Managing and Evaluating Reference Resources; Collaboration, Budgets and Interviews

(Standards of Practice for School Library Learning Commons in Canada, p. 7)

The Reference Interview 

    The reference interview has the teacher librarian take on the role "of and 'interviewer' and that during the interview process they are to determine 'efficiently and productively' the student's information needs in terms of: the nature, quantity, level of information, best information" (Mueller, A. Lesson 5). 

    Riedling states "One of the primary functions of a school librarian is to assist students in the use of the library and its collections. As a school librarian, you must determine what the students want. This process is referred to as the reference interview; it is an essential part of reference services and a major function of all school librarians." (p. 89). The following Figure is pulled from Reference Skills for the School Librarian: Tools and Tips (4th ed.) and shows "The Reference and User Services Association (RUSA) of the American Library Association 'Guidelines for Behavioral Performance of Reference and Information Service Providers' that lists five important elements, or stages, of the reference interview (p. 90):

    As teacher librarians we must be prepared to answer a multitude of different questions. To do so properly school librarians need to be familiar with both the print and electronic resources that we can provide for students. Having this knowledge if vital to help not only students but also other staff members. A well curated collection will consist of resources that will be able to fill in the knowledge gaps our students have. I believe that these interactions with students are so important in the teaching and promotion of "information literacy skills". As the reference interview is a two-way communication system it is important for teacher librarians to be both approachable and good listeners. Students need to feel that their questions, voices and opinions are both heard and listened to. The attentiveness and openness shown by the teacher librarian will in turn make the student feel safe enough to explore further questions. An interesting part of Riedling's approach is how she talks about the setting of the interview as being vital to it's success. She notes that the reference interview "should take place in a relatively quiet, comfortable setting that is free of clutter" (p. 90), this place should not only "contain proper seating but be located new both print and nonprint reference resources" (p. 90). What Riedling states her is the ideal, however our reality is that a number of students walk into our library at one any one time. In my own elementary school we service over 550 students from Kindergarten to Grade 7, each student has their own diverse needs and we honestly do not have the space to create a quiet area to conduct such an interview. 

(Riedling, p. 93)

    Even with the break down of the reference interview as shown above a reference interview can not occur without communication, relationship and good interactions with the students. By asking questions and helping students search for answers to their questions we will be able to meet their informational needs. 

(Riedling, p. 95) 

The Learning Commons

    The Standards of Practice for School Library Learning Commons in Canada states the following "Learning is an ever-changing environment that demands new ways of educating-a focus on inquiry, creative and critical thinking, multiple literacies and working together to meet shared goals and knowledge building." (p. 4). 

Learning Commons in BC

    As I tried to research farther into Learning Commons and look beyond the documents that were provided during LIBE 467. I noticed that Learning Commons seem to be the most prevalent in Universities they have slowly then moved on into High School's and even Elementary school. The learning commons model allows students the opportunity to develop team work and leadership skills. This can only be possible by weeding extensively. One of the Librarian's in the video above stated that she had to weed out anything that has not been taken out in over 10 years to create a learning commons space. Speaking from my own personal experience I notice that even with weeding the Library at my school is packed extensively with non-fiction books, due to this I have had a number of students have trouble finding where books are located. A large number of our fact books are underutilized and our reference resource section is rather small. As someone who loves collaboration the Learning Commons model really speaks to me. It is not only student centered but also a welcoming space which gives students the opportunity to explore their interest. I would love to visit an elementary school learning commons in the future. When I think about creating my own learning commons I think about technology being visible and present, a maker space, easy to locate and well organized resources. As well as teaching students through modeling how to find the resources they are looking for. I have noticed that both budgets and time play a huge factor in curating a relevant selection of resources. Thus it can be difficult getting the best technologies and resource collections available if the budget we are allotted is not enough. The Library Learning Commons is responsive in nature, this is to say there is no end to the process. The space, resources and technology will change to need the schools changing needs. This is why it is to important that the "learning commons is a whole school approach to building a participatory learning communicatee" (Standards of Practice for School Library Learning Commons in Canada, p. 5). It allows the following: 

