final reflection

The importance and varied methods of ensuring access – intellectual, digital and  physical – is the concept that stand out when I reflect on the learning in this course. It has been interesting to look at library organization through both “micro” and “macro” lenses: from the details of a MARC record to the broader view of the physical library and broader still to include the reaches of the internet. As I am not yet a TL, I have been challenged to reflect on the systems and strategies that I use intuitively and investigate their inherent structure: how they work, how I use them, how effective they are, how they have evolved using new technology, and how I could best teach these strategies to my students.

Many aspects of the activities and assignments in this course propelled me to further explore the uses of technology (computer-based, internet and web 2.0) and how these technologies can facilitate access and information literacy.  I found that I was constantly questioning and comparing the potential applications of these tools that were introduced, and going to the discussion forum to learn from others and to share questions and ideas.  From the initial discussions on the forum, I picked up on tools suggested by other students in the course, like Diigo, which helped me keep track of the overwhelming amount of website references, as well as Google Reader, which more efficiently helped track posts from other students’ blogs. Later, social bookmarking with Delicious was added to the mix. I was compelled to create and use applications that I had no prior experience with, and am pleased to not only have a gained a greater understand of their potential for teaching and learning, but to have been able to introduce them directly into my teaching practice, be it through creating a blog or expanding on the digital mini library for my students to use for book club or a research project.

Importantly, I also gained an awareness of the weakness of particular technology applications.  Investigating metadata, how search engines work, and the filtering that is inherent in the process, emphasized for me the importance of teaching alternative search strategies. Comparing wikis to blogs and webpages also revealed the strengths and weaknesses of each. For example, although I had created and used a wiki before, I became increasingly frustrated in my attempt to use it for the digital library assignment. After reading feedback and looking at examples from other students, I found Weebly to be a much better tool particularly because of its clean design, and the ability to simultaneously include an interactive element through the insertion of a blog. I discovered, however, that it is often not the weakness of the application but rather a weakness in the user that restricts access.  I, like many others in the habit of wanting quick results, only discovered the capabilities of the OPAC when we were instructed to explore it in this course; this again underscores the importance teaching informational skills. The value of standards and classification systems became clear as I struggled through the intricacies of MARC, CIP records, and subject headings, and later compared these with folksonomy tagging. (Paradoxically, MARC records went from incomprehensible to intriguing in their exactitude.)  This is another example of something that I was formerly only peripherally aware of; therefore, I would have been limited in my ability to correct weaknesses in cataloguing or assist students in overcoming research hurdles.  These kinds of hands-on course activities underscored well the professional competencies identified by the CASL in using “appropriate information technology to acquire, organize and disseminate information” and evaluating “different formats and media, both on-site and remote, to support the instructional program” (CASL, 2007). Considering best practice in accessing resources has also made me aware of the importance of sharing and demonstrating this not only with students, but also with my colleagues as a TL. 

Needless to say, my definition of a library collection and access now goes far beyond the physical collection or space. That said, the many conceptual aspects of access covered in this course crystallized through assignment 3’s analysis of the organization of my school library; this assignment made me realize the potential that change could bring. When I first read Loertscher’s article (2008) calling for a library “revolution,” I was skeptical as I tend to be wary of ephemeral theories touted as new panaceas, or of the technology tail wagging the educational dog, and I would still argue that “evolution” is the better term for the direction libraries should take. However, through the course readings, activities and discussions in which we were sharing experiences of changes to the model of the library, I am indeed re-envisioning the space and function of my library. I also visited other libraries to see what changes they had made to move towards a learning commons model. As a result I’ve gone from viewing the current organization of my school’s library as being successful, to focusing on how much better it could be. I found the "Standards for school library facilities" section of Achieving Information Literacy (Asselin, 2003) invaluable in framing this analysis. It is truly exciting to think about how much better we could serve the needs of the students and staff by rearranging the physical space to accommodate flexible use for different activities, ensuring digital and intellectual access through an engaging relevant library webpage and increasing the number of computers; as well as ensuring physical access to the space by extended opening hours.

