Category Archives: reference services

04/8/20

Reference Services From a Remote Learning Commons

“Essentially every aspect of school library services has changed over the past few decades due to the emergence of new and innovative technologies.  Reference skills, sources, and services are but one area that has changed to meet the needs of students in the diverse, global society of today.  The Internet has become the most important reference tool in the digital age, providing many of the electronic information sources required for reference services.” (Rielding , 2019, pg. 99)

Reference services from a remote learning commons has become the ‘new normal’ for many libraries across Canada and even worldwide. On March 19th, 2020, the B.C. government closed all schools in B.C. in an effort to reduce the spread of COVID-19.  “That means that more than 500,000 B.C. students won’t be returning to class after spring break. B.C. Education Minister Rob Fleming has said that schools and school districts should offer alternatives while in-class instruction is suspended” (Crawford, 2020). This news for teacher-librarians has resulted in a significant shift in how we support students, staff, parents and administrators with a now virtual learning commons.

Asselin outlines the following standards for Information and Communication Technologies:

“From the perspective of information access, information and communication technologies in the school library offer:

  • Ready access during and beyond the school day
  • Equitable opportunities for students who do not have computers at home
  • Supervised settings for the use of the Internet and electronic, digital, and online resources.
  • Increased productivity and learning through learner-focused activities
  • Enhancement and extension of the curricula through integration of technologies.
  • Support for a variety of teaching and learning styles.

(Asselin, 2003, pg. 46)

For remote learning, reference access, equitable opportunities, support for a variety of teaching and learning styles was a large part of week one’s action plan.

Re-imagining reference services:

Reference services at Rockridge’s learning commons has more print resources than digital reference sources.  The digital references are largely supplied by the ERAC district bundle, though we do have some additional purchases outside of that. Through the library operations folder that we maintain, we have all of the digital resource logins, passwords, vendor contacts and the licensing terms.  Putting together a school specific digital resource list was the first step to supporting the school community.

 

It was clear from looking at the digital reference list there were significant topic gaps within our reference collection online as compared to our print reference section.  Having started evaluating our print reference section for LIBE 467, I was able to see gaps within the online references that our print selection fills. Our print reference resources comprise of 6 shelves.  With the exception of the last shelf, all of the texts are organized by Dewey categorization.  The inclusion of the newer AP science volumes (500s) after the Canadian Encyclopedias (970s) was a decision that related to space and access, as frequently used.

Our online references, largely miss language support texts, geography and atlas texts, as well as some of the more topic specific reference resources within the humanities and social science sections.  Having said that, these print references are older texts within our collection for the most part and fall outside 15+ years old.  We don’t see much use of these texts, but they have yet to be weeded or replaced.

After an digital reference resource list was generated, my library partner let administration know that we are ready and prepared to support staff with course text access, reference resources and researching projects.   I also sent an email to staff that shared the following supplied information:

  1. Digital resources – school-based resources
  2. FOIPA approved resources by our district
    1. we also encourage all staff to supply us with any digital tool that they wish to use that is not on the approved list so that we can send to the district team for vetting and approval.
  3. Copyright information
    1. Highlights from Copyright Matters
    2. Rules for recording ‘read alouds’ posted online
    3. Canadian publishers’ information – reporting requirements and how we can help with submitting that information.
Encouraging Reference Service Engagement:

One of the challenges, I’ve found with being a remote teacher-librarian is creating that central hub like our learning commons has without being overzealous.  We are cognizant to not over-inform, over email and essentially overwhelm staff with copious resources that may or may not be useful to every teacher.  One of the more effective strategies we found was to let every department coordinator know that we are available to attend any department virtual meetings.  This was received positively by staff and we were able to attend a number of virtual department meetings.  These meetings served multiple benefits: we are able to actively show our presence and availability for support; we are able to listen to subject topics being focused on, which lets us anticipate potential reference supports; we also were able to share some of the support we can offer: not just supplying digital references, but also investigating copyright rules for specific texts, creating video support for using materials to be shared with classes.  After these department meetings, we received many queries about research topics and classroom text alternatives. Week one was a busy week!

District Teacher-Librarian Collaboration:

A number of meetings outside of the school community also took place in week one.   District teacher-librarian meetings as well as smaller break off meetings with the secondary teacher-librarians.   Some of the topics we explored were: teacher librarian supports, effective ways to communicate how we can support our staff, students and families with essential learning, reference reviewing: vetting and approvals, copyright and FOIPA.

