LIBE 467 Assignment #3 - Improving Reference Services

 Meena Rakhra       Improving Reference Services                                   LIBE 467 

Assignment #3                    

Analysis

According to Evaluating, Selecting and Managing Learning Resources: A Guide (2008), learning resources should be supportive of continuous learning by the individual, and be relevant to the needs of the student.  When assessing reference sources, evaluations based on content, accuracy, authority, bias, arrangement and presentation, permanence, and cost should be considered (Riedling, 2000).  ‘Every effort should be made to ensure that resources are selected for their strengths rather than rejected for their weaknesses’ (ESMLR, 2008, pg. 5), so that information needs can be answered effectively through the collection.  Resources should also accommodate individual differences in learning styles, abilities, needs and interests (ERAC, 2008).

Indigenous Peoples Atlas of Canada

The library collection at the K - 7 elementary school I work in does not have a print reference section. There are no physical encyclopedias, atlases or dictionaries, for students and teachers to check out.  There are four Indigenous Peoples Atlas of Canada

which can be found in the section of the library containing other Indigenous content. 

     There are extensive reference resources available online through the library catalogue page:

  

Rationale For Change

Teacher librarians support the development of student information skills, literacy development and the entire curriculum so it is important to provide open access to reference resources through effective reference services (LIBE 467, Lesson 7, 2023).  Based on my school’s lack of print reference materials in the LLC and limited accessibility to technology to access digital resources, the reference section needs improvement.  A need to promote digital resources will ensure that students meet the goals of the reference service.

The goal of the reference service should be:

1.To make sure that students were knowledgeable with the resources and comfortable using them to do their research.

2. That students were knowledgeable about the important literacy skills that 

are useful for them to be lifelong learners (Beaudry, 2023)

Unfortunately, the first place a student goes for research purposes is usually the internet, but not necessarily to the resources available through the district.  Their first choice is Google or Wikipedia because they ‘provide access to information in a much more convenient manner than print resources’ (EPIC, 2004).  Wikipedia is user friendly, organized and provides links to other avenues of information. However, information is not vetted by experts, it is always a work in progress and can be in conflict with prevailing opinions (Beaudry, 2023). The problem with Google searches and electronic references is that there is an overwhelming amount of material for students to sift through.  This causes students to surf and skim read the headings and basic descriptions for information, and the tendency for cutting and pasting information is high (LIBE 467, Course Material).  Riedling (2000) says, ‘The information issue today is not related to access or quantity.  It’s more a matter of being able to effectively navigate the sea of information to obtain desired answers from authoritative sources.’  Since there is so much information available through the internet, the role of the TL has also caused them to become even greater experts in information management (EPIC, 2004).  Librarians must not only organize and evaluate learning resources including reference materials but must also help students with the research process, evaluation of information and provision of easy access to vetted resources.

Since the print reference materials are limited in the LLC, staff and students need to rely heavily on the digital resources available through the district.  I do not see extensive use of these resources within my school and login and passwords are not visible. Instead, students perform web searches on their own and do not receive enough instruction from the TL on how to properly access information.  This can result in struggles to properly answer the questions for their research needs.   It is important for the school community to develop an understanding of how to use the digital resources because they provide children-friendly, verified information that is accessible from home and school while ensuring that teachers know that the information being accessed passes rigour, is appropriate for children and unbiased.  

Making improvements to the LLC reference services can help to mitigate these issues.

