LIBE 477: Inquiry Blog 4: Libraries in the Developing World

 Libraries Around the World

    According to IFLA (2001) the primary purpose of libraries are "to provide resources and services in a variety of media to meet the needs of individuals and groups for education, information and personal development including recreation and leisure. They have an important role in the development and maintenance of a democratic society by giving the individual access to a wide and varied range of knowledge, ideas and opinions" (p. 2). However, because libraries around the world are subject to the varied contexts within which they operate, multiple factors play a role in determining what services these libraries are able to provide and how they deliver these services. Libraries in developed countries such as Canada are privileged to provide their patrons with access to up-to-date print and digital resources, wireless internet, computers and new technologies, as well as free ICT programs and courses such as the free 6 month EvolveU program through the Calgary Public Library which teaches patrons how to code and develop programs. In comparison, libraries in developing countries have "traditionally face[d] serious problems in accessing printed publications, and there are evidences that print-based library services have failed on their mission of providing relevant and timely information" (Da Rosa & Lamas, 2013, p. 1). Additionally, many libraries in developing countries face other challenges such as lack of government policy and funding to support the development and maintenance of libraries, resulting in lack of basic infrastructure, resources and technology and a lack of trained or educated staff. 

    In her article entitled A Consolidation of Challenges Faced by School Libraries in Developing Countries, Liah Shonhe (2019) suggests that some of the main challenges faced by school libraries in developing nations are a result of poor staffing practices, poor funding, lack of library policy, poor ICT infrastructure, poor library facilities, and lack of awareness of the importance of school libraries" (p. 1). Based on her comprehensive literature review of a wide variety of sources from the past 10 years examining the challenges faced by school libraries, she devised a table to display the results of her findings for 13 developing countries. I've included a section of her results below, or you can click here to view the full table.

(Figure 1: Table 1. Shohne, 2019). 

    In addition to the challenges noted above, other crippling factors affecting libraries in developing nations include lack of electricity, lack of materials in students' mother tongues and a lack of space and accommodations (International Association of School Librarianship (IASL), Shohne, 2019, p. 6). While there appears to be a multitude of factors contributing the hardships faced by libraries in developing countries, the majority of these relate back to one key issue: lack of funding/poverty. A lack of funding for libraries most often results in limited, irrelevant or outdated resources, facilities and technologies, as well as a lack of or limited access to internet, and a lack of trained staff/poor staff practices resulting in poor library policies further impeding patron access to quality information. Furthermore, according to Michael-Onuoha et al, (2020), in Poverty Eradication: The Role of Nigerian Libraries towards the Achievement of the Sustainable Development Goals (SDGs) "there is an intrinsic relationship between poverty eradication and information" therefore "the extent to which people of the twenty first century will be creative, informed, knowledgeable and instrumental to national development will be determined by the availability and the content of the library services in their immediate locality" (p. 3). Thus, the services and resources available within a local library will have a direct impact on the community's development. 

Libraries and Sustainable Development: 

    According to the International Federation of Library Associations (IFLA), "access to information is a fundamental human right that can break the cycle of poverty and support sustainable development" (Michael-Onuoha, et al., 2020). IFLA contends that many libraries are already furthering development, and that the unique role of libraries make them important development partners in supporting the United Nations Sustainable Development Goals (SDGS) (IFLA, "How do libraries further development?", 2020). In fact, IFLA along with other strategic partners in the library and development world worked together to create an advocacy document known as the Lyon Declaration, which calls upon "United Nations Member States to make an international commitment on ensuring everyone has access to, and is able to understand, use and share the information that is necessary to promote sustainable development and democratic societies" (IFLA, "How do libraries further development?, 2020).  

(Libraries Can Drive Progress Across the Entire UN 2030 Agenda, IFLA, u.d.). 

With so many barriers impeding their ability to provide access to quality information and services, how are libraries in developing countries working to reduce these barriers and support their patrons while also contributing to sustainable development?

    Despite lacking the necessary funds, resources, skills and training critical to a well-developed library and library program, librarians in developing countries around the world are continuously demonstrating their creativity, passion and resilience through innovative initiatives which enable them to provide their patrons with access to information through alternative resources and services. 

Global Partnerships: 

    Tasked with the responsibility of ensuring that everyone in the community has access to information, librarians in developing nations partner with organizations, libraries and other institutions around the globe to provide access to information and to enhance the literacy and ICT skills of their patrons. For example, in Kenya, the Kenya National Library Service partnered with an NGO known as Practical Action as well as with the Berkley Foundation to establish a community library in the area of Kibera, which is known as Africa's largest informal settlement whose inhabitants lack proper shelter, sanitation, security and literacy education (knls Kibera Community Library, 2018). The library designed a program known as Kids on Tab, which gave primary and middle school students access to tablets and provided them with ICT skills training as well as curriculum focussed activities. The program was so successful that nearly 30% of the first group of students to complete the program were admitted to national high schools, whereas prior to the program, and the development of the Kibera library, not a single student from Kibera had ever been accepted to a provincial or national high school! 

Top of the class: Public library changes lives of children in Kibera (EIFL, 2014).

    The Kids on Tab program was also supported by a global organization known as EIFL, which partners with librarians in developing countries. EIFL works to enable access to knowledge for education, learning, research and sustainable community development through multiple programs. For example, the The Open Access Program works to "remove barriers to knowledge sharing by advocating for the adoption of open access (OA) policies and mandates" while the Public Library Innovation Program provides grants to underfunded libraries to "advance community development by enabling public libraries to implement innovative ideas that use technology to improve people’s lives and livelihoods" (EIFL, 2020). 

Intervention Strategies:

    In a study done earlier this year, published by the University of Nebraska - Lincoln, researchers studied the role of Nigerian libraries in supporting the achievement of the Sustainable Development Goals created by the United Nations. It identified a list of 10 intervention strategies to be employed by librarians in developing countries to enhance access to information and mitigate the implications of poverty on development. The intervention strategies identified in the study included:

• entrepreneurship empowerment
• information literacy skills
• information repacking for the illiterate
• lifelong learning initiatives
• agricultural extension services
• consultancy services
• information dissemination services
• provision of ICT skills education
• improving reading culture
• mobile library services

                (Michael-Onuoha, et al., 2020, p. 1).

    Although the study concluded that not all of these strategies are currently being employed by libraries in Nigeria, as some librarians lack the necessary skills to do so, researchers assert that "sustainable development as awareness creation by Librarians and libraries is crucial to the actualization of the SDGs, as citizens are more likely to be able to make informed decisions and choices, solve problems and plan adequately when they are informed" (Michael-Onuoha, et al., 2020, p. 10). Furthermore, the study also concluded that libraries and librarians "have the unlimited propensity to catalyse human capital development, productivity and reduction of poverty" (Michael-Onuoha, et al., 2020, p. 1).

Mobile Devices:

    In many parts of the developing world, computer and internet accessibility is an issue. Computers themselves are expensive, while networks often have low bandwidth and connections are inconsistent and unreliable. Mobile phones and devices however, offer an alternative as the developing world has a rapidly growing mobile phone network, and the low cost of these devices makes them available to a larger population. According to Parikh & Lazowska (2006), "mobile phones are also particularly better suited to rural conditions since they have long battery life, wireless connectivity, immediate utility and low price" (Da Rosa & Lamas, 2013, p. 4). Since libraries in developing countries have traditionally struggled with providing access to reliable, timely and relevant print materials, and because they have faced other challenges such lack of ICT resources, access to electronic library resources through mobile devices can be a practical alternative. As such, digital libraries are becoming increasingly prevalent in developing nations through the use of mobile devices. Furthermore, because mobile devices are commonly shared amongst several people in these regions, "library resources actually reach a much broader range of people than the actual mobile phone users" (Da Rosa & Lamas, 2013, p. 6). 

    In a study conducted by the United Nations Educational, Scientific and Cultural Organization, entitled Reading in the Mobile Era: A Study of Mobile Reading in Developing Countries, researchers found that "where illiteracy rates high and physical text is scarce, large numbers of people read full-length books and stories on rudimentary small screen devices" (2014). The study also found that mobile devices increased the amount reading done by both men and women, as well as the amount of reading to children. Additionally, women were found to read more on mobile devices than men. The following video is of an interview with Mark West, one of the authors of the UNESCO report. It highlights some of the results of the report, along with the benefits and challenges of using mobile devices to access digital libraries.

