LIBE 467 Assignment 3: Evaluation and Plan to Improve Reference Services
For this assignment I will be looking at three stages:
first, the evaluation of the reference resources in the learning commons.
Second, I will provide a rationale for the changes needed, and how these
changes will affect the teachers and the students' learning. Third and lastly,
I will share a step-by-step plan that will include how this change will occur,
who will be involved, an approximate timeline, how communication about the changes
will be handled, and any potential challenges. This stage will also include
follow-up plans and criteria to determine if the changes have been successful
and possible next steps if not.
For the purposes of this assignment, I will be referring to a hypothetical learning commons where I am the teacher librarian. In Alberta, where I am, we generally only have library technicians and much of the change discussed would be outside of their scope of responsibility, so I will pretend this school does have a teacher librarian. The theoretical school is an elementary school with a population of around 350 students from K-grade 6, with a small number of esl or special needs students, approximately 2-3 per class. The neighborhood it is situated in is of average socio-economic levels with many parents who work and utilize the before and after school care program that operates out of the gym.
Evaluation
The criteria I will be using to evaluate the reference
resources will be a combination of items from Reidling’s Reference Skills
for the School Librarian, (2019), the criteria listed on ERAC’s
document, Evaluating, Selecting, and
Managing Learning Resources: A Guide, (2002),
and the CRAAP test for evaluating learning materials which was created by the Merian
Library at California State University, (2010). I
included the common categories from these sources that are relevant to the
print reference collection in an elementary school, such as currency,
authority, format, indexing, and curriculum fit from the criteria from
Reidling, ERAC, the B.C. Education Ministry, and the CRAAP test. The criteria I would include to evaluate the reference
resources are:
Authority/objectivity
Currency/accuracy
Format for ease of use/appeal
Technical features for online resources
Scope appropriate to age level
Relevant to curriculum/purpose
Canadian content
Scale for atlases/maps, etc
Indexing
This school has access to multiple online encyclopedia links such as the World BookEncyclopedias, Nasa, and National Geographic, so I have chosen to focus on the print reference resources as the digital reference resources are required to, and have been, vetted and approved by the school district and meet all the criteria between them that I will be using. The only digital reference resource not covered in as much detail, or with Canadian content, is geographic, such as atlases and maps, although there is some information available through the National Geographic and World Book Encyclopedias resources, so this would be an area I would recommend improving in digital resources.
This school contains two print encyclopedia sets. One
is the World Book of Encyclopedias, and the other is Wildlife of the World Encyclopedias, which are
both more than 10 years out of date. Achieving Information Literacy mentions
that resources should be current to the last ten years, (2003, pg. 33). While
these two resources are good in the areas of authority/objectivity, scope
appropriate to age level, some Canadian content, and have indexing, they are
lacking in currency, relevance to the curriculum, and the format is lacking in
appeal with old fashioned pictures and somewhat confusing or unappealing
layout.
There is
also a set of 25 dictionaries by Gage Learning, the Canadian Intermediate Dictionary, (2000), and a set of 10 children’s atlases in the learning
commons, which are out of date and don’t ever get used according to the staff.
While the learning commons contains a few copies of the dictionaries, there are
also copies housed in classrooms for grades 4-6 who are likely to use
dictionaries. The classrooms also share a set of 25 thesauruses, Scolastic’s
children’s Thesaurus, (1998). The criteria for dictionaries and thesauruses are
authority, format, accuracy, and currency, (Reidling, 2019). The only aspect
that might be an issue is currency since the authority is good and the format
and accuracy doesn’t really change. Although these resources are out of date,
they are still useful as the information hasn’t changed a lot.
For
atlases, I would also look at indexing, scale, and format for new digital
resources. The print ones currently in use are outdated and not very appealing
or without engaging pictures styles. One good digital atlas resource is WorldAtlas. The staff don’t use the atlases because the textbooks they use for
social studies contain an atlas section in the back that directly relates to
curriculum, is current, and meet all other evaluation criteria, (Voices of Canada, 2007), and staff comment that
anything they need an atlas for outside of the scope of the textbook is more
easily found online and shared with the class on the smartboard.
The younger
grades at this school also use books from the non-fiction collection as
reference resources in the subject areas of science and social studies. The
science books are somewhat outdated, but as information on subjects such as
animals and plant life cycles don’t really change, these books are still
useful. The social studies subject area books are fairly current regarding
historical information but could use more material in indigenous content. These
books aren’t officially a part of the reference resources section but are used
as such as there aren’t more useful reference resources currently available in
the reference collection.
Rationale
Based on
the criteria I used to evaluate the print reference resources, the encyclopedia
sets, atlases, thesauruses, and dictionaries only meet the requirements referring to
authority and scope. While the digital resources are being used effectively by
teachers with older students, the print resources get used only rarely with
teachers of younger students preferring to look through the non-fiction section
for materials that can be used as a reference source, and older students use
resources in their social studies textbook. From feedback from staff, I have
learned that the younger students do well with print reference resources as a
starting point as they focus better with the tactile experience of handling a
book and might not yet have the level of digital literacy that the older
students have who prefer the digital resources. Print reference resources are
still useful to older students, however, as a starting point for research. These
resources can narrow the focus of research topics for older students, provide
ideas about related areas to research, and help students with key words they
can use in their online research.
The staff
with younger students generally use non-fiction books in the subject areas of science
and social studies, for example doing an animal study with grade 2, or the
plant life cycle in grade 1. The grade 3 teachers would find it useful to have
something from social studies regarding international countries, such as the
ones they cover, Tunisia, India, Peru, and the Ukraine, particularly something
covering current events in Ukraine. Currently they only have the class textbook
which doesn’t give enough information for a research project. The LearnAlberta
education website gives more detail on the programs of study for each grade
of education, (2022), to provide information to make sure new resources would
align with curriculum objectives.
