Cohen, Sydnye. (2010) "Growing a Knowledge Building Centre." Teacher Librarian, 37, no5, Je 2010, p.37-41. Retrieved from Wilson Web Full Text database.
Sydnye Cohen discusses the success of creating a "knowledge building centre" (referred to as KBC research programs) within her library in the article, "Growing a Knowledge Building Centre." She began planning and restructuring the way she organized research projects after reading the article: "The Learning Commons: Where Learners Win!" by Carol Koechlen, Sandi Zwann and David Loertscher. After discussions and an on-line class with David Loertscher she was ready to transform her library into a 'learning commons.'
She began her discussion by commenting on the dramatic increase in amount of student and teacher usage of the library but went on to realize that just because they were visiting more did not guarantee that they were learning how to use the tools in order to increase their researching skills and their knowledge base . She decided to implement some surveys to analyze students researching skills and found that, "most students where not using databases. Eighty-two percent of students responded that they used Google as the first choice for research...even though students received lists of databases and passwords" they did not use them for their research needs. (Cohen, 2010, p.38)
She decided to implement her new KBC model within a research project that occurred almost every year, 'The Greatest Greek.' Every year students usually presented a Power Point Presentation of the topic, Cohen decided to change that format into a Voice thread presentation. As part of the project the students had to provide an annotated bibliography for each work sited to show how each resource was used.
What I liked the best was the way the TL organized the assignment by creating a Wiki page for the students. On the Wiki they could find databases with the best e-sources, links to e-books, Noodle Tools (which was the format used for their annotated bibliography and links to how to create a Voice thread. The TL created a “one-stop shopping experience” (Cohen, 2010, p.39) for their project. This format was easy for the students to access and familiar to them. This is an ideal situation where the students can be taught the skills to use the Wiki but then have some independence while searching through it and fall back on the assistance of the TL if they are having any technical difficulties.
Cohen found this model to be more participatory and it also engaged the students to seek out more credible web sites and actually use other databases. When re-administering the same survey on the use of databases the statistics went up dramatically by the end of the year. In another project she created an evaluation test for web sites and had students use this evaluation to rate the web sites they found. The students were able to “engage in thoughtful discussions and could say why their sources passed the evaluation tests.” (Cohen, 2010, p.40)
This article was resourceful and opened up possibilities on how to structure and implement new ideas in order to plan authentic resource projects that students will enjoy and learn from. It allows students the opportunity to build on skills that they are familiar with and also expand their knowledge by showing them new ways in which to conduct more authentic research. It is also a great guide and structure to follow for both TL and planning teachers and clearly sets out the expectations for students in order to allow for success.
