Lesson 3 - Building a Reference Collection

Before investigating this section I already knew there was a distinct selection method when it cam to resources for the library. Teacher librarians can consult journal reviews, websites, catalogs, word of mouth, and popularity or demand. I did not knowhow the selection process related to the reference collection. Generally when I think of the reference section of the library I think of the World Books, all lined up in a row on the shelf. I did not realize how extensive the Reference section can be.

Riedling spends several chapters of her text discussing the key elements for selecting the books for the reference collection. I took the time to compare the criteria for selecting each category: Bibliographies, Directories, Almanacs, Yearbooks, Handbooks, Bibliographical Sources, Dictionaries, Encyclopedias, Geographic Sources, and Indexes and Abstracts. Riedling uses the same categories to compare most of the reference resources with some variation depending on the text. The main trends for choosing a reference resource are: Authority, Scope, Currency, Accuracy and Format. These categories where reflected on five of the references as selection methods. The other selection topics where four or fewer, depending upon the reference and its specialization.

Riedling (2005) explains that an authority is "the education and experience of the authors, editors and contributors of a source, as well as the reputation of the publisher or sponsoring agency" (133). Authority deals with the knowledgeable individuals responsible for creating the reference resources and their credibility.

Scope refers to why the reference is written, primarily it's 'purpose ... and its intended audience' (134). It also refers to the content discussed in the resource and how much detail is provided.

Currency refers to how current the information is within the resource. In most situations, if a reference resource is more than five years old, it should be replaced. Teacher librarians are responsible for maintaining current information centers not archives of the past. Our cultures are changing daily, we need to make sure resources are up to date. Electronic resources can be quite handy in this case, as they may be updated more often than the print version.

When selecting reference resources based on accuracy, teacher librarians should make sure the contents of the resource are correct. This should include spelling, information, and in the case of Abstracts and Indexes, ensuring that authors names are consistent between the abstract and the index.

The last theme for selecting a reference resource was format. Format refers to arrangement and organization. Teacher librarians should note if the reference is well organized, and readability (especially when looking at dictionaries) (Riedling, 2005, 58). When evaluating Encyclopedias, format should consider if the illustrations are current, if the source is 'user-friendly' as well as the 'intended audience' (68). When looking at geographic resources, Riedling (2005) states, "the resources must provide the desired information quickly and easily; be clear and legible" (76).

Regardless of that reference resource the teacher librarian is investigating they must be aware of these trends in the selection process, and for the benefit of their students, adhere to this criteria. This will provide current, accurate and detailed information for students to access throughout their school careers.

References

Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.