Access+to+information+in+the+library

=**Managing access to information in the library**=

**Introduction**
New teacher-librarians have many areas to consider when ensuring that students have access to information in the library space. Resources need to be carefully selected, catalogued and organized in a manner so they can be located easily, and provide for a variety of learner needs and interests. Below are some key considerations when planning for a library space that allows all learners to access information.

**Issues that teacher-librarians need to be knowledgeable about**

 * Intellectual freedom and censorship**

A commitment to intellectual freedom is a core responsibility of libraries. "Human beings have a fundamental right to access of expressions of knowledge, creative thought and intellectual activity, and to express their views publicly." (IFLA) Teacher-librarians are entrusted with ensuring that students are able to access a wide variety of perspectives that reflect the plurality of our society, and selection of materials should be based in professional considerations and not political, moral or religious views. Teacher-librarians should have a process in place and be aligned with district or provincial guidelines for challenged materials, and be able to defend the selection of materials for the library collection based on the commitment to intellectual freedom and alignment with a defined selection policy.


 * Privacy and confidentiality**

A second core responsibility of teacher-librarians is the respecting of student privacy and confidentiality. "One cannot exercise the right to read if the possible consequences include damage to one's reputation, ostracism from the community or workplace, or criminal penalties. Choice requires both a varied selection and the assurance that one's choice is not monitored. For libraries to flourish as centers for uninhibited access to information, librarians must stand behind their users' right to privacy and freedom of inquiry." (American Library Association)

**Collection management**

 * Selection policy**

Libraries should have a policy for selection of materials, including print, media resources, equipment and technologies to support curricular outcomes and the diverse learning needs and interests of students. Development of a selection policy should incorporate district policies and guidelines and consider a number of criteria, including support of curricular objectives, ability to access information using a variety of modalities (visual, auditory, kinesthetic), student interest and range of abilities, reflect plurality of society, address varied perspectives, etc.


 * Managing the collection**

Resources should be catalogued and organized in a manner that is consistent and supports learners to access information in a timely and effective manner. Weeding the collection is an ongoing professional responsibility to ensure that information needs are being met - that the collection is current, relevant and updated as gaps are noted.

**Collaborating with teachers**

 * Learning commons**

Twenty-first century learning expectations recommend the library be re-envisioned as a learning commons that is both physical and virtual - a student-centered, flexible space that promotes critical thinking and inquiry, with teacher-librarians serving as learning coaches to support teachers and students in exploring their personal questions and information needs.


 * Flexible scheduling**

A learning commons requires staff to work closely to support student learning needs, and having flexibility in scheduling allows for students to flow in and out of the library as different supports are needed. A teacher-librarian who is not locked into a set schedule of providing preps for teachers allows for this flexibility - alternatively, if the teacher-librarian has an instructional role with classes, this can provide opportunities to directly teach essential skills in locating and evaluating information.


 * Information literacy and inquiry learning**

Teacher-librarians have the opportunity to work collaboratively with teachers at all grade levels in the school, and therefore are well-placed as instructional leaders and learning partners in literacy development, technology, information literacy and inquiry. Having a model for inquiry learning can support the teacher-librarian in guiding teachers and students beyond the typical research report approach that can cause frustration for students who are trying to locate appropriate information, and teachers who feel that students are doing nothing more than copying and pasting what they are finding online. Being able to work with teachers to integrate inquiry and information literacy skills into their curriculum is essential to support our students as 21st century learners.