Standard 3.2 Access to Information: Candidates facilitate access to information in print, non-print, and digital formats.
“The more you read, the more things you will know. The more that you learn, the more places you’ll go,” – Dr. Seuss. To encourage reading for information, the school library must be well supplied with an array of materials in a variety of formats. To meet the diverse learning styles of students, schools need more than just access to books. Students need to understand how to navigate through non-print and digital formats. To support access to information, I created a pathfinder for use in the intermediate grades with resources on the subjects of plants and animals. This pathfinder aligns with both the third and fourth grade life science curriculum standards. It is critical that the school librarian facilitate students’ approach to accessing information in a variety of formats.
The pathfinder begins with accessing materials in print via subject headings and call numbers. I also included an extensive list of key words that students should be familiar with as they search the library. From there, the pathfinder suggests specific books on a variety of reading levels to meet the learning needs of students. To enhance my pathfinder, I will group books by reading level. This way struggling students will not need to sift through several books they cannot read to find an appropriate book, thus making the information seeking process less frustrating. To engage students, I specifically chose high quality authors such as Eric Carle and Gail Gibbons. It was imperative to select books with outstanding illustrations and supportive text features. To reach reluctant readers, the pathfinder includes periodicals such as ZooBooks, National Geographic Kids, and Kids Discover. Periodicals provide great graphics and information without the density of a book. I located three fiction books that interweaved facts with a fun story. These titles included Ruth Brown’s Ten Seeds and Sue Harris’ The Little Seal. The inclusion of fiction books can spark interest and curiosity in young learners.
To provoke students to exploring topics further, databases such as EBSCO and Gale Animal Sciences’ eBooks are available. As a school librarian, I will guide certain students towards articles I know they will be able to read with success. A database that I will include in my next Pathfinder is SirsDiscoverer. My students access this database the most in my classroom because it is very user friendly. I like that it breaks the articles up by reading levels. Compiling a list of reliable and relevant databases and sources will allow students to start thinking critically about quality websites. I made sure to include sites created by national organizations such as WorldWildLife.org, and the Arkansas state Wildlife series. Web resources can be highly effective since they provide the most up-to-date information. Often web sites are interactive which enables students with different learning styles to be engaged.
To engage students on a higher level, I provided local addresses for outstanding fieldtrips that relate to the curriculum standards. Organizations such as the Hashawha Environmental Center and Bear Branch Nature Center provide free access to students and families. After I created the pathfinder, I later realized that not all students would have access to family trips. To support those students, I will include links to virtual field trips in my next pathfinder. Windows into Wonderland, created by the Yellowstone National Park, is a virtual field trip where students can explore the animals and environment in this amazing park. Virtual fieldtrips can be used in the classroom and at home. Encouraging hands on learning is one of the most authentic forms of accessing information.
Students with a well-rounded knowledge of information sources will become more successful when navigating the library. Breaking the library into manageable pieces can make students feel comfortable when searching for information. Making sure that students have access to print, non-print, databases, and quality websites can promote reading.
The pathfinder begins with accessing materials in print via subject headings and call numbers. I also included an extensive list of key words that students should be familiar with as they search the library. From there, the pathfinder suggests specific books on a variety of reading levels to meet the learning needs of students. To enhance my pathfinder, I will group books by reading level. This way struggling students will not need to sift through several books they cannot read to find an appropriate book, thus making the information seeking process less frustrating. To engage students, I specifically chose high quality authors such as Eric Carle and Gail Gibbons. It was imperative to select books with outstanding illustrations and supportive text features. To reach reluctant readers, the pathfinder includes periodicals such as ZooBooks, National Geographic Kids, and Kids Discover. Periodicals provide great graphics and information without the density of a book. I located three fiction books that interweaved facts with a fun story. These titles included Ruth Brown’s Ten Seeds and Sue Harris’ The Little Seal. The inclusion of fiction books can spark interest and curiosity in young learners.
To provoke students to exploring topics further, databases such as EBSCO and Gale Animal Sciences’ eBooks are available. As a school librarian, I will guide certain students towards articles I know they will be able to read with success. A database that I will include in my next Pathfinder is SirsDiscoverer. My students access this database the most in my classroom because it is very user friendly. I like that it breaks the articles up by reading levels. Compiling a list of reliable and relevant databases and sources will allow students to start thinking critically about quality websites. I made sure to include sites created by national organizations such as WorldWildLife.org, and the Arkansas state Wildlife series. Web resources can be highly effective since they provide the most up-to-date information. Often web sites are interactive which enables students with different learning styles to be engaged.
To engage students on a higher level, I provided local addresses for outstanding fieldtrips that relate to the curriculum standards. Organizations such as the Hashawha Environmental Center and Bear Branch Nature Center provide free access to students and families. After I created the pathfinder, I later realized that not all students would have access to family trips. To support those students, I will include links to virtual field trips in my next pathfinder. Windows into Wonderland, created by the Yellowstone National Park, is a virtual field trip where students can explore the animals and environment in this amazing park. Virtual fieldtrips can be used in the classroom and at home. Encouraging hands on learning is one of the most authentic forms of accessing information.
Students with a well-rounded knowledge of information sources will become more successful when navigating the library. Breaking the library into manageable pieces can make students feel comfortable when searching for information. Making sure that students have access to print, non-print, databases, and quality websites can promote reading.