Too often public library patron as well as students leave thew library in
frustration because they cannot find what they want and are afraid to ask
the librarian trained to help because they "are supposed to know" this. Why
NOT have the person trained in location lighten the load by making the
resources easily available. I agree with Deborah Staffords reply to this
problem (see another message) in which she says that the first person gets
all the materials. Pulling and reserving the materials makes sense. We
cannot read and write and think for the student and that is what is
important. Knowing who to ask is as important as finding the information
for yourself.
Cheryl A. Sturgeon
Elem. Media Spec.
Highland Local Schools (OH)
csturgeo@ohio.net
----- Original Message -----
From: "ngros" <ngros@BELLSOUTH.NET>
To: <LM_NET@LISTSERV.SYR.EDU>
Sent: Saturday, October 30, 2004 1:45 AM
Subject: Re: Question: Should research be a struggle?
>I am fairly new at being a media specialist, but in my humble opinion, I
> feel we do students a disservice when we pull books for classes and put =
> them
> on a cart. I have to disagree with the statement that it is more =
> important
> that students understand and can synthesize the material than locate it. =
> I
> believe that teaching students how to locate materials is as equally
> important as synthesizing the material. After all, students will have =
> to
> locate material on their own when they go to the public library and when
> they go to a library at the college level. What is the point of us =
> teaching
> the Dewey Decimal System if we don't intend for our students to use it?
> They will not retain what we have taught them unless we encourage them =
> to
> put their skills to use. It is most frustrating to me when classes come =
> to
> the media center and teachers do not want to take the time to have =
> students
> locate materials on their own without total assistance from me to =
> expedite
> their search. I advocate for more library time to be built into the =
> lessons
> whenever I collaborate with teachers and whenever I am able to speak to =
> the
> faculty so that students can have the time that it takes to utilize the
> tools and skills that I am there to provide. Just my two cents worth =
> for
> all it's worth.
>
> Neena Grosvenor, Media Specialist
> Silver Lakes Middle School
> North Lauderdale, Fl. 33068
> ngros@bellsouth.net
>
>
> -----Original Message-----
> From: School Library Media & Network Communications
> [mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Dr. Allan O'Grady Cuseo
> Sent: Thursday, October 28, 2004 11:18 AM
> To: LM_NET@LISTSERV.SYR.EDU
> Subject: Re: Question: Should research be a struggle?
>
>
> I do a combination of everything. For freshman and sophomores I often =
> pull
> materials and have them on a cart. I believe it is more important they
> understand and can synthesize the material than locate it. I do, =
> however,
> tell them how I found everything using the OPAC as an example and any =
> other
> source I used.. At times I may have 5-6 carts going with teacher name =
> and
> class signs on the carts. I am also a stickler on putting materials =
> back -
> spines out- right side up, etc. and NEATLY.
>
> For upperclasspeople I give them some hints or perhaps place one or two
> references they will probably miss on the cart. I review a few =
> researching
> techniques and then they are on their own. Each class that comes in with =
> the
> assignment adds to the cart. Nothing circulates until the assignment is =
> over
> (except for overnight). This process seems to work well. If it is a =
> major
> assignment -- 20-30 page paper, for example - I discuss inter library =
> loan -
> ask which public libraries (this could cover 3 counties), college and
> university libraries they may be visiting - then alert those particular
> libraries. For some who have limited travel access I teach them how =
> research
> the various libraries and their catalogs and I inter-library loan the
> materials for them.
>
> Allan
>
> Dr. Allan O'Grady Cuseo (Brother Donogh Allan, MGC)
> Bishop Kearney High School Library
> 125 Kings Highway South
> Rochester, New York 14617
>
> 585-342 - 4000 x231
> 585-342 - 4694 (FAX)
>
> acuseo@bkhs.org
>
> Education in the tradition of the Christian Brothers and the School =
> Sisters
> of Notre Dame FAC OMNIA BENE (Do all things well)
>
> PRIVILEGED AND CONFIDENTIAL INFORMATION: The information contained in =
> this
> electronic transmission, and any documents attached hereto, may contain
> confidential information that is legally privileged and confidential. =
> The
> information is intended only for the use of the recipients (s) named =
> above.
> If you have received this electronic message in error, please notify the
> sender and delete the electronic message. Any disclosure, copying,
> distribution or the taking of any action in reliance on the contents of =
> the
> information received in error is strictly prohibited.
>
>
>
>
>
>
>
>
>
> ----- Original Message -----
> From: "Paula S. duFeu" <DUFEP@GULLIVERSCHOOLS.ORG>
> To: <LM_NET@LISTSERV.SYR.EDU>
> Sent: Wednesday, October 27, 2004 10:08 AM
> Subject: Re: Question: Should research be a struggle?