With the BC Government relaxing FOIPA rules until June 30th, the overarching message our district is conveying is that we must protect our students and ourselves within this grey territory.  To support our district, we have been asked to do a preliminary review on a number of online sources.  This evaluation follows similar guidelines to the ERAC suggestions in Appendix 5.  “Consultation with resource teachers, such as teacher-librarians and technology coordinators, will provide information on how best to provide access for students. Sites should be appropriate for the grade level and language of instruction while being readable and accessible. The school’s technology resources will have an impact on what type of sites are of practical use. Teachers must also ensure students are aware of school district policies on Internet safety and computer use.” (Evaluating, Selecting, 2008, pg. 136). Our district is evaluating digital resources based on: does it connect/support essential learning; is there a comparable resource already licensed; do we have to login or create accounts; grade appropriate; is the site safe or free from advertising; accessible to all; education specific?

The district guidelines mirror Riedling’s philosophy.  She states, “a Web resource may be different from a print source, but it remains essentially the same in purpose and scope.  Web materials can make steps easier, considerably more efficient, and certainly more comprehensive.  However, each resource must be evaluated for authority ad appropriateness for the question at hand.” (Riedling, 2019, pg. 103)

Some great sources of free reference sources are being shared within the teacher-librarian community:

With the volume of free resources available, we are collectively working together to ensure that teachers are equipped with the best resources for their courses.  Teachers are encouraged to submit digital resource requests for review. Not all resources are approved, and it is conveyed to staff that the approvals are district specific and what may be approved provincially or in another district isn’t necessarily greenlit for us. The approved resources are officially greenlit at a district level and shared with all staff.  For example, in our district we are not permitted to do 2-way teleconferencing, nor are we permitted to use Zoom.  However, we have virtual meetings with staff and are encouraged to use Google Meet and Microsoft Team.  How-to videos have been circulated to staff to ensure ease of access like the one here for Google Meet.  Where possible, alternatives are provided.

Virtual Reference Interviews:

Once staff were set up with the basic information on how the library team can support them, individual teacher requests were being received.  The first direct contacts were about current texts or movies.  Can we source approval or do we have an alternative?  My teacher-librarian colleague reached out to a number of publishers and was able to secure digital copies of some texts, or was able to share publisher’s temporary ‘relaxed’ copyright rules.  For films, this has been more of a challenge.  One of our Social Studies teachers wanted to show a movie on the Lavender Scare which explores LGBTQ treatment in the US during the Cold War, but we discovered that digital access was not available. After searching were able to share a Canadian perspective alternative with TVO’s Fruit Machine.  We have been less lucky however sourcing a digital copy for The Handmaid’s Tale 1990 film, which we can access via DVD, but permissions to rip and upload are not enabled.  Apple and YouTube enable users to pay for a digital copy but this is for single user licensing and not classroom sharing.  The majority of films used to support classes, we are finding will have to come from the following sources: Criterion on Demand, NFB, public free to access sites like TVO, West Vancouver Memorial Library’s Kanopy and Indieflix.  The latter requires the additional step of ensuring all students have WVML cards, which most do.  Those that don’t will be helped with acquiring one remotely.

The other requests we are now starting to receive, and likely will have more as the weeks pass are research support queries.  My recent reference query was a request to support students researching revolutions.  I conducted a brief reference interview over email and ascertained that the teacher was looking to have general information for her students to find any revolution: cultural or political.  They will have to retell it through 5 elements of story and include at least one primary resource.  I went through our databases as well as the temporarily free Gale in Context High School.  I created a reference resource document, outlining research steps.

The next step was creating video support, showing how to navigate through Gale in Context High School.   The video was designed on Mac screen capture software and slightly edited in iMovie for this assignment to redact the passwords.  I was tempted to use other software, but for the purposes of this reference query and time management, these were the most effective creation tools to me.

(Video by N.Reid)

My video was deliberately short and serves to show students how to navigate and select primary resources.  I know that many students will stop at this stage, and the research document I created can adequately support from this point forward.  However, some students will need further explanation and I created a second video that shows students how to navigate our library page and select both databases and encyclopedias.  For most students this will be a refresher, but there are some who are new to the school, that may have missed our orientations.

(Video by N.Reid)

The above supports for a remote learning reference query, worked well for supporting students and offer similar support to an in-person library lesson.  The caveat will be questions.  From teaching library lessons, there is an opportunity to have students ask questions on the spot and reply.  With this type of remote learning set-up, that instantaneous feedback isn’t viable and we can only encourage students to ask us if they have questions.  Another drawback is not being able to ‘read the room’.  As a teacher, you are looking for class receptiveness and when you have ‘lost’ a group, you are able to reset and either backtrack or further elaborate.  An online video does not offer that type of engagement.  The positive however, is that students can rewind if they missed a step and learners are able to move at their own pace. We foresee many more of these types of reference queries over the next few weeks and look forward to discovering more ways to support students and teachers.

