A Reference Collection Journey: To the Future and Beyond

The Present

Before we begin to think about the future we must look at the present. First and foremost Librarians are known to be information specialists. To answer questions Liberians must be equipped with the necessary tools these come in the form of reference resources. Riedling states that "a resource is any material, regardless of form or location, which provides necessary answer(s)." (p. 3). As a librarian it is our job to point students in the right direction to they can locate the correct reference resources to answer their questions. Although there are many subcategories of reference resources I have separate reference resources into two sections: the physical and the digital which I will examine with more detail below. 

The Physical

"Printed resources are often considered to be out of date before they reach the student. All sources should be checked for currency." (Riedling, p. 24) Below I have included some pictures of the current reference collection. The collection has already been heavily weeded to only the most critical resources which include a number of different Encyclopedia's. I will honestly say that not many students move towards this side of the library and originally I did not even know where our physical reference resources were located. Yearly a new copy of the World Book Encyclopedia will be purchased along with a digital subscription which can be browsed online. There is also a good selection of both National Geographic Magazines and Canadian Geographic. One of the most recent pieces in the collection and thus the least out of date is the Canadian Geographic Indigenous Peoples Atlas of Canada. Although, there are also a number of Encyclopedia's that are well past the 5 year weeding period. However, the reason these resources have yet to be replaced is because no resources have been created to take it's place. Cost issues also arise when purchasing physical resources. Riedling states that "sometimes budget rather than student need may determine whether a particular reference resource is purchased" (p. 24). 

The Digital:

The current digital space in the Library includes 4 desk top computers which are overall rather slow and old. The space is not welcoming as it feels cluttered. Students are not offered much physical space and are not able to bring books with them if they hope to work on these computers. I have also included a picture of our school's web resources which includes a number of magazine subscriptions, a few world book online subscriptions, one directory of databases online, national geographic and others. I mentioned above how a number of the physical resources are outdated due to publishers no longer created updated versions and nothing physical existing to take it's place. To fill in the information gap databases, and website could be purchased that offer more accurate information. When purchasing an online resource Riedling reminds us that "the cost of print material and those in distributed electronic form are similar, in that a copy is acquired for in-house use in the school library". (p.24) Truthfully, the cost of online resources can vary widely thus is can be an ever bigger commitment to subscribe to a database, atlas or encyclopedia. Before doing so it would be wise to survey staff opinions and interests. Finally, as with anything digital we must not only think about the cost of hardware but also it's maintenance. 

Assessment of the Current Reference Collection

The following rubric has been created using relevant information from Achieving Information Literacy. I choose to focus on a few key areas which include the size of our physical and digital reference collection,  as well as the physical space inside of the library. from the table below I feel that our current library is sitting between below standard and acceptable range with areas that do require much improvement. Although we have 25+ for Electronic & Digital Resources a number of these are connected to World Book or have been provided through BC Digital Classroom. Both resource provide accuracy of information however it would benefit our students to provide them with access to other encyclopedia and database options since a huge part of teaching informational literacy is stressing how we want to have more sources and not less. The current relevancy of our collection is largely below standard this is due to a number of the physical titles being more then 10 years old and needing to be updated. This is true both for the reference resources and the non-fiction texts. Lastly I placed a lot of emphasis on the physical library space, which does not offer a comfortable or welcoming environment to students. Unfortunately the library is not central in the schools placement and it is even on the bottom floor which means it does not have any access to windows or sunlight. Thus students do not have access to any individual study space as the seating is not flexible. Even though the digital resources are available to the students the majority of students are not engaging with the the physical and digital reference resources. This could be because they are not aware of the resource and have not been taught how to use the resources properly. The current stripped down physical and digital reference collection is not helping our students engage. Many classroom teachers are turning to online websites and spending much of their own time curating student friendly resources. 

