Reflection:
If someone asked me a month ago to define what a reference resource is, I would not have been able to confidently answer their question. Since my last blog post, however, I feel that I would be able to both define and provide examples of what constitutes as a reference resource.
After learning about the wide selection of print and digital sources that are available for students, I explored those materials at my school library and familiarized where they could be found (Encyclopedias, almanacs, Atlases, handbooks, digital resources-World Book Online and other district databases). Prior to learning about these school-based resources, I always saw students using Google to search for information-now I am able to direct students to visit World Book Online and to give it a try!
Blog Rationale:
I find it intriguing how much libraries have changed since I was in high school. I remember using computers, Encyclopedias, and handbooks for research and enjoyed signing books out to read. Now, fast forward to 2017, students are using iPads and tablets to search for information and would much rather ‘fight’ to sign out the very last copy of a Playaway instead of simply signing out the print version!
Retrieved from: https://www.youtube.com/watch?v=URXUUA5cfpo
As Riedling mentioned in her text, “The digital information revolution has resulted in the most marked changes in the types of reference sources and services used in the school library” (Riedling, p. 17). Thus, as school libraries are gradually changing to meet the needs of 21st century learners, the TLs roles and responsibilities are changing as well. This blog will outline the modern day TL reference services:
· Reference Interviews
· Collaboration with colleagues
· Managing Reference Collections
· Evaluating Reference Services
Reference Interviews: Beneficial way to communicate, build rapport, and support student learning (Theme two, lesson 5)
One of the TL’s main roles is to help students find reference resources that will assist them with their projects and assignments. In chapter nine of Riedling’s text, the author emphasized an important method to understand students and their needs: Reference Interview (communication). According to Riedling, the term ‘Reference Interview” is defined as the following- “a conversation between the school library media specialist and the student, for the purpose of clarifying the student's needs and aiding in meeting those needs (determining what they want)” (Riedling, p. 99). Thus, in order for a reference interview to be successful, communication with students has to be on-going, natural, and purposeful.
Riedling also provided the three different types of reference interviews:
1) Ready-Reference: “Provide brief and accurate information in a short period of time.” (Riedling, p. 104, Kindle Edition). Basically, students are seeking information (print and digital sources) that are quick to find and easily accessible, such as Encyclopedias and handbooks (Riedling, pg. 104).
School Observation: I have seen many TL's ask students the following questions: “I know exactly what you’re looking for,” “You might be interested in this,” “This might help you.”
2) Research Project Interviews: “These questions involve in-depth coverage of a topic, often requiring the use of multiple sources of information.” (Riedling, p. 104). This type of interview involves more on-going interaction to provide students with a wide variety of resources and access to information; this type of interview also allows TLs to teach information literacy skills (Riedling, p.104).
School Observation: Due to limited TL time, the TL at my school multitasks by doing book exchange and creating space for students to complete their inquiry-based projects. Many students utilize this time to ask the TL questions about their projects.
3) Readers’ Advisory Interviews: This type of interview involves knowing the students, such as their interests, hobbies, and reading levels. Readers’ Advisory Interviews refers to recommending books to students for the purposes of reading for pleasure or general interest (Riedling, p.104). I found the list of questions that Riedling provided very useful, as I don’t know my collection well enough. The following list of questions will help me know the ‘right’ type of questions to ask students: “What do you enjoy reading?” “What do you not like to read?” “Do you enjoy reading long books or short stories?” “Do you prefer reading a particular genre?” “Do you have a favorite author?” (Riedling, p. 106).
My Goal: Out of all of the reference interviews, I think Readers’ Advisory Interviews is going to be my main focus for this school year. Currently, anytime I TTOC for a TL or just happen to be in my school library, quite a few students approach me and ask for book recommendations. I feel that learning more about the library collection, current trends, and using the guiding questions above will help me become more comfortable to recommend and assist students with their literacy needs.
The Importance of Collaborating with Colleagues:
Image Retrieved From: http://eaglescollaboration.wikispaces.com/file/view/collaborate.jpg/387917612/636x262/collaborate.jpg
“Instruction on information skills and the use of reference materials should involve a collaborative effort by the classroom teacher who is the subject expert, and the teacher-librarian, the information specialist. Numerous research studies have indicated that this is not only an effective form of instruction, but also improves student achievement” (Mueller, p.1, Theme two, lesson 5).
In order for students to successfully learn how to find, comprehend, and present information, collaborating with colleagues is critical. Due to budget cuts and lack of TL time, both TLs and classroom teachers need to be creative in order to improve students’ information literacy skills (Mueller, pg. 1, Theme 2, lesson 5).
Consider the following scenario: Even though a grade four teacher has been assigning a research project on First Nations in Canada for years, that teacher will still need a variety of references (print, non-print, digital) and information literacy support-which is possible by collaborating with a media specialist. Classroom teachers cannot assume that students know how to properly search for information just because they know how to use an iPad; they need explicit instruction on how to research and where to find credible information.
