Theme 2: Managing and Evaluating
Reference Services
Throughout Theme 2, I
began to think more critically about how to deliver and evaluate strong
information services, and how to find time to progressively include better reference
interviews.
As a teacher-librarian, an area of expertise is the school
library reference collection, where teacher-librarians can provide
bibliographic instruction to strengthen students’ information literacy skills
by teaching “students how to locate and use information in the library, as well
as sources that exist beyond the physical boundaries of the school library” (Riedling et al., 2013, p. 5). Another
important task that teacher-librarians often take directive on during
collaborative projects is the ethical use of content and teaching research
methods that prevent plagiarism (Weisburg & Toor, 2012, p. 186).
With all of this in mind, I
felt my head nodding in agreement when reading: “Often, the perception is that
teacher-librarians are ‘guardians of the collection’ or ‘gatekeepers to
resources’ ” (Mueller, 2019) – something I have experienced in school libraries
in varying degrees. So how do we open the gate and build a reference collection
that is well-used and make seeking-out these resources first a naturally routine
part of student learning?
Looking back, throughout Theme 1:
The Foundation of Reference Services, I gathered what I hope to be useful
tools and advice to use in the future. Practicing the evaluation process in
assignment 1 was a valuable experience and I learned that building a reference
collection, both print and non-print, that supports all school library users
takes a large portion of a teacher-librarians budget. If done properly, the
amount of time put into the selection and evaluation process will build a
reference collection that can be well-used. I feel this is one thing to
consider when co-planning – if a large amount of money has been invested in
reference resources then it is important to use them!
One of the steps towards higher usage and circulation is to invest time
in teaching students (and colleagues) how to best use reference resources in
their learning. This notion continues into our assignment 2, and while working
on it I was reminded of a “collaborative” teaching experience that went sideways
and left me as “gatekeeper”. Applying a change-model, like the Concerns-Based
Adoption Model (National Academies, 2005), helped me to better recognize how to create a more
productive co-planned project that better integrates information literacy
skills, and consider strategies to facilitate change to increase the independent use of the
reference collection.
References
AIT Library. (2017). Asian Institute of Technology [JPEG file]. Retrieved fromhttp://library.ait.ac.th/pages/refcollection.htm
Mueller, A. (2019). Lesson 7: Evaluating Reference Services, course modules LIBE 467 63C: University of British Columbia Vancouver, online. Retrieved from Canvas learning platform.
National Academies. (2005). The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. Retrieved from http://www.nationalacademies.org/rise/backg4a.htm
National Incarceration Association. (2018). Op-Ed re: Books Behind Bars [JPEG file]. Retrieved from https://joinnia.com/op-ed-re-books-behind-bars/
123RF. (2019). Monopoly Money Stock Photos and Images [JPEG file]. Retrieved from
https://www.123rf.com/stock-photo/monopoly_money.html?sti=n2uzn4nhvqdgs953vc|
Riedling, A. M., Shake, L., & Houston, C. (2013) Reference skills for the school library media specialist: Tools and tips (3rd ed.). Santa Barbara, CA: Linworth.
Weisburg, H. K., & Toor, R. (2012). New on the job: A school library media specialist’s guide to success. 2nd edition. Chicago, IL: American Library Association.
So much comes down to time and money. When we invest so much of our time and limited budget to build quality reference collections, it is so important that we collaborate with our teachers and with our students, to know their needs and interests. As you pointed out, this can be done formally during the co-planning process. From experience, I also find that informal chats provide unlimited opportunities to learn the needs and wishes of my community.
ReplyDeleteYou made an excellent point that we have to invest time in teaching both students and colleagues to effectively utilize our reference resource collection. This is absolutely essential, especially with so many of our resources being electronic and with technology changing so frequently. Further, there are many teachers that have not had the opportunity to explore and become comfortable with inquiry-based learning. This is a perfect opportunity to implement strategies from the Concerns-Based Adoption Model (CBAM) as outlined by Susan Loucks-Horsley to help our colleagues build best practices and approaches to learning.
Well done reflection post that discusses the key new learning for you with connections, evidence and further explorations to connect with your school community and patrons. A useful examination and a brief glimpse ahead (CBAM) to assignment 2 is valuable to share with others. Your highlights and discussion demonstrated deep engagement with this theme.
ReplyDeleteIsn't it ironic that the assumption upcoming teacher librarians are trying to break free from is the very thing to which they are often relegated - gatekeepers?! How frustrating! I appreciate your highlight from Riedling that we need to teach students to find and use resources both in and outside of the SLLC. In a world where information is increasingly "out there" via technology and globalization, gifting students with the skills to attain and assess information is key! Great post! Thanks for your insights into upcoming Assignment #2.
ReplyDeleteI like how you see your time as part of the investment in reference services. Not just the promotion of these services, but also the time it takes to select them. I have recently been putting more time into promoting reference resources and services in the hopes that it will make my financial investment in these resources worth it. I think it is an ongoing challenge of this role.
ReplyDeleteI couldn't agree more about getting the resources into the hands of students and teachers. That is, after all, the entire purpose of a library. We do invest so much time and money in the selection of these resources that having them sit on the shelf unused would be a travesty.
ReplyDeleteI have worked in a school where the teacher-librarian was a gatekeeper of resources and was very protective of the books in the library. They would be threatening about returning books on time and the number of resources that could be checked out...to teaching staff! Very little flexibility was offered to students when it came to taking resources as well. This is not the atmosphere we want to promote nor is it productive in establishing the library as a valuable and essential part of the school. The books are meant to be used. And yes, there may be some loss and damage, but isn't this a sign that we have done our job?