Transforming Reference Resources, Services, and Physical Space

Present Condition of Reference Section and Services -                                                                                                          Analysis and Rational for Change:

The reference section of the Fernie Secondary Library could use a lot of care and attention.  Early this year, as I took a close look at our print reference resources, I was confronted with a collection whose average age was more than 30 years old.  I found these books on the bottom two rows of our non-fiction shelves.  They were in a dark, out of the way corner where all our non-fiction books have been relocated to make space for the Distance Learning School. I had never seen these reference resources in use. 

Our library serves a population of about 360 students and 30 staff members.  We have a TL for only 0.4 time and we do not have a library clerk (all library clerical and managerial duties fall to the TL).  Prior to the reinstatement of the 2002 teacher's contracts (which delineates a required number TL hours based on student population) we were without a TL, though clerical staff supervised book sign-outs at certain hours. As mentioned in my second assignment, being without a trained librarian for more than ten years has resulted in some very old print resources and a changed culture of library use. The video "Why are School Libraries so Important?" explains what happens when a school does not have a functioning library, and I see our school as having been in this position. Teachers at our school have forgotten what a fully functioning school library program and librarian can provide for them. 

Courtesy of StudentsNeedLibraries.org

Furthermore, the rise of digital technology has lead to a decreased reliance on library resources for information.  Students and staff alike are in the habit of using Google to search for information.  While our district provides access to several high-quality data bases very few of our teachers and students make use of these digital resources.  Although students (and many teachers) are born into an information rich digital world, they are not born "natural digital experts" and need to be taught information literacy:  

Courtesy of StudentsNeedLibraries.org

As I mentioned in assignment two, with increased training (I am in my third LIBE course), my ability to collaborate and transition our space into a Library Learning Commons has improved. Moving the reference collection toward meeting the standards discussed in the Leading Learning (Canadian Library Association) document is a part of my larger goal of transitioning both our school culture and space to fully meet the information needs of students in the 21st century. This paper will outline the steps I have already taken as well as those I intend to take to accomplish this transition and to improve the reference section's resources, services, and physical space.   

Definitions - Reference Section and Services:

Traditionally, the reference section of the library brings to mind images of multi-volume sets of books such as encyclopedia, dictionaries, and other books which never to leave the building.  It calls to mind quiet spaces for students to read these books and to work on assignments.  In libraries of today "reference" encompasses many more elements.  It may just as easily provide a space for lively collaboration and problem solving.  It includes an abundance of digital information available through the internet and on databases which may be accessed from home almost as easily as they are accessed  from the library. Finally, it includes the services of a librarian who not only helps to match student questions with answers, but also, in a school setting, helps students build the skills necessary to become information literate.  

Steps Already Taken:

One of the first steps I have taken toward improving the reference collection was the distribution of a staff survey at the beginning of the school year.  On it, I asked staff to identify units of study they would like more resources for, lists of skills their students might require for success, books or subjects teachers would like to see in the library (for themselves or for students), books or magazines they would read for professional developments, and whether or not they would be interested in a workshop on how to use sd5 digital resources for teaching.  I have been using the results of the survey to inform further steps taken.  For example, one of the teachers identified an interest in the Nystrom Canadian Desk Atlas.  She said she would like a class set of this atlas for use by Social Studies teachers.  The set comes with a Student Activities book and answer key.  Through some research I have been able to learn that a new edition of this book was scheduled to be released in 2019 (though has now been delayed), and that a class set of 30 books would cost in the neighborhood of $700.   In consultation with this teacher we have decided to wait to preview the new edition when it comes out before making a decision about purchase.  Thus, we will delay this purchase for at least one more year.  

With the aim of providing increased support to teachers to encourage their use of digital databases, I was able to create a library portal site with links to our District Resource Center.  The creation of this site began as a final project for LIBE 477B, but I have been adding to it and improving the site in the months since then.  The site has a news and special announcement feature, which broadcasts information to all portal site users.  I have added image links (various slide shows to teach about aspects of digital citizenship), featured links on such themes as digital citizenship, links on how to do an effective google search, and links to shared documents outlining classroom activity ideas for teaching lessons on literacy skills.  The initial impetus for the creation of this site was to compile a "Digital Resource Tutorials" page.  This page provides a brief synopsis in writing of each of the District Resource Center's online resources and is a compilation of a number of video tutorials already in existence.  At the beginning of the page I have included two video overviews - the first one a video overview of the DRC resource links on the homepage, and the second one a video overview of the database links provided by ERAC.   I have also linked to all of the online resources so they are accessible directly from the Digital Resource Tutorials page. 

