Final+Reflection

**Final Reflection**  **“School libraries are access points for rich and diverse resources available in various media formats [. . .] School libraries are gateways to global information sources, acting as portals through which students and teachers find diverse ideas and perspectives from around the world”** **(CASL, 2006, p. 7)**


 *  At first glance, LIBE 463, collection management may appear to be an exploration of just a library’s resources. Yet it was through the focused and expansive learning journey into library collections that the numerous and significant roles and responsibilities of a Teacher-Librarian were emphasized. Through the lecture podcasts, group discussions, professional articles, and prompted reflective and evaluative tasks I gained a fuller understanding of the complexities, challenges, and contributions of the Teacher-Librarian roles. Moreover, my confidence and vision of what a Teacher-Librarian can do through their own capacity and wide network of collaboration and support has broadened thanks to this critically enriching course. **

**__Authentic Learning Experience:__**
 *  At the onset of this course, armed with expert, complex, and varied resources, we were asked to select a curriculum lens through which to examine our own school library collection. I selected the Socials 10 curriculum for numerous reasons. I am making my way back into Social Studies after being the English department head for the past few years, teaching mainly English, Communications, Humanities, Work Experience and Physical Education. Yet this is not the only reason why I wanted to focus on this curriculum. Essentially, social studies can be a fairly content heavy curriculum, and the potential pitfall is for it to be taught as such: name, date, fact, rote memory knowledge. I feel very strongly that this content should not be taught in a vacuum. I believe in holistic, skills-based, critical inquiry learning that blends content areas and facilitates students’ learning of the interconnectedness of content areas, where skills are transferrable between disciplines and beyond the high school classroom walls. Moreover, the B.C. Ministry of Education has recently revamped the Socials Studies 10 learning outcomes, trying to transition to a more skills-based, humanities-rooted series of learning outcomes. It was with these intentions through which I tackled each of the course’s evaluative and reflective tasks. As __Achieving Information Literacy__ reminds us ". . . schools are responsible for teaching children how to adapt to change and how to make decisions and solve problems based on accurate and authentic information. Critical thinking skills are essential to evaluate information and to apply information creatively and responsibly to solve problems" (2006, p.4). The Socials 10 curriculum and collection is a ripe opportunity to examine and then ensure that these responsibilities are met. Consequently, the process for me was an authentic learning experience, as I was able to explore our library’s collection and future collection possibilities, seeing where it was and where it could be, and how it supports a holistic, skills-based, and inquiry-based Socials Studies 10 course. **

**__My Starting Point for LIBE 463:__**
 *  Currently I am not yet a Teacher-Librarian. I have been teaching secondary school for five years, at two very unique inner-city schools. I have taught 15 different courses, ranging from Communications to gifted senior English classes, as well as grade 8-12 and in 4 different departments. I am confident and capable as a teacher. Yet through all of my teaching experiences there have always been entire departments of colleagues just an open door away for support or feedback. The role of Teacher-Librarian, in many ways, is a department of one. At the onset of this course I felt like a fish out of water exploring the concepts, systems and structures for collection development. Fortunately, through the learning experiences of this course my understanding and confidence in the roles of a Teacher-Librarian have grown, and I have become acutely aware that Teacher-Librarian is far from a department of one; the support and resources available to Teacher-Librarians is vast, of which this course is just one example. **

**__Personal Philosophy:__**


 *  When I was completing my teaching degree, our program had each of us create a visual interpretation and carefully worded personal philosophy. This has guided me through my years as a teacher, as well as taking it out and reflecting on how my personal philosophy as a teacher has grown and changed. I believe that this is an important guiding anchor for a Teacher-Librarian as well. When I undertake the role of being a Teacher-Librarian I want to have a clearly stated and visually depicted philosophy that is prominent as a compass for me at the start of and throughout each school year. I also intend to reflect upon and alter this philosophy on a regular basis, as it is important to keep our “eye on the prize” when we are endeavoring in the mass of daily undertakings. During these regular actions a clear philosophy acts as a clear light so we can see our way. Toor & Weisburg remind us that "developing a philosophy [. . .] unifies everything you do, allowing you to make connections among [the job’s] often competing elements” (2007, p.viii). **
 *  I believe that a School Library Media Centre should be a warm, dynamic, student-centred heart of the school. My goal is to make the Library Media Centre the learning hub of the school where students are engaged and empowered to become effective users and creators of information, and where critical skills for life-long learning are scaffolded and supported. Further, I see my role as Teacher-Librarian as pivotal to the learning community, supporting all clients (students, staff and community members) proactively through collaboration, leadership, and technology. **

