LIBE 467 Assignment #3

1. Background and Evaluation of Present Conditions of Reference Services:

One of the schools that I occasionally teach at has a full-time librarian, which is rare in the district. The school is an elementary school with a mixed demographic in an affluent area of the city. The parent community is very involved in all aspects of school community and the PAC is very influential. 

At present, the library is not used to its fullest capacity. The model that is being implemented is one where each division is allocated one library period per week. At the primary level it is utilized for a story time and book exchange and at the intermediate level it is used for independent research and/or a book exchange. 

The print reference section in the library is next to non-existent, poorly organized and not maintained. The digital databases provided by the district are very good and have a very prominent place on the homepage of the library website which makes for easy access at home and at school. Unfortunately, the school does not have a computer lab. It does however have two ipad carts and two macbook carts.

According to the standards set out in Achieving Information Literacy, on pages 24-34, the school is below standard in regard to the overall collection except for the full-time staffing and the aforementioned digital databases. In these two last cases, it is pretty close to exemplary in terms of what the district is offering the school and its students.  

2. Rationale for Change

Because the school is embracing the digital age, it seems that the print reference section is not being tended to any longer and the trend is to put all available funding and efforts into the non-fiction and fiction collections in the library. The reference section is comprised of the available district digital databases through ERAC but nothing is really done with them beyond making them visible on the library homepage. In talking to teaching staff, students and the librarian, the primary means of research for students is online and mainly using Google and Wikipedia. While these sites may be good places to start research, they should not be the only references sources used and introduced to students (1).

                                                     The print reference section

The library program could be more than just a weekly book exchange and story time. With the available databases through ERAC, students could be taught critical literacy skills and research skills while in the library which they can then take with them into the classroom for further inquiry-based learning. With these new reference services the library program could expand to a more layered approach which could include meaningful collaboration time, inquiry-based learning time as outlined in chapter 1 of Riedling and the Points of Inquiry, as well as book exchanges and story time.

3. Step-by-Step Plan to Implement Change:

• How will the change take place: 

In order for the change to take place, the schedule would have to change. I would suggest that book exchanges could happen before or after school, or during a dedicated open book exchange period once a day. This would free up several blocks of time for teachers to come with their classes in which valuable time can be taken to co-teach a unit of inquiry or teach about the various databases available. For detailed examples, please see what can be achieved by using the concerned-based adoption model and the SAMR model as outlined in my assignment #2 blog.

• Who is involved:

In order to make this possible, the staff, administration and parents would need to see the value of this service model. As outlined in the Leading Learning  and BCTLA documents, there are specific roles that all stakeholders need to fulfill in order to move towards a library learning commons where an effective library program can be implemented for rich student learning to occur.

• Timeline:

Conceivably, once the stakeholders are on board to move forward with the plan, the proposed changes could be implemented quite quickly. However, in order to feel comfortable with the changes and to have a sense of proficiency, I would suggest a time frame of between 1-2 years.

• Communication:

This could be advertised and communicated at staff meetings, professional development opportunities and PAC meetings. 

• Other considerations:

Firstly, one has to consider, that not everyone on staff will embrace this change at the same rate. Perhaps, a slower time frame for change can be implemented with those teachers who are not comfortable with the technology or digital reference format.

Secondly, if this model is successful with the staff, then if might be necessary to invest in more laptops or ipads in order to facilitate the use of the digital databases outside of the library learning commons. Perhaps, the school would consider going to a "bring your own device" policy.

4. Follow-up:

• The plan's success can be measured by how often the digital databases are being used (ie. cited) in research projects, the awareness of critical literacy skills among staff and students, the increase in collaboration time between teachers and the teacher-librarian and the overall use of the the library as a multi-faceted space, rather than a place to simply go to for book exchanges and story time -- also valuable, but only two aspects of a rich library program.

Footnote:

1.   "EPIC Online Survey of College Students: Executive Summary." EPIC Online Survey of College Students: Executive Summary. N.p., n.d. Web. 24 Jan. 2017.

Bibliography:

Asselin, Marlene, Jennifer L. Branch, and Dianne Oberg. Achieving Information Literacy: Standards for School Library Programs in Canada. Ottawa: Canadian School Library Association, 2003. Print

"The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals." The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. N.p., n.d. Web. 01 Mar. 2017

Ekdahl, M. "From School Library to Learning Commons: A Pro-active Model for Educational Change." Http://bctf.ca/bctla/pub/documents/2014/SL2LLC_ReviewingCopy.pdf. N.p., n.d. Web.

"Home | ERAC." Home | ERAC. N.p., n.d. Web. 08 Apr. 2017.

