A Final Word

"It's not necessarily what you've got, but what you do with what you've got that's important".

Wow - what a fabulous quote for school libraries in this era of drastic cutbacks resulting in decreasing TL time and decreasing school library budgets.

So what have I learned from this course and how will it help me be a better teacher-librarian?

Well, prior to taking this course, I hadn't really thought about the state of reference materials at my school other that to ensure we have some good French dictionaries and current French atlases.  I was aware that our school district subscribes to World Book Online (and nothing else), which I promoted to students and teachers at the school.

This course has given me new insight to the types of reference materials that I should have available for students and teachers at my school.  The evaluation guides listed in Riedling will be useful as I make some long term plans for the needs of my library.  The evaluation criteria, specific to each type of reference resource, will be very handy; given the cost of most reference materials, they are hard purchases to make.

This course has also made me aware of the vast quantity of reference materials available online and given me the tools to evaluate them for inclusion (or not) in the reference section of my school library website.

CBAM - who has heard of it?  What a useful tool for a teacher-librarian when working collaboratively with other teachers.  The TL is constantly introducing new resources, new Web 2.0 tools, even new research models that she thinks is great.  Other teachers don't always agree as they can see the amount of work or change that is required on their part.  Using CBAM, I will be better able to scaffold and support teachers in their use of new resources and technologies.

Bringing us full circle again to information literacy, the ultimate goal of education.  Creating learners who know how to learn.  This course has supplied me with new strategies and tools for working with students and teachers towards this ultimate goal.

Open Access

Yes, I do believe that I am an advocate for open access to resources, however, there are some things that limit access to these resources.

I only work 0.3 (0.4 next year) - the library is not open if the TL is not there, so there is no access to the materials that are in the library.  The TL association in my district is against allowing students and teachers to use the library when the TL is not there - the rationale being if you aren't needed, then the TL jobs can be cut even further or even eliminated.  To increase access, even when I am not there, I have begun the creation of a library website (to be finished in August!).  This will allow students and teachers access to digital resources even when the library is not open.  Additionally, construction is taking place in the library this summer, based on a plan I proposed to open up the library (removing a wall and all internal fixed shelves) - this will allow more use of the library space.  Instead of being a tiny cramped space that barely fits one class, it will now be able to house 3+ classes and teachers will be able to use the space even when the library (ie. books) isn't open.  So . . . I think I have put in some things to increase access to the library and it's resources, even when I am not there.

When I think of other aspects of the library, the library collection is as accessible as it can be given the small size of my budget.  Ideally, more could be made available, but I do the best I can with the funds I am given!  Creation of the library website will increase the resources available to students and teachers, thereby increasing access.

The library policies, for the most part, encourage open access to the library.  Access is restricted due to my work schedule.  The library is on a fixed schedule, so students can only visit the library once per week at a specific time.  Next year, with the new, larger library, teachers will have the flexibility to send students to the library whenever they want (in small groups, on my work days).  I am also planning on opening before and after school on those two days as well, further increasing access.  Students are restricted in the number of books they can take out, but I am flexible in this when students require books for projects or if students have shown me they are responsible, they may take out more books.

Library technology.  Hmm . . . well, there isn't much.   There are two older library search computers and that is it.  The library is adjacent to the computer lab, so I often take classes in there if it is free.  After the library expansion has occurred, my next proposal will be to get a laptop cart that can be used in the library or signed out by teachers.  I am planning a PAC presentation on this front to solicit some funds.

Library facilities.  Well, I have already mentioned that - a project for a previous course had me redesign the space to increase access to learning resources.  It was a success!  The proposal was accepted and the construction people are there right now (I hope!).

So, yes, I believe I am an advocate for open access.  Are there external pressures that limit access?  Yes, but I am slowly working away at these pressures to help open up access in as many ways as I can.

Organizing Reference Materials

I know there has been some ongoing discussion in this class over where reference materials (print ones) should be housed in the library.  As I found myself sitting in a public library today while my car was serviced, I think I came up with an appropriate design.  Prior to this, the ideas have just been circulating through my brain.

Ready reference materials such as encyclopedias and dictionaries can have their own little "reference" spot.  These materials do not circulate to students, though I can see that they may get taken to a classroom for use there.  Atlases, almanacs, Guinness World Record books, etc. will be housed in the appropriate section of the non-fiction where they can be labelled as reference and non-circulating (in the library where I am right now, they use a red dot) or circulating, depending on what it is deemed necessary.  At this point in time, these books are popular at my school and students like to take them out, hence they are circulating books.  Teachers have never requested these books or sent a student to the library to look up something, so it does not seem necessary to keep those books in the library.  If, in the future, this becomes necessary, it can change - with the intention to create a more open, flexible library schedule next year, I may in fact see students arriving in the library to "look something up."

The question is . . . will they look in a book? or look online?