LIBE 467 Theme 2 Reflection: The Art of Questioning, Managing and Evaluating Reference Services

LIBE 467                                 THE ART OF 

Theme 2                         QUESTIONING, MANAGING AND EVALUATING 

                                                            REFERENCE SERVICES

QUESTIONING:

Reference Interview

    While reading and discussing the topics of Theme 2, I realized that as a new teacher librarian coming into a school library learning commons there are two aspects of the role that are essential to undertake first and foremost; get to know the school community and be knowledgeable about the library collection. The main role of the teacher librarian is to help students use the library and the collection.  In order to fulfill this role successfully, the TL must know the collection well which includes print and nonprint materials and also have knowledge about community resources (Riedling, 2000).  Getting to know the school community, the staff and students, who use the library, is essential because it will help with the reference interview process.  I have never heard of this term before but I understand the need for steps and procedures in order to undertake this important work.  I imagine the interviews to be very casual, informal talks between the TL and student, about ready-reference questions, research questions and advice on what to read next (Riedling, 2000).  

Source: cartoonstock.com

    Whatever the scenario may be, every student is different and therefore the reference interview will be different in each case.   In the cartoon above, the TL does not look too impressed with the peculiar request from the student.  With any interaction with a student, it is important to approach requests with a good attitude, humour, empathy, non-judgmentally and openly in order to make the library a safe place for them to come and want to come again.  I hope to

make the LLC a place where students feel safe and feel like their questions are welcome and heard.

In the elementary school setting, I imagine students will approach the TL more for ready-reference questions and questions regarding advice for a good book.  Research questions may come from the classroom teacher first as they collaborate with the TL and subsequently students may come to an already prepared TL.

Collaboration

A reference interview can also take place between a TL and teacher.  Although it seems both teachers and TLs have limited time throughout their work days to connect, it can be a beneficial partnership.  Teachers and TLs can work as a team to co-teach or the TL can help supplement an existing content-area lesson with library instruction (Kammer et al, 2021).   ‘The Reference Interview with the teacher becomes just as important as the one with the students because it builds the knowledge of the collection that both the teacher librarian and the classroom teacher can share with the students’ (Beaudry, 2023).  There are so many ways collaboration can occur according to the diagram on the left.  It can be a mutually beneficial role for teachers and the TL to reach out to one another.

    I am not aware of how much collaboration occurs in my school other than a request for books to be used in the classroom for a unit being studied.   An effort needs to be made to encourage collaboration and all its merits; opportunities for information literacy,  enhance personal knowledge of the collection beyond the physical resources, find ways to integrate learning standards into teaching, inject technology or more novel approaches to learning.  Sometimes getting a teacher to be ‘involved in purchasing materials for the library learning commons gives teachers the incentive to use it’ (Beaudry, 2023).

surreyschools.ca.   

Just as a TL is patient, non-judgemental and open with students, I believe the same type of interaction should occur between staff members and the TL.  When the new TL started her role at my school this January she put out an email indicating her collaboration blocks for anyone interested.  A few teachers approached her with a desire to code with their kindergarten students using Sphero coding robots.   When the TL went to set up the coding activity, she realized that only a couple of the robots were actually working.  This would not be enough for a Source: successful activity to do with a couple of classes together.  The TL was feeling stressed and worried about not being able to get the activity to work despite seeking support from Learning Support and doing her best to problem solve.  She did not want to disappoint or let her colleagues down.  There is that expectation that a TL may have all the answers, and yes they will do their best to find the answers to the best of their abilities and make the effort, but sometimes, they just may not know.  Despite preparing for the job through the learning from courses in the program, there is always that fear that you will come across a scenario where you cannot help, or do not have the answers. 

MANAGING

TL Role

I went to examine what the role of the TL is as outlined in the SD36 Teacher-Librarian Handbook. 

                                

All these roles are performed in order to achieve the most essential role which is to make ‘sure that our students become lifelong learners’ (Beaudry, 2023).  TLs need to be aware of changes to the curriculum, technology and teaching and learning styles and adapt the LLC accordingly.  Notably, the movement towards inquiry based learning and critical thinking calls for a change in library programs to help teachers and support learners.  Similarly, with the advent of digital resources and technology, the library needs to be able to make these resources accessible so that no student gets left behind.  

