The Lonely Reference Section



Book Shelf. Nerdglaze. Web. Accessed 13 Feb 2018.


Over the last few weeks, we have learned a lot about the role of the reference collection in the library. I have noticed that it is always the loneliest section of the library, and students seem to avoid it to favour of online databases and fiction novels.

Knowledge of the Reference Section

I myself had a few questions about this important topic. What can we do to improve the overall sentiment about the reference area of our libraries? How can we ensure that students know how to navigate these resources and help them along their way to becoming information literate? And finally, how can we ensure that our reference sections are providing the best information for our students?
I believe that the key to improving anyone’s opinion on any subject is knowledge. I feel that students are intimidated by these larger books that they don’t know how to navigate. It is our job to make them feel comfortable using all types of library resources. Perhaps even having teachers show students a simple video, such as the one below, will help introduce younger students to the daunting, larger books that make up our reference section.



Teacher-librarians could also conduct tutorials at the beginning of the school year to introduce students to all sorts of reference materials that they will encounter in their studies, as well as which resources are available in the library. Many students are unaware of how to use these resources, and therefore, ignore them in favour of the simple “Google” search. Helping them use these resources and showing them how to use them would go a long way in ensuring they use these resources again and that our reference resources get frequently used.

On a personal note, I have spent a lot of time teaching my various classes about reference resources. I even spent 30 minutes reviewing with a certain Middle School class how to use a dictionary. I assumed that they knew how, but many of them were completely at a loss for how to use them. Once they were caught up, my students became adept at using these materials and were frequent library users. I found that having student “experts” to help their peers was a great way to encourage students to ask questions.

Creating a vibrant reference section

Beyond understanding how to use the reference section, how do we encourage students to use it? Careful weeding and continuous observation of the reference section will assure the librarian that they have the most up-to-date resources available for their students. I have learned that if the resources are purposeful and aligned with current curriculum, students and teachers will be far more likely to use them. They should be easy to navigate, engaging, and in different formats (print, online). Beyond having great resources, however, I wondered if there were other steps we could take to encourage use of the reference resources.
Resource based learning is an excellent way to introduce students to different formats of print and online reference resources.  It is “an educational program that actively involves students in the effective use of a wide range of appropriate print, nonprint, and human resources.” (Building Information Literacy) Showing students the reference options for different inquiry projects allows them to explore and orient themselves with different ways to gather information. Students may find that they prefer a different type of research style over another and use it in their future studies. As a teacher, I love resource-based learning, as the students are in control of their learning and are able to pick and choose the way they approach their studies. While facilitating a Grade 7 science project on the subject of alternative energy sources, I gathered all types of different materials for the students to choose from (online databases, websites, textbook, fiction and encyclopedias). They were free to approach their learning in any way they liked and show me their understanding in different ways. Teaching in this fashion is very rewarding for both teachers and students and is (in my opinion) the most practical way to introduce students to different reference resources.

Conclusion

Ensuring that students are well aware of what resources are available to them in the school library learning commons is the first step in creating a well-loved reference section. If students are equipped with the skills to use all types of sources, picking up an encyclopedia or dictionary will become second nature to them, instead of a daunting task. As teacher librarians, we have contact with the entire student population. Using our unique position, we can collaborate with teachers to encourage resource-based learning in their classrooms, and hopefully our reference section will become a little less lonely.

        
 Works Cited

“Five Titles for the Book Nerd in Your Family.” NerdGlaze, 22 Dec. 2013, www.nerdglaze.com/2013/12/22/five-titles-for-the-book-nerd-in-your-family/.


“Resource Based Learning: What is it?” Building Information Literacy, www.edu.pe.ca/BIL/bil.asp?ch1.s2.gdtx.

TheSparkleyBarkley. YouTube, YouTube, 17 Nov. 2013, www.youtube.com/watch?v=48IKfyP-Nug.

Comments

  1. eamontFebruary 20, 2018 at 6:08 PM

    Thanks for your posting Katey. I appreciate your desire to revitalize the reference section and agree that weeding and purchasing new interesting resources would go a long way in drawing students in. I don't know if it would work in a High School setting, but I even wonder about Willy Wonka style events where "golden tickets" of sorts are hidden in different books. Students could pull a subject, event, or person from a jar and have to look for a suitable book in the reference section. To receive the prize they would have to tell you something about the subject they read about when they found the ticket. It might be too bébé for highschool, but I know my students always love contests.

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