Clearing the Fog

Three weeks into the course, LIBE 467 - Information Services 1, and I'm still feeling a little disconnected from the content. It's slowly coming more into focus, and I think, once my textbook arrives, I'll feel way surer of what I'm learning about. Returning to school, and trying to create a primary classroom with limited sharing of resources, more individual learning and games, and encouraging students to wash their hands constantly, not touch each other, and not help another student pick up their spilled pencil case, has left my brain a little foggy. I've had to implement a lot of new routines in my class and create individual sets of STEM bins and math manipulatives. I think, once all the new routines are in place, my brain will clear up. 

I have enjoyed the learning so far, in the course. I really enjoyed learning about the different Research Models. I particularly liked reading about The Points of Inquiry Framework from the British Columbia Teacher-Librarians' Association, as well as the Super 3 Model by Eisenberg and Berkowitz. While not realizing it until now, I use the Super 3 model almost every day in my teaching. It's embedded in the way I structure my lessons. I also regularly get students to go through the process when completing writing assignments, art projects, research projects, and STEM activities. I think the model is great for primary aged students, and if I ever teach older students, I'd like to look into the Big 6 model further. The Super 3 is a simple model that is effective for the age group I'm currently teaching. 

The Points of Inquiry Framework really intrigues me, and I'd like to study it further and introduce it into my teaching. I really like the terms and layout of the steps. I will definitely be using this resource regularly in the future. 

Something I learned this week, which I found really surprising, was that my school doesn't have a physical reference section. That really surprised me! There are other elementary schools in the district that don't have them either. The materials were extremely outdated, and the physical reference section was too expensive to maintain. I completely understand the reasoning, but wonder if relying solely on a online reference section is limiting? What if students don't have technology at home? Many schools also have limited technology, so classrooms can't regularly access these online materials. 

A lot of the online reference materials are a lot more engaging than the reference section I remember when I was an elementary school student. This week I took a more thorough look at my school’s online reference materials, and there are some great sites we have access to! Below are just some of the learning resources our school, and district, has access to:

As I finish up this post, I'm beginning to feel a lot more connected with the course content, then I was when I started it. Looking back on what I've learned these last few weeks, and reflecting, has allowed the information to sink in more. I'm definitely interested in continuing to learn about the reference section, of a Learning Commons, and the upcoming assignment where we have to assess a reference material from our school library. Though since my school doesn't have a reference section, I may have to assess one of the online reference sites.

Ms. Armstrong

References

British Columbia’s Teacher Librarians Association. (January 2011). A Framework for Information Literacy and the 21stCentury Learner. https://bctla.ca/resources/point-of-inquiry/

Destiny.sd68.bc.ca. 2020. Welcome To Nanaimo Ladysmith Public Schools. [online] Available at: <https://destiny.sd68.bc.ca/> [Accessed 27 September 2020].

Riedling, A. & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips (4th ed.) [eBook edition]. Libraries Unlimited.

TheBig6.org. 2020. The Big6 And Super3 — Thebig6.Org. [online] Available at: <https://thebig6.org/thebig6andsuper3-2> [Accessed 27 September 2020].