The Importance of Collaboration

Minisha Manj

  Assignment #2: The Importance of Teacher Collaboration

                                                               Reflection:

Prior to starting this assignment, I felt nervous because I currently do not have any experience being a teacher-librarian, nor co-planning units with colleagues. After reviewing the Concerns-Based Adoption Model (CBAM) and the SAMR (Substitution Augmentation Modification Redefinition), both of these resources helped me gain a better understanding of how and when to approach teachers (to collaborate), to assist teachers (helping to select reference resources-both print and digital), and steps on how to co-plan units.

As I worked on this assignment, I also thought about how TLs are able to realistically collaborate units/themes with teachers; for instance, to take TL time/availability and the budget into consideration.

                                                            Why Collaborate?

Image Retrieved From: https://clipartfest.com/categories/view/c55c8808bb1a851e87fd4056a2f3703e58a6d74c/teacher-collaboration-clipart.html

                                             https://www.youtube.com/watch?v=Bcoee6Nw1Wc

Teacher and TL collaboration is crucial to ensure that students receive the best possible education and through a variety of lens (print, non-print, digital sources). The collaboration piece is even more significant for 21^st century learners, as technology has become the ideal place to gather resources for projects and for general interest. Thus, teaching information literacy skills is a mandatory skill that must be taught in some capacity, with the involvement of both teacher and the TL.

 In the article “School Library Media Collaborations:Benefits and Barriers,” by Dawn Frazier, she discussed a TL’s role in the 21^st century- “A school librarian's curricular role has expanded from resource provider to educational partner with the goal of creating 21st century learners.” (Frazier, pg. 34). https://koollibrary.wikispaces.com/file/view/article+benefits+and+barriers.pdf.

Some benefits of co-planning units include:

·         To introduce new technology resources

·         Teachers discover new reference resources and may be willing to try/implement these new resources into their practice.

·         TL’s may notice gaps in the collection-are there mandatory resources that are missing/needed in the collection?

·         Encourage other teachers to collaborate more often to learn and discover new things.

https://koollibrary.wikispaces.com/file/view/article+benefits+and+barriers.pdf

Why some teachers want to avoid collaboration:

·         Time to meet with teacher(s)

·         Limited TL availability

·         Veteran teachers having established routines for certain units

·         Differing opinions between TL and teachers https://koollibrary.wikispaces.com/file/view/article+benefits+and+barriers.pdf

Collaboration Models:

The following resources were used for this assignment (when collaborating with the teachers):

 Concerns-Based Adoption Model (CBAM) is a great model for TL’s, as it provides information to identify ‘Typical Expressions of Concern’ and ‘Typical Behaviours.’ Thus, this model helps determine if a classroom teacher is ready/not ready to try something new-an especially great tool for inexperienced TL’s.

Images retrieved from: http://www.nationalacademies.org/rise/backg4a.htm

The SAMR (Substitution Augmentation Modification Redefinition) Model is another beneficial resource, as it focuses heavily on how often technology is being used in the classroom. “As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.” https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

Image Retrieved From: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

 “Collaborative Program Planning and Teaching” (C.P.P.T.) by Ken Haycock is another excellent tool, as it provides the TL some guiding questions to follow when collaborating:

·         Objective

·         Content

·         Sequence

·         Methodology

·         Activities

·         Evaluation

(Mueller, Theme Two; Lesson 5)

Teacher #1-Mrs. Florence Grade Three Teacher

Educational Background:

Mrs. Florence is a grade three teacher who has taught this grade level for several years. She has a Masters in Educational Leadership and is seen as a mentor. She is the Pro D rep at the school, is involved in district inquires/projects (core competencies and curricular based inquiries), and often volunteers to assist with set-ups for special events (Yukon Dan, Metis presentations, Jump Rope for Heart, etc.). During staff meetings, Mrs. Florence likes to present in-school and provincial workshop choices for her colleagues (based on high interest and school needs). Overall, Mrs. Florence is highly involved in the school community and is seen as a leader at her school.

Mrs. Florence’s Unit Overview:

Over the last five years, the school has seen an increase in the enrollment of First Nations students. Due to the large number of First Nations students enrolling, Mrs. Florence has been teaching her class about First Nations (culture, storytelling) over the last couple of years. When teaching the First Nations unit, she does the following:

·         Reads books about First Nations (fiction and non-fiction)

·         Students receive a booklet with various activities (colouring sheets, word searches, and cloze activities).

