Improving Our Library Reference Services

 "Bad libraries build collections, good libraries build services, 

great libraries build communities." 

R. David Lankes

    Our library learning commons has lots of room to improve our collection, services and sense of community. Building 'a community of learners' is only possible if our library offers strong services to both students and teachers. Improving our reference collection and services will be an important step in strengthening our school learning community.

The Reference Process

    "For school librarians, reference services are more than just information skills or activities; these services represent significant and meaningful engagement in a profoundly human activity, ministering to one of the most basic needs of humans-the desire to gain knowledge." (Reidling and Houston, 2019). When I started this journey in becoming a teacher-librarian, I didn't fully understand the depth of the role. The reference process involves a student who needs information, a question, a search for information, an answer, and an evaluation.

    Starting out, I was not following up to evaluate if the information was meeting the needs of the student (or teacher). Reference Skills for the School Librarian states "The purpose of reference services is to align information to flow efficiently from reference sources to those who need it." (Reidling and Houston, 2019). In meeting the informational needs of my students, I need to assess that the resources are an appropriate match; reliable, current, at a level the student can understand, and that the information answers the question. The reference process is only possible if the librarian has a deep knowledge of the collection, and is effectively teaching how to locate, evaluate and use information. (Reidling and Houston, 2019). My greatest challenge so far is listening. It sounds trite but when students ask for help I have a library full of students and I am trying to check in and check out books as well as manage student behaviours. I really want to find out what the student needs to tell me, but there are often interruptions. How can I improve upon this? I have made a Reference Interview Checklist for myself and have invited students to return to the library when it is not so busy so I can fully attend to their needs.  

Reference Interview Process
1. Open the interview (a need for information) Discover what the student really needs, and keep them informed of the process by: listening, interviewing, searching, and answering
2. Negotiate the question Look beyond the surface question. Ask process questions. Why is the question being asked? What is the subject of the question? What problem needs solving? What does the student already know? What is missing?
3. Search for information Develop a problem-solving strategy with the student. Where might the best information lie? What sources are most likely to be insightful, reliable, current? Identify and locate resources.
4. Communicate the information so the student has an answer, or response Information is sorted, and organized. Are different, additional resources required? Does the student understand the information? Has the student learned 'how to learn?'
5. Close the interview with an evaluation Has the need been met? Is the reference process complete?

Summarized from Reference Skills for the School Librarian by Riedling and Houston (p. 4,5, 90-93, 2019).

Analysis of our Reference Sources

    Our library Reference Section is located at the back of the library and would be better used if it was located in a more visible area. In my temporary role, I don't feel comfortable moving the section. The shelves are of medium height and accessible by all students. Included in this section are an assortment of atlases and encyclopedias, history books, animal books, dictionaries, thesaurus, art books and pop-up books. There are many duplicates of books and the publication dates, worn covers and faded spine labels reveal that the section is in great need of revitalization. Our reference section does not contain any bibliographies. Our library has many biographies and almanacs shelved in the non-fiction sections in the library, but not in the reference section. There is a collection of fiction books that would normally be published as novels but are published as large 'picture books' in the reference section as well. 

Why Our Selection and Services Need to be Improved

    The crowded shelves and disorganized nature of our Reference Section make it difficult to find information. The outdated resources are not helpful in meeting student learning needs, and actually make finding accurate resources more timely. This year there has been great demand for non-fiction resources used in report writing for classes from grades 2-7. The grades 2 and 3s requested arctic animal books, and books for Black History Month. The grades 4s have requested Indigenous books and books about the moon, and space. The grade 5-7s have researched governance, simple machines & energy and motion, and countries around the world. Most all of the resources that proved useful to students were non-fiction books shelved by Dewey and online resources. The Reference Section has been accessed to use dictionaries, space books, ancient Egypt (for a report about Egypt) and ancient Greek books (personal learning). The pop-up books are popular with younger students during their library visits but are not viewed for informational needs, however many of them are non-fiction books. 

    It is my opinion that our reference section in the library is not meeting our school's learning needs, although many of our non-fiction books are. The non-fiction books are newer, more accurate, easier to carry (smaller size) and can be borrowed and taken from the library, where the reference resources cannot. Digital reference resources can be accessed in the computer lab or when students have access to laptops or ipads. Currently we have one student accessible desktop computer for searching the catalogue, that can also be used to search for other resources. Our computer lab connects to the library so having more computers in the library has not been a problem. 

    How do our reference services measure up? I have strived to meet student and teacher's resource needs through reference interviews. As I mentioned, the resource section did not provide that information needed, but the non-fiction books almost always did. Digital reference resources were very helpful in meeting learner needs, especially for Black History month, country reports, and passion projects. 