After creating the portal, I next took steps to present the portal and the Digital Resource Tutorial Page during a staff meeting.  I began the presentation with information about the importance of teaching information literacy skills. I used the "Blog" of the library portal site to post this mini-presentation, and  I'm including the blog post here: 

What is "Information Literacy"?

What does it mean to be "Information Literate"?  For much of my own life literacy referred to the ability to read and write.  Today literacy encompasses a great deal more.  In the 21st century it is not enough be able to read and write.  We must also be able to navigate information in a digital world. 

  Achieving Information Literacy: Standards for School Library Programs in Canada, defines the "information literate citizen" as someone who:

• Works independently and collaboratively to solve problems;
• Analyzes information critically in all its formats and in all media contexts;                          
• Applies information strategically to solve personal and social problems;
• Makes decisions based on accurate and current information;
• Uses information and communication technologies;
• Respects information sources and diverse perspectives;
• Honors intellectual property and privacy rights;
• Appreciates the aesthetic qualities of various creative and scientific expressions;
• Communicates effectively and expressively using a variety of information and media formats. (p. 4-5)

This encompassing definition is consistent with many standards currently in use in the library field. 

The American Library Association's definition of information literate individuals: "...people who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information... They are people prepared for lifelong learning." 

Work Cited:
American Library Association. "Evaluating Information: Information Literacy." libguides.ala.org, 2019. Web. Accessed February 2019. 
Canadian Association for School Libraries.  Achieving Information Literacy: Standards for School Library Programs in Canada. Ottawa: 2006. Web. Accessed February 2019.
Modern Librarian Memoirs, "What is information literacy?" Online Video. YouTube.  YouTube, 2 November 2017. Web. Accessed February 2017. 

The week following this presentation I began working with a couple of classes on research involving ready-reference questions. These classes were checking out some of the historical allusions present within their novel study, The Crazy Man, by Pamela Porter.  I generated interest and discussion about encyclopedias by playing the short video clip,"Teens React to Encyclopedias" (a video Darrel Beck first shared in one of his blog posts) and then I showed them how to use our digital World Book encyclopedias.  Students were excited to learn that citations are provided at the end of each World Book article.  It was the first time these classes had used the digital resources and they seemed to enjoy the experience of finding the answers to their ready reference questions using World Book online.  There was some discussion about the advantages of using this type of resource over sources found using Google. Also, using information gleaned from the readings in our LIBE 467 class, (the image is from our a classmate, Janet Kaszonvi), in the week following the staff meeting presentation I sent a follow-up email to staff with the title, "Further Rational for Going Beyond Google": 

What is Google Missing?

"The Surface Web contains only a small portion of the overall content available on-line today. Of the top 5 surface search engines, Google represents only 60% of the total indexed content of the Surface Web alone!  The "Deep Web" is information which is not easily indexed by search engines such as Google and is more than 500 times larger than what is on the Surface Web.   

Limiting search to a single source (like Google), will produce a one-dimensional set of results. Harvesting from many sources will yield far more documents and far more relevant content."

Google, most likely, will not contain the most recent version of a document. Further, there is no way to “refresh” a Google search. Google will often have false positive hits - content that matches your query but is not relevant to your search. Additionally, Google cannot distinguish a page of links from a page of content." (Ahbury University/Kinlaw Library)

Google is about popularity, but it has another issue too - it learns and predicts. People can get stuck in echo chambers where they only find sites that match what they have previously looked for or read, meaning we might not get all sides of a topic we are searching.

Much of the information on Google has not undergone the rigorous process of peer review which is a part of academic writing (much of the information located on the DRC databases has gone through peer review).  

Image Courtesy of Janet Kaszonyi 

Work Cited:
Asbury University/Kinlaw Library. "Finding Information on the Web: Invisible Web."  Asburylibguides.com. Web. Accessed February 2019.  
"Deep-Web Information." Bright Planet. 21 October 2015. Web. February 2019. 
Muller, Aaron. "Discussion for Lesson 8: Digital Resources, the Web, and Grey Literature." LIBE 467. Canvass. Accessed 21 Februaru 2019. 

