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LIB 640 Information Sources and ServicesSummer 2011,[object Object],Pathfinders to Information,[object Object],Administering school library reference services,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],2,[object Object],What is reference service?,[object Object],reference services,[object Object],All the functions performed by a trained librarian employed in the reference section of a library to meet the information needs of patrons (in person, by telephone, or electronically), including but not limited to answering substantive questions, instructing users in the selection and use of appropriate tools and techniques for finding information, conducting searches on behalf of the patron, directing users to the location of library resources, assisting in the evaluation of information, referring patrons to resources outside the library when appropriate, keeping reference statistics, and participating in the development of the reference collection. For an online guide to reference services, see the tutorialORE on the Web, courtesy of the Ohio Library Council.  ,[object Object],Online Dictionary of Library Sciencehttp://www.abc-clio.com/ODLIS/odlis_r.aspx#refservices,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],3,[object Object],Elements of Reference Service,[object Object],From ODLIS definition:,[object Object],performed by a trained librarian,[object Object],[Designed] to meet the information needs of patrons ,[object Object],answering substantive questions,[object Object],instructing users in the selection and use of appropriate tools and techniques for finding information,[object Object],conducting searches on behalf of the patron,[object Object],directing users to the location of library resources ,[object Object],assisting in the evaluation of information ,[object Object],referring patrons to resources outside the library when appropriate,[object Object],keeping reference statistics,[object Object],participating in the development of the reference collection,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],4,[object Object],What is a Reference Collection?,[object Object],ODLIS:,[object Object],Books containing authoritativeinformation not meant to be read cover to cover, such as dictionaries, handbooks, and encyclopedias, shelved together by call number in a special section of the library called the reference stacks. Reference books may not be checked out because they are needed by librarians to answer questions at the reference desk. Their location and circulation status is usually indicated by the symbol "R" or "Ref" preceding the call number in the catalog record and on the spine label. See also: ready reference. ,[object Object],http://www.abc-clio.com/ODLIS/odlis_r.aspx#refcollection,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],5,[object Object],Is the Collection the Books Only?,[object Object],Managing and Analyzing Your Collection:A Practical Guide for Small Libraries and School Media Centers (ALA, 2002):,[object Object],To think of your collection only within the physical boundaries of your library will create a limited view of the collection.  You need to consider availability and accessibility when defining your collections.,[object Object],Carol A. Doll and Pamela Petrick Barron.,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],6,[object Object],Accessibility and Availability?,[object Object],Availability:,[object Object],“If a resource is available, that simply means it exists and can be located.”,[object Object],Accessibility:,[object Object],“For a resource to be accessible, it must be physically present.”,[object Object],Doll and Barron, Managing and Analyzing Your Collection,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],7,[object Object],What about being virtually present?,[object Object],Accessibility means more than physical access:,[object Object],The ease with which a person may enter a library, gain access to its online systems, use its resources, and obtain needed information regardless of format. In a more general sense, the quality of being able to be located and used by a person. In the Web environment, the quality of being usable by everyone regardless of disability. See the Web Accessibility Initiative (WAI). ,[object Object],http://www.abc-clio.com/ODLIS/odlis_A.aspx#accessibility,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],8,[object Object],Do we still need books?,[object Object],A.B.Credaro,[object Object],In a significant number of schools, there have been reductions in library funding, in favour of increasing the number of computers in libraries. Aging reference books are not being replaced, due to the flawed rationale that Internet access has negated the necessity for such print material. ,[object Object],The value of the Internet as a communication tool is beyond dispute. However, it can also be a time-consuming, frustrating, or misleading reference source. ,[object Object],Now that we've got the Internet, why do we need Libraries?,[object Object]
An update to bookless discussion,[object Object],Do School Libraries Need Books?,[object Object],. . . students roam the stacks less and less because they find it so much more efficient to work online. One school, Cushing Academy, made news last fall when it announced that it would give away most of its 20,000 books and transform its library into a digital center. ,[object Object],Do schools need to maintain traditional libraries? What are the educational consequences of having students read less on the printed page and more on the Web? ,[object Object],February 10, 2010, 7:00 pm,[object Object],See also Doug Johnson’s blog post, What is a library without books?from February 11, 2010,[object Object],July 22, 2011,[object Object],Pathfinders to Information,[object Object],9,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],10,[object Object],Collection Development,[object Object],ODLIS:,[object Object],The process of planning and building a useful and balancedcollection of library materials over a period of years, based on an ongoing assessment of the information needs of the library's clientele, analysis of usage statistics, and demographic projections, normally constrained by budgetary limitations. Collection development includes the formulation of selection criteria, planning for resource sharing, and replacement of lost and damageditems, as well as routine selection and deselection decisions. ,[object Object],http://www.abc-clio.com/ODLIS/odlis_c.aspx#collecdevel,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],11,[object Object],What are the phases of collection development?,[object Object],The phases of collection development include:,[object Object],Learning Community Analysis ,[object Object],Collection Analysis:  ,[object Object],Collection Mapping, Inventory,[object Object],Selection ,[object Object],Budgeting Process: ,[object Object],Budget Planning, Acquisition, Accounting, Funding Sources ,[object Object],Collection Maintenance & Weeding ,[object Object],Reconsideration ,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],12,[object