I feel I participate well in this course overall. Although I am not a TL and could not comment based on actual library experience, I regularly contributed to the discussion forum for required postings based on readings and activities and added others more generally related to course themes. I regularly commented on other people’s postings. I am certainly not the most frequent contributor, but found reading 1500+ discussion posts plus keeping up with reading other people’s blog entries overwhelming at times, and tried not to add to the sheer number by repeating comments if they were already made by others. I tried to expand on ideas from the discussion and readings in my blog and not to simply replicate my discussion posts. I contributed regularly to my blog (other than the weeks when I had lost my login code, but then I kept notes in a separate file that I posted later).  It was interesting to hear about some of the strategies particular to elementary school TLs, that I have little experience with given that I am in a high school setting.  Many of the discussion posts were very helpful in doing assignments and in addressing questions raised in the readings. As a result of the ideas shared in the discussion forum, I now gratefully have a long list of ideas and bookmarks. The discussion ideas often extended to personal discussions with my colleagues specific to our school library and this added to the learning significantly. Overall, I must say that the scope and depth of the content and process of this course allowed me to synthesis ideas from this course and others, as well as to see a practical application to my current environment, and that I value greatly.

perks and relevance

Websites:  I just found myself voluntarily creating a website for an assignment in another TL course, as I found it was the best vehicle for research access.  I would not have considered this without the collection assignment in this course.  I've put that one to the test (with some alterations) with my students and am just going through assessing their research and reflections based on using the site.  Interesting...and pretty successful.  Oh how interesting when the learning from one course feeds another, and more importantly feeds professional practice.

TED talk; search engine invisible filters

I just came across the TED talk by Eli Pariser on "filter bubbles" -- the processes that search engines like google and yahoo are using (with logarithms) that filter results based on user criteria, such as location, what kind of computer is being used, and history of websites most frequently visited.  Pariser argues that a search engine filters for what it assumes the use "wants" to see, and not what the user "should" see.  It effectively narrows our view and awareness of the world, rather than following the axiom of the internet opening up the world.  He points out that in a worrying way, the new "gatekeepers" of information (electronic) or worse than the old gatekeepers (editors, academics, journalists with a code of ethics), and that users are largely unaware of this filtering process.  So, it is quite possible that 10 people doing the same search would come up with 10 different result lists, depending on who they are.  We would be searching within a "filter bubble" based on our past habits.  Worrying indeed.  When we were doing Lesson 3, I missed this.

http://www.ted.com/talks/lang/en/eli_pariser_beware_online_filter_bubbles.html

Digital resources

Absolutely, digital resources are an important part of a school library's collection.  The technology is needed to support this, and it appears that there is money for technology (for "21st Century Learning").  For example, in many districts iPads are being promoted; TLs are being given one to convince them of their usefulness.  Their flexibility and mobility do make them a good option for library use.  They can now be used to word process and are cheaper than laptops or desktops.  But it is the access to resources that is the key here.  Reference material is certainly one area where digital access is most effective, allowing for current information that is easily accessible (and cheaper).  E-books I'm still exploring, and the cost for licenses is something that I worry may mount.  The free e-books should be better promoted as valuable resources.  Within the OPAC itself, there is a wealth of digital resources included selected websites which I was unaware of earlier.  The value of on-line databases cannot be underestimated and districts that have purchased these through district packages offer students an important opportunity in information literacy skills development. 
Teaching students first about the power of the OPAC, then having them explore on-line databases following a demonstration are important steps. I have had students express a degree of relief when they are aware that the sources there are different than by "Googling". It should increase their confidence in the information they are finding and make searching more efficient.  Lessons in  source credibility, however are still imperative. Some of the on-line tutorials on evaluation websites work very well.

Improving organization and access

Like other assignments that I have been able to use immediately in my teaching practice, I like the authenticity of this assignment. This time, however, "reflection" was not part of the assignment, but I wanted to talk about it, so have found the blog venue a good option (I think, really, for the first time). I found it very challenging to reduce the assignment to 1200 words -- I wanted to explain more about of the reasons for and the anticipated effects of changes I suggested, and the many permutations that the plan went through before being reduced to its final form.

