Abstract:
The following essay will evaluate the current digital reference collection at an elementary school library, as well as to provide a step-by-step plan and rationale for the continued development and improvement of this area of the reference collection. For the purposes of this assignment, I chose to evaluate the current digital reference collection at an elementary school I formerly taught at, as I am not currently working in a school setting. The name of the school and all persons involved have been altered for the purpose of privacy.
Introduction:
Learning resource and collection management and development is an important part of the teacher-librarians role in the school library learning commons. This involves the evaluation, selection, deselection, and maintenance of all resources within the library collection. In order to effectively manage and develop these resources and collections, teacher-librarians must consider a multitude of factors - many of which will be affected by the particular context of the school library. However, teacher-librarians must consider two key factors in regards to evaluating and developing their reference collection: (1) whether the collection has “a wide range of appropriate learning resources, carefully selected to meet the needs of all learners” and (2) whether the collection reflects “an appropriate balance of print, non-print and electronic and digital resources” (Asselin et al., 2006, p. 18, 24, 25).
As suggested by Riedling and Houston (2019) in Reference Skills for the School Librarian: Tools and Tips, "periodic evaluation of the resources already in the reference collection is as important as selection of new materials, since it is a working collection of important, frequently consulted publications" (p. 19). Since the reference collection is considered a working collection, the development and management of its resources and corresponding services should be continuous. Such continuity is especially important when considering the needs of all learners in the 21st-century, as Riedling and Houston (2019) explain how "the collection evolves as the needs of the community evolve [and] when changing technology provides additional or alternative materials" (p. 19). It is imperative that teacher-librarians consider their patrons needs and preferences in modality in which to access information.
Evaluation:
According to Riedling and Houston (2019), "the digital information revolution has resulted in the most marked changes in the types of reference sources and services used in the school library" (p. 15). However, in my experience as a teacher at Pineview Elementary, digital reference sources from the library collection are not commonly used. I chose to examine this aspect of the reference collection because during my time teaching at this elementary school, I was unaware that a digital reference collection existed. Furthermore, after recently conducting a needs assessment interview with a former colleague who teaches grade 5/6 combined, I realized others were also unaware of the collection. It became increasingly evident through several other consultations with former colleagues that this collection is not being promoted for use. Riedling and Houston (2019) suggest that: "many people who use libraries don't make full use of the reference collection because they are not aware of the rich resources they contain" (p. 4). Therefore, I decided to evaluate the digital reference collection to further analyze why this area of the collection is currently being under-utilized and how I might improve it to better meet the needs of all learners.
In order to adequately assess the digital reference collection at Pineview Elementary, I first had to familiarize myself with the collection and its points of access. As suggested by Johnson (2013) in The Indispensable Librarian: Surviving and Thriving in School Libraries in the Information Age, "familiarity with these resources is a must for every librarian for the collection development process" (p. 71). The Pineview Elementary library has a webpage on the school website, which directs users to the Follett Destiny Discover system. Within this system, users can search the library collection for both print and digital resources. In terms of digital resources accessible through the Destiny system, Pineview provides patrons with access to various reference materials through the following online resources:
In addition to this, patrons are able to access Open Educational Resources (OERs) through the Destiny system, although it should be noted that many of these resources are intended for older audiences and are administered by American organizations, and as such may not be applicable to the Canadian curriculum. Additionally, when I conducted my own search within the OERs, much of the information I found was not suitable for elementary student use. Currently, Pineview Elementary does not have any non-fiction ebooks in the collection, and they do not subscribe to any online collections, nor do they subscribe to any other online databases, indexes, encyclopedias, atlases or other digital reference resources.
In the document entitled Achieving Information Literacy: Standards for School Library Programs in Canada, the Canadian Association for School Libraries (2006) identifies a set of standards for evaluating and developing school library collections. The standards for the types of resources found in Canadian school libraries are outlined in the following table:
(Asselin et al., p. 29-31).
Using the standards from this table, I have analyzed and reviewed the digital reference collection at Pineview Elementary and concluded the following:
Periodicals: Pineview Elementary does not currently, nor consistently subscribe to periodicals. Although the print collection includes a variety of random periodical titles, many of these resources are outdated (older than 5 years), and some do not relate to the curriculum. As there are less than 30 in the collection, Pineview's periodical collection should be considered below standard.