After Remote Learning:

The current status of offering remote reference services has variable intensities.  The first week offering teacher supports was extremely busy and also rewarding.  Now that teachers are diving into content, we are seeing more topic specific research queries.  We have yet to received direct contact from students for reference services, but anticipate this will happen with assignment engagement.  The experience of offering remote services is new to many of us, but I can’t help wonder how it will shape our perception of reference services when we return to the physical learning commons.

Having done a direct comparison between the print collection and our electronic collection, the glaring omissions within digital reference resources cannot be overlooked. The area that feels weakest for support is within languages.  Having mentioned earlier a number of the print references that don’t have digital resource counterparts, are from texts that are generally 15+ years older and fail the both Crew’s MUSTIE scale and Asselin’s standards, technically they should be weeded.  Budget, use and better replacements are factors that lend to why the resource is still housed within the collection.  An aggressive evaluation of usage will need to be observed to determine whether many of the older print references are actually being used.  This would enable a more focused buying approach to replace some print collections and also the digital resource for offsite use.

Works Cited:

Asselin, Marlene., Branch, J., & Oberg, D., (Eds). (2003). Achieving information literacy: Standards for school library programs in Canada. Ottawa. Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf

BCTLA Executive. (2020, March 22). A Word from the BCTLA Executive during this time. Retrieved April 5, 2020, from https://bctla.ca/2020/03/22/a-word-from-the-bctla-executive-during-this-time/

Beaudry, R. (2020, April 7). 25 Sources of Free Public Domain books [Tweet]. Retrieved from https://twitter.com/RBeaudryCCLE/status/1247573556138872832

Canadian School Libraries (CSL). (2018) “Leading Learning:  Standards of Practice for School Library Learning Commons in Canada.” Retrieved from:  http://llsop.canadianschoollibraries.ca

Crawford, T. (2020, March 19). COVID-19: Five things to know about B.C. school closures. Vancouver Sun. Retrieved from https://vancouversun.com/news/local-news/covid-19-five-things-to-know-about-b-c-school-closures/

DoIT Training at Stony Brook University. (2020, March 10). Using Google Meet to Record a Meeting or Narrate Slides [Video file]. Retrieved from https://www.youtube.com/watch?v=-bEJEvf6JFk

Evaluating, Selecting and Acquiring Learning Resources: A Guide [Guide]. (2008). Retrieved from https://bcerac.ca/wp-content/uploads/2018/09/ERAC_WB.pdf

Larson, J. (2012). CREW: A Weeding Manual for Modern Libraries [Manual]. Retrieved from https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/pubs/crew/crewmethod12.pdf

Library of Congress: Engage! (n.d.). Retrieved April 5, 2020, from https://loc.gov/engage

Noel, W., & Snel, J. (2016). Copyright Matters!: Some Key Questions [Pamphlet]. Retrieved from http://cmec.ca/Publications/Lists/Publications/Attachments/291/Copyright_Matters.pdf

Reid, N. (2020, April 6). Revolution Intro Research [Video file]. Retrieved from https://www.youtube.com/watch?v=z2uZbyRqodQ

Reid, N. (2020, April 6). School Database Review [Video file]. Retrieved from https://www.youtube.com/watch?v=Cz7vteoaP98

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Santa Barbara, CA: Libraries Unlimited.

Welcome to the Home Page of Rockridge Library Learning Commons. (n.d.). Retrieved April 2, 2020, from http://www.sd45slc.ca/about-rockridge-library.html

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04/1/20

Exploring Information Services Through Reference Collection Contents

 

 

“The vast majority of the Internet likes in the Deep Web, sometimes referred to as the Invisible Web.  The actual size of the Deep Web is impossible to measure, but many experts estimate it is about 500 times the size of the web as we know it.” (The Ultimate Guide to the Invisible Web”, 2007)

 

The theme of reference collections and contents was explored through the exploration of information services.  Whilst the emphasis of this final theme examined topics from databases, biographies, directories and encyclopedias, to dictionaries, almanacs, yearbooks and atlases; one of the topics that resonated the most was the discussion about the invisible Web and how our understanding of the deep Web as teacher-librarians can help to facilitate efficient research strategies.

Though a frequent user of the Internet, my knowledge of its landscape was slim.  I had never considered before the surface web, deep Web and dark Web as substantially different informational zones.  In fairness, I had not heard of the invisible Web or the deep Web and if you had asked me if I’d ever used the deep Web, I would have answered: isn’t this the Internet area for criminals?  This theme has highlighted the various deep Web uses that we all use daily.

