Evaluation Plan to Improve Reference Services at Ecole KLO Middle School

Introduction

“School library programs should be a force for change at the centre of teaching and learning with a focus on enabling student achievement and growth as productive citizens in Canada" (Leading Learning Framework – Leading Learning, 2014, p. 6). Reference resources and services are an essential part of these programs in a library learning commons (LLC), allowing for resource-based learning which involves students in the effective use of a wide range of materials and resources (Beaudry, 2023). This report will evaluate the reference services of the LLC at Ecole KLO Middle School and outline the improvement plan.

Evaluation of Reference Resources and Services

Resources

Currently, the print reference collection consists of one set of Merit Students Encyclopedia, a handful of dictionaries, one thesaurus, and one atlas. We also have access to EBSCO Middle Schools Explora, Gale In Context Series, World Book Online, and National Geographic Kids. The following is an evaluation of these resources, based on criteria set by Ann Marlow Riedling (2016). Click images to enlarge them.





Services

Regarding reference services, the teacher-librarian has the responsibility to work with students and teachers to provide access to reference materials, teach students how to use the resources available, and participate in reference interviews to understand their individual needs (Mardis, 2016, p.99). To meet the goal of always focusing on the learner (Leading Learning Framework – Leading Learning, 2014, p. 5), it is important to consider intellectual, physical, and digital access to reference services (BC Ministry of Education, 2002, pp. 87–89). The reference services in our LLC need work.


Although in theory students have access to a variety of resources, none of the resources are of use to students. As seen above, print resources fall short. Students also do not have access to any of the digital resources as the subscription information has not been made available. So although there are more than 100 Chromebooks, laptops, desktops, and iPads available in the LLC, none are being used for reference services. Further, it has been determined that students do not have the skills to access information as they have had no formal education on reference resources. Unfortunately, the teacher-librarian and the library staff are not trained in the use of these digital resources either.


Physical access to the materials is also an issue as print materials are kept on two shelves in the back corner of the LLC. There is no furniture to assist students who wish to access these resources. There is an automated system to look up the resources, however students have not been trained to use it effectively. Time to use resources in the LLC is not an issue as the LLC is open from 8 to 4, but as the print resources available are below standard this does not increase the standard of service.


Rationale for Change

The LLC at Ecole KLO Middle School is not up to standards concerning reference resources and services. As a result, students are not receiving the best education possible. Having ready access to a variety of resources (including print, nonprint, and digital reference resources) is essential for learning (Asselin et al., 2006, p.42). Students come to us with diverse learning needs, including learning challenges and giftedness, as well as from diverse languages and cultures. It is our job to work with all of them by providing resources in multiple formats so that all learners are supported (Houston, 2016, p. 2). Although digital materials help many, print materials are often organized in a way that is easier for younger students to understand, making them just as valuable in our LLC.


Currently, students have had no lessons on how to properly access information, and are often left to their own devices to do web searches. Whereas the internet can provide excellent information, without proper training in media, digital, and information literacy, students will struggle to find relevant information. Further, searching for information on the internet does not account for the diversity of our students. A simple fix for these issues is to improve the proper reference services in our LLC.


Plan for Improvement

The Changes

  • Giving access to digital reference resources to all learners in a place that is easy to access so they will be likely to use these resources.

    • Posting usernames and passwords on private teacher sites and Google Classrooms as well as on posters at workstations.

    • Posting links to the digital materials on the library website for easy access.

  • Teaching students and teachers about the resources and how to get the most out of them.

    • Co-teaching lessons during research/inquiry lessons

    • Lunch and Learn times for teachers who wish to know more about any of the resources

  • Purchasing more print resources, such as almanacs, dictionaries, yearbooks, and thesauruses. (See DuMont’s Library blog for rationale on the purchase of these resources.)

  • Moving the reference section to a high-traffic area of the LLC to create a space where the teacher-librarian can do reference interviews with students, students have easy access to the materials, and proper furniture is available so resources can be used (Houston, 2016, p. 2). This will make for a more collaborative, welcoming space and make it easier for students to get help.


The People

Because this change affects everyone in the school, everyone will play a part. Administrators, teachers, non-enrolling support staff, CEAs, and students will be invited to participate in the purchasing of new materials, as they all have unique perspectives on needs. The library support staff and the teacher-librarian will ultimately be in charge of selecting, purchasing, processing, and cataloguing materials. It is a good idea to have the Parent Advisory Council involved as well, both for advice as well as for funding as this will be a large financial commitment.


The Timeline

Improving reference services is an ongoing process as materials go out of date quickly. Adding digital access to workstations and websites is a change that can take place immediately, whereas improving the print materials will take place over a rotation of 3-5 years. 


(Click image to enlarge)

Communication of Change

Unless teachers know about and understand this change, it won’t create change for our students. There are platforms available for direct, clear communication such as staff meetings, department meetings, staff memos, parent memos, and website updates. All of these platforms will be utilized, but often making time to collaborate with teachers is the best way to move forward (Leading Learning Framework – Leading Learning, 2014). As much as possible, reference interviews with teachers can be done (both virtually and in person) to assess their needs so that the best service can be provided. 

Assessment of Success

Our goals in the LLC include striving to create a collection of materials that will support, supplement, and enrich the curriculum in a variety of formats. We will know the above plan was successful when we see students are choosing to use the reference materials and services that are available including the print and digital options. To judge the amount of use, we will survey students on a Google Form in April of this year (to see the level of use now) and again in June of 2024.



With the above improvements of the reference services available in our LLC, students at our school will have another support for their learning, helping them achieve their goals, thereby improving our community as a whole.


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