Pikiran kita harus istirahat. Karena sesudahnya pikiran akan menjadi lebih baik dan lebih tajam. (hlm. 287) #FilosofiTeras Continue reading “Daftar Bacaan 2020”
Biasanya seorang blogger membuat semacam about me itu di awal mula membuat blog, saya malah nggak kepikiran blas. Seiring waktu kalo blogwalking baru ngeh ada banyak blogger yang mencantumkan apa saja yang pernah diraihnya selama ini. Kagum juga kalo liat prestasi-prestasi orang lain. Dan merasa hidup ini kok recehan banget dibandingkan yang lain x)) Continue reading “About Me”
Kalo tahun-tahun sebelumnya saya hanya buat satu postingan tentang LABEL PUSTAKAWAN tiap tahun, tahun ini saya bagi dua postingan biar nggak kepanjangan kayak kereta api 😀 #dikepruk
“Google can bring you back 100,000 answers, a librarian can bring you back the right one.” ― Neil Gaiman
Perkembangan menantang para praktisi dan akademisi ilmu perpustakaan untuk terus menata kepustakawanan Indonesia.
Isu keterbukaan akses literatur kepustakaan mendapat perhatian dari kalangan keilmuan selama satu dasawarsa ini. Inisiatif akses terbuka pada satu pihak menguntungkan peneliti, lembaga, dan masyarakat.
“Isu akses terbuka menjadi serius dengan kemunculan Web 2.0 atau Library 2.0 yang memberikan fasilitas interaksi antara pencipta dan pengguna informasi. Bagi peneliti, sistem ini meningkatkan keterbacaan, manfaat dan dampak bagi karya mereka,” ujar Kepala Lembaga Ilmu Pengetahuan Indonesia (LIPI) Lukman Hakim pada lokakarya nasional kepustakawanan bertajuk “Transformasi Kepustakawanan Indonesia dalam Era Akses Terbuka” di LIPI, Jakarta (5/9).
Kesadaran penerbit jurnal ilmiah Indonesia untuk menyediakan kemudahan akses untuk jurnal saat ini terus meningkat. Sekitar 40 jurnal Indonesia sekarang telah dapat diakses secara bebas melalui Directory Open Acces Journal (DOAJ).
Tapi di satu sisi perkembangan ini dapat memicu tingginya plagiarisme. “Akses terbuka memang memiliki banyak kelebihan, namun perlu diingat masih ada pertimbangan hak kekayaan intelektual (HaKI), kepengarangan, serta aspek etika. Anggota komunitas keilmuan perlu memiliki pengetahuan mengenai batas-batas penggunaan karya ilmiah agar dapat menghindari pelanggaran,” tegas Lukman.
Perkembangan ini menantang para praktisi dan akademisi ilmu perpustakaan untuk terus menata dan membenahi kepustakawanan Indonesia pula.
Pustakawan Alih Peran
Kepala Pusat Dokumentasi dan Informasi Ilmiah (PDII) LIPI Sri Hartinah mengatakan, penerapan akses terbuka pada jurnal perlu dukungan para pustakawan. Baik generasi senior (prateknologi) maupun muda (pascateknologi) untuk beralih peran sebagai penyedia informasi.
“Kita perlu menciptakan sinergi antargenerasi sehingga mempunyai cara pandang baru dalam memahami penggunaan dan pengelolaan informasi di era keterbukaan akses saat ini,” tuturnya
Kaum muda (usia 15-39 tahun) saat ini atau generasi Y tergolong merupakan generasidigital naive. “Mereka lahir dan dibesarkan dalam era digital,” kata Rosa Widyawan, salah seorang staf pelaksana PDII LIPI.
Ia menyebutkan ciri-ciri generasi Y antara lain individualis, terbuka, independen, bergerak (mobile), dan global. “Dengan keadaan saat ini terjadi friksi di perpustakaan, pustakawan yang rata-rata digital migrant masih gagap teknologi dalam memberikan pelayanan perpustakaan kepada generasi digital naive,” ungkapnya.
Maka generasi digital naive yang rata-rata piawai dalam hal teknologi komunikasi dan komputer, cenderung memilih menggunakan internet sebagai pemasok informasi yang dibutuhkan oleh mereka.
Padahal menurut pengamatan Rosa, pustakawan memiliki keterampilan literasi informasi dan mesin pencari hanya sebagai “jendela” yang setelah itu perlu dianalisis, disintesis, dan menjadi informasi yang disajikan beretika.
Sementara Blasius Sudarsono, pustakawan senior di PDII, mengetengahkan bahwa profesi pustakawan di Indonesia akan berakhir bila tidak ada generasi muda yang tertarik menjadi pustakawan.
If you can find EVERYTHING online, then why do we need school libraries?
School libraries should be far from obsolete….In fact, now that the technological age is in full bloom, school libraries are needed more than ever.
Students need books…Not everything can be found online. Books also back up the facts found online. We also need to learn how to use indexes and glossaries. Even eReaders’ pictures are nothing like looking at photographs in books, or magazines.
