1. Pathfinders to Information
Administering
school library
reference services
LIB 640 Information Sources and Services
Summer 2014

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What is reference service?
• reference services
– 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 tutorial ORE on the Web, courtesy of
the Ohio Library Council.
• Online Dictionary of Library Science
http://www.abc-clio.com/ODLIS/odlis_r.aspx#refservices

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Elements of Reference Service
• From ODLIS definition:
– performed by a trained librarian
– [Designed] to meet the information needs of patrons
– answering substantive questions (and less substantive!)
– 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
– participating in the development of the reference
collection

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What is a Reference Collection?
• ODLIS:
– Books containing authoritative information
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.
• http://www.abc-clio.com/ODLIS/odlis_r.aspx#refcollection

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Is the Collection the Books Only?
• Managing and Analyzing Your Collection:
A Practical Guide for Small Libraries
and School Media Centers (ALA, 2002):
– 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.
• Carol A. Doll and Pamela Petrick Barron.

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Accessibility and Availability?
• Availability:
– “If a resource is available, that simply means
it exists and can be located.”
• Accessibility:
– “For a resource to be accessible, it must be
physically present.”
• Doll and Barron, Managing and Analyzing Your
Collection

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What about being virtually present?
• Accessibility means more than physical
access:
– 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).
– http://www.abc-clio.com/ODLIS/odlis_A.aspx#accessibility

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Do we still need books?
• A.B.Credaro (the “Warrior Librarian”)
– 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.
– 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.
• Now that we've got the Internet, why do we need Libraries?
A.B.Credaro © 2007. Last update August 1, 2007.

9. An update to bookless discussion
• Do School Libraries
Need Books?
– . . . 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.
– 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?
• February 10, 2010, 7:00 pm
• See also Doug Johnson’s blog post, What is a library without
books? from February 11, 2010
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Collection Development
• ODLIS:
– The process of planning and building a useful
and balanced collection 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
damaged items, as well as routine selection
and deselection decisions.
• http://www.abc-clio.com/ODLIS/odlis_c.aspx#collecdevel

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What are the phases of collection development?
• The phases of collection development include:
– Learning Community Analysis
– Collection Analysis:
• Collection Mapping, Inventory
– Selection
– Budgeting Process:
• Budget Planning, Acquisition, Accounting,
Funding Sources
– Collection Maintenance & Weeding
– Reconsideration

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Selection
• ODLIS:
– 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.
• http://www.abc-clio.com/ODLIS/odlis_s.aspx#selection

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Materials Review and Selection
• Materials review and selection go
hand in hand
– 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.
– The key is creating positive working
relationships so that the best possible
materials are available for students in a
timely manner.
• http://eduscapes.com/sms/access/selection.html

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Check Your Understanding
– 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?
– 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.
– Develop a set of criteria for evaluating materials.
Open the Word Document titled Selection Criteria.
Use this as the basis for your own checklist.
• http://eduscapes.com/sms/access/selection.html

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School Library Guidelines
• Empowering Learners:
– The school library media program models
an inquiry-based approach to learning and
the information search process. (p. 25)
– 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).

16. The newest national standards
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Standards for the 21st-
Century Learner offer
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.
http://www.ala.org/aasl/standards-guidelines/learning-standards

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State Standards
• Kentucky:
– Academic Expectation 1.1:
– 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.

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Kentucky Standards
Download the rubric as a
pdf file here

19. CHETL in KY School Libraries
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http://education.ky.gov/curriculum/docs/Documents/LibraryMediaCHETL.docx

20. Other States: Tennessee
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Collection Development Policies
• Crucial:
– 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.
•ALA Workbook for Selection Policy Writing: Why Do I Need A
Policy?

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Selection Tools for Reference Collections
Atlas and Dictionary Update: 2010
Requires subscription
http://www.booklistonline.com/

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More Selection Tools
• Reference and User Services Quarterly
– An annual “abridged” version of
American Reference Books Annual,
affectionately known as ARBA
• Recommended Reference Books for
Small and Medium-Sized Libraries
and Media Centers
http://rusa.metapress.com/

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Online Guides
What is Titlewave?
Titlewave is the most powerful collection development and
curriculum support tool available online. Using Titlewave
you can create, store, and print lists, get price quotes, and
order online.
Browse TitleWise® Online Collection Analysis Questions
http://www.ala.org/rusa/awards/outstandingreferencesources

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Weeding
http://www.powershow.com/view/1aaf2-
MDNiO/How_to_Weed_Your_Library_Collection_Without_Losing_Your_Mind_
powerpoint_ppt_presentation

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Evaluating Reference Service
• Common methods include:
– Counts of reference questions
– Periodic inspection of reference section
– Survey of user satisfaction/willingness to
return
– Observation of performance:
• Obtrusive: Someone sits and watches (or makes
a video of) the librarian
• Unobtrusive: Use of “mystery patron”, where
student proxies ask prepared questions and the
librarian has no idea this is an observation
– 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

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Marketing Reference Service
• Advocacy
– . . . 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?
• Promotion
• Events
• Change: Innovating Practices and Evolving Roles
• Reflection
• Read Toolkit for School Library Media Programs
from the @your library campaign.

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A Reference Service Management Assignment
• Your school has decided to add a special
emphasis for this school year on LGBQT.
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?
What would be your policy regarding
sources on same-sex relationships and
marriage?