Traditional search engines such as Google are within the surface Web and are able to search through indexed material.  Mueller mentions, that surface Web search engines like Google, though huge, cannot index everything on the Internet. Many resources and files are indexed within other sites or databases.  This is the deep Web.  (Mueller, lesson 8)


(Code.org, 2017)

“The deep Web is qualitatively different from the surface Web.  Deep Web sources store their content in searchable databases that only produce results dynamically in response to a direct request.” (Bergman, 2001) Teacher-librarians often use the deep Web to conduct the ‘beyond Google’ research queries.  EBSCO and GALE databases, password authenticated Encyclopedias, password authenticated educational video streaming services, open educational resources (OERs) and government publications are all reference resources that I use as a teacher-librarian and access through the deep Web.

Further in the discussion of the deep Web, we explored the topic of grey literature, which has limited indexing and the absence of editorial control raises the concern of reliability.  “Grey literature encompasses print and electronic information, sometimes easily found and sometimes located on databases not accessible from a simple search engine.” (Mueller, lesson 8) Some of the grey literature that I have used in this blog can be found in the cited white papers.

Finally, the small space of the dark Web, not to be confused with the deep Web is the area which uses Tor and facilitates in the access to criminal activity.  As teacher-librarians, knowledge about the Internet landscape is essential to be aware of as it shapes understanding of knowing not just where is the best place to access information to support a research query, but why going to that area on the Web is most effective.  As teachers, it is also important to understand the landscape that students can dive into on the Web.  Whilst, teaching a lesson on the dark Web and providing a how-to on Tor is not something a teacher-librarian will teach students, it is essential to be aware of what lurks in the abyss so that the necessary supports within a school to help students that stumble into that space are in place.  Unfortunately, the dark Web does facilitate criminal activity and cognizance of its presence is necessary.


(TEDx Talks & Winter, 2015)

The third theme explored more than just the deep Web, we also explored building our reference collection with: indexes, abstracts, full-text databases, bibliographies, biographies, directories, general and specialized encyclopedias, dictionaries, thesauri, almanacs, yearbooks, handbooks, maps, atlases and geographical resources.  From ready-reference texts that “provide easy to locate facts in response to fairly simple questions,” (Riedling, 2019, pg. 37) factbooks like directories, handbooks, almanacs and yearbooks are essential to a reference collection. In my library, these reference materials tend to provide print access only and due to the nature of the information within these resources; currency, accuracy and scope are paramount to justify its existence within the collection.

Other reference print materials found in my learning commons are dictionaries, thesauri, encyclopedias, maps, atlases and other geographical sources.  Some of these also have online access, but generally the reference collection with respect to specialized encyclopedias, atlases and geographical sources have exclusive print availability only in my learning commons.  This course has really highlighted for me to consider electronic access when making reference resource purchases. In addition to the offsite usability to access electronic reference sources which would be helpful to our school community, it also provides the electronic search capabilities thereby enabling efficiencies with reference queries that print resources do not have.  Future reference collection purchases will weigh the value of online capabilities more heavily.  The current events today, highlight the online access efficiencies as remote learning and the continuity of learning becomes a reality.

Cooperative Program Planning and Teaching in the Learning Commons

Evaluating resources and maintaining a collection is an important role for a teacher-librarian, but this course has also heavily explored CPPT, Cooperative Program Planning and Teaching and how it can be used to collaborate with teachers and build a learning commons program that best supports the school community. Russell’s article, “Teachers and Librarians: Collaborative Relationships” defines collaboration as being “based on shared goals, a shared vision, and a climate of trust and respect (Muronago & Harada, 1999). Each partner fulfills a carefully defined role; comprehensive planning is required; leadership, resources, risk, and control are shared; and the working relationship extends over a relatively long period of time.” (Russell, 2000).

As discussed in earlier blogs this term, fostering relationships with teachers, administrators, parents and students to ascertain school community needs is essential.  The best way to support those needs are through the development of a learning program, cooperative planning and reference interviews.  “Teacher-librarians work collaboratively with other teachers and school administrators to develop information literate students. Teachers and teacher-librarians work together to develop an instructional program that ensures that information literacy outcomes are integrated into student learning experiences in a developmental and sequential manner. These experiences allow students to learn and practice the necessary information skills across the curriculum. Teacher-librarians develop school information literacy plans that pinpoint the levels at which specific skills will be introduced and identify subject areas where they are most appropriately incorporated.” (Asselin, 2003, pg. 57)

Connections: Foundations, Managing and Evaluating Reference Services

The final theme ties together the evaluation of reference resources and explores how we organize them within the reference collection. By reflecting on previous themes in the course: the foundation of reference services and managing and evaluating reference services, understanding how the reference materials can be accessed and used to support a reference interview, the three themes are all interconnected.  Starting a research query at a surface web level can be a good kick off for students starting research, but often in secondary the surface web offers too much choice and doesn’t yield the academic trusted sources as readily.

