The Reference Interview
The thing about conducting reference interview with kids is that they are not always certain what to ask or how to ask in order to get what they need. It requires a skilled and attentive teacher-librarian to flesh out what is actually needed or to make an “accurate connection between information and the needs of students.” (Riedling, 100)
The challenge is that this can take a lot of time and the teacher-librarian likely has many pots on the stove. The hope is that by the time the student gets to the teacher-librarian that they have gone through the “focus” portion of the inquiry process (Research Quest) and are at the points of “What do I know?” and “What do I need to know?”
Another insight I took away from this is that classroom teachers aren’t always the
The Job
I feel very strongly that the most important element of the school library or learning commons are multiple ways to access information and stimulate learning. As opposed to the traditional library, where print materials were the primary focus, the learning commons incorporates technology, play and creative materials working alongside the more traditional print sources. The school library is essential in teaching students critical thinking skills and collaborative learning, skills that are deeply rooted in BC's revised curriculum. The idea that kids can have so much autonomy in their own access to information is so empowering.
But with such a rich learning environment the teacher-librarian is busier than ever and the expectations to deliver such a space are high. Riedling writes that the physical library (and a librarian running the space) is more important than ever because students need assistance in wading through the vast amounts of information available at their fingertips and need an expert to teach them critical information literacy skills (116). The list of roles the teacher-librarian takes on is seemingly endless: teacher, innovator media specialist, collaborator, collections specialist, curriculum specialist, etc. Time management and prioritizing become very important in the role of teacher-librarian.
Challenges of Keeping an Exemplary Reference Collection
I’m sure it is most (if not every) teacher-librarian’s dream to have a shiny, new and current collection but I’m afraid the reality of this might be far-fetched. Yes, it’s easy to weed out the bad and the ugly, but replacing them is another story. A new teacher-librarian might come into an old, stagnant library and weed 30% of the collection, but will certainly not be able to replace everything on a limited budget.
Works Cited
Riedling, Ann. Reference Skills for the School Librarian: Tools and Tips, 3rd Edition. ABC-CLIO. Kindle Edition.
* All pictures acquired through Creative Commons and are labelled for noncommercial reuse.
A good reflection post with a few decent connections, highlights, and quotes from our course text. A useful discussion of the challenges we all face, as well as the aspirations and goals for our programs and collections. Some personalization and authentic review of the most important aspects and ways you plan on supporting your school community. A nice reminder about the practical need to not overdue the expectations of perfect collections and expansive unbalanced roles. A good look back at the last few weeks.
ReplyDeleteYou summarize a lot of good points about what is needed for strong information services. I was thinking about all of the "non-book" things a library can offer when you wrote:
ReplyDelete"As opposed to the traditional library, where print materials were the primary focus, the learning commons incorporates technology, play and creative materials working alongside the more traditional print sources."
Part of the role of a library is to provide access to something that might otherwise be out-of-reach. A school library can provide students the opportunity to use technology tools or other learning devices that they cannot or do not have access to outside of school.
You hit on some of the key priorities of an effective teacher-librarian. In my year and 1/2 as a teacher librarian, it is become very apparent that building relationships is the number one priority to build effective communication/interaction with students and communication/interaction/collaboration with teachers. Without these relationships, it is virtually impossible to build the “whole school learning Commons approach” the vision that “the whole school moves through the process together, each supporting the other and building on each other's thoughts and ideas” that is laid out in the “Leading Learning” document by the Canadian Library Association (2014, p.4).
ReplyDeleteYou also discussed time management, prioritizing and budget. We can be as effective as possible, putting in copious extra hours, but we are very much limited by the funding allotted for teacher-librarian time and for resources. It is a sad truth that “The success of the school library program is dependent on the teacher librarian being able to balance all of the above (program instruction, learning resource management, leadership and resource-based learning) given adequate staffing, budget and facilities in accordance with the entire school program” (Mueller, lesson 6, p. 3). Given that “school libraries make a difference in student achievement” [International Association of School Librarianship, 2008, in, Canadian Library Association, 2014, P.4), I echo your sentiment that we must continue to push forward with what we have.
Works cited
Canadian Library Association (2014). Leading learning: Standards of practice for school library learning commons in Canada. Canadian Library Association’s Voices For School Libraries Network and the CLA School Libraries Advisory. Ottawa ON, Canada.
Mueller, Aaron. UBC, LIBE 467 (Winter 2019). Retrieved from https://canvas.ubc.ca/courses/20490
Having less resource items but of higher quality is such a good philosophy when managing a library. You highlight some good points in your post here and I think it's important to thin out the collection even if it means the space might look a bit sparse. You are also seeming to be an advocate of teaching the information / critical thing literacies. I would love to hear more of your own opinion coming forward in this post, it is sometimes hard to sense how much you agree or disagree with the material. Overall I liked your post organization.
ReplyDelete