Periodical Indexes: Pineview Elementary does not provide access to any electronic periodical indexes, and I was unable to confirm whether they house any print indexes. In terms of providing access to electronic periodical indexes, Pineview's collection should be considered below standard.
Newspapers: In terms of the standards described in the table above, Pineview provides limited access to newspapers. Access to a full-text news database is not provided, making this area of the collection below standard.
Non-print Resources: The library technician at Pineview was unable to confirm the percentage of the collection which consists of non-print resources, however it is believed this area of the collection likely falls within the acceptable category.
Electronic & Digital Resources: Pineview Elementary has less than 25 titles, and does not have any online-subscriptions, making it below standard in this area.
Computer Software Programs: Pineview Elementary's computer software programs can be considered acceptable, as they provide access to a reference database, a free electronic encyclopedia, internet access, database utility and word processing software.
Videos & DVDs: Pineview Elementary has less than 100 titles, however, access to additional titles through centralized locations is possible, though it is unclear whether this is well-known by patrons as these titles do not appear on the library website or through the Destiny catalogue. The collection should be considered below standard in this area.
In addition to evaluating the types of digital resources within the reference collection according to Achieving Information Literacy's standards, I also referred to the standards identified for information and communication technologies. According to these standards, it is clear that in regards to ICT, Pineview is below standard. According to the Achieving Information Literacy document, library services in regards to ICT are below standard when "information technology is viewed as an adjunct to the book collection... [when] student research is constrained, and students are unable (or disinclined) to access electronic information in and outside of the school library. [Additionally, when] information literacy, as it relates to I.C.T., is not supported in an organized, purposeful way, and the school library program and the teacher-librarian are not seen as playing key roles in providing students with information literacy skills that apply to all areas of the curriculum" (Asselin et al., 2006, p. 47). Based on personal experience, and collaborations with colleagues, I am inclined to argue that information technology is commonly viewed as an adjunct to the book collection at Pineview Elementary, and students are either unaware of - or disinclined - to use the digital collection. Furthermore, in my experience, information literacy as it relates to ICT is not being supported in an organized or purposeful way.
Evaluation Summary: Based on my overall analysis of the types of digital resources within the reference collection at Pineview Elementary, it can be concluded that the digital reference collection is below standard.
Rationale:
Based on the results of my evaluation, it is clear that the digital reference collection is below acceptable and exemplary standards, and requires improvements. Improving this area of the collection is imperative as reference collections should contain "a wide range of appropriate learning resources, carefully selected to meet the needs of all learners" (Asselin et al., 2006, p. 18). Furthermore, improvement of this area is necessary to effectively support student development of the information literacy skills they require to be successful in a 21st-century learning environment. This is critical as one of the primary roles of a teacher-librarian is to foster student development of information literacy skills so they can learn to effectively "locate, evaluate and use information in a variety of formats to meet their information needs" (Riedling & Houston, 2019, p. 6). Thus, in order to support student development of information literacy skills, students must have access to a sufficient digital reference collection.
Further reinforcing the need for a well-developed digital reference collection, the Canadian Association for School Libraries states that "the collection is to reflect an appropriate balance of print, non-print and electronic and digital resources" (Asselin et al., 2006, p. 24). Evidently, there is currently an imbalance within the reference collection at Pineview Elementary, as digital resources are very limited. As a result, it is unlikely that student information needs are being adequately met, and consequently student information literacy skills are being insufficiently developed for success in the 21st-century. This imbalance must be addressed, as "it is imperative that [students] possess the skills required to research information independently in the digital age" (Riedling & Houston, 2019, p. 11). Furthermore, since the current state of the digital collection is not meeting the informational needs of its patrons, it must be adapted and improved, as the "primary objective of the library's collection is to fulfill the informational, intellectual, cultural, and recreational needs of students, teachers, and the community" (Riedling & Houston, 2019, p. 18).
