LIBE 467 Theme 1: To have a reference section, or to not have a reference section? That is the question…
In the age of personal devices and online databases is the print reference section crucial in the school learning commons?
(image from Pixabay.com)
Over the first month of the course, I have been struggling with the identity of my learning commons,
in particular, how it is used. In addition to this, I have been debating back and forth about whether or not
to begin a new separate reference section in my Learning Commons. Through the readings in Riedling’s
Reference Skills for the School Librarian and the “Achieving Information Literacy” document, there has
been much to reflect on. As noted in Riedling, “the role of reference services in the school library is to
help students use library resources to obtain relevant and credible information to meet their needs
(Riedling, p. 3). I thought it would be helpful to look at how my collection currently operates, and then
explore if having a separate reference section would be beneficial.
in particular, how it is used. In addition to this, I have been debating back and forth about whether or not
to begin a new separate reference section in my Learning Commons. Through the readings in Riedling’s
Reference Skills for the School Librarian and the “Achieving Information Literacy” document, there has
been much to reflect on. As noted in Riedling, “the role of reference services in the school library is to
help students use library resources to obtain relevant and credible information to meet their needs
(Riedling, p. 3). I thought it would be helpful to look at how my collection currently operates, and then
explore if having a separate reference section would be beneficial.
(image from pixabay.com)
Riedling writes that, "nowadays, the reference collection occupies at least two places in the library -
on the bookshelves in a separate section and on the school library webpage” (p. 15). My learning
commons space is relatively new and still in the process of developing. The collection is comprised of
well-loved, donated materials with select new resources. There is not an official reference section, and
the non-fiction section makes up a small portion of the collection (1642 items out of a total 6549), which
makes up about 25%. I was genuinely surprised to learn, in the “Achieving Information Literacy”
document, that ideally, the nonfiction section would make up about 70-85%. How can this be?
My collection is completely opposite. If I want the space to be a true hub for reading, learning, and
researching, the non-fiction and research component needs to be much stronger. At the moment, the
space is used largely for fiction sign outs. I discovered in my previous course LIBE 463, while analyzing
the collection, through anecdotal discussion and team meetings that the non-fiction section was not
being utilized for curriculum use by students or teachers. The nonfiction circulation occurring at that
moment was largely interest reading. This caused me to wonder why this is happening?
on the bookshelves in a separate section and on the school library webpage” (p. 15). My learning
commons space is relatively new and still in the process of developing. The collection is comprised of
well-loved, donated materials with select new resources. There is not an official reference section, and
the non-fiction section makes up a small portion of the collection (1642 items out of a total 6549), which
makes up about 25%. I was genuinely surprised to learn, in the “Achieving Information Literacy”
document, that ideally, the nonfiction section would make up about 70-85%. How can this be?
My collection is completely opposite. If I want the space to be a true hub for reading, learning, and
researching, the non-fiction and research component needs to be much stronger. At the moment, the
space is used largely for fiction sign outs. I discovered in my previous course LIBE 463, while analyzing
the collection, through anecdotal discussion and team meetings that the non-fiction section was not
being utilized for curriculum use by students or teachers. The nonfiction circulation occurring at that
moment was largely interest reading. This caused me to wonder why this is happening?
(Photo source: Shannon Harte - Rundle College Collett School Learning Commons)
Background and Context:
1.The space is relatively new and my role is new. Teachers are not accustomed to collaborating with a
Teacher-Librarian or using the learning commons for research. Part of this may be because the nonfiction
section is limited.
2.The Alberta curriculum has not been updated since 2000. The science curriculum was written in 1996.
A new program of studies has been developed, but changes in government leadership has continued to
impede it’s roll out. This has impacted the feasibility of purchasing curriculum connected nonfiction material
as it unclear if /when there will be a new curriculum, and what that curriculum will cover.
3.Alberta Learning’s online reference centre is an excellent source for non-fiction resources. It is available to all Alberta students.
Since this online resource is available, it is hard to justify to administration spending a large amount of
money on any further digital collection development.
1.The space is relatively new and my role is new. Teachers are not accustomed to collaborating with a
Teacher-Librarian or using the learning commons for research. Part of this may be because the nonfiction
section is limited.
2.The Alberta curriculum has not been updated since 2000. The science curriculum was written in 1996.
