Abstract:
An evaluation of two children’s encyclopedia reference resources for use in elementary school libraries. One resource currently in use, a print edition of First Encyclopedia: A reference guide for children, and one for potential future use, World Book Online Kids, in electronic format. Each resource will be evaluated using a rubric to determine the resource’s relevancy, authority and accuracy, purpose, currency, curricular connections, format and accessibility and efficient use of space. Each evaluation will be followed by a recommendation for deselecting and/or selecting each resource.
Introduction:
Maintenance of the school library collection is an important part of the teacher-librarians role in the school library learning commons. Teacher-librarians must ensure that the library collection includes “a wide range of appropriate learning resources, carefully selected to meet the needs of all learners” (Asselin et al., 2006, p. 18). They must also ensure that the collection reflects “an appropriate balance of print, non-print and electronic and digital resources” and that outdated and worn materials are regularly weeded from the collection (Asselin et al., 2006, p. 24, 25).
In order to assess and evaluate a resource for its suitability and usefulness within a school library collection, the teacher-librarian must take multiple factors into consideration. According to Riedling and Houston (2019) in their book entitled Reference Skills for the School Librarian, there are seven criteria for evaluating both print and electronic information reference resources:
- Content Scope
- Accuracy, Authority, and Bias
- Arrangement and Presentation
- Relation to Similar Works
- Timeliness and Permanence
- Accessibility/Diversity
- Cost (p. 23, 24).
More specifically, when evaluating an encyclopedia, Riedling and Houston suggest evaluating the item in terms of accuracy, authority, currency, format, indexing, objectivity and scope (2019, p. 67). Other factors to consider when evaluating a resource for selection or deselection are the needs and preferences of the school community and the practicality of the resource given the context of the school library program. For example, although Johnson (2013) in his book entitled The Indispensable Librarian, suggests that teacher-librarians should consider which resources library patrons enjoy using most, he also asserts that “the ‘right’ choice will depend on your own demographics and resources. While both you and your users may prefer a digital encyclopedia, if there are only a very few workstations in your library on which one might be accessed, the print version is still a better choice” (p. 71). Other factors the teacher-librarian must take into consideration can be derived from the CRAAP Test:
Currency: The timeliness of the information
Relevance: The importance of the information for your needs
Authority: The source of the information
Accuracy: The reliability, truthfulness, and correctness of the content
Purpose: The reason the information exists
(Smith, 2017, p. 57).
Figure 1. CRAAP Test. (California State University, 2017).
Additionally, according to Achieving Information Literacy: Standards for School Library Programs in Canada, in order for a school library collection to be exemplary, teacher-librarians must ensure the collection works to “provide students and teachers with opportunities for resource-based learning, for the development of information literacy skills, for reading, listening, and viewing, for research, for curriculum implementation, and for meeting the diverse needs/interests of students” (Asselin et al., 2006, p. 26).
Based on the suggestions and criteria mentioned above, the following rubric has been developed for the purposes of evaluating both print and electronic encyclopedias for their suitability and usefulness in the school library program. The rubric is to be used to assess and evaluate an encyclopedia for it’s selection or deselection from the collection, in terms of its relevance, accuracy/authority, purpose, currency, curricular connections, format/accessibility and efficient use of space/accessibility.
Figure 2. First Encyclopedia: A reference guide for children. (Amazon, 2020).
Evaluation Rubric for Current Resource:
Relevancy: The majority of the content is presented at an age appropriate level for elementary students. Subject coverage is relatively proportional between disciplines, but does not address contemporary issues. Subject coverage is basic and some subjects lack coverage, but the resource may be a suitable starting point for providing students with some of “the background that they require to dig deeper into a topic” (Canvas, Module 4, 2020).
Accuracy/Authority: First Encyclopedia is part of a collection of children’s reference materials from DK publishing. There are many other texts in the collection such as First History Encyclopedia and First Science Encyclopedia, making this a common, standard title in children’s reference resources. DK Publishing Inc. is part of Penguin Random House and is a reputable British publishing company. Anita Ganeri and Chris Oxlade are both award-winning authors who have published dozens of books (US Macmillan, 2020).