Planning for a library reconfiguration was fun.  I had my floor plan and little coloured pieces of paper representing stacks, tables, chairs and 'played' for hours!  How could the library be re-organized to more effectively accommodate students and teaching activities. Although I'm not the TL, I have been dissatisfied with the layout -- frustrated that I cannot communicate with my whole class  without yelling across the library to get their attention, and often craved a more cohesive instructional area. Considering the elements of good library organization and design that I have learned in this and other classes as well as spending time observing students in the space, I sat down to work on my "puzzle".

I liked the methodical criteria in the "Standards for school library facilities" section of Achieving Information Literacy really helpful, and returned to it repeatedly to consider each element of an exemplary library. I also tried to image using the library from a TL's, teacher's and students perspective.  That caused me to rework the design several times.  Costs also gave me concern, as I wondered if the requests were realistic if expenditures would be $20,000. That really made me consider the goals and what value to the school community these changes would have. I spoke with a designer about some of the technical aspects of changes and costs, but certainly more consultation would be necessary if this were to actually move forward (I'm not a designer!).  I also listened to what others said about the space, and accommodating more students/classes was part of the "wish list" both in terms of booking the space and access to a full class component of computers.   That reinforced the importance of dividing up the space for different activities and use for different groups concurrently.  I think each area should be bookable, and this should be available to do online on the (to be created) webpage.

I would love to take on an even bigger renovation that would involve blowing out walls to increase student space, reducing under-used storage space and making the small group work area visibly open with a glass wall, purchasing lower stacks to give the space a more open feel, but I did restrain myself.  I began thinking of this as part one of a bigger project, ensuring that changes in next phase would not necessitate un-doing or re-doing changes made in this one.

I knew technology changes were necessary, but had the traditional TL's concern about the de-emphasis on print when reducing the number and arrangement of the stacks. Through this and other courses I've taken, I have experienced the convenience, become aware of the extent of available on-line resources, and have realized the increased research and exploration that results from availability of on-line resources. I still believe in the value of vetted print resources (and everything is NOT on-line, as many would like to believe) but I increasingly value the on-line resources. The use of e-books are another element I can see growing greatly.  Although I resisted recommending iPads as part of this project plan (I am skeptical of tech fads), when I began researching options and actually using one, I thought they would be the best option: cheaper, mobile, compact, and getting close to the efficiency of laptops in terms of word processing, too.  I remain somewhat concerned about having mixed platforms (PC and Mac) in the library, but this would be less of a concern for students than it would for teachers.  Either way, some ProD training regarding the iPad could be combined with information literacy skills. Increasingly, I can see students using their smart phones to access information, not only for social reasons, but as a tool for academic research, too.  What will that do to our no cell phone policy in school? :)

I really should stop now, as I think this is turning into what my final assignment for this course will be!

OPAC

Destiny is the platform we use, and by spending some time exploring the system rather than just quickly searching and retrieving a resource as is my usual habit, I have discovered how much more it offers. I always used the default "library search" page and paid little attention to "Destiny Quest" "WebPath Express" or "Resource Lists" functions. I also had not noticed that there was a very helpful "Web Sites" tab at the top of the search results page. There are numerous ways to access both physical and electronic resources, and this could appeal to users of different ages. abilities and learning styles. I particularly like the resource lists option for doing research and will use this with my students. To be able to flag items and create a list of resources of interest (without writing it down or printing off an excess of result lists) is handy. I realized the hard way that one needs to be logged in to have these lists saved otherwise it will time out and erase. Being able to print out either a citation version or search list is also a great feature. Destiny Quest, while being more visually appealing, wold be more useful for younger students, but I found it provided too little information for senior students or teachers, and searches took longer. WebPath Express was more efficient providing lots of relevant information in the first results page. The TitlePeek feature provided for some books is also helpful in selecting resources before physically going to the shelf.
The program is easy to use, and offers lots if you take the time to look. I wonder how many users are like me and have only used the minimal tools (always in a hurry). This probably deserves a lesson to students and teachers to help them access information more efficiently and independently. I found the webpage links extremely helpful and can't believe I've spent more time unproductively doing Google searches when I could have consulted the OPAC.
The Administrative functions are also very helpful. In a previous course, using TitleWave collection analysis to a wide variety of reports, I could not imaging doing without it as a TL now that I realize what it is capable of.
The OPAC is very flexible and accessible through the internet from anywhere. Again, I wonder how many teachers realize this. Broader use needs to be encouraged through making users aware about how helpful it can be to meet their needs.