Monika. "LIBE 467 Assignment #2." LIBE 467 Assignment #2. N.p., 01 Jan. 1970. Web. 08 Apr. 2017.

"The Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner." Http://bctf.ca/bctla/pub/documents/Points%20of%20Inquiry/PointsofInquiry.pdf. N.p., n.d. Web

Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference Skills for the School Librarian: Tools and Tips. Santa Barbara, CA: Linworth, an Imprint of ABC-CLIO, LLC, 2013. Print.

"SAMR Model - Technology Is Learning." Google Sites. N.p., n.d. Web. 01 Mar. 2017.

"Standards of Practice for School Library Learning Commons in Canada." Leading Learning. N.p., n.d. Web. 01 

Mar. 2017.

Blog #3 LIBE 467: The issues faced by teacher-librarians vis-a-vis reference services:-Course Take-Aways

There are many issues that teacher-librarians face in regards to providing reference services at the elementary school level. At the schools I have been to, I have seen the following issues come to the foreground:

1. Funding and budgets

2. Library time for teaching and collaboration

3. Training and support

4. Moving towards implementing a Library Learning Commons

5. Print versus digital reference resources

I am certain that there are countless other issues that T-L's face on a daily basis. However, as I am not a T-L presently, these aforementioned issues are the ones that stood out to me as I journeyed into the world of the T-L and navigated through this course.

1. Funding and Budgets:

It seems that while a T-L is constantly on the search for the newest and most up-to-date reference information and resources s/he is faced with these decisions amidst shrinking budgets. Deciding between digital versus print references is an ongoing debate and having to make many decisions with the precious dollars that are allotted to a T-L for the library collection certainly seems to be one of the issues in the foreground of the T-L's job. I feel like I learned a lot about the various reference resources that are available and how to evaluate them. I am looking forward to having more practical experience in this area.

2. Library time for teaching and collaboration:

T-L's face a lot of different tasks on the job. It seems that the while the Greater Victoria School District has laid out the job description very well, it can really be likened to wearing many different hats while building bridges in the school community as T-L's budget their time to achieve the goals of teaching students appropriate digital literacy and critical thinking skills, and supporting colleagues through collaboration. I feel like this is the most exciting part of the job and I think that I am well equipped to take on these roles from what I have learned in this course and also from my classroom experience and resource background.

3. Training and Support:

From my experience in my district, I sense that a lot of T-Ls have either been doing this job for a long time and have an enormous amount of knowledge because as Katz says:

"In time the beginner becomes a veteran. And veteran [school librarians] never quit; or are fired, or die. They simply gain fame as being among the wisest people in the world. One could do worse" (1). 

This is probably something that comes from many years of experience and a willingness to evolve and take on a leadership role in the school community. My other experience has been that there are also a lot of T-Ls that have found their way into this position without adequate training and/or without adequate support from a mentor. From my little experience delving into this world, I believe it is complex. As a teacher with many years in the classroom and a trained resource teacher, I believe I have some qualities that are very valuable to take on a T-L role. There are so many helpful references for T-Ls to look at. I would choose: Riedling, Achieving Information Literacy, Leading Learning , the Surrey Handbook for Teacher Librarians and the BCTLA's From School Library to Learning Commons, to name just a few. However, I also believe that even with the coursework, it is not necessarily sufficient in prepare a person for a T-L position. It would be wonderful for the district to have a mentor for new T-Ls or to have short practicum placements in order to show newbies the practical "tricks of the trade". Some fortunate and now very amazing T-Ls that I know have been groomed for their position by the experienced T-Ls that had the job before them and were lucky to have this knowledge passed on to them.

4. Moving towards implementing a Library Learning Commons:

This is so exciting to me. I especially like the way the BCTLA lays out their vision for School Library Learning Commons when they compare the old model and the new model to an old cart and a new super-charged sports car. It is such a helpful document for anyone going through the transformation. Interestingly, a lot of new schools are being built in my district and while they may architecturally embody an LLC, the school communities, including staff and parents need to be brought on board to support this transformation. I feel like this could be a difficult task in some cases and it would take a strong staff, administration and much advocacy on the part of the T-L. Until this course, I never realized how political it can get!

5. Print versus Digital Reference Resources:

I think this is the issue at the core of this course and it defines the future of T-Ls and their role and their relevance. I see an enormous amount of value in print resources, especially for the younger students. I also see the importance of digital references and staying up to date with technology and media and sharing this information with staff and students. I am so grateful that my district offers a very substantial ERAC package of digital databases. It was worthwhile to delve into the deep web and gain awareness of what is out there and to look more closely at the various reference resources in the school library. As the old adage goes it truly is important to:

"use the right tool for the right job in the right way".

And to pass this on to staff and students!

