Out With the Very, Very Old, In With the New...
The reference resource I decided to evaluate is a very old reference called The International Wildlife Encyclopedia, An Illustrated Library of all the Animals, Birds, Fish, Insects and Reptiles of the World, edited by Dr. Maurice Burton and Robert Burton, published by B.P.C. Publishing Ltd. and printed in London in 1969.
When choosing a reference to evaluate, it was very easy to decide because there were so many examples of "bad resources" to choose from. The reference section in our school library leaves a lot to be desired and would receive a below standard grade based on the Achieving Information Literacy, Standards for School Library Programs in Canada [AIL] (2003, p. 26).
The majority of the collection is very outdated and generally unused. I believe the only time the reference section was used was when I conducted a lesson with my students where they had to find information from an encyclopedia. I was shocked to learn that many students didn’t know what an encyclopedia was!
One of my very first roles as teacher librarian in our school was to review the reference section. The library technician and I were quick to weed out three different series of encyclopedias. They were very old and observably unused. According to Reidling and Houston (2019) “in order to allow the collection to be useful and alive, an active and continuous program of weeding is maintained” (Reidling & Houston, 2019, p. 17). This particular collection has died a thousand deaths and hasn’t been useful for a very long time.
The technician was so quick to remove the resources from the system and discard them that I didn’t get a chance to obtain information regarding just how old they were! I am not sure if they were destroyed and thrown in a dumpster as suggested (Reidling & Houston, 2019, p. 19), but do know they were efficiently removed from the shelves.
Our technician was happy to collaborate with someone regarding culling the reference resources. He didn’t feel it was appropriate to make the decision alone. As Reidling points out it is important to have a “collection development policy” (p. 19) and “effective collection development is done collaboratively” (p. 17). Our library has not had a “qualified” librarian for many years, which is evident in the lack of weeding of our reference resources. https://bctf.ca/IssuesInEducation.aspx?id=13266
As I pondered on which resource to evaluate I decided on The International Wildlife Encyclopedia, An Illustrated Library of All the Animals, Birds, Fish, Insects and Reptiles of the World (1969) because of its general appearance on the shelf. The set’s hardcover surface is drab and yellowed and appears as though it hadn’t been moved in years. In fact the covers were stuck together when I went to retrieve Volume One, and I had to literally pry it off the shelf. Removing and replacing this resource meets the criteria for weeding as laid out by Reidling based on its age, lack of use and appearance (Reidling & Houston, 2019, p. 18).
Although the resource must have been very useful and appropriate in its time, it is, by all means not appropriate for the shelves today. Removing the resource will make “room for newer sources that ensure the collection remains responsive to user needs and optimizes the use of space” (Reidling& Houston, 2019, p. 17).
Updating our collection will create more “information literate citizens”, as is our responsibility as teacher librarians and as a school. “The major learning outcome for the school library program is to develop students who are information literate” (AIL, 2003, p. 4).
The appreciation for the resource, or lack of, is evident where a student has “vandalized” the resource by writing a peers name above the photographs of a baboon in what I view as an attempt at bullying.
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I got a bit of a chuckle because I went to school at the same time as the student whose name was written in the book….(even though we as librarians would never condone writing in a book or name-calling for that matter.) It’s a long story, but just goes to show how long ago the resource was used and how immature some of us were.
Depending on your level of humour here are some examples of how students might "vandalize" a textbook or resource when bored. https://shareably.net/75-people-vandalized-textbooks/
Purpose: Although this resource is not appropriate in terms of when it was published, it is well laid out. The animals depicted are in alphabetical order, the text contains general information, clear headings, information about habitat, habits, feeding, life cycle, and maps of where they are located. Information also includes each animal’s class, order, family, genus and species. Each animal is depicted by a variety of colour and black and white photographs.
The information is obviously very outdated but in my opinion would have been found useful and informative. It definitely can answer many questions and could be used as a starting point for research. It is geared towards an older intermediate audience with sufficient reading skills.
Currency: The International Wildlife Encyclopedia was published in 1969, so is atrociously outdated. Surprisingly it still holds a place on the library shelf. This will be remedied immediately.
Curricular Connections: This resource would not meet the current curricular requirements being well over the 5 year recommended replacement time (Reidling& Houston, 2019, p. 18), or meet the requirements of the BC’s New Curriculum. https://curriculum.gov.bc.ca/curriculum/overview
Instead, I will look for a suitable replacement for the resource. Based on the age, condition, and lack of use finding a more suitable resource should be a “piece of cake.”
It was difficult to find a resource that was comparable with the amount of information included in the encyclopedia set but there are many animal encyclopedia books to choose from. I wasn’t able to find a “set” that covered all animals of the world but rather found many single resources that would be considered beneficial to our collection.
