Scholarly Journals in Library and Information Science

17/09/2012 § 12 Comments

Photo from Creative Commons

Being more than a month into my second year at Pratt SILS, I’m trying not to drown in the load of reading that comes with the classes. A majority of my readings are from scholarly journals, and I’d like to give a run down of some of the journals that are prevalent in my library school syllabi, but most importantly make note of the journals that are Open Access and FREE for you to browse and access.  If you are a current student in library school, I urge you to take advantage of the databases of your school library. Aside from various blogs that exist on the web, this is where you can find the latest news  in the profession that’s sure to keep you aware and prepared for future job interviews. They are:

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Accelerated Reader: Instigator of Readicide

06/03/2012 § 21 Comments

AR book labels

Image from Victoria Leon at http://www.teacherspayteachers.com

Let me start off by saying, I am NOT attending Library School to become a Library Media Specialist. My knowledge on the topic of Accelerated Reader and other reading management systems is something that I have only begun to explore. I’d like to thank fellow Hacker, Britt Foster and my cohort at Pratt SILS Camille Baker for sharing their AR resources and viewpoints with me.

I wanted to write a post on this topic ever since I visited my sister’s classroom in California. Back in August 2011, I was helping her prep her classroom for the first day of school. Out of the various tasks that I was given, one of them was to sort the books from her library into baskets. Upon inspecting the books, I noticed that each book was labeled with a sticker that had a number attached at the spine. I asked her, “What’s this number mean?” it certainly wasn’t a Dewey number. She briefly introduced me to what is known as Accelerated Reader. This introduction incited my curiosity as well as questions like how is reading by a number level limit the reading choices of students? Does reading to reach a number of points change the choices that students are making in what they choose to read? Is this in every school across America? The following is some of my findings.

Accelerated Reader (AR) is a reading management program that a product of Renaissance Learning, it’s designed to track students reading activity.  The software that accompanied with AR provides computerized diagnostic tests to determine students reading levels, lists of books that correspond to their reading levels, book quizzes, as well as a data management system for teachers to use to keep track of students reading progress. The way AR works, is first, students take a diagnostic test to determine their Zone of Proximal Development, upon attaining their ZPD, student are to start reading books that fall in their book level (BL), and are to increment their book levels by reading books and taking book quizzes that test their reading comprehension of said book. Based on their performance of the book quizzes students receive points. The more a student reads and passes book quizzes the higher their reading level will be and the more points they will accumulate. The fact that points are awarded for passing a book quiz is to serve as a motivation for more reading. The collection of points can lead students to receive awards such as recognition at a school assembly, toys, gift certificates or even a pizza party.

Now, what’s “Readicide”? And what does it have to do with AR? Readicide is a new term I discovered in while learning about AR, it was coined by a English high school teacher and author, Kelly Gallagher. He defines readicide as “the systematic killing of love of reading, often exacerbated by the inane, mind-numbing practices found in schools”. Let’s look at some of the various criticisms that exist for AR, and how such criticisms lead me to believe that AR is a contributor to readicide rather than the solution.

One of the primary criticisms of AR that make it such a controversial subject is what it does to student’s exploration of books and how it limits their recreational reading because students are limited to a list of books that fall in their book level. In my experience that’s what I enjoyed the most, having the autonomy to choose what books I wanted to read, to not have to adhere to a list or a book level. That freedom that I have to choose from across genres is what made reading engaging to me. That doesn’t happen with AR, rather than students having the choice of what they want to read students are choosing books according to what’s dictated by their book level, and only choosing books according to how many points the book is worth. When teachers or schools encourage children to read for points, and to strive to reach X points by the end of the year, term, semester, etc. for X reward this alters a students book choice tremendously. This essay I found in the New York Times written by Susan Straight, sums up the problem, she says, “the passion and serendipity of choosing a book at the library based on the subject or the cover of the first page is nearly gone, as well as the excitement of reading a book simply for pleasure.” That fun that used to be in browsing, noting intriguing titles, favorite authors, cover art, is stripped down to “how many points is the book worth?”