·         Showcases First Nations books and leaves both fiction and non-fiction books out for students to read.

·         Final Project: Poster Project about First Nations (Culture, storytelling, food, history, Totem Poles, etc.). 

Use of Library (prior to TL collaboration):

Mrs. Florence’s library time was set aside for her class to participate in a book exchange. Time was also set aside for her students to listen to a story being read-aloud, followed by a discussion of the book.

 Situation/Experience:

Over the last five years, Mrs. Florence has noticed that her students tend to copy information word for word and have difficulty finding relevant information for their poster projects. She has also noticed that students prefer to find information online using iPads, but many students tend to either use Wikipedia as their main source and/or have difficulty looking for information.

 During a staff meeting, Mrs. Florence asked if any colleagues had experiences teaching a First Nations unit to a primary grade. Using the CBAM Model, with Mrs. Florence seeking advice, she was seen in the stage of Renewal in terms of ‘Typical Behaviours’-Teacher seems content with her routines, but is looking to have some guidance with research and note-taking skills. In terms of the ‘Expressions of Concern’ stage, Mrs. Florence is in the Refocusing stage-Looking to find more better suited resources/guidance.

 The SAMR Model-The TL could also use this model with Mrs. Florence and her class-many of her students enjoy using technology but have little knowledge on how to actually use technology properly. As a result, Mrs. Florence's class is in the Augmentation and Modification stages of SAMR.

Next Steps:

Step 1:

Reference Interview: The TL then spoke to Mrs. Florence about setting up a time to meet and to go over resources. The two teachers met at an agreed upon time and went over the needs of the students.

Step 2:

Next Steps/Recommendations:

 Using Haycock’s C.P.P.T. Model, the TL and classroom teacher decided to try the following:

·         Provide ‘just right’ books about First Nations-the books that Mrs. Florence had in her classroom were not at grade level. Example of ‘just right’ books about the First Nations culture: PM Benchmark and Strong Readers book series (available in all different levels).

·         Create a criteria for information: Get students to look at different sources (both print and non-print) to find information, such as asking students to use at least one book, two online sources, etc.

·         Library time: TL can assist students in-class during their library time (iPad cart will be in the classroom). The TL will also bring kid-friendly books about First Nations on a cart.

·        Information literacy skills will be taught in class-the TL will go over how to search for information and use online databases (World Book Online, websites about First Nations).

·         Big Buddies: Are also learning about a First Nations unit and could possibly collaborate/do arts and craft activities.

Example of a 'just right' book (picture from SD #79 District Resource Center).

Teacher #2-Mr. P Grade Five Teacher

Educational Background:

Mr. P is a grade five teacher and has been teaching for over twenty years. He has taught the grade five level for eight years. Prior to teaching the grade five level, he used to work at a Secondary School and taught grade ten history and geography. As a veteran in the teaching profession, he is comfortable with his teaching practices and routines; he rarely ever asks for support or advice from colleagues.

Unit/Theme Overview:

Mr. P has been teaching a Canadian unit entitled “Going Across Canada,” in which students learn about different Provinces and Territories and represent their learning in various ways; for instance, write a short story about Alberta, create a pamphlet for Nunavut, etc. (Mr. P informs students what type of activity they will have to complete for that particular Province or Territory).

Use of Library Services (prior to TL collaboration):

Prior to TL collaboration, Mr. P used his library block to send his students for a book exchange. He occasionally sent some of his students to the library for catch-up time (for students to have a quiet place to complete their work).

Situation/Experience:

Mr. P has noticed that his grade five classes have been academically low over the last couple of years. During an LST meeting, he informed the school team about his class and how a large number of students are in the ‘Not Yet Within’ range for reading and writing.

Based on the CBAM Model, Mr. P is in the Refinement stage in terms of ‘Typical Behaviours’-Teacher is willing to make some modifications to the unit in order to increase student interest.

‘Expressions of Concern:’ Informational-Willing to learn about other ways to introduce project and use resources to increase student engagement.

Next Steps:

Step 1:

Reference Interview: The TL then spoke to Mr. P about setting up a time to meet and to go over resources. The two teachers met at an agreed upon time and went over the needs of the class.

 Step 2:

Next Steps/Recommendations:

 Using Haycock’s C.P.P.T. Model, the TL and classroom teacher decided to try the following:

·        Access to ‘just right’ books about Canada and its Provinces/territories-Mr. P did not have very many print materials available in his classroom.

·         Create a criteria for information: Get students to look at different sources (both print and non-print) to find information, such as asking students to use at least one book, two online sources, etc.