Delicious stack

Here is the link to my Delicious stacks:
http://delicious.com/stacks/view/T0j8XL

Blog catch-up

Drawing from my own notes and sometimes elaborating on discussion postings, here are my catch-up postings for past lessons (they are in chronological order rather than typical blog reverse order):

LESSON 2: ACCESS

All three levels of access are important considerations, and many of you have brought up interesting and relevant points for consideration to which I'll just add a couple comments. Digit access is obviously the most current and quickly changing point. While our library catalogue and online databases are accessible from within the school and from outside, I wonder how many students actually access it. This might be further used by teachers and TL if it means access to more than the catalogue itself. An important consideration is the teaching of research skills that the databases (i.e. online journals) could be used for. I think many of students simply 'google' and hope, rather than using skills to focus searches on reliable sources.
The trend to use e-readers and incorporating digital texts into the collection can have significant budget implications in terms of equipment and site-licenses, though certainly a valued addition particularly if accessible beyond the library itself. From what I can see websites, Youtube clips, webquests are increasingly being used in the classroom, if the equipment is there to use -- and every classroom does not yet have that, nor are there enough computers for a class to access sites individually in my school; computer lab time is sometimes difficult to book, too. But I agree that technology is there to support learning. It can enhance engagement, promote cooperative learning projects through for instance, wikis and blogs, and can make life easier for teachers and TL. It is satisfying, but a continuous process to learn more about the potential of digital technology.
In terms of intellectual access, I've questioned what restrictions are justified for the collection, and find it sometimes is a balance between the freedom/right to individual access and fairness to others. In general, I feel the fewer restrictions the better, but realize that some are necessary with fairness in mind (popular books, lit circle books for classroom use).
A point brought up under physical access made me consider centrally organized resources vs. dept resources. We have a mix in our school, and while it makes sense to centralize teaching resources to manage circulation and access, it still happens that resources are not signed out and therefore go missing (as others have mentioned in their posts). Sometimes key teaching resources (videos) are used for "looser" curriculum connection by other depts which can be a little disappointing for teachers when they go to use the same resource. As AV resources are only teacher accessible now, there is little need for previewing facilities, but I can see that this will change in the future as more resources are digital and will become assessible to students as well as teachers.

LESSON 3:

Interesting that there is a “scholar search” button on Google when you dig.  I wish all page info would come up when you right click.  One has to search further to get authorship/ownership info...and sometime one cannot find it at all.  Therefore delete from using.

From Discussion post:

It's interesting trying to find the criteria used by search engines. Since "Google" has become a verb, it's a good question to ask how the result lists are created. I recall in a web design workshop being told that links and hits will affect the ranking of the site, but didn't pursue it further. Now as I look into the background I find the information on the sites (conveniently? or necessarily?) vague. I also remember being told that the average student does not go past the first page or search results. There is an important role in teaching research skills here. It's interesting to look at a page I see several times a day, as it is my default page, and look at other options and info (i.e "more search tools"), which I like many never pay attention to because I am in the habit of quickly search for specific information.
Both Google and Yahoo reference algorithms (I will not pretend to understand this), and use 200 ways to rank, which includes their definition of "quality" and popularity (which would explain why Wikipedia frequently appears high on the list).
I had not used DMOZ before, and found it more limiting (17 sites listed for "pottery" under "arts") but it certainly led to different sites than Google and Yahoo, so I might check it out further. As others have stated it is a listing not a ranking so serves a different purpose.
Key terms and search terms are important in web searching or catalogue searching. An earlier library collection project I worked on made that clear, too, as I discovered appropriate resources in unexpectedly different parts of the collection due to cataloguing key term and search criteria. Another good thing to remind students of: try your search in a variety of ways.
On an aside: Is it my imagination or does there also seem to be an increasing number of sponsored sites and ads on Google? Wouldn't it be nice if you could close the ad bar permanently rather than having it reappear after each click?