Step by Step Plan 

    Improving our reference resources and services is up to me, and I am well under way in my Step by Step Plan.  The ongoing changes have been communicated to students during weekly library visits, and to teachers during 'Library Updates' at staff meetings and through biweekly email updates. 

Improving the Reference Resources Step by Step Plan	Completion Date
1. Remove duplicates, remove MUSTIE books	Completed Feb. 2024 (will be continuous)
2. Make and affix new spine labels to reference materials	Ongoing, will be completed April 30, 2024
3. Make spine labels and ‘stickers’ for pop-up books	Completed March 2024
4. Shelve non-reference materials in Fiction section (discard MUSTIE books, or store some in library office)	Will be completed April 30, 2024
5. Purchase new reference materials (Consideration List is well established)	Ongoing, will be completed May 30, 2024
6. Formalize Reference Interview process, with form	Completed March 2024
7. Procedure for documenting use of print reference resources	Ongoing, currently a log book, looking for ideas…
8. Acquire and set up second library desk top computer	April 5, 2024, computer acquired, wiring complete
9. Acquire 2 library ipads for accessing digital resources (I have requested 2 older ipads for library. I have been told I will get them when the new ipads arrive)	May 15, 2024
10. Create ‘labels’ for student planners with user name and passwords for BC Digital Classroom and Can-Core (given to teachers as well when demonstrated sites and login at December staff meeting)	Completed December 2023
11. Create digital resource list for students and teachers	April 5, 2024
12. Remove old couch, replace with two tables	Completed February 2024

The Refreshing Begins: Removing Duplicates and Weeding the MUSTIE Books

Duplicate Reference Resources

  

 Removing outdated duplicate books was quick and rewarding. Teachers gratefully took most of them after a staff meeting. I discarded  books without covers, with badly damaged covers, or books that were really outdated and were not of interest to our students. Some books I removed because the entire book was text and had no images. The remaining books have been getting new spine labels and stickers (if needed). 

Reference book without jacket cover

    

This books was discarded for having no images

    The 2004 encyclopedia set has been removed from the office shelf. I wrapped individual volumes in black paper and have put the books at the ends of shelves so that the shelved books don't get damaged when they are being pulled. The ends of the shelves are inset behind trim from the sliding bulletin boards and the books were getting thrashed. 

2004 World Book Encyclopedia set

Black paper wrapped encyclopedia book end

    The log book in the reference section works for tracking the use of reference materials for older students but not younger ones.  If I had a cordless wand for checking in books I was thinking I could just scan the books. I will check with other Teacher Librarians to see what they are doing and in the meantime, I just jot notes down when I see resources being used. I was thinking about trying to use old 'check out' cards in some way because I have boxes of them in the library office. 

    I moved our vast collection of art books to the bottom shelf of the reference resources shelving unit. The books are very large and heavy and the shelf they were on was sagging. Having these large, heavy volumes lower makes them easier to pull out onto the floor to view. 

    I have been adding new print resources to the Reference Section and have a robust Consideration List. The new picture dictionaries will be most useful to students if they can sign them out, but the new atlas, flag book, and topic specific encyclopedias can be shelved in the reference section. 

    Mixing some new high interest books in with the older resources in the reference section will help revitalize the section. My secret 'weapons:' 

Digital Reference Resources

  

 How do I transform our reference shelves into a 21st Century Learning environment? "The cost of maintaining current volumes of encyclopedias and almanacs is high, and most states now share the costs of providing these resources electronically. Without a doubt, the future of information services in the 21st Century school libraries will be predominantly delivered electronically and involve the school librarian in guiding students in locating and using these materials independently rather than directing them to a location on the library shelf." (Riedling and Houston, 2019). The following digital resources may be helpful to students and teachers in their pursuit of information for curricular and pleasure learning. I have been adding to the list as I learn of new resources that do not require paid subscriptions. The links are bookmarked on our Student Library Computer (soon to be computers). I will also make a sign with some additional information about the sites that will stand near the computers. I will (continue to) promote the digital resources with classes and teachers throughout the year and explore some paid subscriptions like Live It Earth (with a free trial).

