Questions and resources
From SLNSW
Contents |
Tackling the assignment question
- While it is preferable for children to bring their assignment sheet into the library, you can still obtain information about assignments by careful questioning (without interrogating) the child.
- If the assignment sheet is not brought in, you can try some of the following
- what subject are you studying?
- what were you talking about in class?
- what do you know about the subject already?
- where have you already looked for information?
- did your teacher suggest any information which could help?
- how much information do you need?
- how long is the assignment and how do you need to present to it?
- when is it due?
- if the project is based on a current news story, you may need to check news sources like some that are available on NSW.net
- what do you do when there is no information left? What follow up do you do? Talk with your children's staff about possible strategies.
- strategies for popular assignments - you might want to suggest titles for purchase to help. Mention any popular topics and assignments to your children's staff.
- while most of these strategies are dealing with assignment questions, the techniques are similar for enquiries of general interest like where are the dinosaur or digger books?
- when it comes to children choosing the correct resources for their needs, we can't expect them to have the same level of critical thinking, analysis and judgement as an adult, and therefore young people may need more time and assistance from staff than adults.
Looking at the children's information collection
- Have a look at your junior reference collection. Are some of the same titles available for loan? What kind of titles are collected? What parts of the reference collection are online? Also have a look at your reference collection for adults - are there titles which are suitable for use by children as well?
- Consider the layout of your library Non Fiction collections. If they are interfiled, do not point a child in a direction without explaining the difference between adult and junior resources. Always walk the child to the shelf and assist in differentiating the appropriate resources for their age.
Looking at the online children's information collection
- A growing number of clients aged between five and twelve are accessing their information through the internet. Have a look at your library website for resources for children. How easy is this information to find? How easy is it to work out the age group it is intended for?
- Does your library have downloadable e-books for children?
- If you have access to your tutor, try logging in or ask your children's staff how children can access it.
- Does your library provide information to children about how to access the library's online resources? Has your library run any training, targetting children and their parents in how to use the library's online resources
Parental permission for using the internet
- What is your library's policy on internet use for children aged twelve and younger? Read your library policy for this. Are there extra considerations when the child is unattended? You may like to talk to your children's staff about this as well.
Teaching skills v providing the information
- Remember that you are providing the access to the information, and not necessarily finding the answer for the child. Make sure you don't deluge the child with information.
- When you are helping the child find information, take them with you to search for the information.
- Don't confuse them.
- Be aware of your body language and that of the child, and listen to the child to gauge how much detail you talk them through.
Quiz
Check your collection development policy. What kind of materials which relate to reference are collected for children? Does your library collect textbooks?