Therefore, the role of the teacher-librarian is to help with framing research parameters in the reference print collection or within the deep web through directed resources, whether this be ERAC bundled resources such as EBSCO and GALE databases or government sites, or even Google Scholar.  Riedling discusses resource selection at length in the chapter “The Internet in Today’s Reference Services.”  She explains, “a Web resource may be different from a print source, but it remains essentially the same in purpose and scope.  Web materials can make steps easier, considerably more efficient, and certainly more comprehensive.  However, each resource must be evaluated for authority and appropriateness for the question at hand.  It is vital to know when to turn to print resources, when to use the Web and when to avoid them all in favor of consulting an expert in the field.” (Riedling, 2019, pg. 103) Through teacher and teacher-librarian collaboration reference selection and support is discussed but ultimately it is the responsibility of the teacher-librarian to be aware of all the various reference supports at his/her fingertips and to provide various reference collection options for staff and students.

“Research shows that today’s digital students learn more when engaged in meaningful, relevant, and intellectually stimulating schoolwork and that the use of technology can increase the frequency for this type of learning. —NCREL and the Metiri Group, 2003, as cited in Berger” (The Points of Inquiry, 2011)

Works Cited:

Asselin, M., Branch, J., & Odberg, D. (Eds.). (2003). Achieving information literacy: Standards for school library programs in Canada. Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf

BCTLA Info Lit Task Force. (2011). The Points of Inquiry: A Framework for Information Literacy and the 21st century Learner. [Poster] British Columbia Teacher-Librarians Association. Retrieved from https://bctla.ca/wp-content/uploads/2018/02/the-points-of-inquiry.pdf.

Bergman, Michael K.  The Deep Web: Surfacing Hidden Value.  [White Paper] Retrieved March 28, 2020 from Bright Planet: https://brightplanet.com/2012/06/18/the-deep-web-surfacing-hidden-value/

Canadian School Libraries (CSL) [Image]. (2018) “Leading Learning:  Standards of Practice for School Library Learning Commons in Canada.” Retrieved from:  http://llsop.canadianschoollibraries.ca

Code.org. (2017, June 13). The Internet: How Search Works? [Video file]. Retrieved from https://www.youtube.com/watch?v=LVV_93mBfSU

Keeping up with the constantly changing Deep Web, BrightPlanet has developed the solutions that work. (2018, May). Retrieved March 28, 2020, from https://brightplanet.com/2018/05/10/keeping-up-with-the-constantly-changing-deep-web-brightplanet-has-developed-the-solutions-that-work/

Mueller, Aaron. (2020) Lesson 8: Digital Resources, the Web, and Grey Literature.

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Santa Barbara, CA: Libraries Unlimited, an imprint of ABC CLIO.

Russell, S. (2000). Teachers and Librarians: Collaborative Relationships. Eric Digests, (ED444605). Retrieved from ERIC database.

Sowells, J. (2019, February 16). Top 10 Deep Web Search Engines of 2017. Retrieved March 28, 2020, from https://hackercombat.com/the-best-10-deep-web-search-engines-of-2017/

TEDx Talks, & Winter, A. (2015, October 13). The Dark Net isn’t what you think. It’s actually key to our privacy [Video file]. Retrieved from https://www.youtube.com/watch?v=luvthTjC0OI

The Ultimate Guide to the Invisible Web. (2007). Retrieved March 28, 2020, from https://oedb.org/ilibrarian/invisible-web/

 

 

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02/23/20

2020: The Role of the Teacher-Librarian

Managing and Evaluating Reference Services

“In today’s rapidly changing society, students must have the opportunity to develop the ability to retrieve, assess, and apply information. As we equip students with these skills, we will help ensure that learning does not end with the completion of formal education, but continues throughout life.”  (Information Literacy Committee & Davies, n.d)

The theme of managing and evaluating reference services explored topics: reference interviews, managing a reference collection and evaluating reference services. Within these areas, however, the theme explored the over-arching question – what is the role of the teacher-librarian?  Our class discussions focused on defining the role in 2020 and how the role of the teacher-librarian has evolved.

I have always rationalized the most essential role for the teacher-librarian is to develop, build and maintain a collection for the school community.  This is a multi-step process that involves collaboration, fostering relationships with staff and students as well as being knowledgeable with curricular needs.  A teacher-librarian needs to have an understanding of course topics, upcoming projects and students’ reading preferences.  Riedling says that “one of the primary functions of a school librarian is to assist students in the use of the library and its collection.”  In order to ascertain what a student wants, a teacher-librarian must conduct a reference interview. (Riedling, 2019, pg. 89)

 

Riedling further explains the reference interview in detail from exploring approachability and question types to creating a quiet, comfortable setting. Riedling’s discussion with the reference interview centrally focuses on the student/teacher-librarian reference interview and lacks highlighting the inclusion of the classroom teacher to the process, thereby minimizes the importance of cooperative planning.  (Mueller, Lesson 5) Integrating cooperative planning within the role of the teacher librarian is a key component to supporting reference skills though Cooperative Program Planning and Teaching.

