Transforming our Library: Honouring our Children

 

Evaluation of Alert Bay Elementary School's Reference Section:

Analysis of the reference section of the Alert Bay Elementary School Library:  

The Alert Bay School library reference section is very outdated.  If we were to immediately and ruthlessly cull the outdated reference materials I would say that 98% of the items would be removed.  As a person, I have a difficult time "culling" books so this will be an amazing feat for me.  I sought advice on how to cull since I am not comfortable with making culling decisions.  

I found this great podcast with Mary Kelly, librarian that will help us, as a team, (with a little bit of humour) decide what should be culled and what we should keep. Listen to the blog here.  https://www.cbc.ca/radio/the180/blm-doesn-t-speak-for-me-it-s-ok-to-throw-out-books-and-doping-aligns-with-the-values-of-elite-sports-1.3689270/be-bold-throw-out-books-1.3689489. 

As a school we need to create a plan on how we can improve our library reference section.  Due to funds we would start out gradually and eventually work our way towards "creating a learning society" ("Achieving Information Literacy," 2006, p. 4) that meets the standards of an acceptable library program.  

Alert Bay Elementary School Computer Lab and Library Check Out Desk

In many ways our school library is "below standard" (AIL, 2006, p. 26).  Although our library is tidy, has minimal clutter and is well organized our reference section is seriously out of date.  We haven't had an "official" librarian for years so, "materials are weeded infrequently"  (AIL, p. 26)

These were some reference resources that are currently on the shelf.  My first thought, we are still trying to get climate change across after all these years?  My next thought, "this is a video disk?"  We had video disk drives?  That must have been a neat contraption for its day.  At first I thought it was an LP record but on closer examination found it is a "video disk."  Just one example of the last time our library was "weeded through."  Either that or we are just "hoarders".

Being new to the role, I never really noticed how old the resources at our school really are.  For this assignment, I went back to take a closer look.  I was amazed and amused at what I found!  We could go back in time with the resources we have!  

I did take a quick glimpse into history and although the information interesting to me,  I have to admit the resources aren't being utilized by students or staff.  some of our reference resources date back to the 1960's!  We definitely aren't meeting the standards of an "acceptable" (AIL, p. 26) school library program.  

Our school requires a transformation plan for our library reference section to meet the standards at an acceptable level.  

"Students in schools with well-equipped school libraries and qualified teacher librarians perform better on achievement tests for reading comprehension and basic research skills" (AIL, p. 19). 

Although I have no control over staffing there is a case to be made when we also know that "a lack of clerical/technical staff has a negative impact on student learning (AIL, p. 19).

Our school could benefit from increased staffing of a school librarian and a library technician.  "These two staffing components play complementary roles that ...provide students and teachers with effective, resource-based learning activities and access to a wide variety of information sources" (AIL, p. 19).

Our school will also need to revamp the reference section in our library.  As mentioned before, the resources are atrociously out of date and need to be removed and replaced with a collection that "reflects professional selection and meets curriculum objectives" (AIL, p. 20).

In collaboration with the newly formed "Library Learning Commons Leadership team" (Leading Learning:  Standards of Practice for School Library Learning Commons in Canada, 2014, p. 11) we will "address shifts in learning needs and environments" (Leading Learning, p. 11) and "review and renew [our] library spaces and programs" (Leading Learning, p. 12).  Our LLC team will begin with current staff and students and eventually open up to include "other community representation" (Leading Learning, p. 23).

Replacing the reference resources and revamping the area to be more inviting will be part of the transformation vision for our school.  Areas that require improvement are our ability to create a "culture of collaboration" (Leading Learning, p. 23), our ability to provide experiences in inquiry learning and improving our library's "physical and virtual spaces" (Leading Learning, p. 23).

Reidling reminds us "the purpose of reference services is to align information to flow efficiently from reference sources to those who need it" (p. 5).   Currently students do most of their research based on  Google searches.  Our team would strive to "teach students how to locate and use information, which goes beyond the physical boundaries of the school library" (Reidling, p. 6).

I have inquired into our school district website and found that we have access to a variety of reference websites.  These include access to encyclopedias, glossaries, BC History, National Geographic Kids, First Voices (which is relevant to our area) and many more links that our team is not aware of.  As part of our transformation plan we will remedy this by sharing the information with our learning community and providing opportunities to access them.  http://www.sd85.bc.ca/wordpress/student-links/learning-links-elementary/

Alert Bay School Library Transformation Plan:   

Staffing:  Based on the table in the Achieving Information Literacy (p. 22) document, our school is below standard in staffing for our school library.  The time allotted is under 0.6, granted, we only have 40 students but 90 minutes a week is not enough.  

