Learning Commons Reference Section Evaluation Plan

                                                                 Introduction 

   This report will evaluate my school library’s reference section for improvement. First, the 

current reference resources will be analyzed for accuracy and currency. This will help the teacher 

librarian find issues in the reference section and rectify them. Next, this report will discuss the 

teacher-librarian’s rationale in making these changes. Lastly, a step-by-step plan will be provided

to display how the changes will be implemented, who will be involved, how long this transition 

will take, how this plan will be communicated with the school team, and other considerations. 

 

                                                                Analysis  

     The reference section has been evaluated for its quality and quantity of resources, as well as 

its physical location in the learning commons. The section is located behind the circulation desk, 

high up on the wall and out of sight from patrons. Staff need a ladder to reach the items. The 

resources are hardly used; even the library staff have forgotten the section was there. The section 

has only six physical items on the shelf; 1 encyclopedia, 2 dictionaries, 1 thesaurus, and 2

atlases. However, there are several electronic reference websites and apps that the school library 

provides on its virtual learning commons. These digital reference resources include 4Canoes,

KnowBC, different versions of Worldbook, National Geographic, Interactive maps of Canada 

and global world, Canadian Encyclopedias, Britannica Encyclopedia, Geography Kidzone, and 

Wikimini. There is a considerable amount of reference materials throughout the nonfiction 

sections, such as handbooks, encyclopedias, dictionaries, thesauruses, yearbooks, atlases, maps, 

almanacs, and biographies. There are no bibliographies. There is one electronic directory

provided on the virtual learning commons. The digital elements of this reference section are 

effective; however, the section needs improvement with access, promotion, and print materials. 

 

                                                                   Rationale 

    This reference resource section needs to have its services improved for educators and students. 

The following are issues that were found in the section: 

1)    Many outdated print materials. 

2)    Some resources are not adapted to be used by young students; therefore, irrelevant to their learning. 

3)    Many print resources can be easily replaced with digital formats or better titles. 

4)    Section is hidden and inaccessible for patrons. 

5)    Not many print materials in section; most of reference resources are scattered throughout the collection. The section needs more titles or/and copies where they are not circulated and remain in the learning commons for lessons and projects.

6)    No promotion of the reference resources to students and staff, resulting in little to no awareness of the section’s existence. 

7)    Lack of diverse formats and content in reference materials. 

8)    Although learning commons provides many electronic apps and resources for references, still important to have print resources for students to engage with. 

These issues relating to currency, format, accuracy, and scope will hinder student learning and 

reading (Riedling, 22-23).  The reference section currently has little offer in services and 

resources. It lacks diverse formats and missing a bibliography. Educators need to instruct

students on how to use different reference materials. If there is little to no materials to work with 

for research projects and lessons, students will have difficulty developing information-gathering 

skills.

                                                          Step-By-Step Plan

     The current reference section poses several problems to student learning and interests. The 

teacher-librarian will follow this plan to improve the reference section: 

1)     Make a list of changes for both print and electronic resources.

2)    Hold collaboration meetings and reference interviews with school team, such as staff, educators, and administrators to propose changes to reference section, receive feedback, and discuss budget (Rielding, 167). 

3)    Find a new location in the learning commons for reference section where all patrons can see it and be able to access resources. 

4)    Remove resources from old location for transition. 

5)    Weed print materials in reference section based on weeding criteria specific for each reference resource (Rielding, 37). 

6)    With help of volunteers, move resources to new location. 

7)    Evaluate and acquire new resources to add to reference section with selection guidelines (Riedling, 38-39). 

8)    Prepare resources and promote them to educators and students for use; show location of new reference section.  

9)    Implement print and electronic reference resources in future lessons and projects for bibliographic instruction and information inquiry (Riedling, 15). 

      This process will take a year to complete. 

The plan has been influenced by school district # 63’s procedures regarding the selection of 

learning resources.  

Challenges 

     There is a possible challenge that may inhibit improvement of the reference resource section. 

The biggest concern is finding a new location for the print resources. The school library currently 

has very little space for another section. Either the teacher-librarian will need to reorganize

materials throughout the collection or find a location outside of the library. This factor will be 

discussed at collaboration meetings with the school team before further action is taken. 

Hopefully, the school community will find a new location for the reference section where ladders 

are not needed to reach the materials and all patrons, both student and educator, can access the 

print resources.

 

 

 

Word count: 806

 

 

                                                                 References 

 “Administrative Procedure 25: Selection of Learning Resources.” Saanich Schools, Saanich 

Schools, saanichschools.ca/saanich-schools/policies-procedures/200-instructional-

programs-and-materials/administrative-procedure-251. Accessed 27 Mar. 2024. 

 

Riedling, Ann Marlow, and Cynthia Houston. Reference Skills for the School Librarian: Tools 

and Tips. Libraries Unlimited, an Imprint of ABC CLIO, LLC, 2019.