Assignment 3: Evaluation plan to improve your reference services
Assignment
#3: Evaluation Plan to Improve your Reference Services
Jennifer
Schacker
Department
of Language and Literacy Education, University of British Columbia
LIBE467:
Information Services 1
Richard
Beaudry
March 30, 2024
Introduction
Good morning, I would like to thank you in advance for
your time and consideration! The reason for this meeting is to get approval to
update and modernize the reference area of the Library Learning Commons. With B.C.’s
redesigned inquiry-based curriculum educators and learners need access to
quality, relevant and credible information that meets their needs (Reidling,
2019). Research on school libraries and achievement indicates there is a meaningful
relationship between the quality of information services provided in the
library and student learning demonstrated on state and national achievement
tests (Scholastic, 2016). It is essential to have a variety of formats
available in the reference area. For this reason, I am requesting to have a
portion of the learning resources budget allocated to the library so we can build
this space from the ground up to provide quality information resources and services
(Houston, 2016).
Analysis
of Present Condition of Reference Resource Section
Currently the reference area in the LLC is dull and
drab (Mardis, 2019). The books are outdated and not used. For example, when I completed
a collection analysis using Titlewave the 63 “geography, maps and atlas” books are
all “aged” and recommended for weeding. The quantitative data on the rest of
the reference collection is not accurate since the call number “teacher
reference” (anchor books) is included in the analysis. The Guiness World
Records, and Almanacs are included in the non-fiction area of the LLC and are
circulated the same as the rest of the collection. Recently, I had the grade
ones each take a book from the reference section to look through. There was one
group that enjoyed looking through one of the illustrated Thesauri. This made
me realize most of the resources are not at the grade one level and do not meet
students’ interest. Thus, the print reference resources are below standard
according to Achieving Information Literacy Standards for School Library
Programs in Canada (2006) as shown in the table below. However, the digital
reference resources are much better. The grade ones love World Book Early
Learning, National Geographic Kids and Tumble Books to answer their questions
and satisfy their curiosities. Thus, the digital reference resources are
at an acceptable level. They include resources such as World Book, Gale,
KnowBC, Twig, ProQuest… Unfortunately, classroom educators rarely utilize them.
Teachers are voicing a lack of resources and need to spend hours finding
resources on Teachers Pay Teachers and spending their own money. I would love
to have more time to collaborate with teachers to infuse information literacy
instruction in learning experiences to ensure deep understanding of content (Canadian
Library Association, 2014, p.17). I would love to help make information
gathering effective and efficient – and create information-literate, socially
responsible, lifelong learners (Reidling, 2019, p.181).
|
Resource/Facility |
Below
standard |
Acceptable |
Exemplary |
|
Intellectual Accessibility |
Intellectual accessibility is not addressed. Materials
provide limited support for students cognitive, affective, and psychomotor
skills |
Intellectual accessibility is addressed in the
school library. Material available to students is within the range
of their cognitive, affective, and psychomotor skills, and reflects student
interests and the cultural interests valued by the children’s families. |
Intellectual accessibility is addressed in the
school library, and the school. The wide range of material available to students is
within the range of their cognitive, affective, and psychomotor skills, and
reflects student interest and the cultural background of the student
population. |
|
Currency |
Copyright
dates within the last 10 years: less than 50% of the collection |
Copyright dates within the last 10 years: 50 - 70%
of the collection |
Copyright dates within the last 10 years: 80% or
more of the collection |
|
Collection Maintenance |
Significant
number of resources are worn, damaged, missing components or need of repair |
Most materials are complete and in good repair. Some
items are missing components |
Materials are complete and in good repair |
|
Accessibility |
Partial barrier-free design Limited access to some physical locations,
information sources and functions Not centrally
located |
Barrier-free design Access to all physical locations, information
sources and functions Centrally located for access by students, teachers,
administrators |
Barrier-free design Full access to all physical locations, information
sources and functions Centrally located for access by students, teachers, administrators,
and the public. |
|
Reference |
Limited access
to standard print, non-print, and electronic reference sources |
Adequate access to standard print, nonprint,
electronic and digital reference sources Space and shelving sufficient to accommodate both
print & electronic sources of information. Located near circulation area |
Ready access to standard print, nonprint, electronic
and digital reference sources Space and shelving for traditional print reference
materials is dependent upon the balance between print and electronic/digital
information sources. Defined reference area with student seating and
specialized furniture and equipment for the use of print, non-print,
electronic/digital information sources. |
|
Reference (furniture and equipment) |
No
specialized furniture |
A few pieces of specialized furniture |
Specialized furniture and equipment e.g. dictionary
and atlas stand, microform readers and printers, CD-ROM towers, etc. |
Rationale
for Updating and Modernizing the Reference Area
Based on the results of my evaluation the print
reference area is below standard and needs improvement as well as the
facilities. For students to be information literate they need to be able to locate,
evaluate, and use information in a variety of formats to meet their information
needs (Reidling, 2019). Thus, students need access to both print and physical
reference resources. To meet user needs I have established the following five
goals to update and modernize the reference area:
1.
To create a
reference development plan that functions as a policy document and information
sharing tool is needed (Houston, 2016). Currently there are no policies in
place.
