EVALUATION OF REFERENCE SECTION OF OUR LIBRARY

 Evaluation of Reference Section of our Library

Rationale: When evaluating our reference section of our library; I considered these criteria from Riedlings ; Reference Skills for the School Librarian  Tools and Tips 3rd edition: pg 21 to 23.

• content/scope

Our library is small in size but being a mixed aged Montessori school each class has their own small specific to age level reference section within their class. The content includes  several age/subject encyclopedias; dictionaries; atlases; thesaurus; almanacs;  and several magazines subscriptions. I have seen gazetteers used outside the library for example with a inquiry project called oercommons.org/courses/100-people-a-world-portrait/view"If the World  were 100 people".through Open Education Resources with the grade 5/6's. There is  not  a web based periodical library catolgue for searching but we use a card system.
Lacking presently is access to a database of any kind .  I spoke to the Information Technology Specialist and Principal and found out that they had subscribed to  BCERAC DATABASES but found that it wasn't being used very much and the 600 dollar fee per year was not worth it so they withdrew.(membership fee only; more below)
The scope I believe covers preschool to grade 8 which is our range.In the library we have two laptops but no access to educational database or display of student friendly search sites.In classroom there are a set of about 10 laptops in a class  of up to 24 students starting in grade 3/4 and a few in grades 1/2 On one shelf there is a small maker space area and educational games. Being a Montessori School there is  a section on the philosophy and Montessori education development for parents and educators.

REFERENCE IMPROVEMENT GOAL;
 to introduce the possibility of subscription to a database  such as ebscohost. for schools  or more plausible  and relevant to British Columbia content would be bcerac.ca assortment  of databases that are already evaluated and licensed for use by BC  schools. These include  two free ones ;knowbc.com  which includes the British Columbia online encyclopedia and Mediasmarts.ca about internet safety /media literacy etc. For fee databases included are Worldbook online; Gale and EBSCO host.
I believe Information Fluency is an important skill  to learn how to access information using a database and it's an important component in becoming information literate by being able to access, use and evaluate online information for meaningful learning. The databases of the BC ERAC have been evaluated for student use so their relevance ans accessibility are established for the most part.

 Secondly the Sedin family foundation just announced a $500 grant  possible per  eligible schools in BC for early chapter books(grade 2 to 4) Thanks to Richard our instructor for passing this news of 70,000 titles available DRM(Digital Rights Management) free.  Information is also posted on the  website  :BC Teacher Librarian Association. . To apply only involves  the TL writing a paragraph on how and why your school could use books for early readers  Click here for more on EPSCO ebooks. My goal is to present this opportunity and see if there is interest to proceed in the application.

• accuracy/authority/bias
• authority is based on an item being reviewed by a group of peers with information being accurate and correct. Riedling suggests 5 years maximum for reference resources to be accurate especially atlases.
• biases is most important to be aware on the web /web 2.0 as well as magazines/newspapers ; Whose point of view is this? Does it appear biased/one sided?

Our school has an IT specialist who uses mediasmarts.ca to discuss internet awareness.

For insight into these topics the TL was aware of the BC Library Association and the Canadian  School Library ; Leading Learning document that has many helpful rubrics on development of a Learning Commons for the 21st century.
I suggested the School Library Journal and  Commonsensemedia for evaluative reviews by educators. The reference section appears to be updated and revised editions though one set of by subject- country encyclopedias were out dated

 If they enrolled with BCERAC it includes requests for evaluation of learning resources ;click here for more information bcerac.Evaluative services and requests. reviews are posted online and through their app for mobile devices.School educators can be involved in the evaluative process after completing a evaluator training course. Review abstracts are written for 2,149 literary resources(books/novels) filtered by age group etc.Reviews of Literature. Their selection of databases are evaluated and licensed.

• arrangement/presentation

Because our physical space is limited there is not a lot of room for change. I would suggest signage above the reference section and a poster with student friendly sites/icons beside the computer. A Symbaloo homepage would be helpful for students to click on because of the pictorial icons that are easily identified. This link is an example of a webmix for students where students can easily click on . One can be made just for digital reference resources too.
Making the online digital  resources more visible is the key. I did a quick search but found no posters that display common used websites/icons for students learning though the Symbaloo homepage could be printed out in colour for a visual.
 I would  also suggest the website of the Canadian  School Library ; Leading Learning document that has many helpful rubrics on development of a Learning Commons for the 21st century. Most helpful is fostering literacies to empower life long learning 

• timelines/permanence

This is hard to judge in general; it appeared the reference section was as relevant as print can be and I noted that most were revised; updated versions. Riedling suggests 5 years for  reference materials in general . My check of the reference section revealed most were updated revised versions in general. By displaying the reference digital websites would be helpful in giving students a more timely source up front. Though in general this is done within the mixed aged classes; such as  use of the online Canadian encyclopedia and BC encyclopedia. 

