Assignment 3: Digital Databases for Sustainable School Libraries

The following assignment will be written from a fictitious standpoint (as I do not currently have my own library). As such, it will be written as though I am working a position as a teacher librarian returning from Spring Break hoping to ease the burden of our current global fight against COVID-19 and its implications on education.

Taking the time to explore the online databases has allowed me to see the value in adding a Gale digital database to our library’s collection. With the current spread of COVID-19 many colleagues have been looking for online resources to ease the stress of transitioning to online learning. Such resources will allow staff and students access to information during school closures and periods of self isolation. In addition to this, parents can view information to help educate their children on the global spread that is leaving many fearful due to misinformation and/or a lack of understanding.

Having access to cross disciplinary content that not only aligns with BC’s curriculum but also 21^st century learning, means that both teachers and parents can rest assured knowing students are continuing their learning despite school closures. Self isolation doesn’t necessarily mean that learning has to stop, it just needs to change to adapt to our current needs. As educators, this is nothing new. We simply need to be flexible during times such as these and assure our students that such changes will allow us to grow.

Following Spring Break, our staff plan to meet to prepare for educational opportunities moving forwards. It is during this time that I plan on introducing the Gale digital databases to my colleagues. Doing so will allow them to explore the site before any purchases are made and give me vital input into which databases (if any) they could make use of. “Having teachers involved in [this] process not only builds support, but also gives [me] an opportunity to show them how to incorporate these resources into their classes” for the current timeframe and into the future (Toor 173). I know that in order to ensure the school makes the most of the online databases I will need to keep up with the latest technology and regularly make a point of tracking its use within my school. Using a generic tutorial may work right now, but it will be important for me to create one that will be unique to the needs to my current library users. Hopefully I can get the support of my staff and potentially some students, to help with the creation of one should school resume as normal.

Those in favor of online databases will attest that they make searching much easier. Options to narrow individual searches (general vs. advanced) allow students to sift through information much more efficiently. Doing so enables them to find the information they are looking for in much less time while also providing tools to help them cite their sources. They are accessible from almost anywhere which makes using them during a time of school closures even more helpful. Additional tools such as the highlighter and ReadSpeaker text-to-speech technology allow ESL and students with special needs added support. From the librarian’s perspective, such databases save precious resource space, while simultaneously granting users access to quality resources that have been organized into specific categories and reviewed for accuracy by editors and experts.

One of the potential downfalls to relying on an online database is the availability and/or access students have to such technology. Another argument against the use of online databases would be that students need to be trained on its proper use to get the most out of their research. While I would agree with the latter, I would argue that the access to technology issue can be addressed (to the best of our abilities) upon our return from Spring Break. When classroom teachers make their initial check in calls with students, they can incorporate questions around this issue. Most students have access to the internet and some form of device, whether it be a smartphone or tablet. Having such information will allow our school to adapt our opportunities for learning for those without this luxury. Students with special or behavioural needs who require additional support can also be considered. While it is still unknown how exactly this may look it could mean opening the school to a select few who’s situations are dire. When it comes to making use of the online databases from home, training can be done through the use of video tutorials and simplified user manuals to help students navigate this new territory. Again, those requiring additional assistance may be able to make arrangements to meet me at the school if this becomes a possibility.

This change will take place over the next few weeks and require the help of both administrators and teachers to implement. I not only need to ensure that students are successful, but teachers as well, if they are to get the most out of these online resources. I need to ensure that it will be money well spent from my library budget. My hope is that during the school closure I can take some time to create a tutorial (with the support and contributions of my colleagues) to help students navigate the online database from home. Doing so will allow students access to vital information to help support their learning during this unpredictable time. It will also give me an idea of where students are in terms of their research and digital literacy skills. This insight will be largely based on conversations I plan on having with their classroom teachers. By getting a general feel for where students may require additional support/learning, I can prepare appropriate lessons for their anticipated return to school.

Using my own rubric, which was largely influenced by Riedling et al.’s criteria for evaluating online databases – “accuracy, authority, format, and scope” I have highlighted where the Gale online database can work to improve the reference services in my library (91). After ensuring it meets the necessary criteria and taking into consideration staff feedback, I will go ahead with a purchase. Upon receiving the Gale database, I will then test its accessibility on the library website. This will guarantee that students can at least be directed towards it via the school website and can find it from home or other parts of the school should they re-open. E-mailing out a simple navigation page along with the link to the Gale database to teachers (who can then distribute them to their students), will give parents and students the option to make use of such resources at home. Attaching a link to relevant videos (see below) will also be helpful for visual learners until a personalized one can be made for our current collection.