Purpose: The purpose of the resource is clear, it is a reference book of facts designed for students 7-10 years (Penguin Random House, 2015). The resource appears to be factually based. It represents both sides of controversial issues, without opinion or bias, but highlights aspects of British history as can be seen on pages 62-63 in the History of People section which illustrates British fighter aircrafts, air force symbols and more.
Currency: The resource was originally published in 2002, was revised in 2015 and is nearing the end of it’s ideal shelf life, as Riedling & Houston (2019) suggest that “print encyclopedias should be replaced every five years” (p. 18). Additionally, the resource has had no revisions in the past five years and it does not include a bibliography to evaluate the currency of the information used to create the text.
Curricular Connections: The content of this resource addresses many subjects covered in the Alberta Program of Studies, however because it is not a Canadian resource, it is lacking in subject coverage of Canadian geography, history and culture, which are key components of the Social Studies curriculum. Additionally, the resource does not address contemporary issues related to the curriculum. The index however includes many keywords related to various topics in the curriculum, making it a suitable foundational resource for beginning research on many topics in the curriculum.
Format/Accessibility: The resource is functional and is user-friendly, but may not be user-friendly for all students as the table of contents is not arranged alphabetically, making it less intuitive for some readers. However the index is detailed, thorough and easy to navigate. The resource is appropriate for the intended audience and reading level of most elementary students and provides many photos and clear illustrations making it more accessible for emerging readers and ELL students.
Efficient Use of Space: The resource takes up a minimal to appropriate amount of space. The resource is located in an area that is accessible to students, on a low shelf, but it is not very visible.
Summary of Evaluation:
Overall, the resource currently meets a reasonable portion of the criteria necessary to be considered a suitable resource in the collection, however the resource is lacking in terms of relevancy, curricular connections and currency. Benefits of this resource include it’s well known authority, clear purpose and age appropriate language, as well as it’s objective presentation of facts and it’s user-friendly format and accessibility. However, although the resource may serve as a basic building block for student research, and contributes to the small collection of print materials in the reference section, the teacher-librarian has expressed that the resource currently receives minimal use as students primarily favour digital resources. Other drawbacks of the resource include it’s lack of subject coverage in certain areas, specifically contemporary issues, as well as an absence of important curricular connections. Furthermore, the resource is lacking in terms of currency, as it has been concluded by multiple sources that “general encyclopedias should be no older than 5 years” (Asselin et al., 2006, p. 28) and “print encyclopedias should be replaced every five years” (Riedling & Houston, 2019, p. 18). As this resource has not been updated or revised since 2015, and is quickly approaching the five year mark, it must be considered for deselection and replacement.
Recommendation:
The resource should be weeded from reference collection by the end of the 2020/2021 school year and a current, suitable replacement with comprehensive coverage of curriculum related subject areas and disciplines should be purchased within that time.
Accuracy/Authority: World Book is a standard, well-known title. According to Rielding and Houston (2019), “World Book has provided accuracy, objectivity, and reliability in research materials for both children and adults” and “is noted for high standards of editorial excellence and technological developments that define the computer age” (p. 69, 70). According to World Book, “articles found on World Book Online are authored by expert contributors and researchers, then evaluated by authenticators and reviewers to ensure that the content is accurate and up to date” (World Book Online vs. The Web, n.d.)
World Book has also received positive reviews from the American Reference Books Annual, Booklist and more (World Book, 2020).
Purpose: The purpose of the resource is clear, World Book Online Kids is a reference resource of facts designed for students Kindergarten to Grade 5, and the Student version is developed for students in Grade 5 to Grade 8 and can be purchased as well. The resource is factually based, objective and includes and represents both sides of contemporary, controversial issues, such as the rights of First Nations people to self-govern and protect their land (“First Nations”, 2020).
Currency: The resource is “updated regularly and consistently” (World Book Online vs. The Web, n.d.). Because it is an online subscription resource, World Book Online claims to update it’s information regularly at no additional charge.
Curricular Connections: The content of this resource addresses many subjects covered in the Alberta Program of Studies, including subject coverage of Canadian geography, history, culture and contemporary issues, which are key components of the Social Studies curriculum. The resource is an online reference resource, and it does not include a typical index as would be found in the back of a print encyclopedia. Instead it features image-driven navigation and search tools, which features key topics and words found in the curriculum. Additionally, World Book Online Kids features an educators tool which directly links specific outcomes from the Alberta Program of Studies to all related materials within the database.