Reading in the Mobile Era (UNESCO, 2014).

    While many traditional libraries in developing nations are working to make their resources and services available to patrons through mobile websites which are easily accessible from mobile devices, other digital library initiatives are also taking place. For example, Library for All is a digital library platform designed to provide students and teachers in developing nations with low cost ebooks, accessible even in low bandwidth environments. Their aim is to "provides access to culturally relevant, age appropriate books in a language and context children understand and relate to" claiming that if they can work to support every child currently enrolled in school in a low literacy nation, their initiative could help combat global poverty by up to 12% (Library for All, 2019). 

Conclusion:

    Despite the many challenges faced by libraries in developing countries, librarians around the world are finding unique and creative solutions to providing their patrons with access to relevant and reliable sources of information. While factors such as lack of policy, funds, resources and training present challenging issues for these librarians, through global partnerships, intervention strategies, mobile devices, digital libraries and other initiatives, it is clear that progress towards improving information access around the world is taking place.

References:

Chew, H., & West, M. (2014). Reading in the mobile era: A study of mobile reading in developing countries [Ebook]. United Nations Educational, Scientific and Cultural Organization. Retrieved 30 October 2020, from https://unesdoc.unesco.org/ark:/48223/pf0000227436/PDF/227436eng.pdf.multi.

Da Rosa, I., & Lamas, D. (2013). Mobile access to digital libraries in developing countries: a reflection on motives, options and sustainability. Conference: 2013 International Conference On Cyber Science And Engineering. Retrieved 30 October 2020, from https://www.researchgate.net/publication/259485595_Mobile_access_to_digital_libraries_in_developing_countries_a_reflection_on_motives_options_and_sustainability.

EIFL. (2014). Top of the class: Public library changes lives of children in Kibera [Video]. Retrieved 30 October 2020, from https://www.youtube.com/watch?v=vo-BrdWCuF0.

Gill et. al., P. (2001). The Public Library Service: IFLA/UNESCO Guidelines for Development [Ebook]. International Federation of Library Associations and Institutions. Retrieved 30 October 2020, from https://www.ifla.org/files/assets/hq/publications/archive/the-public-library-service/publ97.pdf.

IFLA -- How do libraries further development?. Ifla.org. (2020). Retrieved 30 October 2020, from https://www.ifla.org/node/7408.

IFLA -- International Advocacy Programme (IAP) Awareness-raising materials from around the world. Ifla.org. (2020). Retrieved 30 October 2020, from https://www.ifla.org/publications/node/91709?og=7409.

IFLA. LIBRARIES CAN DRIVE PROGRESS ACROSS THE ENTIRE UN 2030 AGENDA [PDF]. IFLA. Retrieved 30 October 2020, from https://www.ifla.org/files/assets/hq/topics/libraries-development/documents/ifla-poster-sdgs.pdf.

knls Kibera Community Library. (2018). Library Map of the World. Librarymap.ifla.org. Retrieved 30 October 2020, from https://librarymap.ifla.org/stories/Kenya/LIBRARY-IN-KIBERA,-AFRICA%E2%80%99S-LARGEST-INFORMAL-SETTLEMENT,-IMPROVES-ACCESS-TO-EDUCATION/123.

Labrooy, M. (2013). Africa’s smartphone revolution – eLearning Africa News. Ela-newsportal.com. Retrieved 30 October 2020, from https://ela-newsportal.com/africas-smartphone-revolution/.

Library For All. Library For All. (2019). Retrieved 30 October 2020, from https://libraryforall.org/.

Lubuto Library Partners. (2019). What We Do — Lubuto Library Partners. Retrieved 30 October 2020, from https://www.lubuto.org/what-we-do.

Michael-Onuoha, H., Nkiko, C., & Okuonghae, O. (2020). Poverty Eradication: The Role of Nigerian Libraries towards the Achievement of the Sustainable Development Goals (SDGs). Library Philosophy And Practice (E-Journal).. Retrieved 30 October 2020, from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=8003&context=libphilprac.

Neikirk, L. (2014). UNESCO: MOBILE TECH KEY TO LITERACY IN DEVELOPING WORLD. Reviewed. Retrieved 30 October 2020, from https://www.reviewed.com/tablets/news/unesco-mobile-tech-key-to-literacy-in-developing-world.

Shonhe, L. (2019). A Consolidation of Challenges Faced by School Libraries in Developing Countries. Library Philosophy And Practice (E-Journal), 3(18). Retrieved 30 October 2020, from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=5867&context=libphilprac.

Teach Thought Staff. (2014). Library For All’s Push For Literacy In Developing Nations [Blog]. Retrieved 30 October 2020, from https://www.teachthought.com/literacy/library-alls-push-literacy-developing-nations/.

UNESCO. (2019). UNESCO study shows effectiveness of mobile phones in promoting reading and literacy in developing countries. UNESCO. Retrieved 30 October 2020, from https://en.unesco.org/news/unesco-study-shows-effectiveness-mobile-phones-promoting-reading-and-literacy-developing-0.

LIBE 477: Inquiry Blog 3: Supporting Teachers' Professional Development

 Supporting Teachers' Professional Development of ICT Skills and Pedagogy

    As I discussed in last weeks post The Importance of Professional Development and Networking as an Educator, engaging in professional development (PD) is a vital part of any teacher or teacher-librarians role. As teacher-librarians however, our role is not only to engage in our own professional development, but to support our teaching colleagues in their professional development as well. With the influx of technology in the 21st-century, it is becoming increasingly important that educators maintain and advance their knowledge and skills in terms of information and communication technologies (ICT). As result, we as teacher-librarians must find ways to support our teaching colleagues in the development of their ICT skills. 

The following video explores strategies for making professional development effective for technology integration:

    As explained in the video, in order for PD to be truly effective, it must be provided in a way that is relevant and meaningful, informative and challenging, instills trust and promotes collaboration. For teacher-librarians to achieve this, they must first establish trusting relationships with their teaching colleagues. Teacher-librarians should actively take the lead in initiating relationships and collaborations with other staff members as they are equipped with the skillset to do so. As Toor and Weisburg (2015) state in New on the Job, “starting on day one, you have to be proactive, seeking ... [teachers] out and establishing a collegial bond" (p. 5). Once this relationship has been established, teacher-librarians will be better equipped to seek out and identify the areas in which their teaching colleagues require PD. This will help to ensure the PD support from the teacher-librarian is relevant, meaningful and challenging. Teacher-librarians should also ensure that there is opportunity to engage in collaboration with their colleagues, so they can further support their teaching partners in their professional development. 

Tools and Strategies for Providing Meaningful PD:

Below I have developed a list of strategies and suggestions for supporting the professional development of our teaching partners:

Identify Areas of Need: Reach out to staff members to identify their ICT professional needs. The world of ICT is vast and it is important to identify the specific areas which staff feel they need the most support in developing. 

Figure 1. 10 Things Teachers Want for Professional Development (Duckworth,  2015).

 As Jeff Marshall (2016) suggests in Needs   Assessment: What Do You Need Most? "just as we need to differentiate instruction to accommodate varying student needs, we need to personalize professional development to address varying teacher needs" (para. 1). Teachers may be looking for support and ideas on how to teach their students digital and media literacy skills, or how to stay current on technologies used in daily lessons and activities. Perhaps some teachers are looking for training on how to use a new technology, website, program or tool or want suggestions for new resources. Educational networking games are becoming increasingly popular, and teachers may want to learn about the pros and cons of these games, as well as how to incorporate them into their teaching. Some teachers may want to learn about digital accessibility features and tools such as text-to-speech, word prediction, speech recognition and visual thinking tools which are designed to support diverse learner needs. Others may be looking to improve their ICT knowledge and skills through creating a classroom website or blog, or perhaps they require support in creating a social media presence and developing a professional learning network. Due to Covid-19, some teachers may now be required to use new technologies to support online and remote learning, but they may lack the knowledge and skills to effectively utilize these technologies. 