Bibliography:

Asselin, Marlene, Jennifer L. Branch, and Dianne Oberg. Achieving Information Literacy: Standards for School Library Programs in Canada. Ottawa: Canadian School Library Association, 2003. Print

Canadian Libraries Association. Leading learning: Standards of practice for school library learning commons in Canada. Ottawa, ON: Canadian Libraries Association.

From School Library to Library Learning Commons. N.p.: Bctla, May 2014. PFD.

Jensen, Yrsa. Teacher-Librarian Handbook. Surrey: SD36, Apr.-May 2007. PDF.


Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference Skills for the School Librarian: Tools and Tips. Santa Barbara, CA: Linworth, an Imprint of ABC-CLIO, LLC, 2013. P

"School Libraries Matter: The Changing Role of the School Librarian." YouTube. YouTube, 22 Oct. 2014. Web. 02 Apr. 2017.

Footnotes:

1. Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference Skills for the School Librarian: Tools and Tips. Santa Barbara, CA: Linworth, an Imprint of ABC-CLIO, LLC, 2013. page 25

LIBE 467 Assignment #2

Site X Background and Rationale:

At site X, I have seen and experienced the need for change with respect to the primary teachers using reference resources effectively. Traditionally in the past, primary students and teachers have been invited to the library only for a story and book exchange period. Intermediate teachers have sent their students to the library for their prep period to watch informational videos, such as TED talks, or intermediate teachers have gone with their students to the library to conduct research independently. Because the district has a great array of on-line reference resources and the school has many ipad and laptop carts, it seems the intermediate teachers are quite well-versed in using reference resources effectively and are quite tech savvy. I would conclude that the need for change and facilitation is at the primary level. As such I will choose to illustrate a typical primary teacher at the school and show how to help move this teacher along the continuum of learning to use reference resources more effectively and integrate technology into her teaching meaningfully. I have chosen to guide one teacher through a couple of levels, because my sense is that all the primary teachers are hovering around the same starting level.

Teacher A:

Teacher A is a primary teacher who has many years of classroom experience. She loves to read children's literature to her students and usually includes it in a very meaningful way to start a lesson or theme. She is not very experienced in using technology in the classroom. She goes on-line to "google" resources. She occasionally uses youtube videos to introduce lessons or themes in science and socials. When she does, she makes use of the smart board in the classroom. She frequently goes to the library and takes out some books on the theme she is teaching and makes a lot of her own materials, such as mini-fact books (using facts from Wikipedia) for her students to read or complete or she finds teaching resources on the internet and prints them for the students to complete and hand-in. She does not make use of the library's databases or the school ipads. She would rather "do her own thing" in her classroom but would be open to collaborating.

Teacher A's Current Stage of Concern:

With regards to technology usage, according to the SAMR model, Teacher A is somewhere between the substitution and augmentation level. She is using some technology in her classroom but not in a very innovative way.

With regard to the use of reference resources, according to the Concern-Based Adoption Model, Teacher A is at level 0 (awareness/non-use) or 1 (informational/orientation). She does go to the library and use the internet to search for reference resources, but not very effectively.

Goal:

The goal will be to increase awareness and usage of quality print and especially digital reference resources as well as work collaboratively in the library. Furthermore, Teacher A will learn to use technology in new ways to create new meaning.

Plan Part 1:

Given that Teacher A's situation is typical of the primary teachers on staff:

1. It would be helpful for the T-L to attend one of the monthly primary meetings in order to showcase her services and highlight some of the reference resources that are available in print in the library or on-line, specifically for the primary staff and students. It would be a good idea to see if there is any interest in following up with lunch-and-learn sessions to build relationships whilst showing the primary staff the various resources on EBSCO and Gale, that have a primary focus, such a National Geographic Kids, World Book Kids, and as well as children's print reference resources, such as atlases and fact books and their location in the library. This would also be an opportunity to see what sorts of units the teachers are going to be covering and offering to collaborate with them. Furthermore, this will give the T-L a chance to see where there may be gaps in the collection that need to be filled.

2. Since the primary students go into the library for a weekly story and book exchange, the T-L has the opportunity to choose a reference resource (print or digital) to show or read to the students. The library also has a smart board. Furthermore, the T-L could use the ipads and read a story with the students on-line using one of the databases (such as Bookflix or Razkids) to get them interested and learning about the technology. This would allow the teachers to see the resources and the technology "in action". Slowly the teachers can take a more hands-on approach after seeing and experiencing it being used by the T-L in the library. This would also allow the teachers to use the materials in their classrooms and implement them into their daily teaching.

Effect:

With regard to technology use, according to the SAMR model, Teacher A would now be heading over the line to the modification level. She would be reading books on-line or having her students use the ipads to read books on-line and looking at reference resources.