• accessibility/diversity

 There are audiobooks; and students use read aloud text sources  through utube read aloud books. Students use Google voice to text and text to voice at Google speech recognition My school does not pay a subscription fee for digital books.
For fee online books l would recommend ; ebooks on tumbleweed and Scholastic bookflix. My suggestion was with use of a GVPL library card the tumblebooks.com.  is available free of charge.  Tumbleweed offers  4 paid subscription  bundles for in school use of  a curated database:
1.Tumblebooks with 1100 titles for k to 6 grade(includes Spanish and French )
2.Tumblecloud  JR for Grade 3 to 6 with 550 titles
3. Tumble Book Cloud for middle/High School
4. AudioBook Cloud; curated database of audio books

This website ;readingrockets  is very useful in helping struggling readers and gaining insight into their type of reading difficulty.(dyslexia; LD etc) 
International Childrens Digital Library is a culturally diverse free children's fiction books that have been translated into many languages and as a web 2.0 resource members can share lessons and feedback. I would suggest a link to their homepage( can add to Symbaloo mix) and posting their website beside the  computers as well as listing in the monthly school newsletter for parents/teachers to access this free reading resource.
 BCERAC also includes culturally responsive resources  embedded into their database collection called ;Taking your Seat at the Fire; embracing the Aboriginal perspective. This is another reason to promote the re implementation of the database as our school very much honors diversity.

From BCERAC website

• cost/policies

The  library policies were a generalized  summary of the major goal of the library drawn up by the Pacific Montessori society.The statement was a basic description of different types of non fiction and fiction print resources and the library was nicknamed; The Bears Den to represent the positive attributes such as courage; confidence; rest and relaxation etc. This personification of a bear I feel is a great idea for what a library can mean and create within a student.  They have an annual Scholastic book fair which this year they made $6,400 to help with the library budget.

I feel that students  resource learning also takes place in my schools situation mostly within their  mixed ages classes so the learning commons concept is within the class.There are plug ins for computers ; mixed groupings on tables and a quiet carpeted; pillow area to read and a separate reference area generally in each mixed aged class.
 Though having greater access to online databases such as BCERAC  I feel would enhance their inquiry based learning and help direct students to more easily accessible relevant information then print or Google searches in most cases.  Access to the World books databases leveled by age group in particular will give students readable and up to date research information as students do a lot of inquiry/research assignments so this direct access would enhance their learning rather then the most likely Google search.  Information fluency is an important life long learning skill that is key in the digital economy and access to a database would help with this. Riedling ;defines Information fluency as"determining the accuracy, credibility, and relevance of a source, and selecting the most useful resources fora particular need".(page 115)
 To summarize below is the list when advocating for a database and knowing precisely  what is offered by BCERAC when communicating with the principal;IT specialist and TL and other colleagues;  

The BCERAC CORE COLLECTION IS;

•  KnowBC/ BC Encyclopedia-free
• MediaSmarts-(online safety)-free
• EBSCOHOST- 3 databases based on age(primary;middle and novelist for grades 4-7) and MasterFile; Canadian Reference Context; Consumer Health Complete( grades 8-12)
• GALE databases are;Global issues in Context;Science in Context;Canada in Context and National Geographic Kids Canada in Context
• My Blueprint Education-(grades 8 to 12)
• French L'encyclopedie Decouverte
• WorldBooks :Early World of Learning Kids (K-2);Discover (3-9);Timelines(3-9);Student(3-9) Advanced (3-9); Science Power(3-6)   

1. Main objectives to  attempt  to implement

• A.   Using the CBAM Model re- implement a  cooperative database  of BCERAC; in trying to create a positive shift in the application and purpose of using a database. For me I realize that if I'm attempting to create a shift I need more information so my objective is to understand the databases offered and the cost side of it fully.  Using the CBAM model I am on the INFORMATIVE  expression of concern and  ORIENTATION on behavioral  in taking the initiative to learn more about it.
• B. Use of Action planning Appendix 2 from Leading Learning By Canadian School Libraries is a working document titled Teacher -Librarians \Leading Transitions in the Learning commons to Boost Student Achievement. Since the TL is often the leader in creating change this is a useful working document.
• I filled it out as an example; I'm not in a teacher Librarian role presently. I found it helpful to gather information to begin a shift; I would also share the 'Big Idea" cross curricular examples  for kindergarten to grade 12 as suggestions on application of the databases on their website ;bcerac.ca/curriculum-connection/