It is a more specific resource depicting animals that are in danger of extinction and not all photographs were taken in the wild or in their natural habitat. Regardless, this would be considered a fabulous resource that is very current and one that I would consider purchasing, but not one that suits the needs of this project.
After endless searching and much consideration I honed in on National Geographic’s digital resource on animals. https://www.nationalgeographic.com/animals/facts-pictures/ It is a free resource that is user friendly and very informational. It surpasses the archaic resource it is meant to replace in so many ways. The photographs are vibrant, colourful and aesthetically pleasing.
Relevance and Scope: This website will “meet the information needs of students and the curriculum” as outlined in Reidling (p.43). The National Geographic animals website meets all the criteria of being a good resource. The information appears to be in all ways, “accurate, current, credible, and relevant to the needs of the school” (Reidling & Houston, 2019, p. 43).
This digital resource will certainly hook students’ interest. The webpage is easily navigated, has a variety of resources embedded within and answers a wide range of queries students may have.
A drawback to the free resource is the advertising that accompanies it. The quality of the information and the reputation of the source far outweigh the annoyance of the advertisements. The videos, photographs and information provided are of exceptional quality.
Admittedly, there can also be “too much information” included on the website which could cause frustration or difficulty with navigation and focusing on a particular topic or set of facts as we are warned about when selecting a reference resource.
Information is well laid out however, with effective use of headings and answers to common questions. The resource includes interactive maps, common and scientific names, and information on habits and behaviour.
COMMON NAME: Gray Wolf
SCIENTIFIC NAME: Canis lupus
TYPE: Mammals
DIET: Carnivore
GROUP NAME: Pack
AVERAGE LIFE SPAN IN THE WILD: 6 to 8 years
SIZE: Head and body: 36 to 63 inches; tail: 13 to 20 inches
WEIGHT: 40 to 175 pounds
SIZE RELATIVE TO A 6-FT MAN:
Although the majority of the website is free there is an option to purchase a subscription to both the print magazine and extended features online for 19.99 a year. (And you get a free bag!). Of course I was sold and bought a subscription immediately.
The subscription includes "Subscriber Exclusive Content" to the magazine which is current, relevant and up to date. There is also access to past issues through the archive on the website.
Although a fabulous resource, I had many questions about the subscription and wondered how the account would be utilized in schools. Would the account be subject to copyright law? Is there a rule to how many people can use one site? I did explore to see if I was able to log in to two separate computers with the same login name and password. I was able to log into both computers at the same time.
Could we buy one subscription and have a general library login and password? Many questions were generated regarding the legality of using a single account for the whole school. After further research I located the "terms of use" to learn, "the Services are intended solely for your personal and non-commercial use." https://www.nationalgeographic.com/legal/terms/. Does this mean legally we are required to purchase a subscription for every person using the resource?
Whether utilizing the free resources or the ones available with a subscription; this reference resource is a useful tool to assist in creating "information literate citizens" who "analyses information critically in all its formats and in all media contexts" (Achieving Information Literacy, 2003, p. 5).
Purchasing a subscription also includes a print magazine. This would be a great addition to the library collection and meet the needs of students who may not be at the level of computer literacy to appreciate or peruse the web based resource. Although not an "encyclopedia" the magazine in print form is something that is tangible, that we can touch, and take with us to a comfy spot in the library to read.
According to the article Print Versus Digital: Four Reasons Why Print is Still Around, "Print stimulates more senses: one exclusive quality that print has and the digital media can never match is just how tangible it is." https://www.mediaupdate.co.za/media/144176/print-versus-digital-four-reasons-why-print-is-still-around
Curricular Connections: The National Geographic website meets student, teacher, school and curricular needs. There are so many aspects to the resource to share them would be an extensive and labouring task. The resources available are relevant to the curriculum in numerous ways.
I will focus on using BC's New Curriculum to connect the resource to the school. To guide students to become 21st Century Learners the National Geographic website will help students "grow into a world that is very different from and more connected than that of generations before." https://curriculum.gov.bc.ca/curriculum/overview
The vast amount of resources and information can only enhance the learning of students. There is something for everybody! Subjects covered range from The Great Pacific Garbage Patch to Biome's to Weathering, to Magma and to the Theory of Evolution. The possibilities for learning and research are endless!
https://www.nationalgeographic.org/education/resource-library/?q=&page=1&per_page=25
The resource is well laid out and has "a well-designed navigation and search interface" (Reidling & Houston, 2019, p. 43). The site has "sufficient depth and breadth of information to meet the information needs of the school and/or student interests (Reidling and Houston, 2019, p. 44).