·         Library time: Students are able to use some of the library block to work on projects.

·         Adrienne Gear- to help with note-taking and writing down information.

·         TL will also present information about each Province and Territory (read-aloud, show videos, scavenger hunt games, etc.)

·         Information literacy skills will be taught in class-the TL will go over how to search for information and use online databases (World Book Online, websites about Canada’s Provinces and Territories).

Conclusion:

When teachers are willing to collaborate with the TL, they have the opportunity to learn about new resources and new approaches to delivering information. In the case of Mrs. Florence and Mr. P, they both were very comfortable with their routines and delivery of lessons that they did not think about collaborating with the TL to teach that particular unit. Of course both teachers were not that confident that the new changes would even work-but once the collaboration took place, however, both teachers started to see change in the way their students approached their respective units (increased engagement, ability to follow specific criteria and direction). Once the teachers saw positive changes by co-planning a unit with the TL, their attitude and mindset about collaborating also shifted as well.

References:

Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals.  Retrieved From: http://www.nationalacademies.org/rise/backg4a.htm

Frazier, Dawn. “School Library Media Collaborations:  Benefits and Barriers.” Library Media Collection (November/December 2010). Retrieved From: https://koollibrary.wikispaces.com/file/view/article+benefits+and+barriers.pdf

Freitas, Beth. (2015, July 23). “Teachers and librarian in collaboration - EARJ Gávea.” Retrieved From:  https://www.youtube.com/watch?v=Bcoee6Nw1Wc

Haycock, Ken. "Collaboration: Critical success factors for student learning" School Libraries Worldwide 13.1 (2007): 25-35.

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

Mueller, Aaron (UBC Instructor). (2017). LIBE 467-LTheme Two, Lessons 5-7.

“SAMR Model.” Technology is Learning (2014). Retrieved From: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

“Teacher Collaboration Clipart.” Clipart Fest (2016). Retrieved From: https://clipartfest.com/categories/view/c55c8808bb1a851e87fd4056a2f3703e58a6d74c/teacher-collaboration-clipart.html 

Theme 2 Blog Post

Theme Two: Reference Services in the 21^st Century

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 21^st 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)

                                 http://work.chron.com/elementary-school-librarian-interview-questions-24143.html 

 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 21^st 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:

https://www.youtube.com/watch?v=EyYKkh0n7Vg

         
  Montgomery, Kelly. (2012, August 20). "Today's Library Media Specialist." retrieved from:

https://www.youtube.com/watch?v=URXUUA5cfpo

           
          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

  

Assignment #1-Evaluation and Selection of a Resource

LIBE 467 Assignment #1: Evaluation and Selection of a Resource

By: Minisha Manj

Rationale:

         In 2013, School District #79 reconfigured its school system, where elementary schools became K-7 and secondary schools became 8-12. Due to the reconfiguration, many of the teacher librarians have been struggling to find reference materials, especially elementary school TL’s. The reason?-With the addition of grade 7’s added to elementary schools, TL’s are still in the process of finding appropriate print copies of reference materials for that age group.

        As a new staff member working at a K-7 school, I have noticed that many intermediate students chose to use electronic devices, such as iPads, to look for research for their assignments. I also noticed that many students search using databases, some search engines, and The World Book Online, but very few asked for reference materials that are sitting on the shelf, such as the The World Book: Student Discovery Encyclopedia. I then recommended and showed students to perhaps try using an Encyclopedia to find more information about their topics-many chose not to. After interacting with some students, I learned some reasons as to why intermediate students found the Encyclopedia set as not useful:

·         It takes much longer to search a text, whereas you find information much quicker online.

·         The Encyclopedia set looks like its intended for younger students

·         Looks outdated, dirty, and in need of replacement

·         Some key pieces of information is missing-for instance, a student was writing about Martin Luther King Jr. and could not find any information about the historical figure in the ‘M’ text.

School and Curriculum Goals (Collaboration with colleagues):

This year, my school’s goals consist of focusing on all aspects of literacy, which includes improving reading, writing, and information literacy skills. Although my school is in favour of students using iPads to access digital sources, many teachers still want their students to utilize the various print materials that are available in the library collection. Due to a high volume of students using digital sources to seek information, some of the teachers have created criteria that specifically asks students to use two sources from a printed text and two from digital sources. As of now, most of the primary students have a variety of reference materials available at their level. The intermediate students, on the other hand, require more age-appropriate reference materials to help encourage them to use print text, along with digital sources.

