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.