The more that I learn about the role of a teacher-librarian, the more I realize how all encompassing this position can be. Gone is the stereotype of a librarian sitting behind her desk, managing an eerily quiet space. Now, the library has transformed into a Library Learning Commons, a space where students are invited to be curious, construct, collaborate and yes, even talk! It is now a space in our schools filled with enthusiasm and excitement. As libraries are transforming, the role of the teacher-librarian must grow as well. This role is ever-changing, and teacher-librarians cannot simply teach their students about the qualities of a 21st century learner, they must use them as well!
Image Source
Reference Interview
According to Ann Riedling (2019), one of the primary functions of a teacher-librarian's job is "to assist students in the use of the library and its collections." (p. 89) In other words, it is to encourage students to be curious and to help them find the answers to their questions. As such, the teacher-librarian needs to determine what the student is looking for. The reference interview is the conversation that occurs between a teacher-librarian and a student. The teacher-librarian can then assess the "nature, quality, and level of information the student requires, as well as the most appropriate format." (p.9)
The Reference and User Services Association (RUSA) of the American Library Association outlines five important elements of a reference interview. According to RUSA, " The reference interview is the heart of the reference transaction and is crucial to the success of the process." (2008)
1) Approachability:
- Be highly visible
- Use a friendly greeting
- Is poised and ready to engage students
2) Interest:
- Demonstrate a high-degree of objective, nonjudgmental interest
- Focus your attention on the student
- Face the student
- Maintain eye contact
3) Listening/inquiring:
- Communicate in a receptive and supportive manner
- Seek clarification
- Use open-ended questions (Please tell me more about your topic)
- Use closed and clarifying questions to refine the search query
4) Searching:
- Explain search strategies
- Works with the student to evaluate results, revise search terms, and identify other sources to try if the search is unsuccessful
- Work with the patron to narrow or broaden the search
- Accompanies the patron in the search
5) Follow-up:
- Determine if the patron is satisfied with the results
- Encourage the patron to return if they have more questions
As I mentioned in my discussion post, I found this list overly detailed. As teachers, we are naturally approachable, listen well and support students with their learning needs. I would expect that teachers appreciate their students' questions and display a helpful attitude. However, what I believe is missing from this list and chapter 9 (The Reference Interview) of our class textbook is a discussion around setting up a welcoming and inviting environment.
In order to conduct a successful reference interview, it is vital that the Library Learning Commons be set up in a way that invites students to be curious and to ask questions. We cannot expect successful interviews to take place, when students are able to visit the library one time per week or have to compete with the rest of their class for their teacher-librarian's attention.
Questions to consider:
- Does your library have an open door policy?
- Are students invited into the library to have conversations with the librarian?
- Are students welcome before and after school?
- Are students welcome during their lunch hours?
- Do students have the opportunity to visit the library more than once a week?
Unfortunately, the environment at our school is not set up in a way for my students to have successful reference interviews. Students are not welcome into the library unless it is their designate book exchange time. There is no time or space for students to have support in their search for reference materials. Although students are encouraged to find books that they enjoy during their library time, very little is being done to support our students with 21st century skills.
Managing and Evaluating a Reference Collection
In order to conduct a successful reference interview and to support students with their questions, teacher-librarians must have an extensive knowledge of their library collection, including their reference resources. Reference materials look very different in schools today. Reference collections now occupy two places in our school libraries- on bookshelves or online. As a teacher-librarian, another responsibility to add to the list of never ending responsibilities is to manage this reference collection. According to Reidling, it is important to "build library collections to serve, study, teach, research and meet the needs of students and teachers." (p.15) Building a library collection is an ongoing responsibility. Collections change over time depending on the needs, interests and ever-changing technology. Teacher-librarians must find a balance between print and electronic materials, maintain a collection that is current and continues to meet the needs of the community they are serving. Above everything, a teacher-librarian "collaborates with teaching staff to develop and up-to-date collection of print and digital resources in multiple genres that appeals to differences in age, gender, ethnicity, reading abilities, and information needs." (AASL, 2009)
There are two questions that we must continuously ask ourselves as teacher-librarians:
- What role do we play in our school library learning commons?
- What goals do we have for our library's reference services?
As teacher-librarians, it is important that we have a clear vision for our role in the school community. My hope for our school library is to transform it into a Library Learning Commons. I want to create a space that is welcoming for all, that encourages students to be curious and to collaborate. I want to promote a love of reading while also supporting my students with finding answers to their questions. I also want to work closely with the teachers at my school in order to create a space and have a collection that meets their needs. I have clear goals for our library and I hope that one day I will be a teacher-librarian. When this day comes, I know that I will not be granted a huge sum of money to create my vision!
However, this quote resonates with me:
You do not need a beautifully furnished, high tech and fully stocked library to be an excellent teacher-librarian. I believe that what makes a teacher-librarian special is their genuine love of reading and their desire to fully support students with their learning. They are also curious, creative, willing to collaborate, flexible, and excellent communicators. These are all essential skills of 21st Century Learners and also happen to be free 😃.
References:
AASL (American Association of School Librarians). Empowering Learners: Guidelines for School Library Media Programs. Chicago: AASL, 2009.
"Guidelines for Behavioral Performance of Reference and Information Service Providers", American Library Association, September 29, 2008. http://www.ala.org/rusa/resources/guidelines/guidelinesbehavioral (Accessed February 25, 2022)
Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips. Libraries Unlimited.
Comments
Post a Comment