I plan on using something similar to Southward Secondary School’s website layout for students to effectively conduct research using the Gale Databases from home https://sss.wrdsb.ca/library/effective-database-research/. This will give me a general guideline on how to set up this information in a student friendly manner and can be adapted to meet the needs of my library users. The teacher resource page is also one I aspire to provide for my staff in the near future https://sss.wrdsb.ca/library/teacher-resources/. I understand that like many aspects of this job, it will take some time before my website is exactly where I want it to be but having an example to help guide me though the process will be invaluable.

A follow up should be made before the end of the school year to decide whether or not purchasing the Gale database was a success or left much to be desired. Staff will be asked to give feedback as to their use and its relevance as well as how students viewed this resource. This could be done through a short questionnaire placed in staff mailboxes or e-mailed out to each classroom teacher. Either way, getting feedback on the relevance of the Gale databases from staff and students will determine whether or not I continue to renew my subscription. Although this is a very uncertain time, it is important I work alongside classroom teachers and their students to ensure they have access to the latest information through library resources. I must also “assist students [in] effectively and efficiently us[ing] the Web, creat[ing] a culture of information inquiry, and creat[ing] information-fluent students (those who can access, evaluate, organize, and use electronic information) for tomorrow’s world” (Reidling 116). It is by working together and supporting one another that we will prevail.

Links to Helpful Videos:

“Using a Library Database.” Youtube, uploaded by OSLIS Elementary Videos, 2 Aug. 2018, www.youtube.com/watch?v=kttL04lluWU.

“How to use the Gale Database at Chelmsford High School.” Youtube, uploaded by John O’Sullivan, 24 Mar. 2020, www.youtube.com/watch?v=Dw-fMqDIdRY.

Rubric for the Evaluation of Gale Digital Databases to Improve Reference Services in our School Library:

~The bolded font represents my evaluation of Gale Digital Databases.

	Poor and Below Standard	Adequate and Meets Standard	Exceptional and Exceeds Standard	Notes
Accuracy	Resource is outdated, presenting inaccurate information and/or reviews are from questionable sources.	Resource presents factual information but could be due to advertising. May contain questionable sources.	Resource presents factual information with positive reviews from credible sources. A reputable publisher is also present.	Information is updated by the previous day and are non-biased. Abstracts allow for more precise research.
Meets Curriculum Needs/Goals of the School	Content does very little to support curricular needs and goals of the school.	Content supports some of the curricular needs and goals of the school.	Content supports curricular needs and goals of the school. Canadian content is a primary focus.	Cross disciplinary content that aligns with the curriculum and 21st century learning.
Age appropriate and/or relevant for current student body	Content is limited to a select audience and does not consider cultural and intellectual needs. Resource may be geared for a younger or older age group.	Content is accessible to a wide range of students but may be limited in its ability to support the cultural needs of students.	Content is inclusive and accessible to a wide range of students. Illustrations and overall layout are visually appealing and inviting. Articles, videos and infographics.
Physical Condition/Format and Cost	Physical condition is poor. Reference needs replacing and/or weeding – (smell, discolouration, water damage, etc.). The price is not justified by the minimal to non-existent use of the resource.	Physical condition is fair but will need to be considered for replacement or weeding next year. The price of the resource is justified by the demand and anticipated use.	Electronic resource that doesn’t take up precious library space. Easy to navigate interface. Citation and translation tools. Students can listen to information using the ReadSpeaker text-to-speech technology and can forward information as pdfs to themselves or others.    The price of the resource is justified by the demand and anticipated use.	$600 for one Gale in Context database limits the amount I could purchase for my library. Perhaps the district would be interested in purchasing this for all schools? Something to ask fellow TLs about – district package?

Works Cited:

“How to use the Gale Database at Chelmsford High School.” Youtube, uploaded by John O’Sullivan, 24 Mar. 2020, www.youtube.com/watch?v=Dw-fMqDIdRY.

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

Toor, Ruth, and Hilda K. Weisburg. New on the Job a School Librarian’s Guide to Success. 2nd Edition Chicago: American Library Association, 2014.

“Using a Library Database.” Youtube, uploaded by OSLIS Elementary Videos, 2 Aug. 2018, www.youtube.com/watch?v=kttL04lluWU.