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.