Exactly, Robert. And remember that you are going to be sending those =
catalog records with the "creative" headings off to a consortium. The =
records may not pass the entry test with 100 subjects (a subject has to be =
20% of content before it is appropriate), or they may reference something =
that is taught at only your school, in which case you are going to have =
students all over your region/state asking to ILL material that may only =
mention a topic in passing.
=20
Handholding is a wonderful thing, and librarians do a good job of it. But =
in this case it may be that the librarian is making clerical work to avoid =
actually working with students. Not to mention perpetuating information =
illiteracy and passing it along to the next level of education, be it a =
higher K-12 school, a college or university, or the public library. Isn't =
it better to teach them to fish than to toss them a fish?
=20
=20
Carol Simpson, Ed.D.
Asst. Professor - School of Library & Information Sciences
University of North Texas
PO Box 311068
205 Chestnut, ISB #205
Denton, TX 76203
940-565-3776 (voice)
940-565-3101 (fax)
csimpson@lis.admin.unt.edu
=20
>>> Robert Eiffert <beiffert@COMCAST.NET> 02/26/04 05:55PM >>>
Whenever I start mucking about in the catalog, I realize I have to be just
about unaccessable to the kids (and teachers), one of those left brain/righ=
t
brain things. So you might find yourself being a lot more librarian and a
lot less teacher as you start to modify all the records involved. Plus
whatever learning curve in cataloging is involved. This is assuming that =
the
catalog records are good ones to begin with.
I wonder if developing some flyers, posters, resource guides, or pathfinder=
s
wouldn't be more efficient. Especially if passed out during a class =
overview
before a project starts.
Not to mention that the students will discover that the public library
doesn't 'google' their catalog.
Robert Eiffert, Librarian
Pacific Middle School
Evergreen SD 114 Vancouver WA
beiffert@egreen.wednet.edu=20
pac.egreen.wednet.edu/library
robert@crypticmachinery.net=20
> As I watch students (I'm in a high school of 500, grades 8 to
> 12) search my catalogue I see that their expectations have
> been established by Google: when they do a keyword search for
> 'marijuana' they expect to find every book with information
> about marijuana; of course, that is not what happens; they
> find only the books with the word 'marijuana' entered
> somewhere in the record. I then tell them they need to
> broaden their search -- "try 'drugs' or 'drug abuse'" -- and
> many more hits appear.
>
> There is no chance I am going to effectively teach even a
> small minority of our students how to 'broaden the search'
> (my half-time librarian status is just one reason), so I'm
> thinking that my catalogue has to be more Google-like. To
> that end I am considering adding many more keywords to the
> book records. My first thought is to select keywords from the
> table of contents of a book and list them in the 'note' field
> of the book record.
>
> I would appreciate your opinions about all this, and I would
> especially like to hear from anyone who is already doing this.
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