"Heigh-ho, heigh-ho, it's off to work I go!"

This week’s reflection hits close to home for me. I was in a TL position at a middle school for eight years and during that time I saw the full gamut of fluctuation of funding for that position. I started with 0.8 FTE and by the time I left, the time had dwindled to 0.2. In that time, I built programs, ran events, worked on the school collection, formed relationships with students and staff but in the end, I could not sustain it and I left that position. Unfortunately, I am once again facing a similar situation in my new school. So, this week’s reflection will look at where I have been, where I am going and what changes I see happening in my district.

Collaboration and the TL

In my TL positions (elementary and middle), collaboration has always been a large part of the job. I feel like it has now been more clearly defined but I have always felt that TLs have had the understanding that in the service they provide to the school, they are working with the teachers to facilitate teaching and to ensure that students are finding the resources that they need. I just think that while collaboration may have been more in a “stealth mode” before – with it being dependent on the TLs skills to listen in to what was happening and sourcing out needs, now due to advocacy, time is being set aside specifically for it and I think this is such a great thing.

I usually have several procedures in place that has aspects of Riedling’s Reference Interview goals – namely to ascertain what information is wanted, what questions need to be answered and how in-depth the resources need to be.

Among things I have done are:

• asked for year-plans from core teachers
• given out a basic survey to core teachers at the start of the year to see where focus will be
• had quick acquisition forms in the library for teachers to fill out when starting projects 
• taken time in staff meetings to highlight new resources
• attended various committee meetings throughout the year to keep on top of happenings
• (with collab time provided) I have run poetry units, research units, public speaking focus, ran literature circles, supplemented classroom learning with Maker projects

At this time, I do not have planned collaboration time so I do need to find time to converse with teachers as it comes up.

Where is reference located in the LLC?

My personal experience with reference materials, in my schooling and even up until recently, reference materials have always been in a “Reference” section of the LLC. My district is moving to a new initiative, started last year to no longer have that and to make all materials open to circulation. To that extent, my LLC now has shifted classification types. My fiction is genrified and my non-fiction is being converted to what we call the “Non-Dewey Decimal System”.

Our Fiction Collection Genre explanation sign:

Helping students locate some good reads!

Non-Dewey Decimal System (DNS) for our Non-Fiction Collection

“The Dewey Non-Decimal System offers an easy to implement solution that provides consistent and clear organization of books. Basically, it uses whole Dewey (no decimals) and the Dewey topics instead of author’s last name.” – from District DNS document

For instance, when students are looking for books on the Renaissance, they would be grouped under “941 REN” as a whole – Renaissance artists, architecture, warfare, society, etc.

I was initially quite concerned with this change to non-fiction and also with reference materials being circulated out of the library but it has actually been fine. Most students are relying on our digital encyclopedia and databases but for the few that want the big books, they can take it for several days as needed. Our collection is also not large so by implementing the DNS it is visually easier to point out to students where the material they seek is located. It is also much easier for my library helpers to shelve books and for me to pull materials when teachers need it in their classes.

Role of the TL and Access to Materials

With 0.2 FTE, my role and access to the LLC this year has been seriously affected by limited time. Nonetheless, I fervently believe that the library space needs to be accessible to the students and staff of my school and I have been working hard to make sure that the space is open as much as possible. I also feel that promoting a love of reading and the continuous highlighting of helpful resources are huge in ensuring the LLC does not disappear despite limited time and budget. Advocacy is one part of my role that I never stop regardless of the time I have been allocated.

However, according to the standards in “Achieving Information Literacy”, open access to my LLC would be below standard.

The lab where I teach in our exploration cycle is adjoining the LLC so if there is ever a need I am not far. However, I cannot simply pop out on a whim as I am teaching 4 days a week in the lab with an enrolling class. I open at nutrition break and after school every day, lunch 3 times a week. I do have library helpers but they cannot operate the library cataloguing system without my supervision as per my district policies. I offer a book club that meets weekly and I try to bring in authors twice a year. While this is not optimal, my LLC is quite busy on the days it is open with many students coming in to read in our lounge area, play board games or work on their school projects. I have had many staff members comment in surprise at how busy it is.

