The Role of Teacher Librarian in Reference Services

A reflection question in one of the modules of my LIBE 467 class asked, “Does the fact that it is considered "reference" make it distinct from how we deal with other instructional materials that are supported by the school library?” and throughout Theme One: The Foundation of Reference Services I continued to question what is a reference? (Oxley 2023). Is it the same as calling it non-fiction? Does it have to be in a separate section of the library? Does it have to be materials that must stay in the library? I found solace in the definition of a reference source as “materials, from book to computer to periodical to photograph that can be found anywhere in the library or online” (Riedling and Houston 15). The American Library Association suggested in the Guide to Reference Sources that “you know one when you see one” (Oxley 2023). I think the term reference has evolved in the digital age and rather than focus on what is and is not a reference source, what I think is more important is focusing on the role that teacher librarians play in reference services.

 

Reference Skills for the School Librarian suggests that reference services consist of:

• knowledge of the library collection
• effective teaching and communication skills
• competence in selecting, acquiring, and evaluating resources to meet students’ needs (Riedling and Houston 5).

Within these services, the goal is to curate a library collection and program that enables students to become information literate (Asselin 5). I believe supporting students to become information literate is one of the most important roles of a Teacher Librarian. These life-long skills will enable students to attain information fluency: being able to recognize the accuracy, credibility, and relevance of sources, especially in the digital age (Riedling and Houston 104). These information literacy skills of critical thinking, collaboration, ethical use of media and communication need to be explicitly taught through bibliographic instruction, but I think this can be done in an engaging way (Riedling and Houston 6, 9). 

 

At a professional development workshop several years ago, I took part in an interesting activity. Groups were asked to design a sculpture using the available materials (in this case it was Lego). Once completed, individuals were asked to stand next to the sculpture that they thought was the best. The facilitator then went to the sculpture with the most people standing next to it and gave them a prize and said, “Congratulations!” As you could imagine, the original designers were quite upset that the people standing next to their sculpture received congratulations saying, “Why are they getting credit for my design?” As a result, a great discussion on plagiarism ensued and participants had first-hand experience of what it is like to not be given credit for their work and then apply their understanding when referencing other peoples’ work. 

Other great activities to teach critical thinking skills especially in the age of misinformation getting students to do some research on the Help Save the Pacific Tree Octopus website and watching the House Hippo commercial.

Video Source: MediaSmarts

What other engaging activities do you use to help teach students the skills to become information literate?

 

“Research shows that today’s digital students learn more when engaged in meaningful, relevant, and intellectually stimulating schoolwork and that the use of technology can increase the frequency for this type of learning.” (BCTLA)

 

I think the role of Teacher Librarian has also become more fluid especially with some many reference sources available digitally. TL’s are now facilitators that act as research assistants or technology support for students unimposed queries or in conjunction with teachers for curriculum based inquiries (Soper). Using a research framework such as the Points of Inquiry or Kath Murdoch’s Inquiry cycle, students can feel empowered to have agency over their learning and see learning as a process rather than just memorizing facts (Riedling and Houston 6). TL’s can personalize their interactions and while developing the collection, take into consideration the diverse needs of the students and teacher who will be using the collection.

BCTLA's Points of Inquiry Research Framework (BCTLA)

 

Kath Murdoch's Inquiry Cycle Model (Murdoch)

Works Cited:

Asselin, Marlene, et al. Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, 2006.

“House Hippo 2.0.” Youtube, uploaded by MediaSmarts, 30 Sept. 2019, https://www.youtube.com/watch?v=5R_tOSRynZU&ab_channel=MediaSmarts. Accessed 5 Feb. 2023.

Murdoch, Kath. A Model for Designing a Journey of Inquiry. 2019. https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/5dcb82551bdcf03f365b0a6f/1573618265386/A+MODEL+FOR+DESIGNING+A+JOURNEY+OF+INQUIRY.pdf Accessed 21 January 2023.

 

Oxley, Kristie. LIBE 467 Information Services 1. Lesson 2: The Reference Process and Information Skills. 2023. Reading. https://canvas.ubc.ca/courses/115685/pages/lesson-2-the-reference-process-and-information-skills?module_item_id=5213143

 

Riedling, Ann Marlow, and Cynthia Houston. Reference Skills for the School Librarian: Tools and Tips, 4th ed., Santa Barbara, Libraries Unlimited, an imprint of ABC CLIO, 2019.

Soper, Sheldon. “The Constantly Evolving Role of the School Librarian.” ALSC Blog, 1 June 2017, https://www.alsc.ala.org/blog/2017/07/the-constantly-evolving-role-of-the-school-librarian/. 

The Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner. British Columbia Teacher-Librarians' Association, Jan. 2011, https://bctla.ca/wp-content/uploads/2018/02/the-points-of-inquiry.pdf. 

Zapato, Lyle. “Pacific Northwest Tree Octopus.” Save The Pacific Northwest Tree Octopus, 8 Mar. 1998, https://zapatopi.net/treeoctopus/.