As part of the Alert Bay School library plan, I would like to advocate for more library time so I can perform the duties that are a school librarian's.  

Our school is lucky in that we have a library technician.  Our library technician has "technically" been the librarian at our school for many years.  He is definitely our "go-to guy."  He is knowledgeable in all aspects of the library and has been a fabulous resource and of great assistance to me.  

I would advocate for more time through our school administrator who would then go to upper administration to remedy the fact that at our school "students receive limited instruction in information literacy" (AIL, p. 20) which puts our library at a below standard rating.

The time allotted to the teacher librarian is not enough to meet the adequate staffing levels in order for the teacher librarian to meet the requirements of the role as discussed in the "Standards for Staffing School Libraries" (AIL, p. 19).  School librarians:

• Address curricular and literacy needs of the students  Our reference collection needs to be upgraded as it is outdated and unused.  A plan will be devised to improve the reference collection both in print and virtually, and encourage students to utilize the resources with learning opportunities geared specifically to the reference resources, i.e. fact finding, exploring ideas, topics of interest etc.

• Collaborate with classroom teachers to integrate information literacy skills across the curriculum (One teacher has me assisting her students with signing out books once a week, which has turned out to be an interesting and rewarding experience, and my other colleague allows me to decide what I might share in a lesson, at first I was reading stories to the class and discussing them, recently I have switched to teaching dictionary skills with "real dictionaries" and the students are LOVING the lessons, well most of them are anyway.  

• I feel rewarded because they are learning a very important skill. I am making the most of this time and integrating reference skills into our weekly 1/2 hour lessons.  (The library time allotted to me is 90 minutes a week). I was so ecstatic one day while helping a child learn to use the dictionary he first looked at the top word, then looked at the very bottom word (based on the words at the top of the dictionary page)  as I had taught them.  What a proud teacher moment that was for me!  They were listening!  LOL 

• As we develop our library learning commons team we will collaborate and discuss an action plan.  We will ask ourselves as outlined in the Leading Learning document  where we are now, what we want to achieve, what actions we need to take, who is responsible for which tasks etc. (Leading Learning, p. 23).

• Our staff have discussed our reference area and everyone is in agreement that it needs revamping.  Our library technician has shared that he didn't feel comfortable culling the reference area without consultation or collaboration.  As the "new" librarian, I feel the same way.  Based on what he have been learning in class I am realizing that culling is a crucial aspect of creating a vibrant learning space.  At this moment the area is drab and barely accessed.  

• Provide leadership in resource-based learning and teaching:  In collaboration with the LLC team, we will provide learning opportunities for students to become proficient in resource-based learning.  We want to transform our library space as a means for "increasing student engagement and improving student achievement" (Leading Learning, p. 5).  

•  As the school librarian, I would like the opportunity to "collaborate with teachers and engage students meaningfully with information that matters in the real world" (Leading Learning, p. 6).  As quoted by Scholastic (2008), we would like our library to "become sophisticated 21st learning environments that offer equal opportunities for achievement to all students, regardless of the socioeconomic or education levels of the community" (Leading Learning, p. 6).  

• As a team we would aspire to inquire about the how of creating 21st-century learners.  As a team we need more professional development in this area.  Since we are a rural school the opportunities are few to develop our ability in topics like STEM education, or 21st-Century Learning.   http://udlresource.ca/2017/12/21st-century-learning/

