Tamara
Stewart
April
2016
LIBE
467 – Assignment 3 – Reference Resource Improvement Plan
This
report will focus on the digital reference resources that are available to
students and staff at Georgia Ave Community School (GACS) and how they might be
used more effectively to improve student learning. While we can loosely define
a reference resource as anything that assists students in answering their
questions, for the sake of this report, we will focus on both the
encyclopedia’s and databases that the school has paid subscriptions too, as
well as various recommended websites that can be accessed freely. Is should be
noted that, ideally, all of the resources should be used by students with
guidance from the Teacher Librarian (TL) or other teachers who have
collaborated on policies and procedures with the TL. This ensures that students are using these
resources accurately and effectively.
GACS
currently has paid subscriptions to the following digital encyclopedia’s and
databases:
All
of these resources are potentially excellent for meeting the needs of students
and staff at GACS. The current problem
lies in the lack of Teacher Librarian support time that students and staff have
for using these resources, and the research process in general. As Reference
Skills for the School Librarian notes,
“above all, collaboration with teachers on assignments using information
resources is crucial for continuous improvement of developing an effective
reference collection. One of the most
important tasks of a school librarian is to help students and teachers find the
best materials available” (Riedling et al 18) - digital or otherwise.
Currently
students have 30 minutes a week of “library time” 10-15 minutes of which is
used for book exchange time. This
valuable time should ideally be used
instead to teach information literacy skills, where students are actively engaged in classroom relevant
learning, in collaboration with the classroom teacher. In
addition to this time, students have two 30 minute periods of computer time in
which the Teacher Librarian is not able to be present. Research skills are
currently taught in isolation with minimal collaboration with the classroom
teacher – this is not ideal. The limited
time available does not allow students to reach their full potential in the
research/learning process. In summary, the above digital reference
resources need to be used more effectively, with the continuous guidance of the
teacher librarian and classroom teacher for a guaranteed improvement in student
learning.
Students
at GACS have a wealth of knowledge and digital resources available to
them. As we move further into the 21st
century, and begin our new curriculum implementation, it is essential that GACS
have a strong library program that fosters information literacy skills.
Information literacy is defined by the American Library Association as:
The effective use of
information sources in all formats, [where learners]… know how to learn because
they know how to organize information, and how to use information in such a way
that others can learn from them. They are people prepared for lifelong
learning, because they can always find the information needed for any task or
decision at hand. The abilities to access, comprehend, use, and evaluate
information have become the skills people must develop in order to function in
our current and future world (Riedling 7).
Further
to that, students need the basic building block skills of inquiry based
learning which can be taught through the effective use of digital resources and
includes critical thinking, sharing information, drawing conclusions, make
informed decisions, ask meaningful questions and solving significant
problems. The teaching of these skills
to students can not be overemphasised.
Students first and foremost need to know how to find accessible,
accurate and time sensitive answers to their questions – under the guidance of
their TL.
An increase
to TL FTE, including both prep coverage minutes and, most importantly, library
administration time, will allow for more meaningful work to be accomplished to
assist students in the research process. Digital resources, with increased TL time
could be utilized in the following way:
·
The TL can keep staff informed about the digital
reference resources at staff meetings, through after school workshops (PLC) and
through emails – i.e. – “tech Tuesdays”.
More TL time will allow for more communication surrounding these
resources which will likely get more teachers interested in using them to the
best of their ability.
·
The TL and individual classroom teachers can sit
down during library admin time (while students are on music prep or at another
agreeable time) and discuss resources.
The TL can “showcase” what the digital reference resources can offer
students, and how they might be best used.
·
Students will review and be taught how to access
online databases, journals and encyclopedia’s including password reminders,
tips for adjusting reading levels of articles, how to take effective notes,
general navigation of databases, tips for search terms, how to scan articles
for the “correct” information, how to cite information, etc. This will happen
during library prep time, during library administration time and, if a more flexible
schedule were possible, the TL could be present during computer lab time to reinforce
these skills and support students and classroom teacher.
·
Internet searches - students will learn how to do
affective Google searches (i.e. – don’t return results with .com, limit search
results to .edu sites) will be able to spot hoax and fabricated websites and
know when a seemingly questionable resource- i.e. – Wikipedia, might in fact
have some educational merit if used with guidance from the TL.
·
Provide students and staff with individual and small group
“check-in” time where the TL can assess whether or not their research needs are
being met. From here additional support,
references services and resources can be offered and reviewed.
It is important to note that these resources should
be reviewed by all staff, not just the TL.
Classroom teachers can provide meaningful and informative information
about what they believe will and will not work with their students. By working as a team, GACS staff can ensure
that these reference resources are meeting the needs of students. For this improvement plan to take place
effectively, is recommended that GACS have a full time (1.0 FTE) Teacher
Librarian for the 2016-2017 school year. The increased use of, and teaching around our
digital reference resources will help the “reference area [transform] into a
centre of social interaction, individual and group exploration, and [improve
the] guidance in the location, access and use of information resources” (Riedling
119) which will benefit school and district initiatives in inquiry based
learning and the meaningful use of technology.
Our school and district must invest in strong library programs and a
large part of this is having a full time TL who is able to locate, support and
teach both students and staff about meaningful resources. This has never been more true now is 2016 where
there is
…an increased need for experts, school librarians
with skills in searching, accessing, using and evaluating information efficiently
and effectively. In addition, students
will now, more then ever before, need to be taught information literacy skills. Because information sources have expanded far
beyond a library’s physical walls, media centres are no longer viewed at the
sole source of information for student’s learning needs.” (Riedling 116).
In conclusion, senior
school district and administrative staff as well as staff committee members should
give strengthening our school library program very serious consideration. The potential
to dramatically improve student learning and empower and support staff should not
be overlooked. Supporting library
programs supports students.
Works Cited
Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference
Skills for the School Librarian:
Tools and Tips. Santa Barbara,
CA: Linworth, an Imprint of ABC-CLIO, LLC, 2013. Print.
