The purpose of EDCI 652 Information Access is to introduce you to the basic information and reference sources and services found in most school libraries. It will also acquaint you with the history, philosophy, and function of the information and reference services provided by school library media teachers to their students, teachers and staff. 

"...the term information services is defined as the set of tasks and behaviors that integrate media center resources into the design and accomplishment of classroom learning objectives." 

     EDCI 652 Information Acess will focus upon various information and reference systems, services, and tools commonly provided in successful school library programs. We will examine a variety of current sources for reference, including print, CD-ROM, and the Web. Generally, the course is divided into the following areas:

overview of the reference function and the role of libraries;

the history and future of reference service;

database and file structure;

major categories of information and referral tools (structure, access, and evaluation), including bibliographies and catalogs, dictionaries, encyclopedias, directories, ready reference tools, and geographical materials;

reference collection development and evaluation; question negotiation;

and search strategy.

OBJECTIVES  By the end of the course, you should be able to:

• identify, compare, and evaluate information sources;
• identify the sources most likely to contain specific types of information;
• discuss the reference process, including techniques of question negotiation and search strategy;
• define the responsibilities in the reference services role of the school librarian;
• knowledgeably discuss current issues in K-12 information services;
• have developed standards for evaluating and selecting reference and informational materials to support a school library;
• have mastered the basics of searching common school electronic databases;
• be familiar with commonly used for free and fee based Web sources for reference work;
• create and demonstrate the use of a curriculum based reference or informational "pathfinder";
• evaluate, select and demonstrate the use of a K-12 online periodical database;
• create a portfolio of your assignments and class work for EDCI 652.

All students are expected to keep a working portfolio of their work, including class and notes of their observations and evaluations of information sources. For information on portfolios, please see the CSU, Chico Department of Education Student Teaching Portfolio Information. While you may have already completed student teaching long prior to your enrollment in this course, you should be aware that the portfolio is quickly becoming an integral component of one's measurement of accomplishments, and is also a companion to the well designed resume.

GENERAL STUDENT RESPONSIBILITIES

• You are expected to attend and participate all class sessions and online discussions. If you are unable to attend, it is your responsibility to obtain notes and other materials from another student.
• Assignments are due on the date specified. Late papers will be penalized 5 points for each day past the due date.
• You must complete all assignments to pass the course.

     Except for reference worksheets, all papers, logs and reports must be submitted to me by the start of class on the day due. In addition to content, work will be graded upon neatness of presentation and bibliographic style. Before handing in papers, please remember to edit all work, checking for misspellings, incorrect punctuation and sentence structure. All work should be double-spaced.

TEXTS

Riedling, Ann.  Reference Skills for the School Library Media Specialist: Tools and Tips. Linworth Publishing, 2nd Edition. The textbook is available from Linworth publishing.Additional readings will consist of a variety of texts, both in print and online. (See links to the right.) 

1. Textbook chapter readings
2. Reference question worksheets
3. Reference resources review
4. Reference/Information Services Observation
5. Online periodical database project
6. Web information resources collection/presentation
7. Pathfinder project

     Write a 150 word synopsis of each chapter, and please include the following information: 1) A brief statement of the 3-4 major points that impressed you about the chapter. 2) What those points imply for you in terms of knowledge, preparation and practice.

Due dates:
6/24:  Chs. 1-5 
6/25:  Chs. 6-8 
6/26:  Chs. 9-13 

     The purpose of the reference question assignment is to help you become familiar with various information sources and to learn search strategies. Your worksheets will focus on specific types of reference sources. Answers to reference questions must be complete for full credit. Your answering source must be identified by title, volume, page, entry #, etc. 
     The sources of your answers must be photo copied or printed out and attached to the worksheet with an indication of the question number. Please do not ask the university reference librarians, school librarians or your classmates for the answers. Please feel free to contact me by e-mail or telephone if you do not understand any portion of the assignment. 

     Please use publisher catalogs or go to various reference book publisher and database vendor Web pages.  Select and critically review current editions of:: 1) two print reference and 2) two electronic subscription reference sources. For example: an encyclopedia, handbook, index, dictionary, or almanac. Your reviews should each be 3-4 paragraphs (300-350 words) in length. Most e-publishers allow trial access. For the print versions, you may have to visit a library or bookstore to read a recent edition. 

     Reviewing tips: Include bibliographic data for the title you have selected. Write a brief description about it. How is it organized? What does it cover  (scope). How current is it? Who is the intended audience?  Describe the way in which it covers its subject. Evaluate it. How useful is it? Is it easy to use? What are its strengths and weaknesses? What is the intended grade levels? Would you recommend that a school library purchase this resource? Why or why not? 

1. Read reviews at CITC, LMT professional journals (in CSU Chico Library), and search archives or ask online discussion groups (CALIBK12 or LM_NET) for recommendations, and select one;
2. Visit the database vendor's Web site to obtain current data and information about the database;
3. Apply for and obtain a free trial login/password;
4. Practice using and evaluate it;

Demonstrate its use to the class, including the preparation of a handout showing: the review/recommending sources you used; its commercial supplier source and cost; which grade levels it will be used with.

     The purpose of this assignment is to provide you the opportunity to observe a school librarian doing reference/ information services activities. Before you do the actual observation of a reference librarian, you should have read Chapters 1-2 and 9 in your textbook. This assignment is to be scheduled at your convenience in a library of your choice. Arrange to observe a school librarian for a period of 1-2 hours when a class is scheduled to be using the library. Schedule the observation in advance so you may get approval of the librarian. Please choose a library where you might have the strongest interest: elementary, middle/junior high, or high school. 