A new program of studies has been developed, but changes in government leadership has continued to
impede it’s roll out. This has impacted the feasibility of purchasing curriculum connected nonfiction material
as it unclear if /when there will be a new curriculum, and what that curriculum will cover.
3.Alberta Learning’s online reference centre is an excellent source for non-fiction resources. It is available to all Alberta students.
Since this online resource is available, it is hard to justify to administration spending a large amount of
money on any further digital collection development.
Essentially the space needs to continually evolve and transform into a true learning commons.
The Leading Learning standards of practice for school library learning commons encourages fostering
literacies, and collaboration to empower a community of learners. So really, whether or not the reference
section is separate is not the true issue at hand. What is important is that students and teachers know
what resources are available and where they are located. Easy access to online resources is also
important in changing the way the space is used.
The Leading Learning standards of practice for school library learning commons encourages fostering
literacies, and collaboration to empower a community of learners. So really, whether or not the reference
section is separate is not the true issue at hand. What is important is that students and teachers know
what resources are available and where they are located. Easy access to online resources is also
important in changing the way the space is used.
(Graphic from Leading Learning, 2014)
Ideas:
-Collaboratively create research projects utilizing the nonfiction resources we currently have.
-Highlight the online reference centre, and remind teachers and students of the resources available.
-Work to develop information literacy skills in students.
-Purchase new, relevant nonfiction and reference resources.
-Develop a school library website with links to online reference tools.
-Collaboratively create research projects utilizing the nonfiction resources we currently have.
-Highlight the online reference centre, and remind teachers and students of the resources available.
-Work to develop information literacy skills in students.
-Purchase new, relevant nonfiction and reference resources.
-Develop a school library website with links to online reference tools.
Having easy access to both print and online resources will help change how the learning commons space is utilized.
Investing in new, nonfiction and reference resources that meet student learning needs, and subsequently
promoting them will also be a start. In addition, sharing online resources regularly with students and staff
will also promote an environment promoting information literacy. Finally, collaborating with teachers to
create meaningful new inquiry or research type projects will also be crucial in beginning to change how
the space is used.
Investing in new, nonfiction and reference resources that meet student learning needs, and subsequently
promoting them will also be a start. In addition, sharing online resources regularly with students and staff
will also promote an environment promoting information literacy. Finally, collaborating with teachers to
create meaningful new inquiry or research type projects will also be crucial in beginning to change how
the space is used.
(image from Pixabay.com)
Starting with what we have and growing the space into a true Learning Commons will take time, planning and collaboration. “The role of the school librarian in developing student information skills is crucial if they are to succeed in a 21st century learning environment and are the reasons for schools to establish comprehensive information literacy programs with the library as the program’s centre.” (Riedling p. 13). Teaching students to critically read and evaluate resources and develop a robust information literacy program will be incredibly beneficial. Whether it be digital or print, students need access to current, relevant information is what the learning commons needs to provide.
Works Cited
Asselin, Marlene, et al. (2006) Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries Association.
Canadian Libraries Association. Leading learning: Standards of practice for school library learning commons in Canada. Ottawa, ON: Canadian Libraries Association.
Learn Alberta Online Resource Centre. (2019) Retrieved from http://www.learnalberta.ca/OnlineReferenceCentre.aspx?lang=en
Riedling, Ann Marlow and Cynthia Houston. (2019) Reference Skills for the library media specialist: tools and tips. 4th Ed. Worthington, Ohio.
Well done reflection post on our first theme of the course. You did a good job contextualizing your new learning and awareness from our course texts and discussions into your own library and program. A good amount of highlights, goals, musings and observations about your own collection and program and potential pathways going forward. One of my strategies for updating and expanding our Non-Fiction collection is to target one area (500s, 800s, etc) and then build up just that one section each year. This can help ease the budget constraints and also address gaps systematically. Lots of good reminders about the importance of curriculum updates and ongoing investment. Overall, a great look back at our first theme as a class.
ReplyDeleteThis is a really good post. I learned something new. This caught my eye.
ReplyDelete"The Alberta curriculum has not been updated since 2000. The science curriculum was written in 1996. "
Wow. Its time for an update. I am scared to see how the current government has "altered" the curriculum. Hopefully it is not full of "alternate facts".