In addition to considering how to meet student information needs and how to best support student information literacy skill development, there are other implications to consider when managing the reference collection. Currently, due to the Covid-19 pandemic, there are additional implications affecting our students' learning. In adherence to provincial initiatives to manage the pandemic, the school library learning commons at Pineview Elementary is currently closed, and staff and students are unable to access print resources directly. Additionally, many students and their families have opted to continue with remote learning, meaning they currently do not have any access to a print collection. Due to these restrictions, providing access to quality digital reference resources that can be accessed beyond the school library is critical to meeting students' information needs during this unique time. Furthermore, by improving the digital reference collection, the school library will not only be able to provide students with quality information resources in digital formats, but with additional means of accessibility. This is noteworthy not only due to the current need to access materials remotely, but because it enables diverse learners to access, understand and use information through various multimodal content types and through the use of various accessibility features and tools. These accessibility features can include predictive and advanced search engines,
text-to-speech,
speech recognition,
visual thinking tools, and various other features such as image-driven navigation tools which are especially useful for emergent readers and ELL students.
Another factor which must be considered when improving the Pineview reference collection is that "studies of NetGen students indicate they have a definite preference for digital information sources" and 21st-century students "are demanding information that is digital, accessible from any location using their own devices" (Johnson, 2013, p. 70, 71). However, student preference is not the only implication that must be considered when managing the reference collection. As Johnson (2013) suggests, there is little in school libraries that "is changing faster than 'information resources' and how they are acquired, paid for, accessed, and delivered" (p. 69). He goes on to state that in most 21st-century libraries, "print reference collections are almost nonexistent"(Johnson, 2013, p. 69). Thus, a well-developed digital collection is crucial to sufficiently meeting the information needs of library patrons in the digital age. Furthermore, because online digital resources are often more current than print resources as they are typically subscription based and are updated and revised regularly, they have become a preferred choice for reference materials in school libraries.
Lastly, improving not only the digital collection itself, but also the school communities overall knowledge of the collection and how to access it, will be imperative to supporting the informational needs of all students. Since the digital reference collection at Pineview Elementary is not currently being promoted for use, many teachers and students are unaware of the resources available to them - as limited as it may be. Development and promotion of the digital collection will be the first step towards meeting student information needs, however, as the library currently does not offer reference services to support students in locating, accessing and using online information, it is critical that the development of supports for this moving forward are also considered. As suggested by Reidling & Houston (2019), "those who don't learn and practice strong search methods will be at an increasing disadvantage in the digital information age" (p. 4)
Step-by-Step Plan for Improving the Digital Reference Collection:
According to Riedling and Houston (2019), "the term collection development refers to the process of systematically building library collections to serve, study, teach, research and meet other needs of students and teachers" (p. 15). Thus, in order to effectively improve the digital reference collection, the following step-by-step approach will be taken.
Step 1: Initiate Collaboration:
Riedling and Houston (2019) suggest that "in order to create a school reference collection that meets the information needs of students, effective selection and evaluation of resources by the school librarian is essential" (p. 26). However, in order to effectively develop the digital reference collection it will be imperative that I enlist the support of other members of the school community, as "effective collection development is done collaboratively" (Riedling & Houston, 2019, p. 17). By seeking out a small group of colleagues to collaborate with me on this initiative, I can help ensure that the plan moving forward has “a broad base of support and a more balanced view of what the priorities of the plan should be” (Johnson, 2013, p. 36). Furthermore, by including colleagues who teach at various grade levels, we can better develop a plan to select resources which will support the specific needs of various grade levels, curriculum areas and research projects, as well as any specific needs of the school community. It will also be important that throughout the process we request additional input from "administrators, teachers, students, parents, and community members, [as] input from these people is essential for a useful and appropriate reference collection" (Riedling & Houston, 2019, p. 20).
Step 2: Identify Goals, Indicators of Success and Establish a Timeline:
Once a small committee has been developed, we can begin developing our plan moving forward. To support us in this endeavour, we will refer to the Action Planning template from the Leading Learning: Standards of Practice for School Library Learning Commons in Canada:
Leading Learning Action Planning Template (Canadian Library Association, 2014).
To begin, we will work together to develop a short list of goals to guide our plan for improving the digital reference collection. As I will be leading this initiative, I have outlined a few goals to serve as a starting point, based on the exemplary collection standards outlined in Achieving Information Literacy. These can be adapted as needed based on the input of the committee and the specific needs of the school community.