The goal
of updating the print reference resource section of the learning commons would be
to provide the teachers with more current and appealing material that is
relevant to the curriculum to use with their classes, and books that the
students would be engaged with while doing research and maybe even look at just
out of curiosity during library time. I have roughly followed the guidelines
provide in the document, Leading Learning: Standards of Practice for School
Learning Commons in Canada”, (2014), for leading the transition in updating
and modernizing the reference resource section of the learning commons, as
shown below.
It would be useful to have enough material for a class to use without having to share as well for independent work, such as an encyclopedia set as opposed to a handful of books on different animals from the non-fiction section for a grade two animal study. The teacher librarian can then support the teachers through collaboration on needed reference material, lesson creation, and support the students by presenting the new material to them with information on how to use the resources and find the information they need. “Although collaboration between teacher and teacher-librarian can be difficult to achieve, the result is improved student learning. “, (Achieving Information Literacy, 2003, pg. 64). Improving student learning by supporting teachers and students while maintaining effective reference resources is the ultimate goal here.
As encyclopedia sets are expensive, only
one would be needed, one that is appropriate to the elementary age level and has
topics relating to the curriculum. Replacing some of the atlases might not be
as expensive, but perhaps a digital resource, such as one of the one mentioned
previously, might be the best use of funding given the atlas material available in the class textbooks.
Plan
1.
The first step is
about communication and data gathering. Elicit input from teachers and
administration of needed reference resources, taking into consideration material
approved by the district. This stage of communications would happen at staff
meetings where I would present a case for modernization of the reference
resources, and how this would benefit the teachers with covering the curriculum
and supporting student learning, as well as conversations with the
administration prior to the staff meeting presentation to advocate and get
approval to go ahead. I would also communicate my willingness to support
teachers in using these reference resource during specific lessons and co plan
research projects during the staff presentation.
Communication could also take place during casual conversation times,
and an email survey could also be used to narrow down desired products from
this feedback, after the school staff are on board with updating the reference
resources.
2.
Once there is buy
in from the staff and administration for the plan to modernize reference
resources of learning commons, discuss the tentative timeline of a year, then
get input and approval for selecting new reference resource items. The teacher
librarian, administration and staff teachers would all be involved in this
process, although the teacher librarian would make the final decision based on
the needs presented and would share the items to be ordered with staff via
email.
3.
Order new material.
4.
Complete necessary
weeding of outdated material.
5.
Arrange location of
new reference resources for ease of use and visibility in learning commons.
6.
Provide information
about newly arrived material, orientations for students, opportunities for
questions from staff. The information about the new reference resources could
be communicated through emails to staff, a quick review during staff meetings
with time for questions, and an engaging learning commons display to highlight
what is available now. The teacher librarian could do a quick orientation on
the new reference resources available and how to use them to all the classes
during their next library time.
7.
Follow up with
staff, administration, and students to gauge effective use of new reference
resources. This follow-up would take place during casual conversations with staff and students, and a
follow up survey for staff on how useful they found the new resources, and where they
would like support. During these conversations the teacher librarian could
again offer to help co-plan lessons integrating these reference resources, such
as inquiry project ideas. This feedback would indicate to the teacher librarian
if the modernization of the reference resource collection was successful and
provide input into ways to further promote usage.
8. The timeline for
this project would likely take up to a year by the time the new material arrives,
and the staff become comfortable and accustomed to using it. Then further fine
tuning could happen with feedback at the end of the school year to benefit
students the following year.
Potential Challenges
Some of the
potential challenges are that while creating the selection list of new
reference resource material there may be some disagreement on what should be
prioritized within the confines of the budget.
The budget could also pose a challenge as each school determines its own budget for the learning commons, so the teacher librarian will need to advocate for the necessity of updating the reference resources and communicate how this will be useful and beneficial to the teachers and student learning and align with the curriculum.
One final challenge might be time…with all the other duties of a teacher librarian, it is possible that the year timeline may need to be extended and flexibility should be a component of the plan.
Works Cited
1. Riedling,
A. M., & Houston, C. (2019). Reference skills for the school librarian:
Tools and tips. Libraries Unlimited.
2. B.C.
Ministry of Education. (2002). Evaluating, Selecting, and Managing Learning
Resources: A Guide. https://blogs.ubc.ca/dandt/files/2015/09/BC-Resource-Guide-2002.pdfLinks
to an external site.
3. Meriam Library,
California State University-Chico. (2010). Evaluating Information-Applying
the CRAAP Test. Retrieved from https://library.csuchico.edu/sites/default/files/craap-test.pdf
4. Canadian Association for School Libraries (CASL) 2003.
Achieving Information Literacy Standards for School Library Programs in Canada.
Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf
5. Government of Alberta- LearnAlberta. (2022). Program of Studies (K-6). Retrieved from https://www.learnalberta.ca/ProgramsOfStudy.aspx?lang=en
Canadian School Libraries. (2014). Leading Learning: Standards of Practice for School Learning Commons in Canada- Planning and Leading Transitions. Retrieved from https://llsop.canadianschoollibraries.ca/appendix-4-planning-and-leading-transitions/
Worldatlast. (2022), Retrieved from https://www.worldatlas.com/ (Links to an external site.)
Canadian Intermediate Dictionary. (1998). Gage Learning Corporation
9. Voices of Canada:
People, Places, and Possibilities. (2007). Pearson Education Canada.
1 Bollard, John K. (1998).
Scholastics Children’s Thesaurus. Scholastic Inc. Publishing.
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