Competency: Additional Search Practice

Browsing Search in Books in Print

I conducted a Browsing Search in Books in Print (BIP) database. First, I browsed the Subject (All) Index and entered s1 project based learning. I was directed to Project Management. No hits for my topic. Then, I started a new search and browsed the BIASC Subject Index and entered s1 project based learning. I was directed to Psychology. Next, I browsed the sub-subject Psychology-Education and Training. Again, no relevant hits were retrieved.

I began a third new search and browsed from the Quick Search, Keyword in Title from the drop down menu and entered s1 project based learning.

The result was 29 hits. I found 27 relevant to school based education.

The browsing search approach is a simple search strategy and the database does have a help function with downloadable user guides if I had wanted to continue with a different type of search. The browsing search did eventually bring relevant results but it took time to browse different fields. I would not use this approach when needing relevant information quickly.

Competency: Additional Search Practice

Building Block Search in DIALOG. The selected database is ERIC.

For the search, I used my blog topic Project Based Learning. I entered a string in the command box ss project based learning or problem based learning. Here are the hits:

Next, I entered in the command: ss teacher or educator. Here are the hits:

Lastly, I entered the command: ss learning style? or teaching method? Here are the hits:

Now, I have my three facets, I combined them by the command: ss s3 and s6 and s9.
Here are the hits: 195

I decided to set limits and entered a publication year following my blue notes
ss s10/2005 which resulted in 20 hits.
I wanted to know if there was any information exclusive to the current year and entered ss s10 and PY=2010 which resulted in 6 hits.
Here are the results and one of the hits.

I wanted to check for any misses using a different term. I entered the string in the command: ss inquiry based learning and received 0 hits.

Here is the cost:

I performed a building block search in DIALOG after printing the blue sheets, practicing on ONTAP, and studying the course notes. For a novice, the quick reference card and blue sheets must be printed off before planning the search. There are many codes to remember. It is apparent that a lot of time and money is consumed if the searcher must continuously refer to the blue sheets during a search. DIALOG is complicated and would not be my first choice in conducting a search.

Competency 9: Internet

I used Google Search with the phrase project based learning and found the Buck Institute for Education, Project Based Learning for the 21st Century website at http://www.bie.org/

The Buck Institute for Education was founded in 1987 to improve education by developing the teaching practice for Project-Based Learning (PBL) in order to give students real world experiences. The reason I chose this website is because it brings together many partners in educational research for PBL to support teachers and engaging students. The research is an important area of the organization’s goal for design, evaluation of learning methods, professional development, and collaboration with many school design organizations. It will be necessary for the school librarian to collaborate with the teacher in the management of student groups and assisting with technological resources. This website is important for my topic as it moves through different pages to explain what PBL is, examples, online project libraries, advice from teachers in preparation, planning, and assessing. It also includes a research page with many articles the design is based on.

Competency 8: Research Visual/Multimedia

I found this image by searching project based learning on Google Images. http://www-cdr.stanford.edu/~leifer/publications/Osaka95/images/Osaka953.gif

I chose this image because I believe that it represents the research indicating how learners access their own learning in producing the project or final outcome in project based learning education. At the time of this research, technology was still evolving and the research proposed that Project-Based learning would become widespread and that the student products would support the curriculum and learning process (Leifer, 1995). I believe that this validates the need for continued research and the vision of how technology will become essential in the learning process. The research was carried out in the Center for Design Research in the Department of Mechanical Engineering at Stanford University, Stanford, CA for undergraduate and graduate students, but it can be seen how this educational process can be utilized in all grade levels.

Leifer (1995) stated the following:

Project-Based-Learning is both old and new. It is familiar as the classical conveyor of skills through apprenticeship. It is new as re-interpreted to be the formal process of linking and integrating theory and practice. Through emerging communication technology it is almost revolutionary in given power back to the learner to structure and assess one's own learning performance at all levels of professional development. (Conclusion section, para. 1)

Copyright information:
Leifer, L. (1995). Evaluating Product-Based-Learning Education. Paper presented at 1995 Osaka Conference. Retrieved July 8, 2010, from http://www-cdr.stanford.edu/~leifer/publications/Osaka95/Osaka95.html

Competency 7: Image

I searched Google Images with the phrase project based learning. The results of the search produced the image located at http://edtech.boisestate.edu/krice/PBL/modules.gif.

I chose this image because it replicates the sequence of steps in which educators and librarians can follow when utilizing the teaching strategy implementing project based learning. The tutorial defines the concept of project based learning (PBL) and each corresponding step presented in the image. During the search process the image was found to be part of a paper from Kerry Lynn Rice, M.S. http://edtech.boisestate.edu/krice/PBL/developing_an_interactive_course.htm which sites the website Project Based Learning, The Online Resource for PBL at the link http://pbl-online.org/default.htm. When retrieved from the website, the image is interactive so that each module can be explored. I noticed that this image was being posted by other individuals’ blogs or wikis. It was an interesting search in itself to locate the origin of the image. I found the image helpful in understanding how to create this type of learning environment. For example, in the first module, Begin with the End in Mind, it has 6 areas or exploration and 2 areas for practice: Develop a Project Idea, Decide the Scope of the Project, Select Standards, Incorporate Simultaneous Outcomes, Work from Project Design Criteria, Create the Optimal Learning Environment, Choose a Strategy, and Choose a Project. This image led me to an amazing website.