- To provide Pineview staff and students engaged in onsite and/or remote learning with access to a variety of quality digital reference resources and materials which serve to:
- support resource-based teaching and learning according to the Alberta curriculum
- meet the specific and unique learning and informational needs of all students
- support student development and practical application of information literacy skills
- To increase overall awareness and use of the digital reference collection within the school community
To help us determine our success in meeting these goals, I have outlined the following achievement indicators:
- The digital reference collection includes a wide variety of reference materials in various formats which meet the diverse and specific needs of the school community and support the Alberta Program of Studies.
- The digital reference collection is catalogued, organized and available through the library website, making "access to digital resources possible from home and school" (Asselin, et. al., 2006, p. 26).
- Teachers and students demonstrate an awareness of the digital reference collection and access and utilize the collection to meet their informational needs.
- Teachers and students at various grade levels engage in resource-based teaching and learning using the digital reference collection.
- Teachers and students utilize the digital reference collection to engage in inquiry and to further develop information literacy skills.
In terms of establishing a timeline for achieving these goals, it is important to note that "maintaining a diverse reference collection is an ongoing process" (Riedling & Houston, 2019, p. 25). It will be important that we begin improving the digital reference collection promptly, as it is clear that the current lack of digital resources is negatively impacting student learning. Thus, I will suggest that the committee and I carry out the remaining steps of the plan over the course of the next several months, aiming to have a new digital reference collection accessible online and ready for use at the start of the third quarter of the school year, February 1, 2021.
Step 3: Review and Establish Collection Development Policies:
In their book entitled New on the Job: A School Librarians Guide to Success, Toor and Weisburg (2015) state that "the most important (and frequently nonexistent) document that you need is a selection policy" (p. 56). Since Pineview does not currently have established policies in regards to collection development, our next step will be to outline and establish a set of policies for developing the collection. To begin, it will be important that we review the mandated district and provincial collection development policies to ensure that any actions moving forward align with these mandates. As stated by the American Library Association (2014), in Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights, "it is the responsibility of school librarians to implement district policies and procedures in the school to ensure equitable access to resources and services for all students" (para. 7). Since the only explicit policy from Alberta Education (2020) pertaining to the learning commons is to "ensure students have access to a learning commons" (p. 28), I will instead take into account the following document which details the provincial guidelines for a school library learning commons.
Learning Commons Guidelines (Alberta Education, 2014).
Additionally, because our district does not have its own set of policies pertaining to collection development either, I have opted to consult the policy document from our Catholic School Division counterparts. We can use this document as a guideline to creating our own set of policies.
School Learning Commons Policies and Procedures Manual. (Elk Island Catholic Schools, 2012).
Step 4: Selection, Deselection & Evaluation of Resources:
In addition to following the collection development policies, the "adequate and appropriate selection and evaluation of reference materials involves consideration of specific criteria and aids or tools that may be useful in collection development" (Riedling & Houston, 2019, p. 19). To assist in the selection, deselection, and evaluation process of digital resources for the reference collection, we will consider the following criteria (appropriate for print and electronic information) for evaluating reference resources as identified by Riedling and Houston (2019):
- Content Scope
- Accuracy, Authority, and Bias
- Arrangement and Presentation
- Relation to Similar Works
- Timeliness and Permanence
- Accessibility/Diversity
- Cost (p. 23, 24).
Furthermore, there may be specific criteria to consider for each resource, which varies for each reference format (UBC, 2020, Module 3). For example, when evaluating an encyclopedia, Riedling and Houston (2019) suggest evaluating the item in terms of accuracy, authority, currency, format, indexing, objectivity and scope (p. 67). Further considerations will also be derived from the CRAAP Test, (Currency, Relevance, Authority, Accuracy, Purpose) (Smith, 2017, p. 57). To consolidate these lists of criteria and to effectively evaluate resources, I will modify the evaluation rubric I created for Theme One of this course as needed. This rubric is adaptable and can be modified to include specific criteria which may be unique to certain types of reference resources.
Evaluation Rubric. (Bosch, 2020).