Figure 2. Survey. (Krieg, u.d.).

    As the list of potential ICT topics to explore and  develop is virtually endless, it is important that we  narrow down and identify the key topics of interest and  necessary skills required of our colleagues to ensure the  PD we provide is relevant and meaningful. One way of  collecting the necessary data to determine what areas of  ICT to focus PD initiatives on is through conducting a  needs assessment. A needs assessment can either be  informal, such as through conversations with  colleagues,  or they can be formal, such as through a  survey or poll. Google Forms is a great tool for  surveying teachers needs and interests. 

Host Workshops and PD Sessions: As teacher-librarians, we are educational leaders within our school community. As leaders it often expected that we provide staff with formal professional development through hosting workshops and PD sessions. Depending on the needs of the school, on scheduled inservice programming designated by the district and on the advisement of your administrators, you might host these workshops during a scheduled PD day at your school or you might host them during a staff meeting or after school hours. There are many resources for school leaders to assist in providing PD sessions and workshops, such as the Instructions for Conducting a Workshop from MediaSmarts which supports workshop facilitators in utilizing MediaSmarts resources to teach educators about digital literacy. Just as with planning a lesson for students, be sure to have a clear objective when planning PD and be sure that this objective is relevant to your audience. Most importantly, be sure to design your workshops to be interactive, collaborative and learner centred. Teachers need the opportunity to relate what you are teaching them to their own practice in a practical way. As Katya Rucker (2018) suggests in her article The Six Flaws of "Traditional" Professional Development, rather than treat teachers as passive learners, "the majority of workshop time should be reserved for teacher collaboration, feedback and reflection as participants analyze student work and model new strategies in real time with each other" (para. 4). 

Lunch and Learn: 

Figure 3. Lunch and Learn. (Clinic Sense, 2020). 

One of the obstacles teachers face in regards to professional development is time. Hosting a mini PD session in the school library or in the staff room during lunch hours is a great way to provide additional support to your colleagues, without cutting into their personal time. Once you have established some ICT topics to focus on, schedule a few lunch and learn workshops. These can build upon topics you've covered in formal workshops and sessions, they can be a one time focus, or they can be part of a series you develop. Be sure to promote these opportunities to staff, highlighting the benefits of their participation. Some may be reluctant to give up their only break during the day, so it is important that staff are aware of how your sessions can support their practice and professional development. You could even offer to provide refreshments to encourage their attendance! 

Figure 4. EdTech. (EdTech, 2019).

Update and Promote the Professional Collection: Most school libraries house a collection of professional materials for teachers and staff. Evaluate the current collection and weed as necessary. Request feedback from staff on which materials they found useful and which were unhelpful or irrelevant.
You can also ask for teachers to present suggestions or requests for materials they believe would be helpful in developing their ICT knowledge and skills. Consult with other teacher-librarians to find out which resources they have been contributing to their collections and how they have benefited their staff members. Go online and find up-to-date reviews on the most current books and resources available to find quality, suitable resources for your collection. Magazine subscriptions to educational technology magazines such as EdTech or online digital magazine subscriptions are another way to help keep your teaching colleagues up-to-date on ICT in education. 

Create a Platform to Share Resources and Upcoming Events: As leaders within the school community, teacher-librarians should have a platform for sharing new and relevant information and PD opportunities with staff. Create a blog or social media account that your teaching colleagues can subscribe to or follow. Use your platform to not only share about PD you will be providing, but also to share about other PD opportunities that teachers may be interested in. These could be sessions or workshops held by an organization or institution or they could be online virtual conferences, webinars, or self-directed courses. For example, you may want to share with them about the upcoming ISTE20 LIVE conference, which offers a multitude of learning opportunities related to ICT which teachers can browse through according to grade level or topic. You could also share self-directed courses which teachers could complete on their own time, such as the MediaSmarts self-directed tutorial on digital literacy for educators, or the Building a PLN course from Teacher Challenge. Webinars and podcasts can also beneficial in supporting the development of your colleagues ICT skills and pedagogy, such as the webinar on enhancing teaching with technology from Common Sense Education and The Google Teacher Podcast which "is designed to give K-12 educators practical ideas for using G Suite and other Google tools in classrooms and schools"  (Miller & Bell, 2020). 

Figure 5. Google Teacher Podcast. (Miller & Bell, 2020). 

Connect and Collaborate: Once you have established your own professional social media presence as a teacher-librarian, encourage your teaching colleagues to do the same and to establish a professional learning network. For those who are new to online networking, you could suggest they begin with completing the Building a PLN self-paced online course which provides teachers with guidance through process of building a PLN, with a focus on using Twitter. This is a great resource for those who are just beginning to create an online presence and to network. For a more detailed description of what the course offers, see my previous post The Importance of Professional Development and Networking as an Educator. Be sure to connect with your teaching colleagues through these platforms and model how to use them effectively by regularly sharing your own learning, work, collaborations, achievements and anything else you feel is relevant to supporting their professional journey. 

Figure 6. Learning with a PLN. (edublogs, 2018).

References:

Clinic Sense. (2020). Lunch & Learn [Image]. Retrieved 23 October 2020, from https://clinicsense.com/blog/2020/04/21/clinicsense-community-idea-lunch-learn/.

Duckworth, S. (2015). 10 Things Teachers Want for Professional Development [Image]. Retrieved 23 October 2020, from https://plpnetwork.com/2015/08/28/10-teachers-professional-development/.

EdTech Magazine. (2019). EdTech [Image]. Retrieved 23 October 2020, from https://edtechmagazine.com/k12/magazine/issue/2019/1/winter-2019.

edublogs. (2018). Learning with a PLN [Image]. Retrieved 20 October 2020, from https://teacherchallenge.edublogs.org/pln-making-connections/

Hyndman, B. (2018). 10 Reasons Teachers Can Struggle To Use Technology In The Classroom. The Conversation. Retrieved 22 October 2020, from https://theconversation.com/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114.

K-12 Digital Literacy Training Workshop. Mediasmarts.ca. (2020). Retrieved 16 October 2020, from https://mediasmarts.ca/sites/mediasmarts/files/tutorials/digital-literacy-training/k-6/.

Krieg. (2020). Survey [Image]. Retrieved 23 October 2020, from https://sharpencx.com/blog/encourage-customer-satisfaction-surveys/.

Marshall, J. (2016). Needs Assessment: What Do You Need Most?. Retrieved 23 October 2020, from http://www.ascd.org/publications/books/117001/chapters/Needs-Assessment@-What-Do-You-Need-Most%C2%A2.aspx.

Miller, M., & Bell, K. (2020). Google Teacher Podcast [Image]. Retrieved 23 October 2020, from.

Miller, M., & Bell, K. (2020). Subscribe - Google Teacher Podcast. Google Teacher Podcast. Retrieved 23 October 2020, from https://googleteacherpodcast.com/subscribe.

Robison, W. (2016). Professional Development- Technology Integration [Video]. Retrieved 20 October 2020, from https://www.youtube.com/watch?v=ZMhokHM8YAg&feature=youtu.be.

Rucker, K. (2018). The Six Flaws of “Traditional” Professional Development [Blog]. Retrieved 23 October 2020, from https://www.gettingsmart.com/2018/02/the-six-flaws-of-traditional-professional-development/.

Toor, R. & Weisburg, H.K. (2015). New on the Job: a School Librarians Guide to Success, Second Edition. Chicago: ALA Editions.

LIBE 467: Theme Two: Exploring the Roles and Responsibilities of a Teacher-Librarian

     

Figure 1. No TL. (SMOTLRC, 2010).

    In Theme Two we discussed many of the roles and responsibilities of teacher-librarians in providing reference services. The responsibilities of a teacher-librarian can be categorized into the areas of program and instruction, learning resource management, and leadership in resource-based learning (UBC, Module 6, 2020).  As I continue to learn about my role(s) as a teacher-librarian, there are several aspects of these roles and responsibilities that I've found to be of particular interest to me. Collaborative partnerships through Collaborative Program Planning and Teaching, assessing the information and reference service needs of students and staff, and evaluating the reference collection and reference services are a few of the areas that were most notable to me over the past few weeks. As an aspiring teacher-librarian, one of my aims for my future library program is to focus on being a collaborative partner who meets the information needs of my students and colleagues through a well-developed reference collection and service program. 

