Theme Three Reflective Blog Post – Technology, Leadership, and Transformation in the Pursuit of the LIBE Diploma

Reflection of Learning:

After reflecting upon my experiences during the third theme of the course I am happy to report that I have learned a great deal about reference services and the importance teacher librarians play within the larger school community. Initially, when I had signed up for the course, I had a vague idea of what a reference was. I understood that references were used to answer questions and were often referred to when conducting research to help support one’s findings. Unfortunately, I didn’t really make the connection between how important it is for these references to be continually evaluated to meet current student needs. I think this had a lot to do with my assumption that the internet was the source of all information. I was naïve to think that searching the web was something students, and staff, were well versed in.

This course has allowed me to see the internet in a completely new light, and how “the web and its existence affects many aspects of reference sources and services for school libraries” (Riedling 109). With the overwhelming amount of information available to library users, it is no wonder our students struggle to sift through it all. As Riedling states, “it is important to think strategically about which electronic information resource to use for a particular information need because each one provides different kinds of information and involves different types of search strategies” (110). This is where the expertise of the teacher librarian comes into play. By choosing the right electronic resource and modeling how to make use of search engines to yield the best results, school librarians can connect students to desired information much quicker, saving precious time, while also providing vital information literacy skills.

Additionally, teacher librarians need to be able to evaluate their resource collection to ensure it is current and serving the purpose of meeting the library users’ informational needs. Fortunately, this course has given me a greater understanding of reference services and tools to help with the evaluation process (should I get a library of my own). Being a part of the online discussions extended my thinking and allowed me to understand that each library is unique in its operation and informational needs. In short, what works for one librarian and/or school, may not necessarily work for another. There are many unique characteristics involved in the operation of a school library (budget, access to technology, grade level, etc.). This is just one of the reasons why additional training and professional development are required to keep the position of school librarian indispensable in all schools.

Where To Go From Here?

As Riedling asserts, “although much judgment is subjective, tools or aids and specific criteria are available to assist with appropriate evaluation of reference sources” (25). This course has allowed me to see that much like teaching, I don’t have to start from scratch. By referring to existing criteria and useful websites for direction, I too can begin to create library policies and an overall action plan to help guide my practice. These may change over time, but they will give me a sense of direction as I work towards the completion of my diploma. While I don’t consider myself to be technologically savvy, it is no reason for me to shy away from the profession. By keeping up on the latest technology through professional development and staying in contact with fellow teacher librarians for assistance, I can work towards changing my insecurities. With time, and a great deal of practice, I hope to one day feel confident seeking a position as a teacher librarian within my school district.

All in all, teacher librarians today need to have “skills in searching, accessing, using, and evaluating information efficiently and effectively” to meet the needs of 21^st century learners (Riedling 116). The reference section of the library must be maintained in order to do so. By transforming this space into “a center for social interaction, individual and group exploration, and guidance in the location, access, and use of information resources” today’s teacher librarian will be off to a great start.

Additional Resources:

Below I have attached a link to an article from the Canadian School Libraries Journal that I found to be particularly inspiring. It details the transformation of the school library at Hamilton Hebrew Academy and its overall impact on the staff and student population. https://journal.canadianschoollibraries.ca/a-teacher-initiated-library-learning-commons-and-the-transformative-outcomes-it-can-produce/. 

Below I have attached a link to a short video from Anita Brooks Kirkland regarding teacher librarians and the learning commons model. “Teacher-Librarian 2.0: The TL as Technology Leader.” Youtube, uploaded by Anita Brooks Kirkland, 25 Oct. 2015, https://www.youtube.com/watch?v=ble-dbvEerg.

Works Cited:

Editor, Web. “A Teacher Initiated Library Learning Commons and the Transformative Outcomes It Can Produce.” Canadian School Libraries Journal, 23 May 2018, journal.canadianschoollibraries.ca/a-teacher-initiated-library-learning-commons-and-the-transformative-outcomes-it-can-produce/.

Reidling, Ann Marlow,. Loretta Shake, and Cynthia Houston. Reference Skills for the library media specialist: tools and tips. Worthington, Ohio, 2013

“Teacher-Librarian 2.0: The TL as Technology Leader.” Youtube, uploaded by Anita Brooks Kirkland, 25 Oct. 2015, https://www.youtube.com/watch?v=ble-dbvEerg.