The Future

Although I do not currently find myself working in a library I hold great aspiration and ideas that I wish to take into my future workspace. In Reference Skill for the School Librarian Riedling expresses that "To spend a day in a school library is to witness what all research says about quality education for the 21st century: educators and students engaging in research, collaboration, communication, problem solving and creativity." (p. 3) This statement truly captures the ideal environment I would love to create in my future library. Below I have outlined some key ideas and takeaways I would like to implement in the future. As with any change I do expect the following to happen slowly and overtime, I will need to first communicate my ideas to administrators and then present my library goals to the staff during a staff meeting. Implementing the following changes will help student to improve their critical thinking, questioning and research abilities. 

Inquiry Method

Standards of Practice for School Library Learning Commons in Canada mentions that "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). I want to embed an approach into my future library where all learners have an active voice and choice during their learning process. To create authentic life longer learners should should have the option to choose what they learn about. This is where my job comes in, as an information specialist I will be able to offer my expertise to classroom teachers and help them create engaging Inquiry activities for their students. By teaching Inquiry I will also be able to teach about the different kinds of reference resources, how to use them and the advantage of using multiple reference materials. 

John Spencer - What is Inquiry Based Learning

Engagement for all learners is so critical especially in the 21st century. As the picture below shows the BC curriculum centers around an approach that values three pillars of knowledge the understand, the do and the know processes. However all three of these are brought together as students work on developing their Core Competencies. Which are an integral part of of the curriculum that help to engage learners in deep, lifelong learning. The Core Competencies include: Communication, Critical and Creative Thinking and Personal and Social Responsibility. In my opinion the core competencies are directly infused into the Inquiry Method. 

Big Ideas (Understand), Content (Know), Curricular Competencies (Do) 
curriculum.gov.bc.ca/curriculum/overview

By creating a library environment where questions are valued students will be given the opportunity to pursue their interests and thus engage in the Inquiry Process. In the video above John Spencer explains how there is a continuum to Inquiry from teacher-centered and closed to student-centered and open. It is up to us as Librarians to collaborate with classroom teachers and meet students at their current learning level. My goal by working with teachers and students will be to create a provision of information that meet their current needs and provide guidance in the use of information services. By working directly with students and classes I will be able to help with the development of informational literacy. "Information literacy is defined as a students’ ability to locate, evaluate, and use information in a variety of formats to meet their information needs." (Riedling, p.6) The modern day student will need to utilize both books and online resources in their search for answers. Due to this as we help students to engage in the Inquiry Process we must also teach them to become critical researchers John Spencer sums this up well by saying "Students should question answers as often as they answer questions." 

Technology & Design: Creating a Learning Commons

Standards of Practice for School Library Learning Commons in Canada expresses that "a learning commons is a whole school approach to building a participatory learning community" (p. 5). Although developing a learning commons will take time and money the overall approach will benefit all learners. Including a learning commons in a school provides a number of focuses including: on learning, on the learner, on pathways, on collaboration, on creativity, on innovation and on opportunity. 

A physical learning commons will include access to technology, flexible seating, an uncluttered work space. It is the teacher librarians job to advocate for students and to help them feel safe, included and welcomed into the share learning space. Overall the learning commons should feel like a comfortable collaborative learning community. Students will be able to utilize a number of virtual learning tools such as a library catalogue, research databases, e-books, and a library blog I would like to run to create library lesson for students. Some information on my future library blog will include tips on how to write bibliographies, information on how to start research and how to create a good research question along with links to virtual learning tools. Below I have included some inspiring photos of Library Learning Commons. 

The Learning Commons will have the flexible spacing allow me and let me run lunch and after school programs. As few of the programs I would like to facilitate include: 
- Math Challengers for students who are exceeding classroom expectations.
- An afterschool Homework club for student who might not have access to technology or a quiet place to work at home and might need extra time  or help to complete homework assignments. 
- Creative Problem Solvers for students who engage in creative and critical thinking during class but are ready to for further challenges
- Volunteer opportunities for students who would like to help out in the Library thus creating a sense of accountability and responsibility towards the Library space
- The Opportunity for Students to attend Board Game Club at Lunch once a week

Teen Territories offers some resources on how to provide engagement to teenage learners.