Reference Resources (username and password required)

Can-Core BC

Focused Educational Resources

District of North Vancouver Library

Reference Resources

Atlapedia

BBC Earth

Canadian Space Agency

Canadian Encyclopedia

Canadian Geographic

CPAWS (Canadian Parks and Wilderness)

Encyclopedia Britannica

Fact Monster

Government of Canada Maps

Google Earth

Lonely Planet

Merriam-Webster Dictionary and Thesaurus

Collins Thesaurus

Fiction Reading Resources

Reading Rockets (author interviews)

Storyline Online

Fable Cottage

General Resources for Kids

CBeebies (BBC Kids)

CBC Kids

Promoting the Reference Resources

    

Salmon books and display

    When I started 'weeding' and refreshing the Reference Section in our library, I committed myself to promoting the resources. Bringing 'new life' to reference books at the back of the library meant setting up displays in highly visible locations and adding 'exploratory' or interactive features to the display. I started by setting up a salmon display using some of the large 'coffee table' books in addition to non-fiction, fiction and Indigenous books about salmon. I included salmon cards, and a salmon matching game in the display. The display was successful and the salmon books were highly circulated. When students asked to borrow the reference books it was a teaching opportunity. I pointed out the yellow R sticker and explained that Reference books stayed in the library for everyone to use. 

Atlas and flag book display

     I set up a display of geographical atlases (some new, some older, some for children, some for everyone). Near the display I put a basket of flag books, and language books. Once again, the displays featured both Reference Resources and non-fiction books. Occasionally, I was able to put out an ipad set to Google Earth in the display. The flag books were very popular and I decided to purchase a new one to add to the collection. Once again, promoting the books was successful. The non-reference materials were circulated frequently, and the reference materials became talking points with students.

Two of the new reference resources

    Part of promoting the reference resources will be encouraging students to explore and use some of the digital resources available. Having another computer set up in the library will enable this because the one computer we do have is used to search the library catalogue. My next steps will include setting up more interactive displays with 'maker' type activities with supporting print and digital resources all together in highly visible areas. I have a Maker Cart of activities all ready to set up and will rotate the hands on materials through displays in the coming months. 

Building a 'community of learners' is about connecting people and information. Expanding and promoting our reference resource collection, and improving our library services will provide the essentials for our community to grow and thrive together. 

Works Cited

AASL Empowering Learners: Guidelines for School Library Media Programs. American Association of School Librarians, 2017.

Asselin, M., et al. Achieving Information Literacy: Standards for School Library Programs in Canada. The Canadian School Library Association, 2006


Riedling, A. & Houston, C. (2019). Reference skills for the school librarian: Tools and tips, (Fourth Edition). Linworth.

Best Quotes About Libraries Librarians and Library and Information Science (librarianshipstudies.com)

Webliography

Can-Core BC

Focused Educational Resources

District of North Vancouver Library

Atlapedia

BBC Earth

Canadian Space Agency

Canadian Encyclopedia

Canadian Geographic

CPAWS (Canadian Parks and Wilderness)

Encyclopedia Britannica

Fact Monster

Government of Canada Maps

Google Earth

Lonely Planet

Merriam-Webster Dictionary and Thesaurus

Collins Thesaurus

Reading Rockets (author interviews)

Storyline Online

Fable Cottage

CBeebies (BBC Kids)

CBC Kids

 

Choosing Reference Resources

 

I was reading the dictionary. 

I thought it was a poem about everything.

Steven Wright

What would be 5 reference tools that our library should have for staff and students?

    Earlier this year I went through our reference section and discarded several old, graffiti covered student dictionaries. I removed duplicate copies of outdated science books, and resources with significantly damaged covers. In reference to MUSTIE from CREW: A Weeding Manual for Modern Libraries, I actually removed mouldy, water damaged books. All of the materials were old enough that the spine labels had faded and were unreadable, so I printed new ones and inspected each book more closely. The newest book in the reference section is from 2017, a student dictionary, and the rest are from 2000-2016. It is safe to say that it is time to bring our school reference section to the 21st Century.

    What are the 5 reference tools that my school library learning commons should have for staff and students? The first four are standard resources…

    1. Encyclopedias

    2. Atlases

    3. Dictionaries

    4. Thesauri

    As for the 5th tool? Handbooks, manuals, directories, almanacs, and biographies are among some of the valid suggestions for important reference books.

1. Encyclopedias

  

    Our World Book Encyclopedia set is from 2007, a far cry from being current, but I am not going to spend our entire budget on a new print set. We do have access to current World Book Encyclopedias in a digital form. Recently, I set up a computer for students to access the library catalogue. I have shown students in grades 4-7 how to access the Digital Focused Resources, including the World Book Encyclopedia editions. I made a sign with instructions on how to access the digital resources and put it next to the computer as a reminder to students. We have a subscription to World Book Early Learning (K-Gr. 2), World Book Kids (Gr. 3-6), World Book Students (Gr. 5-9), World Book Advanced (Gr. 6-9), and World Book Discover (Gr. 5-9, leveled text).

