Reference Materials and Resources



There so much more available beyond Google!
                     (Retrieved from Google Images)

 Reference resources and materials make up a part of reference services in school library learning commons.  Reference materials can propel and expand students’ learning when they are taught how to access and use it effectively and efficiently.  For this to happen reference resources and materials need to be known and used consistently by students and teachers.  Which is all the more reason to co-teach and collaborate with subject teachers.

In this unit, there were a lot of new learnings for me. Specifically, I really enjoyed learning about the variety of geographical reference sources. I have limited knowledge of this, so I created a list of geographical reference material to have on hand for future reference.   I was also quite surprised and happy to find that there are a lot of free and good resources online such as the National Geographic site. I am still curious about Grey Literature and the Deep Web/Invisible Web. In my readings about Grey Literature, I came across this website that sheds more light on Grey Literature as a reference source. And here is an interesting video that gives a brief explanation of the Deep Web.


( https://www.youtube.com/watch?v=_UOK7aRmUtw )

There is a distinction to be made between Deep Web and Dark Web.  The following link explains the difference and provides more details.  As I read more and research more about Deep Web, I find myself drawn to this topic.  There is even a documentary about Deep Web that was released in 2015.  I have not seen it yet but the sense I get from reading the description is that it seems to portray the Deep Web as something to be fearful of.  Should we fear it? Or is this just a marketing strategy to sell the documentary?  I think it is the latter.

 Unit three has exposed me to some very useful sources of reference material that many teachers and students probably would be unaware of without the assistance and guidance of a TL. A TL with depth and breadth of knowledge in reference materials can surely have a positive influence on students’ learning. I have a great appreciation for the TL as an information expert---they truly are information experts and so much more!
References

Beaudry, Richard, instructor, LIBE 467 63D Information Services I, University of  British Columbia. 2017.

 GreyNet International, Grey Literature Network Service. (2018). Greynet.org. Retrieved 7 April       2018, from http://www.greynet.org/greynethome.html

 Lamo, A. (2017). What is the deep/dark web and how do you access it?. Quora. Retrieved 8 April      2018, from https://www.quora.com/What-is-the-deep-dark-web-and-how-do-you-access-it
National Geographic: Stories of Animals, Nature, and Culture. Retrieved April 7, 2018, from             https://www.nationalgeographic.com/

 What Is The Deep Web? | Mashable Explains. (2018). YouTube. Retrieved 7 April 2018, from             https://www.youtube.com/watch?v=_UOK7aRmUtw

Winter, A., Winter, A., Christin, N., Cohn, C., & Dratel, J. (2018). Deep Web (2015). IMDb.                 Retrieved 8 April 2018, from http://www.imdb.com/title/tt3312868/

Comments

Post a Comment

Popular posts from this blog

The Foundations of Reference Services

Image
Theme 1 Blog Post:  The Foundation of Reference Services As I read and processed new concepts and learnings in this first part of the course readings, it cemented for me the importance of comprehensive and effective reference services in relation to student achievement.   (Retrieved from Google Image) Reference service is defined as “the ability to translate student questions into terms that can be understood by aligning them with proper resources, Reidling; 2013, p. 4”  Many TLs do this by directing students to the various reference sources available to students and staff alike. One reference resource is the online databases, which many school districts have purchased.  In my discussion with my school TL, he has stated that the online databases are not used very much at all.  He has observed that students would simply Google their topic of research and don’t go much beyond that in their research.  The question that comes to mind...
Read more

Evolving Teachers' Practice Through Collaboration

Image
What are the Concerns-Based-Adoption-Model (CBAM) and the Substitution Augmentation Modification Redefinition Model (SAMR)? In order for TLs to support teachers and help teachers evolve in their practice, it is necessary for TLs to have an understanding of the CBAM Model and the SAMR Model.   The CBAM is a model for change in the individual   (Nationalacademies.org, 1987). The CBAM consist of seven levels (see diagram below).  The following video further explains the CBAM model.   The following document provides ways to support a teacher through the different levels of the CBAM model, in addition to outlining the stages of concern. The SAMR Model helps teachers evaluate technology use in their learning and practice, (Educational Technology and Mobile Learning, 2018)    It consists of four levels as seen below  from Kathy Schrock’s website  ( Kathy Schrock's Guide to Everything , 2018) .   Si...
Read more

A Potential Acquisition

Image
Part 1: Dated Reference Resource--DK Eyewitness Book Series The library at my school was recently transformed into a Learning Commons and contains very few printed reference resources. The reference section consists of school yearbooks along with few fact books on historical events and student textbooks (1 st image), and a collection of the DK Eyewitness Book Series (2 nd image). The  DK Eyewitness Book Series is  a collection of fact books on various topics. The current LC’s reference section is in need of good printed reference resources  to supplement and meet the needs of all learners.  As seen in the picture below there are empty shelves (image 3) that need to be filled with good printed reference resources.                         The collection of DK Eyewitness books consist of a total of 80 editions.  Each edition’s copyri...
Read more