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?