While these are the criteria that will be considered when evaluating resources for deselection from the current collection, as well as for potential selections for improving the collection, it will be critical that we consult various selection tools to guide our process when searching for new digital resources. As suggested by Riedling and Houston (2019), "without the proper tools, expertise, and good judgement to accomplish this task, students' informational needs may remain unanswered" (p. 19). The following are selection tools recommended by Riedling and Houston (2019) and will be consulted where applicable:
- American Libraries Magazine: an American Library Association publication which lists the best reference materials of the year according to the Reference and User Services Association (RUSA).
- Booklist: an American Library Association publication, which includes a bulletin focused specifically on reference sources for school libraries.
- The Horn Book Guide: an online guide and reviews of elementary reference materials.
- School Library Journal: a leading magazine for school libraries, the December issue will include the editors choices for best books of the year. Digital subscriptions are currently free!
Additionally, since these resources are American, we will consult the Canadian website
Quill & Quire for reviews where possible. Once we have shortlisted which potential resources we would like to evaluate, it will be important to contact the appropriate vendors to request additional information, such as quotes to assist us in our evaluations. In
addition to considering specific criteria, aids and tools for selecting new resources, one of the "most efficient ways to determine what reference sources are best in a school library situation is to ask teacher-librarian colleagues" (UBC, 2020, Module 3). Thus, I will be sure to consult with colleagues both in my district and within my professional learning network. Other factors we must consider when evaluating resources for selection are the needs and preferences of the school community and the practicality of the resource given the context of the school library program. Furthermore, it will also be "necessary to consult with school staff when purchasing resources, especially when considering an extensive reference source. A classroom teacher's requirements and whether they are willing to promote the resource to their students should be an important part of the selection process" (UBC, 2020, Module 3). As such, in effort to involve other teaching staff in this decision, and to make the process of selection more efficient, I will request that at least one teacher on staff utilize a trial subscription of each potential database with their students to review and evaluate its potential value for the collection. This method of reviewing potential resources will also be helpful in determining "if there are glitches or the instructions are confusing... [and] if the reading and instructional levels of the information are suitable for the students who will be using the product" (Johnson, 2013, p. 72). Furthermore, by including additional staff and students in our initiative to develop the digital collection, we will be effectively promoting its use as well.
Prior to seeking out potential resources for purchase, it will be imperative that we first review which resources we may be able to access free of cost through district and provincial databases. Johnson (2013) states that many "regional consortiums also purchase general resources for all libraries, public, school, academic, and special to use... [and] familiarity with these resources is a must for every librarian for the collection development process" (p. 71). After consulting with our local county library, I was able to get a set of forms to send home with each student to apply for a free county library card. With a free county library card, students will be able to access the following databases free of charge, both at home and at school:
With access to these resources, we will be able to cut down on subscription costs. However, we must also consider that some students may not return the forms, and thus will not be able to access these resources. To mitigate this potential challenge, I will send out a parent newsletter, highlighting not only the educational benefits of being able to access these resources, but the many additional resources and benefits available to the entire family through the public library. In addition to accessing these resources through the public library, I discovered that we also have access to the following resources through the provinces
LearnAlberta Online Reference Centre:
Access to these resources requires a LearnAlberta account, which uses the same jurisdictional usernames our students use to login to their Chromebooks, and simply requires that we have students activate their accounts. Students can access any of these databases and resources both at school or remotely. With the addition of these resources to our collection, our need to select additional digital reference resources for purchase is greatly reduced.
Step 5: Request Approval/Purchase:
Once we have selected which resources we would like to purchase for the digital collection, we must submit a request for approval. Since the budget for the learning commons is determined by administrators, and the final selection of materials to be purchased is determined by the principal, a request for approval must be submitted. As stated in Administrative Procedure 250, "the Principal shall ensure the learning commons provides a comprehensive collection of materials for student use [and] the Principal shall ensure the learning commons maintains up-to-date and appropriate library selections" (Elk Island Public Schools, 2020). Staying within the proposed budget will be a primary consideration during the selection and evaluation stage, and we "must attempt to determine if the price is appropriate in relation to the needs of the students, as well as anticipate frequency and length of use" (Riedling & Houston, 2019, p. 25). However, in event that our principal is reluctant to support our requests, it will be imperative that I advocate for the needs of our students. As Johnson (2013) suggests, "decision makers need to be reminded that when using books, magazines, and subscription reference sources, student researchers are getting edited and verified information. Unlike the Internet where anyone can present credible-looking material" (p. 103). Since the principal's role is to ensure the library provides a comprehensive collection that is up-to-date and appropriate, I will be sure to address how our proposal meets these requirements and the needs of our students. As suggested by the International Society for Technology in Education (2018), teacher-librarians should "leverage an understanding of school and community needs to identify and invest in digital resources to support student learning" (p. 2). Once we have received approval for the purchase of our selected resources, we can move ahead with contacting the appropriate vendors for purchase.
