Assignment #3 – Evaluation Plan to Improve Your Reference Services

Analysis

The library space at this school is well-equipped with computers, has ready access to a colour printer, contains movable tables and chairs, comfortable couches for reading and sitting, rolling book carts that can easily be moved and a Smart Board. This space has been visually and practically transformed into a functional Library Learning Commons – technology is encouraged and available, the physical space is easily transformed for the variety of meeting needs of the school community, the district supplies a trained Teacher Librarian at .7, teachers and admin are beginning to see the SLLC and the TL as learning partners - rather than resource guardians. 

During recent renovations the TL engaged in a thorough weeding of the SLLC print reference collection removing many outdated and underused reference text materials. The remaining collection appears to be up-to-date and relevant. 

Spontaneous student use of reference materials is mostly limited to factbooks (Guinness Books and hobby/animal books) and almanacs (National Geographic kids almanacs). Some students search the biography section pursing personal interest  – Diary of Anne Frank remains a perpetual favourite as well as more modern biographies such as those of Malala Yousafzai and Michelle Obama. There remains a single World Book Encyclopedia set from 2013, which has not been used all year.  
 

The renovation provided seamless access between the computer lab and the SLLC. Students regularly access both the SLLC and the lab to work collaboratively on projects, perform research tasks or playfully engage with technology through online Makerspace activities or after-school online games. However, upon observing student research behaviours throughout the year, it is readily apparent that student use of the computers rarely produces in-depth research. Student searches are generally limited to Google searches (exclusively Google, not Bing or Yahoo etc) and Wikipedia-based answers. Students dutifully check the text encyclopedia only if specifically asked by a teacher or reference print collections if required by project parameters. Bibliographies on student product are minimal and include a variety of unproven websites. 

When assessed against the CASL Standards for School Library Programs in Canada, this SLLC facility falls well-within acceptable standards for physical space, seating, cataloging systems and teacher librarian facilitation as well as access to internet workstations and availability of technologies. However, while many resources meet standards for currency, this SLLC is firmly planted below standard in regards to digital accessibility, specifically in the area of literacy. Computers are available, but students and teachers do not appear to be using them to their fullest capacity to search for information.

Students and teachers are chronically accessing limited research information because they fail to access the full complement of digital resources available

A quick noon-time staff survey revealed that few teachers were encouraging student use of online databases to which the district subscribes, nor were they accessing these databases for themselves.

It appears that students and teachers are chronically accessing limited research information because they fail to access the full complement of digital resources available. This school needs in-depth reference instruction on digital resources, specifically the digital databases available for student and teacher use through the district-supplied digital classroom bundle.

Rationale

As this library makes the transition to a fully functioning School Library Learning Commons, it needs to encourage student growth in the area of digital literacy – accessing, critically examining and integrating digital resources into their learning. And these resources need to include a broader collection than simple Google searches. 

The role of the TL in this process is pivotal. The TL must provide excellent reference services in this domain and demonstrate Riedling’s three key aptitudes: 1) knowledge of (electronic) information resources, 2) effective communication skills to guide students through learning to effectively use these resources and 3) competence in selecting and assessing resources to meet student needs (p.4).

An action plan for this requires dedicated bibliographic, or reference, instruction (Riedling, p.5) to teach students and teachers how to a) locate and b) use these digital resources.

Plan for Improvement

How the change will take place

Reference or bibliographic instruction will help teach students and teachers where and how to access digital resources, and further instruction on the information seeking process – as described by Kuhlthau or the BCTLA Points of Inquiry process - can encourage students in selecting and using appropriate materials. 

1.      Advocacy: Highlight the existence and usefulness of the available online databases, teach students and teachers how to locate digital resources

·         The TL can begin by guiding students to the digital resource available through the school library website. This may be an opportunity for the TL to enhance the library website to increase focus on digital resources. Direct students to the available links through the district database bundle, demonstrate how to log in and allow students time to explore and play through the list of resources. Perhaps create a CyberHunt and ask for students to search for specific information throughout the database collection. 