Russell’s article, “Teachers and Librarians: Collaborative Relationships” defines collaboration as being “based on shared goals, a shared vision, and a climate of trust and respect (Muronago & Harada, 1999). Each partner fulfills a carefully defined role; comprehensive planning is required; leadership, resources, risk, and control are shared; and the working relationship extends over a relatively long period of time.” (Russell, 2000) Shared collaboration between teachers and teacher-librarians is pivotal to running a successful learning commons.

The Learning Commons

Many of the discussions in this theme have centered on evaluating – what is the role of the teacher librarian? The answers that rise often relate to approachability, flexibility, and collaborators. School libraries have been changing over the past decade and libraries go beyond being places that exclusively house resources.  On my school’s library homepage, our philosophy is shared with the community and states: “our library is a learning commons where physical and virtual spaces overlap and students and staff work independently and collaboratively.” (“Welcome to the Home Page of Rockridge Library Learning Commons”, n.d.)  The below video from Richmond School District, elaborates on the evolution of the library to learning commons.  The learning commons philosophy contributes to shaping the role of the teacher-librarian, most notably in how it relates to cooperative planning.

(Richmond SD38, 2019)


Cooperative Planning:

At my school the library team aims to engage in cooperative planning with teachers from the start of the year.  This begins with quick refreshers on databases and new material in staff meetings and email blasts.  We encourage classes/teacher collaboration and invite teachers to discuss upcoming topics they plan to explore, and we talk about ways we can help support information skills.  We also find hosting early in the year a staff gathering with hot chocolate and treats as well as a display of pre-selected fiction and teacher resources brings the community together.

Another way to jostle collaboration has been to maintain records from past years.  What did Science 11 work on last November or what topics did English 12 begin in January? One example of this in my current teacher-librarian assignment, we anticipate months in advance that Social Studies 10 is going to be studying The October Crisis and FLQ in the spring, as they have done so in the past. Before Christmas, we checked in with all of the Socials 10 teachers as well as Learning Support to see if our current collection meets the needs of our students and anticipated research assignments.  It was reconfirmed, after our initial assessment, that our resources were academically advanced and would not meet the needs for all learner profiles.  We began researching for easier reading texts and ended up allocating a healthy chunk of the budget to developing this section in the library, knowing that all learner profiles would benefit from the additions. For a teacher-librarian to develop and build a successful collection, fostering relationships to ascertain community needs is essential.  The best way to determine those needs are through cooperative planning and reference interviews.  Essentially through cooperative planning with subject experts, teacher-librarians can efficiently conduct reference interviews with students, by being prepared with reference material selections and provide instruction on information skills. (Mueller, lesson 5)

(“Collaboration“, n.d.)

How Cooperative Planning Connects to Evaluation of References?

“Teacher-librarians work collaboratively with other teachers and school administrators to develop information literate students. Teachers and teacher-librarians work together to develop an instructional program that ensures that information literacy outcomes are integrated into student learning experiences in a developmental and sequential manner. These experiences allow students to learn and practice the necessary information skills across the curriculum. Teacher-librarians develop school information literacy plans that pinpoint the levels at which specific skills will be introduced and identify subject areas where they are most appropriately incorporated” (Asselin, 2003, pg. 57)

In the example mentioned earlier with Socials Studies 10 topics of the October Crisis and FLQ, an evaluation of references was undertaken and prompted by:

  1. Self-evaluation
      • Did our references adequately support students/teachers on this topic last year? How can it be improved?
  2. “A statistical evaluation of the use of reference materials (circulation, reference interviews, student use etc.);” (Mueller, Lesson 7)
      • Much of the reference materials are not permitted to be signed out, however, we are now maintaining scans on Destiny when these are accessed in reference interviews, so that the evaluation of circulation can be measured.  In the topic of FLQ and October Crisis, no reference texts appeared to be used.
  3. “An evaluation of the “satisfaction” levels of students and teachers using the reference collection;” (Mueller, Lesson 7)
      • We engaged in discussions with classroom teachers to understand research goals and to discuss reference material selections we currently have.  What might improve?  This collaborative approach helped us understand areas to focus on improving within the collection.