Format/Accessibility: The resource is functional, user-friendly and easy to follow for most students, although students with limited digital literacy skills may have trouble navigating this digital resource. It is appropriate for the age, abilities and reading levels of most elementary students as it features both predictive and advanced search engines, along with various multimodal content types and additional accessibility features such as audio for reading text to students and image-driven navigation tools making it ideal for emergent readers and ELL students. It also features images, illustrations, maps, audio and video files and more.
Efficient Use of Space: Because this is an online, digital tool it does not take up shelf space in the library, however it does require a computer or personal device and an internet connection. This resource could be made both visible and accessible to the student population by featuring a link to it on the homepage of the school library website. Students may also access this resource on their personal devices at home, provided they have an internet connection.
Summary of Evaluation:
Overall, this resource is exemplary and would be both a suitable and useful contribution to the elementary school library reference collection. Some of its many benefits include its thorough subject coverage and it’s clear connections to specific outcomes in the Alberta curriculum. As World Book is a well-known title, with many reviews, it is a trusted source for many teacher-librarians to provide students with objective, factually-based information. Additionally, because the resource comes in the form of a digital subscription, it is updated regularly, ensuring currency. Furthermore, the functional, user-friendly format of the resource provides accessibility features available to all students in the school community which may be of particular “benefit [to] special needs populations such as English-language learners, special education students or students with physical disabilities (Johnson, 2013, p. 71).
Although the resource has many potential benefits for the collection, it is not without limitations. According to Achieving Information Literacy: Standards for School Library Programs in Canada the reference collection should “reflect a balance among print, non-print, and electronic resources” (Asselin et al., 2006, p. 26). As the current reference collection consists primarily of digital resources, the selection of an additional digital resource will result in further disproportion of these materials within the collection. Additionally, although electronic resources have many benefits, and students may feel comfortable using a computer, they may lack the skills necessary to navigate this resource. However, since the implications of the current Covid-19 pandemic has resulted in many students electing to engage in remote learning, there has been a “movement toward 24/7 learning, [which] increasingly requires learning resources to be available at all times” (Johnson, 2013, p. 73). As such, the skills to use these resources must be taught and an increased emphasis on electronic resources with home access options must be considered.
Another consideration that must be made in regards to this resource is cost. As the resource is subscription based, a yearly amount must be budgeted. In a quote received from World Book Online, a subscription works out to cost roughly $1.00 CAD per student, annually. Although this amount is substantially higher than the single purchase amount of DK’s First Encyclopedia: A reference guide for children, which was $18.99 CAD plus tax, the subscription costs allow every student in the school to access the resource simultaneously, at school or from home, 24/7. Furthermore, because World Book Kids Online provides substantially more information than the single-volume general encyclopedia from DK, a more accurate comparison of cost would be to a complete 13-volume set of print World Book Discovery children's encyclopedia, which is $479.00 CAD plus tax. Although the cost of the annual subscription is still higher, the subscription ensures the encyclopedia’s currency and it will not need to be replaced every five years. Additionally, because the subscription offers additional features, such as access to virtual atlases and maps and digital dictionaries, there may be further opportunity to save costs on purchases of these materials.
Recommendation: This resource is exemplary and an annual subscription for the student population should be purchased to provide all students with access to factual information both at school and at home. Purchase of the World Book Discovery children’s encyclopedia in print may be considered as an additional resource if budget permits, as a balance of print and non-print materials is considered essential for an exemplary collection according to the Canadian Association for School Libraries (Asselin et al., 2006, p. 26).
Conclusion:
Amazon. (2020). First Encyclopedia: A reference guide for children [Image]. Retrieved 15 October 2020, from California State University. (2017). CRAAP Test [Image]. Retrieved 4 October 2020, from https://www-jstor-org.ezproxy.library.ubc.ca/stable/26388252?Search=yes&resultItemClick=true&searchText=arming+students+against+bad+information&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Darming%2Bstudents%2Bagainst%2Bbad%2Binformation%26filter%3D&ab_segments=0%2Fbasic_search_SYC-5462%2Ftest&refreqid=fastly-default%3A5842267c094c1ec4f5a2fadf6f7c925c&seq=2#metadata_info_tab_contents.