With regard to the effective use of reference resources, according to the Concern-Based Adoption Model, Teacher A could move through several levels and get as far as level 3 (mechanical), maybe even level 4a (routine). She would have seen the usage modeled in the library, she would have been supported in using it in the library and if she chose to implement in the classroom, she would be refining her skills and making it into a routine use.

Plan Part 2:

In this part Teacher A's specific needs are addressed. To achieve this, she could be invited to the library to work collaboratively on her upcoming unit: Architecture and Engineering. In this way she will see how effectively reference resources can be imbedded into the unit planning and teaching by implementing the following steps and strategies around the Points of Inquiry as outlined by the BCTLA, as a whole class inquiry project:

1. Since Teacher A is very fond of children's literature, the T-L could suggest she start the unit with  a story. They could search some of the databases to look at abstracts of children's stories relating to her theme. One such search might bring them to "Iggy Peck Architect".

 This is a story of a boy who likes to build amazing structures using creative materials. When he gets to grade 2 he is faced with a challenge: his teacher does not like architecture until one day.... . 

This is a children's literature book but is also factual, so it is a good way to ease Teacher A into using reference resources and it allows her to practice using the reference resource databases provided at the school, to familiarize herself with sites such as Gale, CM Magazine or Quill and Quire in order to search for quality children's literature, when she is planning.

2. After reading the book with the students, the class could use some LEGO creator sets to build various structures. This would allow Teacher A to see that the library is not just a place to come and look at books, but it is a library learning commons with a makerspace component to it.

3. Finally, as the T-L models the process of inquiry and research, she can highlight various digital reference resources that the district, such as World Book Kids.

Effect

After working through this unit collaboratively, Teacher A will be in a position to follow the same or similar steps for different units. This will allow her to become proficient at level 3 (mechanical) in the Concern Based Adoption Model.

Plan Part 3

Teacher A may even start to move to level 4 (routine) independently.

1. Students could start to do individual research projects based on their interests. This may look like a Genious Hour type of endeavour. Teacher A and the T-L could split up the class. Teacher A could use the ipads in the class to access the reference resources the students require remotely and the T-L could do a mini-lesson in the library with students to help them develop their critical literacy and thinking skills further.

2. As a whole class, the T-L could teach the students and Teacher A how to "show" their learning in a new and meaningful way (e.g. imovie).

Effect

At this point Teacher A could be at level 4b (refinement) or even moving towards level 5 (intergration) with the Concern Based Adoption Model. Depending on how she requires her students to "show" their learning (e.g. through imovies), she may be at the level of redefinition in the SAMR Model with regard to technology use.

Conclusion:

Teacher A was met at Level 0-1 in terms of her reference resource usage and also at the beginning stages of her integration of technology in the classroom. This is fairly typical of the primary teachers at the chosen school site. By inviting them to collaborate and by incorporating some simple strategies into the research process, the primary staff could move along the continuum very quickly to level 4 or 5 because they are keen and the resources and the technology are there to support them along the way.


Bibliography

Beaty, Andrea, and David Roberts. Iggy Peck, Architect. Boston, MA: National Braille, 2015. Print.

Bkflix.grolier.com. N.p., n.d. Web. 01 Mar. 2017.

"CM Magazine: Canadian Review of Materials." CM Magazine: Canadian Review of Materials. N.p., n.d. Web. 01 Mar. 2017.

"The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals." The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. N.p., n.d. Web. 01 Mar. 2017.

Ebsco Host. N.p., n.d. Web.

Ekdahl, M. "From School Library to Learning Commons: A Pro-active Model for Educational Change." Http://bctf.ca/bctla/pub/documents/2014/SL2LLC_ReviewingCopy.pdf. N.p., n.d. Web.

Gale. N.p., n.d. Web.

"Kids' Games, Animals, Photos, Stories, and More -- National Geographic Kids." Kids' Games, Animals, Photos, Stories, and More -- National Geographic Kids. N.p., n.d. Web. 01 Mar. 2017.

"The Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner." Http://bctf.ca/bctla/pub/documents/Points%20of%20Inquiry/PointsofInquiry.pdf. N.p., n.d. Web.

"Quill and Quire." Quill and Quire. N.p., n.d. Web. 01 Mar. 2017.

Raz-Kids. N.p., n.d. Web. 01 Mar. 2017.

Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference Skills for the School Librarian: Tools and Tips. Santa Barbara, CA: Linworth, an Imprint of ABC-CLIO, LLC, 2013. Print.

"SAMR Model - Technology Is Learning." Google Sites. N.p., n.d. Web. 01 Mar. 2017.