It is not practical to do the above for every reference source or even topic, however, in this case, it felt like the best approach.  Mueller discusses evaluating reference services more broadly-beyond a singular reference text or topic within reference, but rather to look at the collection holistically. Some other considerations for evaluating reference services would be:

    • Comparisons to accepted “Standards” outlining best practice, for example Achieving Information Literacy: Standards for School Library Programs in Canada.
    • An evaluation of the teacher-librarian’s role as the person delivering the reference services
    • Peer (teacher-librarian to teacher-librarian) evaluation;
    • Administrative evaluation of our library program in general; (Mueller, Lesson 7)

Further, when evaluating reference services, and “deciding where and how learning resources should be organized, located, and stored, those involved in these decisions must ensure that the resources are easily accessible by staff and students. The format, cost, and number of learning resources, as well as the personnel and facilities available, will be factors in these decisions.” (Evaluating, Selecting and Managing Learning Resources: A Guide, 2002, page 87)  The guide further explores how the organization of support should be divided into three areas: intellectual access, physical access and digital access.  Riedling touches on this briefly and reinforces the need for a planned, organized, weeded and accurate arrangement of a reference collection.  She acknowledges, “at the elementary level, reference instruction continues to use print sources because of the difficulty young children experience in navigating the Internet.  However, the use of print resources decreases as the level of education increases because older students can make effective use of the sophisticated search interfaces and the wide variety of reference resources available online.”  (Riedling,2019, pg. 26)

Final Thoughts:

Maintaining a reference collection that meets the needs of the school community is one of the largest responsibilities for teacher-librarians.  It goes beyond curating a collection and requires continual cooperative planning/collaboration with teachers, understanding the school community and curricular needs, frequent evaluation of reference services, budget maintenance and record keeping.  Record keeping should include past library lessons, research requests and statistic information about the circulation of the collection as well as database use.  Teacher-librarian roles evolve and adapt much like our spaces have and the flexibility to move and grow keeps the job exciting.

“Collection Development is a process of systematically building library collections to serve, study, teach, research and meet other needs of students and teachers.” (Riedling, 2019, pg.15)

References:

Asselin, M., Branch, J., & Odberg, D. (Eds.). (2003). Achieving information literacy: Standards for school library programs in Canada. Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf

Canadian School Libraries (CSL) [Image]. (2018) “Leading Learning:  Standards of Practice for School Library Learning Commons in Canada.” Retrieved from:  http://llsop.canadianschoollibraries.ca

Collaboration. (n.d.). Retrieved February 23, 2020, from
https://www.surreyschools.ca/llc/instructionalpractice/collaboration/Pages/
default.aspx

Evaluating, selecting, and managing learning resources: A guide. (2002). Victoria, B.C.: British Columbia Ministry of Education.

Information Literacy Committee, & Davies, J. (n.d.). Resource-Based Learning. What is it? Retrieved February 20, 2020, from Information Literacy & Learning website: http://www.edu.pe.ca/BIL/bil.asp?ch1.s2.gdtx

Mueller, Aaron. (2020) Lesson 5: The Reference Interview: Cooperative Program Planning and Teaching for Personalized Inquiry.

Mueller, Aaron. (2020) Lesson 7: Evaluating Reference Services.

Richmond SD38 (Producer). (2019). The Evolution of the Library [Video file]. Retrieved from https://youtu.be/5sadWGKFs4k

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Santa Barbara, CA: Libraries Unlimited, an imprint of ABC CLIO.

Russell, S. (2000). Teachers and Librarians: Collaborative Relationships. Eric Digests, (ED444605). Retrieved from ERIC database.

​Welcome to the Home Page of Rockridge Library Learning Commons. (n.d.). Retrieved February 20, 2020, from http://www.sd45slc.ca/about-rockridge-library.html

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02/2/20

Supporting Information Literacy Goals Through Reference Services

 

“The purpose of reference services is to align information to flow efficiently from reference sources to those who need it.” (Riedling 5)

 

(Gitomer, Crouse, & Allen, 2017).

The responsibility of ensuring information efficiently flows from reference sources to students, teachers and parents has resonated the most with me through the exploration of the foundation of the reference services theme.  It is one of the key aspects of being a new teacher-librarian that I enjoy: being a part of the reference process and connecting students with information to support their inquiry. It is also one of the more intimidating elements of the job. I recall not long ago when supporting a new teacher with a research assignment looking at the reference section in the library and beyond in mild panic.

The assignment specified that students were to cite both print and online sources – primary and secondary.  No problem. Right? I eagerly undertook the research assignment and began to gather resources when I soon realize that not only has this topic not been explored recently in our learning commons, I essentially have 3 print reference texts and 8 books in the main catalogue.  Of these texts some were a stretch as to whether they would be ‘good’.  This led me to begin sourcing texts from other secondary schools in the district and I was fortunately able to bring the selection up to 45 texts, but my print references remained at 3.  I was confident students would have options and be able to fulfill the criteria for the assignment, but where they ‘good’?


