Evaluation Plan: Improving Reference Services

Introduction

As information specialists, teacher-librarians are critical to the success of student learning and reference services are at the core of ensuring that students are able to access the information they need. 

Image courtesy of Pixabay

The purpose of this assignment is to evaluate the present conditions of the learning commons at Queen Elizabeth Secondary School with respect to a specific area of the reference collection, services, and/or policies and to provide a clearly identified rationale for modernizing the specific area by including a detailed plan that outlines the evolution of the reference section that has been identified.  This assignment involves the application of Leading Learning: Standards of Practice for School Library Learning Commons in Canada in addition to Ann Marlow Riedling's (2013) "Reference Skills for the School Librarian: Tools and Tips" to evaluate and outline the transition.

Analysis: 

Determining Terms: what specific area to analyze?

There are three main terms related to reference: reference collection, reference sources, and reference services.  Each area has many components involved that require maintenance by the teacher-librarian.  According to the Online Dictionary for Library and Information Science, each definition is discussed below:

1. Reference Collection: "Print copies of materials such as encyclopedias, dictionaries, handbooks, directories, etc. and any virtual representations of like material."
2. Reference Sources: "Any publication from which authoritative information can be obtained, including but not limited to reference books, catalogue records, indexes and databases."
3. Reference Services: "The activities required to meet the information needs of the library's clientele.  Services might be delivered in-person, by telephone, or electronically.

Although each term can be viewed individually, they also work cohesively as one unit.  To be clear, I have chosen to specifically review Leading Learning's (2014) standard "Designing Learning Environments to Support Participatory Learning" with respect to Queen Elizabeth's learning commons.  The following is an analysis of present conditions with respect to the aforementioned standard via the theme "designing for responsive print and digital collections" which incorporates all three references types.

Courtesy of Leading Learning 2014

Present conditions

According to the 'Standards of Practice for School Library Learning Commons in Canada' published by Leading Learning: Standard of practice for school library learning commons (2014), the school-library at this site is in the emerging stage of development with respect to responsive print and digital collections.  Students have access to digital and print collections that are primarily designed by the teacher-librarian (or district learning resource centre) and generally focus on Canadian identity with interjections of first-nation or aboriginal content.

Courtesy of Leading Learning 2014

Rational:

Why this area needs to be changed an improved?

The purpose of this evaluation plan is to establish an evolving reference collection to reflect growing 21st century needs of the school community and changing curriculum.  Recent improvements in technology and changes in school demographics are not reflected in the current reference collection at Queen Elizabeth Secondary.  Currently, the teacher-librarian is active in collaboration on assignments of interest to staff members.  However, the teacher-librarian does not receive much input from staff regarding collection development.

How is it affecting student learning?

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The lack of responsive print and digital collections could be inadvertently affecting student learning in multiple ways.  With the recent change to B.C.'s curriculum, some print and digital items may no longer be relevant or timely in terms of content.  In addition, a lack of diversity for multiple perspectives could be hampering the accessibility/diversification of the collection.

Evaluation Plan:

The following evaluation plan will be used to advance the reference collection and services at Queen Elizabeth Secondary from an 'emerging' growth indicator, to an 'evolving' growth indicator with respect to designing for responsive print and digital collections.  That means that "print and digital collections are built by teacher-librarians in consultation with teachers to facilitate curriculum content and independent reading" (Leading Learning, 2014, p. 20).  Future development of this standard could involve the consultation of students to further the growth of the collection and services to "ignite knowledge building and a love of reading" (Leading Learning, 2014, p. 20).  Improvements in reference services in this standard has the potential to develop all three of B.C.'s core competencies (communication, thinking, and personal and social responsibility). 

How will the change take place?

In order to make effective change across all components of references, the transition will take place in two forms:

1. Establish a Learning Commons Leadership Team

According to Leading Learning, "The Library Learning Commons Leadership Team represents the learning needs of the entire school community" (Leading Learning, 2014, p. 22).  The leadership team will work collaboratively with the new curriculum to ensure that resources are meeting the needs of students.   The collaboration team should include at least one administrator and all department heads (student representation could be added or could be part of a separate leadership team in collaboration with the teacher-librarian in the future).  Meetings will be held once a month to discuss the current vision, curriculum, resources, and goals of student learning and will be led by the teacher-librarian in the learning commons.  Department heads will further collaborate within their departments to ensure transparency and communication.