• Select quality curriculum based-based learning resources:  Our team will select resources that meet the criteria of a good reference resource.  
• Cost:  cost will be as Reidling describes "an overriding factor" (p. 51).  As we replace our reference resources we must keep in mind the short shelf-life of particular resources.  Since we are starting from scratch, I would recommend the purchase of high interest and popular fact books that are affordable and easily accessible.  Although I encourage the use of a "tactile" book that we can feel, pick up and touch at this time replacing our encyclopedias, atlases, dictionaries and thesaurus' is unrealistic and unattainable.  With the technology we have available to us and the free resources included on our school district website I would encourage their use as we build our reference collection.  
• Accuracy:  The resources I would choose for our reference section would be from reputable sources.  I am aware that "it is crucial that they be accurate, current, credible, and relevant to the needs of the school" (Reidling, p. 43). 
• Authority:  Purchases would be made from credible sources like Oxford for our world atlas, Guinness World Records, The World Almanac and National Geographic.  
• Completeness:  The above resources meet the requirement of having "sufficient depth and breadth of information to meet the information needs of the school and/or student interests (Reidling, p. 44).
• Currency:  Due to the affordability of the chosen resources to be replaced we can begin to keep our collection current and up to date.  
• Format:  The format of our reference collection will be both in print and electronic.  By purchasing new fact books and reference resources in both electronic and print form we will be encouraging learning and creating information literate students.  

• Our team plans to purchase the books pictured here.  They are affordable, interesting and in my opinion, a good start to our revamped reference collection.  "Fact books are very popular in school libraries because they are authoritative sources for answering basic questions students might pose and offer an excellent model to demonstrate how specific reference tools can be used for finding information" (Reidling, pg, 39).  

• I am tempted to buy both 2020 and 2021 copies but with limited budget constraints and the high turnover of these resources I will have to settle for the most recent versions while vowing to update them each year.  

• Develop policies to achieve equitable access:  Our LLC team will ensure that students are aware of, and enrolled in the services available outside of school which include our local public library and the Vancouver Island regional libraries.   Our team will research and implement a plan for our school community to gain "access to information resources beyond the school library through interlibrary loan and through current information and communication technologies" (AIL, p. 24).

•  The school library plan will include opportunities to connect with our local library (covid safe) and share information regarding services and events.  https://alertbay.bc.libraries.coop/. I would like to arrange class field trips to access library cards for our students.  (This may be by grade, or class depending on class size and covid restrictions.)

• We would connect with the Vancouver Island regional library, set up accounts and share information about what is available through an interlibrary loan.  https://virl.bc.ca/get-help/inter-library-loan/

• Integrate information and communication technologies in to all parts of the curriculum:  Referring to the BC curriculum as a team we will explore ways in which we can accomplish this goal.  Integrating "STEM" into our practice will ensure we will be better prepared to integrate information and communication technologies into our lessons.  The BC Curriculum overview explains that to "maintain high achievement, British Columbia must transform its education system to one that better engages students in their own learning and fosters the skills and competencies students will need to succeed" https://curriculum.gov.bc.ca/curriculum/overview#21-century

• Our school has been adopting "project based learning" as a starting point "that enables and supports increasingly personalized learning, through quality teaching and learning, flexibility and choice and high standards"  https://curriculum.gov.bc.ca/curriculum/overview#21-century

• Our team would need to participate in professional development opportunities to become informed on how to create more personalized learning.  I found a source that may be a good starting place to "transforming" our practice.  https://successfullearners.ca/implementation/. It follows and refers to the BC Curriculum so would be relevant to our learning and teaching.  

• Support and supervise clerical staff and volunteers:  Our clerical staff or librarian technician would benefit from more time to complete his wide range of duties.  Due to covid we don't have an opportunity to invite volunteers to our school but our students are keen to learn how to check books in and out and help out with other tasks in the library.  To support our clerical staff we would ensure that our volunteers whether adults or students would be well trained to carry out the tasks given to them so as not to create any unneeded or unwelcome stress by not having the skills to complete their duties.  

Who Will Be Involved? 

• Our LLC committee will consist of our school principal, the teachers in our school and our library technician.  Our district partners will be the principal of the Aboriginal department and other librarians in the district:  

Jen Turner:  Principal/Learning Assistance Resource Teacher

Roberta Harris:  Teacher Librarian

Sheila Bragan:  Primary teacher

Elizabeth Nelson:  Primary/Intermediate teacher/F.N. consultant

Ernest Alfred:  Cultural teacher  

Steve Wong:  Library Technician 

Irene Isaac:  Aboriginal District Principal 

 Timeline for Improvement:  