Figure 2. 5 Roles of the Library Media Specialist. (Diffley, n.d.).

    In Module 5 we explored collaborative partnerships and Collaborative Program Planning and Teaching (CPPT). As identified in Information Power: Building Partnerships for Learning (1998), being an instructional partner is one of the primary roles of the teacher-librarian, as they "join with teachers and others to identify links across student information needs, curricular content, learning outcomes, and a wide variety of print, nonprint, and electronic information resources (para. 2). Collaboration between teachers and teacher-librarians is essential to ensuring that student information needs are met, that students have best access to resources and that students develop the necessary skills to locate, analyze, evaluate and use information to meet their needs. As suggested in Module 5, "if we prioritize the process involved in doing a research assignment and the inherent skills in the process and not the end product it holds that cooperative planning on the part of the classroom teacher and the teacher-librarian is essential" (UBC, Module 5, 2020). Furthermore, "research clearly indicates that the development of student competence in information literacy skills is most effective when integrated with classroom instruction through collaborative program planning and teaching by the teacher-librarian and the classroom teacher" (Asselin et al., 2006, p. 21). However, the beneficiaries of cooperative planning are not limited to the students, but also include the whole team involved in the process, teachers, teacher-librarians and administrators. As Haycock (2007) describes in Collaboration: Critical success factors for student learning, "collaboration ignited creativity among teachers, and the "creative fire" spread to learners.... Modelling collaboration also influenced students, teachers, and parents to learn to share ideas.... Students became more involved in their learning.... Administrators also believed that they benefited professionally" (para. 3). To support teachers and teacher-librarians in engaging in collaboration, Haycock identifies six stages to guide the collaborative planning process:

1. Objectives
2. Content
3. Sequence
4. Methodology
5. Activities
6. Evaluation
   
                      (UBC, Module 5, 2020). 

However, in order for teachers, teacher-librarians, administrators and students to benefit from collaborative planning initiatives, it is imperative that teacher-librarians take a proactive stance to ensure that adequate pre-planning occurs. According to the infographic entitled What Can Collaboration With A Teacher-Librarian Look Like? from the Surrey Teacher Librarians Association (STLA), there are three parts to collaboration: collaboration in preparation, in action and in reflection (2019). An effective teacher-librarian should take the lead initiating collaboration through the process of preparation. Preparation  involves initiating conversations with teachers about upcoming units of study and assignments for which the teacher-librarian can research and prepare materials by using "their specialized knowledge of texts and library collections and familiarity with OPAC searches to provide the resources most suitable to the task and learners involved" (STLA, 2019, para. 4). By taking the lead on the preparation stage of collaboration, teacher-librarians can ensure they are actively working towards a collaborative plan with their colleagues which will enable them to provide the best reference services possible. 

Figure 3. What Can Collaboration With A Teacher-Librarian Look Like? (STLA, 2019).

    Another primary responsibility of the teacher-librarian is management of the reference collection. As we learned in Module 6, managing and organizing the reference collection relates to all three areas encompassed in the role description of a teacher-librarian: program and instruction, learning resource management, and leadership in resource-based learning (UBC, Module 6, 2020). One aspect of management of the reference collection that was of particular interest to me, was one of the ten stages in collection development, identification of needs. As I continued to reflect on ways in which I might engage in collaborative planning with my colleagues, I realized the importance of identifying the needs of both my colleagues and my students. In Achieving Information Literacy: Standards for School Library Programs in Canada, it is suggested that the school library collection "is to reflect the unique needs of the specific school population" (Asselin, et. al, 2006, p. 24). In order to ensure that the reference collection serves the needs of the school community, and supports curricular objectives and learning outcomes, it is important that teacher-librarians conduct a needs assessment. As suggested in Evaluating, Selecting, and Managing Learning Resources: A Guide, "learning resource selection should be viewed as an ongoing process that requires determination of needs and long-term planning to reach the goals that are set" (BC Ministry of Education, 2002, p. 72). A needs assessment in relation to reference resources can either be formal or informal and should support the teacher-librarian in making decisions for the selection and acquisition of materials. One way of conducting a needs assessment could involve meeting and consulting with each of the schools grade teams, which is especially important, as teachers are the experts in curriculum. Teacher-librarians can discuss with teachers which units of study require supporting resources from the library, and what type of resources teachers and students are looking for. The teacher-librarians “role will be to identify the existing resources that complement the units” or to find new resources (Toor & Weisburg, 2015, p. 98). Conducting a needs assessment not only supports teacher-librarians in making decisions regarding the reference collection, but it also supports them in making decisions about how they provide reference services. For example, if it is discovered through the assessment that students are having difficulty locating and accessing information on current science topics, the teacher-librarian might then develop "a short tutorial on using the electronic databases to search for science topics" (Johnson & Lamb, 2007, "why conduct a needs assessment", para. 3). Additionally, by conducting needs assessments with input from both students and staff, teacher-librarians can further their collaborative partnerships with their colleagues, while also working towards establishing well-developed reference collections and services. 

The following video explores how one teacher-librarian began reaching out to her colleagues to initiate collaborative partnerships and to identify the needs of the school community to improve her library program.

Effective School Library Programs. (Region 10 ESC, 2017).

    In addition to managing the reference collection and being an instructional partner, another responsibility of the teacher-librarian is to evaluate the libraries reference services. Conducting an evaluation of the libraries reference services "is important to ensure that the teacher-librarian is fully aware of how much and how well references and reference services are used by students and teachers" (UBC, Module 7, 2020). There are many variables to be considered in the evaluation process, however a thorough evaluation of the libraries reference services can provide teacher-librarians with important information to guide their practice, such as statistics on frequency use of reference services, the level of satisfaction of users, how the services compare to standards outlining best practice and how the teacher-librarian is performing when providing these services. As we learned in Module 7, there are three areas of focus which have been identified as integral to the evaluation process: 

1. Policies, practices and school library facilities in terms of ensuring that these provide best access to resources;
2. Attitudes and biases about the various media formats in school libraries
3. School library collections to determine whether they are meeting the informational needs of students, teachers and the curriculum
   (UBC, Module 7, 2020). 

In Theme One (Module 4) we explored various perspectives and opinions in regards to print vs. non-print materials and various media formats in school libraries, and the role of format in the evaluation process. In Theme Two (Module 7) we discussed how policies, practices and school library facilities affect resource accessibility, as well as how teacher-librarians must consider intellectual, physical and digital access when evaluating the library reference collection and services. Although we have not yet discussed "school library collections to determine whether they are meeting the informational needs of students, teachers and the curriculum," I am looking forward to exploring this topic in Theme Three, as I continue to learn about how to evaluate and improve my reference collection and services to best meet the information needs of my students and colleagues.

References:

ALA | Information Power. webarchive.org. (1998). Retrieved 20 October 2020, from https://web.archive.org/web/20061119113128/http://www.ala.org/PrinterTemplate.cfm?Section=informationpower&Template=/ContentManagement/ContentDisplay.cfm&ContentID=19930.

Asselin, M., Branch, J., & Oberg, D. (2006). Achieving Information Literacy: Standards for School Library Programs in Canada [Ebook]. Canadian Association for School Libraries. Retrieved 21 October 2020, from: http://accessola2.com/SLIC-Site/slic/ail110217.pdf. 

British Columbia Ministry of Education. (2002). Evaluating, Selecting, and Managing Learning Resources: A Guide. British Columbia: Canadian Cataloguing in Publication Data.

Diffley, A. 5 Roles of the Library Media Specialist [Image]. Retrieved 22 October 2020, from https://libraryann.weebly.com/five-roles-of-a-media-specialist.html

Haycock, K. (2007). Collaboration: Critical Success Factors for Student Learning. School Libraries Worldwide, 13(1), 25-35. Retrieved 22 October 2020 from UBC Canvas.

Lamb, A., & Johnson, L. (2007). The School Library Media Specialist: Library Media Program: Introduction. Eduscapes.com. Retrieved 18 October 2020, from https://www.eduscapes.com/sms/program/needs.html.

