Blog Two: Consent, Support, and Collaboration in the Library

The Reference Interview and Collaborative Planning

When I look back on my learning from module two, I have changed my mind about some things. I was 

originally critical of the reference interview because of how challenging it is to do with the limited time I

have. I realise now that by collaborating more closely with my teaching colleagues, I will be 

better able to anticipate the general needs of the class and so have more time to devote to their 

specific needs of individual students..

 

On the other hand, after reading my colleagues' blogs, I have a new criticism of the reference

 interview. This is informed by a negotiations course I took from Misha Glouberman entitled “How to 

Talk to People about Things”. In the course, he said one thing that has really stuck with me - before 

any negotiation takes place, one needs to ask the other person whether they are ready or willing to

take part in this negotiation. Or, as business consultant Galen Emanuele phrases it, you should “Ask 

for permission from that person to engage in that conversation

https://galenemanuele.com/blog/asking-for-permission). Please copy and paste the youtube link 

below to access a short video by Mr. Emanuele.

What's the Best Way to Start Challenging Conversations? | #culturedrop | Galen Emanuele

https://www.youtube.com/watch?v=VV3fw1uak3E

 

I think the first question that should be asked in a reference interview is 'are you comfortable 

answering a few questions about what you are looking for'?  While a student is coming to you seeking 

information, they might not want to engage in an interview about this information. There may be some 

subjects, for example, that might be too uncomfortable for them to talk about. By asking for consent 

before beginning a reference interview, we are empowering the library patron.

Managing the Reference Collection

As Richard points out in the Greater Victoria School District Role Description, reference resources are 

mentioned in all three key areas of the job: program and instruction, learning resource management, 

and leadership in resource-based learning. Reference resources are important! Unfortunately, the way

I have been working does not demonstrate this. 

 

As a new teacher librarian, I have placed my focus on what is most pressing. I have a NIT schedule to 

cover, and students who want books for independent reading. This is why it is so valuable to have a

teacher librarian role description. It allows me to compare what I am doing (reference interviews based

on reading for pleasure) to a more fulsome view of what a teacher librarian should be doing according

to experts. 

 

One thing I would critique about the Greater Victoria role description is that it is not set up to 

differentiate between a beginning and established teacher librarian. It might be wiser to have a short

 list of the essential traits in a teacher librarian for beginning TL’s and then a more extensive list for

experienced TL’s. Otherwise, you are setting up beginning TL’s to feel like failures in their first few 

years rather than recognizing that professional expertise grows over a period of time. “The Standards

of Practice for School Library Learning Commons in Canada”, for example, provides criteria for what 

exploring, emerging, evolving, established, and leading libraries should look like

(http://llsop.canadianschoollibraries.ca/growth-stages/).

      

Evaluating Reference Services

In reading “Evaluating, Selecting, and Managing Learning Resources: A Guide”, published by the B.C.

government in 2002, I was struck by a major shift that has occurred in the last 20 some years.

The 2002 guide states “The Ministry of Education is responsible for evaluating and selecting learning 

resources to support provincial curriculum” (Evaluating, Selecting, and Managing Learning Resources:

A Guide, 2). But this support and guidance is no longer provided. In 2017, the B.C. government 

decided instead that “Boards of education have responsibility for determining how learning resources 

are chosen for use in schools”

(https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-

schools/learning-resources). But this board guidance is not even true in my experience. When our 

school recently asked the school district's head of instruction what literacy resources we should

purchase, she said that the choice was a local one for each school to make.

 

The effect of these decisions is to download an enormous amount of evaluative work onto the

shoulders of teacher librarians. How are we to make expert decisions about what reference materials

to select for subjects as varied as Law, Biology, Literature, and Mathematics? Ultimately, it means 

teacher librarians need to consciously take a team approach to providing reference services. We need

to engage teachers with expertise in diverse fields in order to put together the best reference

resources possible. 

Works Cited

 

1. Emanuele, Galen. “A Quick, Simple Hack to Start Challenging Conversations - Galen

Emanuele: Team Culture & Leadership Keynotes.” Galen Emanuele | Team Culture & Leadership

Keynotes, Galen Emanuele | Team Culture & Leadership Keynotes, 18 Dec. 2020, https://

galenemanuele.com/blog/asking-for-permission.

 

2.“Growth Stages.” Leading Learning, http://llsop.canadianschoollibraries.ca/growth-stages/.

 

3. Ministry of Education and Child Care. “Learning Resources.” Province of British Columbia, 

        Province of British Columbia, 31 Mar. 2022, https://www2.gov.bc.ca/gov/content/education-

        training/k-12/administration/legislation-policy/public-schools/learning-resources.