When I tell people that I’m pursuing teacher librarianship, I am often met with an alarming reaction:
“Are you sure? Aren't we moving away from libraries with the internet now?”.
People are clearly wondering- why do we need libraries?
In this theme of LIBE 467, I was reminded that, in an age where students have unlimited access to information, librarianship and reference services are "more relevant than ever" (Riedling, p.4). This is because access to information does not inherently create information literacy (outlined briefly in the video below or by the ALA here).
Information literacy skills are cultivated by a skilled librarian who has access to meaningful resources. This librarian works with students to guide them in learning the difference between “regurgitat[ing] information” and “asking the right questions” (Oxley, Lessons 4 &1). This will one day help them to think critically and differentiate between the Tree Octopus and a useful resource (and more, of course!).
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However, my group discussion in week 3 reminded me that information literacy skills are not the only factor here. Riedling states that one of the conditions for successful reference services includes a librarian's “competence in selecting, acquiring and evaluating resources to meet students’ needs” (p. 6).
Unfortunately, this job has become more complex than ever. Librarians are responsible for carefully evaluating and selecting a "wide range of print and digital resources"(Asselin et al. p.26). Simply finding the time and monetary resources to do this poses a challenge in many schools. My own school library falls below the standards listed in Achieving Information Literacy with only $9 per student and 0.6FTE of teacher librarian time for a school of 320 students (Asselin et al, p.24, 35).
However, while challenging, I believe that if we share with our learning communities that the selection and evaluation of resources is a “need” and not a “want” for successful reference services (and the growth of meaningful information literacy skills), our school communities will support us in finding ways to make it possible. This is because we know that, ultimately, school libraries and the services provided through them by librarians, are about so much more than just the books.
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Works Cited
"5 Components of Information Literacy." Youtube, uploaded by Seminole State Library, 29 Jan. 2014, www.youtube.com/watch?v=1ronp6Iue9w.
Asselin, Marlene , et al. Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, 2003. pp. 24, 35
"Information Literacy". ALA’s Literacy Clearinghouse, 2023, https://literacy.ala.org/information-literacy/.
"Lesson 3 Discussion Posts" 29 Jan, 2023, https://canvas.ubc.ca/groups/489591/discussion_topics/1676370?module_item_id=5213146.
Oxley, Kristie. "Theme One: The Foundation of Reference Services." University of British Columbia, 9 Jan. 2023. Lessons 1-4.
Riedling, Ann, and Houston, Cynthia. Reference Skills for the School Librarian: Tools and Tips. 4th ed., Libraries Unlimited, 2019.
Zapato, Lyle. “Pacific Northwest Tree Octopus.” Save The Pacific Northwest Tree Octopus, 3 Aug. 1998, https://zapatopi.net/treeoctopus/.
You have made great points on why a librarian is more than just books. Without TLs heading up information literacy skills, learners would only scratch the surface of what a library is all about. It is not the physical books or web links. It is the meaning that we take away from the physical and apply what we learn to our lives.
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