(“Search vs Research,” 2016)

I find myself frequently asking during the query process – is the source I am connecting a student to the best for their question? Is it current enough? Is it the best medium – would a book be better than a database?  Is the content accessible for this student’s reading level? As I learn our collection more, explore our online digital resources and connect with our teachers on coursework objectives, my confidence in this area builds.  This course has, however, encouraged me to reflect on research models and how to meaningfully take students from search to research with their inquiry.

When learning about the various research models, I found the steps of connect and wonder, investigate, construct, express and reflect that form the BCTLA’s Points of Inquiry research model shape many of the research assignments that I have observed or created myself (the latter albeit inadvertently).  This is likely due to the naturally intuitive shape of the POI research model coupled with a subconscious effect of absorbing the teaching techniques of other teacher-librarians I’ve worked with. (The Points of Inquiry, 2011)

As I discover more about the research process, I find myself mentally categorizing the research models.  Kuhlthau is more emotionally cognizant of student emotion/behaviour, whereas Stripling and Pitt’s model has more analysis and evaluation emphasis.  I like that Kuhlthau’s guided inquiry process emphasizes students’ emotional responses to the research process as they are guided through uncertainty, optimism, frustration, confusion, relief and then ideally confidence.  Stripling and Pitt’s on the other hand feels very similar to Points of Inquiry, however, with the inclusion of REACTS taxonomy and the additional inquiry and evaluative steps, Stripling and Pitt’s research model feels more advanced and perhaps better suited for higher grade levels.

When comparing models and looking at the intrinsic similarities, it’s clear they all share a similar framework, but the emphasis and scope within a research step is the key difference between models.  I am now in a position where I can ask – which model suits the project/class best.

Credibility of source?

I was surprised that one area that lacked mention in many of the research models was the need to evaluate the credibility of a source.  In the age of “Fake News”, source credibility is a key component for inclusion in every research task that I’ve done in the library thus far. While students sit on the more current side of the digital divide, the continued support in teaching digital literacy feels relevant to most research assignments. For most students, source credibility means an evaluation that explores: who is the author; is the website reputable; is there bias?
(“Wooden dice,” n.d.)

What is a ‘good’ reference resource?

I am learning the necessity to continually evaluate the collection – does this source meet the “good” standard as a reference resource? Knowing that it isn’t always practical to weed as often as Asselin’s, Achieving Information Literacy recommends, it doesn’t mean that the exploration for better reference sources never stops – though it is hard not to feel discouraged knowing that the collection funding is grossly under standards and the viability of the next great find is unlikely to align fiscally.  A ‘good’ reference resource must meet the following criteria:

  • Does the scope “reflect the purpose of the source and its intended audience?” (Riedling 22)
  • Is it accurate, hold authority and is there a bias?
  • What is the arrangement and presentation of the resource? Will its sequence be familiar to our patrons?  Does it provide clarity or intuitiveness?
  • What is the relationship to similar works? Will the resource add to the collection, or will it simply overlap?
  • Is it current?  Will it have longevity?
  • Is it accessible/diverse? Does it provide “inclusive information from different cultural perspectives?” (Riedling 23)
  • How much will it cost? Is it justifiable to meet the above needs of students?

In exploring the foundation of reference services, I have been challenged to reflect on my role as a teacher-librarian and more specifically as it relates to the reference process. It is clear that in order to build a successful, supportive and efficiently used learning commons, the information literacy goals must be supported by an active search for resources and reference services on a consistent basis.

“For school librarians reference services are more than just information skills or activities; these services represent significant and meaningful engagement in a profoundly human activity, ministering to one of the most basic needs of humans—the desire to gain knowledge.” (Riedling 3)

 

Works Cited:

Asselin, Marlene., Branch, J., & Oberg, D., (Eds). (2003). Achieving information literacy: Standards for school library programs in Canada. Ottawa. Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf

BCTLA Info Lit Task Force. (2011). The Points of Inquiry: A Framework for Information Literacy and the 21st century Learner. [Poster] British Columbia Teacher-Librarians Association. Retrieved from https://bctla.ca/wp-content/uploads/2018/02/the-points-of-inquiry.pdf.

Gitomer, D., Crouse, K., & Allen, J. (2017, November 9). Studying the Use of Research Evidence: Methods and Measures in a Complex Field [Photograph]. Retrieved from http://wtgrantfoundation.org/studying-use-research-evidence-methods-measures-complex-field

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Santa Barbara, CA: Libraries Unlimited.

Search vs Research [Video file]. (2016). Retrieved from https://library.mcmaster.ca/research/how-library-stuff-works

Wooden dice form the word fact or fake – 3D Ilustration [Photograph]. (n.d.). Retrieved from https://www.shutterstock.com/image-illustration/wooden-dice-form-words-fact-fake-1428426371 Royalty-free stock illustration ID: 1428426371

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