LESSON 4: AACR2

Colour as an index point:  This is a system I used in organizing the resource centre at a small school I worked at, and it became more accessible to students and staff, saved time, and allowed for student independence in their searches. My choice was intuitive – I had not done research into it, but thought it was interesting that some actual libraries have used this system.

LESSON 5: CATALOGUE RECORDS

 

I loved the humour in quotes!

• Some utility-produced card sets still retain ‘See main entry’—a notation library users often seem to interpret as an architectural directive, since they head straight for the front door. —Esther Green Bierbaum ¹
• Video killed the radio star. —The Buggles  (I’m dating myself, probably)
•  “tyranny of binding”

And some people think librarians have no sense of humour!  I actually remember feeling the way Bierbaum describes and wanting to “head straight for the front door” of the old Main Library at UBC.  I was strangely fascinated by the card catalogues and at times baffled, but I preferred them to micro-fiche, which just made me feel sea-sick.  It is amazing the amount of time it took to do research back then.  I loved finding the call number for one book going into the crammed stacks and then perusing the shelves.  I always felt like I was comfortably enveloped by knowledge, slightly intimidated, but intrigued.

Intner, S. & Weihs, J. (2001). Standard cataloguing for school and public libraries, (3rd ed.) Wesport, CT: Libraries Unlimited. Ch 4. pp. 31-82.

• It’s all in the details!  This is an article I will need to refer back to more than once before feeling at all confident about the standards.
• I should have reviewed this more thoroughly before doing the previous activity – all the details are hard to retain on first reading, but start to make sense as you see examples.  It is a decoding exercise: some parts are quite intuitive, others are cryptic.  I again find it hard to believe I worked at an art gallery as part of the staff responsible for published books to accompany exhibitions, and I did not know these things.  Mostly I learned things as we went through the process of publication and working with designers and printers.  So, some aspects of catalogue records are vaguely familiar.  I feel a bit embarrassed that I did not know more at the time.
• It’s strangely satisfying to be able to decipher the meanings behind the codes.  Even as a student and researcher at university, I realize how much of the information that I did not understand, I simply glossed over...and missed helpful information completely.
• Of particular interest is the non book catalogue entries – websites, artifacts, non-published articles.  Although websites and other digital resources will have a increasingly important part in the school library, I find the other types of materials interesting to consider

Reflection

Study the above information. Reflect on how students and teachers could access data about this particular book. What would be the most common ways? Title, key words in the title, author, subject, or key words in the subject.

§         title, key words in title or subject search: Mother Goose, children’s poetry, other titles of poems

§         illustrated edition

§         artist name

§         This would depend on whether searcher already new which book they were looking for, or just searching for books on this subject in general.

ISBN

• Interesting way of creating check digit – but who would have thought it up?!
• I remember feeling a strange authority in assigning an ISBN number to one of our publications in the art gallery where I worked.  After all the had work of writing, edition, publishing, the ISBN was cryptic but legitimizing. I was unaware until now, what the numbers represented

Reflection questions:

Let's look at the access points for this record: Why is the title listed first? What is the 'ix' in the description? Why would bibliographic references be of interest to note in the record?

• Most frequently use for search and also for key word search
• ix?? Index pages or introductory pages?
• check authority, further research (further access points?)

• Call numbers: indicates physical location on the shelves
• classification number (i.e. Dewey) reflects subject content
• housekeeping info: local specific info i.e. copies

What/why first and second level cataloging?

 Second more detailed.  Is this a policy established at the library level?

