The reference process is integral to information literacy and teacher librarians are integral to both

The purpose of this entry is to show how Information literacy skills are lifelong learning skills and life skills by illustrating how they integrate with the BC graduate transition outcomes (see table below). Info literacy skills help us “learn how to learn”, and are part of responsible citizenship (e.g. awareness of copyright, privacy, etc.). Once the basic framework is acquired it is easier to keep up with changes in technology and apply the skills throughout school, work life, and across the lifespan. The outcomes have both breadth and depth.

Comparison of BC graduation transition outcomes to Information Literacy outcomes

Note: There is crossover in the sense that info literacy outcomes can be applied to more than one graduate attribute. I have simply matched them according to where they seem to best fit, and highlighted key phrases.

References:

Asselin, Marlene, Branch, Jennifer L, Oberg, Dianne (Ed.) Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, Ottawa, 2006, p 9-17.

British Columbia Ministry of Education. Program Guide for Graduation Transitions  June 2008. Retrieved Feb 6 2012  from http://www.bced.gov.bc.ca/graduation/docs/prog_guide_grad_trans.pdf

I read more non-fiction than fiction, even for recreational reading, and I borrow a lot of books from the public library so I hope it never comes down to a choice that has print material at the losing end of reading options. I usually prefer to feed my curiosity about the topics that interest me than to delve into a work of fiction. So if, in a worst case scenario, I could no longer access this material in a print version, what would I do? I don’t want to have to tote around an e-reader and worry about keeping its battery charged. No, I want to feel a book in my hands, flip through its pages, and look at words and pictures on a page, not stare at a screen for hours.

For my own learning process, no matter how much material is available online (such as with this course) I still want to at least begin with print materials. For example, the first thing I did was create a word document of the lessons so that I could print them, place them in a binder, and work with them from there. I also did this with the articles that I summarized. I want to be able to highlight key points, jot comments on the page, and have some tactile contact with the materials – another validation of the information-seeking research model, especially the sensorimotor component!

On the other hand, I want to have access to electronic materials too, because sometimes they are more convenient, do not require physical space to store, can be kept current, can be shared by a whole class at once if necessary and, like a giant invisible mind-map, can lead me off into uncharted territories of learning and information if I just follow a few links.

And in my work I find there is still a majority of teachers at all grade levels who want students begin with print materials. Rarely will they bring a class to the library just to access information electronically. I prefer to see students begin with print materials to help them focus on their topic unless they simply cannot find what they are after, or need to quickly access a definition or some other information that will help them define their question or topic. And I think that the younger the student, the more important this is. However, sometimes the print material is too outdated or at the wrong reading or complexity level for the students, or there aren’t enough print materials available in the school library.  Then students need to go directly to electronic sources. Having said that, I’m no Luddite, and I do see the value in having students use a variety of types of resources.

In thinking about selection and deselection of reference materials:

I really like the idea of keeping a wish list of materials to purchase in the event of unexpected funding, though I think the items on it should be prioritized (e.g. by how many people have been asking for it, how it fits into the curriculum, how well it would replace or enhance other materials, etc.)

In terms of selecting resources, I do not have my “own” library to compare to the standards presented in our textbook, and have not had an opportunity to use selection tools to choose resources, but I think that the number of items in a collection is less important than the quality of those items. It is better to have a smaller collection of current, appealing materials backed up by electronic resources, because outdated materials may lead students to associate the library with a stuffy, outdated, boring place to be avoided.

I question the practicality of storing periodicals for the recommended 5 year period due to space constraints. You’d also have to make sure students knew about availability of back issues. Lastly, periodicals may not last 5 years if they are heavily circulated!

I rarely see non-print resources such a sound recording, posters, etc. used or circulated. I do see cabinets that store these materials, but I doubt many people know what is in them.

Intellectual accessibility: In my experience, most libraries contain of materials suitable for a range of abilities and language levels (i.e. intellectual accessibility seems adequate). For example, high schools have easier reader books for ESL students, and even some picture books. Many schools also have materials in other languages, as well as materials for parents.

All catalogues that I know of are now automated, and catalogues can be accessed from home, although the Burnaby schools were not all automated until 2 or 3 years ago. Yes, believe it or not, many of the elementary schools were still using card catalogues! I’ve seen some school libraries that allow students to place holds from home as well as post book reviews.

I do not have much experience with deselection, but was once asked to begin a preliminary weeding of nonfiction books, with the deselection criteria mainly being the age of the book, how recently it was last used, and whether it looked visually appealing. Made sense to me. It’s kind of like a clothes closet – if you haven’t worn it in the past year or two, how likely is is that you will ever wear it again, and should it be taking up valuable real estate? (Note to self: Apply this criteria to own closet!)

