Assignment #3 - Evaluation Plan to Improve Reference Services

Part One: Evaluation of Current Reference Collection

Physical Collection

    Our Library Learning Commons has class sets of dictionaries, atlases, and encyclopedias in the book room. We also have thesauruses on a high shelf in the library. All of these references are currently unused by students or teachers. 

    The Ohio Library Council (2019) suggests considering the following criteria when evaluating physical references: author, date of publication, edition or revision, publisher, title, indented audience, coverage, and writing style. The ANU Library (2020) uses similar criteria explained in the video below, using the acronym TRAAP (timeliness, relevance, authority, accuracy, and purpose).

    Using these guidelines, our physical reference collection is poor. They are all from 2003 or older and are wordy and difficult to navigate. A lot of information is outdated (specifically in the encyclopedias) and no longer current or factual. Our dictionaries have difficult language and includes many outdated terms. 

Digital Collection

    The Ohio Library Council (2019) also has a list of criteria when evaluating digital references. This includes author, content, domain name, date of last revision, objectivity, authority, and accuracy. Again, considering its usefulness is an important step, too. Will students be able to access current and accurate information? What was the site intended to do and does it actually do that?

    We currently have access to several digital references, such as World Book Student, World Book Early Learners, Encyclopedia.com, Wonderopolis, and National Geographic Kids. Following the criteria set out by the Ohio Library Council (2019), our digital references are quite good. They are set out by reputable publishers, are easy to navigate, and appear to be up to date with relevant information. At this time, I believe that our digital collection is adequate, but could be utilized more frequently with staff and students.

Part Two: Rationale for Changing the Reference Collection

Rationale #1: Support Information Literacy Skills

    One role of the teacher librarian is to help students to develop information literacy skills. Asselin (2003) describes an information literate citizen as someone who is able to:

• Work independently and collaboratively to solve problems
• Analyzes information critically in all its formats and in all media contexts
• Applies information strategically to solve personal and social problems
• Makes decisions based on accurate and current information
• Uses information and communication technologies
• Respects information sources and diverse perspectives
• Honours intellectual property and privacy rights
• Appreciates the aesthetic qualities of various creative and scientific expressions
• Communicates effectively and expressively using a variety of information and media formats
  

This video from the Seminole State Library (2013) also summarizes components of information literacy but outlines five components in a more simplified manner.

    With more valuable references available, I can support students to access, understand, and evaluate information through using the inquiry process (Riedling, 2013). This can occur for all of our students from kindergarten to grade five. For younger students, print resources are effective information inquiry tools due to their structure and organization (Lanning and Turner, 2010). Throughout the inquiry process, students engage in the process of asking deep questions, locating and evaluating sources, synthesizing information, and presenting their findings and new learning with others. Students are also regularly reflecting as their learning transforms. All of these steps and processes support students to become more proficient with information literacy.

Rationale #2: Build Lifelong Learning

    Teacher Librarians can and should support students to become lifelong learners. According to Buckland (2007), one of the purposes of having a strong physical reference section is to introduce a context for any topic to its users. Often times, images and the words work together in a reference collection to provide background information for students. This can expand their interests and inspire them to ask questions. Because the physical references are both available and visible, students do not have to look anything up to be exposed to it, like they would with a digital reference. Ultimately, we want students to know that there is always information out there for them to study, learn, and wonder about.

Part Three: The Plan

Step One: Weed the Collection - Week One

    Print reference collections that are not regularly weeded can lack "curb appeal" and will not attract users (Singer, 2012). Therefore, I will start by considering the needs of our users, the curriculum, relevancy, and accuracy of our existing print collection. Typically, I tend to weed with the simple thought of, "Will anyone in my school really want to use or read this?" If the answer is no, then it goes. I will complete this process with the district teacher librarian who also works at my school part time. These weeded resources can be offered to classroom teachers or donated. 

Step Two: Order New Reference Materials - Week Two

    In consultation with teachers and admin, I will order a few physical reference materials that could be used to support inquiry and inspire lifelong learning. Websites such as Libraries Unlimited will help me find strong references. I will keep the new reference collection lean as to adhere to budgetary considerations. Having a few, engaging and effective references is much better than having hundreds that are not. 

Step Three: Display New References - Week Three/Four

    When the reference materials arrive and have been processed, I will make a small display in the library to showcase the new materials. I can also create engaging signage to promote their use and to attract students and teachers. Over time, and once the materials become more well known, they can be moved into our non-fiction section. Redina (2014) suggests that by including references with the nonfiction collection, it will increase their circulation.

Step Four: Share References with Teachers - Week Four

    At a staff meeting, I will share information with teachers. I will explain how both digital and the new, physical references can support the inquiry process. I will offer collaboration time with them if they'd like to learn more. We can apply for district or school based professional development funds to find time to collaborate. Over time, I can conduct teacher interviews as well as part of the CBAM model to assess their level of use and also their level of concern and make improvements from there. To support students, I can use both physical and digital references during library lessons. 

Step Five: Reflect and Improve - Week Ten-Twelve

    After a few weeks and after consulting with teachers, I will examine the references and how they are being used. I will consider any gaps I still might have and any areas still needing support. If references aren't being fully utilized, I will brainstorm ways in which they could be and find or create supporting resources such as graphic organizers that might support their use. 

Summary

    Creating and maintaining a school reference collection requires effective selection and evaluation by a Teacher Librarian (Reidling, 2013). If our goals are to support information literacy as well as to foster lifelong learning, then having functional physical and digital references are imperative to this goal. By following my plan, I can weed out our current ineffective references and support them with ones that will inspire students to ask questions and seek for the answers.

References

ANU Library. (2021). Evaluating Information Sources. [Video]. YouTube. https://www.                   youtube.com/watch?v=Q_ZbckRPCpQ&t=120s

Asselin, M., Branch, J., & Oberg, D. (2003). Achieving information literacy:
        Standards for school library programs in Canada. Canadian Association for School                       Libraries. http://accessola2.com/SLIC-Site/slic/ail110217.pdf

Buckland. M. (2007). The digital difference in reference collections. Journal of                                 Library Administration, (46) 88.

Lanning, S. & Turner, R. (2010). Trends in print vs. electronic use in school                                        libraries. The Reference Librarian, (51) 214-221

Rendina, D. (2014). 3 reasons to rethink your reference section. http://www.                                    renovatedlearning.com/2014/02/14/3-reasons-to-rethink-your-reference-                           section/

Riedling, A. (2013). Reference skills for the school librarian: Tools and                                                          tips, 3rd edition. Linworth.

Seminole State Library. (2013). 5 Components of Information Literacy.                                                 [Video]. YouTube. https://www.youtube.com/watch?v=1ronp6Iue9w&t=173s

Singer, C. (2012). Managing reference collections. Chicago: ALA