2.
To weed the
reference section according to policy such encyclopedias weeded after 5 years. Also,
weed books that are in poor condition (M.U.S.T.I.E).
3.
To select a wide
variety of new resources to meet student interests and curriculum needs with
the help of educators and learners. Also purchase some specialized equipment
such as a dictionary and atlas stand.
4.
To move the
reference section to a centralized area with good signage.
5.
To collaborate
with teachers and provide professional development opportunities for our
digital reference resources.
Step-by-step
plan
To accomplish these goals, I need approval of my request
to modernize and update the reference area. Next, weed the area and start
fresh. During the weeding process I will continue to evaluate the balance
between the selection and de-selection of print and electronic materials, and
the depth and scope of the collection across Dewey categories (Houston, 2016,
p.6). Then I will send out a survey to staff to find out what they would like
to see in the print reference area. For example, would they use - a set of
encyclopedias, a single volume encyclopedia or subject specific encyclopedias to
meet curricular needs the most. If subject specific, indicate which subjects. Another
item in the survey would be dictionaries. Would more dictionaries and thesauri
at different reading levels be the most useful and/or more subject specific be
the most useful. For example, a dictionary of science terms or English French
dictionaries, or visual dictionaries geared toward ELL students. Another item
would be atlases. I would ask if more general atlases or more subject specific
atlases would be the most beneficial. For example, an atlas of birds. If
subject specific indicate which subjects. Finally, I would ask about handbooks.
Feedback from the survey will help inform the selection process. Next, would be
selecting and ordering. Ensuring to add items to the collection that are
timely, authoritative and meet budgetary needs (Houston, 2016, p.6). Finally,
processing, displaying new materials, communicating the change and collecting
feedback.
This
process is going to involve:
ü The library committee – to help create the reference
development plan using existing documents created by the ALA.
ü Teachers – to complete a needs survey to provide input
into the area. Also, to provide feedback once completed.
ü Learners – to provide input on reference resources
needed.
ü Library Assistant – to help with processing orders.
ü Indigenous support worker – to help with selection and
design.
The
timeline for improvement would include:
My
goal would be to have the weeding, surveys, and orders placed before the end of
this school year.
ü Weeding – one full day of weeding.
ü Surveys – one week to figure out how to create an
online survey. Two weeks to have the survey open for response.
ü Feedback- one week to read responses.
ü Selecting and ordering – the first two weeks of June
to select and place order. Purchases need to be made before the middle of June.
ü Processing and displays– the month of September.
ü Satisfaction Survey – emailed to teachers at the end
of November. Also available for learner input as well.
The
changes will be communicated through:
ü Emails to teachers to invite them to help weed, select
and view new resources.
ü Website to advertise and promote the new and updated
area.
ü Verbal – informal conversations in the staffroom and
hallways.
ü Signage of the new area.
ü Staff meetings – to share the plan.
ü Professional development – to help teachers plan and
implement inquiry units using the print and digital reference resources.
Other considerations would include the budget. In
addition to learning resource funding, attending a parent advisory council
meeting to seek additional funding for the project will be needed. Also
possibly hosting a fundraising event such as a movie night where the movie is
inspired by a book could be pursued. Finally, hosting a scholastic book fair
for additional funding could be undertaken.
Follow-ups would include satisfaction surveys. Asking
educators and learners questions such as - What do you like? What could be
improved? Next steps? Prizes for feedback! Finally, circulation statistics and
informal verbal check-ins would also be used to measure success.
The success of the plan would mean that all users are satisfied. A variety of formats are available and there is an increase in usage of both the physical and digital resources. We receive additional funding, and our print resources are focused and reliable. It is better to have a small but relevant and up-to-date collection of materials than a large collection that is neither useful nor of good quality (Reidling, 2019, p.51).
Conclusion
In conclusion, I hope I have convinced you of the
importance of a strong reference collection and services and you will approve
the funding to help modernize and update the reference area. I want to develop
effective users of information and ideas (Reidling, 2019). Most of all I want
to foster lifelong learning in my students.
References
Canadian
Library Association (CLA). 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
Houston, C. (2016). Reinventing your Reference Collection. https://file:///C:/Users/Jennifer.Schacker/Downloads/ojsadmin,+2016paper23Houston%20(2).pdf
(2006).
Ontario Library Association. https://accessola.com/wp-content/uploads/2020/08/2003-AchievingInfoLiteracy.pdf
Polanka, S.
(2008). Is Print Reference Dead? CORE Scholar - Wright State
University. https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1005&context=ul_pub
Riedling, A. M.,
& Houston, C. (2019). Reference skills for the school librarian:
Tools and tips (4th ed.). Libraries Unlimited.
Sunday reflections: Do we still need reference? Do we still need
librarians? (Aka why turning libraries into Wal-Mart is a bad idea). (2014, July 13). Teen Librarian Toolbox. https://teenlibrariantoolbox.com/2014/07/06/sunday-reflections-do-we-still-need-reference-do-we-still-need-librarians-aka-why-turning-libraries-into-wal-mart-is-a-bad-idea/
Comments
Post a Comment