LIBE 463: THEME 1 DISCUSSION: JAN 10TH TO 16TH: COMMUNITY ANALYSIS: ROBERTA'S BLOG

 Community Analysis:

As I read the text, The Collection Program in Schools: Concepts and Practices (2016) and examine the 5 laws of library science:  

1. books are for use
2. every person his or her book
3. every book its reader
4. save the time of the reader and 
5. a library is a growing organism (Mardis, p. 2)

We are especially lacking progress with the fifth law of library science in ensuring that our “library is a growing organism” (Mardis, p. 2). I realize there is so much to do in order to "build a centralized collection of learning resources and then to use those resources effectively to give all children and youth an equal chance to develop an awareness and appreciation of our cultural heritage (Canadian Association for School Libraries [CASL], 2006, p. 4).

Although tidy and organized, our library could be seen as a scene from "The Twilight Zone."   Much of our collection and equipment is outdated.  

When I first began teaching at our school I found a book that I had signed out in 1974!  You can bet I culled that book and many others!

It wondered when the last time books were culled at our school.  I recognize the responsibility that goes with ensuring our library is "a responsive learning environment where students and teachers work together to find information, answer questions, and develop new knowledge (CASL, p.4).

As I have stated in previous courses,  I see librarians as "Superheroes."  The responsibility the school librarian has to undertake can seem insurmountable when considering "the range of barriers [that] limit access to information" (Mardis, p. 3). 

Our school faces many barriers to "develop[ing] students who are information literate (CASL, p.4).  Mardis describes the barriers as cultural, physical and intellectual (Mason, p. 3).  

The barriers we face are: 

Cultural:  our current collection is dated and "lacks a wide range of genders or ethnicities among its protagonists" (Mason, p. 3).  

Physical:  Our school library could be redecorated to be more inclusive and accessible.  We would truly benefit from updated equipment (Mason, p. 3).  

Intellectual:  Limited access to the outside world, due to lack of resources, time allocated for library services, knowledge of available resources etc. 

Due to lack of library services and living in an isolated and rural community,  our library remains only “a starting point for students as they begin to search for information” (Mardis, p. 3).  

Our school library will need to undergo a transformation process to truly “help students become critical thinkers and competent problem solvers who can contribute in a democracy” (Mardis, p. 3). 

Initiating the transition will require more teacher-librarian time, an updated and upgraded collection and greater access to the "outside world."

Transforming our library into a place of “accessibility” (Mardis, p. 3), will take involving the school community and adopting a collaborative approach.  "All members of the school faculty share responsibility for the library program.  A school librarian cannot run an effective, integrated program alone" (Mardis, p. 4).

Our school does have a suitable computer lab connecting us to the outside world but the equipment is dated and minimal as are most of the resources and media equipment in our collection.  

Personally, I need to learn more about "facilitating interagency borrowing and lending of materials" (Mardis, p. 5).  I am aware of some online resources in our area but very seldom get the opportunity to explore or share them.  

Time is a limiting factor and a barrier to fulfilling all of the roles required of the school librarian.  These roles include being a:  "teacher, instructional partner, information specialist, program administrator, and leader" (Mardis, p. 5). 

 Mardis reminds us that "school librarians must take the lead in embracing model innovations in learning" (p. 5).  

I have learned the importance of inspiring 21st century learners by understanding the different roles that a teacher librarian must undertake.  

 "Access to information and and ideas

is essential for students to become critical thinkers, competent problem solvers, and lifelong learners who contribute productively and ethically to society (CASL, p.25).

 

As "program administrator" I have a lot to learn.  The process I plan to use to collect data for our first assignment will involve researching census data and inquiring within our school district and our community to identify ways in which we can improve our library program 

In reality, I am not really sure where to start.  The collection of data might be the most challenging part of the assignment. 

The easiest part of the process will be identifying the dire needs towards transforming our library into a place where “the school librarian guides students to becoming critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information” (Mardis, p. 3). 

Our school has been allocated a librarian for 1 hour and 20 minutes per week!  Meeting the new conceptions of Ranganathan’s laws (Mardis, p. 2) will involve a huge undertaking.  

As a novice librarian I am aware of the knowledge I am lacking in the way of "evaluating, weeding, purchasing materials etc" (Mardis, p. 3).  I have been learning as I go with the assistance of our library clerk (Steve) who is "the real expert" of our school library.  

Steve does a lot of the purchasing, organizing and general care of the library.  I currently collaborate with the teachers about skills and topics they would like their students to learn about.  

Recently, I collaborated with the grade K/1/2/3 teacher to decide what skills and knowledge I had to share.  In the primary class we learned about Canada's provinces and territories and in the intermediate class we learned about research and note-taking skills.  I knew personally what skills the students needed to work on because I am also their part-time classroom teacher.  

This term the primary class are raising salmon.  I sought out lessons and resources that revolve around the teacher's class theme.  I found a fabulous website for purchasing popular books that on many occasions include an accompanying lesson plan.  

I chose the book, A Salmon for Simon to share with Mrs. Bragan our primary teacher.  See the Strong Nations website (https://www.strongnations.com/) for a copy of the lesson plan that accompanies the book.  

Some of the programs our school uses to enhance student learning include:  Spark Reading https://spark.pearson.com/app which has been made available through the English Language Learning program but is limited to a certain number of students.

Other programs we use at school include the Kurzweill program which I am being told is a "dated" program.  But on further research I have found that Kurzweill has updated their program to further meet student needs.  It appears I need to acquire further training in a program I thought I was already familiar with.  

Due to the limited time allocated to our library we cannot fully meet all of the requirements or the 5 laws of library science associated with running a successful learning commons.  "Appropriate funding for learning resources is necessary for school libraries to meet curriculum expectations and the individual learning and social needs of their students and teachers (CASL, p. 25).

In truth and reality our school library is currently "below standard" (CASL, p. 26).  Areas that require improvement are:  access to current materials and equipment, teacher librarian time, access to resources beyond the school and sufficient funds to acquire and deliver programs.  (CASL, p. 26).

I am excited and determined to create an atmosphere that is conducive to learning and inspires a desire to learn beyond the school walls.  

References

Asselin, M., Branch, J., & Oberg, d., (Eds.). (2006).  Achieving information                            literacy:  Standards for school library programs in Canada.  Ottawa ON:                     Canadian Libraries Association.

Mardis, Marcia A. (2016).  The collection program in schools: Concepts and                           practices. (6th ed.).  Santa Barbara, CA:  Libraries Unlimited.