California State University. (2017). CRAAP Test [Image]. Retrieved 4 October 2020, from https://www-jstor-org.ezproxy.library.ubc.ca/stable/26388252?Search=yes&resultItemClick=true&searchText=arming+students+against+bad+information&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Darming%2Bstudents%2Bagainst%2Bbad%2Binformation%26filter%3D&ab_segments=0%2Fbasic_search_SYC-5462%2Ftest&refreqid=fastly-default%3A5842267c094c1ec4f5a2fadf6f7c925c&seq=2#metadata_info_tab_contents.
Currency: The timeliness of the information
Relevance: The importance of the information for your needs
Authority: The source of the information
Accuracy: The reliability, truthfulness, and correctness of the content
Purpose: The reason the information exists
(Smith, 2017, p. 57).
Figure 1. CRAAP Test. (California State University, 2017).
Additionally, according to Achieving Information Literacy: Standards for School Library Programs in Canada, in order for a school library collection to be exemplary, teacher-librarians must ensure the collection works to “provide students and teachers with opportunities for resource-based learning, for the development of information literacy skills, for reading, listening, and viewing, for research, for curriculum implementation, and for meeting the diverse needs/interests of students” (Asselin et al., 2006, p. 26).
Based on the suggestions and criteria mentioned above, the following rubric has been developed for the purposes of evaluating both print and electronic encyclopedias for their suitability and usefulness in the school library program. The rubric is to be used to assess and evaluate an encyclopedia for it’s selection or deselection from the collection, in terms of its relevance, accuracy/authority, purpose, currency, curricular connections, format/accessibility and efficient use of space/accessibility.
Evaluation Rubric:
Evaluation of Current Resource: First Encyclopedia: A Reference Guide For Children
Figure 2. First Encyclopedia: A reference guide for children. (Amazon, 2020).
Accuracy/Authority: First Encyclopedia is part of a collection of children’s reference materials from DK publishing. There are many other texts in the collection such as First History Encyclopedia and First Science Encyclopedia, making this a common, standard title in children’s reference resources. DK Publishing Inc. is part of Penguin Random House and is a reputable British publishing company. Anita Ganeri and Chris Oxlade are both award-winning authors who have published dozens of books (US Macmillan, 2020).
Purpose: The purpose of the resource is clear, it is a reference book of facts designed for students 7-10 years (Penguin Random House, 2015). The resource appears to be factually based. It represents both sides of controversial issues, without opinion or bias, but highlights aspects of British history as can be seen on pages 62-63 in the History of People section which illustrates British fighter aircrafts, air force symbols and more.
Currency: The resource was originally published in 2002, was revised in 2015 and is nearing the end of it’s ideal shelf life, as Riedling & Houston (2019) suggest that “print encyclopedias should be replaced every five years” (p. 18). Additionally, the resource has had no revisions in the past five years and it does not include a bibliography to evaluate the currency of the information used to create the text.
Curricular Connections: The content of this resource addresses many subjects covered in the Alberta Program of Studies, however because it is not a Canadian resource, it is lacking in subject coverage of Canadian geography, history and culture, which are key components of the Social Studies curriculum. Additionally, the resource does not address contemporary issues related to the curriculum. The index however includes many keywords related to various topics in the curriculum, making it a suitable foundational resource for beginning research on many topics in the curriculum.
Format/Accessibility: The resource is functional and is user-friendly, but may not be user-friendly for all students as the table of contents is not arranged alphabetically, making it less intuitive for some readers. However the index is detailed, thorough and easy to navigate. The resource is appropriate for the intended audience and reading level of most elementary students and provides many photos and clear illustrations making it more accessible for emerging readers and ELL students.
Efficient Use of Space: The resource takes up a minimal to appropriate amount of space. The resource is located in an area that is accessible to students, on a low shelf, but it is not very visible.
