1.3

//Reflection on AASL Standard 1.3: Access to information //
A library collection that does not circulate is not of use to the community. First, the librarian must consider the physical space and ensure that all aspects of it are available to all students. This includes both items on the physical shelving and the digital collection. Shelving should be carefully situated to permit easy height reach for the students and staff. The librarian must understand the special needs of the population; these may be specified in individual student 504 plans but the librarian must also be observant of student behaviors in the library. Adaptive devices (such as large print on screens or a roller ball mouse) may be needed to give students independent access. During ISTC 601, we developed a facilities plan that took all aspects of access (both physical and digital) into account. Many students read below their current grade level. As students become older, they become more self-conscious and unwilling to acknowledge their difficulties. The librarian must carefully consider the interest and reading levels of those students to place appropriate titles in their hands. One common solution has been to increase the number of graphic novels in the collection. While this satisfies some needs, high interest low reader tiles such as Bruce Maddox’s sports titles provide the full fiction reading experience to those struggling readers. Electronic books, in various formats, may also be considered. The Playaway is a popular reader that supports many titles of interests to students (although the purchasing cost may limit the number of titles available. We must support all readers, including those reading above level. Fully developed MARC records (such as those created during ISTC 653) and a robust OPAC system help the student more easily find the specific titles that interest them. As the librarian provides instruction in specific information literacy skills providing leveled resources is critical. Whether print or electronic sources, the librarian should have available a number of resources, at varying reading levels, to support instruction. The electronic World Book, with versions of “World Book Kids,” “World Book Students,” and “World Book” is an excellent example of text variety that supports students of varying reading ability. My current schedule is fixed but I ensure that teachers have access to the library as both our schedules permit, bringing in large or small groups to continue their research efforts. I learned about varieties of scheduling during ISTC 601. I make sure that students know how to access the OPAC and online databases from home by providing links on my BlackBoard page. Information access on demand is an important component of the librarians’ responsibilities. I prepared a program highlighting our most important titles based on our study of the ALA sponsored Banned Books Week program during ISTC 601. Each year this program highlights the importance of protecting our intellectual freedom. This program supports the ALA Access to Electronic, Services and Networks policy statement and other related positions.

 