CSL LEADING LEARNING APPENDIX 2

• B.  Apply to  Sedin family early reader grant april 1st deadline

2. How could a  database be implemented?

• speak to principal to get feedback. is it in the budget if there appeared like there was enough interest? (indication is it wasn't used very much for the cost) Then she would need approval by The Pacific Montessori society.
•  contact  BC ERAC directly to clarify pricing and databases offered?:  I was told it was a dollar per student per year. 
• I phoned the contact number in Vancouver to get the details as follows the annual membership fee is $600 for up to 399  full-time equivalent students and $800 for up to 999 FTE students. I then checked out the website more in depth and learned about the CORE A la CARTE OPTIONS where I read the pricing is one dollar per fulltime student per year for the CORE collection of databases(see list below) this was confusing for me because when I spoke to the representative and asked the price she only indicated the membership fees which I had assumed it included use of the database( like when you go to a gym you get to use the gym too!) but it didn't and  when  she  was explaining  she did not mention that there was also a user fee on top. I had to call back to clarify and she was not very helpful. I also asked to clarify what exactly was in the Core and in the A La Carte options that could be added on to the CORE. I was told because I'm not a member she would not give vendor prices for the A La Carte offerings. I found the  EBSCO Host icons hard to read on their website for the extras and no where were they listed unlike the core databases so I requested their names.  The EBSCO host databases pay for each use are (A la Carte) 

1. Professional Development
2. Novelist Plus
3. Academic Search
4. Business Search
5. Canadian Point of View

1.   I would keep in mind the CBAM model and generally where they are on it when addressing the TL and principal formally and other teachers in an informal conversations as to their feedback on the BCERAC use (when in use last year) . Did you use the BCERAC Database? which databases were most useful for your students? (World books etc) Why do you not utilize it much? Were there any problems with the operation of the databases? How was the navigation? Do you think it was worth the cost? In general I would guess the school educators are on the 4th level of expression of concern;How is my use affecting learners? How can  I refine  it to have more impact? I would estimate that the majority of  educators are between  the Mechanical and Routine Behavioral indicators on the CBAM model. 

• I would suggest  to our principal on the May Pro d day that we have an information session  put on by the professional support team at BCERAC this can be a full;half or 75 minutes  bcerac.ca/professional-support/ for more information.
•  Unfortunately after contacting them BCERAC does not do any inservices unless you are a member and paying the annual fee so :
• I would educate myself as much as possible with the Vimeo video clips and power point templates that are provided online under professional support to further explore and make curricular connections and share them formally with the Teacher Librarian and principal and share possible implementation with colleagues.  Active listening and communication are key to create an environment where a positive shift may happen. 
• implementation of BCERAC- digital flyer put out by BCERAC explaining their rationale to share with TL and principal
• Continue the conversation around the skills learned by using a database and how his is important for the learning of 21st century learner. NCTE statement of 21st century Learning has 6 major goals; one being" Manage,analyze and synthesize multiple streams of information"  a skill that can be learned by teaching the proper use of  educational databases.
• A key role of TL's is to advocate and teach students how to learn effectively by selecting of best resources  and practicing the skills of  information fluency .
• The use of databases also promotes the use of INQUIRY based  and research learning where its a more open based discovery within a framework because children can access relevant accurate and readable information more easily. The Points-of-inquiry-poster- can be displayed explaining the inquiry process on the BC TL website. The use of a database also helps with relevant understandable research searches and incorporating  the Research Quest inquiry method.For more information check out;   Research Quest Power Point;  the research steps are: 
• FOCUS;FIND;FILTER PROCESS;COMMUNICATE AND REFLECT.
• By understanding the importance of information fluency in advocating for a database I found these videos  helpful:
• BELOW; videos explaining the importance of information fluency; From Utube
  
  

3.How will  the Sedin  Family Foundation  book Grant possibility be implemented?

• email principal with link to suggest the possibility to go ahead with applying to grant; and follow up next day
• I did follow up and she sent it to the TL to complete and follow up with TL.

Follow up

 For success of this implementation I would use this  rubric. canadianschoolibraries advancing-learning-community/.It outlines with a descriptive paragraph the key themes and players involved in the gradual implementation of advancing the learning community to achieve school goals. The main themes graduated from;

1. exploring
2. emerging
3. evolving
4. established
5. leading into the future

• THE MAIN THEMES ARE:
• planning for school improvement
• principal collaborative role
• teacher librarian role
• teacher collaboration
• support staff collaboration
• district administration and consultant role

A second rubric reaching beyond is Facilatating collaborative engagement to cultivate and empower a community of learners

Also helpful is looking back at the Concerns Based Adoption Model  to see if there was a positive shift in the  colleagues and how my influence and awareness influenced their shift as  I attempted to take a positive shift too in learning more about the BC ERAC database and its uses and cost within our school.
The discussion/interactive constructionist approach to learning in this class helped in being able to know what to evaluate for and how to attempt it when making a positive change within a Learning Commons. Being able to adapt and initiate positive change is an important skill for Teacher Librarians by communicating effectively  with all players and being able to provide the knowledge and rationale to initiate change that will ultimately benefit all members of the school community and beyond as students continue their life long learning.

