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