**__Theme 1:__**
 *  “Effective collection development must be based on reliable knowledge about the collection’s users” (Bishop, 2006, p. 19). This fact has always been apparent in my experiences as a teacher. In my school a couple of mantras have always stood: “Don’t teach the students you had, or the students you thought you’d have, but teach the students you have that walk through that door every day,” and secondly, “flexibility is the name of the game.” Being an inner-city school greatly affects our school culture, our student-teacher interactions, as well as the planning and execution of curriculum. As in all schools and school-libraries, we must teach the whole student. In my school, this often means that while teaching core curriculum you are also supporting needs such as hunger, struggling households, students who have less time for school work because even at 14 years of age they’re working nights at one or more local businesses, or that they are moving for the third time this year and are now walking two hours in the morning just to get to class. **
 *  These, among others, are real issues that exist in the school as tangible as the student bodies that buzz and bustle throughout the building. As such, this has a significant impact on the collection as a vehicle to support the entire community’s needs. For example, it is imperative that the collection has resources for the large population of ELL learners, as well as support materials for their parents, and resources in all reading levels, even those significantly below secondary reading levels as we try to support all learners at the levels they are at. Further, it also means that a lot of the special clubs, committees and community organizations that play a large role in the school and in the students’ and parents’ lives must be able to rely on the school library to support their specialized needs. For example, through the community analysis task I found that there are community organizations that target challenges that are particular to South Asian populations, of which Matheson is predominantly composed. These organizations, such as South Asian Student Advocacy by Teachers and South Asian Community Coalition Against Youth Violence are important community partners for the school and the library. The library could communicate and collaborate with these organizations to host youth workshops, parent guidance forums, and youth personal planning activities, experiences and lessons that would target not only our South Asian population in general, but also coordinate and support all grade 10 Planning teachers. Initially, before completing the community analysis, I had only considered the library media centre within the direct support of the students and staff. I had not considered the far-reaching and significant potential community partnerships that can and should be established for the goal of teaching and supporting the whole client, student, parent and staff. **
 *  A major goal for my future practice would be to establish relationships with many of the potential community partners planned for in my community analysis. In particular, working with SFU Surrey, Invergerie (a local adult education school for ELL learners beyond the age of eighteen), the feeder elementary schools and media studies classes, Burns Bog Society, Aboriginal Canada Portal and the new Surrey Central Library for Raise a Reader Program. As Bishop notes, some media specialists worry about “[. . .]some students never or infrequently visit the media centre” (2006, p.27). Yet, if the library media centre were to truly be a learning hub for the community, incorporating the community and significant community resources, not just curricular resources then this fear of infrequent use would be proactively and effectively quelled. Savard highlights an important issue in collections development, and that is, "librarians and libraries are constantly faced with the challenge of building collections of resources that are of value to students and teachers" (2007, p.87, as quoted in Burkett, 2009). This means that students and teachers must have a voice in the collection that supports their learning. I would go further as to say they must have their voice and have their holistic needs met through the library resources. This includes the valuable community partnerships and resources afforded through such relationships. I see this now and will strive to successfully and more extensively connect the library media centre with its community. **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 120%;"> Further, it is clear, after teaching at my school for four years and after completing an in-depth community analysis, that one of the greatest challenges my school faces is at-risk youth concerns, such as truancy, drop-outs, and transience. As a member of the At-Risk Youth committee at my school we had reached out to individual parents, the community and the district for alternatives and support, but we had never considered how the library could support this significant school concern. Bishop points out these students as a “special group of students” (2006, p.200). As such, the library needs to be flexible and creative in how they support these students with their individual and distinct needs. For example, I believe the library being open and available to students after school is critical. An after school tutoring or homework club should be established, and I would work with school departments and the school’s peer tutoring program to create such a support system. Also, the after-hours availability is critical to students of lower income households who have no access to resources, particularly online resources, at their homes. There is a significant gap between them and their peers regarding what is possible for them to do outside of the classroom. That is where the library media centre can and should be that essential link that minimizes the gap, that helps students access the resources they need to support their learning and development. **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 120%;"> A final important consideration that was brought to my attention through the community analysis is that if a library media centre intends to fulfill its role as a learning hub, a heart of the school community, then it must support the school clubs and issues that are important to the school community. Our school has a Gay Straight Alliance, but while completing my collection evaluation I did not find many resources that pertain to this topic. As Bishop clearly states, “for the most part school library services for gay and lesbian students have been grossly inadequate” (2006, p.201). I intend to work with the students and sponsor teachers of this school club as well as selection guides available to select resources, electronic, print, audiovisual, fiction and non-fiction that would provide not only LGBT students, but all students important information, awareness, and connection. Overall, after completing the community analysis and considering the professional resources explored during the course, I intend to create what Greer and Hale (1982) describe as an “active” library functionality in which research is conducted and resources are required also on such inferred needs as the community analysis indicates (accessed Sept. 21st, 2011 from []). Completing community analysis is important, but also proactive actions guided by the community analysis are key to best serving our community. **