I chose a selection of items from home and school, which includes: public domain fiction, recently published fiction, non-fiction, DVD, CD.  I was curious about catalogue entry in the three libraries I use most, so compared a number of items using Vancouver Public Library, Burnaby Public Library and the Guildford Park Secondary School Library (SD36).  I found in general that the ISBD information and access points was included in most cases, but entries varied in information area headings and order.  Most items represented the physical item well, and information was at times easier to find in the catalogue than it was in the physical item. I was surprised to find that one item in the school library catalogue was for a different edition than was on the shelf, and as noted, I wonder if this is due to centralized cataloguing or if it was just an error (could  a previous entry have been deleted?). The library systems defaulted to a keyword search, while the school library catalogue had buttons for search criteria, but it appears by simply hitting enter it, too, defaulted to key word, although it does not state that.  I found it interesting that call numbers were structured differently in VPL and BPL – obviously more than one system is being used (i.e. for DVDs).  Additional information in school library catalogue included interest grade level, where in the public catalogues simply indicated it was part of “adult collection”. Having an image is not only appealing, but makes identification of the book and the edition easier.  This would be particularly helpful for students. In general, it was interesting to focus on the content, structure and arrangement of information that I have become accustomed to finding without thinking about how and why it is in the form it is. At the same time it makes me analyze the importance and relevance of this information and what knowledge students have of it.

Item:	VPL or BPL or Surrey School District catalogues	Physical item	Comments
Dante, Divine Comedy	VPL: §    “English” is included in title area, and again in Language area §    additional second line entry: “Additional Contributors” with translator, writer of introduction and writer of notes §      Publication date is for this book, not Dante’s original writing of Divine Comedy (1306) and this is not noted in catalogue §	§   order of writers different on title page in book	§           VPL uses different order for information: 1, 4, 5, 8, 7, then returns to 1 (statement of resp.), returns to 5 (repeats  p. and adds ill. and size), then library identifier §           information is consistent with ISBD, although order and categories differ §           I’m curious why they would repeat details §           While the Dante text would be public domain, a more recent translation might not be?
Elizabeth the Golden Age (DVD)	§       no ISBN §       VPL: call number: 791.4372 E431k BPL: call number DVD Eliz	§   Info is less formatized than in book entries §   Actors listed in different order (neither alpha) §   standard info but tiny so very difficult to find!	§           information is consistent with ISBD (although no ISBN), although order and categories differ in physical item and both library catalogues §          BPL and VPL different system for creating call numbers §          BPL additional line entries and  more detail than VPL (i.e. additional contributors) §          VPL no image of item
Charlie Brown Christmas (CD)	VPL §       more details from front and back cover and liner notes than book entries (i.e. in notes section) §       no ISBN	§   info is less formalized than in book entries	§           Information is consistent with ISBD (but no ISBN) and is very good representation of item
Eyewitness Travel France (non-fiction)	BPL: §       Addition contributors: name only Ardagh, John §       two alternate titles that reflect the item well §       Physical description thorough in describing colour maps and ill. §       Notes includes text from front cover §       both ISBN and ISSN included	§   Authors’ names not on cover §   Entry is for “Main contributor” and lists 9 others after Ardagh §	§           Information is consistent with ISBD, and very detailed §           It is easier to find detailed info in catalogue than book itself §
Life of Pi (fiction book)	SD 36 catalogue: §       indicates large print edition -- inaccurate §       additional information useful to students and staff through “TitlePeek” link §       interesting additional subject links through “Explore” link §       does indicate it is an award winner (under additional info)	§   physical item has award  information on front cover with adds appeal §   ISBN is different --different edition	§           Image of book does not represent book on the shelf – different edition (2003 rather than 2001). This could be due to centralized cataloguing §           Destiny catalogue entry is student friendly.  It doesn’t have same headings but does include ISBD info §           award winner info is more obvious on physical item.