• Improvement at our school library can begin taking place immediately.  We can share the resources that are available online, begin to shape our plan to develop 21st-century learners, join our local and regional libraries, shop for updated reference resources and begin teaching specific reference and research skills
• Other improvements will take more time like professional development of team members, opportunities to collaborate and plan as a team, and changing the appearance and format of the physical space in the library 
• Advocating for more school library time will be an ongoing occurrence as we develop our plans and justify the need for adequate staffing for both the school librarian and the library clerk
• Transforming our practice to promote 21st-century learning will be an ongoing venture as we as educators learn about what that really means and make an ongoing commitment to "develop and support excellent school libraries responsive to the diverse needs of learners today and into the future" (Leading Learning, p. 7).  I believe to be truly effective we should initiate a 5 year plan to complete this goal
• Transforming the space can begin immediately by culling the reference resource area.  Plans can be made as to how the space will be used.  I envision a comfortable sitting area where students can peruse the reference items, a display area where the resources can be showcased, and a student work display area where their projects can be shared.  This will take both time and money but with a group effort and commitment I believe we can accomplish this by the end of school year  
• Forming an LLC committee may take some time but I am confident that when approached our school team will be keen to develop a committee that will enhance and improve our school library both aesthetically and academically.  I would propose beginning in January and being well established by June 

Alert Bay Elementary School Library Dec. 2020

Alert Bay Elementary School Library Dec. 2020

Communicating the Change: 

• As our school undergoes the transformation of our library, we can communicate the change by documenting via blog posts the improvements as they happen, i.e. as students learn research skills and the use of various reference resources they will communicate their learning in a variety of ways.  
• Share lesson plans that are specific to accessing reference resources, i.e. dictionary skills, fact finding, "did you know?" research assignments, word of the day, etc.

• As the LLC committee adopts new teaching/learning strategies document the change through blog posts and newsletters, i.e. project based learning,  research activities based on personal skills and interests, i.e. students will share their learning through video, audio, written, and in any other creative or innovative way a student chooses
• Administration shares our success at school district meetings etc. 
• We will shout it from the rooftops!

Other Considerations:  

• It will take time, money and commitment to complete our library transformation plan.  
• Asking our LLC Committee to sign up for increasing our knowledge of how to teach to 21st-century learners will also take time, money and commitment
• Changing the physical space of our library to become a library learning commons will take time, money and commitment

Follow up:  

• Are LLC Committee meetings happening at least monthly?
• Are LLC Committee members committed to developing their knowledge of adopting a 21st-century learning pedagogy? 
• Are students research and independent skills increasing?
• Are discussions happening to secure more teacher librarian and library tech time?
• Are we adequately communicating and documenting our progress?
• Are the resources we have purchased being utilized?
• Are we providing lessons to encourage the use of reference resources?
• Have all students acquired access to a local/regional library card?  
• Do all students know what sites are available through our local school district? 
• Do students know how to use the sites?  
• Has the physical space changed?

Success of the plan: The success of the plan will be determined by the atmosphere of the Library Learning Commons.  If there is a "buzz" in the room inspired by learning then we have achieved success.  As we witness the transformation of the physical space we would also like to witness the transformation of the students.  Instead of seeing children hold up the books to see how heavy they are (yes, I have witnessed this with the K-3 students) they will want to hold the books to see the magic that is in them!   

References

Asselin, M.,  Branch, J.L., Oberg, D. (Eds.). (2006).  Achieving information literacy:  Standards                            for school library programs in canada.  Ottawa, Canada, Canadian Association for School                         Libraries.

Canadian Library Association. (2014).  Leading learning:  Standards of practice for school library                         learning commons in Canada.  Ottawa, Canada:  Canadian Library Association.

Riedling, A.M., & Houston, C. (2019).  Reference skills for the school librarian: Tools and tips.  Santa                 Barbara, California:  Libraries Unlimited.

https://alertbay.bc.libraries.coop/#:~:text=The%20alert%20Bay%20Library%20and,the%20history%20of%20the%20area.

https://www.cbc.ca/radio/the180/blm-doesn-t-speak-for-me-it-s-ok-to-throw-out-books-and-doping-aligns-with-the-values-of-elite-sports-1.3689270/be-bold-throw-out-books-1.3689489

https://curriculum.gov.bc.ca/

https://curriculum.gov.bc.ca/curriculum/overview#21-century

https://kendrawack.wordpress.com/edcur-411-show-case-of-knowledge/investigate-ways-in-which-21st-century-skills-are-infused-into-saskatchewan-curricular-outcomes/

http://www.sd85.bc.ca/wordpress/student-links/learning-links-elementary/

https://successfullearners.ca/implementation/

http://udlresource.ca/2017/12/21st-century-learning/

https://virl.bc.ca/