    Providing opportunities for inquiry and critical literacy in the LLC and supporting teachers through the process can evoke some positive experiences for the school community as can be seen through this video.

  INQUIRY

    CRITICAL THINKING  (Source: Schnellert & Kozak,2018)

                                                                                                                                                            

There is so much that a TL needs to keep up to date about.  I know in my district there is a Microsoft Team group that TLs can join so they can connect with others in the district.  The district also has a Learning Resource Support (LRS) department which supports the ordering, cataloguing, shipping and sharing of learning resources for all Surrey Schools. Following library blogs and twitter accounts can also be beneficial in order to stay up to date about:

-new books (novels, graphic novels, SEL picture books etc.)

-reference materials

-library teaching ideas

-new technology/apps

-information literacy opportunities

-support on time management

-support with balancing all the roles

Budget

It is all good and well to want to learn about all the initiatives listed above and have the motivation to include them as part of the LLC program, but if an LLC does not have the budget to meet those needs, it can limit the function of the LLC.The average elementary LLC budget in BC is $2,280 (Beaudry, 2023).  My LLC does not have any reference resources, no encyclopedias, atlases or dictionaries.  This then calls for staff and students to turn to digital resources, however the library does not have any desktop computers in the library itself other than the circulation computer, school laptops and ipads are shared among the classroom teachers and are usually in use.  It can be a frustrating process to acquire a device at the spur of the moment to help a student find a reference resource.  Budget can be a limiting factor when it comes to accessing up to date resources.

EVALUATING

Just as a supermarket manager takes inventory of what is on the shelves, or a family checking what’s in the fridge or pantry before they write up their grocery list, a TL needs to regularly evaluate the library collection to make sure it is meeting the needs of the school community and identify potential gaps in the collection and also adapt to curriculum changes.  It’s important to note what is being used the most, what is being ignored but has the potential to be useful, what is getting old and outdated, what is damaged and in poor physical condition and also surveying the audience (students and staff) on what they would like to see in the LLC.

                                

Source: LIBE463 Theme 2 Course material

 Age analysis, collection mapping, circulation data, and cross referencing with standards outlined by Achieving Information Literacy: Standards for School Library Programs in Canada (A.I.L), can help determine at what level the collection lies.  If it scores poorly, then changes need to be made.  

 A recent assignment for my LIBE 463 class required us to examine a subcollection of the library to determine if it would help support specific curricular goals.  We were expected to use qualitative (what do the books, and shelves look like) and quantitative methods (collect data using the cataloguing system) and come to a conclusion.  It was an empowering assignment because it forced me to interact with the Destiny by Follett cataloguing program, and showed me how the data I extracted provided enough information to make specific conclusions about the collection I was examining.  Although it can be a tedious process, it is so important because the evaluation data can be taken to administrators and district leaders who control the budget, to indicate areas of the collection that are not meeting the needs of the school community.  Ultimately, the hard work of evaluation may have the potential to create positive changes within the LLC.

References

Beaudry, Richard (2023). Lesson 5: The Role of the Teacher Librarian.  Retrieved on February 20 from https://canvas.ubc.ca/groups/498663/discussion_topics/1705909

Beaudry, Richard (2023). Lesson 6: Managing the Reference Collection.  Retrieved on February 23 from  https://canvas.ubc.ca/groups/498663/discussion_topics/1705901?module_item_id=5310097

Program administrators. Library Handbook. (2018, March 7). Retrieved February 9, 2023, from https://libraryhandbook.wordpress.com/program-adminstrators/ 

Riedling, Ann, Reference skills for the school library media specialist: Tools and tips, (Third Edition). Linworth.

Student-centered learning in Higher Education - Eric. (n.d.). Retrieved February 23, 2023, from https://files.eric.ed.gov/fulltext/EJ938583.pdf 

Schnellert, Leyton and Kozak, Donna. (August 1, 2018). "Critical literacy: children as changemakers in their worlds." UBC Okanagan. Retrieved from: https://www.youtube.com/watch?v=yuamzeQX6c4