If we (re)build it they will come

The following blog post will go over my main takeaways and thoughts from the first theme of LIBE 467, which has focused on an introduction to reference services, the reference process, formats of reference materials, and their evaluation.

I’m fairly certain that if you scroll back long enough on this very blog that you will find I’ve used a version of this title before, along with another image from the 1989 film Field of Dreams; a reference that will be lost on even some students in LIBE 467 and definitely on the students that I teach daily. Regardless, all you need to know for the purposes of this blog post is its famous quote “if you build it, he will come.”

For the purposes of this metaphor, he is a strong library program.

But when it comes to libraries, what is it? I’d argue the following:

• Community
• Love of reading and learning
• Information literacy
• Digital literacy
• Media literacy
• Collections of multimodal resources in both physical and digital forms
• Safe spaces and refuges
• Access points for technology
• Places to make and create
• The foundations for academic rigor and integrity

Many of these require access to a reference collection, while others are necessary for the successful use of one. These things don’t just magically manifest, they must be nurtured and curated mindfully and purposefully. And sometimes, they need to be rebuilt. Or at least renovated.

The digital age has especially necessitated that for our reference collections, and this course has been a welcome reminder of the work that needs to be done to support the information literacy and research needs of students.

Something to rebuild – Achieving Information Literacy

A lot has changed in the world of reference since Achieving Information Literacy was reprinted in the year 2006. I think that it is time that this document was re-imagined for what is in many ways an entirely different world. (For reference, the original version of this document sits on a timeline closer to Field of Dreams than it does to today). Advocating for budgets and funds can be an extremely challenging process, and pointing to criteria and figures from 16-19 years ago does little to support our requests. Some things that used to be the domain of the school librarian have often become the purview of dedicated divisional departments, like what computer software is installed on library computers; especially with the rise of web-based subscription applications. It would be useful to have new guideposts to inform our planning.

Something to renovate – our library’s reference collection

The reference collection in our library doesn’t need to start again from square one, but it could use some renovation. Whether I aim to meet the standards set out in Achieving Information Literacy (AIL) or not, our non-fiction print curricular materials are not being pulled by Teachers like they were even 5 years ago, and a lot of our print reference collection has been weeded. We have some digital materials, but not enough to meet AIL criteria. But what does it mean to have a well built reference collection?

“libraries build collections based on what they think faculty and students need”

(Riedling & Houston, 2019, p. 4)

I wish I could reword this quote to say that we build collections based on what we know they need, because we have given them a voice in our space, and we are aware of what topics students are inquiring on and how they are gathering that information. It is not that we are experts that know best, but rather an active and reflective part of our school community. This ties in with Riedling & Houston’s outline of what reference services includes

• defining the information needs of clientele
• creating collaborative culture
• student education on access
• assessing resources

(2019, p. 2). Indeed, it seems like a reference collection is as much about knowing your clientele, how to access, and how to interpret and build knowledge from the resources as it is about the resources themselves. Without considering these factors, you could have an excellent reference collection, that holds little value.

Ultimately, the following definition of reference materials is all encompassing:

“a good reference source is one that serves to answer a question”

(Riedling & Houston, 2019, p. 16)

.. but I’m still left with the feeling that it needs to be combined with the ideas of a good reference service to truly meet the needs of a library.

I am thankful for the opportunities this course will allow to evaluate sources and more closely work with peers to make our reference collection more relevant to both our curriculum and our student body.

Rebuilding for all

Finally, I’ll be heavily relying on Riedling & Houston’s identified Evaluation Process for Assignment 1, which includes the following:

• Content Scope
• Accuracy, Authority, and Bias
• Arrangement and Presentation
• Relation to similar works
• Timeliness and Permanence
• Accessibility/Diversity
• Cost (2019, pp. 23-25)

My gut instinct is that in working with a teacher for Assignment 2 that Accessibility/Diversity will be especially important. I wonder if this will be challenging. Between our physical collection, ILL availability, and our digital materials access is not so much an issue, but rather the accessibility of that information to the ones that need it the most. What is the place of manipulatives and other multimodal representations in the reference collection? Can a podcast be reference? Are their databases that are truly embracing video and audio formats, or significantly reduced readability materials for ELL students with limited prior schooling?

I look forward to investigating this further, and rebuilding a reference collection that reflects the needs of my community.

Bonus video (from a YouTube hole I fell down while reading/viewing more about accessibility)

References

Canadian Association for School Libraries. (2006). Achieving information literacy: Standards for school library programs in Canada (M. Asselin, J. L. Branch, & D. Oberg, Eds.). http://accessola2.com/SLIC-Site/slic/ail110217.pdf

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

TedX Talks. (2018). Access vs. accessibility | Allister Chang | TEDxYale [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=oM8gbYIRFf0