Pathfinders to Information Administering school library reference services LIB 640 Information Sources and Services Summer 2011
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Pathfinders to InformationAdministering school library
reference services
LIB 640 Information Sources and ServicesSummer 2011
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What is reference service?• reference services
– All the functions performed by a trained librarian employed in the reference section of a library to meet the information needs of patrons (in person, by telephone, or electronically), including but not limited to answering substantive questions, instructing users in the selection and use of appropriate tools and techniques for finding information, conducting searches on behalf of the patron, directing users to the location of library resources, assisting in the evaluation of information, referring patrons to resources outside the library when appropriate, keeping reference statistics, and participating in the development of the reference collection. For an online guide to reference services, see the tutorial ORE on the Web, courtesy of the Ohio Library Council.
• Online Dictionary of Library Sciencehttp://www.abc-clio.com/ODLIS/odlis_r.aspx#refservices
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Elements of Reference Service• From ODLIS definition:
– performed by a trained librarian – [Designed] to meet the information needs of patrons – answering substantive questions – instructing users in the selection and use of appropriate
tools and techniques for finding information – conducting searches on behalf of the patron– directing users to the location of library resources – assisting in the evaluation of information – referring patrons to resources outside the library when
appropriate – keeping reference statistics – participating in the development of the
reference collection
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What is a Reference Collection?• ODLIS:
– Books containing authoritative information not meant to be read cover to cover, such as dictionaries, handbooks, and encyclopedias, shelved together by call number in a special section of the library called the reference stacks. Reference books may not be checked out because they are needed by librarians to answer questions at the reference desk. Their location and circulation status is usually indicated by the symbol "R" or "Ref" preceding the call number in the catalog record and on the spine label. See also: ready reference.
• http://www.abc-clio.com/ODLIS/odlis_r.aspx#refcollection
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Is the Collection the Books Only?
• Managing and Analyzing Your Collection:A Practical Guide for Small Libraries and School Media Centers (ALA, 2002):– To think of your collection only within
the physical boundaries of your library will create a limited view of the collection. You need to consider availability and accessibility when defining your collections. • Carol A. Doll and Pamela Petrick Barron.
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Accessibility and Availability?
• Availability:– “If a resource is available, that simply means
it exists and can be located.”
• Accessibility:– “For a resource to be accessible, it must be
physically present.”• Doll and Barron, Managing and Analyzing Your
Collection
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What about being virtually present?
• Accessibility means more than physical access:– The ease with which a person may enter a
library, gain access to its online systems, use its resources, and obtain needed information regardless of format. In a more general sense, the quality of being able to be located and used by a person. In the Web environment, the quality of being usable by everyone regardless of disability. See the Web Accessibility Initiative (WAI).
– http://www.abc-clio.com/ODLIS/odlis_A.aspx#accessibility
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Do we still need books?• A.B.Credaro
– In a significant number of schools, there have been reductions in library funding, in favour of increasing the number of computers in libraries. Aging reference books are not being replaced, due to the flawed rationale that Internet access has negated the necessity for such print material.
– The value of the Internet as a communication tool is beyond dispute. However, it can also be a time-consuming, frustrating, or misleading reference source. • Now that we've got the Internet, why do we need Libraries?
An update to bookless discussion• Do School Libraries Need Books?
– . . . students roam the stacks less and less because they find it so much more efficient to work online. One school, Cushing Academy, made news last fall when it announced that it would give away most of its 20,000 books and transform its library into a digital center.
– Do schools need to maintain traditional libraries? What are the educational consequences of having students read less on the printed page and more on the Web? • February 10, 2010, 7:00 pm• See also Doug Johnson’s blog post,
What is a library without books? from February 11, 2010
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Collection Development• ODLIS:
– The process of planning and building a useful and balanced collection of library materials over a period of years, based on an ongoing assessment of the information needs of the library's clientele, analysis of usage statistics, and demographic projections, normally constrained by budgetary limitations. Collection development includes the formulation of selection criteria, planning for resource sharing, and replacement of lost and damaged items, as well as routine selection and deselection decisions. • http://www.abc-clio.com/ODLIS/odlis_c.aspx#collecdevel
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What are the phases of collection development? • The phases of collection development include:
– Learning Community Analysis – Collection Analysis:
• Collection Mapping, Inventory
– Selection – Budgeting Process:
• Budget Planning, Acquisition, Accounting, Funding Sources
– Collection Maintenance & Weeding – Reconsideration
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Selection• ODLIS:
– The process of deciding which materials should be added to a library collection. Selection decisions are usually made on the basis of reviews and standard collection development tools by librarians designated as selectors in specific subject areas, based on their interests and fields of specialization. In academic libraries, selection may also be done by members of the teaching faculty in their disciplines. Very large academic and public libraries may use an approval plan or blanket order plan to assist selectors. Library patrons also recommend titles for purchase, especially in libraries that provide a suggestion box. The opposite of deselection. See also: selection aid and selection criteria. • http://www.abc-clio.com/ODLIS/odlis_s.aspx#selection
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Materials Review and Selection • Materials review and selection go
hand in hand – To make the best use of funding, the media
specialist must work collaboratively with the teachers to identify needs, review existing resources, select new materials, and build effective learning environments.