Step 6: Catalogue and Organize New Resources:
Once we have begun purchasing and subscribing to new digital resources, it will be important that we catalogue and organize them appropriately. According to Riedling and Houston (2019), "whether reference sources are in print or electronic format, accurate arrangement and maintenance of the reference collection is necessary in order to provide convenience and ease of use by the school librarian as well as the student population" (p. 25). To achieve this, we will follow the standards as stated in Achieving Information Literacy: "teacher-librarians maintain an up-to-date automated catalogue of the resources. They also maintain a library web site with links in various subject areas to appropriate web sites" (Asselin, et. al., 2006, p. 58). Thus, our next step will be to design a separate webpage for the website with an easy to navigate layout that will be convenient and intuitive for students to use. While this will be a collaborative effort with my committee, I will take the lead, suggesting that we begin by organizing the links according to the type of resource. For example, online encyclopedia links can be grouped together, while non-fiction ebook collections are grouped together. This will allow students to quickly locate specific types of reference resources, which will be further organized alphabetically for additional convenience. Each resource will also have a brief description underneath, including intended grade levels, to aid students in selecting the most appropriate resource for their needs. It will also include step-by-step login instructions for licensed resources, as well as embedded or linked video tutorials if one is provided by the resources publisher. Additionally, to support emergent and diverse learner needs, each link will feature a related image or visual aid. By organizing and consolidating the digital collection to a central location on the website, I aim to enhance student accessibility and frequency of use of these resources.
In addition to developing this webpage, it will also be important to catalogue the new digital resources. According to Johnson (2013), "online reference materials should be found when doing a catalog search just like their print cousins. When feasible, the ability to search digital resources using a federated search tool in your library catalog should be made available" (p. 73). In order to do this, I will have to determine which digital resources come with catalogue records, which will require records in order to add them to the library catalogue and which resources cannot be catalogued in Destiny.
Step 7: Promote and Provide Training for Use of New Resources:
Once our new webpage is up and ready to go, staff and students will need to be informed of the new collection and how to use it. As one of our goals for this initiative is to increase overall awareness and use of the digital collection, it will be imperative that it is promoted through multiple avenues. Without increasing patron knowledge of the collection and the benefits of its use, our improvements to the collection may prove to be ineffective in supporting our primary goal of meeting student information needs and developing information literacy skills through the use of a well-developed digital reference collection.
In order to effectively communicate and promote our new digital reference collection to the school community, I will take several approaches. I will begin by contacting my administrator who is already aware of the collection and request that I present the webpage and its resources to staff at our next staff meeting. This initial presentation will be a brief introduction to the webpage and will focus on highlighting the key benefits of how this site and its resources will improve student learning. I will also give a brief overview of the collection, the resources it includes, and how the webpage is laid out and organized for use. I will also take this opportunity to inform staff that I will be hosting a series of lunch and learns over the following weeks, via
Google Meet, so both onsite and remote learning teachers can attend. This lunch and learn series will aim to educate staff on the various new digital reference resources and how they can be used to support student learning. Additionally, I will offer to provide a virtual class orientation for each grade to teach students how to navigate the new webpage, how to select resources, as well as how to login and access the licensed resources.
While the initial presentation will be critical in helping staff recognize my passion for this initiative and the importance of providing our students with access to quality information to meet their needs, I recognize that many staff may currently feel overwhelmed and may either forget the information provided at the staff meeting or may be reluctant to attend the lunch and learns. Thus, I will also send out an email newsletter, with an overview of the information provided at the staff meeting, reminding teachers that I would like to provide their class with a virtual orientation and I would love to see them at my upcoming lunch and learns, but they will be recorded for anyone who cannot attend.