Grade 7 Language Arts-Curricular Competencies https://curriculum.gov.bc.ca/curriculum/english-language-arts/7

As stated in the grade seven “Curricular Competencies,” students are encouraged to utilize various sources to comprehend and look for information. Although my school does have access to World Book Online and it is a useful reference tool, it is still critical for students to engage and search for information using other sources, such as looking through hardcopy texts.

Comparing Reference Materials-The World Book: Student Discovery Encyclopedia and The World Book Encyclopedia: 2016

        After looking at the needs of the students and colleagues, it seems that a new Encyclopedia set is needed in order to meet the needs of this particular school community. This new Encyclopedia set should be ideal for all grade levels and provide recent information: The World Book Encyclopedia: 2016.

The information listed below describes some quick facts between the two World Book Encyclopedia sets:

Reference Resource being evaluated:    The World Book: Student Discovery Encyclopedia.

Publisher: World Book Inc.

Publication Year: 2000.

Publishing Location: Chicago, Illinois.

Volumes: 13

Grade Level: 3-5

Information retrieved from: https://www.amazon.com/World-Book-Student-Discovery-Encyclopedia/dp/0716674009

According to Riedling, “print encyclopedias should be replaced every five years,” thus, this reference resource definitely needs to be replaced (Riedling, Ann et all. Reference Skills for the School Librarian: Tools and Tips, 3rd Edition (p. 24). ABC-CLIO. Kindle Edition).

Observations in this Encyclopedia set:

·         Overwhelming number of images (mainly cartoon version), sometimes not even directly related to the text.

·         Each volume has about 200 or more pages (which means that some current information is missing and/or may need to be updated).

·         The publication date is from 2000-a resource that has been around since I was a student myself!

·         Each summary/information topic does not provide enough content for older intermediate students to complete research-related assignments.

·         Focused mainly on people, some historical events, and places.

Image retrieved from: https://www.amazon.com/World-Book-Student-Discovery-Encyclopedia/dp/0716674009

Reference Resource being evaluated:   The World Book Encyclopedia: 2016

Publisher: World Book, a Scott Fetzer Company

Publishing Location: Chicago, IL.

Publication Year: 2016

Volumes: 22

Grade level: K-12

Observations in this Encyclopedia set:

·         Images enhance and relate to content

·         Updates and revisions are noted

·         There are over 14,000 pages

·         Each summary/information topic provides enough content for intermediate students to complete research-related assignments.

·         Focuses on a wide variety of topics

https://www.worldbook.com/store/p/399-World-Book-Encyclopedia-2016.aspx

Images retrieved from: https://www.worldbook.com/store/p/399-World-Book-Encyclopedia-2016.aspx

As seen in the text sample above, the World Book: 2016 edition provides a good amount of information, such as text, images, and other prominent features for students to use for their research assignments.

Rubric Overview:

       This rubric will help me assess both The World Book: Student Discovery Encyclopedia and the World Book Encyclopedia: 2016 sets recommended reference resource as well. The rubric is divided into the following five categories: appropriateness, presentation, I selected these particular categories that were suitable for the selection and evaluation of a reference resource.

Content:

Refers to the type of information that is presented and if that information is appropriate for all grade levels (full text, images, search features).

Authority:
Refers to the authors level of education, experience, and the publisher’s reputation-
“Indicators of authority include the education and experience of the authors, editors, and contributors, as well as the reputation of the publisher or sponsoring agency.” (Riedling, p. 22 Kindle Edition).

Currency:

·         Does the text contain up-to-date information?

·         Are new submissions/revisions noted?

·         Is information pulled from a variety of sources?

·         Is the information accurate?

Presentation:

·         Is a user guide available?

·         Does content and appearance of text appeal to all grade levels?

·         Is the text user friendly?

·         How is content arranged?

·         Is there an index included?

Curricular Connections:

·         Does the text connect/support the new BC Curriculum?

·         Does the text meet the English Language Arts requirements for all grade levels

·         Will the information provided in the text help enhance information literacy skills?

The chart below is the rubric that I created and will use to assess the two World Book Encyclopedias:

Legend:
3=Excellent
2=Good
1=Poor

Evaluation:

The World Book: Student Discovery Encyclopedia (2000).

Content Rating: 2.

·         The majority of the images presented in the Encyclopedias relate to the content presented

·         The search features are presented at the beginning of the text only. The following user guides are provided: “Key to pronunciation” and “How to use” guidelines.