Topics of conversation could include but are not limited to:

• Digital Resources (indexes and databases, apps, green screen technology etc.):  How can we effectively use these resources?  How can we improve the use of these resources?  Are there any resources we are omitting? New developments in technology?
• Non-Fiction Print Resources: How best to support classroom teachers with curriculum?  How best to support student interest in reading for personal interest?  What resources do teachers and students prefer to use?  How can we support the use of resources to ensure effective learning?
• Fiction Resources:  What do our students like to read?  What topics are well covered?  What topics are not well covered?  Fiction resources to meet the needs of the curriculum?
• Professional Resources:  What is our school-community interested in in terms of professional development?  What are important issues for our students?  How can we best support our students?
• Multiple-Perspectives: How can we diversify the collection?  What groups are well represented?  What groups are not well represented?
• Physical Space:  Does the space promote the core competencies and experiential learning?  What can be done to enhance the space?  Is the classification system working for our patrons?  Would a new classification system be beneficial to us?

2. Collection Development

Once the leadership team has been established, the teacher-librarian should gather all information from patrons to enhance the collection in order to meet the growing and changing needs of the school community and curriculum.  The teacher-librarian should be asking the following questions:

Image courtesy of Pixabay

• Is the collection well balanced?  
• Are patrons aware of what resources the library has?  
• How are patrons notified of new resources?
• Is circulation adequate?

In addition, the teacher-librarian should remain up-to-date with collection standard information as detailed by Achieving Information Literacy: Standards for School Library Programs in Canada (2006) as well as district standards.

Who will be involved in the change?

The following people will be involved in the change:

1. Teacher-librarian
2. Administration
3. Staff
4. Students

A timeline for improvement?

In order for the learning commons to progress from an emergent standard to an evolving standard, the teacher-librarian should be given a year.  This allows time to set-up the leadership team and conduct meetings.  It also allows time for the teacher-librarian to make changes to the collection based on the feedback.  Lastly, the teacher-librarian has the ability to make changes if he/she sees fit.  Keep in mind, this is based only on one-aspect of Leading Learning's (2014)  five standards.

How will you communicate the change?

The change will primarily be communicated electronically and verbally through the use of email and meetings.  Flyers and school announcements have the potential to be used to communicate with the entire staff and students to ensure they are informed of any updates.  Furthermore, the teacher-librarian should ensure that a Pinterest board is created to digitally communicate additions to the library learning commons with links to the catalogue and title information.  Staff should be made aware of the set-up at a staff meeting and be given a handout either at the meeting or in their mailboxes.

Other considerations?

The teacher-librarian should begin to develop a student-led leadership team towards the end of the year.  The library learning commons primary purpose is to serve its patrons and their voice should be heard.  This team could take part in decisions that effect their learning commons as well as foster the enjoyment of life-long reading with their peers.  Lastly, maintaining a personal learning network is the key to success for the teacher-librarian.  Keeping informed with other librarians and developments in the field will only add to the success of the school-library.

Follow-up:

How will you determine the success?

Success will be determined in two ways:

1.  Leadership Team

Image Courtesy of Pixabay

The success of the leadership team will be measured informally by the teacher-librarian.  This includes how many people show interest in joining, continue to attend meetings, and the quality of discussion.

2. Collection

The success of the collection will be measured both informally and formally.  

• Has circulation of non-fiction items increased?
• Has circulation of fiction items increased?
• Is the school-community reflected in the collection?  Who may be left out?
• Has library usage improved?
• Has teacher collaboration improved?

Data can be collected for collection statistics.

Conclusion

By the end of the year, the goal is for the teacher-librarian to improve the overall quality of reference services.  The learning commons should advance to the evolving stage of Leading Learning's standard regarding responsive digital and print resources.  A reflective and professional teacher-librarian has the ability to transform the collection to serve the needs of the school-community and ensure the success of access to information for all students.

References

Asselin, M., Branch, J., & Oberg, D., (Eds). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association & The Association for Teacher-Librarianship in Canada.

Canadian Libraries Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. Ottawa, ON: Canadian Libraries Association.

Online Dictionary for Library and Information Science. Retrieved April 03, 2017, from http://www.abc-clio.com/ODLIS/odlis_A.aspx

Riedling, A. M., Houston, C., & Shake, L. (2013). Reference Skills for the School Librarian: Tools and Tips. Linworth Publishing Company.

*It's important to note that not all of these sources were cited directly, rather, they provided a framework of knowledge* 

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