These communications with my staff lead to further conversations with Harmony Lloyd, the technology staff representative at our school.  She asked me for input regarding the way the DRC web page is put together.  I was able to let her know that I felt our DRC's web page would be more effective if each of the links (icons) included a brief description of their content and target audience.  I showed her an example of School District No. 43, Coquitlam's Student Resource Page.  She told me she would pass along this information to the Technology Committee at the district office.  

Ever since our first assignment in LIBE 467, I have been weeding through our incredibly dated reference collection.  I have now rid our shelves of much of our thirty to fifty year old collection.  I used a variety of criteria to determine which books to keep and which to throw out, considering such criteria as purpose, relevancy, curricular connections, scope, authority, bias, relation to similar works, arrangement and presentation, accessibility and diversity, condition and quality, cost, and finally, age. (Reidling's Reference Skills for the School Library, provides detailed discussion on specific criteria to use for various types of refference resources, but there are many overlapping considerations.) 

What remains of the collection is just over a dozen different references - some multi-volume sets and others single volumes. I've kept more than I might have if our budget and admin were willing to support a renewed print collection. None of these resources meet the general criteria of being less than five to ten years old.  Ideally only high quality, current, highly useful and accurate resources remain.   The books I've left on the shelf still have value - many are of high quality and are still highly usable, but they are not current and for this reason not as accurate as newer versions would be. I've accomplished the goal of making the space less cluttered and more visually appealing.  The resources now appear more carefully considered and already I am noticing that students are taking some of these resources off the shelf for reading, something I had never seen them do before. I've documented which resources we have in an itemized list, and I've also compiled a summary:

Encyclopeidia - 6 specialized or historical encyclopedia (3 multi-volume sets and 3 single volume),  and 1 more general encyclopedia on British Columbia
Atlases - 4 specialized historical volumes 
Dictionaries - 3 specialized volumes, and 2 general concise oxford encyclopiea
Indexies - 1 book of 20th century authors 
Directories - 2 volumes

We have a few yearbooks and almanacs in regular non-fiction circulation, but not among reference resources.  We have no almanacs, handbooks, general encyclopedia, general atlases, or any thesauri.  These were not even among the many resources I removed from our shelves. I made note of all the resources removed from the library for future reference.  
Evaluating, weeding, and documenting our current resources are some of the first steps required in the "analysis of the existing collection" ("Stages of Collection Development," Adapted from: Doiron, Ray. School Libraries in Canada, 2002. Vol. 21, No. 4 and Ministry of Education materials).  

Steps Still to Come:

While our District Resource Center's digital collection does a good job of meeting the needs of students and staff in BC's new curriculum (which is centered around student inquiry, student directed learning, "Place-based Learning", and the "Principles of Indigenous Learning"), it does not provide "a wide range of resources in various mediums" (Resource-Based Learning). To complete some of the later steps in "The Stages of Collection Development" I plan to advocate for the development of an updated print resource collection, outline a wish list (after identifying sources for purchasing and selecting names of new resources for purchase), and ask that money be added to our scant library budget.  This will need to happen before any acquiring, handling, promoting, and maintaining can occur.  First on my list of priorities would be purchasing a general set of encyclopedia from World Book.  This was the focus of my first assignment for LIBE 467.

Although many companies no longer sell print encyclopedias and many students prefer to use on-line sources of information, there is a place for this print edition in our reference collection.  The collection could service students without easy access to digital sources and with lower reading levels.  It could be used to teach research skills with print sources.  Our district has KnowBC and World Book databases, but as Riedling points out, students should be able to do research in a variety of formats.  Also, there is still something wonderful about holding a book in your hand and becoming lost in newly discovered bits of information as one flips through the pages, perhaps while on the way to something else.  

My second print reference resource purchase would be a class set of Nystrom Canadian Desk Atlases, which teachers could book for use out of the library (this is a request of our Social Studies department head).  As mentioned earlier, a new version of this atlas is scheduled for publication sometime in 2019.  I plan to preview before making any decisions and if this edition turns out to be unsuitable, I will search for an alternative.  Before purchase I plan to consult with the soon to be Library Learning Commons Leardership Committee.  These are expensive purchases and need to be weighed against other demands on the library budget.  