LESSON 6: MARC
Learning to read MARC records is like going from zero to 60...or should I say 001 to 9XX -- in a very short time. Although I'd heard MARC referred to, I had not done anything but skim over the info without understanding it before now. It really took methodical step by step focus. It does, however, start to look like more than gibberish very quickly, but only with continuous references to the LOC and the Sask-Manitoba references for help. I'm glad we do not need to memorize these, although some are starting to stick nonetheless.
It is interesting to see that MARC records for the same resource can have different entries depending on which library has catalogued it, as well as which tags libraries choose to include. Beyond the 3 examples we looked at in this lesson, I also looked at the Burnaby Public library's and my school districts MARC records and again found some different entries, but more in terms of the degree of information not the subfield content -- i.e. VPL tags to 9XX and longer notes. Our school MARC records also have fewer tags used, and I would assume that that has to do with the needs of the users.
Things like multiple ISBNs confused me at first, but I then realized that it referred to paperback vs. hard cover etc. There is logic behind it, and that became clearer with each attempt. I'm still a bit uncertain about records for electronic resources.
I kept my subfield codes on separate lines to keep things clearer in my head, but I have seen them both run together and separated. After a few practice runs even the single line entries became easier to decipher.
It was somehow reassuring the Dawne said in her post that she had library technician training and it still took some work to remember how to do MARC entries. Also, Lenora's reference to the article about transitioning to RDA allowed some relief in thinking that things will get easier.

LESSON 7: CIP

Reflection:
The McCroskey and Turvey reading and the activity in this lesson have made me aware of the potential information available in the CIP on the verso of some books. The examples I chose presented a variety of challenges, from having to search to the back of the book for the CIP, there being none at all, or very brief. The second challenge was finding no record of the book in the British Library and the LC, even though it was printed in the book that it was available there. I assume this might be due to my lack of search ability, but I did try every permutation of search criteria I could think of and referred back to the book jacket for other clues. AMICUS surprisingly came up with the record. I still do not know why, but it was a relief.
Other than that exception, the newer publications seemed to have more detailed information included. I recall from my days working in editing and publication in an art gallery, that we assigned ISBNs but I don’t think we did CIP, likely because we were self-published. It also makes me think about how we do things without fully understanding them as I did then (verso pages, colophon etc.). It took very detailed editing to try to ensure correct info was there and correct. As with other concepts (MARC, AACR2 etc.) it is interesting to decipher the codes and start to see the procedures involved – an overwhelming amount of work goes into keeping library records!
I’m still unclear about the ways of identifying reading levels – it would be helpful to include this for the resources but I’m not familiar with the systems. Will need to investigate more.
How reassuring it is to know that copy cataloguing is encouraged and Catexpress exists. The cataloguing work can be shared, lessening the work, even if enhancements need to be done.

Lesson 8: Delicious and Folksonomy

Another tool and the selection keeps growing. I set up a Diigo site earlier to tag favourite URLs and liked the access it provides from anywhere -- not limited to me laptop. I find that I haven't gone back as often as I thought.
Now I've discovered Delicious. 15 minutes, you said?? Let's just say it's been a lot longer than that. I simply started with a search on Delicious and found numerous resources that were already compiled in stacks by others who are willing to share...many teachers it appears. What a great concept. I found a wide variety of websites, many of which I already have used and listed, but lots of others. I like it. I am now following a number, but have added a handful of sites to my own stack.
I like that tags are suggested, but that you can also add your own. Given the lessons we have done, I tried to be consistent with subject headings for sites I was tagging and found that these were usually the suggested ones.
Like others I experimented on the topic for my website assignment and wanted to have enough tags so that I could split resources into separate units as I develop the site further and broaden the topic. I'm not sure how to do that yet...but I'll try. Good tool...one that I can very much see me using.

My Delicious stacks:

Lesson 9: dDC

• DDC is important for physical collection.  I use steps of finding subject call number, then browse the shelf to look at items in more detail.  In the digital library, will this be as necessary, if one can do keyword/subject searches?
• I had not thought about how bookstores organized their collection.  In thinking about it, I always look for genre or subject headings signs.
• There are loads of interesting activities for teaching DDC.  I can’t think back to ever being taught this in school.  Was it simply a process of discover for me? I recall from childhood the sense of location being significant; the accessible/appealing side of the library was fiction, and the “other” side was for adults (non-fiction). When I did come to use the card catalogue I was fascinated...confused but fascinated.  I can even recall the smell of the drawers and loved that trays pulled out so you could remove drawers. And, oh, how I would love an empty old card catalogue cabinet now!  (to repurpose it, of course)

