Evaluation Plan to Improve our Reference Collection

The following evaluation plan document will be shared with my administration at my current school as well as with our Wye School Library Learning Commons Leadership Committee.

Background
Wye Elementary School is currently going through a massive transition within Elk Island Public Schools.  Since August 2018, construction has begun for a new school to replace Wye Elementary.  At the March 14, 2019 public board meeting, Elk Island Public Schools (EIPS) approved the new name for Wye Replacement School.  The new name will be Heritage Hills Elementary.  In addition to a new name, EIPS has also decided this new elementary school will be a dual track school consisting of English and French Immersion.  The current occupancy date set for Heritage Hills Elementary is September 2020.  In preparation for the relocation, it is imperative a comprehensive evaluation plan is in place for our entire library collection including the reference collection.  The evaluation plan will include evaluation of our current collection to determine any necessary weeding that needs to take place as well as evaluating acquisitions that are needed to enhance our reference collection.  Our acquisition of French resources will be entirely new as we are not currently a French Immersion school.  We need to ensure our collection is up to date, relevant and meets the needs of all students as we open a new building within the Heritage Hills community. 

Evaluation of Current Collection
Empowering Learners (2009) states the library media program should provide, "a well-developed collection of books, periodicals and non-print materials in a variety of formats that support curricular topics and are suited to inquiry learning and the user's needs and interests" (p. 38).  

Wye Elementary School's current collection of the reference resource section is limited.  We currently have 23 titles in this section.  The majority of this section consists of atlases which when using the Evaluating Reference Resource Checklist would indicate they should all be weeded.  In addition to atlases, Wye School holds 3 different Kingfisher encyclopedias.  These include the animal encyclopedia, history encyclopedia and the geography encyclopedia.  The remainder of the reference resource section includes resources relating to Alberta and Strathcona County history.  Although these resources are old in nature they do provide historical information currently not available any other way.  From this evaluation, we know the atlases will need to be weeded and additional resources should be considered to enhance our collection.  In addition, French materials will need to be explored. 

Plan
According to Riedling (2013), our primary consideration regardless of format for reference materials is providing "easy access to a high-quality collection" (p. 17).  This is the start of a 2 year plan to increase the reference resources available for our students.  

2019-2020 School Year

• During the 2019-2020 school year, staff will be continuously updated on reference collection acquisition and possibilities.  they will be asked to continuously share their thoughts on what they would like to see in the reference collection.  This information will be communicated in our school weekly as well as at staff meetings.  There will also be an ongoing Google sheet available which includes reference material acquisition possibilities with two sheets - one for English materials and one for French materials. 
• Continue to weed collection in preparation for move to new school using Table 2.1:General guidelines for replacing reference materials located within Reference Sills for the School Librarian by Reidling (p. 24, 2013).  If resources do not meet these guidelines or are damaged these resources will be pulled from current collection.  Once item is weeded from collection, in consultation with Library Learning Commons Leadership Committee, it will be determined if resource can be used to support classroom library collections or be completely discarded.  
• Research and collaborate with staff on the best use of the following resources - atlases, dictionaries and thesauruses.  How many should we purchase?  Where should they be housed?  In the Library Learning Commons?  In the book room?  A few copies in each classroom?  Decide on this process and have it written down in our School Wide Literacy Plan so all staff know where these resources will be located once purchased.  
• Ensure constant communication with our district literacy consultants and the second language consultant on resources available to build our reference collection. 
• Meet with literacy lead teacher and library technician at French Immersion schools within our district to see how they have been supporting their reference collection.  
• Once occupancy date has been set, purchase new collection to be shipped to Heritage Hills Elementary.  This includes reviewing the Reference Resources Acquisition sheet. 

2020-2021 School Year

• At the beginning of the 2020 school year, all staff will partake in a library orientation of the new space.  This will either happen during one of our operational days or within the first few days as an after school meeting.  This orientation is to familiarize all staff of the new Library Learning Commons space including the reference collection.  This orientation will also include a tour of the book room where we house additional literacy materials.  
• From here, staff will be asked to join the new Heritage Hills Elementary Library Learning Commons Leadership Committee to include both English and French teachers.  This new committee will use the Leading Learning Framework (2014) to develop a Learning Commons vision for our new space and ensure we are looking at each standard.
• Within the first few weeks of school, all students will partake in a library orientation of the new space.  The will include orientation of our reference collection.
• Throughout the school year, continue to work on collection acquisition to support the new space. 