- Focus on Learning
- Focus on the Learner 
- Focus on Pathways
- Focus on Collaboration
- Focus on Creativity
- Focus on Innovation 
- Focus on Opportunity 

    

(Standards of Practice for School Library Learning Commons in Canada, p. 8) 

A Summary of the Learning Commons Standards 

1. Cultivating and facilitating collaboration to provide rich experiential learning opportunities. This is done both through a physical space and by providing a portal to virtual connections. (Standards of Practice for School Library Learning Commons in Canada, p. 12)

2. A strong leadership team is vital to building opportunities for students to learning to be showcased. With the goal being to improve student achievement through the refining of instructions for essential literacy, research and inquiry and communication skills. (Standards of Practice for School Library Learning Commons in Canada, p. 13) 

3. Allowing students to utilize a variety of resources, technologies and having the spaces to support learning. While also teaching students essential learning skills, processes and content. (Standards of Practice for School Library Learning Commons in Canada, p. 14)

4. Demonstrating and teaching strong literacy skills while exploring and connecting various ways of knowing and learning. (Standards of Practice for School Library Learning Commons in Canada, p. 15)

5. Creating both a physical and virtual environment that allows for student to become active participatory learners. While providing a space that talks about the importance of security, privacy and digital citizenship (Standards of Practice for School Library Learning Commons in Canada, p. 16) 

Inquiry in the Learning Commons

    Inquiry and research skills are embedded throughout our system thus I am interested to see how we can utilize the Learning Commons Framework into the approach. Below I have found some website resources that can be useful in trying to implement inquiry into your classroom or library. I think teaching this process in the classroom and the library will be vital to not only demonstrate students critical and creative thinking but help them gain a better understanding of using literacy skills. 

Greater Victoria School District Learning Commons 

- Website provides a Guided Inquiry Framework including Inquiry Unit, Genius Hour, Assessment and Self-Assessment

Inquiry and Research 
- Website provides steps and tips on how to teach research

Inquiry Planning
- Website provides expectations to the stages of inquiry

Evaluating Sources for Credibility
- Video talking about credible sources

Managing the Reference Collection

   The Burnaby School website described the role of a a teacher librarian as bein someone who collaborates with teachers "to plan and teach learning activities which draw on a variety of appropriate learning resources" (Libraries and Resources). In Lesson 6 it is made clear that teacher-librarian hold a number of jobs one of these important jobs is to "manage the school library resource center and the entire collection of resources" (Mueller, A.).Our job also includes knowing which resources are being circulated and which have become outdated and thus need to be weeded out. Along with curating and collaborating with staff to support and enrich classroom instruction the responsibilities of a teacher-librarian are divided into a couple of areas which I have summarized below:
 
1. Program and Instruction
- Cooperating with teachers to assist students
- Supporting instruction when it comes to new technologies and media literacy

2. Learning Resource Management
- Maintaining and effective selection system 
- Managing the budget to contribute to school goals 
- Organizing volunteers 

3. Leadership in Resource-Based Learning
- Promoting strategies for effective use of a wide variety  of learning resources 
- Evaluate and select appropriate learning resources for the school 
- Participate in school and district activities to advocate for the library and resource-based learning 

    To achieve this an appropriate budget, adequate staffing and adequate facilities should be provided (Mueller, A. Lesson 6). Teacher-Librarian's should be located at the very heart of student learning. 

Quotes from "Teacher Librarian's at the Heart of Learning" (2013): 

"It is a place where everyone has a voice, it is an active place where everyone is participating" 
"Promote literacy in ways of technology" 

"A Teacher Librarian wants the off the shelf in the hands of the kids" 

"There are 1200 books here what are you interested in?" 

"We have been inside the classrooms, we know curriculum, we understand what the teacher's need, we understand what the kids need"

Physical Resources vs. Digital Resources 

Photo: //libr.org/juice/pics/cartoon.gif

    I believe the debate which compares physical resources and digital resources is valid. One thing to consider when comparing these two is both our audience and our budgets. Lesson 6 states that in 2012/2013 the average budget for school libraries was 3,288 for Elementary and $9,241 for Secondary Schools (Mueller, A.). As information and resources change so do the needs of our students. I have created a pro's and con's chart below outlining some of the things I have noticed about both types of resources.