– The key is creating positive working relationships so that the best possible materials are available for students in a timely manner. • http://eduscapes.com/sms/access/selection.html
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Check Your Understanding– Describe a unit and specific standards. Discuss
what types of materials in the library media center might be used in the unit. What kinds of activities would require library media resources?
– Create a mini-map of the area of the collection. Look for strength and weak areas. Consider the reading level, development level, and interests of the students.
– Develop a set of criteria for evaluating materials. Open the Word Document titled Selection Criteria. Use this as the basis for your own checklist.• http://eduscapes.com/sms/access/selection.html
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School Library Guidelines
• Empowering Learners:– The school library media program models
an inquiry-based approach to learning and the information search process. (p. 25)
– The school library media program includes a well-developed collection of books, periodicals, and non-print material in a variety of formats that support curricular topics and are suited to inquiry learning and users’ needs and interests. (p. 38).
The newest national standards
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Standards for the 21st-Century Learner
offer vision for teaching and learning
to both guide and beckon our profession as education leaders. They will both shape the library program
and serve as a tool for library media
specialists to use to shape the learning of
students in the school.
http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm
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State Standards
• Kentucky:– Academic Expectation 1.1:
– Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
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Kentucky Standards
CHETL in KY School Libraries
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Other States: Tennessee
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Other States: Missouri
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Collection Development Policies• Crucial:
– Every school system should have a comprehensive policy on the selection of instructional materials. It should relate to and include all materials; for example, textbooks, library books, periodicals, films, videocassettes, records, audiocassettes, and CDs. The reason should be obvious: haphazard patterns of acquisition will result in waste because some—perhaps many—materials will overlap in content, or will be unrelated to changing patterns of instruction. •ALA Workbook for Selection Policy Writing
A Sample Kentucky Policy
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Selection Tools for Reference Collections
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– An annual “abridged” version of American Reference Books Annual, affectionately known as ARBA
• Recommended Reference Books for Small and Medium-Sized Libraries and Media Centers
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Online GuidesDoug’s Student Reference RoomDoug Achterman brings you the best in K-12 online and print reference resources.
Use TITLEWAVE to search for books and audiovisual materials, build and store lists, and order online.Use TitleWise to identify the strengths & weaknesses of school & district collections.
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Weeding
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Evaluating Reference Service• Common methods include:
– Counts of reference questions– Periodic inspection of reference section– Survey of user satisfaction/willingness to
return – Observation of performance:
• Obtrusive: Someone sits and watches (or makes a video of) the librarian
• Unobtrusive: Use of “mystery patron”, where student proxies ask prepared questions and the librarian has no idea this is an observation
– See "Reference Evaluation: An Overview" in Assessment and Accountability in Reference Work. Ed. Susan Blandy, Lynee Martine, Mary Strife. New York: Haworth Press, 1992. 141-150 and Reference Librarian. 38 (1992) 151-73
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Marketing Reference Service• Advocacy
– . . . it's important to ask yourself: What are you really advocating, marketing, or promoting? Yourself, your program, your teachers, information, or lifelong learning? What's the purpose of the activity? How will the outcomes of the activity impact students? How does it relate to your mission? • Promotion • Events• Change: Innovating Practices and Evolving Roles• Reflection • Read Toolkit for School Library Media Programs
for the @your library campaign.
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A Reference Service Management Assignment
• Your school has decided to add a special emphasis for this school year on sex education. For your school library media center, assess your needs, current collection and requirements for updating the reference collection in this area. Would you do this with print resources or online only? What will you do if your choices are challenged? How will you plan your provision of reference service? How would you market it?
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