"Standards of Practice for School Library Learning Commons in Canada." Leading Learning. N.p., n.d. Web. 01 Mar. 2017.

"TED Talks." TED: Ideas worth Spreading. N.p., n.d. Web. 01 Mar. 2017.

"Where Passions Come Alive." Genius Hour. N.p., n.d. Web. 01 Mar. 2017.

"World Book Online Reference Center | Online Reference Book| Online Encyclopedia." World Book. N.p., n.d. Web. 01 Mar. 2017.

Reflection Theme 2: The Art of Being a Teacher-Librarian and The Daily Realities

As I look back and reflect on the last three weeks of course work and teaching, I have learned many things about being an effective T-L and the realities T-Ls face in their daily work.

In particular, I have learned three key things on which I would like to reflect:

1. Being an effective T-L is a skill that is crafted with time and experience

2. The role description of a T-L is multi-faceted

3. Reference services and the accessibility to reference resources are constantly evolving.

I found it quite difficult sometimes in the last few weeks to reconcile the differences between what was being discussed in our course work as best-practice and what I was experiencing while at work. At times it was inspiring and at times disheartening to see the discord between reality and best-practice principles. So here are my lessons learned:

1. Being an effective T-L is a skill that is crafted with time and experience:

Rielding does a good job of laying out the framework for a good reference interview. I found this to be a good introduction to the skill set that is needed as a T-L. I found that the collaborative piece of the skill set was missing in her description. I enjoyed the way that was laid out in the Leading Learning document. Personally, I think that an effective T-L can come to the job from various backgrounds; however, a true spirit of collaboration is essential, as well as a deep desire to teach, learn and evolve. 

2. The role description of a T-L is multi-faceted:

The role description provided by the GVSD is very helpful. It is clear, concise and I believe gives concrete direction for the T-L and the administration. I found myself becoming frustrated with my district when I found out that T-Ls are not really supported in their roles other than through an email group. I spoke to some T-Ls who were so thankful to have had a mentor when they first started who supported them and gave them a common sense of direction. Unfortunately, that role does not exists anymore. I found it very helpful to look over the Surrey School District's Teacher-Librarian Handbook. Although somewhat dated, in the absence of any such document from my district, it was an easy find and a good starting point that gave some concrete direction. 

A lot is said about collaboration between the T-L and teachers at a school site. While that is a rich and essential process, I would think that it would be really helpful to have collaboration between T-Ls from different school sites. It made me think how isolated a T-L can be. Classroom teachers have their grade group colleagues to share ideas with. What about the T-L?

3. Reference services and accessibility to reference resources are constantly evolving:

I think this aspect is an exciting part of the job. Being in an elementary school, I would like to see reference resources circulated as much as possible and reference services used from K-grade 7. In talking to other primary teachers, it is interesting to note that even new teacher graduates are not necessarily being taught the value of collaborating with the T-L or learning what sorts of services the library has to offer. I found this useful video that gives student-teachers an overview of the assets that T-Ls bring to the school.

Also, some teachers that have been around awhile may not realize that the T-L is there for more than just a book exchange or read-aloud. So, it seems that an effective T-L has to advocate for their services and advertise at the same time. This is something that I was not so aware of until now, although from this video you can tell it has been going for a long time. 

Overall, I think it sounds exciting to be a T-L and to provide reference services in an ever-changing environment. Transforming the library into a learning commons comes with a clearer understanding of not just the physical environment but also the intellectual milieu that a T-L is working in. I really like the BCTLA's document "From School Library to Library Learning Commons: a pro-active model for educational change". It really captures the essence of teacher-librarianship and is inspirational for leading the way to best-practice. 


Bibliography:

Bibliophile80224. "School Librarians Are Teachers." YouTube. YouTube, 05 June 2010. Web. 19 Feb. 2017.

Canadian Libraries Association. Leading learning: Standards of practice for school library learning commons in Canada. Ottawa, ON: Canadian Libraries Association.

From School Library to Library Learning Commons. N.p.: Bctla, May 2014. PFD.

Jensen, Yrsa. Teacher-Librarian Handbook. Surrey: SD36, Apr.-May 2007. PDF.

Libraryresources. "Why Teacher Librarians Are VERY Important." YouTube. YouTube, 07 Feb. 2011. Web. 19 Feb. 2017.

Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference Skills for the School Librarian: Tools and Tips. Santa Barbara, CA: Linworth, an Imprint of ABC-CLIO, LLC, 2013. P

TSLAC. "I Am a School Librarian." YouTube. YouTube, 11 Apr. 2016. Web. 19 Feb. 2017.

"The Role of a Teacher Librarian." The Role of a Teacher Librarian. N.p., Web. 18 Feb. 2017.