     During your observation, note the types of questions received and sources used, the reference interview, the library user's level of satisfaction, and your conclusions and observations concerning the reference process. The observation paper should be 2 or more pages long. Grading of the report will include: length (within the guidelines, not under) and coverage of the above noted points. 

     During the entire span of the course you will be hunting and gathering links to reference and information resources. You will organize these links into a bookmarks or Web page collection, (uploaded to a Web site) which reflects the needs of a school of your choice. The bookmarks should be organized into folders or sections, for ease of access and use by teachers and students. The primary focus is ready reference, with general, high-use information resources also included. This collection will be demonstrated to your instructor and classmates as part of a culminating experience for the class.
 

     The purpose of your pathfinder project is to organize the Web to support student learning with a focus on a particular topic of student research. This is a small collection of links that will assist the students and teacher as use information sources that you have selected and demonstrated on a particular subject.

     For your pathfinder and accompanying handout you will search the Web for information sources on a typical topic of library research (of your own choosing). For this process you will evaluate and select a collection of  resources for a curriculum activity, lesson or unit. These you will add to a special section of your Web browser bookmarks. You will also create and use a "pathfinder" guide (handout) as you demonstrate the information resources in a simulation activity. Your project should involve several steps.

Your Focus Area:
1. Select a curriculum area that interests you (using the California Subject Matter Standards). 
2. Search and review sources of  appropriate information, using the Web and print resources covered in class. 
3. Compile a collection of bookmarked links, with brief descriptions of the sources or services gathered for the project. 


Your Presentation should include the following: 

1. copies of the pathfinder handout you created;
2. the actual print volumes, electronic resources and links you selected;
3. a brief description of your topic;
4. a description of the intended users of the selected resources and pathfinder handout;
5. a brief account of the strategies you used in searching for the information, including any problems of location or access.
Your introduction and explanation of the selection process should take approximately five minutes. Your presentation of the handout and resources should be about 5-10 minutes long. During that time you should: 
1. give a brief overview of the resources;
2. discuss suggested uses and strategies to the students;
3. focus on two sources you feel are most important in your pathfinder guide;
4. point out any problems or peculiarities of the resources
5. be sure to include the CA Subject Matter Standards addressed in the lesson.

Some Examples of Online Pathfinders and Reference Guides 

1. Montgomery County Public Schools Pathfinders 
2. West Springfield High School Library Pathfinders 
3. Manchester H.S. Project Pathfinders 
Walter Johnson H.S.Media Center Pathfinders
Lakewood High School Pathfinders  
Lakewood Public Library Pathfinders for Elementary School Assignments 
Morton Grove Public Library's Bibliographies and Pathfinders 
Potamus Place Pathfinders  
Winnipeg School District Pathfinders  
John Newbery Elementary School Pathfinders 
Tredyffrin/Easttown School District Pathfinders  

Your contributions to discussions and informal verbal reports about reference and information sources are important. Each of us in the class brings our knowledge, background and varying interests to the class sessions. Preparing for these discussions is essential. This includes reading the assigned texts and articles before class. Class sessions may be led by your instructor, by guest speakers, or by members of the class and may involve use of films, recordings, demonstrations, etc., that are appropriate to the study of reference work in librarianship. 

GRADING CRITERIA

CSU, Chico Standards for Graduate Level Courses:

A -- Superior Work: A level of achievement so outstanding that it is normally attained by relatively few students. 

B -- Adequate Work: A level of achievement indicating adequate competence in the subject matter/skill. This level will usually be met by a majority of students in the class. 

C -- Minimally Acceptable Work: A level of achievement which meets the minimum requirements of the course. 

F -- Unacceptable Work: A level of achievement which fails to meet the minimum requirements of the course. Not passing. Because a C is the minimal acceptable grade for a 300 level course, a D grade in not allowed. 

1. Collaboration: Ten Important Reasons to Take It Seriously
2. Who Am I?, BY Carlton Martz, LMT. 
3. Better Read That Again: Web Hoaxes and Misinformation 

These will provide you with some possible vendors of reference works that you might review for your reference resources and online periodical database assignments. 

Reference Interview and Processes

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Evaluation and Review

1. Elements for Basic Reviews 
2. Booklist Selection Policy 
3. Guidelines for CHOICE Reviewers 
4. Multimedia Schools Product Reviews-in-Brief 
5. School Library Journal Reviews 

Please note: A Guide to Critical Thinking About What You See on the Web  

Online Reference Collections by Organizations & Individuals

1. California Learning Resource Network (CLRN) Reference 
2. direct search-Reference Section
3. Fast Facts (Gray Price)
4. Yahoo! Reference
5. IPL Reference Center
6. Google Government Search
7. LII - Ready Reference and Quick Facts  
8. RefDesk.Com  

Higher Education Online Reference Collections and Resources

1. CSU Chico Library Reference & Quick Facts
2. Brown University: Virtual Reference Collection
3. UCSD Libraries' Reference Shelf
4. UCR- INFOMINE: General Reference Resources
5. UW Libraries: Reference Tools
6. San Diego State Virtual Reference Desk  
7. CSU Monterey Bay Library Reference & Quick Facts 
8. Butte College Reference Links 
9. Diablo Valley College Electronic Reference Desk 
10. Santa Rosa J.C. Internet Reference Collection 

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Bookmark Management 

1. Bookmark Extravaganza (ftl) 
2. Organizing Your Bookmarks (ftl) 
3. Hierarchical Bookmarks 
4. Exporting: Keeping Bookmarks Safe 

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Primary Sources 

American Memory 

The National Archives 

Primary Sources at CHS Library 

Document Analysis Worksheets 

Media Analysis Tools 

Primary Source Worksheets 

CSU, Chico Information

A Guide to Graduate Studies 

The Graduate School Deadlines 

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