Latham, D., Gross, M., & Witte, S. (2013). Preparing Teachers and Librarians to Collaborate to Teach 21st Century Skills: Views of LIS and Education Faculty. School Library Research, 16. Retrieved 22 October 2020, from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol16/SLR_PreparingTeachersLibrarianstoCollaborate_V16.pdf

Russell, S. (2020). Teachers and Librarians: Collaborative Relationships. ERIC Digest.. Ericdigests.org. Retrieved 20 October 2020, from https://www.ericdigests.org/2001-2/librarians.html.

SMOTLRC. (2010). No TL [Image]. Retrieved 22 October 2020, from https://smotlrcblog.edublogs.org/2010/03/30/we-need-school-libraries/.

Surrey Teacher Libarian's Association (BCTLA). (2019). What Can Collaboration With A Teacher-Librarian Look Like? [Image]. Retrieved 22 October 2020, from https://bctladotca.files.wordpress.com/2019/02/teacher-librarian-infographic-final.pdf.

Surrey Teacher Librarian's Association (BCTLA). (2019). "What can 

collaboration with a teacher-librarian look like?" British Columbia Teacher Librarian's Association.  Retrieved from: https://surreychapterofthebctla.com/2018/12/17/what-can-collaboration-with-a-teacher-librarian-look-like/

Toor, R. & Weisburg, H.K. (2015). New on the Job: a School Librarians Guide to 

Success, Second Edition. Chicago: ALA Editions.

UBC. (2020). Module 5: The Reference Interview: Cooperative Program Planning and Teaching for Personalized Inquiry [Canvas]. Retrieved from UBC LIBE 467 Canvas site.

UBC. (2020). Module 6: Managing the Reference Collection [Canvas]. Retrieved from UBC LIBE 467

Canvas site.

UBC. (2020). Module 7: Evaluating Reference Services [Canvas]. Retrieved from UBC LIBE 467 Canvas site.

LIBE 477: Inquiry Blog 2: Professional Development of ICT Skills and Pedagogy

 The Importance of Professional Development and Networking as an Educator:

   Engaging in professional development and networking is an important part of any teacher or teacher-librarians role. As technologies continue to change and advance in the 21st-century increasing our access to information in multiple forms, it is imperative that we as educators strive to continually advance our knowledge and skills in relation to information and communication technologies (ICT). This is especially important for teacher-librarians, as "the quality and effectiveness of library and information services depend on the expertise of staff. Constant flux in the needs of societies, changing technologies and growth in professional knowledge demand that librarians and other information professionals expand their knowledge and update their skills on an ongoing basis (Varlejs, 2016. p. 8). 

Figure 1. Why Educators Should Build a PLN. (edublogs, 2018). 

Ways to Develop ICT Skills and Pedagogy:

There are many ways that teacher-librarians can work to develop their ICT skills and pedagogy as professionals. A common method for engaging in professional development is through attending workshops, webinars, training sessions, conventions, and conferences which focus on ICT skills and pedagogy. Another is through personal or guided exploration and use of various tools and resources currently available and trending in schools and libraries. Networking is another great method for helping teacher-librarians to expand and develop their technical skills and pedagogy, as well as stay up-to-date on the latest educational technologies and practices. Below, I have devised a list of tools and strategies to assist myself and other teacher-librarians in the development of ICT skills and pedagogy through networking and professional development opportunities.

Alberta Regional Consortia:

                       

(Alberta Regional Consortia, 2018).

The Alberta Regional Professional Development Consortia (ARPDC) works to provide Alberta educators with professional development opportunities and resources at the local, regional and provincial level. Through their website, educators and librarians can connect with their regional consortium, such as the Calgary Regional Consortium, which develops programs, resources and conferences based on the learning needs identified by local school districts, parents, and partner organizations such as the Alberta Teachers Association and Alberta Education. Educators can easily stay up-to-date on programs being offered locally and can register for desired programs and conferences online through the Calgary Regional Consortium website. Through this website, or directly through the ARPDC site, teachers and teacher-librarians can also access a wealth of Professional Development Resources, which they can search according to audience, level, type or focus. By selecting the focus tab, teacher-librarians can then browse resources specific to individual focuses such as technology integration and the library learning commons. The Learning Portal through ARPDC further provides a variety of resources, strategies and ideas based on the Alberta Education context. Through the portal I found a variety of resources and professional development opportunities in relation to technology and innovation, such as courses and workshops on 21st Century Skills in an Inclusive Learning Environment, Developing Digital Literacy Skills, and Apps for All. One resource which I found to be particularly useful for myself as both an elementary teacher, and aspiring teacher-librarian, was the Learning Technologies: Information for Teachers page. It features multiple videos designed to support teachers and teacher-librarians in learning to use technologies to support diverse learner needs through tools such as text-to-speech, word prediction, speech recognition and visual thinking tools. 

Using Technologies to Support Diverse Learner Needs:

(Edmonton Regional Learning Consortium, 2018).

International Federation of Library Associations and Institutions (IFLA): 

The Continuing Professional Development and Workplace Learning Section (CPDWL) has been a section of IFLA since 2002. On their webpage CPDWL contends that "new developments and trends in information and communication technology, higher expectations of users, requirements of employers and managers of libraries and information service organizations and competition from information professionals in the broader information industry emphasize the imperative for associations and institutions to be 'learning organizations' and develop their staff by providing opportunities for continuing professional development and training in the workplace; and for individuals to be responsible for their own career planning and development" (Pun, 2020, para. 2). With this in mind, the CPDWL offers a variety of resources and professional development opportunities for teacher-librarians. Through newsletters, publications, presentations, webinars, conferences and projects the CPDWL provides teacher-librarians with a wealth of current resources and learning opportunities to further develop their technical skills and pedagogy to support the school library program. Their free webinars occur periodically throughout the year and are recorded and uploaded to the website so they can be viewed by librarians as needed. For example, this webinar recording on Digital Tools that can Change your Librarian Life was particularly useful for me as it explored practical tools I can use in both my classroom and in the library learning commons. Another great feature of the CPDWL section of IFLA are the projects, such as the current CPDWL Podcast Project. It features conversations with library leaders who share their thoughts and perspectives on the profession, providing teacher-librarians with new insights and considerations for their own professional development. CPDWL provides multiple ways for librarians to stay connected with their section, such as through the CPDWL Facebook page, through Twitter (@IFLACPDWL) and through Instagram (@IFLA_CPDWL). They also have a mailing list, which provides a forum to discuss issues relating to continuing professional development in the library and information professions, however a membership is required to subscribe. A membership through IFLA further provides teacher-librarians with the opportunity to engage in an international professional learning network, and even to personally contribute to sections such as CPDWL. 

(IFLA CPDWL Section, 2019).

International Society for Technology in Education: According to their website, ISTE (2020) "inspires educators worldwide to use technology to innovate teaching and learning, accelerate and solve tough problems in education by providing community, knowledge and the ISTE Standards, a framework for rethinking education and empowering learners." Although a membership is required to utilize many of the resources available, ISTE provides opportunities for educators and librarians to participate in various events and Professional Learning Networks. 

Figure 2. ISTE20 LIVE. (ISTE, 2020).

For example, the upcoming ISTE20 LIVE conference, offers a multitude of learning opportunities and programs, which one can search through according to grade level, topic or even by profession, making it easy for librarians to identify which programs are most relevant to them. The variety of Professional Learning Networks available to members is another great feature of the ISTE website. This is a resource I would like to utilize in the future once I become a member. I am eager to participate in technology focussed professional development opportunities such as the conference and to connect with other professional learning networks with an emphasis on educational technologies.

MediaSmarts: 

Figure 3. Digital Literacy Training Workshop. (MediaSmarts, 2020). 