Free Online Resources: 

• Discover Kids Plus
• Google for Kids 
• National Geographic 
• Science Buddies
• Current4Kids
• Newsela
• CBC Kids
• DOGOnews
• Youngzine
• News For Kids
• PolitiFact
• Science World
• Mystery Science
• Let's Talk Science
• Time for Kids
• Tween Tribune
  
• Poets.org

Evaluating Reference Services

    "Resource-based learning actively involves students, teachers and teacher-librarians in the effective use of a wide range of print, non print and human resources. Resource-based learning fosters the development of individual students by accommodating their varied interests, experiences, learning styles, needs and ability levels. Students who use a wide range of resources in various mediums for learning have the opportunity to approach a theme, issue or topic of study in ways, which allow for a range of learning styles and access to the theme or topic via cognitive or affective appeals." (Mueller, A. Lesson 7) This quote really spoke to me as in my own classroom when teaching I try to have different activities and resources available. Often in a lesson I will have a PowerPoint presentation which contains both pictures and words. During this same lesson I will make sure to include a video, a hands on activity and some form of reading or writing output either formal (homework assignment) or informal (exit slip). I find this necessary as our classes are made up of diverse learners who have a range of learning styles. In my day to day teaching life I use a multitude of resources that I have to overlook for authority and content. Similarly a teacher librarian will need to curate their whole collection to meet the needs of all the diverse learners in the school. The following is a list of what might be include in an evaluation of reference services: 

• A statistical evaluation of the use of reference materials (circulation, reference interviews, student use etc.);
• An evaluation of the "satisfaction" levels of students and teachers using the reference collection;
• 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;
• Self-evaluation. 
  (Mueller, A. Lesson 7)

(Reference Skills for the School Librarian: Tools and Tips, p. 18)

    As shown in the Figure 2.3 there are a number of essential pieces of information a teacher-librarian needs to keep in mind when creating and maintaining a schools reference collection. The overall goal is to meet the needs of the learning community which can be done through collaboration with classroom teachers and building relationships with students. 

(Achieving information literacy: Standards for school library programs in Canada, p. 41) 

The above Table shows the standards for libraries across Canada, however with budget's and minimal staff it can be difficult to uphold even the acceptable standards. I believe by communicating the library needs to the staff and listening to their needs for the library an effective plan can be made to cultivate an effective and efficient library system. Teacher-librarians should try to chunk their goals throughout terms or years, but creating achievable goals the daunting task of weeding out and updating a large collection can be attainable. 

References: 

Asselin, M., Branch, J., & Oberg, D., (Eds). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association & The Associatin for Teacher-Librarianship in Canada. 

Mueller, A. (2020). Lesson 5: The Reference Interview: Cooperative Program Planning and Teaching for Personalized Inquiry [Online Class Module]. Retrieved from Canvas:https://canvas.ubc.ca/courses/55041/pages/lesson-5-the-reference-interview-cooperative-program-planning-and-teaching-for-personalized-inquiry?module_item_id=1950663

Mueller, A. (2020). Lesson 6: Managing the reference collection [Online Class Module]. Retrieved from Canvas: https://canvas.ubc.ca/courses/55041/pages/lesson-6-managing-the-reference-collection?module_item_id=1950665

Mueller, A. (2020). Lesson 7: Evaluating Reference Services [Online Class Module]. Retrieved from Canvas: https://canvas.ubc.ca/courses/55041/pages/lesson-7-evaluating-reference-services?module_item_id=1950667

Riedling, A. & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips (4th ed.) [eBook edition]. Libraries Unlimited.

School Board, Waterloo Region School District. “Inquiry Planning.” Library Learning Commons, llc.wrdsb.ca/staff-resources/collaborative-learning/inquiry-planning/.

Schools, Burnaby. “Libraries and Resources - Burnaby Schools - School District 41, Burnaby, BC, Canada.” Burnaby Schools, 29 Aug. 2019, burnabyschools.ca/libraries-and-resources/overview/.

Standards of Practice for School Library Learning Commons in Canada. Retrieved from: https://www.bythebrooks.ca/leading-learning-in-the-school-library-learning-commons/