LIBE 467: Assignment Three - Evaluation Plan

March 26, 2018

LIBE 467: Assignment Three - Evaluation Plan

The improvement of the understanding is for two ends;

first, for our own increase of knowledge;

secondly, to enable us to deliver and make out that knowledge to others.

-John Locke, English Philosopher (1632-1704)

Introduction:

Focus. This paper is an evaluation plan to improve the reference services in an adopted school library. It is in the modified mold of a technical essay with the intent to technically advise as well as to support a staff member. Every professional brings with them their own perspective to pedagogy. I am not a Teacher-Librarian (T-L) teaching in a Library Learning Commons (LLC); I am a Teacher-Teaching-On-Call (TTOC) in Elementary Schools and a Student in a Teacher-Librarianship Education Diploma (Dip. Ed.). My positions are temporary and temporal; as a substitute teacher, I am involved in casual commentaries and as a pupil, I am involved in contemplative considerations. The abbreviations mentioned earlier are part and parcel of the terminology that creates a common understanding amongst a collection of people. As language is rudimentary to reading, understanding is fundamental to foundations. It is the objective of this observatory paper that the plan to improve reference services involves the instructor and their policies and practices. By increasing the professional portfolio of this person, it will enable them to deliver and make out that knowledge to others. The T-L is first and foremost the reference service.

1. A N A L Y S I S

analysis

Perspective. The T-L at this elementary school is part-time and teaches additional subjects. This teacher has been in this library position for under five years and does not have teacher-librarianship training. This instructor took initiative and initially enrolled in the diploma program but decided to drop the courses after finding the coursework too technical. In their point-of-view, due to the lack of technology in their scholastic situation, the diploma was pointless. There are no communal computers in the library; there is one desktop for the teacher at their desk. The student populace uses shared tablets in their classrooms and computers in the lab - both during designated hours. In addition, this T-L does not collaborate with colleagues due to time limitations.

The present policies of the school library are arguably practices of the past. It is unlikely to be likened to an LLC. This space is operated in a traditional setting where the T-L oversees books being borrowed and returned back; the library is also used for extracurricular activities such as sign-ups for non-school summer programs. The practices related to references are also entrenched in these entrapments. According to the T-L, there are no digital reference resources accessible for the students in the library and the print reference sources located in an isolated shelving unit are not used in the library or by the classrooms. Also, these reference books are not allowed out of the library. In addition to being obsolete, they are outdated; for example:

As discussed in our supplementary studies, “[w]ith regard to reference materials, general encyclopedias should be no older than 5 years, and every effort should be made to ensure the currency of atlases, almanacs, and specialized encyclopedias” (Asselin et al, 2006, p. 28). In relation, "[i]f an information skills continuum is in place in the school, this often assures the use of print references, but they have to be continually supported" (Beaudry, 2018a). In addition, "[i]t is the teacher librarian’s responsibility to ensure that a resource is used and used well in an ongoing way” (Beaudry, 2018b). Simplified student information skills are implemented in this school as well as segregated coursework from the classroom. There are no collaborative constructs or modern methodologies as they relate to digital didactics.

The following is a background of the institution as it relates to instruction and the library:

This elementary school has a population of approximately 500 students. It is a growing and ethnically-diverse institution with the majority of the populace speaking English as a second language. According to its district plan, this school also has a close and connected relationship with its neighbouring public library… . Their mission statement is to “create a safe and caring learning environment that values the diversity and individual potential of each student” by bridging home and community. In particular, in order to support learners there has been an “increased and more in-depth content connected to Aboriginal themes” and, as such, the school has purchased library books with First Nations content. It is an ongoing objective “to build the collection of fiction and non-fiction books for the library” for this school (Thind, 2018a).

As written in our course textbook, “No two school library specialists are alike; student needs differ from school to school” (Riedling, 2005, p. 22). Within this community context and library landscape, the analysis of the present conditions of the reference collection, services and policies are situated.

2. R A T I O N A L E

rationale

Composition. As Reidling succinctly states, “A good reference source is one that serves to answer questions and a bad reference source is one that fails to answer the questions” (2005, p. 19). By operating in outdated infrastructures, this T-L is not a “good” reference resource because the questions that need to be asked are not being posited by the pupils who are informationally illiterate. One of the objectives of the school library media specialist is “to create information literate, socially responsible lifelong learners” (Riedling, 2005, p. 104) and “[i]t is imperative that students possess the skills required to learn efficiently and effectively” (p. 8). Initially, a T-L needs to top-down teach - especially in primary pedagogy - so that the learners can then be lateral and branch out in breadth. Learning begets further learning:

Learners have a right to expect good school libraries in every school in Canada. Our school libraries should reflect our common values of equity, diversity, and cultural identity as well as best approaches in the educational and library professions. They should be contextually relevant to student need and success, and built, cared for, measured, renewed and sustained on an ongoing basis by their learning communities. We should position school libraries to lead learning for the future (CLA, 2014, p.4).

Rather than being a guardian of texts, the T-L can be a guide for teaching if they are equipped with the education essential in their speciality to promote their position:

As information specialists, teacher librarians know that information is power and powerful. Teacher librarians support the development of student information skills, literacy development and the entire curriculum. It is a huge task and yet, often misunderstood by teacher colleagues as a narrow one. Often, the perception is that teacher librarians are "guardians of the collection" or "gatekeepers to resources” (Beaudry, 2018c).

The T-L at this school needs to invest in their librarianship learning so that they are invested in their students with respect to them being information literate:

As children progress through the school system, the school library and its instructional program help them take their place in a learning society. The school library provides a responsive learning environment where students and teachers work together to find information, answer questions, and develop new knowledge. The instructional program in the school library focuses on skills to support learning the curriculum and developing independent learning habits. The major learning outcome for the school library program is to develop students who are information literate (Asselin et al, 2006, p.4).