<span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Georgia,serif; font-size: 140%; text-align: left;">**__Theme 2:__** media type="youtube" key="oBekNLZK1zw" height="315" width="420" align="center"
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 120%;"> As an English teacher and an aspiring Teacher-Librarian I greatly relish exploring aisles of books, aisles of wonder. Also, seeing a student with a loved book clutched in their hands, eyes devouring the page, is a vision that reignites my passion for the profession. Yet, as a Teacher-Librarian we need to step back from that student and the one treasured text, step back from the aisles of carefully selected resources, step back from the lit-up screens of computers shining with gateways to information and creation. We need to see whole picture, and not lose sight of the woods through the trees so to speak. Franklin and Stephens in "Use standards to draw curriculum maps" (2009), remind that "those who constantly evaluate the collection, both formally and informally, survey teachers and students, and keep abreast of standards and curriculum, can build a collection that meets the needs of all users" (p.45), and after all, isn't this the ultimate goal of our library collection. **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 120%;">As a school we have free and supportive access to the Fowllett Destiny system. I intend to use this resource annually to complete collection maps and initial quantitative collection evaluations. This is a good starting point where as one individual I can see the whole collection and then set individual collection goals based on the information. I found that the process of evaluating parts of the collection that pertained to my one curriculum area, Social Studies 10 was very time-consuming, but nonetheless, incredibly valuable. In our school we use the B.C. Ministry’s "Provincial Evaluation and Selection of Learning Resources" as a supportive policy guideline for evaluating the resources in the collection. I intend to continue to use their guidelines when considering age, aesthetics, usability and sensitivity of resources for my patrons. Yet, my library lacked any clear procedure manual that gave timelines for collection evaluation. This would be my second step following an initial quantitative collection map. I would create specific goals and timelines that outlined when collection evaluation would occur throughout each school year. I would designate certain portions of the collection certain months of the school year, and from these clearly established procedures myself and the library clerk could move forward in collection evaluation in a clearer and more purposeful manner. **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 120%;"> Through the collection evaluation it also became clear that the library collection is predominantly used by the Socials department for out of library resources, such as the video streaming provided through the library’s website and audiovisual resources that the teachers sign out to show in their classes. Therefore, I believe that advocacy of what the library can offer teachers and students in the Social Studies classes is imperative. As a T-L I would attend department meetings and hear what units of study the teachers are focusing on and offer to acquire resources they are wanting for the support of their classes and students. Also, in attending these department meetings I would bring some of the collection’s resources to show and share. Through my collection evaluation I discovered incredible resources I did not know existed. As a teacher we don’t always scower the library collection and see what is possible for our students. The "Provincial Evaluation and Selection of Learning Resources" clearly states that one of the pillars guiding educational practice in B.C. is that "learning requires the active participation of the student" (2002, p.1). There are numerous superb resources that prompt and guide students through critical thinking skills, information literacy skills, and offer valuable opportunities to present their learnings in dynamic ways. I would ensure that the department sees these resources as well as offer my support to co-create, co-teach, and evaluate students’ work. This advocacy has worked in the past in my school when our T-L has approached other departments, and I believe in carrying on this tradition and effective advocacy. **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 120%;">Advocacy of the collection and what the library can provide for its patrons does not stop at department meetings. I also intend in the future to extend the visual appeal and aesthetics of the collection. When I completed my collection evaluation I found books that were on shelves drowning in open, empty space. ****<span style="font-family: Georgia,serif; font-size: 120%;">Bishop remarks that when completing the weeding process we might find items that are "poorly promoted that might circulate under changed circumstances" (2007, p.121). ****<span style="background-color: white; font-family: Georgia,serif; font-size: 120%;">I would use library pages to assist in the display within the non-fiction and fiction collections to ensure that resources are displayed and visually appealing within their catalogued space. Furthermore, signs similar to those in book stores, such as “Great Canadian History Here” or “Socials 10 Needs Around the Corner” could also assist in the visual appeal of the collection and thus increase circulation. Not only the physical library, but the virtual library must also be a space of promotion of the library’s collection and possibilities. I intend to include pictures and videos of class projects using the resources, as well as student recommendations and book reviews. Through the study of previous library science classes I have also become acutely aware of the positive effect monthly and annual reports shared with administration, the staff, and the community can have. I believe that illustrating collection circulation information, as well as how the library’s being used, and “what’s new” communicates powerfully and effectively how essential the library is, and what the collection and resources can do for all. Furthermore, I have discovered fun sample library promotion videos on youtube that I would like to create with the school’s media classes and the library pages that serve the library to be aired on our school’s video announcements. Essentially, through regular and reflective collection evaluation, paired with clear, realistic procedure goals, and dynamic promotion and advocacy the library can better serve its community. **
 * <span style="color: #0000ff; font-family: Georgia,serif; font-size: 16px; text-align: center;">Sample Promotion Video **