While the time to the LLC and to my role as TL has been cut this year. I am still trying to make the best of the situation within my capabilities. The staff at my school understands if some tasks take longer for me to do but they still ask for my services instead of assuming they are gone. And I am putting my trust into my admin that they are working to re-instate what we had so that our school community can thrive.

Works Referenced

Asselin, Marlene, et al. Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian School Library Association, 2003.

Duby, Martine. Dewey Non-Decimal System (DNS). School District 43 (Coquitlam), 2018.

Riedling, Ann Marlow., et al. Reference Skills for the School Librarian: Tools and Tips. Linworth, 2013.

Where In the World Is...?

Assignment 1: Evaluation and Replacement of a Reference Resource

Our School by the numbers

Population	533 students
Grade	6 to 8
Divisions	20
Teams	5 teams of 4 classes
Teacher-Librarian	0.2 FTE on Friday
Program of Choice	Middle Age Cluster Class (MACC) – 3 classes
Technology	2 computer labs (shared with Tech. Ed. and Digital Literacy exploration cycles) 28 laptops in library - Not BYOD school at this time, dependent on individual teachers

Target of Reference Evaluation:

Geographical sources – countries, culture, customs, facts, geography, people

Dewey sections – Atlases (912); Europe (914); Asia (915); Africa (916); North America (917); South America (918); Other areas (919); Indigenous Peoples (970)

Example would be series in our collection such as: Destination Detectives (2006) and Discovering Cultures (2005), which have already been culled from other libraries in our district.

Curricular connection:

French – cultural links to French speaking countries

Social Studies – Grade 6 (Global Issues and Governance); current events; indigenous perspectives

This section of our library is currently used periodically throughout the year by all the grades at my school. Generally, in the subjects of Social Studies and French. There used to be a large country studies project completed each year by the grade sixes but with the new curriculum, that has changed. The result is that these materials have not been updated as regularly. Running a library report for this section of materials, it shows that the items in our collection in these sections are on average 12 years of age. These books are woefully outdated and the country books no longer contain current and useful information for our students to use in their research. As well, many of our reference atlases are getting old and have been superseded or their information can be found elsewhere.

Weeding Guidelines

I will be using the CREW method and MUSTIE criteria to weed the current books in my collection and follow Riedling’s assessment to evaluate the new materials to come in. In the CREW weeding manual, the 910s section of Dewey follow the suggestion of 3/2/MUSTIE for discarding:

·     latest copyright is more than 3 years ago

·     latest circulation or in-house use was more than 2 years ago

·     MUSTIE 

(Gonzalez, 2014)

This is a bit more stringent than Riedling’s five-year currency limit but this is understandable as the currency of these types of information can change a lot in short periods of time. I would use personal judgement as I evaluate.

Rubrics to Assess In-coming Reference Materials

Accuracy	Authority	Format	Scope
Major facts are correct.	Reputable sources.	Easy to search. Good readability (type, font size).	Adequately cover the materials in field of interest.
Y   /   N	Y   /   N	Y   /   N	Y   /   N

Evaluation of Specialized Databases (adapted from Riedling, 2013)

Publisher	Currency	Indexing	Scale	Format
Reputable publisher.	Less than five years old.	Comprehensive index	Clearly defined and appropriate.	Easy to use. Clear and legible.
Y   /   N	Y   /   N	Y   /   N	Y   /   N	Y   /   N

Evaluation of Geographic Sources (adapted from Riedling, 2013)

Potential Replacements

1) CountryReports Online Database

“Provides over 35 000 pages of online content on the cultures and countries of the world. With unique content from around the world, our members rely on us to keep our database concise and current. K-12 students, kids, libraries, business and tourists appreciate CountryReport’s ability to meet their needs.” (CountryReports, 2019)

Cost: 12-months membership – Elem. ($68); Middle ($74); High School ($82) 

*multi-school discount available

- accessible from home by students; unlimited multi-use at school location

- subscription is online from their webpage

Accuracy	Authority	Format	Scope
Major facts are correct.	Reputable sources.	Ease of searching. Readability (type, font size)	Adequately cover the materials in field of interest.
- From the sample country (Thailand), all facts are supported - Countries are reviewed annually, changes occur as needed throughout the year	- Website states sources as  governments, teachers, native residents, researchers, and international organizations - Editors verify accuracy before adding to their database	- Search bar at top of page is easy to find - Results are listed clearly - Menu on right side of screen lists all major topic relating to the country - Information is related through clear and concise language, visuals, and curated videos	- Ability to compare countries - Maps of country are available to print in various formats (with data, blackline masters) - Teacher resources available - Comprehensive and detailed information about each country

Evaluation of Specialized Databases (adapted from Riedling, 2013)

From https://www.countryreports.org

https://www.countryreports.org

Conclusion: 

·     A cost-effective solution to current country information. 