    On the KnowBC site there are several reference books, including two of my favourite books, which we also have in print in our library. The Encyclopedia of British Columbia by Daniel Francis, and Marine Life of the Pacific Northwest by By Andy Lamb and Bernard P. Hanby. Another reference book that looks really interesting is The Encyclopedia of Raincoast Placenames by Andrew Scott.

    The Smithsonian and Britannica both have 2023 published general encyclopedias that are really great. They would make a great addition to the library reference section as well. They both use large, well organized images, with age appropriate text on a variety of curricular related topics. 

2. Atlases

    We have several world atlases but they are all outdated. I have been sourcing atlases but have yet to find a hard cover bound one that is age appropriate, current, and affordable. I looked online but it is difficult to tell if the book is suitable until I physically see it. I have been to several book stores however their collections are limited. There have been some great soft cover ones which I will likely purchase but I've seen nothing of the ‘coffee table’ style books that we would expect in a library. I will keep looking. In the meantime, I set out all of our atlases on display. It has been getting a lot of attention and use.

3. Dictionaries

    

    We have an assortment of new looking dictionaries that have been meeting the needs of students. What we were lacking were picture dictionaries in other languages. We have many new students from other countries that are learning English. I also have had students request books on ‘how to learn another language.’ I am so excited to add a new plethora of picture dictionaries. We now have French, German, Japanese, Arabic, Mandarin, Vietnamese, Ukrainian, English, Spanish, and Thai. Each of the books has online audio that can be accessed from a device in the Collins Dictionary  On the Collins site, there is also a quizlet link and games specified to learning the language of each of the books. 

    February 21 is Speak Your Mother Tongue Day. I am setting up a display featuring all our books that feature languages: dual language picture books, picture dictionaries, sign language books, books in braille, and books with Indigenous languages… I am looking forward to it. 

4. Thesauri

    We have a student thesaurus in good condition and a college edition which is not as user friendly but could be helpful to teachers or older intermediate students. There is also an online Merriam Webster thesauri, and the Collins Thesaurus has many options as well. Just the other day, while I was in Kidsbooks, I saw Absurd Words by Tara Lazar. It is another great book added to my 'consideration list' for our library. It would be a fun addition to our reference section. 

5. Yearbooks, and almanacs

 

   There are many options to choose from but because yearbooks and almanacs are popular among our students, I have decided that I will put the current, new yearbooks, and almanacs in the reference section until the next one is published the following year. Once the new edition is processed in the library, the previous year book can be moved to the shelf for circulation. For example this year’s Guinness Book World Records 2024, Scholastic World Records 2024, and the Sports Illustrated Almanac 2024 can be shelved or on display in the reference section. It should draw attention to the reference section and create some social opportunities for students to share the books in the library.

       The general non-fiction reference material that is shelved for circulation gets well used. In her blog, Renovated Learning, Diana Rendina dismantled her reference section and shelved the books. She has seen an increase in use. I am not going to do this with all the reference books but will likely move some books over that are older, and would be of interest to students and teachers. For example there are a few space, and earth science books that could be better utilized if they were circulated.

     The reference section in the library has been under-utilized so far this year. Sections that I have promoted have gone up in use, which shows that my role in connecting students to these resources is important. In the Resource Based Learning Slideshare, from Partito State University, they use the term ‘creating a learning culture.’ It is a great way to view my role as a teacher-librarian.

The National Archives of Boston reminds us of the Guidelines to a Successful Reference Interview. The five main areas to the reference interview are 1. Approachability, 2. Interest, 3. Listening/Inquiring, 4. Searching, and 5. Follow Up.  I am making an effort to follow the guidelines, especially in following up with students and teachers to see if the resources have met their needs. 

    In the meantime, “It is teacher librarians’ responsibility to use whatever constitutes their collection as effectively as possible.” (Richard Beaudry, UBC 467 Course, 2024). I have lots of resources to work with (even if they are outdated) and look forward to continuing to build a 'culture of learning' in our Library Learning Commons.

Works Cited

American Library Association. National Archives of Boston. Guidelines of the Successful Reference Interview. Accessed February 18, 2024. 

Beaudry, Richard. University of British Columbia. Course 467 Information Services, 2024.

Partido State University. Resource Based Learning, December 13, 2012.

Rendina, Diana. Renovated Learning, Three Reasons to Rethink Your Reference Section, February 14, 2014. 

Wright, Steven. (Brainy Quotes.ca),  "I was reading the dictionary. I thought it was a poem about everything." Accessed February 18, 2024.

Webliography

3 Reasons to Rethink Your Reference Section - Renovated Learning

reference-interviews.pdf (archives.gov) national archives at Boston

Reference resources | Services to Schools (natlib.govt.nz)