LIBE 467 Assignment 1: Evaluation of a Reference Resource

Background:

The library I have chosen is housed in a 4 year old school on the west side of Vancouver with 457 students in grade K-7 with a multicultural background. The school is built around the architectural concept of many communal areas and the library is a large space located next to the entrance of the school. Spatially, the library could be an effective library learning commons. At the moment the library is in flux, as the librarian recently retired and a new permanent librarian has yet to start. Although the space is new, the printed reference collection is quite dated. The Vancouver School Board has a very good on-line database collection, so although the printed reference section is quite small and old, the students have a good digital collection divided into primary, but mostly intermediate sections.

I am a primary teacher and currently teach grade ½ at the school one day a week. I take my students to the library for a 20 minute book exchange once a week. My classroom has many fiction and non-fiction books for the students that are provided privately by the primary teacher for theme studies. I have noticed the teacher going to the Vancouver Public Library to supplement her private collection of reference materials for the grade ½ students.

Analysis of a Current Significant Resource in the Library Reference Section:

I am choosing to analyse the World Book Illustrated Atlas (2008), hereafter referred to as WBIA, as it is one of the handful of items in the reference section of the school. Being a primary classroom teacher, the lens with which I am analysing it, is for use with early primary students, as it is the only atlas in the library that would be an option for younger students to use.

Relevancy: According to the World Book website, it claims to be a useful resource for students in grade 2-8. The WBIA is the only comprehensive atlas resource in the library for primary students. For early primary students parts of it would be appropriate as a read aloud. For late primary students and early intermediate students it would be an acceptable reference for independent use. Late intermediates may get some new information out of it or at the very least it would be a good starting point for more detailed research. It has simple text and text features, a little lengthy for early primary students. It does have numerous illustrations.

Purpose: An atlas is a collection of various maps of the earth or a specific region of the earth, such as North America, South America, Asia or Europe. The maps in atlases show geographic features, the topography of an area's landscape and political boundaries. They also show climatic, social, religious and economic statistics of an area.

WBIA is just that. It is an overview and a good introduction to the use and purpose of an atlas. The atlas begins by describing its purpose and the way in which the earth can be divided into sections for meaningful study. The information in each section is a snapshot of each region in the world. The regions are divided into subsections: general information, “the countries”, “looking at the land”, “plants and animals”, “growing and making”, “people and how they live”, “the cities”, “modes of transportation”.

Currency: The World Book Atlas (2008) is out of date. According to several sources, geographical resources should be updated often, as our world is changing quickly and constantly. According to Riedling, “a five year old atlas is considered historical” (p. 80).

Curricular Connections: In the primary grades, there is an emphasis on learning about one’s surrounding, one’s roles and responsibilities, locally, nationally and also globally, as well as learning about culture and traditions, and indigenous culture and influences. In the intermediate grades the curriculum focusses more heavily on a Canadian perspective in relation to global issues and immigration. So learning about other places and their influences, as well as people through an atlas is relevant for those grades as well.

Efficient Use of Library Space: The WBIA is an acceptable size for primary students. It is the size of a large picture book, though it is probably too heavy to carry around for an early primary student. It would easily fit into a regular book shelf or backpack. From this perspective it is not taking up space in the library that could be used for other purposes or resources.

Rubric for Assessing Reference Resources:

This is the rubric I have developed to evaluate a reference resource in the library. I have chosen seven aspects that my research has shown to be important considerations when evaluating a resource¹. I have described the aspect in the “meeting” column and provided a “notes” column with specific information that needs to be filled out and any other comments that the evaluator may wish to make. The idea is to highlight the descriptors in the “meeting” column. The hope is that all (or nearly all) will be highlighted, if the reference resource is one that is truly useful.

 

TITLE:______________________________________________

Aspect	Meeting	Notes
Content Scope	-The resource reflects its purpose and addresses its intended audience using facts and balanced coverage -It is at the appropriate level	Intended audience:________ -
Accuracy, Authority, & Bias	-The author/publisher are highly credited and experts in the area -Information is accurate and impartial -This resource has accurate information and inclusion of indigenous perspective	Author/publisher:__________ -
Arrangement & Presentation	-The resource is easy to follow and information is easy to find, including scale, indexing, formatting -Contains numerous text features (photos/illustrations, maps, information boxes, etc) -Is it well made?	-
Relation to Similar Works	-The resource complements and supports the curriculum -The resource adds to, rather than duplicates the overall collection	Similar resources in the library:__________________ -
Timeliness & Permanence	-The information is current (not more than 5 years old, preferably  much less) -This resource is available as a digital resource which undergoes ongoing updates	Age:_____ URL:___________________ -
Accessibility/Diversity	-This resources is available in different languages -The information provides information from various cultural perspectives -The information is accessible to various reading levels -This resource has indigenous material and content	Available languages:_______ Reading level:____________ -
Cost	-The cost of the resource is acceptable in relation to the budget and its usage	Number of classes that will use it:__________________ Replacement cost:________ Vendor info:_____________ -