The next critique of AR which is the content of the book quizzes that children are required to take and pass in order to move up book levels. Most of the book quizzes, are based on the students memory recall of the book they have read. The questions are shallow, and don’t require the critical skills that students should be mastering. My fellow hacker, Britt Foster, who happened to be young enough to have had AR in her school had the following to say about book quizzes “The ability to remember detail has nothing to do with critical thinking, analysis, and, especially for elementary students, their developmental level.”

Another concern that involves both School Libraries and Public Libraries, is whether or not a students’ rights to privacy is being compromised. When books are labeled and shelved according to BL, classmates can now see what BL the student is reading at. There aren’t just privacy issues to deal with, but there is also the issue of how a children’s library collection should be organized. Should Public Libraries and School Libraries be labeling their books according to book level?  In my local library I saw that books were now being labeled with BL, and it saddens me to think what books are being missed when schools have adopted AR.

Lastly, I should say that  the way that AR is implemented, is completely unique and depends upon the school and the teacher. Not all schools across the country are using it, there are other reading management systems. What I have found astounding, is that as school continue to use such programs, or begin to adopt them, there has been no conclusive data or research that can conclusively point to AR as a main factor in children’s reading success. I hope that the readers who are in Library School for a Library Media Specialization or who are current Teacher Librarians, or Public Children’s Librarians share their thoughts on Accelerated Reader and reading management systems in general. Would you agree that AR is an instigator or Readicide? Have you been a witness to success stories of students who have used AR? What positive aspects are there to having AR in schools?

iPads, and Kindles, and nooks! Oh, My!

19/10/2011 § 9 Comments

There has always been a hesitation to fully embrace the new. This existed when the codex,or books, with pages that you turn, took the place of scrolls that you roll, as illustrated by this hilarious video. Next, came the invention of movable type, in particular Gutenberg’s printing press. That was met by disdain from the elite due to the fact that the mechanization of the written word further widened the circle of readers, knowledge, and power structure.  Now over 500 years later, electronic communication is making its impression by way of the electronic book (e-book). Whether they are reading using an e-reader such as Kindle, Nook, iPad, or a phone or computer, the dissemination of e-books is not stopping and it’s in our interests as library students to learn as much as we can about e-books, their distribution, and a new term for me, Digital Rights Management (DRM).

DRM, as said in Wikipedia, refers to “technologies that are used by hardware manufacturers, publishers, copyright holders and individuals to limit the use of digital content and devices.” When applied to e-books, this can lead to publishers making drastic decisions on how their authors’ works are read. An example, and current polemic amongst public libraries, is with publisher Harper Collins and their 26 check out limit. An e-book can be borrowed a maximum of 26 times, after which a new e-book must be purchased and again limited to only 26 checkouts. Such a limit has its problems, as this video by Pioneer Library System of Oklahoma explains. Each publisher’s DRM is unique and Harper Collins decision has certainly caused quite a commotion among the public libraries.

Yet, there are other publishers, the small independent ones, whose alternatives demand further contemplation. If e-books are to be embraced, why not comingle written and electronic content together. At least that’s what one publisher, Melville House Publishing, is doing.  They sell what is called a Hybrid Book, where the print version of a book comes with additional material, called Melville House Illuminations, that “consist of highly curated text, maps, photographs, and illustrations related to the original book”. What I equate it to, is what music distributors have done to sell their recording artist’s records. They load them with additional features, such as the music video for their single, bonus tracks, or special cover art. This is just a one example of what publishers are doing to incorporate print material with electronic content but what are we as library school students learning about e-books? Being rather green to these terms, I’d like to take a class next semester that introduces me to electronic collections and services, but I’d like to hear from our readers:

What you have experienced when learning about e-content?  If the future of books is looking increasingly digital do you feel your library school education is preparing you to handle electronic content?

Beginner Status

30/08/2011 § 4 Comments

Greetings from New York,

This is my first official post as a new contributing writer for Hack Library School and I’m psyched to share a bit of my experience from the past week (08/20/11 to 08/27/11) both as a new library school student at Pratt Institute School of Information and Library Science (SILS) and as a transplant to New York City. « Read the rest of this entry »

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