Lost in the Reference Section: Revitalizing an Outdated Selection of Print References
 |
| via Pixabay |
“A good reference source is one that serves to answer questions, and a bad reference source is one that fails to answer questions.” – Riedling
The physical Reference section of
our library is outdated, hidden, and untouched by both librarian and patrons
for the last few years. Part of the
reason for this neglect is our district collection of online databases.
These online databases are useful, relevant, and should be gaining the main
attention from teachers and students. However, online databases are not the
only reference resources that should be available to our school community.
Complementing these valuable resources with a useful print section of
dictionaries, atlases, curriculum specific encyclopedias, and curriculum
specific texts will increase student use of all references resources and better
serve our patrons. Below are the steps necessary to overhaul this dusty,
overlooked section of the library to enhance student learning in conjunction
with our already up to date online references.
Rationale/ Plan Overview:
Over the next three years a significant
portion of the library budget should be spent on replenishing this once
excellently curated and highly important area of the library. The three-year time line is based on budget,
and publishing considerations. If about a third of our library budget is
devoted to print resources over the next three years sufficient resources
should be able to be purchased that will still be relevant to the collection
upon completion of this overhaul plan. After the three-year time frame,
maintaining this collection should not require such a significant portion of
the budget each year.
The teacher-librarian, in
consultation with administration and in consideration of teachers, is in the
best position to execute the plan outlined in order to revitalize this area of
the library. Each resource in the reference section should be evaluated to
determine if it is still suitable as a learning resource for patrons of the
library. If deemed unsuitable for the library it should be weeded, and a new
reference should take its place. The goal is not to dismantle the reference
section but revitalize it. Therefore, if a new reference of the same content is
no longer needed, a new curriculum resource should be considered. At the end of
this process our library print reference section should reflect quality choices
of materials that best suit the curriculum teachers are presenting
currently.
 |
| The Reference Section - sort of |
 |
| Behind the Whiteboard - Actual References |
What We Have:
o
Two sets of encyclopedias (World Book) from the years 2001 and 2006
o
Pristine condition, used primarily as an example
of how to look up a subject
o
Two sets of Student and Junior Encyclopedias
o
Previously well used, now outdated and
overlooked for online resources
o
A Health Encyclopedia
o
Above most students reading level, no longer relevant
to the curriculum
o
A collection of books depicting Flags of
countries around the world
o
Good condition, outdated unnecessary due to
online resources
o
Wildlife collection books and encyclopedias
o
Well used, dated, and overlooked for online
resources
o
A small selection of a variety of Atlases
o
Date of publication range up to 2005, overlooked
for online resources
o
A few basic dictionaries
o
Good condition Canadian Dictionary, Grammar Dictionary,
and French/English Dictionary
o
A book on Mexico
o
Outdated, with large and colourful pictures. Primarily
used by a now retired teacher for a specific project.
o
Various Primary Reference Resources such as atlases,
picture dictionaries, and content specific encyclopedias mixed into the Primary
Non-Fiction section (pictured below)
o
Many are popular with younger students, these
should be pulled, evaluated, and placed in a specific primary reference section
to better serve teachers and students
 |
| Primary Non-Fiction |
The Plan:
Step 1:
Using the guidelines from a previous post, evaluate each
resource in the reference section. This is criteria is adapted from Reference Skills for the School Librarian and
looks at a resource’s Currency, Purpose, Relevancy, audience, breadth, and
scope.
Any resource found not meeting in these criteria should be
either weeded and if deemed necessary replaced, or if not then just weeded.
Any new reference purchases to replace outdated but relevant
resources should meet the exceeding category of this criteria.
Step 2:
This pared down collection should now be assessed to
determine any areas that may be lacking. This can be determined in a number of
ways including but not limited to ; a questionnaire filled in by teaching staff
for their preferences, The “School Library Collections: Types of Resources”
Table 6 (Asselin, 29),
New purchases based on curriculum, teacher preference, and
student need should be added to the collection ensuring a well rounded and
useful but concise collection for our school community.
Step 3:
To better access the collection it should be relocated to a
more accessible and visible area of the library.
When moving the new collection attention should be given to
primary and intermediate resources and how they are shelved and presented to
the intended audience.
Advertise the collection to maximize its potential use. For
instance, as new resources are added to the collection, they should be
introduced to staff and showcased to classes.
 |
| Via Giphy |
The Best-Case Scenario:
After the brunt of the work is over, highly evaluated
selections are purchased, and shiny new books line the shelves, we may sit back
and decide if this plan has been executed to its fullest potential.
The success of this overhaul is best judged through the lens
of the patrons. If all of the reference materials are being recommended, used,
and deemed helpful than this plan has been a success. However, like all other
areas of the library this cannot be left as is for long. In order to continue
to be successful, the teacher librarian must continue to reassess, evaluate,
and maintain a relevant and concise reference collection.
References:
Asselin, M., Oberg, D., Branch, J. L., Canadian School Library Association, & Association for Teacher-Librarianship in Canada. (2003). Achieving information literacy: Standards for School Library Programs in Canada. Ottawa: Canadian School Library Association.
Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. Ottawa:ON. http://accessola2.com/SLIC-Site/slic/llsop.pdf
Chilliwack School District (2018). https://www.sd33.bc.ca/elementary-online-library-resources
Riedling, A. M., Shake, L., & Houston, C. (2013). Reference skills for the school librarian: Tools and tips. Santa Barbara: California.
Vaillancourt, Rachele. (2018). Lost in the Reads: Evaluation of a Reference Work Natures Children. http://lostinthereads.blogspot.ca/2018/02/evaluation-of-reference-work-natures.html
Hi Rachele, I liked your idea of using a third of your funds for three years for reference resources. I think this is an effective strategy for said replacement. I also agree that advertising is key. Teachers are so busy, they often don't realize the resources they have at their fingertips. I found it really helpful when our TL told us at staff meetings what items she has acquired and what initiatives had been implemented.
ReplyDelete