>
>
>> We , too, have reserve book carts when teachers bring classes in for =
> =3D=20
>> research. The rationale: It's easier for us to have the books on a=20
>> cart =3D than to allow the kids to waste time by looking for their own =
>
>> resources. =3D Another reason we do this is to make sure that all of =
> the=20
>> books can be =3D accounted for at the end of each period, and the fact =
>
>> that, when WE =3D finally put the books back, we can be sure that they =
>
>> have been shelved =3D correctly. I agree that kids need to learn to =
> do=20
>> their own research, =3D but with a 45 minute class period, this works=20
>> best for our students, our =3D teachers and us. =3D20
>> =3D20
>> Paula Shipley du Feu
>> Director of the Library
>> Gulliver Academy
>> Coral Gables, FL
>> dufep@gulliverschools.com
>>
>> ________________________________
>>
>> From: School Library Media & Network Communications on behalf of Gail=20
>> =3D Smith
>> Sent: Wed 10/27/2004 10:05 AM
>> To: LM_NET@LISTSERV.SYR.EDU
>> Subject: Re: Question: Should research be a struggle?
>>
>>
>>
>> I see two sides to this question. First, I fully agree with your=20
>> focus =3D on online databases in that they are sources of=20
>> research-quality =3D information
>> and include many sources not available through the usual Google =3D
>> searches. I
>> agree too, that some preliminary exploration on your part could =3D
>> eliminate
>> topics that are just too broad or too narrow, leading to impossible =
> =3D
>> search
>> tasks.
>>
>> On the other hand, I agree that pathfinders and reserve book carts are =
>
>> =3D good tools for students learning to do research, but at some =
> point,=20
>> the =3D students
>> need to set off on their own, without this kind of support. I guess =
> the
>> disagreement you are having with the teachers centers on when this is
>> appropriate. At my school, (granted, these are gifted students) =
> eighth
>> graders do most of their research without the "crutch" of a pathfinder =
> =3D
>> or
>> preselected books. Part of what they are expected to be learning and
>> practicing are the search skills to define the topic, identify search =
> =3D
>> terms,
>> use the results to refine and focus their search, then evaluate the =
> =3D
>> sources
>> they find. A pathfinder or preselected books deprive them of this =3D
>> practice.
>>
>> Before this is taken as a flame, let me emphasize that I fully =3D=20
>> understand that there are students for whom the "crutch" is necessary=20
>> and =3D appropriate.
>> Just as I would not deny a student with a broken ankle the use of =3D
>> crutches,
>> so I would not deny the use of research supports for those who need =
> =3D
>> them. I
>> just want all of my students to progress as quickly as they are able =
> to =3D
>> the
>> independent research skills that they will need in the future when
>> pathfinders and reserve book carts are not made available to them.
>>
>>
>> --
>> Gail Smith, NBCT
>> Librarian & Tech Facilitator
>> Edison Regional Gifted Center, Chicago gsmith@edison.cps.k12.il.us
>>
>>
>> on 10/27/04 8:21 AM, Nancy O'Donnell at odonn247@ADELPHIA.NET wrote:
>>
>> > I am working with an 8th grade team planning an interdisciplinary =
> =3D3D
>> > project. At yesterday's meeting I was criticized by one of the =3D
>> teachers =3D3D
>> > about asking to see the topic list. She stated that research NEEDS =
> to =3D
>> be =3D3D
>> > a struggle. Students should not be using pathfinders or information =
> on =3D
>> =3D3D
>> > reserve book carts. This isn't real research. She doesn't like that =
> my =3D
>> =3D3D
>> > library program emphasizes the use of our online databases. My goal =
> is =3D
>> =3D3D
>> > that students have a positive experience. If I can't locate =3D
>> information =3D3D
>> > on the various topics, what makes them think that students can. It's =
> =3D
>> =3D3D
>> > almost as if they are setting this project up for failure.=3D3D20
>> > I have many students that are not reading at grade level, =3D
>> comprehension =3D3D
>> > skills, notetaking skills and writing skills are very low. My school =
> =3D
>> did =3D3D
>> > not achieve our goals for the NYS English Language Arts test. =
> =3D3D20
>> > What are your opinions about pathfinders and seeing topic lists =
> prior =3D
>> to =3D3D
>> > student's researching? Thanks for your help and allowing me to vent.
>> >
>> > Nancy O'Donnell
>> > Library Media Specialist
>> > odonn247@adelphia.net
>> > Hoover Middle School
>> > 249 Thorncliff Rd.
>> > Buffalo, N.Y. 14223
>> >
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