MediaSmarts is a Canadian organization which provides media and digital literacy programs in a Canadian context. They offer a variety of resources which teachers and teacher-librarians can use to facilitate digital and media literacy development in their classrooms and libraries. It also provides resources and opportunities for educators to engage in professional development to further their knowledge and skills in relation to digital literacy. The Digital Literacy Training Workshop for educators "provides an overview of essential digital literacy skills and key concepts of media and digital literacy, familiarizes participants with the digital experiences of Canadian youth, and introduces the resources and tools that are available through MediaSmarts' USE, UNDERSTAND & CREATE digital literacy framework" (MediaSmarts, 2020, para. 2.). There are three versions of the workshop available, one for teacher-librarians of all grades (K-12), one for elementary grades only (K-6) and one for secondary grades only (7-12). All versions take approximately 3 hours to complete and are available through the MediaSmarts website free of charge. Teacher-librarians may complete the workshop individually as a self-directed tutorial, or it is also available as a free downloadable PowerPoint presentation, which teacher-librarians may use to facilitate a workshop for their teaching colleagues, as this training is beneficial for both teachers and teacher-librarians alike. The MediaSmarts Classroom Guide provides further information on common apps and tools used in Canadian schools as well as common challenges associated with digital literacy development. I am looking forward to completing this workshop in my free time, as I feel it will be a valuable opportunity to further develop my understanding of digital literacy and how to foster the development of digital literacy skills amongst my students.

Teacher Challenge: Teacher Challenge is a series through edublogs that is designed for educators by educators and provides courses on blogging and educational technology. The Building a PLN course is a free self-paced course for teachers and teacher-librarians that provides guidance through the process of building a PLN. The course includes seven steps, which help the participant to develop and participate in a PLN. Participants are then provided with a certificate of completion upon completing the seventh step. The seven steps cover important topics to consider when building a PLN:

Figure 4. 7 Steps to Building a PLN. (edublogs, 2018).

The website also features a workbook, corresponding activities, supplemental videos and other related resources to support participants throughout the course, such as the following video which explains what a PLN is:

(DevPro PD Flipped, 2012).

This course will be a helpful and practical way for me to learn how to connect with other professionals through building my own PLN. Once I have developed a PLN, it will be important that I maintain these connections in order to ensure I am continually learning and working to advance my knowledge and skills as a teacher-librarian. This course offers helpful suggestions for building and maintaining a PLN which I have paraphrased below:

• Do what works best for you. Follow your learning style and use your preferred platforms before branching out.
• Start small. Select one or two tools to start. Remember quality over quantity.
• Set goals and commit: Make a challenge for yourself and then check with yourself regularly to assess your progress.
• Create a routine: set aside a few minutes or more each day to read a blog, scroll Twitter or share.
• Don't be shy: challenge yourself to follow people you don't know, leave a stranger a comment or respond to a tweet
• Don't give up: if one tool or platform isn't working for you, try another. If you don't achieve your goal, reevaluate and set a new goal. 

References:

Alberta Regional Consortia. (2018). ARPDC Intro Video [Video]. Retrieved 15 October 2020, from https://www.youtube.com/watch?v=fRtTvIGsV4k&feature=youtu.be.

Appleton, L. (2018). Training and development for librarians: Why bother?. Library Connect. Retrieved 12 October 2020, from https://libraryconnect.elsevier.com/articles/training-and-development-librarians-why-bother.

Building Your PLN. Courses & PD. (2018). Retrieved 16 October 2020, from https://teacherchallenge.edublogs.org/creating-a-pln/.

CPDWL Podcast Project • A podcast on Anchor. Anchor. (2020). Retrieved 16 October 2020, from https://anchor.fm/ifla-cpdwl/episodes/E6-Wanda-Kay-Brown--ALA-Past-President-ehjjca.

DevPro PD Flipped. (2012). What is a PLN - Marc-André Lalande's take [Video]. Retrieved 16 October 2020, from https://www.youtube.com/watch?v=hLLpWqp-owo&feature=youtu.be.

Digital Literacy 101. MediaSmarts. (2020). Retrieved 13 October 2020, from https://mediasmarts.ca/teacher-resources/digital-literacy-101.

Edmonton Regional Learning Consortium. (2017). Using Technologies to Support Diverse Learning Needs [Video]. Retrieved 14 October 2020, from https://www.youtube.com/watch?v=RY4eR2Ntxtc&feature=youtu.be.

edublogs. (2018). Why Educators Should Build a PLN [Image]. Retrieved 16 October 2020, from https://teacherchallenge.edublogs.org/files/2018/07/Why-teachers-should-build-a-PLN-Summary-Edublogs-Teacher-Challenge-ybxwr7-1vwpr4b.png.

Graffin, M., & Morris, K. (2018). Step 1: What Is A PLN?. Courses & PD. Retrieved 16 October 2020, from https://teacherchallenge.edublogs.org/pln-define/.

IFLA CPDWL Section. (2019). IFLA CPDWL: Our Brief Dynamic Story! [Video]. Retrieved 15 October 2020, from https://www.youtube.com/watch?v=8sD4Rg2wQMg&feature=youtu.be.

ISTE. (2020). ISTE20 LIVE [Image]. Retrieved 16 October 2020, from https://www.iste.org/events/iste-events.

K-6 Digital Literacy Training Workshop. Mediasmarts.ca. (2020). Retrieved 16 October 2020, from https://mediasmarts.ca/sites/mediasmarts/files/tutorials/digital-literacy-training/k-6/.

Learning Technologies: Information for Teachers. learningtechnologiesab.com. (2020). Retrieved 16 October 2020, from http://www.learningtechnologiesab.com/.

MediaSmarts. (2020). Digital Literacy Training Workshop [Image]. Retrieved 16 October 2020, from https://mediasmarts.ca/sites/mediasmarts/files/tutorials/digital-literacy-training/k-6/.

Pun, R. (2020). IFLA -- Continuing Professional Development and Workplace Learning Section. Ifla.org. Retrieved 12 October 2020, from https://www.ifla.org/cpdwl.

Trust, T., Krutka, D., & Carpenter, J. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15-34. https://doi.org/10.1016/j.compedu.2016.06.007

Varlejs, J. (2016). IFLA Guidelines for Continuing Professional Development: Principles and Best Practices [Ebook] (2nd ed.). International Federation of Library Associations and Institutions. Retrieved 12 October 2020, from https://www.ifla.org/files/assets/cpdwl/guidelines/ifla-guidelines-for-continuing-professional-development.pdf.

LIBE 467: Assignment 1: Evaluation of a Reference Work

Abstract:
An evaluation of two children’s encyclopedia reference resources for use in elementary school libraries. One resource currently in use, a print edition of First Encyclopedia: A reference guide for children, and one for potential future use, World Book Online Kids, in electronic format. Each resource will be evaluated using a rubric to determine the resource’s relevancy, authority and accuracy, purpose, currency, curricular connections, format and accessibility and efficient use of space. Each evaluation will be followed by a recommendation for deselecting and/or selecting each resource.

Introduction:
    Maintenance of the school library collection is an important part of the teacher-librarians role in the school library learning commons. Teacher-librarians must ensure that the library collection includes “a wide range of appropriate learning resources, carefully selected to meet the needs of all learners” (Asselin et al., 2006, p. 18). They must also ensure that the collection reflects “an appropriate balance of print, non-print and electronic and digital resources” and that outdated and worn materials are regularly weeded from the collection (Asselin et al., 2006, p. 24, 25).

    In order to assess and evaluate a resource for its suitability and usefulness within a school library collection, the teacher-librarian must take multiple factors into consideration. According to Riedling and Houston (2019) in their book entitled Reference Skills for the School Librarian, there are seven criteria for evaluating both print and electronic information reference resources:

1. Content Scope
2. Accuracy, Authority, and Bias
3. Arrangement and Presentation
4. Relation to Similar Works
5. Timeliness and Permanence
6. Accessibility/Diversity
7. Cost                                                                                             (p. 23, 24).

More specifically, when evaluating an encyclopedia, Riedling and Houston suggest evaluating the item in terms of accuracy, authority, currency, format, indexing, objectivity and scope (2019, p. 67). Other factors to consider when evaluating a resource for selection or deselection are the needs and preferences of the school community and the practicality of the resource given the context of the school library program. For example, although Johnson (2013) in his book entitled The Indispensable Librarian, suggests that teacher-librarians should consider which resources library patrons enjoy using most, he also asserts that “the ‘right’ choice will depend on your own demographics and resources. While both you and your users may prefer a digital encyclopedia, if there are only a very few workstations in your library on which one might be accessed, the print version is still a better choice” (p. 71). Other factors the teacher-librarian must take into consideration can be derived from the CRAAP Test:


                    Currency: The timeliness of the information

                    Relevance: The importance of the information for your needs

                    Authority: The source of the information

                    Accuracy: The reliability, truthfulness, and correctness of the content

                    Purpose: The reason the information exists
                                                                                                                  (Smith, 2017, p. 57).

