The Essence of Reference
My transition from Science Teacher to Teacher Librarian has been a gradual process over the four years I have been in the Kalamalka Library. From starting a library program and promoting inquiry based learning to taking on leadership roles around technology and the new curriculum, I have learned that a Teacher Librarian can be a key player in the making of positive changes in a school. My next challenges will be to promote and implement more research activities that use the Points of Inquiry as a research model, to develop a more comprehensive understanding of my reference section and to continue to work on my “competence in selecting, acquiring and evaluating resources to meet students' needs.” (Riedling, pg 4) Reflections, References and Research
Exploring the different types of reference services provided by libraries has given me much to ponder. Having culled thousands of print references from our library in the past few years, our current collection is small and seemingly obsolete. Even if budget restraints did not prevent me from purchasing new print references (which it does!), I find myself growing more biased in favour of digital resources that make it easier for everyone to access information. According to the evaluation process for good reference sources (pg 22-23, Riedling) online databases by companies such as EBSCO and Gale are the only references in my library that meet all the criteria; and they are particularly strong in the areas of currency, accessibility and cost. In the library learning commons, providing quality reference services are key to maintaining
the library as a hub for information literacy. Other guides for choosing resources are: "Evaluating, selecting and acquiring learning resources: A guide by BC ERAC (Educational Resource Acquisition Consortium) and "Achieving information literacy: Standards for school library programs in Canada" (Asselin, Branch and Oberg, 2003).
A good reference source is one that serves to answer questions and a bad reference source is one that fails to answer the questions.
(p. 21, Riedling)
As a bibliophile, I do not want to completely rid my library of print copies of nonfiction books. I plan to replace some of the general print references I have removed with more focused collections of nonfiction books based on the new curriculum and the reading levels of our students. For a start, we have a set of nine books in my library that has been useful for students doing research on first nations tribes in Canada. To develop such a collection of nonfiction books, I would need to collaborate with my colleagues that want to use print references with their students and choose books that fit the curriculum.
In my school, the research process is often undermined by the teachers' need to get through the curriculum. I find that many teachers give students the research question, the websites to use and the method for presenting it. By expediting the research process, students are not learning necessary skills needed for 21st century learning. Questioning, problem solving, persevering, evaluating and reflecting do not happen to the same extent with 'cookie cutter' projects. Although many teachers may feel that they can plan student research projects, using an information skills framework such as "Points of Inquiry" can make the process much more rewarding. For educators to “move to the side and work to guide or scaffold the learning” (pg 5, Points of Inquiry), the research process has to be given importance from beginning to end; including having students generate their own questions. Collaborating with a Teacher Librarian to design inquiry projects can help teachers to create experiences that increase student engagement and learning.
The transition from library to library learning commons will change the way that people use libraries. The use of proper references to obtain reliable information will be just as important but the Teacher Librarian will also need to collaborate with teachers to provide quality lessons that teach students how to access and properly use these resources - imagine the
possibilities!
possibilities!
Image Sources
“Dilbert.” E Book Friendly, Piotr Kowalczyk, 1 Aug. 2017, ebookfriendly.com/best-library-cartoons/.
“Information Literacy.” Best Practice. (WILP Team Presentation). Welsh Information Literacy Project., Welsh Information Literacy Project, i.pinimg.com/originals/3d/b9/e4/3db9e46431ece6b41480c59ea847b3da.jpg.
“Missoulian.” Missoulian, 2012, missoulian.com/news/opinion/cartoon/cartoon-library-remembers-reference-resources-before-wikipedia/article_0d268d7c-42cf-11e1-872c-0019bb2963f4.html.
“The Points of Inquiry.” Teacher Librarians and the Points of Inquiry, tl-pi.wikispaces.com/Overview+Points+of+Inquiry.
Sources
Asselin, M., Branch, J., & Oberg, D., (Eds). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association & The Association for Teacher-Librarianship in Canada.
BCTLA Info Lit Task Force . (2011, January). The points of inquiry: A framework for information literacy and the 21st century learner [PDF]. British Columbia Teacher - Librarians’ Assocation.
Evaluating, selecting and acquiring learning resources: A guidepublished by the BC Education Resource Acquisition Consortium (BC ERAC).
Riedling, Ann, Reference skills for the school library media specialist: Tools and tips, (Third Edition). Linworth.
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