Considerations

• Although budget needs to be considered, we are in a unique situation as we will have some additional dollars available to support the Learning Commons and reference section for the 2019-2020 school year and additionally for the 2020-2021 school year due to new school funds. 
• Some of the current limitations on building our reference collection is the relocation of Wye Elementary.  The overall vision of the new Heritage Hills Elementary is to have the most up to date materials and resources available.  Purchasing too many resources now already ensures the publication date is later than if we wait another year to buy.  Additionally, purchasing resources now means all stamps and bar codes will have Wye Elementary School rather than Heritage Hills Elementary.  We have not received our 4 digit Alberta School code yet for Heritage Hills Elementary so we are unable to order bar codes.  
• Since Elk Island Public Schools already has many databases available through the Online Reference Centre, no additional database subscriptions will be purchased during the 2019-2020 school year.  During this time, if a recommendation is made then every effort will be made to see if we can at least get a trial offer to test.  Any additional purchases will only be considered for the beginning of the 2020 school year and beyond. 
• It is essential whenever possible to purchase the same resource in both English and French if it meets the needs and criteria.  This is to guarantee equal access to resources for all students within Heritage Hills Elementary.  

Individuals Involved 

Administration - Principal and Assistant Principal 

Teacher Librarian

School Staff

Literacy and Second Language Consultants

French Immersion Lead Literacy Teachers

Library Technician Cohort including District Library Technician

It is imperative that over the next 12 months we continue to update and modernize all aspects of our collection including our reference area to ensure we can adequately meet the needs of our current population as well as the increased number of students who will be attending Heritage Hills Elementary in 2020.  We will continue to research and purchase additional reference materials to meet the needs of our French Immersion students who will also be attending in Fall 2020.  In order to maximize the usage and enhance student learning, proper orientation of the new space, proper way finding and reader's advisory are all factors which need to be considered.  The overall success of our plan will not fully come to fruition until we are in our new space and are able to see our students using the reference materials to enhance their learning.  

References 

AASL.  Empowering Learners: Guidelines for School Library Media Programs.  Chicago:  AASL, 2009.  

EIPS Board Approves Name for Replacement School in Heritage Hills. (2019). Retrieved from https://www.eips.ca/about-us/whats-new/post/eips-board-approves-name-for-replacement-school-in-heritage-hill

Riedling, A., Shake, L., & Houston, C. (2013).  Reference skills for the school librarian(3rd ed.).  Santa Barbara, California: Linworth, an imprint of ABC-CLIO, LLC. 

Standards of Practice for School Library Learning Commons in Canada. (2014). Retrieved from https://apsds.org/wp-content/uploads/Standards-of-Practice-for-SchoolLibrary-Learning-Commons-in-Canada-2014.pdf

Facilitating Change is a Whole School Effort

Our vision for our Library Learning Commons has been slowly evolving over the past year and a half with the implementation of a Library Learning Commons Leadership Team.   Last year, our Library Learning Commons team met monthly to discuss moving our Learning Commons further along the growth continuum using the Leading Learning (2014) document to guide our practice.  This Leadership Team was created with the belief that “participants supporting each other and building on each other’s thoughts and ideas push further than each team member could individually” (Leading Learning, 2004, p. 4).  We knew as a group we could come up with ideas, build learning communities and find better ways to support literacy in our school. As part of the process our team met to discuss various things such as space/facilities as we prepare for our replacement school, resources that needed weeding or acquired, literacy events to be promoted within the school, etc.  The reason I am sharing this process is that developing a Library Learning Commons committee helped to transform our Library Learning Commons and has also helped to create a more collaborative approach. Our learning commons space before our Library Learning Commons team was seen as just a place to house books and very little interaction with staff and students.  This year, my administration added 0.5 FTE of a Teacher Librarian which has also increased our Library Learning Commons usage. This has also allowed for opportunities for our teachers to feel comfortable in asking for help, guidance, collaboration and support in changing behaviour and in identifying strategies to support change.