Figure 1. CRAAP Test. (California State University, 2017). 

    Additionally, according to Achieving Information Literacy: Standards for School Library Programs in Canada, in order for a school library collection to be exemplary, teacher-librarians must ensure the collection works to “provide students and teachers with opportunities for resource-based learning, for the development of information literacy skills, for reading, listening, and viewing, for research, for curriculum implementation, and for meeting the diverse needs/interests of students” (Asselin et al., 2006, p. 26).

    Based on the suggestions and criteria mentioned above, the following rubric has been developed for the purposes of evaluating both print and electronic encyclopedias for their suitability and usefulness in the school library program. The rubric is to be used to assess and evaluate an encyclopedia for it’s selection or deselection from the collection, in terms of its relevance, accuracy/authority, purpose, currency, curricular connections, format/accessibility and efficient use of space/accessibility. 

Evaluation Rubric:

 

  Evaluation of Current Resource: First Encyclopedia: A Reference Guide For Children

Figure 2. First Encyclopedia: A reference guide for children. (Amazon, 2020).

Evaluation Rubric for Current Resource:

Relevancy: The majority of the content is presented at an age appropriate level for elementary students. Subject coverage is relatively proportional between disciplines, but does not address contemporary issues. Subject coverage is basic and some subjects lack coverage, but the resource may be a suitable starting point for providing students with some of “the background that they require to dig deeper into a topic” (Canvas, Module 4, 2020).

Accuracy/Authority: First Encyclopedia is part of a collection of children’s reference materials from DK publishing. There are many other texts in the collection such as First History Encyclopedia and First Science Encyclopedia, making this a common, standard title in children’s reference resources. DK Publishing Inc. is part of Penguin Random House and is a reputable British publishing company. Anita Ganeri and Chris Oxlade are both award-winning authors who have published dozens of books (US Macmillan, 2020).

Purpose: The purpose of the resource is clear, it is a reference book of facts designed for students 7-10 years (Penguin Random House, 2015). The resource appears to be factually based. It represents both sides of controversial issues, without opinion or bias, but highlights aspects of British history as can be seen on pages 62-63 in the History of People section which illustrates British fighter aircrafts, air force symbols and more.

Currency: The resource was originally published in 2002, was revised in 2015 and is nearing the end of it’s ideal shelf life, as Riedling & Houston (2019) suggest that “print encyclopedias should be replaced every five years” (p. 18). Additionally, the resource has had no revisions in the past five years and it does not include a bibliography to evaluate the currency of the information used to create the text.

Curricular Connections: The content of this resource addresses many subjects covered in the Alberta Program of Studies, however because it is not a Canadian resource, it is lacking in subject coverage of Canadian geography, history and culture, which are key components of the Social Studies curriculum. Additionally, the resource does not address contemporary issues related to the curriculum. The index however includes many keywords related to various topics in the curriculum, making it a suitable foundational resource for beginning research on many topics in the curriculum.

Format/Accessibility: The resource is functional and is user-friendly, but may not be user-friendly for all students as the table of contents is not arranged alphabetically, making it less intuitive for some readers. However the index is detailed, thorough and easy to navigate. The resource is appropriate for the intended audience and reading level of most elementary students and provides many photos and clear illustrations making it more accessible for emerging readers and ELL students.

Efficient Use of Space: The resource takes up a minimal to appropriate amount of space. The resource is located in an area that is accessible to students, on a low shelf, but it is not very visible.

Summary of Evaluation:
Overall, the resource currently meets a reasonable portion of the criteria necessary to be considered a suitable resource in the collection, however the resource is lacking in terms of relevancy, curricular connections and currency. Benefits of this resource include it’s well known authority, clear purpose and age appropriate language, as well as it’s objective presentation of facts and it’s user-friendly format and accessibility. However, although the resource may serve as a basic building block for student research, and contributes to the small collection of print materials in the reference section, the teacher-librarian has expressed that the resource currently receives minimal use as students primarily favour digital resources. Other drawbacks of the resource include it’s lack of subject coverage in certain areas, specifically contemporary issues, as well as an absence of important curricular connections. Furthermore, the resource is lacking in terms of currency, as it has been concluded by multiple sources that “general encyclopedias should be no older than 5 years” (Asselin et al., 2006, p. 28) and “print encyclopedias should be replaced every five years” (Riedling & Houston, 2019, p. 18). As this resource has not been updated or revised since 2015, and is quickly approaching the five year mark, it must be considered for deselection and replacement.

Recommendation:
The resource should be weeded from reference collection by the end of the 2020/2021 school year and a current, suitable replacement with comprehensive coverage of curriculum related subject areas and disciplines should be purchased within that time.

Evaluation of Potential Resource: World Book Online Kids

("World Book Kids Videos", 2018.)

Evaluation Rubric for Potential Resource:

Relevancy: The majority of the content is presented through multimedia at an age appropriate level for elementary students. Subject coverage is thorough, comprehensive and relatively proportional between disciplines, and addresses contemporary issues in Canada. This resource would serve as a solid foundation for most research purposes of elementary students.

Accuracy/Authority: World Book is a standard, well-known title. According to Rielding and Houston (2019), “World Book has provided accuracy, objectivity, and reliability in research materials for both children and adults” and “is noted for high standards of editorial excellence and technological developments that define the computer age” (p. 69, 70). According to World Book, “articles found on World Book Online are authored by expert contributors and researchers, then evaluated by authenticators and reviewers to ensure that the content is accurate and up to date” (World Book Online vs. The Web, n.d.)
World Book has also received positive reviews from the American Reference Books Annual, Booklist and more (World Book, 2020).

Purpose: The purpose of the resource is clear, World Book Online Kids is a reference resource of facts designed for students Kindergarten to Grade 5, and the Student version is developed for students in Grade 5 to Grade 8 and can be purchased as well. The resource is factually based, objective and includes and represents both sides of contemporary, controversial issues, such as the rights of First Nations people to self-govern and protect their land (“First Nations”, 2020).

Currency: The resource is “updated regularly and consistently” (World Book Online vs. The Web, n.d.). Because it is an online subscription resource, World Book Online claims to update it’s information regularly at no additional charge.

Curricular Connections: The content of this resource addresses many subjects covered in the Alberta Program of Studies, including subject coverage of Canadian geography, history, culture and contemporary issues, which are key components of the Social Studies curriculum. The resource is an online reference resource, and it does not include a typical index as would be found in the back of a print encyclopedia. Instead it features image-driven navigation and search tools, which features key topics and words found in the curriculum. Additionally, World Book Online Kids features an educators tool which directly links specific outcomes from the Alberta Program of Studies to all related materials within the database.

Format/Accessibility: The resource is functional, user-friendly and easy to follow for most students, although students with limited digital literacy skills may have trouble navigating this digital resource. It is appropriate for the age, abilities and reading levels of most elementary students as it features both predictive and advanced search engines, along with various multimodal content types and additional accessibility features such as audio for reading text to students and image-driven navigation tools making it ideal for emergent readers and ELL students. It also features images, illustrations, maps, audio and video files and more.

Efficient Use of Space: Because this is an online, digital tool it does not take up shelf space in the library, however it does require a computer or personal device and an internet connection. This resource could be made both visible and accessible to the student population by featuring a link to it on the homepage of the school library website. Students may also access this resource on their personal devices at home, provided they have an internet connection.

Summary of Evaluation:
Overall, this resource is exemplary and would be both a suitable and useful contribution to the elementary school library reference collection. Some of its many benefits include its thorough subject coverage and it’s clear connections to specific outcomes in the Alberta curriculum. As World Book is a well-known title, with many reviews, it is a trusted source for many teacher-librarians to provide students with objective, factually-based information. Additionally, because the resource comes in the form of a digital subscription, it is updated regularly, ensuring currency. Furthermore, the functional, user-friendly format of the resource provides accessibility features available to all students in the school community which may be of particular “benefit [to] special needs populations such as English-language learners, special education students or students with physical disabilities (Johnson, 2013, p. 71).