Copyright information:
Department of Educational Technology, Boise State University (2005). Standards-Focused Project Based Learning Online Course. Retrieved July 9, 2010, from The Buck Institute for Education and Boise State University, Boise, ID. Web site: http://pbl-online.org/default.htm.

Competency 6: Citation Pearl Growing Search Strategy

In searching the database, Academic Search Complete, using the citation pearl growing search strategy my first search was s1 project based learning. The return was 296 hits. I modified the search based on the results. I read the titles and descriptors of the first results and selected the term s2 inquiry. The modified query resulted in 25 relevant hits. I did not use any limiters. The citation pearl growing strategy produced a quick and uncomplicated search by using the descriptors and titles. The Academic Search Complete database was straightforward in searching. The final search resulted in relevant research for my topic of project based learning and school librarians.

Competency 6: Specific Facet First Search Strategy

In conducting a specific facet first search, I decided to use the concept term s1 project based learning as my most specific facet in the Project Muse database. The return was 12,906 hits. I modified with the next facet in s2 school library. The result was 5249 hits. The return is still too high even though I am using the most specific phrase. I modified the search by using quotation marks “project based learning” in order to mark the phrase to be in the exact order. I left s2 school library as it was. The result of the search was 9 hits. This seemed too few. I modified the search again by removing the s2 school library. I wanted to return to my first term making it the most specific facet. The return was 19 relevant hits. The Project Muse database was user friendly, the help support link was useful, and my search returned relevant information.

Competency 6: Successive Fraction Search Strategy

Using the successive fraction search strategy in the ERIC database, I began with my concept: s1 project based learning and s2 school. This search resulted in 198 hits. Next, I applied limiters: full-text, publication date 2005-2010 using the same search statements. The second search resulted in 50 hits. I decided to modify the search with another search statement, s3 library. This was too limited of only 1 hit. I returned to the second search and added another limiter of title for project based learning statement. This resulted in 15 hits. The ERIC database features many limiters which assist in locating relevant information on a topic with the successive fraction approach. This database allows limiters to be added one at a time or several. I was able to find significant information on my topic. The ERIC database was user friendly with informative results.

Competency 6: Building Block Search Strategy

In the LibLit, H W Wilson database, I began my search for information regarding the role of a school librarian and project based learning in schools. My first search: s1 (project or inquiry) and s2 based, and s3 learning. 118 hits were retrieved. I decided to narrow it down more. I modified the search to reflect s1 (project or inquiry) and s2 based and s3 learning and schools. I kept the () around project and inquiry since the words are used interchangeably. I added schools to focus on school media. 60 hits were retrieved. Building Block search strategy returned many relevant hits and made it possible for me to narrow down my search. However, some of the information was not relevant to the topic and was retrieved due to the word school was in the journal's name.

Competency 5: Tagging/Indexing/Cataloguing

Library Thing Tags:
21stcenturylearning (1) agronomy (1) artf245 (1) curriculum (1) digital age (1) education (4) educational technology (1) homeschool (1) internet in education (1) learning (1) library book (1) live-on-line (adult) (1) mills (1) new media (1) non-fiction (1) on-line (pd) (1) oxy (1) parenting (1) pbl (1) professional collection; educational technology; projects; curriculum (1) project approach (1) project based learning (1) project method in teaching (1) projects (1) teaching (1) technology (3) web 2.0 (1)

Link for Library Thing:
http://www.librarything.com/work/4732886/book/61557324

I chose Reinventing Project Based Learning: Your Field Guide to Real World Projects in the Digital Age by Suzie Boss. This is the book that is discussed in the podcast on my blog. As the middle school students are acquiring personal laptops this coming school year, this is an excellent guide for me as a librarian to assist the teachers in implementing projects. In Library Thing’s description of the book are the phrases: student driven experience, using technology tools for inquiry, and connection to the world. I believe the students are more engaged in this type of learning experience. This is an exciting book because it will aid in designing authentic projects using technology and serve as an example in the collaboration of teachers, students, and librarians.

Competency 4: RSS Feed

Reinventing Project-Based Learning

I chose the feed from the blog, Reinventing Project-Based Learning at the link http://reinventingpbl.blogspot.com of Suzie Boss and Jane Krauss. This is a group that is illustrating what project based learning can look like especially when the students are using digital tools to take them out of the classroom with student led learning. I wanted to add this feed to continue to remain current with the changes in technology and how it guides PBL instruction. I believe that in many middle schools. the librarian must be the expert on these changes and guide instruction for the teachers and students. This feed leads to many other resource links such as webinars, books, and articles. These strategies enable librarians and teachers to work collaboratively in creating this distinctive PBL setting.

