"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.