Reflection 1
I think more than anything, the readings and class discussions have given me the language and vocabulary to voice thoughts about what a Media Center can and should be that I was lacking.
Instead of setting up a meeting with a classroom teacher to show some of the databases and resources the library has because intuitively it feels right to me, I can look at Knapps’ teaching the teachers initiative at Wayne State (Thomas, Crow & Franklin, 2011) as a precedent.
Rather than avoiding stand-alone library lessons because I don’t think they’re very effective, I can now point to research by Goodin and Kester that show the ineffectiveness of certain types of library skill instruction (Thomas, Crow & Franklin, 2011).
While I won’t say I “enjoy” reading standards, it’s reassuring to know that thought has been put into what it is school librarians ought to be doing -- more specifically what we want the kids to be able to do. The MEMO standards and the AASL standards initially seemed too daunting, but lately I’ve felt more empowered knowing I have a source to help me figure out what I should be doing with a classroom of first graders or any grade in the media center.
Most of my deeper reflection came while reading about Kuhlthau’s ISP. Again, gaining a vocabulary for the search process -- initiation, selection, exploration, formulation, collection and presentation -- makes it easier to examine. I can think about how I design my lessons and if they focus on a certain aspect of the process or ignore another. And while I might not remember the terms six months from now, at the very least I know I’ll remember that searching is a process and that my lessons need to address the process.
Media specialists need to know not just how to find or access content, but to use the tool (applications, websites, et.) that create content. This blog and my earlier experience with Jing showed me that I just need to dive into new platforms, and not worry about if it’s perfect, professional and polished the first time. After all, I certainly don’t expect that from my students, so I shouldn’t expect it of myself. Mastery comes with time, practice and patience.
Thomas, N.P., Crow, S.R., & Franklin, L.L. (2011). Information literacy and information skills instruction: Applying research to practice in the 21st century school library. Santa Barbara, CA: Libraries Unlimited.
Instead of setting up a meeting with a classroom teacher to show some of the databases and resources the library has because intuitively it feels right to me, I can look at Knapps’ teaching the teachers initiative at Wayne State (Thomas, Crow & Franklin, 2011) as a precedent.
Rather than avoiding stand-alone library lessons because I don’t think they’re very effective, I can now point to research by Goodin and Kester that show the ineffectiveness of certain types of library skill instruction (Thomas, Crow & Franklin, 2011).
While I won’t say I “enjoy” reading standards, it’s reassuring to know that thought has been put into what it is school librarians ought to be doing -- more specifically what we want the kids to be able to do. The MEMO standards and the AASL standards initially seemed too daunting, but lately I’ve felt more empowered knowing I have a source to help me figure out what I should be doing with a classroom of first graders or any grade in the media center.
Most of my deeper reflection came while reading about Kuhlthau’s ISP. Again, gaining a vocabulary for the search process -- initiation, selection, exploration, formulation, collection and presentation -- makes it easier to examine. I can think about how I design my lessons and if they focus on a certain aspect of the process or ignore another. And while I might not remember the terms six months from now, at the very least I know I’ll remember that searching is a process and that my lessons need to address the process.
Media specialists need to know not just how to find or access content, but to use the tool (applications, websites, et.) that create content. This blog and my earlier experience with Jing showed me that I just need to dive into new platforms, and not worry about if it’s perfect, professional and polished the first time. After all, I certainly don’t expect that from my students, so I shouldn’t expect it of myself. Mastery comes with time, practice and patience.
Thomas, N.P., Crow, S.R., & Franklin, L.L. (2011). Information literacy and information skills instruction: Applying research to practice in the 21st century school library. Santa Barbara, CA: Libraries Unlimited.
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