Theme 2 Post - Resource Management: Central to Teacher Librarian Role

     Prior to beginning theme 2 of LIBE 467, I had a simplified view of resource collection and management and did not recognize the connection this aspect of the Teacher Librarian role had to many other important responsibilities of Teacher Librarianship. Throughout this theme, I have learned the many considerations and goals related to resource collection and development. I have learned that an exemplary resource collection, extensive knowledge of that collection, and collaboration with teachers will lead to the best student success in developing information literacy skills and becoming life-long learners.  

Exemplary Resource Collection 

    Teacher Librarians must not only work to purchase resource for their collections that meet a large list of criteria, they must also regularly analyze their collection to ensure the existing resources continue to meet this criteria. Evaluating, Selecting, and Managing Learning Resources: A Guide from British Columbia Ministry of Education states that “an effective analysis of the collection will help to provide a high-quality collection that supports resource-based learning, and is useful and important to students and teachers in terms of curriculum relevancy, breadth, depth, formats, and appeal (2002, p. 90). Teacher Librarians must carefully analyze their collection, while also surveying their patrons to learn whether their resource collection is meeting their needs. If the collection is missing areas of the curriculum or diversity of perspectives, the resource collection will not “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” which Canadian Association for School Libraries lists as exemplary criteria for collection development (Asselin, et al, p. 27). I have learned that collection development not only means selecting and purchasing effective resources, but also considering how these resources fit into your collection as a whole to support students in learning the curriculum and becoming information literate. Additionally, I have learned about the importance of collaboration with teachers while developing an exemplary resource collection. Finally, Theme 2 has reinforced that the collection must also be well organized and effectively managed in order to be exemplary. While the resources within a library reference area may be exemplary, the collection itself cannot be considered exemplary if the resources are disorganized and do not entice patrons to want to engage with the resources. Students and teachers are much more likely to engage with an organized and welcoming resource collection, as illustrated in the photo below. 

Photo Source: Rendina, D. (2014, February 14). 3 reasons to rethink your reference section. Renovated Learning. https://www.renovatedlearning.com/2014/02/14/3-reasons-to-rethink-your-reference-section/

Knowledge of Collection 

    Not only is it important for Teacher-Librarians to collect and analyze an exemplary collection, but they must also have extensive knowledge of that collection. The learning in Theme 2 of LIBE 467 helped me to recognize just how important collection knowledge is in the TL role. Riedling (2019) reinforces this idea by stating, “in order to properly perform any reference services, the school librarians should be familiar with resources. Familiarity with both print and nonprint resources provides students with the accurate and appropriate information” (p. 90). This collection knowledge is important while supporting both students and teachers in reference interviews. As a classroom teacher, I have had informal reference interviews regularly with students, primarily as reader’s advisory interviews while my class has our library circulation block. Upon reading Riedling’s criteria for reference interviews, I felt as though I had more to learn to support students in finding resources. The area that I felt I had the greatest need to improve in was knowledge of the library collection. The video below from Hirsh (2021), specifically beginning at 15:10, helped me to visualize how an effective reader’s advisory reference interview might sound. 

    However, the most helpful aspect of this video was the suggestion of using a resource such as Novelist. Extensive knowledge of the LLC collection does not occur quickly, especially as a classroom teacher. I am curious to use the open question, “Can you tell me about a book you’ve read or enjoyed” (Hirsh, 16:00) and then listening for mention of specific story elements to help me make a recommendation using a tool such as Novelist if I do not know of a resource in the collection that will appeal to their interests. In a future TL role, I will recognize the importance of have an extensive knowledge of my collection to best support teachers and students, both with their reference needs and reading interests. 

    Teacher Librarians have an important role in school communities to help students become information literate citizens and to ensure students have access to the resources they need or are interested in. Theme 2 of LIBE 467 has helped reinforce my understanding of the importance of developing and managing an exemplary resource collection as well as developing an extensive knowledge of the collection. 

References 

Asselin, M., Branch, J., & Oberg, D., (Eds). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association & The Association for Teacher-Librarianship in Canada.

British Columbia Ministry of Education. (2002). Evaluating, Selecting, and Managing Learning Resources: A Guide. Canadian Cataloguing in Publication Data. http://web.fg.tp.edu.tw/~earth/vision/upfile/1_472fde3458a44.pdf

Hirsh, Kimberly. (2021, March 31). Readers Advisory Basics [Video]. YouTube. https://www.youtube.com/watch?v=YaSBhxZwE3g

NoveList | EBSCO. (n.d.). EBSCO Information Services, Inc. | www.ebsco.com. https://www.ebsco.com/novelist

Rendina, D. (2014, February 14). 3 reasons to rethink your reference section. Renovated Learning. https://www.renovatedlearning.com/2014/02/14/3-reasons-to-rethink-your-reference-section/

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Libraries Unlimited, an imprint of ABC CLIO, LLC.