Object],Selection,[object Object],ODLIS:,[object Object],The process of deciding which materials should be added to a library collection. Selection decisions are usually made on the basis of reviews and standard collection development tools by librarians designated as selectors in specific subject areas, based on their interests and fields of specialization. In academic libraries, selection may also be done by members of the teaching faculty in their disciplines. Very large academic and public libraries may use an approval plan or blanket order plan to assist selectors. Library patrons also recommend titles for purchase, especially in libraries that provide a suggestion box. The opposite of deselection. See also: selection aid and selection criteria.,[object Object],http://www.abc-clio.com/ODLIS/odlis_s.aspx#selection,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],13,[object Object],Materials Review and Selection ,[object Object],Materials review and selection go hand in hand ,[object Object],To make the best use of funding, the media specialist must work collaboratively with the teachers to identify needs, review existing resources, select new materials, and build effective learning environments. ,[object Object],The key is creating positive working relationships so that the best possible materials are available for students in a timely manner. ,[object Object],http://eduscapes.com/sms/access/selection.html,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],14,[object Object],Check Your Understanding,[object Object],Describe a unit and specific standards. Discuss what types of materials in the library media center might be used in the unit. What kinds of activities would require library media resources? ,[object Object],Create a mini-map of the area of the collection. Look for strength and weak areas. Consider the reading level, development level, and interests of the students. ,[object Object],Develop a set of criteria for evaluating materials. Open the Word Document titled Selection Criteria. Use this as the basis for your own checklist.,[object Object],http://eduscapes.com/sms/access/selection.html,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],15,[object Object],School Library Guidelines,[object Object],Empowering Learners:,[object Object],The school library media program models an inquiry-based approach to learning and the information search process. (p. 25),[object Object],The school library media program includes a well-developed collection of books, periodicals, and non-print material in a variety of formats that support curricular topics and are suited to inquiry learning and users’ needs and interests. (p. 38). ,[object Object]
The newest national standards,[object Object],July 22, 2011,[object Object],Pathfinders to Information,[object Object],16,[object Object],Standards for the 21st-Century Learneroffer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for library media specialists to use to shape the learning of students in the school. ,[object Object],http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],17,[object Object],State Standards,[object Object],Kentucky:,[object Object],Academic Expectation 1.1:,[object Object],Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems. ,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],18,[object Object],Kentucky Standards,[object Object]
CHETL in KY School Libraries,[object Object],July 22, 2011,[object Object],Pathfinders to Information,[object Object],19,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],20,[object Object],Other States,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],21,[object Object],Collection Development Policies,[object Object],Crucial:,[object Object],Every school system should have a comprehensive policy on the selection of instructional materials. It should relate to and include all materials; for example, textbooks, library books, periodicals, films, videocassettes, records, audiocassettes, and CDs. The reason should be obvious: haphazard patterns of acquisition will result in waste because some—perhaps many—materials will overlap in content, or will be unrelated to changing patterns of instruction.,[object Object],ALA Workbook for Selection Policy Writing ,[object Object]
A Sample Kentucky Policy,[object Object],July 22, 2011,[object Object],Pathfinders to Information,[object Object],22,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],23,[object Object],Selection Tools for Reference Collections,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],24,[object Object],More Selection Tools,[object Object],Reference and User Services Quarterly,[object Object],[object Object]
An annual “abridged” version of American Reference Books Annual, affectionately known as ARBA,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],26,[object Object],Weeding,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],27,[object Object],Evaluating Reference Service,[object Object],Common methods include:,[object Object],Counts of reference questions,[object Object],Periodic inspection of reference section,[object Object],Survey of user satisfaction/willingness to return ,[object Object],Observation of performance:,[object Object],Obtrusive:  Someone sits and watches (or makes a video of) the librarian,[object Object],Unobtrusive:  Use of “mystery patron”, where student proxies ask prepared questions and the librarian has no idea this is an observation,[object Object],See "Reference Evaluation: An Overview" in Assessment and Accountability in Reference Work. Ed. Susan Blandy, Lynee Martine, Mary Strife. New York: Haworth Press, 1992. 141-150 and Reference Librarian. 38 (1992) 151-73 ,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],28,[object Object],Marketing Reference Service,[object Object],Advocacy,[object Object],. . . it's important to ask yourself: What are you really advocating, marketing, or promoting? Yourself, your program, your teachers, information, or lifelong learning? What's the purpose of the activity? How will the outcomes of the activity impact students? How does it relate to your mission? ,[object Object],Promotion ,[object Object],Events,[object Object],Change: Innovating Practices and Evolving Roles,[object Object],Reflection ,[object Object],Read Toolkit for School Library Media Programs for the @your library campaign. ,[object Object]
July 22, 2011,[object Object],Pathfinders to Information,[object Object],29,[object Object],A Reference Service Management Assignment,[object Object],Your school has decided to add a special emphasis for this school year on sex education.  For your school library media center, assess your needs, current collection and requirements for updating the reference collection in this area. Would you do this with print resources or online only? What will you do if your choices are challenged?  How will you plan your provision of reference service?  How would you market it?,[object Object]

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Pathfinders to Information: administering reference services in school libraries

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