Showing posts with label Reference services. Show all posts
Showing posts with label Reference services. Show all posts
Evaluation plan to improve reference services
For Assignment 3: Evaluation plan to improve reference services, I created a plan that aims to provide strategies to improve the reference services available
to staff and students in an elementary school library. Presently, the bulk of the reference collection consists
of out-dated encyclopedias that largely go unused. The quality of resources no longer support student
needs, therefore this plan suggests an approach to revamp this area to improve reference services.
Laying foundational information literacy skills
Theme 3: Reference Materials
In reflecting on each lessons readings, my take-away is that although information
changes rapidly, providing a range of well-selected reference materials remains
the priority of a well-rounded reference section whether physical or digital.
Theme 3: Reference Materials, has been an interesting exploration of various types
of reference materials (presented in both print and digital formats) and I have
learned a lot about considering their style, format, currency, and scope when selecting
and evaluating resources for a school library learning commons.
Throughout this final theme I have been thinking about past observations
(mostly in elementary schools library learning commons, but also in high schools)
and experiences when working as a teacher-librarian and as a classroom teacher
bringing classes into the library for projects. I have found that generally, reference
collections tend to be dusty and underutilized, and I feel unsure why exactly
that is the case; I am left with more questions than answers.
Are they dated
and forgotten? Are students being shown how to use them? Do students have easy access
to digital formats? Are teachers weaving them into the required resources? Are
teacher-librarians able to have the time to teach students information literacy
skills and search methods? Are teacher-librarians and classroom teachers having
the opportunity to collaborate and make reference materials a stronger piece of
research projects? Are students having the opportunity to learn and practice using
general and specialized reference materials with support as they develop into independent
learners?
This leads me to think that in my own practices I will focus on teaching
students the foundational skills required in the process of using reference
materials.
A library learning commons could spend a lot of money to invest in the
best quality, current and well-selected reference collection, but if teachers
and students do not have the foundational skills required to use these
resources, it is worthless. Perhaps I could collaborate with a like-minded
colleague as a pilot project to see how to best teach the necessary skills,
where we focus more on the process than the end-product and feedback from the
students is listened to and considered. For example, many students struggle
with alphabetical order when using a dictionary and often give up quickly or
ask an adult “help” (to do it for them, really). Additionally, I believe the
skill of understanding mapping coordinates remains important, despite the
popularity of Google Maps. Recognizing how something is organized, and then how
to navigate it is a practical skill to learn and practice, whether using print
or digital formats, because sometimes search functions on digital platforms are
not as helpful as one would want or do not pinpoint your desired information
for you.
References
gfycat. (2019). Dust Bunnies GIFs [GIF file]. Retrieved
from https://gfycat.com/gifs/search/dust+bunnies
Smithsonian Institution.
(2019). Legos Go Sustainable, and
Everything (Really) is Awesome [JPEG file]. Retrieved from https://www.smithsonianmag.com/innovation/legos-go-sustainable-everything-really-is-awesome-180955874/
Theadless, lxromero. (2019).
Where Am I? [JPEG file]. Retrieved
from https://www.threadless.com/designs/where-am-i-5
University of Arkansas for
Medical Sciences. (2019). Educational
Resources [JPEG file]. Retrieved from https://orc.uams.edu/compliance-education-program/educational-resources/
Relinquishing the keys as “gatekeeper”
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.
Learning to ride a bike while in the Tour de France...
Theme 1: The Foundation of Reference Services
In personal experience within the public library system and public
school library learning commons, I have always been working from the side of
already created reference sections, both physical and virtual. My role has been
the director to resources and
recommending sources that I am familiar with either through my own use or
observance of others using them successfully. Being completely honest, the
notion of being the person to build
the reference collection and evaluate resources is daunting!
Throughout Theme 1: The Foundation
of Reference Services, I have gathered what I hope to be useful tools and
advice to use in the future. Practicing the evaluation process in assignment 1
is going to be a valuable experience.
During lesson two, I started to think that no matter what model is
followed (Points of
Inquiry, Research
Quest, Big 6, Five
Basic Steps), with
student-centered learning and an inquiry approach to learning, the importance
of research skills and information literacy become a student’s first important
building block to being an independent library user. As mentioned in lesson
four, “[o]ur role is to provide the skills that students require to select the
best information” (Mueller, 2019), and I feel that often not enough time and
attention is paid to this – evaluating content is often glossed over,
especially with younger students. In past collaborative research projects I
have observed students copy content not understanding it at all. When
questioned why they chose it as a resource, they sort of mumble an “I don’t
know, it says it so I copied it, and the teacher says we have to hurry up
because the project is due soon.”
The project is due soon.
Here lies one of the issues of how project-based research is often set-up. The timeline is often unrealistic, and I have often thought that it is unfair to students to expect them to simultaneously successfully learn new skills (hopefully), and achieve a good mark on their big term project (which often makes student unwilling to take risks). It would be like learning to ride a bike while IN the Tour de France.
Readings throughout this theme reminded me that a T-L has to encourage
colleagues to have their classes spend time in the library to learn and practice
information literacy skills in a fun and meaningful way before applying them to graded assignments. I also started to think
about how a T-L could continue to assist students throughout the learning
process when the T-L is not available or the student is outside of the school
library. I found this video, How to
Search Databases published on Youtube by Stanford University Libraries
(2016).
It looks like a student or possibly a librarian created this video guide
about accessing school databases. I wonder if creating a video library with
short “how to” guides would be beneficial for students who want to look up
reminders on how to access stronger resources. This might be a modern addition
to a T-Ls reference collection?
References
Feuerman, A. J. (2018). Picard-Facepalm-2_0 [JPEG
file]. Retrieved from http://ajfeuerman.com/not-the-worst-pitch-ive-ever-gotten-but-maybe-the-most-irresponsible/picard-facepalm-2_0/
Gynne, E. (2013). Bought a bike but soon realized I have not been on one for 6 years
[GIF file]. Retrieved from http://recognizingstupidity.tumblr.com/post/64627149215/bought-a-bike-but-soon-realized-i-have-not-been-on
Mueller, A. (2019). Lesson 4: Print
and/or Electronic Reference Materials, course modules LIBE 467 63C: University of
British Columbia Vancouver, online. Retrieved from Canvas learning
platform.
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.
Stanford University
Libraries. (2016, April 7). How to Search
Databases [Video file]. Retrieved from https://www.youtube.com/watch?v=q8bXA9JC6tQ
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