Locating citations for the information on the website is not easily accomplished. There is however a comprehensive masthead that lists the executive team. https://www.nationalgeographic.com/masthead/
Efficient Use of Library Space: The National Geographic digital reference resource whether the free or subscribed option would not require significant library space. It will require sufficient computer space and or technology like a Smartboard where the information can be shared with the whole class.
Ideally students will use the resource independently to continually develop their objectivity and their ability to question whether ""both sides of a controversial issue [is] represented" and to "be alert to passive or implicit biases as well, such as stereotyping" (Reidling & Houston, 2019, p. 69).
Students can access this resource from home, remotely on a phone or other digital device and at school using a desktop or laptop computer. Access is available anywhere there is an internet connection. If space is not available in the library this resource can be accessed anywhere in the school. It is very convenient and easily accessible.
Although there are many advantages to having a print resource, I have found that the reference resource National Geographic Animal Facts website is user friendly, full of information and easy to navigate.
I will always be of the mind where a "book is better" but I am sold on this resource as a reference tool. Considering the majority of the resource is free it fits into our current budget which is minimal and by far exceeds the interest level of the initial reference resource I evaluated.
Times have changed and we are living in a "digital age." In my opinion students will quickly learn to navigate the various sites and easily find a topic that interests them. Regardless of age or grade there is something for everyone.
The website is vibrant, eye-catching, school appropriate and relevant to the school curriculum. I recommend using this resource in the classroom, in the library and at home. It is a rich resource that can provide a well rounded informative research experience. I am excited to show my students what I have learned.
References
Asselin, M., Branch, J.L., Oberg, D. (Eds.). (2006). Achieving information literacy: Standards for school library programs in canada. Ottawa, Canada, Canadian Association for School Libraries.
Burton, M., Dr., & Burton, R., (Eds.). (1969). The international wildlife encyclopedia: An illustrated library of all the animals, bird, fish, insects and reptiles of the world. Great Britain, B.P.C. Publishing Ltd.
Reidling, A.M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips. (4th ed.). Santa Barbara, California, Libraries Unlimited.
Animal pictures and facts [Web page]. (n.d.). Retrieved from https://www.nationalgeographic.com/animals/facts-pictures
BC's new curriculum [Web page]. (n.d.). Retrieved from https://curriculum.gov.bc.ca/competencies
BC's new curriculum [Web page]. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/overview
Explorer classroom [Web page] (2020). Retrieved from https://www.nationalgeographic.org/education/student-experiences/explorer-classroom/
Gray wolf [Web page] (n.d.). Retrieved from https://www.nationalgeographic.com/animals/mammals/g/gray-wolf/
Jackson, C. [Web page]. (n.d.). Seventy five times bored students vandalized textbooks in the best way possible. Retrieved from https://shareably.net/75-people-vandalized-textbooks/
National geographic education resource library [Web page]. (n.d.). Retrieved from https://www.nationalgeographic.org/education/resource-library/?q=&page=1&per_page=25
National geographic media staff [Web page]. (2020). Retrieved from https://www.nationalgeographic.com/masthead/
Photo Ark [Web page]. (n.d.). Retrieved from https://www.nationalgeographic.org/projects/photo- ark/explore/
Print vs. digital: Four reasons why print is still around [Web page]. (2018). Retrieved from https://www.mediaupdate.co.za/media/144176/print-versus-digital-four-reasons-why-print-is-still-around
School libraries [Web page]. (2020). Retrieved from https://bctf.ca/IssuesInEducation.aspx? id=13266
Terms of use [Web page]. (2019). Retrieved from https://www.nationalgeographic.com/legal/terms/
VanderBorght, M. National geographic education website review. Retrieved from https://www.commonsensemedia.org/website-reviews/national-geographic-education
Why we weed [Web page]. (n.d.). Retrieved from http://awfullibrarybooks.net/why-weed/
Roberta this was such an enjoyable read! I was laughing out loud reading about you and Duane - hilarious that you recognise your peers! I'm a bit jealous as I moved from the prairies so there's no chance of a fun connection like that and as a TL in a brand new library I didn't have any old resources to really dig into. We also love the National Geographic books and I agree with your choices for replacements. A subscription to the print material does seem really expensive and I don't think we could afford it in an ongoing manner either - it would be hard to justify when there are so many great NG resources online. We have the subscription to the online versions paid for by our district and they are fantastic. If that's the direction you choose to go, you won't regret it.
ReplyDeleteThank you for your feedback and input on the choice to replace the resource with National Geographic. I found it funny and really did laugh out loud when I saw what was written in the book. Of course we had to wonder who wrote it. I checked the name on the sign-out card, but the student just used their initials. The memory brought me back to the days of being a student and some of the shenanigans we would get up to.
DeleteI absolutely love being able to teach in my home community in the school that I grew up in. It is truly a pleasure and am related in some form to more than 1/2 the students in the school!