Improvement Plan 

April - May	Who: Teacher Librarian Prepare laptops and Ipads with an easy access tab on the desktop with the library homepage and create a favourites tab on the Google search engine page. Prepare necessary handouts with login and password information for teachers and students. Laminate and post in the library at various locations so that information is readily available. Prepare a document for teachers which outlines each reference resource available on the library homepage with information about their general content.
June	Who: TL, Teachers, EAs, Administration, PAC Seek input regarding which print reference materials will benefit the academic and leisure needs of all students. Seek monetary support from PAC, administration for fundraising opportunities to strengthen the purchasing budget. Purchase a few print reference resources (based on input and TL final decision) such as a Canadian and World atlas, Dictionary/Thesaurus, World Factbook to reach diverse learners.
October - December	Who: TL, Teachers Hold lunch and learn sessions in the library for staff and familiarize them with the reference resources available on the library homepage.   Focus: Navigate to resources on the library homepage.  How to login. Refer to handout made by the TL. What general information each site provides.  Refer to         handout made by the TL. Help teachers troubleshoot, keep notes to create a Q&A           handout if questions reoccur.
January - March	Who: TL, Teachers, Students Intermediate Classes gr. 5-7: Open collaboration blocks for teachers to co-teach inquiry sessions with intermediate classes. Focus: Navigate to resources on the library homepage.  How to login. Refer to the student handout made by the TL. What general information each site provides.  Refer to         handout made by the TL. Help students troubleshoot. Teach students the reference process as well as information literacy skills (seek, locate, evaluate and utilize information). Primary Classes gr. K-4: Use 60 minute instruction blocks once or twice a month to familiarize students with how to access the internet as well as resources on the library homepage. Focus: Navigate to resources on the library homepage.  How to login. Refer to the student handout made by the TL. Allow students to explore, ask questions, TL can ask a        question and students search for the answer.
April - May	Who: TL, Teachers, Students Continue teaching and learning sessions with staff and students.
June	Who: TL, Teachers, Administration, PAC Ongoing: Evaluation/weeding/selection of print reference materials every 3-5 years.  Seek funding for LLC-only technology, laptops or Ipads used solely in the library.

Communication

In addition to managing the library collection and meeting the learning needs of the school community, the teacher librarian also has a duty to cultivate and facilitate collaboration (Leading Learning Framework).   Improving how the digital reference resources are being accessed and used, as well as obtaining feedback from the school community about which print resources should be acquired requires effective communication.  Communication can occur through emails, lunch meetings, memos left in teacher mail boxes and library updates submitted to the principal to add into weekly staff bulletins.  Regular reference interviews with staff and students can also help to assess services and needs.

Evaluation

As an indicator that the outlined plan above was successful in achieving the goals of the LLC, it is important to see if students are choosing to use the digital resources available through the district as opposed to Google searches and Wikipedia.  Teachers can communicate their observations to the TL and the TL can distribute surveys to certain classes throughout the year.  These surveys can help answer whether students are using the print reference materials, digital resources available through the library homepage, whether they still prefer internet searches and Wikipedia or other forms of information and how often they use them.  Using the Standards Growth Indicators  from Leading Learners can help guide the TL on the progress of the plan and whether more needs to be done.  

 Source: Leading Learning

References

BC teacher-librarians' association. (n.d.). Evaluating, Selecting and Acquiring Learning Resources: A Guide. bctla.ca. Retrieved March 20, 2023, from https://bctla.ca/wp-content/uploads/2018/02/erac_wb.pdf 

Beaudry, Richard (2023). Lesson 4: Crowd-sourced Reference Materials.  Retrieved on March 24 from https://canvas.ubc.ca/groups/498663/discussion_topics/1705910?module_item_id=5310090

Facilitating collaborative engagement to cultivate and empower a community of learners. Leading Learning. (n.d.). Retrieved April 1, 2023, from https://llsop.canadianschoollibraries.ca/collaborative-engagement/ 

Prince Edward Island Department of Education. (n.d.). Evaluation and selection of Learning Resources: A Guide. Retrieved April 1, 2023, from http://www.gov.pe.ca/photos/original/ed_ESLR_08.pdf 

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

The Electronic Publishing Initiative at Columbia (EPIC) Online Use and Costs Evaluation Program Final Report September 2004. (n.d.). 

UBC. (n.d.). The University of British Columbia. LIBE 467 63C 2022W2 Lesson 4: Print and/or Electronic Reference Materials. Retrieved March 22, 2023, from https://canvas.ubc.ca/courses/108885/pages/lesson-4-print-and-slash-or-electronic-reference-materials?module_item_id=5310089

UBC. (n.d.). The University of British Columbia. LIBE 467 63C 2022W2 Lesson 7: Evaluating Reference Services. Retrieved March 22, 2023, from https://canvas.ubc.ca/courses/108885/pages/lesson-7-evaluating-reference-services?module_item_id=5310098