Students need space. Space is really important when it comes to school libraries. We need to house books, magazines, newspapers, and computers for easy access to information. The physical library itself is a place for students and others to study and learn; surrounded by intellectually stimulating resources, and a quiet place to focus. Collaboration with fellow teachers and students at tables or next to each other to complete assignments, do research, or to read books.
Students need computers. All students need to be able to access information, from beginning readers who listen to books online, to learning how to keyboard, to upload photos, learn web 2.0 and utilize those tools which are available to them. Learning key words to look up information is key as well. Being digitally responsible and learning about copyright is critical. But how will they learn all this new information?….
Students need a librarian. Yes, who better to help students navigate through online resources, junk that crowds the Internet and find reputable sources through web evaluation. Librarians also help find books pertaining to your topic for research or help find the right section depending on your purpose. Teaching students about copyright issues and online piracy.
While all of these skills are traditionally associated with school librarians, many do not know that a few of us are actully teachers and curriculum navigators who help the entire school.
So before you are too quick to write librarians or libraries off as “old school” think again. They are far from being obsolete, In fact, now we (teacher-librarians) are needed by students, and other teachers, more than ever.
Rosemary Woodman, Reader Development Adviser for Berkshire Education Library Service, tells us about the Carnegie and Kate Greenaway shadowing scheme is helping to create a new generation of passionate young readers
Suspense is rising as announcement day approaches for all those shadowing the Carnegie and Kate Greenaway Awards with the Berkshire Education Library Service. Animated debate, heated discussion and lots of laughs can be heard across the Thames Valley as nearly 70 schools make their choices using the same criteria as the judges. Primary schools focus on the Greenaway books whilst secondary schools choose either shortlist or both. Who will be this year’s winners?
In my second year as a CKG judge, I am in a unique position – privy to the secrets of the panel but unable to whisper a word to keen and curious pupils and colleagues. Sometimes it seems a balancing act as tricky as the one Emily’s Gravett’s wolf negotiates in this year’s shortlisted book… But I love the fact that in shadowing everyone has a voice. And this year with eight amazing titles on each list there really is something for everyone.
Shadowing began with great excitement at our networking meetings in March. The Spring break gave everyone time to start reading and they haven’t stopped yet. Now, celebration Week is nearly here – the highlight of the calendar. Everyone is thrilled to be welcoming Patrick Ness, author of A Monster Calls and Catherine Rayner who will drawing and talking about Solomon Crocodile. Both days are fully booked – actually overbooked – I’ve already been searching the building for extra chairs!
Meanwhile wonderful activities are going on in our groups all over the local area. Here is just a taster of a few of the activities that are taking place:
- Langley Grammar in Slough has been celebrating with an Olympic theme. The librarian feels that if house points are always given for sports why not for reading challenges?
- In Bracknell, Easthampstead Park School’s new scrapbook and pupil notice board has been so popular that it will continue running as a Diary/Scrapbook Club to encourage creative writing and imaginative thinkin
- Three different areas are celebrating ‘Carnegie Days’ with groups of neighbouring schools meeting for debate, hi-tech presentations, votes – and of course lots of cake
- Some year 12 pupils at LVS Ascot (pictured above right) have been shadowers for five years with experience of Skype discussions and youtube presentations and now really enjoy encouraging the younger members
- Brookfields Special School shadows the Kate Greenaway with the whole of Key Stage 3 integrating maths, art, citizenship and reading activities
Highdown Book Hounds in Reading sum it up ‘The pack…have been steaming through the shortlist …the debates are heating up…’ And the benefits continue beyond the school gates. One former ‘book hound’, now a beautician, has started her own workplace book group combining film trips with new reads. (Although she told me ‘read the book first – it’s always better!’)
Primary schools find that the Greenaway selection naturally lends itself to cross-curricular activities. Redlands School in Reading report that the library area is now filled with 3D crocodiles inspired by Catherine Rayner’s shortlisted book. Some schools have been shadowing with the whole school with lots of sharing between older and younger classes and sometimes nearby secondary schools too. Many report that the older children feel more confident reading aloud to younger children than to adults. Schools on a very tight budget find that by creating a rota with book monitors (a very popular job) so that books can be circulated to every class and every child will have the opportunity to see each book. Other schools like St. Mary’s in Slough buy multiple sets as an investment purchase which is used in future years across the whole age range.
Everyone reports that it is such a delight to see older children recognising Greenaway books from previous years and returning to them with enthusiasm. Reading for pleasure is an important but sometimes challenging issue for many schools, and the superb illustrations in the Greenaway books naturally lend themselves to encouraging children to pick up the books and start reading. St. Finian’s in Cold Ash have been promoting reading in upper Key Stage 2, by using the books ‘to reawaken the children’s love of stories through reading, writing and their imagination.’ Several schools are focused on gifted and talented children; others have targeted reluctant readers, especially boys and are keen to involve parents. A number of schools use the shortlist as the basis for their summer literacy programme. Oakfield First in Windsor say ‘Greenaway is perfect for us! It is such a good way to learn “reading” pictures. Dare we mention – it also helps us to address the assessment foci in our reading in an exciting way!’
Readers for life are in the making as shadowing fever sweeps through Berkshire. And maybe in future years these shadowers will rediscover their 2012 favourites and pass them on to a new set of readers.