Throughout this theme, we have discussed a wide variety of reference resources that might be used to support student and staff learning and teaching experiences. What continued to strike me throughout our weekly lessons and my group’s weekly discussions is how deeply our student and staff needs impact the way that we build our reference collection and in the way that it is used (Lesson 8-12 Discussion Posts; Oxley). Leading Learning states that it is our role as Teacher Librarians to “develop and support excellent school libraries responsive to the diverse needs of learners today and into the future” and that this comes from “provid[ing] access to teaching expertise in the library as well as best resources, technologies and physical and virtual learning spaces to support learner needs as they evolve” (Canadian Library Association, 7).
Keeping this in mind, it was interesting to note how each person within our discussion group viewed each weekly resource as either valuable and necessary within their library space or something that was less needed for their learning community (Lesson 8-12 Discussion Posts). This varied even within schools that have students in the same age groups.
To my mind, the largest piece from this theme that resonated as needing attention in my school’s library is access to digital resources and the digital literacy skills to utilize these resources safely, critically, and effectively.
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The video below explains why digital literacy is so important and highlights how teachers, including teacher librarians whose goals are “[k[nowledge-building, creativity and innovation, and honing of information management and literacy skills” (Canadian Library Association, 15) should not be skipping on teaching students these skills.
Our library has a reasonable supply of the quality print resources discussed throughout this theme but continues to be sorely lacking in having staff and students who are confident and able to utilize the digital resources that are available to them, such as BC Digital Classroom. This is detrimental not only to students’ opportunities to engage with content (as our print resources can truly only contain so much), but detrimental to their developing skill set, as they are missing out on a larger part of what will be expected of them moving forward in life.
Leading Learning tells us that “[l]earners also need to ‘learn how to learn’ through deliberate design of opportunities to build metacognition of learning skills, process and content. It is essential to support both student and teacher growth and success in these areas” (Canadian Library Association, 15). Currently, we have the print resources to support the learning of skills related to print resources, but do not have what is needed to engage students in these same ways with digital resources.
For that reason, my takeaway from this theme and my personal goal as a teacher librarian for my specific school would be to work with students and staff using Riedling’s general and resource specific evaluation criterions to source quality and needed resources in digital formats (18,33,43,50,58,67,82). From there, the key will be to explicitly and deliberately teach and support staff in their digital literacy skills using these resources (much as I've outlined in assignment 2) so that we can then teach and support students in that same resource use and the digital literacy opportunities that go along with using digital resources because...
“Without an excellent school library functioning as a learning commons, students are severely disadvantaged. Students need to be working with the best technologies and resource collections available. They require expert instruction and guidance to become sophisticated users of information and ideas in our complex world. To meet their learning potential and participate fully as successful learners and contributors our students need learning opportunities and new environments deliberately designed to engage and inspire” (Canadian Library Association, 7).
So, unless teacher librarians work with students and teachers to create reference collections which provide access to robust digital and print learning resources and experiences that support digital literacy skills as well as print literacy skills, we risk doing students a major disservice. This disservice can ultimately lead them down a path where notions of flying penguins become an alarmingly possible reality and crowd sourced information sites like Wikipedia are used without care or caution (Harris, 2).
Works Cited
BBC. (2013, March 31). Flying Penguins-BBC. BBC Retrieved from www.youtube.com/watch?v=9dfWzp7rYR4.
Canadian Library Association. (2014). Leading Learning: Standards of Practice for School Library Learning Commons in Canada.llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf
Harris, C. (2007). Can we make peace with Wikipedia?. School Library Journal, 53(6), 26.
"Lesson 8-12 Discussion Posts" ( 2023, Feb 23). LIBE 467, University of British Columbia. canvas.ubc.ca/groups/489591/discussion_topics
Macfound. (2010, December 01). Rethinking Learning: The 21st Century Learner. MacArthur Foundation. Retrieved from www.youtube.com/watch?v=c0xa98cy-Rw
Oxley, Kristie. 2023, Feb. 23 "Theme Three: Reference Materials". LIBE 467, University of British Columbia. Lessons 8-12.
Riedling, Ann, and Houston, Cynthia. (2019). Reference Skills for the School Librarian: Tools and Tips. 4th ed., Libraries Unlimited.