Reflecting on the impact of teacher librarian on the Reference Process

We were asked to consider six criteria for successful reference and teacher-librarian services, whether they seem reasonable, and how we measure up so far. In general I find the criteria are reasonable provided the teacher-librarian is given sufficient administrative, preparation and collaboration time. An elementary T-L who spends most of all of her/his day doing prep coverage for classes who cycle in and out of the library does not, in my observation and experience, have time to provide a comprehensive reference process. To their very great credit, some T-L’s teach a great library skills, research and inquiry program. Others are simply too swamped to do much more than storytimes and book exchanges, with a bit of book ordering and processing tossed into the mix.

Now for the six desired qualities and yours truly:

1. Knowledge of the library collection: I have worked as a toc in dozens of school libraries, from half a day to a few weeks at a time. All school libraries have similarities, so I can usually find a resource for a student or a teacher fairly quickly – and they are often pleasantly surprised that a toc can do this so effectively. I do my best with what and who I have to work with in any given library, and am becoming even more effectiveas I can apply my new learning.
2. Effective communication skills: Would any of us still be teaching if we did not possess good communication skills??
3. Competence in selecting, acquiring and evaluating resources to meet students’ needs: This is something that is reinforced with experience. I was once asked to choose items for a school library after a book fair, and chose according to what students had been signing out and asking for during the three weeks I worked there. The T-L was pleased with my choices, so I assume my rationale was on track.
4. Understanding of the research process and its inherent affective qualities This validation of the affective process in research and learning is of great interest to me. I have felt overwhelmed by the sheer volume of material presented in this course; a factor that I think is exacerbated by how the material is organized. For example, assignment criteria are in several different places on the course website, making it a challenge to discern just what is expected!  It’s a lesson in how not to present a project to students. They should be able to read clear, concise criteria and expectations, because it’s challenging enough just to plan, organize and create a product. Doing so without a clear idea of the goalposts is just that much more frustrating and time wasting. …which segues nicely into #5
5. Remaining positive and patient despite the frustrations that can accompany reference services: Really, what other effective choice is there?
6. Knowledge of and an eagerness to apply information skills, where applicable, to all levels of student research: I’ve consistently done well with research projects, especially with synthesizing a project into a cohesive whole. I think this will be more of a challenge here though, given the sheer volume of course material coming my way.

Objective: to link the concept of authority to information literacy, school reference services and the role of the teacher-librarians:

Inquiry starts with defining a topic, so it’s no surprise that a course on information services would begin with definitions. Moreover, working as a teacher-librarian involves learning the basics of teacher-librarian (T-L) lingo. Luckily, since I’ve done quite a bit of T-L work as a teacher on call (toc), I’d already learned some of the terms, and those I was not familiar with at least made sense. Some terms, especially the acronyms, made my eyes glaze over because without context they are just a bunch of symbols on a page. But the main thing about the lingo/terminology/definitions, is how they apply to school library programs, and I find I am gaining a deeper understanding of how they all connect. For instance, bibliographic instruction seems to be another term for learning information literacy skills, information literacy is an essential life skill rather than just something used at school, and research models are integral to using information skills.

A hot topic of discussion was the meaning and importance of “authority” as it applies to a library setting, and whether it is relative or a moving target. I think that as teachers and librarians, we deal with authorship and authors all the time, and we want students’ work to be authenic, written in their own voice, not cut-and-paste plagiarized. When it comes to non-fiction, data and information in general, we want to be confident that authors of both print and digital materials are authorities on the subjects they write about. That’s how we get the most bang for our budgetary bucks, and how students get the most out of their research time and effort. So to me, authority is linked to integrity, accuracy, trust and authenticity.

Aha! Link to the definitions: In order to provide quality reference services in school libraries, we weed judiciously and use selection tools and an appropriate selection process, and research models provide a framework for learning and practicing

As teacher-librarians we add another specialty to our teaching toolbag, otherwise, what is the point of this course and the Library Education (LIBE) program? So why not aim to be a school authority on authentic resources and on the inquiry process? The inquiry buck does not have to come to a full stop at our desks, because we as an authority are still but one resource, the library is just another portal to information and questors are still welcome -encouraged even – to shop around.

Exponential growth in technology and electronic resources contribute to making authority a moving target because it is challenging to keep abreast of it and to continuously sort the virtual wheat from the digital chaffe. As new information comes to light and new research is published, libraries must keep up by keeping collections fresh and current. Gardeners define a weed as anything not wanted in the garden because it takes nourishment from the plants that are wanted. Outdated reference materials won’t grow like weeds, but they won’t nourish inquiry either. Anyone got a hoe?