Without the above leg work taking place within our school, the following approaches in supporting the following teachers would not be successful.  As a school, we have worked hard to develop a culture of mutual respect, risk-taking and collaboration.

Fictional Teacher 1 (Jane):

Jane is a first year teacher.  She is currently teaching Grade One.  Since Jane is a recent graduate, she is aware of emerging technologies and loves to integrate technology into many of her lessons.  She is Google Educator Level 1 certified. She is using many of the G Suite for Education features in her lessons.  She also incorporates the use of Seesaw as a platform with her students to incorporate technology, use as a digital portfolio as well as a way to communicate with parents.  Although Jane is very aware of emerging technologies and has recent knowledge on best practices, she is unaware of some of the resources available within a school to support her practice.  Jane spends many hours creating effective lessons. She is able to easily move through the SAMR model. However, when reviewing the Stages of Concern in the Concerns-Based Adoption Model she has little to no “Awareness” or “Information” when it comes to understanding how to leverage the resources and reference materials available in the Library Learning Commons (Huang, n.d).

Fictional Teacher 2 (Joe):

Joe is a veteran substitute teacher.  He enjoys being a substitute teacher and will often accept temporary contracts as well throughout our district.  Most recently, Joe accepted a temporary contract in our grade 3 classroom as the previous teacher has gone on mat leave.  Although Joe is very eager to engage students in a variety of ways he lacks the overall basic knowledge of emerging technologies currently available in our school.  Since he has held many different temporary contracts in various schools, he is aware of many different school processes but has limited training in many different areas due to not being with a school for an extensive period of time.  Joe would like to receive more training in a variety of areas, and learn more about ways to access resources in the classroom. Joe does not know very much about G Suite for Education and is still at the substitution level for most areas in the SAMR model.   

Since both teachers have very similar beginning needs, I would like to meet with them together to form a small PLC.  This will allow them to develop a relationship and support each other as well as reduce the time necessary to meet to show some basic steps in finding resources within the Learning Commons.  My hope is they will also begin to rely on each other as well for support. Jane is very knowledgeable with technology whereas Joe requires some guidance. Joe being a veteran teacher has many years experience dealing with classroom and school situations which can be beneficial to Jane.  The initial meeting will be to show both teachers how to use Destiny. I will show them how to log into their own Destiny account and how to search our school catalog. From here they will be able to search the catalog on their own in their free time focusing on specific areas related to the particular outcomes of the their respective program of studies.  In this initial meeting, I will explain how our reference section in very small since many of our resources have just been integrated into our non-fiction section. I will also show both teachers how to use the Online Reference Centre through Learn Alberta.

After this initial meeting, I will meet with them individually to discuss their specific learning outcomes and how to use the Online Reference Centre with their students.

Fictitious Teacher 1: Jane

Curricular Outcome to be Addressed:

Grade One Topic: Needs of Animals and Plants

General Learner Expectations

Students will describe some common living things, and identify needs of those living things.

(Alberta Education, 1996, p.9)

After our initial meeting and providing Jane an opportunity to do some of her own exploring through Destiny and the Online Reference Centre, I will also pull a text set of materials on the  Needs of Animals and Plants. I will also meet with her to show her some specific databases in the Online Reference Centre which target the curricular outcomes.

Since teaching Grade One students about the Online Reference Centre and the features can be overwhelming in the beginning, I will offer to co-teach the lesson with her.  I will ask for the Learn Alberta link to be placed in the student’s Google Classroom where they can easily access it. From here, Jane will be able to show the students the features in the ORC and I will be in the classroom to help support students.  It is important to introduce our youngest students to the ORC as early as possible so they learn to become proficient with the ORC and know that this is a place to support their research and inquiry. Jane is very comfortable in using technology, so she just needs some support to help leverage her skills and engage her students in using the reference materials available in the Library Learning Commons.  The two main databases we will be showing the students are Pebble Go Animal.  Pebble Go Animal allows the students to learn about various animals with tabs specifically related to topics such as body, habitat and food.  The other database the students will be able to explore is Power Knowledge Life Science.  This database has many different animals to explore based on classifications.  Both of these databases read aloud to the students. In addition to these two databases, students will also have access to the various non-fiction books chosen from the Library Learning Commons.  

