LIBE 467 Blog 2

Introduction

The position of a Teacher Librarian (TL) is composed of many roles and tasks. Despite being the only TL in one school, the position is nothing but lonely. The TL has the opportunity to create relationships with support for those in the school. Instead of working in one class, TLs have the chance to create meaningful connections with the same students over and across their elementary school years. Below is a summary of how I will use Theme Two to guide my practice.

The reference interview
Teacher Librarians (TLs) have the responsibility “to assist students in the use of the library and its collection.” (Riedling, 2019. Pp. 99). TLs can do this through “Reference interviews”. Even though, Reidling’s requirement for having interviews may not always be possible as it is hard to find quiet places. We can conduct reference interviews while collaborating with teachers or during book exchanges with the purpose of helping students find what they seek. The interactions between the TL and students should be happening all the time anyways. This develops a relationship where students will feel comfortable bringing up any questions. 
I like that Riedling divided them into three types of reference interviews: ready reference interviews, research project interviews, and reader's advisory. 

Cooperative program planning and teaching for personalized inquiry

Supporting reference skills through cooperative program planning and teaching ensures all students have the opportunity to develop the skills necessary to access and use a wide variety of reference sources. Lesson 5 provides a number of ways in which I can promote reference sources:

1. Give all students the opportunity to develop skills to access and use a variety of reference sources

2. Show students the advantages and disadvantages of using one reference source over another

3. Give students direction on how to use the sources without making assumptions about their skills and abilities to use the sources

4. Reference centres so students walk through several formats

5. Have students compare and contrast information taken from several sources to determine the  importance of authority, bias, currency, etc.

6. Have them distinguish between ready reference and in-depth research

7. Search Curricular Competencies that develop research reference skills

8. Promote reference skills at every level

9. Show colleges the value of using reference resources in all formats

10. Develop creative assignments that require students to develop good questioning strategies

Role of the teacher librarian

The gold standard for all TLs is collaboration as explained in the Leading Learning document. This way we can work with teachers in various projects, at various levels of depth and assist them with the LLC's (Library Learning Commons) resources to best supply students and their projects. Within this course and many other LIBE courses I have come to learn that a TLs role within a school consists of many tasks. When funding is at a deficit the TL is one that is often in question for elimination which is why TLs need to be viewed as a valuable asset. If you change “the perception of instruction in the school library to relevant tasks developed to support curricular standards further creates a perception of indispensability and expertise” (Burns, E.A., 2018). 

Managing the reference collection
The city of Greater Victoria district has created a description for TLs to follow. They have divided the description into three sections: Program and instruction, learning resource management, leadership in resource based learning. All three sections will impact the managing and organization of reference materials. For example, providing leadership and promoting strategies for the effective use of a wide variety of learning resources which support and extend the curriculum; requires students to develop “information skills”.

In addition, managing the reference collection is determined by the budget. When budget and time are limited Riedling states that “the primary consideration is providing teachers and students with easy access to a high-quality collection”. Without a fantastic collection we won't have the resources we need for teachers and students to use.

(Achieving Information Literacy)

In Achieving Information Literacy, they recommend the following strategies for the budget process:

Evaluating reference services
In the document Achieving Information Literacy they provide standards for assessing your reference collection. TLs could use these standards to decide which books to weed and how to replace them with more valuable resources.

There are three categories:

Below Standard Resources	Acceptable Standard Resources	Exemplary Standards Resources
provides limited opportunities for reading and learning Materials support few areas of curriculum Don’t meet student needs Little materials for student interest Little balance is reflected among print, non print and electronic resources Materials are not available to all users Not current Wedding infrequently Little to no access to information resources beyond school hours Not sufficient budget	Available in and or through the school library  provides students and teachers with opportunities for resource based learning Collection reflects needs of people Balance of print, non print and digital resources Mostly current and in good repair Selected according to district adopted and approved selection policies Weed on a regular basis Access beyond school through electronic information networks Sufficient funding Program requirements are met Innovative learning resources are available and in school access to digital resources is possible	available in and or accessible through the school library provides students and teachers with opportunities for resource based learning. (i.e. Includes: development of literacy skills, reading, listening, viewing, curriculum implementation, for meeting the diverse/interest of students) organized and circulated through the school library. Available to all users. Materials are current Selected according to district adopted, board approved selection policies Balance among print, non print and digital Dated, worn and missing materials are replaced immediately Sufficient funding to support resource based teaching and learning and a wide range of teaching and learning styles Innovative learning resources are available and access to digital resources is possible from home and school

 

Conclusion

The roles and responsibilities in Theme Two really speak to me. Even though others have told me how the role of a TL can be a lonely one, I feel it will be anything but. It will give me the chance to work with teachers and their classes; get to know students across grade levels and give me the chance to form meaningful connections. I look forward to collaborating with teachers and helping them strengthen their practice through my support and LLC's resources!

Citation

Burns, E. A. (2018). Advocating for Change in School Library Perceptions. Teacher Librarian.

Canadian Library Association. (2014). Leading Learning:  Standards of Practice for School Library Learning Commons in Canada. Available:  http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Libraries Unlimited, an imprint of ABC CLIO, LLC.

Beaudry, Richard. Theme Two course work material. Retrieved February 6th, 2023. 

Achieving Information Literacy: Standards for School Library Programs in Canada ail110217.pdf. P. 26-27.