The Foundation of Reference Services- A Reflection

Scope

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Reference materials in a variety of formats support the development of 21st century skills.  With the continuous development of technology, the role of the teacher-librarian as an information specialist is evolving to incorporate various forms of digital and print resources.  However, the ability of students to locate and create meaning from multiple sources is becoming more complicated than ever.  Teacher-librarians play a crucial role in the development of 21st century skills and ensuring that student need for resources and information are being met.

Focus

The focus of my development in the first theme of LIBE 467, 'The Foundation of Reference Services' has seen my learning take three distinct phases over the course of four weeks.  The first phase of my progress revolved around pursuing an understanding of reference services.  During this phase, I sought to support my learning by delving into the foundation of references and exploring them within the learning commons itself.  I appreciated the slow introduction of the various terms and links to how reference materials can support 21st century learning.  What struck me most during this phase of my learning was that despite governmental and district push for the integration of new technologies in the classroom, there has been a drastic cut in funding and budgets for the library learning commons.  Thus unknowingly, the district seems to have limited the overall success of our students.  While many districts are moving forward with digital reference collections (and teacher-librarians), the funding available for trained professionals has deteriorated.

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The second phase of my learning during theme one is somewhat linked to the first phase of understanding.  During weeks two and three, I began to process the information that was being produced to better understand the reference system. Despite my bias for the 'Five Points of Inquiry' by the BCTLA, I wanted to look into the different classifications of each system.  After looking at each of the research models, I couldn't help but still be drawn to the language and simplicity of the 'Five Points of Inquiry'.  For me, the 'Five Points of Inquiry' have comprehensively considered the overarching goal of critical thinking, inquiry, and literacy.  This is not to say that other models were not able to achieve this, however, the language the BCTLA used in their explanation and model itself is most 'user-friendly'.

The final phase of my development throughout the first theme revolved around building on and evaluating of the information that has been presented in the first four modules.  Emerging technologies are changing the landscape of the reference system in school libraries.  However, moving to a digitally based reference system also has its limitations.  After analyzing both the strengths and the weaknesses of each reference form (digital and print), I believe that the teacher-librarian must use their professional judgment and knowledge of the school community to collaborate with other educators on which reference materials are preferable and allow their students to succeed. There is no doubt that building a reference collection that enhances the information literacy of students is of utmost importance.  The selection and evaluation process and approach to dealing with reference material should follow specific criteria.  In addition to the content that was presented in our text "Reference Skills for the School Librarian: Tools and Tips", that featured a comprehensive breakdown of how to evaluate several different reference materials, the Surrey School District (36) has developed a "Teacher Librarian Handbook" that details selection criteria for collection development.  However, the timeliness of this handbook as a reference may be slightly outdated as it was written in 2007 therefore many advances in technology might be omitted.  In addition the Surrey's 'Teacher Librarian Handbook', the Educational Resource Acquisition Consortium as written a resource guide for teacher-librarians pursuing sound collection development practices titled "Evaluating, Selecting, and Acquiring Learning Resources: A Guide" that is very beneficial to beginning teacher-librarians and seasoned teacher-librarians alike.

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Final Thoughts

Overall, the development of a reference section is one aspect of becoming a teacher-librarian that I look forward to however, the challenges that surround the development of a sound collection that caters to the specific needs of a school community will not be easy to say the least.

References

1.  Education Resource Acquisition Consortium. (2008). Evaluating, selecting and acquiring learning resources: A guide.  Vancouver, BC: ERAC.

2.   Ekdahl, M., Farquharson, M., Robinson, J., and Turner, L. (2010). Points of Inquiry: A framework for information literacy and the 21st century learner.Vancouver, BC: BCTF/BC Teacher-Librarians’ Association.

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