__<span style="background-color: #ffffff; color: #0000ff; font-family: Georgia,serif; font-size: 140%; text-align: left;">**<span style="display: inline !important;">Theme 3: ** __ <span style="font-family: Georgia,serif; font-size: 120%;">**<span style="display: inline !important; text-align: left;"> The inherent value invested in books, I believe, is a natural inclination for any Teacher-Librarian. Nonetheless, the stronger, more significant inclination inherent in the Teacher-Librarian profession is to best serve, support, and co-create for and with its patrons. It is this essential pillar of the best possible library collection as a tool and vehicle for supporting learning and love of reading that is the basis for the weeding process. Doug Johnson in his blog "Weed!" comments that "[. . .] it is not books that are sacred, but the thoughts, inspiration, and accurate information they contain" (p.2, []). This is an important concept, and likely a challenging idea to truly internalize for many Teacher-Librarians, as it was for me. While completing the weeding process, examining resources according to the Surrey School District (SD 36) Teacher-Librarian Handbook’s recommended CREW method, I came across numerous outdated, superficial and misleading resources still in the collection being used by various Social Studies teachers. Prior to this course weeding was a completely foreign concept to me. I feel that communicating with staff and patrons about the importance of weeding, or how they can make suggestions for misleading, insensitive or unattractive resources could be beneficial in the future. This would help potential critics understand that "it does not matter how many books you may have, but whether they are good or not" (Epistolae Morale, as quoted in "Weeding the school library: The counterpart to selection," p. 1). By communicating the need for current, essential and inviting resources while showcasing “LAM’s 10 Worst Weeds” it educates the necessity of weeding while promoting the work the library does. **

