As
Brookside students become more acquainted with library materials and the skills
that are needed to support authentic, meaningful research, there is an air
of excitement and willingness to explore, and to be focused on the process
and complexity of accessing information from print and electronic sources.
The library provides a comfortable atmosphere that supports the learning process
by enabling students to utilize spaces designated for specific purposes. The
library curriculum is designed to promote critical thinking by utilizing tools
and methods that engage and motivate students. Students learn through the
research process that there is a structure to guide their inquiry. Students
learn that there is structure to guide their search methods using paper and
technology tools. Authentic dialogue is nurtured among students as they acquire
new knowledge. The communication and collaboration among librarian, students,
and teachers is rich and continues to evolve from day to day.
A
library is a valuable composite of computers, books, periodicals, videos,
signage, bulletin boards, design, colors, and textures, all important elements
which house and support the dissemination of information. A librarian directs
users to information that might be useful and influential within the context
of the users' needs. The process of information seeking to find new understandings
and meaning supports lifelong learning. But more precisely, a library is an
institution that promotes lifelong learning through an ethical prowess that
reaches far beyond the immediate. Indeed, the library composite is governed
by a code of ethics, directly and indirectly, that is, in and of itself, the
abiding structure for all libraries. Libraries were founded to promote literacy
for all citizens and to provide services that are fair, just, friendly, and
respectful to users. The Brookside library attempts to promote and provide
for the comfort and literacy needs of all students.
Understandings of intellectual freedom, access to information and the ability to evaluate and make decisions within a structured framework all help to direct the developing, autonomous child. The young, independent learner becomes empowered by disciplined efforts that are achieved through the flow of constant discourse, reflection and feedback. The physical space and atmosphere of the library supports authentic involvement, exploration, discovery and contributes to the well-being of the school community. Differentiation is recognized and respected, as individual learning styles and varying levels of learning are supported through the process of inquiry. It is the librarian's responsibility to guide and empower students with the tools and information that will influence and ultimately encourage autonomous productivity. The library is the common space for social development for all children. Ethically, it is the librarian's responsibility to communicate through a number of actions and activities the relevance and clarity of purpose for an individual's information pursuits. The children must know that their personal involvement with reading and writing, literature, the research process, meaningful technology integration and their ability to communicate their needs and ideas to others, better prepares their place in an active, global community and society.
"Teachers must be prepared to empower students with the advantages technology can bring. Schools and classrooms, both real and virtual, must have teachers who are equipped with technology resources and skills and who can effectively teach the necessary subject matter content while incorporating technology concepts and skills. Real-world connections, primary source material, and sophisticated data-gathering and analysis tools are only a few of the resources that enable teachers to provide heretofore unimaginable opportunities for conceptual understanding.
Traditional educational practices no longer provide prospective teachers with all the necessaray skills for teaching students, who must be able to survive economically in today's workplace. Teachers must teach students to apply strategies for solving problems and to use appropriate tools for learning, collaborating, and communicating. " (National Educational Technology Standards for Teachers, p.5)
Technology tools utilized by Brookside Students:
Infocentre - Online library book catalogue. Students learn basic skills to navigate the online catalog beginning in Kindergarten. Students begin to understand that a match can be made between the call number on the computer screen and a book on the shelf. Students type after first writing the subject accurately with paper and pencil. After typing in the subject, students click on the search button and get a list of book titles. A title is chosen and the call number is written down. Students are guided to the area where the book can be found and then match the written call number to the call number on the spine of the book. This is the first, second and third step of the research process: choose subject, seek the correct area and locate the book.
Inspiration - Students use Inspiration software to map their ideas. These are called "thinking maps" or "concept maps" or "graphic organizers", which help students to visually organize new information before presenting.
Microsoft Word- Keyboarding is essential in the primary grades. We advocate familiarity with and application of introductory, low-level keyboarding skills. Students learn letter identification, space bar, shift key, basic formating, delete and cut/paste.
Powerpoint- Powerpoint skills are learned in the second grade following the second grade library research project. Students map their notes with pencil and paper before creating slides to represent their new understandings to share with peers.
Internet - Students use bookmarked Internet sites to gather information for their research and to insert digital images to support the text.