Rubric for Assessing Reference Resources:

TITLE: World Book Illustrated Atlas, 2008 print, barcode: 3 3389 14759 9029

Aspect	Meeting		Notes
Content Scope	-The resource reflects its purpose and addresses its intended audience using facts and balanced coverage -It is at the appropriate level		Intended audience: Elementary -Better for late primary and intermediate students
Accuracy, Authority, & Bias	-The author/publisher are highly credited and experts in the area -Information is accurate and impartial -This resource has accurate information and inclusion of indigenous perspective		Author/publisher: World Book, with credible contributors listed; experts for each section -information is euro-centric -Does not have any indigenous perspective
Arrangement & Presentation	-The resource is easy to follow and information is easy to find, including scale, indexing, formatting -Contains numerous text features (photos/illustrations, maps, information boxes, etc) -It is well made		-text features are outdated; some sections are easy to use, some sections are more difficult
Relation to Similar Works	-The resource complements and supports the curriculum -The resource adds to, rather than duplicates the overall collection		Similar resources in the library: no other atlas for primary students -
Timeliness & Permanence	-The information is current (not more than 5 years old, preferably  much less) -This resource is available as a digital resource which undergoes ongoing updates		Age:9 years old URL:___________________ -
Accessibility/Diversity	-This resources is available in different languages -The information provides information from various cultural perspectives -The information is accessible to various reading levels -This resource has indigenous material and content		Available languages: English Reading level: primary -the information mentions different cultures, but does not supply information from various perspectives
Cost	-The cost of the resource is acceptable in relation to the budget and its usage		Number of classes that will use it: Replacement cost:$59 CAD. Vendor info: World Book 1-800-837-5365 -

Discussion of WBIA 2008

Based on the rubric and the findings, I could choose to replace the current edition with the new edition. However, evaluation of the WBIA found some areas in which improvements could be made if a new resource could be found to address the following shortcomings:

1.  There must be a better resource around for early primary students.
2. The table of contents is not easy to navigate.
3. The formatting could have been better thought out to make it more easily accessible, especially to primary students.
4. The material is out of date, the atlas is 9 years old!
5. The information contained in the atlas is euro-centric. It describes other cultures but not from various perspectives.
6. The only language for the atlas is English.
7. There is no mention of indigenous cultures in the atlas and this aspect is highly emphasized in the new BC curriculum.

The school district already has a subscription to the on-line world book, which would address some of the above issues. However, for early primary/primary grades there is value in having a print copy available for circulation, read-alouds, and independent discovery by these young students.

Potential Replacement Reference Resource:

Name: Scholastic Canada Children’s Atlas of the World, 2015 (hereafter SCCAW)

Cost: $19.99

Potential usage: grades K-3, print material for circulation especially for grade K/1

Evaluation:

Relevancy: According to the publisher, the SCCAW is for ages 6 and up. The atlas, although smaller in size has more relevant information to the young Canadian student. It has 2 well-formatted pages dedicated to each country or region, depicting a good map using digital mapping techniques, full colour photos and interesting, relevant facts.

For early primary students it would be appropriate as a read aloud. It would be useful for late primary students as an independent research reference. It has great text features and teaches the students about these features. For instance, when you flip to the general index, it tells the students what its purpose is and how to use it.

Purpose: Each subsection in the SSCAW describes the region, its geography, history wildlife and culture. It mentions the indigenous cultures and traditions, as well as global topics such as climate, conservation and the environment in an easy to understand and easily formatted way.

Currency: The SSCAW was published in 2015.

Curricular Connections: The curricular connections remain the same for the SSCAW as with the WBIA. The SSCAW is directed more toward primary students and addresses the curriculum for these students. The intermediate students would benefit from having a more detailed atlas of Canada as they are studying contemporary global issues and how they relate to Canada (a Canadian Atlas already exists in the library in print and digitally). Likely, an on-line version such as Canadian Geographic would also be beneficial. 

Efficient Use of Library Space: The SSCAW is an even better size than the WBIA for primary students. It is the size of a large picture book, but not as thick and heavy. It is very manageable to carry around for an early primary student. It would easily fit into a regular book shelf or backpack. From this perspective it is not taking up space in the library that could be used for other purposes or resources.

