talk over a graphic novel. The reader gives a brief overview of the graphic novel "Stinky" while encouraging children to read the book. With the current rage of graphic novels, a podcast of this nature might lure a reader to pick up a book. To some who do not call themselves "readers", graphic novels feel more like fun then work. The comic book layout must play a role in this. Whatever the reason they are becoming popular, if this podcast were to reach even one reluctant reader then it proves to be successful. This book talk and others can be found through the Multnomah County Library web-site.
Sunday, January 31, 2010
Competency 2 - RELATED BLOG
I spent many hours searching blog after blog before deciding on which one(s) to follow. I searched blogs using GoogleBlog, Technorati, and BlogSearch. The search engine I used to find the blogs I am posting today was Blog Search - http://blogsearch.google.com/?ui=blg. Specifically, I was looking at ways to help reluctant readers; however, I also broadened my search to include children's literature, children's authors, and elementary librarians. I was amazed at the amount of information at my fingertips.
Ultimately I chose two blogs that I feel are beneficial to me as an elementary school librarian. First, I really enjoyed the blog titled "Toon Books". Finding a way to hook reluctant readers can be very difficult. Graphic novels seem to be making gains in this arena. In my library, I have purchased a few of these books and have been monitoring their circulation. I am finding that they are incredibly popular. I was intrigued by an article featured on this blog that was written two years ago by Michelle Gorman for School Library Journal.
Towards the end of the article she states, "Teachers and librarians are also beginning to realize that these books are perfect for young readers who are making the transition from picture books to text-only titles. And with graphic novels' hypnotic power to pull kids into a story, they're also perfect for promoting recreational or free voluntary reading--one of the most effective ways to increase literacy and create lifelong readers." I will continue to follow this blog to help me see the correlation between reluctant readers and graphic novels.
Another blog I found interesting was written by children's book author, Trudi Trueit. She discusses many aspects that affect both readers and writers. There are recipes for writers in addition to information on how to help reluctant readers.
As we all know, so many reasons exist as to why someone has become a reluctant reader. Trueit states it nicely, "When kids feel pressured to read at a certain pace or level, reading becomes a chore. It only gets worse if they feel they are falling short of others’ expectations (or their own). Find out why books have lost their enchantment for your reluctant reader and then do what you can to rekindle the magic." What an enlightening statement!
Once we find out why someone is reluctant to read, then we can find ways to open that door. I never want to make a child feel pressured in any way. My goal is always to instill the love of reading. I look forward to other tips Trueit will write on her blog.
Ultimately I chose two blogs that I feel are beneficial to me as an elementary school librarian. First, I really enjoyed the blog titled "Toon Books". Finding a way to hook reluctant readers can be very difficult. Graphic novels seem to be making gains in this arena. In my library, I have purchased a few of these books and have been monitoring their circulation. I am finding that they are incredibly popular. I was intrigued by an article featured on this blog that was written two years ago by Michelle Gorman for School Library Journal.
Towards the end of the article she states, "Teachers and librarians are also beginning to realize that these books are perfect for young readers who are making the transition from picture books to text-only titles. And with graphic novels' hypnotic power to pull kids into a story, they're also perfect for promoting recreational or free voluntary reading--one of the most effective ways to increase literacy and create lifelong readers." I will continue to follow this blog to help me see the correlation between reluctant readers and graphic novels.
Another blog I found interesting was written by children's book author, Trudi Trueit. She discusses many aspects that affect both readers and writers. There are recipes for writers in addition to information on how to help reluctant readers.
As we all know, so many reasons exist as to why someone has become a reluctant reader. Trueit states it nicely, "When kids feel pressured to read at a certain pace or level, reading becomes a chore. It only gets worse if they feel they are falling short of others’ expectations (or their own). Find out why books have lost their enchantment for your reluctant reader and then do what you can to rekindle the magic." What an enlightening statement!
Once we find out why someone is reluctant to read, then we can find ways to open that door. I never want to make a child feel pressured in any way. My goal is always to instill the love of reading. I look forward to other tips Trueit will write on her blog.
Thursday, January 21, 2010
Introduction - Competency 1 - BLOG
Welcome to my blog. I have created this blog in order to gain and share information while completing the course, Information Storage and Retrieval LS5013, which I am taking through Texas Woman's University. I am currently a librarian in an elementary school that services grades PK - 5. I love to read, and I am greatly concerned with the number of children I see each week who do not share this love. So many of the students are reluctant to explore the wealth of literature around them. I will research reluctant readers in the elementary school setting in hopes of finding answers of how to open this door to them.
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