Although the resource has many potential benefits for the collection, it is not without limitations. According to Achieving Information Literacy: Standards for School Library Programs in Canada the reference collection should “reflect a balance among print, non-print, and electronic resources” (Asselin et al., 2006, p. 26). As the current reference collection consists primarily of digital resources, the selection of an additional digital resource will result in further disproportion of these materials within the collection. Additionally, although electronic resources have many benefits, and students may feel comfortable using a computer, they may lack the skills necessary to navigate this resource. However, since the implications of the current Covid-19 pandemic has resulted in many students electing to engage in remote learning, there has been a “movement toward 24/7 learning, [which] increasingly requires learning resources to be available at all times” (Johnson, 2013, p. 73). As such, the skills to use these resources must be taught and an increased emphasis on electronic resources with home access options must be considered.

Another consideration that must be made in regards to this resource is cost. As the resource is subscription based, a yearly amount must be budgeted. In a quote received from World Book Online, a subscription works out to cost roughly $1.00 CAD per student, annually. Although this amount is substantially higher than the single purchase amount of DK’s First Encyclopedia: A reference guide for children, which was $18.99 CAD plus tax, the subscription costs allow every student in the school to access the resource simultaneously, at school or from home, 24/7. Furthermore, because World Book Kids Online provides substantially more information than the single-volume general encyclopedia from DK, a more accurate comparison of cost would be to a complete 13-volume set of print World Book Discovery children's encyclopedia, which is $479.00 CAD plus tax. Although the cost of the annual subscription is still higher, the subscription ensures the encyclopedia’s currency and it will not need to be replaced every five years. Additionally, because the subscription offers additional features, such as access to virtual atlases and maps and digital dictionaries, there may be further opportunity to save costs on purchases of these materials.

Recommendation: This resource is exemplary and an annual subscription for the student population should be purchased to provide all students with access to factual information both at school and at home. Purchase of the World Book Discovery children’s encyclopedia in print may be considered as an additional resource if budget permits, as a balance of print and non-print materials is considered essential for an exemplary collection according to the Canadian Association for School Libraries (Asselin et al., 2006, p. 26).

Conclusion: 

    There are many factors the teacher-librarian must consider when evaluating reference resources for the elementary school library. Resources should be assessed and evaluated for relevancy, authority and accuracy, purpose, currency, curricular connections, format and accessibility and efficient use of space. Other considerations include cost, frequency of use, needs and preferences of the school community and a balance of print and non-print resources. 

    World Book Kids Online is a quality resource which meets and/or exceeds all of the criteria laid out in the evaluation rubric. It would be a fitting resource for elementary students engaging in the process of information inquiry. Teacher-librarians could use this resource with elementary students to foster information literacy skills and digital literacy skills, by guiding students through the process of locating, selecting, analyzing and evaluating information found in this digital resource. The image-driven navigation system and accessibility features makes this resource ideal for all elementary students "regardless of linguistic or physical limitations" (Riedling & Houston, 2019, p. 24).  Teachers or teacher-librarians looking for support in using this resource can access the World Book Training & Support page for complimentary training and advice on how to use the features available through World Book Online.

     Although all resources are subject to certain limitations, in the case of World Book Kids Online, the benefits outweigh these limitations. For example, according to the teacher-librarian at a neighbouring elementary school library, the high costs of print materials and the frequent need to update them, has made maintaining a print collection of reference materials nearly impossible. She asserts that the low cost of a subscription to World Book Kids Online allows her students to access regularly updated, verified information they may not otherwise have access to. Although she confirms that some younger students experience struggles with navigating this digital resource, she explained that she begins reference instruction with teaching students how to navigate the school library website and this particular digital resource. Furthermore, she suggests that the majority of her students prefer to use digital tools such as this one and that features such as image-driven navigation and read aloud text increase accessibility for all students. Ultimately, based on this evaluation, World Book Online Kids is a quality resource that would complement any elementary school library reference collection, providing students with factual information they may access both at school and at home. 

References: 

Alberta Education. (2015). Alberta Program of Studies: Science (K-6). Alberta: Alberta Education. 

Amazon. (2020). First Encyclopedia: A reference guide for children [Image]. Retrieved 15 October 2020, from California State University. (2017). CRAAP Test [Image]. Retrieved 4 October 2020, from https://www-jstor-org.ezproxy.library.ubc.ca/stable/26388252?Search=yes&resultItemClick=true&searchText=arming+students+against+bad+information&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Darming%2Bstudents%2Bagainst%2Bbad%2Binformation%26filter%3D&ab_segments=0%2Fbasic_search_SYC-5462%2Ftest&refreqid=fastly-default%3A5842267c094c1ec4f5a2fadf6f7c925c&seq=2#metadata_info_tab_contents.

Ash, K. (2012). In Print or Online, Encyclopedias Seen as Valuable Learning Tool. Education Week, 31(26), 10. Retrieved 6 October 2020, from: https://www.edweek.org/ew/articles/2012/03/28/26britannica.h31.html. 

Asselin, M., Branch, J., & Oberg, D. (2006). Achieving Information Literacy: Standards for School Library Programs in Canada [Ebook]. Canadian Association for School Libraries. Retrieved 1 October 2020, from: http://accessola2.com/SLIC-Site/slic/ail110217.pdf. 

California State University. (2017). CRAAP Test [Image]. Retrieved 4 October 2020, from https://www-jstor-org.ezproxy.library.ubc.ca/stable/26388252?Search=yes&resultItemClick=true&searchText=arming+students+against+bad+information&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Darming%2Bstudents%2Bagainst%2Bbad%2Binformation%26filter%3D&ab_segments=0%2Fbasic_search_SYC-5462%2Ftest&refreqid=fastly-default%3A5842267c094c1ec4f5a2fadf6f7c925c&seq=2#metadata_info_tab_contents.

PenguinRandomhouse.com. (2015). First Encyclopedia by DK. Retrieved 3 October 2020, from: https://www.penguinrandomhouse.com/books/366043/first-encyclopedia-by-dk/. 

Riedling, A., & Houston, C. (2019). Reference skills for the school librarian (4th ed.). Libraries Unlimited. 

Smith, M. (2017). Arming students against bad information. Phi Delta Kappan, 99(3), 56-58. https://doi.org/10.1177/0031721717739595 

US Macmillan. (2020). Anita Ganeri - US Macmillan. Retrieved 5 October 2020, from: https://us.macmillan.com/author/anitaganeri/. 

US Macmillan. (2020). Chris Oxlade - US Macmillan. Retrieved 5 October 2020, from: https://us.macmillan.com/author/chrisoxlade/. 

World Book Online. (2020). First Nations. In World Book Online Kids. 

World Book Online. Welcome to World Book Letter [Ebook]. Retrieved 6 October 2020, from: http://www.worldbookonline.com.bc.idm.oclc.org/training/assets/promote/Welcome_to_World_Book_L etter.pdf. 

World Book. (2020). Student + Wizard Annual Subscription | World Book. Worldbook.com. Retrieved 4 October 2020, from: https://www.worldbook.com/store/p/546-World-Book-Student.aspx. 

World Book Kids Videos. (2018). Www-worldbookonline-com.bc.idm.oclc.org. Retrieved 7 October 2020, from: https://www-worldbookonline-com.bc.idm.oclc.org/training/products/kids/kids-videos.html. 

World Book Online. (2019). World Book Online Quick Facts [Ebook] (pp. 1-2). Retrieved 5 October 2020, from: http://www.worldbookonline.com.bc.idm.oclc.org/training/assets/promote/2019_Quick_Facts.pdf. 

World Book Online. World Book Online vs. The Web [Ebook] (pp. 1-2). Retrieved 4 October 2020, from: http://www.worldbookonline.com/training/assets/downloadables/WBOL_vs_web_info_sheet_8-15.pdf. 

World Book Training and Support. (2020). World Book Kids Search and Explore [Image]. Retrieved 13 October 2020, from: https://www-worldbookonline-com.bc.idm.oclc.org/training/products/kids/kids-videos.html.