The improvement of print resources is only a small part of my overall plan for improvement of the reference section and services.  The larger goal is the transformation of the library to a library learning commons with not only an improved reference collection, but also improved services and an improved physical space.  

How will the change take place?
To move from where we are now toward further improvement of the reference section's resources, services, and physical space, I am working on the creation of a committee of all stake holders with the purpose of re-visioning our library space, its programming, and the collection.   The committee will have not only the task of creating a vision for our Library Learning Commons, but also with establishing policy to support that vision.  

I am especially hoping the Library Learning Commons Leadership Committee (LCLC) will help to plan the transformation of the physical space of the library as a whole, including the reference section.  There are a number of videos available on YouTube which showcase the transformation of a library's physical space from that of a more traditional library to one more suitable for 21st century learning.  I've included some of these videos in this blog post.  One of the videos is Aaron Muller's own library!   The videos generally show flexible spaces which are light and open.  Books are frequently placed along walls and furniture is easily moved.  Digital devices are an integral part of the plan to provide access to digital resources and learning opportunities.  

Currently our library has several circular tables and two sets of comfortable chairs around coffee tables.  While the circular tables are good for small groups in collaboration, they do not allow a great deal of flexibility as they do not accommodate groups of varying sizes.  The chairs are uniform and not very inspiring.  There is enough space for an entire class to use the library at the same time as students on a spare or taking a distance learning class are using the space.  We have three alcoves of computers (22 computers), but the layout is difficult to monitor, especially when an entire class comes to use the computers and the teacher has to walk from one alcove to the next.  Despite these challenges, a strength of our present arrangement is that teachers do often bring classes into the library to work on projects and to use the computers. 

I am thinking the space would work better if we could have many of the computers placed together so an entire class could be in one section of the library instead of spread out into the three alcoves.  It would be great to have a projector or smart board placed in the space for class instruction and group meetings.  As it currently stands, we have to wheel in a projector and set up a white screen whenever we wish to have presentations happen.  Another alcove could house materials for projects, such as poster paper, colored paper, scissors and markers.  This could be an area for students to work on projects.  

Our library has a small room off of it which would be ideal for having a green screen and other video or audio production.  I'd also like to see the library gain a photocopier and more cost effective printer.  The old printer we have now is in constant use from both students and staff, but it is more costly per page than an up to date laser printer would be. 

The reference section is currently located in a crowded corner with the non-fiction collection (most of which is as outdated as the reference section was before I did a massive weeding).  It is not near a table and is not labelled. I would like to see the reference collection be moved to a shelving which is more centrally located.  The low shelf would have clear signage and it would be located near to comfortable chairs and a table.  The reference books could also be attractively displayed using some of the techniques used by bookstores, such as using some space to show the face of some of the books.  Posters or other markers could also be used to promote various resources, such as "Top 10 Reference Books", or "Reference Books for Science."  Digital references should also be advertised with attractive signage.  I have recently added a page of free digital resources to the library portal site which includes many of the free online resources I learned about in LIBE 467.  These resources also need to be promoted.  Student and parent volunteers could help to create promotional brochures and signs.  A handful of computers should be kept near the resource section of the library so that if a class of students is using the other computers other people may still do research or write papers.  

Finally, I would like the LLCLC to help inform decisions about services and programming at our library.  Lesson Six of LIBE 467, Managing the Reference Collection, and "The Role of the Teacher Librarian" as outlined by the Greater Victoria School District, emphasizes the importance of collaboration with administrators, teachers, and district staff to develop a school library program.  Reidling points out that "student achievement is linked with the library programs promoting effective use of reference and information services" (4).  While an understanding of and management of collection is essential to the provision of information services, of equal importance is bibliographic instruction which includes "any activity that is designed to teach students how to locate and use information in the library, as well as sources that exist beyond the physical boundaries of the school library"(5).  I have recently begun to collaborate with teachers and work with groups of students to provide bibliographic instruction using inquiry models.  These collaborations, as well as my efforts  to promote and advocate for the use of our DRC's digital offerings are examples of "Leadership in Resource Based Instruction," but further work is needed in this area.  Also, more could be done in terms of other types of programming such as book talks, lectures, and student workshops offered at lunch or in after-school hours. 
  