Summary of Evaluation:
Overall, the resource currently meets a reasonable portion of the criteria necessary to be considered a suitable resource in the collection, however the resource is lacking in terms of relevancy, curricular connections and currency. Benefits of this resource include it’s well known authority, clear purpose and age appropriate language, as well as it’s objective presentation of facts and it’s user-friendly format and accessibility. However, although the resource may serve as a basic building block for student research, and contributes to the small collection of print materials in the reference section, the teacher-librarian has expressed that the resource currently receives minimal use as students primarily favour digital resources. Other drawbacks of the resource include it’s lack of subject coverage in certain areas, specifically contemporary issues, as well as an absence of important curricular connections. Furthermore, the resource is lacking in terms of currency, as it has been concluded by multiple sources that “general encyclopedias should be no older than 5 years” (Asselin et al., 2006, p. 28) and “print encyclopedias should be replaced every five years” (Riedling & Houston, 2019, p. 18). As this resource has not been updated or revised since 2015, and is quickly approaching the five year mark, it must be considered for deselection and replacement.
Recommendation:
The resource should be weeded from reference collection by the end of the 2020/2021 school year and a current, suitable replacement with comprehensive coverage of curriculum related subject areas and disciplines should be purchased within that time.
Evaluation of Potential Resource: World Book Online Kids
Relevancy: The majority of the content is presented through multimedia at an age appropriate level for elementary students. Subject coverage is thorough, comprehensive and relatively proportional between disciplines, and addresses contemporary issues in Canada. This resource would serve as a solid foundation for most research purposes of elementary students.("World Book Kids Videos", 2018.)
Evaluation Rubric for Potential Resource:
Accuracy/Authority: World Book is a standard, well-known title. According to Rielding and Houston (2019), “World Book has provided accuracy, objectivity, and reliability in research materials for both children and adults” and “is noted for high standards of editorial excellence and technological developments that define the computer age” (p. 69, 70). According to World Book, “articles found on World Book Online are authored by expert contributors and researchers, then evaluated by authenticators and reviewers to ensure that the content is accurate and up to date” (World Book Online vs. The Web, n.d.)
World Book has also received positive reviews from the American Reference Books Annual, Booklist and more (World Book, 2020).
Purpose: The purpose of the resource is clear, World Book Online Kids is a reference resource of facts designed for students Kindergarten to Grade 5, and the Student version is developed for students in Grade 5 to Grade 8 and can be purchased as well. The resource is factually based, objective and includes and represents both sides of contemporary, controversial issues, such as the rights of First Nations people to self-govern and protect their land (“First Nations”, 2020).
Currency: The resource is “updated regularly and consistently” (World Book Online vs. The Web, n.d.). Because it is an online subscription resource, World Book Online claims to update it’s information regularly at no additional charge.
Curricular Connections: The content of this resource addresses many subjects covered in the Alberta Program of Studies, including subject coverage of Canadian geography, history, culture and contemporary issues, which are key components of the Social Studies curriculum. The resource is an online reference resource, and it does not include a typical index as would be found in the back of a print encyclopedia. Instead it features image-driven navigation and search tools, which features key topics and words found in the curriculum. Additionally, World Book Online Kids features an educators tool which directly links specific outcomes from the Alberta Program of Studies to all related materials within the database.
Format/Accessibility: The resource is functional, user-friendly and easy to follow for most students, although students with limited digital literacy skills may have trouble navigating this digital resource. It is appropriate for the age, abilities and reading levels of most elementary students as it features both predictive and advanced search engines, along with various multimodal content types and additional accessibility features such as audio for reading text to students and image-driven navigation tools making it ideal for emergent readers and ELL students. It also features images, illustrations, maps, audio and video files and more.
Efficient Use of Space: Because this is an online, digital tool it does not take up shelf space in the library, however it does require a computer or personal device and an internet connection. This resource could be made both visible and accessible to the student population by featuring a link to it on the homepage of the school library website. Students may also access this resource on their personal devices at home, provided they have an internet connection.
Summary of Evaluation:
Overall, this resource is exemplary and would be both a suitable and useful contribution to the elementary school library reference collection. Some of its many benefits include its thorough subject coverage and it’s clear connections to specific outcomes in the Alberta curriculum. As World Book is a well-known title, with many reviews, it is a trusted source for many teacher-librarians to provide students with objective, factually-based information. Additionally, because the resource comes in the form of a digital subscription, it is updated regularly, ensuring currency. Furthermore, the functional, user-friendly format of the resource provides accessibility features available to all students in the school community which may be of particular “benefit [to] special needs populations such as English-language learners, special education students or students with physical disabilities (Johnson, 2013, p. 71).
