There's Always Room for Improvement!

Analysis of the Current Reference Collection

There is a glaring imbalance between print and digital/online reference materials in the current high school's  LLC reference collection.  The print reference collection consists of only the DK Eyewitness series and a few Atlases.  There aren’t any other print reference resources to choose from. The current print reference collection is over 20 years old, which according to Reidling’s guideline for weeding, this type of resource should have been discarded years ago (Reidling, Houston,& Shake, 2013).  It takes up a small low bookshelf (see picture below) and is much underutilized, partly because the content is outdated.  The manner in which the current print reference material being display is also not conducive to usage.  It is situated in an awkward spot in the library on a low curved shelf.

The district does have a good collection of online reference material and resources for students to access and use.  The district subscribes to an ERAC bundle and has access to a variety of databases.  However, that too is underutilized because it is not promoted enough.  It seems to me that these online resources are not being used frequently enough to get the most out of it.  With that being said, it is then necessary to teach students about these resources and how to use these online resources effectively as well.

(Retrieved from Google Images)

Rationale

It is well known among many TLs and some educators that a well-staffed, an updated and well-maintained library with a variety of appropriate resources in a variety of format, and appropriate access to technology contributes to and results in positive student achievement ("Leading Learning – Standards of Practice for School Library Learning Commons in Canada", 2018).  I believe this is the goal that many school libraries across the provinces aspire to, or should. With this in mind, it is crucial that the LLCs continue to meet and support the students’ learning, and teach information literacy skills to help students to become successful in post-secondary and beyond.  This includes having reference resources available in different formats, specifically print.  In my experience, and some of the students’ that I have taught, they still enjoy perusing through the print reference material to activate their curiosity, gain background information, get a broader sense of a topic, and further add to or refine their research. Having an adequate selection of print reference resources allow students to do this and naturally supports a part of the research process. Common sense tells us that consulting from a variety of sources and formats lends further support to the reliability and validity of the information being researched.  Additionally, some students prefer to use print due to their specific disability, learning needs, or preference.  

Furthermore, I have heard grumblings from some teachers at the school that there “aren’t any good” print reference resources or books in the LC.  Perhaps, if there were some new print reference materials added to the collection, it may encourage more teachers to collaborate and co-teach with the TL by way of inquiry projects.  Or at the very least have a conversation about that possibility.  A strong library program that includes regular collaboration with a teacher librarian will yield “guarantee[d]” improvements in student reading and writing scores (Sharka, 2006).  Below is a brief video that further promotes the benefits of collaboration with a teacher and a teacher-librarian.

(Retrieved from https://www.youtube.com/watch?v=EyYKkh0n7Vg)

Step-by-Step Plan

The change will take place immediately after consultation with teachers and administrators. A top priority is to replace the DK Eyewitness Series with the World Book Encyclopedia (2019 edition) as soon as funding becomes available. I’m hoping this will be realized next school year when the budget is doled out to the various departments. I was informed by my TL that there was no funding left at the beginning of this school year because it had been used to purchase new furniture for the LLC.   Each and every year after the printed reference materials will be evaluated and weeded out if needed, and new materials will be selected and purchased to build up the printed reference material to a level that is relatively comparable to the online reference resources. 

To start, I would submit a request to have the curved shelf removed and get a new high shelf built flushed up against the wall. This new shelf will put any reference resources in the line of sight.  I will also have a “Reference” sign put above the self.  Also, this new shelf will house the current DK Eyewitness Series until it is weeded out of the collection and the new print reference resource is acquired. Additionally, by removing the low curve shelf and having a new shelf built flushed up against the wall, it will create more open space and better flow in that particular area of the library.

In building up the print reference resources, I would like to enlist the help of teachers for their input in regards to what they would like to see in the reference section to support the curriculum they are teaching in their classes.  I would welcome all teachers to join this committee, especially the Social Studies, Sciences, and English teachers.  Since there is no library policy and procedure handbook at either the district level or school level, I would also consult with other TLs in the district and outside the district for further guidance in acquisition and selection.  I would also do some of my own research by consulting other district’s Policies and Procedures Handbook as well as this course’s textbook by Reidling.  A few good school websites that were suggested to me include New Westminster School District Handbook and Surrey School District Handbook. 

Follow-Up

How will this change to the reference collection impact student learning and teacher collaboration?  To get a sense of the answer to this question, I will:

• Perform a yearly statistics analysis, via Destiny program, of the print reference material used after the new material was acquired
• Keep track of how many teachers brought their classes down to the library doing inquiry with the TL and the topic of inquiry
• Determine if there is more interest in the reference section from teachers and students by inviting comments and feedback from students and teachers, i.e. put up a comment and feedback box at the circulation desk. Or have a quick survey /questionnaire about the new print reference resource.
• Keep track of requests for any type of print reference resources

This improvement plan is a positive step towards improving reference services at the current high school LLC to meet all learners’ needs by creating and building up a reference collection to include much-needed print reference materials to supplement research and learning.

(Retrieved from Google Images)

Reference

Llsop.canadianschoollibraries.ca. (2018). Leading Learning – Standards of Practice for School Library Learning Commons in Canada. [online] Available at: http://llsop.canadianschoollibraries.ca/ [Accessed 22 Mar. 2018].

2011 New Westminster School Library Handbook. (2018). Studylib.net. Retrieved 24 March 2018, from http://studylib.net/doc/8486278/2011-new-westminster-school-library-handbook

Riedling, A., Houston, C., & Shake, L. (2013). Reference Skills for the School Librarian: Tools and Tips. Linworth Publishing Company.

Sharka, J. (2006). Reflections on Teachers, Librarians and Collaboration. Illinois Libraries, 86(3), 41-43. [online] Available at http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=9&sid=3382f2c0-b98c-45cb-97e2-9d0df9f70fa4%40sessionmgr4007 [Accessed 24 Mar. 2018].

(2018). Surreyschools.ca. Retrieved 24 March 2018, from https://www.surreyschools.ca/departments/EDSC/CurriculumInstruction/Library/Documents/SD36 TL Handbook.pdf