Teacher Librarians and Reference Services (Theme 1, LIBE 467)
http://www.unshelved.com/2002-4-5
Providing
Reference Services is a large part of the role of the Teacher-Librarian and,
unlike the comic above, does include answering multiple questions on a daily
basis. Reference services that the teacher librarian provides include curating
and maintaining a reference collection (both print and digital), answering
patron questions, locating information and resources and instructing patrons in
the location and use of information and resources.
Teacher Librarians play the role of
information specialists within the school communities. They are the ones that
both students and staff go to when they are looking for information. In the
past decade reference collections and skills have expanded beyond print
materials into the digital realm. Now when a patron is looking for information
the Teacher Librarian needs to be familiar with not only the print materials
but also the digital tools that relate to the inquiry as well. Additionally,
locating information is only a part of being an information specialist. The
Teacher Librarian must also be well versed in the evaluation of information and
sources. Instructing others in these skills is a vital part of the job as well.
Teaching students to work through
the steps and stages of research is part of the role of the teacher librarian.
In Lesson 2 we explored multiple different research models. The wording differs
depending on the audience and purpose of the model however there are core
commonalities to the steps. The basic order of all inquiries are: 1.Wondering
and formulating question(s) 2. Finding information, 3. Evaluating and sorting
information, 4. Compiling information into an output method/product, 5.
Sharing, and 6. Evaluating. The Librarian’s reference skills come in to play
mostly in the finding information stage of this process. Explicit help and
teaching around resources, search terms and skills, and digital resources
facilitate steps 2 and 3 and help students move towards independent learning. Still
it is important for the Teacher-Librarian to familiarize themselves with
multiple models of research/inquiry in order to collaborate with different
teachers as needed.
The Big 6 model of research- as
worded for a high-school audience. https://sites.google.com/a/pennsburysd.org/phslibrary/big-six-research-skills
Thinking about building a
reference collection initially feels strange and foreign. For myself, curating
the non-fiction section of the library is exciting and I tend to equate
research and finding information with non-fiction texts (for example animal
texts). Neither of my school libraries have a true reference section with encyclopaedias,
dictionaries, and etc. Dictionaries and Thesauruses are found in the classrooms
at both schools I teach at. In both collections I do have some standard “Reference”
books like atlases and picture dictionaries but they are shelved in with the
regular collection as they were not being used when separated. I am still not
convinced that there is a need for bibliographic work or indexes in the school
library. Even atlases and dictionaries are grossly underused.
In this way it is easier for me
to imagine curating a reference collection in the digital realm. Collecting and
compiling encyclopaedic and geographic resources and more. Additionally teaching
how to search for information online and navigate Boolean searches have become
an important part of teaching reference skills. Curating and showcasing
electronic resources to teachers and staff has become the Teacher-Librarians
role as well.
Online there is a wealth of
information and the role of the Teacher-Librarian has morphed over time to
include sorting and evaluating digital information as well. Instead of sending
students to Wikipedia or Google to search for information it is easier to start
with a digital reference material such as World Book Kids, National Geographic
Kids, Britannica Kids, DK Learning, etc. This way the information is reliable,
accessible, and easy to find.
http://www.unshelved.com/2007-10-27
Riedling, Ann. (2013). Reference
skills for the school library media specialist: Tools and tips, (Third Edition). Linworth.
I find reference material easier to use online than on paper. It wasn't always the case but it's so much easier as a student than to have to borrow or go to the library. As I gathered from reading someone else's blog, I feel like I'm biased. My goal for the next month is to get more comfortable with seeing physical (updated) reference material in my library. Hopefully, our seismic upgrade is finished and we can create a space for students to come and work on their papers with the reference materials we have.
ReplyDeleteYes, I personally find them easier to use as well. However, it can be a challenge to get access to tech in my library spaces. (neither have computers or devices) So this means that I need to have print resources as well.
DeleteYes, it isn't helpful to have the resource but no way of accessing it. Even at home, some students might not be able to access digital sources.
DeleteHey,
ReplyDeleteI think reference sections have changed a lot in the past couple of decades. Digital resources make a lot of sense for reference materials considering their size, the cost of print materials, and the difficulty in keeping them current. Students aren't using these sections as much because they're now mainly accessing these services online. I just weeded our encyclopedias (which were 40 years old), and I don't think I could justify spending money on a print set. I'm considering single volume encyclopedias for quick reference in our reference section.
Hey Andrea,
ReplyDeleteI agree with you that the non-fiction section of the library is where I go to find information. My elementary LLC also doesn’t have an official reference section, and houses the small amount of print reference materials in among the non-fiction materials. I was genuinely confused when we began this course as to what exactly a reference section was, as I’d not experienced one in an elementary school. It’s been interesting realizing the vast amount of digital reference materials that are available through our district LLC website, which all schools have access to. I appreciate knowing that these resources exist and love sharing them with other teachers! It’s surprising how few teachers know how to access the digital reference materials offered through the district LLC website. It’s interesting how these resources are “grossly underused” at both of our schools. I’m curious if this is the case at most schools?
I agree that I considered non-fiction texts to be reference materials and have a difficult time separating them in my mind as they are both resources for finding information. My school does not have a specific reference section, but rather has our few reference materials shelved within our non-fiction section of our library. Perhaps this is why I view them as so interchangeable!
ReplyDeleteWhile I knew where the reference section was in my LLC, I often think should this be in reference or in non-fiction? My TL was really great in helping me see the difference between general knowledge of a subject area versus specialized knowledge in a subject area. In a smaller library, I can see how you might want to include some of these as reference books.
ReplyDelete