Here’s how!   5.   Reflect and Refresh

Plan and Proceed Gather and Document Analyze and Relate Communicate and Celebrate Reflect and Refresh

Grade 9 Orientation - The Evidence          

Getting to know your library’s resources

             The grade 9 orientation program at North Park Collegiate in Brantford, Ontario is run in collaboration with the Science Department and consists of a general introduction to the library information centre, plus the completion of an activity package which allows students the opportunity to familiarize themselves with the print collection through the PAC, on-line databases, a variety of search engines, as well as evaluation of websites and other information sources. 

            The activity package takes three class periods to complete.  At the end of the third period, students are asked to write answers to four reflective, self-assessment questions related to their individual experiences with the tasks.  Ninety-seven students responded to the reflection/self assessment task.  Four questions were asked:

North Park Library

 1.  What do I know now about my topic that I didn’t know before I began my research?

• 89 students indicated that they learned something new

Included in the learning items -

• many sources and varieties of sources  are available
• the need to check information for reliability, validity, currency
• that the internet does not always provide reliable information
• how books arranged in the library (local, Dewey)
• how to find good websites
• that not all sources are good ones
• how to use electronic card catalogue                
• how to evaluate information
• trivia related to topics searched

2.  What am I able to do accomplish now that I couldn’t before I began this assignment?

• 89 students indicated that they could accomplish something new

Included in their accomplishments -

• how to research faster
• how to evaluate web sites
• how to locate materials, resources          
• how to use electronic data bases

3.   What did I learn by doing this assignment that I can apply to other research assignments?

• 87 students indicated that they could transfer their learning to other assignments 

Included in their transfer learning -

• time management skills
• patience
• use of a variety of search engines
• use of different search engines for different purposes
• methods of research
• using reference books effectively
• using Dewey to locate materials in the library
• new research skills and strategies
• how to search on-line data bases
• how to search faster and more effectively
• how to attack assignments
• evaluating information

 4.   What specific areas do I still need to work on?

• 89 students indicated that they still need to improve

Included in their areas for improvement -

• pacing their work
• focussing on task
• using computers, other equipment   
• research skills
• time management
• finding good sources
• faster searches
• more effective use of internet
• practice skills
• using reference materials effectively
• learning the arrangement of materials in the library

Students’ answers provided types and examples of new learning, new accomplishments, new abilities to transfer learning and areas in which they felt they needed to improve.  Because students were able to identify a variety of specific examples of their successes and areas for improvement as a result of having participated in grade nine orientation, they became empowered to be successful when visiting the library again to begin a research assignment for a class project.  The library orientation sessions and their tasks became enablers for students in their new research venue and demonstrated the importance of guided practice sessions for students in their quest to become information literate. 

Sharon Armstrong
Head of Library
North Park Collegiate