After discussions with Jane, she will have her students find three facts about a certain animal which they can share through Seesaw with their families in any way they choose.  The child may choose to do a video, draw pictures or write text.

Fictitious Teacher 2: Joe

Curricular Outcome to be Addressed:

Grade Three Topic: Communities in the World

General Outcome Expectations:

Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.

(Alberta Education, 2005, p.37)

Joe is currently looking for reference materials to help support the grade three social studies curriculum.  When doing a quick search of our reference material section on the four countries to be studied, we have very limited resources in this area.  Mostly due to the fact that our reference section is out of date with regards to Atlases, Maps and other geographical resources. We have some non-fiction resources on these four countries which can be pulled to help support students in their inquiries.  The best way to support the teacher and students in learning more about these communities is through a few Online Reference Centre databases. Similar to Fictitious Teacher Jane, I would also suggest to Joe some possible co-teaching in showing the students these online databases.  This will also allow me the opportunity to introduce how to do citations with this group of Grade Three students as well. I might choose to show the following video with them.

Also to help move Joe along the SAMR model, I would suggest that students share their findings through a shared Google Slide. Each student could be a given a specific topic to research such a food, holidays, geographical location, etc. Each student would complete their slide but at the end of the project the group would have a finished project addressing all of the areas. This is similar to a Jigsaw model.

Through collaboration with the teacher, I would introduce the following databases to him and his students.  ProQuest Culture Gram database is available in our Online Reference Centre.  There are many tabs to explore within each Culture Gram with tabs related to people and places, history, lifestyle, & society.  The benefits of using this database to support inquiry into the countries noted above is the easy accessibility of using the tabs.  The database also reads the text so this helps to support inquiry without having to worry about reading ability. Scholastic Go!  is the other reference resource available in the Online Reference Centre which I would suggest Joe use to support student inquiry.  

As always, one of the biggest limitations and hurdles in assisting teachers in addressing their usage of references is collaborative time.  It is difficult to find the time to collaborate to show reference materials or to even find time to discuss how to use reference materials in the classroom.  In an effort to combat some of the time constraints, I have asked for time during staff meetings to share various library services and resources. Although this time is limited to just 5-10 minutes it might move some individuals along the CBAM Model from Awareness to Information to Personal.  This short time frame might also spark a thought or idea in individuals that they might want to explore further and then ask for my services. Another innovative way to try and assist teachers in addressing reference materials is through our school's weekly updates. In our school, we have a weekly update posted in our school’s own Google Classroom.  This is way to communicate with staff about the upcoming week’s events, deadlines, etc. However, the Learning Commons has also been given a section in this weekly. This is a simple way to highlight new resources in the Library Learning Commons, also to remind staff about reference services which are available in the Library Learning Commons.

The examples and ideas presented above from working with Jane and Joe are just a few ways to approach educators in a school and help move them into higher level technology integration. These simple approaches will hopefully help them learn to apply additional features in their classroom.  Ultimately, the main goal in the plan will be to transform practice and increase student learning.

References

Canadian Library Association. (2014). Leading Learning. Ottawa.

Common Sense Education. (2016). What is the SAMR model? [Video]. Retrieved from https://www.youtube.com/watch?v=9b5yvgKQdqE

Huang, P. (n.d). Stages of Concern - Concerns-Based Adoption Model. Retrieved from https://sites.google.com/site/ch7cbam/home/stages-of-concern

OSLIS Secondary Videos. (2016). Why You Need to Cite Sources [Video]. Retrieved from https://www.youtube.com/watch?time_continue=20&v=4v9mRHivjX4

Science. (1996). Retrieved from https://education.alberta.ca/media/159711/elemsci.pdf

Social Studies Kindergarten to Grade 12. (2005). Retrieved from https://education.alberta.ca/media/159594/program-of-studies-k-3.pdf

Managing and Evaluating Reference Services

From the beginning of this course, I have been looking at the reference section in our library.  Is it functional? Is it up to date? Are students using it? What is its purpose? What needs to be weeded? Why do we have a reference section in elementary?  Are there better resources? The list of questions seems to go on and on.

