LIBE 467 Blog Post 3 Reference Materials

     This section of the course reinforced the idea that the Teacher-Librarian must have extensive knowledge and understanding of online and print reference resources. As Reidling (2013) states, “The accurate and appropriate provision of information will occur when the school librarian has a complete and accurate knowledge of the library collection, along with competence in selecting, acquiring and evaluating that collection” (5). Only then can the TL work with students in reference interviews to best direct and match student questions to resources that will provide the best information to resolve their questions.

     Theme three opened with a discussion of the components of the World Wide Web—the surface web, the deep/invisible web and the dark web. Accurate statistics from reliable sources that give the percentage composition of the different parts of the World Wide Web are difficult to find, but most sources state that the surface web makes up a small part—between 1% and 4% pf the entire web (Mcfedries, 2017, 10) and (Deep websites, 2019). 

Retrieved from: https://www.deepwebsiteslinks.com/how-to-access-the-deep-web/ 

     The information in this section cleared up a number of misconceptions.  First of all I had no idea how little of the web is actually searched using a search engine such as Google. I was also surprised to learn that I am a consistent user of the Deep net. I had also been confusing the Deep and Dark web. I believe that many of the students and the teachers might also not understand the difference between the Deep and Dark web and might not know just how little of the web search engines like Google can access. I would like to do some research among the students and my colleagues to find out what they know and then I plan to work on dispelling some of the myths. Reading about the “filter bubble” that Google uses to tailor searches explained why I get different search results based on whether I do the search at home or at school. This is something I want to test out with my students.

     We returned to the technology and online access often during theme 3. Many of the reference resources in the library—encyclopedias, dictionaries, almanacs—are available online through paid subscription services or in some cases for free. Sometimes these offer advantages over print resources, especially with regard to recency. In examining the materials in the reference section, it is apparent that out of date resources are not easily replaced due to cost. Many of the print resources in the reference section are large and heavy. This makes them less convenient to use and students often prefer to use a computer to search for their answer. I admit I am an advocate for print resources. I find it easier to navigate books. If forces a slower learning process for students as well.

This atlas for example is 12" x 22" very heavy and very large.

     Reliance on technology has drawbacks as well. The care and maintenance of devices is time consuming and costly as well. Computers require technicians to maintain them in good working order. Reference resources, while expensive do not come close to the cost of thirty laptops that require programs and services from divisional technicians to keep them running smoothly.

Works cited:

Deep web links | Deep web sites | The Deepweb 2019. Retrieved from: https://www.deepwebsiteslinks.com/how-to-access-the-deep-web/

Mcfedries, P., Atwood, M. (2017). The dark dialect (Technically speaking). IEEE Spectrum, Volume 54: 10.

Riedling, A., Shake, L. & Houston, C. (2013). Reference skills for the school librarian: Tools and tips. Santa Barbara, Ca: Linworth.