From: Elizabeth.Probert@f20.n772.z3.fidonet.org (Elizabeth Probert)
Newsgroups: k12.chat.teacher
Subject: Public library use
Date: Sat, 26 Dec 92 12:26:00 PDT
Organization: FidoNet node 3:772/20 - IBM NZ Ltd Gate, Auckland

Hello Jim. I run a High School library in Auckland, NZ and we have just
the same problem. In fact our local Council libraries are so fed up with
so many students arriving expecting to get help that they have told
schools that it is the job of the SCHOOL library to provide curriculum
based material and that the public libraries are there to cater to the
needs of the wider public - at least until students have found
what information they can in their school library.

JM=8>As a children's librarian in a public library system her in
California, JM=8>I have been having a problem with student assignments.
When I go to JM=8>state or national conferences, I find the problem is
almost universal.

JM=8>    Teachers often assign projects for their students expectin them to
JM=8>use the local library for their assignment.  They often assign the same
JM=8>subject for the entire class, and if they are jr high or high school,
JM=8>they might assign the same general subject to several classes.  This is
JM=8>often worsened by the fact that all of the teachers of that grade are
JM=8>required to teach basically the same subjects.

The problem really does lie with the teaching of information skills and
with teachers learning HOW to learn these skills themselves. We are
addressing this problem here around the country with the Diploma of
Teacher Librianship where library teachers gradually try to get other
staff members to realise what is involved.
We use the 6 step method whereby students, having decided on a topic
then brainstorm to discover what they know already about the topic,
then they think about what more they would like to know. They formulate
4 or 5 questions starting with who, what, how etc. That is the end of
the Deciding step.
Step 2 is the FINDING stage When they think of all the places, people
etc they could go to to find the information to their questions. Both
these stages can be done in the classroom and signed by the teacher
before going on to stage 3
USING where students now go the libraries, bbs, people, write letters
etc etc.
Stage 4 is RECORDING ie note making, writing up, collation etc and
Stage 5 is PRESENTING ie putting research findings into final format
which should have been decided at the start. Students should also come
to conclusions and perhaps supply recommendations.
Lastly is EVALUATION to see how they feel about what they did.
The advantage of getting this system goiing throughout the school is
that students gradually become familiar with the process and their
information skills will improve. Also you should not get all the class
'doing' the same topic and slower learners can have their questions more
easily tailored to their needs and the same for very able students.
Of course it all takes time and effort and is a slow process of staff
consciousness-raising so to speak but if most teachers in NZ get to
follow the same system the public libraries should have an easier time.
The other thing is that students are in charge of their learning and so
are more committed - I have had some very good work done this way. It
also helps to get them away from the idea that they need A book and that
if they have A book all will be well. Another no no is letting students
look to see what is available on topics before choosing what to do -
this seems to be not what research is all about.

JM=8>    What do you as teachers think we librarians could do to solve this
JM=8>problem?  Are you expecting to much of us or your students?  Has this
JM=8>problem ever come up with your local library?  Heve you ever even
JM=8>thought about it?

JM=8>    Your help would be greatly appreciated.

Hope this may be of some consolation - we school library teachers are
busy trying to show the public libraries we are aware of the problem.
(Of course some teachers were angry as they felt students were members
of the public too but then if the School Board gives the school library
a good budget then that money should be used for curricualum-based
sources of information. Of course teachers should help school
librarians by letting them know what parts of the curriculum they intend
to teach - it's a real hassle getting that information out of teachers
too in order to buy properly to support the curriculum.

Cheers, Liz Probert

JM=8>--- WM v2.05/92-0170
JM=8> * Origin: Tulare Co Office of Education, Visalia CA (1:214/33)
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