Bibliography Assignment

EDIT 6380
Bibliography Assignment
Value: 25 points
Preferred mode: Group

Purpose
A basic (and many find, enjoyable) responsibility of media specialists is to assemble resources for specific educational goals. All media specialists should be able to analyze an instructional objective and identify, evaluate, and facilitate the use of relevant resources. This process is an essential element of collaborative planning. Media specialists should use local collections in these bibliographies, but should also consider external resources available through union catalogs, interlibrary loan, local human resources, and especially online resources. These external resources should be linked into the local system through the OPAC.

On a larger level, creating bibliographies is the flip side of the cataloging coin. Working with them is a good way to evaluate your database and your collection.

Competencies
Learning needs of students are summarized in the following AASL competencies.

Competency	MAF's comments
Candidates facilitate access to information in print, non-print, and electronic formats.	Creating bibliographies and gathering materials is an essential strategy for facilitating access. Books are important, but you must consider as many formats of materials as possible to meeting the differing learning styles and needs of your students.
Candidates incorporate technology to promote efficient and equitable access to information beyond print resources.	Digital searching, indexing, and cataloging tools will be your best friend in creating bibliographies. Imagine what this used to be like before the computer came on the scene! One trend is to link external resources into the database and creating at least partial MARC records for these resources.
Candidates demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and procedures.	Your media center program will never be able to purchase everything you need. At the same time, resources are out there that you can use or borrow for very little cost. Make an effort to start building these connections in this assignment.
Candidates organize the library media facility and its collections - print, nonprint, and electronic - according to standard accepted practice.	Identifying subject headings using a standard tool (Sears) is an essential "standard accepted practice" of cataloging.
Candidates collaborate with teachers and administrators to develop a library media program plan that aligns resources, services and information literacy standards with the school's goals and objectives.	Obviously, this bibliography is a prime example of resource alignment. Reflect: how might information literacy be incorporated? Consider the collaborating teacher as a learner as well - is this a "teachable moment"? What instructional strategies might you suggest as part of the annotations that would incorporate information literacy?

Procedures
1. Keep a log of steps that you perform in accomplishing this assignment.
2. Identify a GPS or other educational objective and grade/age level. Having a specific teacher and group in mind really helps in completing this task, because you will be able to match resources to teaching styles, learning styles, and abilities more effectively.
3. Analyze the objective, identifying the domains of information and/or skills that are related.
4. Explore your collection and external collections for a variety of resources, creating an initial working list. At least 10% should be external (online, human, interlibrary loan, etc.). Vendor databases are not appropriate for this task. Use real library catalogs to help you gain experience in searching and exploring; this experience will enhance your ability to catalog and to help learners search.
5. Identify (or consult) selection criteria.
6. Evaluate each resource, eliminating any that seriously fall short of quality criteria. Analyze resources for relevant instructional use.
7. As you work, identify appropriate subject headings that revolve around this objective. How would you edit catalog records so that patrons could readily identify these materials? Consult appropriate tools (SEARS, etc.)
8. Construct an annotated bibliography of your final list of resources of 20 to 30 items. Annotations should each include: resource title and location information; brief description (1 sentence or so); instructional use idea(s). If your OPAC does not provide adequate summary information, you may consult online bibliographic tools to help in this step.
9. Now that you have done all this work, consider: how would you respond if you only had one hour to create this bibliography? Obviously, much of this long process would have to be sacrificed. Which parts would you strive to do in an urgent time-frame? We will call this the "quick-and-dirty" version.
10. Reflect individually about the AASL competencies listed above in relation to this project, your personal contributions to the project, and group process.

Format
Group Components (submit in one student's dropbox):

[]Procedure log
[]Objective and grade level
[]Annotated bibliography, 20-30 items
[]Subject headings
[]Quick-and-dirty version
[]Rubric with self assessment (one per group)

Individual Component (submit in your own dropbox):

[]Private Reflection

Use MAF's filenaming conventions, in this pattern: susie-john-sally-bib.doc and susieq-bib-reflection.doc.
No hard copy is required.
Post to each group member's assignment page.
Each group member should keep their own archival e-copy.

**6380 Bibliography Rubric**
1 rubric per group
Criteria	Self-Check Each group member should be represented here	Instructor
Complete - 13 points []Procedure log (1) []Objective and grade level (2) []Annotated bibliography, 20-30 items (annotations include: location info, description, instructional idea) (5) []Subject headings (2) []"Quick-and-dirty" reduction (2) []Rubric with self-assessment (1)	.	.
Fit - 2 points []For the most part, items on the list seem to match the objective and learners. []Subject headings fit.	.	.
Quality - 5 points []Procedure log seems complete with no obvious errors of application. []Objective appropriately and fully analyzed. [] Includes 10% external resources (or more, if your collection is particularly insufficient in this area [] Selection criteria identified and applied []Tools appropriately applied: library catalogs searched; online bibliographic tools used for supplemental info only	.	.
Reflection - scored individually 3 points []addresses AASL competencies (briefly but explicitly) []addresses group process []addresses personal contributions	.	.
Mechanics: 2 points []Grammar, spelling, punctuation should be clean enough for efficient communication (not distracting to the evaluator). []Format specs are followed	.	.
Total	.	...

Comments

Created by M.Fitzgerald 5-24-04.
Renovated for 2008 on 5-15-08.

Expires 12-31-08.

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