In Chapter 9 of Reference Skills for the School Librarian Reidling outlines the criteria for conducting a proper Reference Interview. She is very clear to state that the physical environment need to be appropriate to conduct an interview and will succeed only with the following aspects: 

- Reference interviews should take place in a relatively quiet, comfortable setting that is free of clutter.
- The reference area, the space in which the reference interview is conducted, should contain proper seating and be located near both print and nonprint reference resources.
- Reference materials should be organized in such a manner that the school librarian and the student can easily and quickly locate reference resources during and after the reference interview. (p. 91) 

If these features are combined with an authentic experience that involves genuine engagement and listening from the teacher librarian we will be able to create an environment where students feel heard, cared about and eventually successful. The library just like the classroom needs to be a flexible space where students are able to explore their questions with proper support. This is why I believe the Learning Commons method is so impactful. 

Basil: Dog Therapy

I have been gifted to work in a school that has been pet friendly from when I arrived. Apart of my current classroom practice that I would like to integrate into my future library space is allowing students the opportunity to learn empathy and communication skills by interacting with my do Basil. It is not only important to teach a dog how to communicate with people but also to teach our students how to communicate with animals. In past years I have witnessed deep impactful bonds created between both Basil and my students. Sarah McKibben explains that "Petting a dog for even a few minutes can positively affect our brain chemistry, according to research, increasing oxytocin levels and reducing the stress hormone cortisol". From personal experience I have noticed how having he presence of a dog can be a real mood changer in the classroom. If Basil did not come to school with me the first question was "Where is Basil?" or "When will we see him again". The experience creates a positive lasting impact on students lives and I would love to continuing implementing Dog Days into my library practice. 

Collaboration & Curation

The final and most important piece of my method includes collaboration with staff, students and administrators. The picture above was take from Leading Learning: Standards of Practice for School Library Learning Commons in Canada 2014 and I think it perfectly shows the co-operative approach necessary to create a hub of learning that centers around the library. For this structure to succeed networks of communication must be established throughout the staff. Teachers need not only to feel supported by Principles but also the rest of the learning community around them. Relationships building it crucial when establishing a trusting and caring work community. My goal will be to establish methods of communication which will include e-mail time for in-person meetings outside of school hours or at lunch.  I want to be accommodating to the needs of my staff thus before I engage in any purchasing for the year I will send out a survey. Teacher will have the opportunity to voice which topics they are planning on teaching this year and which resources they might be interested in using from the library. This would help to inform my purchasing and make sure the material kept in our school library are both relevant and up to date. Since not every teacher knows what they will be teaching for the full year it could be useful to distribute a survey before the beginning of each school term. On the survey I would also like to include a section titled "What can Ms. Zmukic help you with?" where I could include a number of topics I am familiar with for example: introducing technology into the classroom, doing an inquiry project, facilitating literature circles, assisting to teach media literacy, assisting teaching bibliography writing,  help facilitating and creating and ADST project as well as an other option where teacher could include something else they are needing help with during the year. I think it is of utter importance to be proactive as a librarian, by creating open communication and showing teachers that I am available, willing and ready to collaborate I hope to create a culture cooperation and teamwork. It will also be important to keep all requests documented to not only help during purchasing but also to create equitable distribution of library resources throughout the school.

