Reference Services is so much more than just having resources in the library. If patrons cannot access the resources either because of where they are located or because they are intellectually inaccessible, or if they are not using them because they don’t meet the patrons needs or because they don’t know about them, then we are not being effective in our role. It is our responsibility to ensure that the materials we have can and are being accessed (Oxley, BC Ministry of Education).
I think it can be easy to become complacent in any role. As teachers we are busy with so many different aspects of our roles, so we get used to doing things a certain way and we get into a routine of using the same resources and/or lessons - especially if we have been in the same role for a while. When this happens in the library, we may be doing a disservice to the community using our space. New staff and students won’t be aware of what is being used, units of study can change or be tweaked, digital resources and databases may be moved or subscription rules changed, and students may have different needs regarding skills that need to be taught.
Intellectual Access in particular struck me as a big issue for libraries at the moment. At a time when budgets are being cut in many schools (Oxley) and schools are having to share digital resources, schools may not have access to the most appropriate databases and resources for their particular students. One way we can help with this is by looking for ways to make these sites more accessible for our students (BC Ministry of Education). With things like online encyclopedias this may include looking at the comprehension level being used or by showing students how to access the audio support or language settings. With other databases, it may mean collating the sections within the resource that are most appropriate for the students. I have even gone as far as creating screencasting where I stop a video and ask questions or explain something further to support my students.
Two particular points that stuck out to me with regards to Intellectual Access were the policies and procedures we have in place and “students’ rights to information in relation to parental or teacher permission or lack thereof”. This points seem especially critical right now when we are seeing a huge increase in book banning occurring. At a time when librarians are pushing to ensure there are more perspectives, accurate information and less bias being disseminated, we are also seeing an increase in people fighting to remove books which address a more balanced historical perspective. Although the focus at the moment is on fiction books, I can see this becoming an issue with reference sites that may include balanced details on issues related to residential schools and the treatment of Native American or African American people in North America, or even on topics such as abortion or LGBTQ+. We need to ensure our policies protect our students and ensure they have access to these resources within our collections. Fortunately for teachers in Canada, it seems you do have the backing of the Supreme Court on your side (Azpiri).
Citations:
Azpiri, John. “Debate Over Book Bans in Classrooms Highlights Limitations of School Trustees' Role”. CBC News British Columbia. CBC, September 29 2022. https://www.cbc.ca/news/canada/british-columbia/school-board-limitations-1.6596950. Accessed 26 Feb. 2023.
British Columbia Ministry of Education. Evaluating, Selecting, and Managing Learning Resources: A Guide. 2002, https://canvas.ubc.ca/courses/115685/files/24511117/download?wrap=1, Accessed 22 Feb. 2023.
Gabbatt, Adam. “A Streak of Extremism’: US Book Bans May Increase in 2023”. The Guardian. December 24 2022. https://www.theguardian.com/us-news/2022/dec/24/us-book-bans-streak-of-extremism. Accessed 26 Feb. 2023.
Oxley, Kristie. (2023). “Lesson 6: Managing the Reference Collection”. In LIBE 467: Information Services 1. UBC. https://canvas.ubc.ca/courses/115685/pages/lesson-6-managing-the-reference-collection?module_item_id=5213154. Accessed February 15 2023.
Oxley, Kristie. (2023). “Lesson 7: Evaluating Reference Services”. In LIBE 467: Information Services 1. UBC. https://canvas.ubc.ca/courses/115685/pages/lesson-7-evaluating-reference-services?module_item_id=5213156. Accessed February 21 2023.
I know that I have become complacent in my role and have done similar activities with the same resources year after year. Being in the LIBE Diploma program has opened my eyes up to what the library can offer. I think that more time needs to be provided for teachers and TL's to collaborate together to continuous improve units and utilize both the physical and digital resources that are available.
ReplyDeleteIt is comforting to know that the Supreme Court in Canada is on our side for access to different perspectives and not banning books, but that could change. In the US, the abortion laws were overturned in the Supreme Court, so who's to say that intellectual access may some day be in jeopardy. As educators, we need to continue to promote empathy and open-mindedness.
I think we all do re-use lessons and resources- it is the only way to survive as a teacher and get through everything we need to do, we just need to make sure we are reviewing/updating our lessons and ideas - especially if using online resources.
DeleteYou make a good point about the possibility of things changing- who ever thought abortion laws would be overturned. That is why it is so important to ensure we have strong policies in place that our administration know about and support. If we have to suddenly start creating rules when an issue pops up, it is already too late. I think so much comes back to our leadership being truly supportive though- not just in what they say, but in how they act and the decisions they make which impact the library.
Hi Kim,
DeleteI agree it can be easy to become complacent in our roles as TLs to the disservice of our students. I know that as a classroom teacher, this certainly happens to me.
As Annette has mentioned in her comment above. I think that continued opportunities for collaboration are what keeps us from growing stagnant in our roles as staff's wants and needs and students wants and needs will change.
Another way to avoid this is through collaboration with other librarians. I know my district has a TL Association that has meetings to support one another (and even a bit of an unofficial mentorship program for new TLs) which seems like a great way to stay connected to new ideas and see what everyone is doing.
Your thoughts on censorship of topics are also very valid and I think we also need to be careful of censorship through omission. I find that even if topics or books have not been banned, there can be a temptation to shy away from them because they are uncomfortable to talk about with students (eg. residential schools). As you've identified though, it is important that we protect student opportunity to have those uncomfortable conversations given that the reason they are uncomfortable is because they are meaningful and important (sometimes we just need to find age-appropriate ways to begin the conversations).