·         Some variation in topics

Authority Rating: 3.

·     Some reputable publishers are listed.

·    Verifies some of “the reputation of lesser-known publishers.” (Riedling, p. 31, Kindle Edition).

·      Information is pulled from several sources

Currency Rating: 1

·         Last published in 2000 (over 6 years old).

·         Information is not recent

·         Updated features and information is not noted

·         Has some factual errors and inconsistencies (due to being outdated)

Presentation Rating: 1

·         Appeals to very few grades (mainly primary)

·         Indexes are not included at the end of each volume

·         Information is somewhat  displayed in an organized and thoughtful manner

·         Content is mostly arranged alphabetically

Curricular Connections: 1.5

·         Connects/supports few aspects of  BC’s New Curriculum

·         Meets some of the Language Arts (literacy) requirements for most grade levels

·         Enhances some aspects of information literacy skills (reading, writing, comprehension, and research)

The World Book Encyclopedia: 2016

Content Rating: 3

·         Images relate to content presented

·         Search features (basic and advanced) are available (Riedling, pg. 32).

·         Information is appropriate for all grade levels

·         Topics covered in this Encyclopedia set:

-“Arts,

-Business, industry, and technology

-Geography

-History

-Mythology, philosophy, and religion

-Recreation and sports

-Science and mathematics

-Society”

Information retrieved from: https://www.worldbook.com/store/p/399-World-Book Encyclopedia-2016.aspx

Authority Rating: 3.

·         Reputable publishers are listed.

·         The publisher has included the “academic backgrounds or academic structure to justify their roles in writing a bibliography.” (Riedling (p. 31). ABC-CLIO. Kindle Edition).

·         Verifi(es) “the reputation of lesser-known publishers.” (Riedling, (p. 31). ABC-CLIO. Kindle Edition).

Currency Rating: 2.5

·         Information is very recent-a year or less.

·         Updated information is acknowledged (i.e. more information about Denmark is included)

·         Most recent publication date is shown

·         Information is pulled from a variety of sources

·         Information is accurate

Presentation Rating: 3

·         Appeals to all grade levels

·         Indexes are included at the end of each volume

·         Information is displayed in an organized and thoughtful manner

·         Content is arranged alphabetically ( able to locate information quickly

Curricular Connections: 3

·         Connects/supports all aspects of  BC’s New Curriculum

·         Meets the Language Arts (literacy) requirements for all grade levels

·         Enhances all aspects of information literacy skills (reading, writing, comprehension, and research)

Cost:

            The World Book Encyclopedia is quite an expensive reference resource-The 2016 Encyclopedia set costs $899.95 USD and the 2017 edition costs $1,999.95 USD(https://www.worldbook.com). Thus, it may be ideal to purchase a recent version of The World Book Encyclopedia (1-2 years old) at a reduced price, in order to see if that resource is being used more frequently (based on evaluation and selection methods). If the TL notices that the reference resource is being utilized quite often, then he/she may want to purchase the most recent Encyclopedia set in the future.

The amount of funding set aside for library materials is also another factor to consider-this reference resource is definitely worth having in a school library, as it helps enhance information literacy skills for all grade levels. For some schools, it could take a few years to have enough funding, for some schools, budgeting is may not be an issue because PAC and/or other community partners may help with the cost.

Final Thoughts:

Overall, I feel that purchasing an Encyclopedia set, especially from The World Book would complement the reference collection in any library. Even though many school libraries are resorting to digital versions of references and resources, the use of print reference materials and how to use them is still a vital skill that students must know; for instance, how to search information in a chronological manner, using indexes/table of contents, and being able to interpret data and illustrations. I believe that students are still going to prefer digital sources as their primary ‘go-to’ place to find information, but some may be willing to use references that seem appealing and age-appropriate…only time will tell.

References:

Amazon. https://www.amazon.com/World-Book-Student-Discovery-Encyclopedia/dp/0716674009

 Province of British Columbia. (2015). Building Student Success: BC’s New Curriculum-English Language Arts (Grade 7). Retrieved from:  https://curriculum.gov.bc.ca/curriculum/english-language-arts/7

           Riedling, Ann; Shake, Loretta; Houston, Cynthia. Reference Skills for the School Librarian: Tools and Tips, 3rd Edition. ABC-CLIO. Kindle Edition.

           World Book. “World Book Encyclopedia: 2016.” Retrieved from: https://www.worldbook.com/store/p/399-World-Book-Encyclopedia-2016.aspx