Competency 3: Podcasts

How can middle school librarians support project based learning?

In searching for a podcast covering project based learning and how middle school librarians will collaborate with teachers in implementing technology across the curriculum, I used keywords educational podcasts using Google.com search and was directed to a paper by Annette Lamb and Larry Johnson. This was found from the link http://eduscapes.com/hightech/spaces/blogs/podcastingpt2.pdf . This document detailed how to create podcasts with your students. I went directly to www.eduscapes.com from a Google search and located another document detailing more about how to integrate podcasts into the curriculum. The link for the document http://eduscapes.com/hightech/spaces/blogs/podcastingpt1.pdf
I found both of these documents very useful for all levels of school librarians. It is a workable example in how librarians can facilitate with the teachers the methods in teaching with podcasts. I thought that this could be very helpful for detailed lessons for teachers to put into practice utilizing the library media center

Next, I continued with a Google search using the keywords pbl and school librarians. This led me to Dryden Middle School where the teachers were using the library media center to create these podcasts. Unfortunately, the actual podcasts had been deleted but it is an example of how the library media recording studio is being utilized to create student projects. The link for Dryden Middle School Library Podcasts is http://www.dryden.k12.ny.us/~adutche1/Podcasts/Why.htm.

Finally, I continued within the same Google search and located a podcast from Speed of Creativity at the link http://www.speedofcreativity.org/podcasts/2007/2007-07-08b-speedofcreativity.mp3. It is from the blog of Wesley Fryer, "Moving at the Speed of Creativity" at www.speedofcreativity.org. Wesley Fryer is described as a digital learning consultant, author, digital storyteller, educator and change agent. This is a podcast from the National Education Computing Conference in 2007 about reinventing project based learning. This was a session with Suzie Boss and Jane Krauss. I selected this podcast because of its purpose. They wanted to discuss what they had learned about project based learning (PBL) and technology and how educators were using this in the classroom. The session discussed PBL as product based, creative, real world, authentic, motivating, cross-curricular, student led learning, and prepares students for the future. I particularly liked how they stated that the first portion is teaching thinking and then getting students involved, that is, Know, Wonder, Learn process. This is significant to me since in 2010 the school system I am employed at is putting into practice the PBL program. It has taken three years since this podcast for the school to begin this process. I believe that the middle school librarian will play an essential role in implementing this instruction. The podcast showed the relevance of trying to keep a global view and perspective in the changing educational setting and continuing to keep updated in our schools.

Competency 2: Related Blog

Competency 2: Related Blog

I used the blog search engine: http://blogsearch.google.com/ using the term project based learning. It directed me to the website for Edutopia. I particularly liked the site because it described the teaching module for project-based learning. It gave an overview of project-based learning (PBL), why it is important, how it works, and teaching about PBL. There is an entire section on blogs with different topics. Suzie Boss is the contributor for the blogs covering project learning. Her page can be found at: http://www.edutopia.org/spiralnotebook/suzie-boss. There is also a link to find a list of all the blogs on project learning: http://www.edutopia.org/big-list-project-learning. I believe the middle school librarian will need to work collaboratively with the teachers in order for the students to be successful in this type of learning environment to promote student success. I chose this excerpt because it exhibits the relevance of educating parents, teachers, and the community in creating project-based learning schools.
The excerpt is located at Suzie Boss’s Blog on the Edutopia webpage:
http://www.edutopia.org/project-learning-schools-rally-together
These pioneering schools, looking for better ways of reaching today's learners, have been willing to rethink just about everything: How should the school day be scheduled? How do we measure student progress toward learning goals? What's the best size for a learning community that fosters strong connections between students and adults? Models vary somewhat from one community to the next but share a common vision of students deeply engaged in learning by tackling real-world challenges.
It doesn't take long for teachers from these schools to start sharing stories of fantastic projects and motivated learners. But as one of the participants pointed out, the larger community needs to hear these stories, too. Most adults have never had a chance to learn or teach in a project-learning setting. If these new schools are going to thrive in the long run, they need policy makers, parents, and community members to understand what they are doing -- and why it matters.

Competency 1: Introduction

This blog is created by a student in TWU's Library Science class 5013 Information Organization and Retrieval in order to share the same interests in library science with other students, to gain insight into the competencies and satisfy the requirements of LS5013. The required competencies will be posted here during the summer 2010 semester and will be turned in for a grade at the end of the term.

I am a graduate student seeking MLS with school librarian certification. My professional goal is to work with students at the middle school level. Therefore, the type of library I am interested in are school libraries. The topic that I have chosen is project based learning and middle school librarians.