Riedling outlines some basic guidelines for weeding a print reference resource collection: 

- Encyclopedia's - 5 years
- Pure science books - 5 years 
- Technology books - 2 years
- Inventions and medicine - 5 years
- Psychology, history, business and education sources - 15 years 
- Newspaper and magazines - 5 years 

Overall I have noticed that 5 tends to be the magic number. To keep this information organized I would keep an organized digital list of all the reference resource I purchase for every year. This would allow me to look back every 5 years to see which resources are in need of weeding. Riedling emphasizes that “The school librarian collaborates with the teaching staff to develop an up-to-date collection of print and digital resources in multiple genres that appeals to differences in age, gender, ethnicity, reading abilities, and information needs” (p. 17) Therefore, consultation with my staff and administrators will be helpful when making decisions pertaining to reference resources.

Timeframe for Implementing Changes

As I stated previously change is often a process that takes time and takes a team. The outline of my 5 year plan keeps in mind the ideas I would like to implement as a teacher librarian which I stated above. Although the following is only an overview my overall goal is the create a Library Learning Commons that features flexible seating, technology and a supportive place where students and teachers can collaborate. I have tried to create achievable goals, for example weeding will not happen in one year so I have given myself 3 years to complete all the weeding and to create an up to date collection. 

Year 1:
- Relay plan for eventual library shift into a Learning Commons to Administrator
- Work on establishing a strong relationship and communication with classroom teacher 
- Touch base with classroom teachers about units taught and look for resources to add to collection
- Being actively available to co-teach lessons and co-plan units with classroom teachers
- Begin weeding older resources which are outdated 
- Run to run some lunch and afterschool programs for students 
- Get permission from administrator to bring Basil into the library once or twice a week 
- Promote reference materials at every level 

Year 2: 
- Speak to the administrator about possible funding to create flexible seating in the library and begin to establish a comfortable work area for students
- Work to introduce a school wide Inquiry Approach and present my idea at a Pro-D Day - 
- Continue the weeding process 
- Curate a reference collection which includes up to date physical and digital resources
- Continue to run lunch and afterschool programs for students 
- Continue to be available to classroom teachers and work on introducing new technology into their classrooms
- Work with teachers on developing good questioning strategies in their students 

Year 3: 
- Speak with administrator about possible funding to include more technology into the Library space
- Continue the weeding process, removing the last part of the outdated and unused reference books 
- Create bins which include book sets that can help teach different topics which teachers are often using: core competencies, big ideas in science (space, newton's laws, etc.), big ideas in social studies (ancient civilizations, government, etc. ), wordless picture book, indigenous education 
- Work towards integrating the Inquiry Approach for all grades
- Establish routines for collaborating with classroom teachers to plan units 
- Continue to run lunch and afterschool programs for students

Year 4:  
-  Work on improving the library space to fit flexible seating and quick access to technology
- Continue to curate bins which include books that teachers will find useful for the different topics they teach in class
- Begin to run a blog where students and teachers can locate directories and resources 
- Continue to establish routines for collaborating with teachers to lead lessons and plan lessons
- Continue to run lunch and afterschool programs for students

Year 5: 
- Create a Library Learning Commons that meets the needs of our schools learners
- Weed out of date reference resources and begin to purchase more up to date resources and make sure to keep a list so future weeding processes are easier
- Continue to run lunch and afterschool programs for students
- Collaborate with all classroom teachers
- Continue to run online library blog 
- Purchase relevant and useful reference resources 

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. 

McKibben, Sarah. “Why Schools Are Going to the Dogs.” ASCD Education Update, Feb. 2018, www.ascd.org/publications/newsletters/education-update/feb18/vol60/num02/Why-Schools-Are-Going-to-the-Dogs.aspx.

Province of British Columbia. “Curriculum Overview.” Building Student Success - B.C. Curriculum, 2020, curriculum.gov.bc.ca/curriculum/overview.

Riedling, Ann; Houston, Cynthia. Reference Skills for the School Librarian: Tools and Tips, 4th Edition. ABC-CLIO. Kindle Edition. 

Spencer, John. “How to Help Students Ask Better Questions by Creating a Culture of Inquiry.” John Spencer, 29 Oct. 2020, www.spencerauthor.com/ask-better-questions/.

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