<span style="display: block; font-family: Georgia,serif; font-size: 16px; line-height: 23px; text-align: left;">**When a Teacher-Librarian undertakes the careful process of selection for the school’s library it is with the goals of supporting clients’ learning and enjoyment in reading. The process of selection is massive, and it will inevitably include the choosing of one resource over others. Asheim states that “[. . .] the ideal of absolute equality for all books is unattainable even supposing it were desirable” (2005, p.3). We can’t have everything, and so we must select. This is based on the needs of the community and the value and effectiveness of the a resource in its promotion or reading and learning. Selection is not equal to censorship; nonetheless, T-Ls must be aware of their own biases. Teacher-Librarians must also be prepared to explain their selections based on thoughtful considerations of their clients’ needs, attentive review of sources, such as through professional blogs and reviews, and rooted in their professional judgment.** <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**As Surrey has a history of censorship of books I intend to have a clear policy and procedures guidelines that specifically addresses this issue. The Surrey (SD36) Teacher-Librarian Handbook states that “the school library program is committed to the defense and promotion of intellectual freedom. Teacher-Librarians are committed to the conviction that education, not censorship, is the key to helping students to be successful in critically and thoughtfully acquiring, analyzing, and synthesizing information” (2007, []). This statement would be front and centre in a policy and procedures binder regarding resource selection, as well as for challenged materials. Furthermore, through exploring the Trafalgar Castle School Resource Centre documents on challenged resources and procedures I found that as with most aspects of the Teacher-Librarian roles, clear policies are essential. Like Trafalgar Castle School, in conjunction with my administrative team, I would create a crystal clear procedure document that highlights the importance of intellectual freedom, and includes step-by-step procedures for a challenged resource, with pre-written appendices of letters and forms for the complainant at the various potential stages of the challenge. In this policy and procedure resource I would also include samples of resources that were previously banned and since have been changed, such as Of Mice and Men, which is now an essential component of every senior English classroom.** <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Furthermore, I would participate in the American Library Association’s “Banned Book Week” which occurs at the end of September annually. I would take this opportunity to invite classes down to participate in activities that explore the concepts of censorship and intellectual freedom, expose students to some of the books that have been banned or attempts have been made to ban them. I hope that this would communicate clearly and thoughtfully the library’s stance on intellectual freedom, as well as engage students in the enjoyment and treasure of reading, and perhaps even expose some newcomers to some greats, such as Catch-22.** <span style="display: block; font-family: Georgia,serif; font-size: 16px; text-align: left;">
 * <span style="background-color: white; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">Furthermore, as with most aspects of collection development I found that my school library has clear guidelines but an almost complete absence of structured procedures to carry out these undertakings. My first step would be to create a procedures reference for weeding. This would involve structured timelines, articulated steps for communicating with staff about resources being used, as well as disposal and donations criteria. As one of my main challenges was the time it takes to effectively evaluate and weed, I feel that it would be incredibly beneficial in the future to create concrete schedules for continuous and routine evaluations and weeding. **
 * __<span style="color: #0000ff; font-family: Georgia,serif; font-size: 140%;">Theme 4: __**