In addition to promoting the new digital reference collection to my colleagues, I will also aim to promote it to students and their parents through a family newsletter. This newsletter will be sent via email, and in print for those attending in person classes, and will also be pinned to the library website. This will be especially important for families who are engaged in remote learning and who currently lack access to print materials. In this newsletter I will highlight the benefits of the new collection, strongly reinforcing the importance of ensuring that our "student researchers are getting edited and verified information" (Johnson, 2013, p. 103). I will also highlight the simple layout of the website, how to navigate it, how to use student logins from home and how to contact me for additional support or if they have any questions or concerns.
Lastly, I will be sure to promote the new collection via the schools social media accounts, as much of our staff, administrators, parents and members of the community follow these accounts for information updates.
Step 8: Reflection & Future Considerations:
As with any library program or plan, reflection is an important part of the process. It will be essential that my team and I debrief and reflect on our process, as "debriefing and reflection with colleagues is necessary to understand the challenges and successes of any collaborative experience, and to improve future collaborations" (Surrey Teacher Librarian's Association, 2019). Through the process of debriefing and reflecting, we can assess whether we achieved the indicators of success we established when setting our initial goals for the development plan. This will also help us to identify any necessary follow ups or additional steps we may need to take moving forward, such as drafting a user survey to assess how teachers and students are adjusting to the new collection. It will also assist us in preparing and refining plans for our next stage of the initiative, which I suggest be recorded video tutorials for students to aid them in accessing and using various features of our new digital reference collection. I think this will be an important next step, especially for students who are currently engaging in remote learning and may require additional support as they continue to develop independence with online learning technologies.
Additionally, as a teacher-librarian it will be important that I also reflect on my own role within the collection development process to ensure that I am effectively fulfilling my duties and striving to improve where needed. To assess this specific aspect of my role as a teacher-librarian and to guide my next steps for growth, I will refer to the standards identified in the document Leading Learning: Standards of Practice for School Library Learning Commons in Canada:
Designing Learning Environments to Support Participatory Learning (Canadian Library Association, 2014).
Conclusion:
Effective collection development is an important component of every teacher-librarian's role, as well as to successfully facilitating "the all-important human connection between students and information, as well as between teachers and information" (Riedling & Houston, 2019, p. 4). Maintaining an up-to-date and diverse reference collection is an ongoing process, and "the 21st-century school library must look beyond tradition to the future, to what is needed to help fulfill the educational mission, goals, and objectives of the school" (Riedling & Houston, 2019, p. 107). In order to best meet student information needs and to effectively facilitate student information literacy skills in the 21st-century, it is imperative that school libraries and teacher-librarians provide students with access to a well-developed digital reference collection that can be accessed within and beyond the school. Thus, teacher-librarians must be diligent in their efforts to regularly maintain and improve their digital reference collections in order to best meet the informational needs of 21st-century learners.
References:
Alberta Education. (2014). Learning Commons Guidelines [PDF]. Alberta Education. Retrieved 30 November 2020, from https://open.alberta.ca/dataset/8b83a1dc-bc29-4e56-b26a-121750bab29e/resource/fc9abb48-ddfa-4462-b66e-b96f422f7b2b/download/learningcommonsguidelines.pdf.
Alberta Education. (2020). Guide to Education: ECS to Grade 12 2020-2021 [PDF]. Alberta Education. Retrieved 30 November 2020, from https://open.alberta.ca/dataset/d119dba4-36cd-4e41-927b-b436fb2e75b1/resource/c9d6fa96-fbd4-433e-b193-b4281184e276/download/edc-guide-to-education-2020-2021.pdf.
Alberta Government. (2020). Learning commons guidelines [fact sheet] - Open Government. Open.alberta.ca. Retrieved 30 November 2020, from https://open.alberta.ca/publications/learning-commons-guidelines-fact-sheet.
Alberta Government. (2020). Online Reference Centre - LearnAlberta.ca. Retrieved 30 November 2020, from http://www.learnalberta.ca/OnlineReferenceCentre.aspx?lang=en.
American Library Association. (2014). Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights. Advocacy, Legislation & Issues. Retrieved 1 December 2020, from http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/accessresources.
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.
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