Managing and Evaluating Reference Services (Theme 2 LIBE 467)

 

                

https://www.jencolby.com/many-hats-of-a-teacher-librarian.html

                Teacher Librarians perform many different roles within the school community. But when talking about the role of the Teacher Librarian there is a disconnect between the ideal and reality. Ideally each school would have a full time Teacher Librarian who has a healthy budget for collection curation and management. The Library would be able to function as a true learning commons with technology available and a variety of seating options. It would always be open and available for inquiry, collaboration, drop-ins, and research. In a large enough school, or a high school setting, this may be possible- however, it is not the reality at either of the two elementary schools that I work in.

In my role I am split between two schools with each getting 0.37 Library time and 0.13 Prep. The library time is divided up into blocks and classes come only at their scheduled time. The doors are often locked and lights off when I am out of the building. This is especially sad because the libraries are located in the center of the schools. There is barely enough money to maintain the current collection and there is no technology available so most of the research occurs out of the learning commons in the computer lab.

It is hard to line up Reidling’s version of a teacher librarian with my own day to day experiences. He paints a picture of a quiet library with small groups of patrons working on research scattered throughout. In his version the Teacher Librarian has time to conduct thorough research interviews with patrons and it is very quiet and peaceful. It seems like something from a movie. My library is more extreme. There is either no body there or a class is whirling through. After a story or book talk, when students are free to pick out new books and chat the library is full of activity. There are students talking, lying all over in bean bags, playing with puppets, looking at books, and asking a million questions. The TL is often swarmed by students all wanting to know if they brought their book back or if there are any Minecraft books in. Hardly the quiet research interviews imagined. Occasionally classes will come in and do research in the library and then I am able to utilize some of the reference skills that I have as a TL, but that does not happen as often as I would like.

In my practice reference interviews are not a thing. Instead I have tried to engage in ongoing conversations with staff and students to determine their needs and gain their input. I always hand out an optional end of the year check in where teachers and staff members can give me feedback on how the library programs, services and collection served or did not serve their needs that year, but it is hard to find the time to meet with everyone in person.

The role of a TL, as I see it, includes:

-          Selecting, curating, and managing a collection of current and relevant resources

-          Facilitating and fostering curiosity and a love of reading

-          Creating a safe space for students to be and to pursue their interests

-          Collaborate and innovate learning with staff and students

-          Dive into inquiry and assist the community in their personal learning journeys

Of course, this is greatly hampered by the lack of funding. As stated earlier, each school that I work at only has funding for a 0.37 TL. This means that the library goes unused for the remainder of the week and the space is not open and welcoming most of the time. The time that I do have is divided up into book exchange blocks and there is little time left for collaboration or open library research blocks.

                Reidling’s idea of the role of a Teacher Librarian and how a Library Learning Commons looks and functions seem to line up with the secondary setting, post-secondary setting, and public setting much better than the elementary setting. Or, at least, in my district.

 

Canadian Library Association. (2014). Leading Learning:  Standards of Practice for School Library Learning Commons in Canada.  http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf.

Riedling, Ann. (2013). Reference skills for the school library media specialist: Tools and tips, (Third Edition). Linworth.