<span style="display: block; font-family: Georgia,serif; font-size: 16px; line-height: 23px; text-align: left;">**Continuing on this theme of reading appreciation, as examined in theme 4, I believe it is a critical and potentially challenging role of the Teacher-Librarian occupation. In my secondary school the library is a recognized source for classroom support and learning. The library is continuously booked with classes of all grades working at computer stations, at group tables and in the aisles. Teachers fill up the flexible library calendar weeks and even months in advance. Yet it is not always so easy to reach such broad audiences for the promotion of enjoyment in reading. Teachers are often on a very compact curricular instruction schedule and utilize the library resources for a specific purpose in their class. Yet the promotion of reading is essential, not only for school libraries, but for students and schools as a whole. I intend to proactively and collaboratively create events and opportunities in the school to promote the love of reading. I intend to invite every English, Humanities and ELL class down at the beginning of the semester to showcase the wealth of great books to choose from for class’s silent reading and for their own enjoyment. I hope to collaboratively create a school-wide initiative in which administration, teachers and students share their “great reads” on the school’s video announcements. I would also like to work with the staff at my school to consider a school-wide silent reading initiative. We have recently altered our bell schedule to include 5 periods per day, including a double block of one class that is separated by lunch. In my previous school with this bell schedule, for the opening of the double block after lunch the entire school got lost in a book. Administrators came in and sat with classes and their silent reading novel. It was an incredibly successful initiative that I intend to look into and hopefully, collaboratively create for my school. Furthermore, I have seen the success when the English department brings in guest authors and slam poets, and intend to continue this highly successful practice in the library. Moreover, I would also ensure that there are to traditional print resources in the library, such as graphic novels, magazines, audiobooks and eReaders, as I am aware that “to truly embrace learners [that struggle with print] or to allow teachers [. . .] to embrace your library, you must provide access [in all forms]” (Socol, 2010, p.2). Essentially, the promotion of reading is a vital aspect of the Teacher-Librarian’s work and it is one that I intend to further explore, experiment, support and advocate for within my future school library.** <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">__**<span style="color: #0000ff; font-family: Georgia,serif; font-size: 140%;">Theme 5: **__ <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 13.5pt;">Selection is a massive endeavor, and unlike other departments with many members, the library program can often be a department of one. Yet there are numerous resources of support available to a T-L to guide and support the process. I found that selection tools, reviewing sources, professional blogs, and professional learning communities are essential. I intend to continue to use Kirkview Reviews, School Library Journal, Fowllett Titlewave selection tools and reviews, as well as numerous others that are free, and thus do not eat up any of the library’s finite finances. Moreover, I also subscribe to numerous T-L blogs that offer free, expert advice. As Elizabeth Bird expresses in her book Children’s Literature Gems (p.57, as quoted in “Theme 5 course materials”), a blog is a “good friend whose opinion you can trust.” **


 * <span style="background-color: white; font-family: Georgia,serif; font-size: 13.5pt;">Although there are numerous free and subscription selection tools to assist in the process I will also be mindful that selection aids “can be helpful in identifying titles to be considered for purchase, [but] using reviews as a criterion for selection focuses of the reviews rather than the professional judgment of the media specialist” (Bishop, 2006, p.44). Furthermore, I intend to take advantage of publishers visits, as I have done as the English department head in the past, and have acquired excellent deals and free resources. In addition, jobbers can offer great benefits compared to the small cost savings of Amazon, as jobbers include receiving processing and MARC records which frees up more of the T-Ls time for the numerous endeavors they are trying to expertly implement for the best possible school library. **

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**<span style="background-color: white; font-family: Georgia,serif; font-size: 13.5pt;">Further, as mentioned prior that students must have a voice and a place in the library, this must be evident in the selection process. I intend to continue to have a request box at the front check-out desk, as well as a forum on the library’s webpage where students can place requests. Following in the footsteps of Andy Plemmons in his blog post “Student Voice, Student Choice: Students as part of the budgeting process” (2010, <span style="font-family: Georgia,serif; font-size: 14pt;">[]) I intend to involve students in a selection process with a publisher. <span style="font-family: Georgia,serif; font-size: 14pt;">I have independently created a similar experience with students in my English classes for literature circle selections and it was very successful. Also, keeping reluctant readers in mind, it can be incredibly successful as it was for Plemmons. Plemmons' reflective conclusions on the process speak volumes: “student voice allows you to fill needs in your collection that you may never see on your own” and significantly, “their voice creates a connection to the books and takes away the need to ‘sell’ the books to students” (2010, p.2). <span style="background-color: white; font-family: Georgia,serif; font-size: 13.5pt;">Overall, the selection process can be overwhelming, but it is a chance for enrichment, promotion and collaboration for the betterment of the school and all its patrons. **
 * <span style="background-color: white; font-family: Georgia,serif; font-size: 13.5pt;">Finally, considering the selection process, and my initial apprehension regarding the task, I think that a selection committee could be extremely beneficial. In the past I have worked on a selection committee with other departments and administrators. I found that we were better able to support each other and create continuity in essential skills throughout the departments, throughout the school. As Humanities 8 teachers were discussing curricular and student needs with more senior English and Social Studies teachers, we were able to select the best possible resources that would ensure that there was continuity and clear development of key skills from grade 8-12, rather than various grades or various departments selecting in a vacuum without awareness and collaboration of the bigger picture for student needs and learning enrichment. Moreover, this process would also connect with my goal of better promotion and advocacy of the library. Teachers know their curriculum, attend department focused Pro-D opportunities, are taking further schooling, and their expertise and voice in the selection process would assist the library’s collection development. In addition, I could communicate to more colleagues the resources, new technologies and opportunities available in the library. It would be a ripe opportunity for library promotion and collaboration. ** <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">