·         Introduce teachers to the presence and possibilities of the online databases at school PD functions or at a staff meeting presentation. Model how and where these resources can be accessed from the library website and allow them opportunity to explore, just as they can encourage in their students. Discuss grey literature and the wealth of available information that exists beyond the surface web. A helpful teaching resource is the darkwebnews.com website. This site provides an info-graphic-style, easy-to-read and readily accessible discussion about grey literature which includes databases and online indexes and how they can be accessed. Also, this video is a wonderful introduction to databases, what they are and how they might be helpful to student research.

2.      Application: use the Inquiry Process to train students how to gather, analyze and apply database information

·         Provide students with relevant opportunities to integrate these resources into real-world learning opportunities. The Inquiry process in a helpful tool for engaging this goal. Collaborate with a teacher to co-plan an inquiry unit in which students pursue their individual inquiry questions using online database resources. This option provides students with a wide-open approach to exploring and integrating digital resources. 

·         Another, more structured, option is to curate an Inquiry Pathway around a specific theme-based inquiry which includes references to a variety of materials both print and digital. This website offers helpful tips and tricks for designing an Inquiry Pathway. Curating a pathway may also include detailed lesson plans, as this Victoria-based school demonstrates. Students are gently nudged through Kuhlthau's Guided Inquiry Process using digital resources. Steps are succinct, and student guides are designed in collaboration with the TL to support students through all the steps of the information seeking process.

Who will be involved

The TL schedule for this school includes several blocks reserved for teacher collaboration. These scheduled periods are ideal times to plan collaborative teaching blocks between the TL and teachers to work on these important skills. 

Encouraging students to use the digital databases is not simply for intermediate grades, there are plenty of k-3 level databases included in the index (World Book Early, Tumblebooks, National Geographic Kids). Encourage students in all grades to develop their digital literacy by exploring and implementing the information from these sites. 

A timeline for improvement

True transformation requires time and invested stakeholders. Beyond introducing the resources to students and teachers they will both require time to explore them and develop a degree of comfort and aptitude. Time is also required to change teacher habits as they learn to encourage students to actively integrate these databases into their research. Once students and teachers perceive the improvement of quality of student research and gain a comfort with seeking out these resources, they will become both become invested stakeholders, committed to searching beyond Google and finding the highest quality information available. This process could take as little as a single year. 

How you will communicate the change

These changes can be communicated during staff meetings, school PD sessions or even through starting a teacher-workgroup committed to exploring these resources. 

Other considerations

Change is difficult and integrating technology can be daunting for many teachers. The CBAM model describes the concerns professionals face when challenged with professional development. The goal for the TL is to increase teacher concern and accompanying behaviours so that they both desire greater knowledge of these resources and are actively finding ways of effectively incorporating them in their pedagogy. Perhaps a slower, more structured approach needs to be prepared for some teachers. Possibly the TL could partner with some teachers to create some new-user-friendly instructional resources such as posters (here are some promotional kits provided by EBSCO), bookmarks, video links and instructional videos. These could also be helpful to students forgetful of the process. 

References

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

Canadian Association for School Libraries (2003). Achieving Information Literacy Standards for School Library Programs in Canada. Retrieved from https://drive.google.com/file/d/0B7EFMN5bgyVadjFRTmdaVGFCbzA/view

"The Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner." Http://bctf.ca/bctla/pub/documents/Points%20of%20Inquiry/PointsofInquiry.pdf. N.p., n.d. Web

"The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals." The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. N.p., n.d. Web. 01 Mar. 2017

 Asselin, Marlene, Jennifer L. Branch, and Dianne Oberg. Achieving Information Literacy: Standards for School Library Programs in Canada. Ottawa: Canadian School Library Association, 2003. Print   

"Pathfinders, Subject Guides & Curation Tools" retrieved from https://eduscapes.com/electronic/4.htm

Yabapai College Library, 2011. What Are Databases and Why You Need Them. Retrieved from https://www.youtube.com/watch?v=Q2GMtIuaNzU

Bibliotheque Victoria High Library. Inquiry Pathfinders. Retrieved from https://vichighlibrary.sd61.bc.ca/research-inquiry/inquiry-pathfinders/

Bibliotheque Victoria High Library. Victoria Era Student Guide. Retrieved from https://drive.google.com/file/d/1RVrXTNmAZUUQaFs2PUUvHsJoArBnTyaH/view

Kuhlthau, Carol C.; Maniotes, Leslie L.; Caspari, Ann K. Guided Inquiry Design. Retrieved from http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/