As much of the information over the past few weeks shared has been connected to policy and various guidelines some of which are directly connected to British Columbia, I decided that I needed to dig further into my Alberta Education curriculum to see what I could find relating to Learning Commons and reference services and materials.  

Alberta however is going through some major transitions right now.  We are on the horizon of adopting a new K-4 curriculum for optional implementation in September 2019, but our Alberta Education website is also slowing moving over to a different web format so resources can also be difficult to locate.  

I was able to come across this Learning Commons Policy and Guidelines.  I found the policy and guidelines very interesting as some aspects were directly related to the importance of reference sources and services.  Most notably ensuring students have access to quality resources in both digital and print to address all student learning needs (Alberta Education, 2014).

Learning Commons Policy and Guidelines

To meet and address the student learning needs, the Library Learning Commons must have the materials available to meet the curious and intrigued minds of our students.  Our advances in society are made through the curiosity of individuals. The library can provide that starting point for our students to seek out information, answer their inquiry questions and challenge their thinking.  From much of the reading through this theme, a recurring thought came through for me and that was the importance of relationships.

The teacher librarian must develop effective relationships with all stakeholders.  Reidling, Shake and Houston (2013) share about the importance of reference interviews and how the “reference interview still involves human relations, communications and interaction with the student” (p. 105).  If we as teacher librarians do not have those relationships with students they will not feel comfortable approaching us with their questions for research projects or reader’s advisory. The same is true for the educators we work with.  Building those relationships with our colleagues is key to the success of the Library Learning Commons.

I found the role of the teacher librarian information in module 6 very interesting as my school district does not have a job description currently for teacher librarians.  As my school is the only one currently with a teacher librarian role we are currently creating this job description. I look forward to sharing this with my current administration. My administration has been very involved in learning more about Library Learning Commons and how to effectively support all students in our school to provide equal access. After last year’s creation of a Library Learning Commons Leadership Committee, my administration decided to put a greater focus on budget allocations.  My administration even put budget lines in for fiction and non-fiction. Again this is where relationships is so key in managing and evaluating reference sources and materials. The more involved you can get your administration in the Library Learning Commons, the more they will understand the need for certain resources or also the cost in attaining some resources.  Open communication and sharing of information about the Library Learning Commons is key.

After working through Assignment 1, I realized how much more work is required in our Library Learning Commons.  Since I started my position in September, I have worked hard to continually weed the collection mostly just based on age alone.  I have also spent a tremendous amount of time with our First Nations, Metis and Inuit consultant reviewing our resources in this area to ensure appropriate information.  As my school gets closer to moving into our new location, I know more time will have to be devoted to collection development as we will be focused on what needs to be weeded as well as what will need to be purchased in our new location.  

Finally, when evaluating reference services, I feel the biggest challenge or hurdle to overcome in my building right now is the continuation of building relationships.  There are many teachers in my building who are utilizing the services I can provide such as working with students on information literacy, how to access our digital resources, how to find resources in our library though using the OPAC system. Teachers are also feeling more comfortable with asking me to pull resources based on what they are currently teaching.  However, I still have teachers in the building who have not accessed any services that I can provide. I know this is an area I need to continue to work on and look forward to talking with my administration on how we can evaluate the success of whether having a teacher librarian this school year enhanced the Library Learning Commons.

References

Learning Commons Policy and Guidelines. (2014). Retrieved from https://education.alberta.ca/learning-commons/learning-commons/

Riedling, A., Shake, L., & Houston, C. (2013). Reference skills for the school librarian(3rd ed.). Santa Barbara, California: Linworth, an imprint of ABC-CLIO, LLC.