Who will be involved?
I have begun to gather people to sit on the committee, including student representatives from each grade, an administrator, teachers, and parents.  This step is necessary for the transformation of our library into a more effective Library Learning Commons and for changing of school culture.   

A Timeline for Improvement:
My goal is to have the first meeting for our Library Learning Commons Leadership Committee by the end of April.  I would like to see the LLCLC meet once every two weeks for a period of three months to put together a plan.

After that, the committee would meet once a month for the following six months to do fundraising and to communicate the plan to others.  Information would be shared with all teachers and staff during staff meetings, PAC, and the student body.   Administrators at the district level should also be included. The committee will need to ask for help from administrators, PAC, students, and community members to make the plan come to life.

Finally, the full implementation of the plan may take up to two and a half  years.  We may not have enough money to change everything at once.  Once the plan is in place we can place timelines on specific goals and work toward readying the space for the transition.  Many more books from the non-fiction section of the library will need to be weeded. New furniture will need to be purchased.  Computer stations will need to be moved.

The CLA Leading Learning document provides a number of useful charts in the Appendices, which I intend to use for mapping the LLCLC's progress.  Appendix 1 provides many discussion starters for Learning Leadership Teams.  I intend to use these discussion starters to help educate the LLCLC during the initial planning phases of transitioning to a library learning commons.   Appendices 2-6 could be used during meetings with the LLCLC to help maintain committee focus.  While I see myself gravitating to Appendix 4 "Action Planning: Planning and Leading Transition to a School Library Learning Commons," the group may decide to use one of the other appendices in this document.   

How will I communicate the change?
Ideally communication will be happening at every step of the transition to the Library Learning Commons.  Minutes from LLCLC meetings can be shared with the administration.  As the library space is transformed it will also communicate itself.  A video can be made of both the current space and the new space, once it has been completed. New signage, posters, and an inviting space will bring people into the library.  Updated collections which are visible and showcased will also communicate a change.  Once new purchases are made for the reference collection, I plan to provide the staff with an up to date list of print reference resources.  The list will outline not only the name of each resource, but will give a brief description and discuss possible curricular connection.  The library portal site can broadcast announcements as new resources are acquired and new programs or services are available.  Pamphlets can be distributed advertising events and resources.  A little time could be dedicated to each staff meeting for library information.  It could be a "What's new in the library" five minute update. 

How will I determine the success of the plan?
Some of the steps already taken are showing increased usage of both the print and digital resources.  There has also been increased collaborations between the TL and teachers.  One way to measure future success will be to track usage statistics.  We can monitor the following:
* the number of times a print reference resource needs to be put back onto the shelf because it was in use
* the number of times a TL has contact time as a result of collaboration with a teacher, the number of times a digital resource is used (the DRC may have a way to track how many times a digital resources is access from our school)
* the number of times the Library Portal Site is used (I will check with our DRC to see if there is a way to track usage of the various databases). 
* numbers of bodies through the library door increase.  We could track this number for a week before the transformation and for a week after the transformation. 

Other success markers:
Weeding and analysis of the resource references has already been completed.  The collection has been reduced to only the most useful resources of highest quality.  

The quest to purchases of new print resources will be considered successful if more funding can be found for the purchase of print resources, if our administration agrees to invest in some print resources, and if there is further increased usage of the print resources. 

Reference Services will be evaluated based on the increased number of requests for information and support services and based on increased numbers of students attending events and programs.

The acquisition of new furniture will be a success if the furniture reflects the ideals of a learning commons and if it allows for flexibility and movement for a variety of groupings.  The change in layout will be considered a success if more teachers bring classes into the space and if it is easier for a teacher and librarian to provide support to students while they practice information literacy skills.

The rearrangement of reference materials will be a success if better signage and a more central location leads to increased usage of a variety of reference resources.

Work Cited: 

Alwine, Hope. "Library 101: Reference Librarian." Online video clip. YouTube. 3 December 2017. Web. Accessed 9 February 2019.

American Library Association. "Evaluating Information: Information Literacy." libguides.ala.org, 2019. Web. Accessed February 2019. 