<span style="background-color: #ffffff; color: #0000ff; font-family: Georgia,serif; font-size: 13.5pt;">__**Theme 6:**__

//<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 120%;">** “Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek mirrors in books” (Bishop, 1990, accessed from []) ** //


 * <span style="background-color: white; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">I normally don’t quote so extensively from a source, but I found that Bishop powerfully and pristinely captured the significant influence of literature with her extended metaphor. All of our students need to see themselves in the “mirrors” that we select, display and circulate. When they walk through the open doors of our libraries they should feel that it is a space as much for them as for their peers. Within the humanities it has been my experience that there has been a concentrated effort to teach through multiple viewpoints of history, multiple viewpoints in literature, poetry, and art. This is because there is a recognized euro-centric bias to many courses taught within the humanities. This has changed immensely over time, but it is still a critical bias that all educational professionals must remain cognizant of and actively endeavor to avoid. **

**<span style="background-color: white; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">Within the library it is critical that Teacher-Librarians select resources that truly reflect their community, as well as the world. The students should walk the aisles and see rows of mirrors of themselves, as well as rows of windows into different histories, different worlds. As Agosto (2007) articulates, “[. . .] when minority and immigrant students do see characters, settings, and other aspects of their cultural backgrounds reflected in school library materials, they are more likely to feel a vital part of the school culture” (p.2). Yet I think it important as a Teacher-Librarian not think of it as including “minority or immigrant” resources. We should strive in our selection of resources to serve the community we teach, but also to incorporate resources that are of all visions, all stories. Students need to see their cultural background reflected back to them, but they also need the access to explore perspectives they have never considered. Within my school library the population is predominantly South Asian, and yet my students also find significant value in exploring Japanese, Polish, and Chilean literature. I believe that the school library must “reflect the linguistic pluralism of the community” (ALA, 1990, accessed at <span style="background-color: #ffffff; color: #0000ff; font-family: Georgia,serif; font-size: 90%;">http:www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/accessresources.cfm ), but that it must also provide resources that reach beyond the worlds students know. This is also not restricted to print resources. The Teacher-Librarian should endeavor to bring in authors from within the community, but also authors, poets, and speakers that can share visions beyond the familiar. Through such extensive access, I believe that T-Ls can ensure that students feel welcome, reflected and respected within the library space, as well as facilitate the development of broader horizons and empathy. **


 * <span style="background-color: white; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> Furthermore, the need for the library’s resources to act as mirrors and windows for its patrons pertains to multicultural literature and learning experiences, but it also concerns “special interest” groups within the school, such as those with developmental disabilities and learning disabilities. Personally, within my English classes we have explored such works as //The Curious Incident of the Dog in the Night-Time// (2003) by Mark Haddon which is a fascinating narrative that takes its readers into the mindset of a young boy with autism. The students were captivated by the novel and it opened up significant discussion and learning opportunities to better empathize with those that have different cognitive patterns and ways of interacting with the world. As 14% of our school’s population is designated as special needs, which does not include the significant percentage of students who have not been designated or lost their LST designation, it is imperative that the library’s resource collection also be a mirror for them and a window for other students’ understanding. Furthermore, in my future as a T-L I intend to work closely with the LST, Bases, and Life Skills Department, exploring students’ IEPs, meeting with the department heads and collaborating with students’ SEAs to find out how I can better serve these students with the variety of resources acquired. **

__<span style="background-color: #ffffff; color: #0000ff; font-family: Georgia,serif; font-size: 120%;">** Final Thoughts: ** __


 * <span style="background-color: white; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">The undertaking of collection development within a school’s library media centre is immense, and it should be. It is of critical import to the essential learning and personal needs of its staff, students and community members. As with anything of such value, it should be far-reaching, complex and paraxial in its perpetual action and growth. LIBE 463 has illuminated the significant and interconnected roles of a T-L and the vital responsibility collections development occupies. Furthermore, this learning journey has crystallized essential goals and support systems that will continue to act as a compass as I endeavor in becoming the T-L I wish to be. Overall, it has been, and will continue to be, a labour of love. **