LESSON 10: Jobbers

In our district catalaguing is centrally done. Even the books that the TL purchases independently from Chapters are catalogued by the district. There is apparently no option to enhance records, as there is a stated goal of standardizing consistent entries. The options presented in this lesson, while interesting to investigate, appear not to be services that we would use (at least not now).
In talking with our TL, she explained that before centralized cataloguing was introduced, she would first search the district OPAC (this is a "Union Catalogue" I suppose); the system allows a simply copy/importing of catalogue records, if the resource is already in the system somewhere within the district. If it was not there, she would go to the LC and copy the information from their records -- creating a new record based on information in LC; therefore, catalogue records were not purchased.
This makes me wonder about Assignment 2 and assigning call numbers and creating records for websites in our digital collection. It would appear that this would not be an acceptable procedure in our district. I'll have to check this out further.
Of the sources listed in this lesson, Follett seems very convenient as it matches the OPAC used in the district and MARC records are available directly through Titlewave. Costs seem reasonable at .69. I'm curious how this compares with what it costs the district to process items. In earlier courses, I used Follet for information like reviews, which was convenient. But I do like the idea of supporting Canadian companies, so would look more closely at ULS.

LESSON 11: OPAC

Students may not take the time to see all the helpful options provided.  In particular refining searches,  power searches (boolean), saving to lists, TitlePeek and further information that would be helpful.  Keyword searches appear to be most efficient, and that is the first button listed.  Broadening or narrowing search terms is something that needs to be taught.

Destiny is the platform we use, and by spending some time exploring the system rather than just quickly searching and retrieving a resource as is my usual habit, I have discovered how much more it offers. I always used the default "library search" page and paid little attention to "Destiny Quest" "WebPath Express" or "Resource Lists" functions. I also had not noticed that there was a very helpful "Web Sites" tab at the top of the search results page. There are numerous ways to access both physical and electronic resources, and this could appeal to users of different ages. abilities and learning styles. I particularly like the resource lists option for doing research and will use this with my students. To be able to flag items and create a list of resources of interest (without writing it down or printing off an excess of result lists) is handy. I realized the hard way that one needs to be logged in to have these lists saved otherwise it will time out and erase. Being able to print out either a citation version or search list is also a great feature. Destiny Quest, while being more visually appealing, would be more useful for younger students, but I found it provided too little information for senior students or teachers, and searches took longer. WebPath Express was more efficient providing lots of relevant information in the first results page. The TitlePeek feature provided for some books is also helpful in selecting resources before physically going to the shelf.

The program is easy to use, and offers lots if you take the time to look. I wonder how many users are like me and have only used the minimal tools (always in a hurry). This probably deserves a lesson to students and teachers to help them access information more efficiently and independently. I found the webpage links extremely helpful and can't believe I've spent more time unproductively doing Google searches when I could have consulted the OPAC.

 
The Administrative functions are also very helpful. In a previous course, with no experience with the system, I was able to access very helpful information.  From using TitleWave collection analysis to a wide variety of reports, I could not imaging doing without it as a TL now that I realize what it is capable of. One follows logical steps and the option is always there to save results.  Finding out that the district needed to request the TitleWave report was initially unclear to me, but other reports I could generate with admin access.
The OPAC is very flexible and accessible through the internet from anywhere. Again, I wonder how many teachers realize this. Broader use needs to be encouraged through making users aware about how helpful it can be to meet their needs.

Here's my digital resource collection webpage:

http://libe465collection.weebly.com/

First posting to LIBE 465 Blog

Reflections on learning: LIBE 465

As a natural organizer, I am looking forward to learning about the systems and principles involved in the organization of library resources.  If this course is anything like past TL courses, I am prepared to be both impressed and daunted by the responsibilities of the TL.  This is my first blog, so it is in itself is a first step with a new aspect of technology.  I hope it to be reflective of my learning, but also concise and have clarity.  (Too often I find the blogs are lengthy but rambling).  I also look forward to the practical application of concepts we will be studying.