The evolution of education in teacher-librarianship is also the transformation of their teaching career. This area needs to be changed and improved so that it positively affects student learning so the populace becomes more progressive: “[t]he school librarian should embrace new technologies and help guide students through the vast fields of information” (Marcinek, 2010). The rationale for increasing the professional development of the T-L involves the library and the school as a whole. School libraries should be:

• Active learning environments

• Student learning centres

• Gateways to the world

• Resource-based teaching and learning

• Collaborative teaching and learning [places] (Asselin et al, 2006, p.iii).

The best resource for improving the reference services is the T-L. Not as a staid symbol but as a conduit for change:

The library will always have a place in schools and places of learning. The design may change but the mission will endure. Teachers must find ways to integrate lessons in information literacy and lead students in the direction of accessing information and making smart connections. One of the best connections they can make is with their librarian (Marcinek, 2010).

3. P L A N

plan

Frame.

As I have previously pondered:

The role of the school librarian is symbiotic. The well-being of the library is tied in with its users and its contents. Ideally, the school library is as often coined “the heart” of the school but its vitality depends on the role of school librarian which can depend on time and budget (Thind, 2018b).

There are different types of people in pedagogy. In order for the administration to facilitate the success of a school faculty is to be aware of their faculties:

The qualities of a library media specialist most often mentioned in discussions of collaboration are initiative, confidence, communication skills, leadership qualities, and, above all, the willingness to take risks. Field-dependent library media specialists were characterized by their interest in people, use of others as a source of reinforcement, focus on socially-oriented subject matter, and preference for working with others. Less outgoing library media specialist should note that in the collaborative relationship, both leadership, and risk are shared (Shayne, 2004).

With this description in mind, I would suggest the following flexible plan for this school T-L:

Who

Teacher-Librarian
Advocates/MentorsAdministration/PAC
Class Cohort (e.g. UBC *New*)

What

T-L Advocacy/Mentorship
Administration/PAC - Computers in Library
Professional Development: Teacher-Librarianship
Courses and/or Credentials (e.g. Certificate/Diploma)

When

Professional Development Days
Administrative-Allocated Academic Time
Deadline for Credentials (e.g. UBC 5 Year)

Where

Professional Development Sessions
Mentor LCC
PAC/Community Meetings
Online - Courses/Social Media

Why

Please See Analysis & Rationale

How

Network
Advocacy
Time & Money

Follow-Up:

Pupils have selective paces; some start early and some finish late. Teachers are students, too, regardless if they are formally enrolled in a program or not. As in a class, evaluation should be for, as, and of learning for this T-L plan; the success of it can be sectional and ongoing. Formative, self and summative assessments can be applied to mutually agreed-upon criteria via the peer network which could include mentors, administration, caregivers, and the student populace. Also, if the T-L registers for the credential route there are more defined points for check-ups. For example, in contrast to my curriculum, the teacher-librarianship program at UBC is now in cohort format; this may allow for more peer-to-peer familiarity. In terms of time, there is still the previously defined guidelines for completion which also accounts for periodic follow-ups.

Sometimes change happens with choice; sometimes being uncomfortable becomes change. As mentioned earlier with the T-L and top-down teaching for primary education, the administration needs to be aware and active of the policies of the library and how they measure to LLC standards. As such, the T-L will be endorsed to pursue education - whether formal or informal but accountable - to benefit the school as a whole:

We must accept that the modern library is everywhere, but before we present that concept to our students they must understand how to use it effectively. The one element that should never change in a library is the librarian (Marcinek, 2010).

Yes, there should not be a library without a librarian per se. But a person who checks books in and out is not the modern definition of a teacher-librarian. Schools need specialists.

T-L

Conclusion:

The Big Picture. This course has helped me improve my understanding of the role and depth of the teacher-librarian. As such, I am able to develop a theoretical evaluation plan for a selected school library. To improve the reference services in this place is to provide systemic support for the T-L so that this person is able to effectively educate themselves and subsequently the school.

References

Asselin, M., Branch, J.L., & Oberg, D. (Eds.). (2006). Achieving information literacy: Standards for

school library programs in Canada. Ottawa, ON: CASL.

Beaudry, R. (2018a). Lesson 4: Print and/or electronic reference materials [Lecture Notes].

Retrieved from https://canvas.ubc.ca

Beaudry, R. (2018b). Lesson 6: Managing the reference collection [Lecture Notes]. Retrieved

from https://canvas.ubc.ca

Beaudry, R. (2018c). Lesson 7: Evaluating reference services [Lecture Notes]. Retrieved

from https://canvas.ubc.ca

CLA - Canadian Library Association. (2014). Leading learning: Standards of practice for school

library learning commons in Canada. Retrieved from

http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf

Marcinek, A. (2010, December 10). Rethinking the library to improve information literacy [Web

log message]. Retrieved from https://www.edutopia.org/blog/rethinking-library-information-literacy

Riedling, A. (2005). Reference skills for the school library media specialist: Tools and tips (2nd

ed.). Worthington, OH: Linworth.

Shayne, R. (2004). Teachers and librarians: Collaborative relationships. Retrieved from

https://www.ericdigests.org/2001-2/librarians.html

Thind, J. (2018a, February 4). LIBE 467: Assignment one [Web log message].

Retrieved from https://jazethind.blogspot.ca/2018/02/jaspreet-thind-jaze-february-4-2018.html

Thind, J. (2018b, February 14). Re: Lesson 6: Role description [Online discussion group]. Retrieved from

https://canvas.ubc.ca

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LIBE 467: Assignment Three - Evaluation Plan

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