According to Ken Haycock, author of "Collaboration: Critical success factors for student learning,” he believes that in order for a “Collaborative Planning Process” to be successful, the following things need to be considered:
· Objective
· Content
· Sequence
· Methodology
· Activities
· Evaluation
(Mueller, pg. 1, Theme 2, lesson 5).
Retrieved from: https://www.youtube.com/watch?v=EyYKkh0n7Vg
What
are the roles and responsibilities of TLs in the 21st Century?
As
mentioned by Aaron Mueller, an important part of a TLs role is “to manage the
school library resource centre and the entire collection of resources. The
reference collection, both print and online, is an integral part of the
collection” (Mueller, pg. 1, Theme 2, lesson 6).
Currently,
my school district does not have an official handbook that outlines the role of
TLs. Many of the TLs in my district, however, refer to the Surrey School TL
handbook. Similar to the GVSD roles of TLs, managing the reference collection
is crucial in order to ensure that the needs of the school community are met
by:
·
Managing the library budget/funds;
·
Select, acquire, and evaluate reference materials that are of
interest
Library budget and reference materials:
Due to the rising costs of references (both print and digital),
TLs need to evaluate and decide if it is worth purchasing a particular resource
or not. For instance, some things to consider before purchasing reference resources:
·
Will it be used regularly by both staff and students?
·
Is it affordable?
·
Are there frequent requests for this resource?
·
Is this item recommended by other TLs in the district and will be
useful for the library collection?
As mentioned by Aaron Mueller in terms of budgetary challenges,
“Trying to provide "balance" among different types of resources in
the reference collection and making sound decisions related to the selection of
resources based on available budgets are ongoing challenges for the teacher-librarian”
(Mueller, pg. 1, theme two, lesson 6). This means that the reference resource
must be a source that will be used often, relates to the B.C. Curriculum, and will serve many purposes for students and staff. It also doesn’t help when libraries
receive very little funding to begin with: approximately $3,288 (Mueller, pg.
2, Theme 2, lesson 6). The TL at my school often has to ask PAC for assistance
or advocate by providing data (circulation stats, current trends, and specific
needs to benefit the library).
Costs of reference materials:
I found the prices for many of the reference resources quite
shocking, especially for the Encyclopedia sets listed below:
World Book
|
$1088.00
|
World Book
Student Discovery
|
$469.00
|
Retrieved
from: (Mueller, pg. 2, Theme 2, lesson 6).
How does the school district expect students to meet the curriculum
standards for information literacy skills when the allocated budget is low? Hopefully
the court ruling may help with an increase in funding for libraries next school
year.
Evaluation,
Selection, and Acquisition of reference materials:
As a future TL, I find the evaluation, selection, and acquisition
part of a TLs role to be quite daunting, but the list below is an excellent
guideline for me to follow when considering potential resources for my library
collection:
1) Analysis of
the existing collection (Gaps, Losses, Use, New Curriculum etc.)
2) Identification
of Needs (Curricular, Teacher, Student)
3) Determining
Budget Available
4) Identification
of Sources for Purchasing
5) Selection of
New Resources
6) Acquiring of
New Resources
7) Handling and
Processing New Materials
8) Promoting the
New Resources
9) Ongoing
Maintenance of Resources
10) Collection
Renewal (Withdrawing Resources)*excerpt from Aaron Muller’s Module readings
(Mueller, lesson 7). (Adapted from: Doiron, Ray. School Libraries in Canada, 2002.
Vol. 21, No. and Ministry of Education materials)
When it comes time to evaluate resources, more complex steps and processes need to be
undertaken prior to purchasing. Besides considering the needs of the school and
the frequency of use, other factors, such as basing on a set criteria/standards
(‘below standard;’ ‘acceptable;’ and ‘exemplary’ need to be accounted for as
well (Mueller, Lesson 7). After evaluating a potential resource for my library, I would then follow the footsteps of my TL, where she asks
staff if they would like a particular resource be purchased for the library
(after going through evaluation, selection, and acquisition processes). After
purchasing the new references for your collection, the final step would be to
promote these resources. I would then
showcase the new materials to students.
Final Thoughts:
So far, I am having a wonderful time learning about all the various
reference resources that are available, along with the understanding the roles
of TLs. I am looking forward to learning more about library information
services in theme three.
References:
"Collaborate". Image retrieved from: http://eaglescollaboration.wikispaces.com/file/view/collaborate.jpg/387917612/636x262/collaborate.jpg
Harper, Sue. (2015, March 5). "Teacher Librarians and Classroom Teachers." Retrieved From:
Montgomery, Kelly. (2012, August 20). "Today's Library Media Specialist." retrieved from:
Mueller, Aaron (UBC Instructor). (2017). LIBE 467-LTheme Two, Lessons 5-7.
Riedling, Ann; Shake, Loretta; Houston, Cynthia. Reference Skills for the School Librarian: Tools and Tips. ABC-CLIO. Kindle Edition. https://www.amazon.ca/Reference-Skills-School-Librarian-Tools/dp/1586835289
School District #36. (Spring 2007). "Teacher-Librarian Handbook." https://www.surreyschools.ca/departments/EDSC/CurriculumInstruction/Library/Documents/SD36%20TL%20Handbook.pdf