Asbury University /Kinlaw Library. "Finding Information on the Web: Invisible Web."  Asburylibguides.com. Web. Accessed February 2019. 

Beck, Darryl. "Can Anyone Find the Reference Section?" Mr. B's Blog. kidstonkokanee.blogspot.com. 27 January 2019. Web. Accessed 28 January 2019.   

British Columbia.  Ministry of Education.  “Building Student Success –BC’s New Curriculum.” curriculum.gov.bc.ca.  Web. Accessed 3 February 2019.

Canadian Association for School Libraries.  Achieving Information Literacy: Standards for School Library Programs in Canada. Ottawa: 2006. Web. Accessed February 2019.

"Deep-Web Information." Bright Planet. 21 October 2015. Web. February 2019.

Doiron, Ray. School Libraries in Canada. Ministry of Education materials, Vol. 21 No. 4, 2002.

FBE. "Teens react to encyclopedias." Online video clip. YouTube. 12 July 2015. Web. Accessed 30 February 2019.

FNESC “First Peoples Principles of Learning.” First Nations Steering Committee. fnesc.ca. Accessed 08 June 1018. Web.

Germaine, Karla. "Weeding our FSS Reference Collection." February 2019. 

Lewandowski, Bobbi. "Tour Paul Rowe Jr./Sr. High School Physical Library Learning Commons." Online video clip. YouTube. 2 September 2018. Web. Accessed March 2019.

Liesh.  "Role of the Teacher Librarian."  Blog post. Hopefullyalibrarianinthemaking.wordpress.com. 2013. Web. Accessed 15 February 2019.

Lloyd, Harmony (Fernie Secondary Technology Teacher).  "Formatting of the DRC's Digital Resources Page)" Conversation with Karla Germaine, February 2018.  

Kazsonvi, Janet. "Image of Deep Web Iceberg." Discussion for Lesson 8: Digital Resources, the Web, and Grey Literature. LIBE 467. Canvass. Accessed 21 February 2019. 

Mendgen. "Project Refresh Reference.” Blog Post. Mendgen.blogspot.com, 24 March 2018. Web. Accessed 25 March 2019.

Modern Librarian Memoirs, "What is information literacy?" Online Video. YouTube.  YouTube, 2 November 2017. Web. Accessed February 2017. 

Muller, Aaron.  “Lesson 6: Managing the Resource Collection.” LIBE 467 63 C Information Services. Canvas. Web. Accessed 2 February 2019.

Muller, Aaron.  “Lesson 7: Evaluating Reference Services.” LIBE 467 63 C Information Services. Canvas. Web. Accessed 06 February 2019.

Muller, Aaron. "Lesson 8: Digital Resources, the Web, and Grey Literature." LIBE 467. Canvass. Accessed 21 February 2019. 

Nereva Inc. "Transforming a Library into a Learning Commons." Online video clip. YouTube. 17 December 2015. Web. Accessed March 2019.

Nystrom. "Canada." Nystrom Educaton. nystromeducation.com. Web. Accessed March 2019. 

QSLiN. "Riverdale High School - Transforming to a Library Learning Commons." Online video clip. YouTube. 21 March 2016. Web. Accessed March 2019. 

Riedling, Ann. Reference skills for the school library media specialist: Tools and tips. (Third Edition) Santa Barbara, LA: Linworth, 2013.

"What is Place-Based Education?"  Promise of Place. promiseofplace.com. Web. Accessed 05 February 2019.  

Sanich School District (No. 63). "Library to Learning Commons." Online video clip. YouTube. 29 April 2014. Web. Accessed March 2019. 

School District No. 5 (Southeast Kootenay).  “District Resource Center.” Sd5.bc.ca. Web. Accessed 14 February 2019.

School District No. 5 (Southeast Kootenay).  “Fernie Secondary School Library.”  Sd5.bc.ca. Web. Accessed April 2019. 

Students Need School Libraries. "Why are School Libraries so Important?" Online video clip. YouTube. 13 October 2018. Web. March 2019.

Students Need School Libraries. "Natural Digital Experts." Online video clip. YouTube. Web. Accessed March 2019. 

"2019 World Book."  World Book. Worldbook.com. Web. Accessed 2 February 2019.