Although the resource has many potential benefits for the collection, it is not without limitations. According to Achieving Information Literacy: Standards for School Library Programs in Canada the reference collection should “reflect a balance among print, non-print, and electronic resources” (Asselin et al., 2006, p. 26). As the current reference collection consists primarily of digital resources, the selection of an additional digital resource will result in further disproportion of these materials within the collection. Additionally, although electronic resources have many benefits, and students may feel comfortable using a computer, they may lack the skills necessary to navigate this resource. However, since the implications of the current Covid-19 pandemic has resulted in many students electing to engage in remote learning, there has been a “movement toward 24/7 learning, [which] increasingly requires learning resources to be available at all times” (Johnson, 2013, p. 73). As such, the skills to use these resources must be taught and an increased emphasis on electronic resources with home access options must be considered.
Another consideration that must be made in regards to this resource is cost. As the resource is subscription based, a yearly amount must be budgeted. In a quote received from World Book Online, a subscription works out to cost roughly $1.00 CAD per student, annually. Although this amount is substantially higher than the single purchase amount of DK’s First Encyclopedia: A reference guide for children, which was $18.99 CAD plus tax, the subscription costs allow every student in the school to access the resource simultaneously, at school or from home, 24/7. Furthermore, because World Book Kids Online provides substantially more information than the single-volume general encyclopedia from DK, a more accurate comparison of cost would be to a complete 13-volume set of print World Book Discovery children's encyclopedia, which is $479.00 CAD plus tax. Although the cost of the annual subscription is still higher, the subscription ensures the encyclopedia’s currency and it will not need to be replaced every five years. Additionally, because the subscription offers additional features, such as access to virtual atlases and maps and digital dictionaries, there may be further opportunity to save costs on purchases of these materials.
Recommendation: This resource is exemplary and an annual subscription for the student population should be purchased to provide all students with access to factual information both at school and at home. Purchase of the World Book Discovery children’s encyclopedia in print may be considered as an additional resource if budget permits, as a balance of print and non-print materials is considered essential for an exemplary collection according to the Canadian Association for School Libraries (Asselin et al., 2006, p. 26).
Conclusion:
There are many factors the teacher-librarian must consider when evaluating reference resources for the elementary school library. Resources should be assessed and evaluated for relevancy, authority and accuracy, purpose, currency, curricular connections, format and accessibility and efficient use of space. Other considerations include cost, frequency of use, needs and preferences of the school community and a balance of print and non-print resources.
World Book Kids Online is a quality resource which meets and/or exceeds all of the criteria laid out in the evaluation rubric. It would be a fitting resource for elementary students engaging in the process of information inquiry. Teacher-librarians could use this resource with elementary students to foster information literacy skills and digital literacy skills, by guiding students through the process of locating, selecting, analyzing and evaluating information found in this digital resource. The image-driven navigation system and accessibility features makes this resource ideal for all elementary students "regardless of linguistic or physical limitations" (Riedling & Houston, 2019, p. 24). Teachers or teacher-librarians looking for support in using this resource can access the World Book Training & Support page for complimentary training and advice on how to use the features available through World Book Online.
Although all resources are subject to certain limitations, in the case of World Book Kids Online, the benefits outweigh these limitations. For example, according to the teacher-librarian at a neighbouring elementary school library, the high costs of print materials and the frequent need to update them, has made maintaining a print collection of reference materials nearly impossible. She asserts that the low cost of a subscription to World Book Kids Online allows her students to access regularly updated, verified information they may not otherwise have access to. Although she confirms that some younger students experience struggles with navigating this digital resource, she explained that she begins reference instruction with teaching students how to navigate the school library website and this particular digital resource. Furthermore, she suggests that the majority of her students prefer to use digital tools such as this one and that features such as image-driven navigation and read aloud text increase accessibility for all students. Ultimately, based on this evaluation, World Book Online Kids is a quality resource that would complement any elementary school library reference collection, providing students with factual information they may access both at school and at home.