__<span style="background-color: #ffffff; color: #0000ff; font-family: Georgia,serif; font-size: 130%;">** References: ** __ <span style="background-color: white; font-family: Georgia,serif; font-size: 120%;">Access to Resources and Services in the School Library Media Program. (1990). ALA. Accessed on Nov. 20th, 2011, available at http:www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/accessresources.cfm

<span style="background-color: white; font-family: Georgia,serif; font-size: 120%;">Agosto, D. E. (2007), Building a multicultural school library: Issues and challenges. Teacher Librarian 34(3), p27-31. Retrieved from Academic Search Premier database.

<span style="font-family: Georgia,serif; font-size: 120%;"> Asheim, L. (2005). Not censorship but selection. Retrieved Oct. 22nd, 2011, from []

<span style="font-family: Georgia,serif; font-size: 120%;"> Asselin, M., Branch, J., & Oberg, D., (Eds), (2006), // Achieving information literacy: Standards for school library programs in Canada //. Ottawa, ON: Canadian School Library Association for Teacher-Librarianship in Canada

<span style="font-family: Georgia,serif; font-size: 120%;"> Bird, E. (2009). // Children's literature gems: Choosing and using them in your library career. // Chicago, IL: ALA Editions.

<span style="font-family: Georgia,serif; font-size: 120%;"> Bishop, K. (2007). // The collection program in schools: Concepts, practices, and information sources //. (4th ed.). Westport, CT: Libraries Unlimited.

<span style="background-color: white; font-family: Georgia,serif; font-size: 120%;">Bishop, R.S. (1990). Mirrors, windows and sliding glass doors. Retrieved Nov. 20th, 2011, available at []

<span style="font-family: Georgia,serif; font-size: 120%;"> Brochure from the California Department of Education. // Weeding the school library: The counterpart to selection //. Retrieved Oct. 22nd, 2011, from : [|http://www.cde.ca.gov/ci/cr/lb/documents/weedingbrochure.pdf]

<span style="background-color: white; font-family: Georgia,serif; font-size: 120%;">Burkett, K. (2009). The development of a selection policy for the school library. Literacies, Learning, and Libraries 2(1), 5-6.

<span style="font-family: Georgia,serif; font-size: 120%;">// Evaluating, selecting, and managing learning resources: A guide // (2002). Accessed on Oct. 12th, 2011, available at[]

<span style="background-color: white; font-family: Georgia,serif; font-size: 120%;">Franklin, P. & C. G. Stephens (2009). Use standards to draw curriculum maps. School Library Media Activities Monthly 25(4), 44-5.

<span style="font-family: Georgia,serif; font-size: 120%;"> Greer & Hale (1982). Johnson, D. (The Blue Skunk Blog). // Weed!. // Retrieved Oct. 22nd, 2011, from: [|http://www.doug-johnson.com/dougwri/weed.html]

<span style="font-family: Georgia,serif; font-size: 120%;"> Moore, J. //Guidelines for collection evaluation and weeding//. Retrieved Oct. 22nd, 2011, from[]

<span style="font-family: Georgia,serif; font-size: 120%;"> Plemmons, A. Student voice, student choice: Students as part of the budgeting process. Retrieved Nov. 10th, 2011, from []

<span style="font-family: Georgia,serif; font-size: 120%;">Socol, D. (2010). The unhappy place: What libraries can do to welcome kids who struggle with print. Retrieved Nov. 20th, 2011, available at []

<span style="font-family: Georgia,serif; font-size: 120%;">Surrey (SD36) Teacher-Librarian Handbook (2007). Retrieved Sept. 27th, 2011, from []

<span style="font-family: Georgia,serif; font-size: 120%;">Toor, R. & H. Weisburg (2007), New on the job: A school library media specialist’s guide to success. Chicago: American Library Association. <span style="font-family: Georgia,serif; font-size: 120%;">

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