Assignment 2 - Evaluate a Reference

Context:

            The Aboriginal Choice School library resource center has a clientele base of about 170 students, 12 teachers, 10 teaching assistants and various other community and staff employees. The library as a whole is not used to its full potential. Students use the non-fiction and fiction sections for book exchanges, and teachers access the collection to supplement classroom libraries or add books for units in science and social studies. Teachers also access the mobile computer lab through the library. The teacher librarian doubles as the librarian and the Health PREP teacher.            

            After surveying the staff very few, if any staff members use the library to develop research skills or use the teacher librarian for collaborative teaching opportunities. This is due to several reasons. Firstly, most of the school time is spent on social skills and having the students acting appropriately in the school. One teacher responded, “They don't enjoy the library and I don't think they act appropriately when there.” Another teacher responded, “usually busy, difficult class.” Overall, the reference section of the library is neglected and underused for research purposes.

            Students do access some of the encyclopedias such as: Penny Smith’s (editor) Human Body Encyclopedia, or Jonathan Couper-Smartt [et al.]’s Marvel Encyclopedia, but these are for personal interest and done during book exchange. The Guinness Book of World records are also popular.

Evaluation:

            Policies: Most of the library resource centers in School District #57 do not have written policy binders, the Aboriginal Choice School’s library included. The School District has Policies #6143.1 and 6143.2, which refer to regulations, criteria, facilities personnel, and the “Evaluation, Selection and Acquisition of District-Approved Instructional Learning Resources” (Board of Education: School District No. 57, 2008). The teacher librarian is expected to follow these policies with regards to the selection and maintenance of the library collection. The library resource center, however, is missing the general maintenance, budget, personnel, weeding policies and general procedures for the library. The policies should be addressed and completed.

            Reference Collection: The print collection is quite small. The collection consists of (but is not limited to) the World Book encyclopedia sets, several dictionaries, including a French-English dictionary, Webster’s Biographical Dictionary, Canadian Encyclopedia, The Kingfisher Science Encyclopedia series, The Raintree Illustrated Science Encyclopedia, as well as five copies of the Scholastic Kids Almanac. There are additional print resources including thesauri. The online and electronic reference collection includes, but is not limited to, World Book Online Reference Center, Encyclopedia of British Columbia, Prince George Newspapers, Culture Grams, NoveList K-8 Plus and the Literary Reference Center. Students are being encouraged to use the online reference collection.

            Services: Currently the library operates as an area for students to do book exchanges, access the Internet using laptops or the four desktop computers. It also acts as a friendly, warm gathering place for staff and students. The library resource center is a spacious area, with several tables and all the resources around the perimeter of the library. The ‘easy read’ section has several shelves that define the space from the rest of the library and the Reference collection has two stacks that define its area, which merges with the professional resources.

            The teacher librarian has not been offering collaborative learning opportunities with staff, but some teachers have voiced their interest in collaborative opportunities for teaching units and more specifically in areas of Aboriginal studies.

Rationale:

            According to Ann Riedling (2005), with the exception of natural science and botany resources, most of the reference collection should have a maximum of five years before it should be weeded and replaced. “Print psychology, history, business and education sources become dated in ten year” (Riedling, 2005).  While evaluating the reference collections many publishing dates popped out as being too old.  A French English dictionary was published in 1964. The World Book Encyclopedias were published in 2004. A Webster’s Biographical Dictionary was published in 1980.

            After discussing the reference section with the teacher librarian she indicated, it is a small reference section as she has been weeding out many of the references. She has weeded due to age of the resources and due to their updated access online. There are still resources that should be weeded and replaced due to their age and condition.

            The dictionaries and thesaurus section is of the most concern. The dictionaries and thesauri range from 1964 to 1980. These are much too old for a library resource center. Every year new words are added to the Merriam-Webster and Oxford University Press dictionaries. As Riedling states, “Currency is yet another important factor to consider when evaluating dictionaries. Dictionary revision is never-ending” (2005).

            The teacher librarian is trying to encourage the students and staff to access current information through the online resources, however, Riedling notes, “… that just because a dictionary is on the Internet does not necessarily mean that it is more current than the print equivalent” (2005). Students should be encouraged to use both print and online resources and develop their critical thinking and inquiry skills.

Action Plan:

            1. Discuss the possible weeding of the dated dictionaries and thesauri with the teacher librarian. This discussion will focus on why the dictionaries and thesauri should be removed as well as where they will go once discarded. Riedling emphasizes the importance of removing the resources; she states, “… [W]eeded materials should be destroyed. (Personally take them to a dumpster and throw them in!)” (2005). Some schools reuse the resources from the library resource centers in the classrooms. If the resource is not usable in the library it is not acceptable for the classroom.

            2. Physically weed the dictionaries and thesauri following the School District No. 57 Policy – 6143.2 and the District Resource Centre approved system: Gail Dickenson’s (2005) MUSTY – Misleading information, Ugly, Superseded by better works, Trivial, Your collection has no use. Remove the books from the Computer system, and enter them as discarded resources. Throw out the discarded resources.

            3. Using Policy 6143.1 “Administrative Procedure,” identify possible dictionaries and thesauri from the Education Resource Acquisition Consortium (ERAC) (Board of Education: School District No. 57, 2008). Riedling (2005) emphasizes the importance of selecting dictionaries based on authority (suggestions: Merriam-Webster, Random House, Simon & Schuster, Oxford University Press), format, currency and accuracy.

            4. Select three authorities: Merriam-Webster, Oxford University Press and Scholastic dictionaries. As stated in policy 6143.1, “For each resource that is not Ministry recommended not Education Resource Acquisition Consortium (ERAC evaluated, the teacher completes the District Resources Evaluation Form (Appendix 1 and the District Approved Instructional Learning Resources Application Form (Appendix 2)” (Board of Education: School District No. 57, 2008).

            5. Send request of purchase to the District Resource Center (Attach Appendix 1 and 2 if necessary) of 2 current Merriam-Webster’s Collegiate Dictionaries ($14.93), 2 current Paperback Oxford English dictionaries ($12.64), and 2 Scholastic First Dictionaries ($22.99), or 2 Scholastic Pocket Dictionaries ($11.99) as well as one Scholastic Pocket Thesaurus ($8.99)

            6. Order

Measuring Success:

            Success will be determined on three factors:

            1. Teacher librarian approval of removal and discard of resources.

            2. Weeding using Dickenson’s MUSTY method (2005).

            3. Ordering and arrival of new dictionaries and thesaurus that have been bar-coded and added to the Aboriginal Choice School library resource center collection and catalog system.

References

Board of Education: School District No. 57. (2008). Policy 6143.1: Evaluation, 
      selection and acquisition of district approved instructional learning 
      resources. Retrieved from http://www.sd57.bc.ca/index.php?id=629

Board of Education: School District No. 57. (1991). Policy 6143.2: School and 
      district learning resource centers. Retrieved 
      from http://www.sd57.bc.ca/index.php?id=629

Dickinson, G. (2005).  Crying over spilled milk.  Library Media Connection
       23(7), 24—26. Retrieved from Academic Search Premier database.

Price, L. (2012) How does the ACS Library Help you? Teacher Survey –
      Aboriginal Choice School Staff. Retrieved from
      http://www.surveymonkey.com/s/TNHPCJS

Riedling, A. (2005). Reference Skills for the school library media specialist:
      Tools and tips (2^nd ed.). Worthington, OH: Linworth Books.