Reference Services: Connecting Patrons with Information
“One of the primary functions of a school librarian is to assist students in the use of the library and its collections” (Riedling & Houston, 2019, p. 89). The focus of Theme 1 was information, and ensuring that Library Learning Commons are a source of high quality resources. In Theme 2, the focus is on connecting library patrons with that information. There are many ways in which this can be accomplished however, with the method used depending on the several factors, including the age of the patron, the time (whether the patron is requesting information during or outside of classroom hours, and whether the TL is currently occupied with multiple tasks and responsibilities), setting (whether the patron is alone or part of a group or class, or how information literacy is taught within that school). There is also an ongoing shift in library practice, as school libraries shift towards Library Learning Commons.
The space at Prince George Secondary School, a library transitioning to an LLC. (Own photo)
The Reference Interview
In Reference Skills for the School Librarian, Riedling and Houston state that the fundamental method for determining what students need is through the use of the reference interview (2019, p. 89). Depending on the situation, though, a process like the reference interview can be somewhat problematic. It is effective at connecting patrons with information, however it is a top down process. Patrons are connected to the information that they need, but without learning some of the higher process skills needed for information literacy. It is also inefficient. Many of the initial questions asked during the reference interview “should have done as part of the initial stages in the research process” (Beaudry, n.d.) Also, conducting interviews with many individual students suggests that collaboration/cooperation with the classroom teacher hasn’t occurred. “Whenever it is possible, 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” (Beaudry, n.d.). This was mirrored in the group discussion on the topic. The general consensus was that the reference interview didn’t reflect the reality of their positions as teacher-librarians, and seemed better suited for use in public libraries (Lesson 5 Discussions, n.d.). This is not to suggest that reference interview doesn’t have value, just that other techniques might be better suited to the goals of efficiently and effectively connecting patrons with information.
Instruction and Collaboration
Teacher-Librarians have other techniques which may be more effective in connecting students with the information that they need. “The major learning outcome for the school library program is to develop students who are information literate” (Asselin, Branch & Oberg, 2003/2006). This means that TLs have a responsibility greater than merely providing students with the resources they need, but an obligation to teach them how to find, evaluate and use that material on their own. The BCLTA lists the roles of the teacher-librarian, of which instruction and collaboration might be more suitable ways of matching students to the resources they need (BCTLA, n.d.). Instructing students in the use of one of the various models for information seeking covers some of the initial questions of the reference interview, as does collaboration with the teachers giving research assignments. Students should also be taught what LLC resources exist and how to use them.
Class and small group instruction and collaboration have multiple benefits. It can save time, since some aspects of information seeking can be addressed to groups of students rather than having to be dealt with individually. Instruction teaches students how to access that information rather than merely just have it presented, and as such it increases the students information literacy and allows them to work more independently. Canadian Schools Libraries quantifies the ability of a LLC to foster various literacies in a rubric, with performance ranked from “Exploring” to “Leading into the Future” (2020).
For Canadian School Libraries, teaching Information, Critical, and Digital literacies are fundamental duties for teacher-librarians (CSL, 2020).
The Role of the Teacher-Librarian
Having the role of the teacher-librarian codified is important. Sometimes the the school community is unsure or misinformed what the TL’s responsibilities and roles are. A codified list of responsibilities can assist the school community in knowing the role and importance of the LLC and how teacher-librarians work within it. Having the specific duties and responsibilities of the TL explicitly laid out can help prevent the TLs from being deployed in unsuitable roles, retasked or having their jobs being removed completely. A core component of the TLs responsibility is information, critical, and digital literacy, (CSL, 2020) and that should be reflected in their schedule. Unfortunately, the majority of teachers within our discussion group either have vague or completely missing lists of responsibilities (Lesson 6 Discussions, n.d.).
Conclusion
The teacher-librarian is a specialist in information literacy. One of their core responsibilities is connecting their patrons to the information they seek. Rather than just directing these patrons to the resources that they need, however, there are other strategies and methods that can be used to direct students to those resources more efficiently, while also increasing those students’ information literacy. Teaching students a research process model, how to use library resources, and how to critically evaluate resources will make them more independent and competent researchers, while also reducing the workload on the teacher-librarian.
References
Asselin, M., Branch, J., & Oberg, D., (Eds.). (2006). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association & The Association for Teacher-Librarianship in Canada. (Original work published 2003).
BCTLA. (n.d.). What is a Teacher-Librarian. Retrieved February 21, 2023, from https://bctladotca.files.wordpress.com/2018/02/what-is-a-teacherlibrarian.pdf
Beaudry, R (n.d.). LIBE 467 Information Services: Module Notes: Lesson 5. Retrieved February 21st, 2023.
Canadian School Libraries (CSL) (2020). Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Retrieved February 22, 2023, from http://llsop.canadianschoollibraries.ca
Lesson 5 Discussions (n.d.). LIBE 467 Information Services: Discussion forum: Lesson 5. Retrieved February 21st, 2023.
Lesson 6 Discussions (n.d.). LIBE 467 Information Services: Discussion forum: Lesson 6. Retrieved February 21st, 2023.
Riedling, A. M., & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips (4th ed.). Libraries Unlimited.
I really love the idea of collaborating with teachers to enhance the delivery of the curriculum. It’s definitely described as the gold standard in the Canadian Schools Library document. Sadly, while I support this and believe it’s true. Teachers are not always open to collaboration. I find that it’s something that they have to buy into. TLs have to be the leaders in the collaboration process and help guide teachers through it!
I agree, collaboration can be a big investment of time and effort, and it’s hard to get buy in unless teachers are sure that it will be advantageous. Also, teaching is somewhat solitary. We’re often the only adults in a room, and so we can get used to doing things on our own.
Collaboration in my program is easy, because its so small. I know the biggest school in my district emphasises collaboration, but I think that’s facilitated by administration.
Hello Daniel,
We’re still refining the collaboration process! Next year we will have our LLC space back and we were planning on collaborating in the LLC by creating spaces in advance. The spaces would change each term. For example, term one we would have the LLC set up for Story workshop, and ADST. Second term, Lit Circles and Coding….etc.
This way the TLs can work on their curriculum and have something to work on and improve every year. Instead of changing the collaboration learning curriculum every term.
Hey Dan,
I really appreciate the explanation you give for the importance of a clear TL role. The TL role in my school and district is not defined and is currently being changed by our senior administration and our TL’s are really unhappy about it. If senior admin, teachers, students/families, and community members don’t know exactly what the TL does, then people can make their own assumptions about their role and de-value the role. If the role is clear, and clearly communicated to LLC stakeholders, people will see just how important the job is and all it encompasses.
I appreciated your focus on collaboration and communication in this post. From all the course I have taken in my TL diploma, this has been an ongoing theme. Without effective collaboration and communication most of the responsibilities of a TL role cannot be fulfilled. Collaboration also allows stakeholders to “see just how important the job is an all it encompasses” as you mentioned.