References:
Alberta Education. (2015). Alberta Program of Studies: Science (K-6). Alberta: Alberta Education.
Amazon. (2020). First Encyclopedia: A reference guide for children [Image]. Retrieved 15 October 2020, from California State University. (2017). CRAAP Test [Image]. Retrieved 4 October 2020, from https://www-jstor-org.ezproxy.library.ubc.ca/stable/26388252?Search=yes&resultItemClick=true&searchText=arming+students+against+bad+information&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Darming%2Bstudents%2Bagainst%2Bbad%2Binformation%26filter%3D&ab_segments=0%2Fbasic_search_SYC-5462%2Ftest&refreqid=fastly-default%3A5842267c094c1ec4f5a2fadf6f7c925c&seq=2#metadata_info_tab_contents.
Ash, K. (2012). In Print or Online, Encyclopedias Seen as Valuable Learning Tool. Education Week, 31(26), 10. Retrieved 6 October 2020, from: https://www.edweek.org/ew/articles/2012/03/28/26britannica.h31.html.
Asselin, M., Branch, J., & Oberg, D. (2006). Achieving Information Literacy: Standards for School Library Programs in Canada [Ebook]. Canadian Association for School Libraries. Retrieved 1 October 2020, from: http://accessola2.com/SLIC-Site/slic/ail110217.pdf.
PenguinRandomhouse.com. (2015). First Encyclopedia by DK. Retrieved 3 October 2020, from: https://www.penguinrandomhouse.com/books/366043/first-encyclopedia-by-dk/.
Riedling, A., & Houston, C. (2019). Reference skills for the school librarian (4th ed.). Libraries Unlimited.
Smith, M. (2017). Arming students against bad information. Phi Delta Kappan, 99(3), 56-58. https://doi.org/10.1177/0031721717739595
US Macmillan. (2020). Anita Ganeri - US Macmillan. Retrieved 5 October 2020, from: https://us.macmillan.com/author/anitaganeri/.
US Macmillan. (2020). Chris Oxlade - US Macmillan. Retrieved 5 October 2020, from: https://us.macmillan.com/author/chrisoxlade/.
World Book Online. (2020). First Nations. In World Book Online Kids.
World Book Online. Welcome to World Book Letter [Ebook]. Retrieved 6 October 2020, from: http://www.worldbookonline.com.bc.idm.oclc.org/training/assets/promote/Welcome_to_World_Book_L etter.pdf.
World Book. (2020). Student + Wizard Annual Subscription | World Book. Worldbook.com. Retrieved 4 October 2020, from: https://www.worldbook.com/store/p/546-World-Book-Student.aspx.
World Book Kids Videos. (2018). Www-worldbookonline-com.bc.idm.oclc.org. Retrieved 7 October 2020, from: https://www-worldbookonline-com.bc.idm.oclc.org/training/products/kids/kids-videos.html.
World Book Online. (2019). World Book Online Quick Facts [Ebook] (pp. 1-2). Retrieved 5 October 2020, from: http://www.worldbookonline.com.bc.idm.oclc.org/training/assets/promote/2019_Quick_Facts.pdf.
World Book Online. World Book Online vs. The Web [Ebook] (pp. 1-2). Retrieved 4 October 2020, from: http://www.worldbookonline.com/training/assets/downloadables/WBOL_vs_web_info_sheet_8-15.pdf.
World Book Training and Support. (2020). World Book Kids Search and Explore [Image]. Retrieved 13 October 2020, from: https://www-worldbookonline-com.bc.idm.oclc.org/training/products/kids/kids-videos.html.
Laura, you and I evaluated the same type of reference source.I can see many similarities. I will bookmark this blog for future reference. Do you have any insight in how you might promote World Book Online with your staff? Does you school subscribe to this resource currently. Our school district pays for the subscription, it lowers the cost.
ReplyDeleteHi Angelika, great question! Currently our district does not have a subscription, but through Learn Alberta, every school has access to World Book Early Learning for K-2, so many teachers in lower primary are familiar with it and there has been interest in purchasing a subscription for 3-6. I was thinking that hosting a lunch and learn might be a good way to promote/share tips for using the program with staff. I was also thinking it might be worthwhile to share a simple tip or a new feature of the program in my newsletters for staff.
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