·     Easy to use and navigate.

·     Allows the student body to co-currently access multimedia information together.

·     Would add to our LLC Collection.

2) Indigenous Peoples Atlas of Canada

(From https://indigenouspeoplesatlasofcanada.ca)

“The Royal Canadian Geographical Society, in partnership with Canada's national Indigenous organizations, has created a groundbreaking four-volume atlas that shares the experiences, perspectives, and histories of First Nations, Inuit and Métis peoples. It's an ambitious and unprecedented project inspired by the Truth and Reconciliation Commission's Calls to Action. Exploring themes of language, demographics, economy, environment and culture, with in-depth coverage of treaties and residential schools, these are stories of Canada's Indigenous Peoples, told in detailed maps and rich narratives.

The volumes contain more than 48 pages of reference maps, content from more than 50 Indigenous writers; hundreds of historical and contemporary photographs and a glossary of Indigenous terms, timelines, map of Indigenous languages, and frequently asked questions. All packaged together in a beautifully designed protective slipcase.” (Indigo Books, 2019)

Cost:$99.99 (but currently on sale for $62.30 at www.amazon.ca)

- each separate volume is labeled as $24.99

Publisher	Currency	Indexing	Scale	Format
Reputable publisher.	Less than five years old.	Comprehensive index	Clearly defined and appropriate.	Easy to use. Clear and legible.
The Royal Canadian Geographical Society	September 2018	- Contains noindexes - Table of Contents in each volume is clear - Impressive and detailed glossary in vol. 1 (Indigenous Canada)	- Scales are clearly denoted on each map  - Legend is explained on a two-page spread at the beginning of the maps section but is not relisted on each page  - Teacher guidance will be needed to help with student comprehension	- Each volume has in-depth information on groups - Well-labeled topic pages - Visual timeline intersects each book, highlighting key events  - Heavy on text but filled with beautiful coloured visuals (historical and contemporary pics, maps) that are very appealing throughout

Evaluation of Geographic Sources (adapted from Riedling, 2013)

Conclusion:

·     Engaging and thoughtfully put together.

·     An important resource for every school library.

·     Relevant to country vision as we continue towards truth and reconciliation.

·     Would add to our LLC Collection.

References

“BC's New Curriculum.” Building Student Success - BC's New Curriculum, 2018, curriculum.gov.bc.ca/curriculum/social-studies/6.

CountryReports. “Countries of the World - CountryReports.” CountryReports: Cultural, Historical, Statistical, Country Information, 1997, www.countryreports.org/.

Follett Destiny. “Collection Statistics - Summary.” Hillcrest Middle School, 2019.

Gonzalez, Carina, and Robin Featherstone. “Infographic Love: Visually Communicating Information & Data.” Librarian Design Share, 2014, librariandesignshare.org/tag/infographics-2/.

Indigo Books & Music, Inc. “Indigenous Peoples Atlas Of Canada.” Indigo.ca, 2018, www.chapters.indigo.ca/en-ca/books/indigenous-peoples-atlas-of-canada/9780986751622-item.html.

Larson, Jeanette. “CREW: a Weeding Manual for Modern Libraries.” Satanta | TSLAC, 2008, www.tsl.texas.gov/ld/pubs/crew/index.html.

Riedling, A., Shake, L., & Houston, C. (2013). Reference skills for the school librarian. Santa Barbara, California: Linworth, an imprint of ABC-CLIO, LLC.

Royal Canadian Geographic Society. “Indigenous Peoples Atlas of Canada.” Indigenous Peoples Atlas of Canada, Canadian Geographic, 2019, indigenouspeoplesatlasofcanada.ca/.