RESOURCES;

OER Commons. (2018). 100 People: A World Portrait. [online] Available at: http://www.oercommons.org/courses/100-people-a-world-portrait/view [Accessed 26 Mar. 2018].

Ebscohost.com. (2018). eBooks and Audiobooks for School Libraries | EBSCO. [online] Available at: https://www.ebscohost.com/ebooks/schools [Accessed 26 Mar. 2018].

Bcdc.bcerac.ca. (2018). Access – Introduction – BCDC. [online] Available at: https://bcdc.bcerac.ca/access/ [Accessed 26 Mar. 2018].

dag, p. (2018). Home -- KnowBC - the leading source of BC information. [online] Knowbc.com. Available at: http://knowbc.com/ [Accessed 26 Mar. 2018].

Mediasmarts.ca. (2018). MediaSmarts. [online] Available at: http://mediasmarts.ca/ [Accessed 26 Mar. 2018].

BC Teacher-Librarians' Association. (2018). BC Teacher-Librarians' Association. [online] Available at: https://bctla.ca/ [Accessed 26 Mar. 2018].

EBSCO, A., Stability, F., Responsibility, C., Center, N., Are, W., Services, P., Cloud, E., Technology, S., Administration, S., Design, U., Serve, W., Libraries, A., Agencies, G., Organizations, H., Libraries, P., EBSCO, W., Partnerships, S., Commitment, O., Expertise, I., Research, U., Workflow, Y., Lists, T., Partnerships, P., Us, C. and Center, N. (2018). Press Releases | News Center | EBSCO Information Services, Inc.. [online] Ebsco.com. Available at: https://www.ebsco.com/news-center/press-releases [Accessed 26 Mar. 2018].

K12.bcerac.ca. (2018). K-12 Resource Collection | ERAC. [online] Available at: https://k12.bcerac.ca/ [Accessed 26 Mar. 2018].

Symbaloo.com. (2018). Student Websites. [online] Available at: https://www.symbaloo.com/mix/studentwebsites33 [Accessed 26 Mar. 2018].

Llsop.canadianschoollibraries.ca. (2018). Fostering Literacies to Empower Life-Long Learners – Leading Learning. [online] Available at: http://llsop.canadianschoollibraries.ca/fostering-literacies/ [Accessed 26 Mar. 2018].

Google.ca. (2018). utube read aloud books - Google Search. [online] Available at: https://www.google.ca/search?rlz=1C1GCEA_enCA756CA756&q=utube+read+aloud+books&nfpr=1&sa=X&ved=0ahUKEwiCvefl4PjZAhViwFQKHeJECHQQvgUIJygB&biw=1536&bih=734 [Accessed 26 Mar. 2018].

Chrome.google.com. (2018). Speech Recognition SoundWriter - Google Docs add-on. [online] Available at: https://chrome.google.com/webstore/detail/speech-recognition-soundw/idmniglhlcjfkhncgbiiecmianekpheh?hl=en [Accessed 26 Mar. 2018].

Tumblebooks.com. (2018). Tumblebooks - Read Watch Learn!. [online] Available at: http://tumblebooks.com/ [Accessed 26 Mar. 2018].

Reading Rockets. (2018). Helping Struggling Readers. [online] Available at: http://www.readingrockets.org/helping [Accessed 26 Mar. 2018].

En.childrenslibrary.org. (2018). ICDL - International Children's Digital Library. [online] Available at: http://en.childrenslibrary.org/ [Accessed 26 Mar. 2018].

Nationalacademies.org. (2018). The Concerns-Based Adoption Model (CBAM): A Model forChange in Individuals. [online] Available at: http://www.nationalacademies.org/rise/backg4a.htm [Accessed 26 Mar. 2018]

.NCTE. (2018). The NCTE Definition of 21st Century Literacies - NCTE. [online] Available at: http://www2.ncte.org/statement/21stcentdefinition/ [Accessed 26 Mar. 2018].

Llsop.canadianschoollibraries.ca. (2018). Advancing the Learning Community to Achieve School Goals – Leading Learning. [online] Available at: http://llsop.canadianschoollibraries.ca/advancing-learning-community/ [Accessed 26 Mar. 2018].

Riedling, a. (2013). reference skills for the school librarian tools and tips. 3rd ed. Houston: Linworth.

Commonsensemedia.org. (2018). Reference and Research Apps and Websites. [online] Available at: https://www.commonsensemedia.org/lists/reference-and-research-apps-and-websites# [Accessed 26 Mar. 2018].