Rubric for Assessing Reference Resources

TITLE: Scholastic Canada Children’s Atlas of the World. 2015 ISBN 9781443146685

Aspect	Meeting	Notes
Content Scope	-The resource reflects its purpose and addresses its intended audience using facts and balanced coverage -It is at the appropriate level	Intended audience: early primary ages 6+ -
Accuracy, Authority, & Bias	-The author/publisher are highly credited and experts in the area -Information is accurate and impartial -This resource has accurate information and inclusion of indigenous perspective	Author/publisher: Scholastic Canada -
Arrangement & Presentation	-The resource is easy to follow and information is easy to find, including scale, indexing, formatting -Contains numerous text features (photos/illustrations, maps, information boxes, etc) -Is it well made?	-
Relation to Similar Works	-The resource complements and supports the curriculum -The resource adds to, rather than duplicates the overall collection	Similar resources in the library: none -
Timeliness & Permanence	-The information is current (not more than 5 years old, preferably  much less) -This resource is available as a digital resource which undergoes ongoing updates	Age:2 years old URL:___________________ -
Accessibility/Diversity	-This resources is available in different languages -The information provides information from various cultural perspectives -The information is accessible to various reading levels -This resource has indigenous material and content	Available languages: English Reading level: primary -this could be a good reading level for ELL students
Cost	-The cost of the resource is acceptable in relation to the budget and its usage	Number of classes that will use it:K-3 (6 classes total) Replacement cost$19.99CAD Vendor info: available through Kidsbooks Vancouver or http://www.scholastic.ca/clubsonline/contact.htm -

Discussion of New Reference Resource: 

Pros:

1. The SCCAW addresses the need for an easy to use world atlas for the early primary students at the school with regard to reading level, text features, teaching the beginnings of critical literacy skills and complementing the curriculum.
2. It could also be used for ELL students in higher grades because the text feature support their language learning and the information content is dense but easily accessible.
3. It has a balanced perspective and includes an indigenous perspective.
4. The small cost of the resources is such that it would be possible to buy the latest edition and to invest in other resources to supplement the available information.

Cons:

1. This resource is 2 years old. Although the information did not seem out of date, perhaps, because the information was so basic or addressed timeless facts. There was an error in the previous 2008 edition which was addressed with a reprint in 2009. So, one could infer that the publisher takes the dissemination of accurate information seriously.
2. This resource is only available in English. However, there are many large photographs and simple texts so this could be advantageous for an English language learner.
3. This resource is a print resource and possibly not as up-to-date as a digital atlas. However, according to Riedling (p.13), it is not necessarily a bad thing to have a print copy for younger students. Furthermore, there are internet-links, directing readers to carefully checked, child-friendly sites that expand on interesting topics.

Recommendation:

Unfortunately, I did not find any helpful recommendations at CM Magazine or Quill and Quire.

I did find some useful reviews at Amazon and Good Reads. Based on the findings of this evaluation process, I would choose to purchase the Scholastic Canada Children's Atlas of the World (2015), and update it regularly with the newest edition so as to offer the youngest students at the school an accessible and appropriate reference resource for their studies. 

Bibliography:

Amazon Reviews. Web. 06 Feb. 2017. https://www.amazon.ca/Scholastic-Canada-Childrens-Atlas-REVISED/dp/1443146684/ref=cm_cr_arp_d_product_top?ie=UTF8

"B.C.'s New Curriculum." Ministry of Education. Province of British Columbia, 14 Dec. 2016. Web. 06 Feb. 2017. https://curriculum.gov.bc.ca/

"Canadian Geographic." Canadian Geographic. N.p., n.d. Web. 06 Feb. 2017. https://www.canadiangeographic.ca/

Good Reads. Web. 06 Fe. 2017. http://www.goodreads.com/review/show/662917322?book_show_action=true&from_review_page=1

Illustrated Atlas. Chicago, IL: World Book, 2008. Print. https://www.worldbook.com/products/illustrated-atlas-map

Picthall, Chez, and Christiane Gunzi. Scholastic Canada Children's Atlas of the World. Toronto: Scholastic Canada, 2015. Print. http://www.scholastic.ca/books/view/scholastic-canada-childrens-atlas-of-the-world-revised-edition

Riedling, Ann Marlow. Reference Skills for the School Library Media Specialist: Tools and Tips. Worthington, OH: Linworth Pub., 2013. Print.

Footnote:

 1. Evaluating, selecting and acquiring learning resources: A guide published by the BC Education Resource Acquisition Consortium (BC ERAC) http://www.bcerac.ca/resources/whitepapers/docs/erac_wb.pdf

Exner, Nina. "Evaluating Web Resources  ." The CRAAP Test - Evaluating Web Resources - LibGuides at North Carolina Agricultural & Technical State University. N.p., n.d. Web. 06 Feb. 2017.