The Foundation of Reference Services: My Journey in Learning

The past four weeks of this course have been a learning journey for me.  I started this course thinking about the reference materials which I remembered as a student which consisted mostly of just rows and rows of encyclopedias.   I don’t even remember a class as a student learning about reference materials or even the purpose of reference materials. I just remember when a research project was assigned the first thing every student in my class would do is go to the library and fight over a certain letter from the encyclopedias.

However, this course is happening at exactly the right time for me in my learning journey as well as my new role in the Library Learning Commons.  After the Winter Break, many of our classrooms have begun the non-fiction information writing, in Lucy Calkins Writer’s Workshop. Through these various units, students are asked to look at various non-fiction mentor texts.  These mentor texts are used to help develop the students as writers so they can then transfer it into their own writing. Also during their Reader’s Workshop time they are needing quality non-fiction resources to help understand text features. Since students and staff are looking for these resources and services this course could not have come at a better time to review reference materials and services.

Alberta Learning. (2004). Focus on Inquiry: a teacher's guide to implementing inquiry-based learning [Ebook]. Edmonton. Retrieved from https://open.alberta.ca/dataset/032c67af-325c-4039-a0f3-100f44306910/resource/b7585634-fabe-4488-a836-af22f1cbab2a/download/29065832004focusoninquiry.pdf

Since I became a teacher in Alberta, I have really only ever been exposed to one inquiry model.  This inquiry model has been in place since 2004. Although very popular when it was first released, I have seen the use of it decline over the years in classrooms and schools.  After reading Chapter 1, I became very interested in the variety of models available, of particular interest to me was the Points of Inquiry model shared in the course. As an educator, I specifically like the detailed benchmarks which were also attached.  It seems very user friendly and makes sense to elementary aged children.

The Points of Inquiry. (2011). Retrieved from https://bctla.ca/resources/point-of-inquiry/

This is my first year being a teacher librarian in the Library Learning Commons. I have been working hard to share the reference services available and the role I can play.  As my district does not have teacher librarians, the reference resources in a Library Learning Commons were chosen by library technicians often without consultations from administration or classroom teachers.  Additionally, library technicians are not required to provide reference services so this has been a shift in thinking within my school. As I become more familiar with my role and my colleagues continue to see the services I can provide, I hope they will access me more regularly for reference services.  As Riedling, Shake and Houston (2003) suggest “what the school librarian does with regard to reference services is fundamentally to assist students in finding the answers to questions and helping them become independent users of information and ideas” (p. 4).  I have been beginning to teach lessons on showing students where to locate our district's online databases through our Learn Alberta site and using the Online Reference Centre. I have also shown the students how to access and use our Online Public Access Catalog.   In conjunction with these lessons, we have begun to focus more on copyright, citations and plagiarism. As a young student, I don’t even really remember conversations about copyright, citations or plagiarism. I remember something about ensuring we don’t copy word for word but that was about it. Now with the access to information and the simple ability to copy and paste or hold to save to camera roll, this is more important than ever. Recently, I just showed this quick little video to grade three students, although it is an ad for EasyBib, it set the stage to have a conversation with the students about citing their work.  

From the journey I have taken so far in these past four weeks, some challenges have arisen in providing reference resources to an audience of elementary students.  The evaluation and selection of materials has to meet the diverse needs of the students in elementary school. Division One students (Gr. 1-3) do not have the capability to read large amounts of text and Division Two students (Gr. 4-5) range greatly in their reading abilities so it is important to select appropriate materials considering the complexity of the text and their ability to read it on their own.  Also when looking at online versions of reference materials does it offer the feature of reading to the student so that “the school library provides access to information in all formats, at all levels, and to all members of the learning community” (Asselin, Branch, & Oberg, 2003, p.24).

One of my major takeaways from this theme is looking at the successful reference services teacher librarians can provide and the importance of ensuring the collection meets the needs of our students.  According to Achieving Information Literacy (2003), "for both primary and high school grades, the ratio of fiction to nonfiction including reference should range from 15-30% fiction and 70-85% nonfiction/reference" (p. 28).  After reading this, I decided to pull our Titlewave analysis from January 2018. Our stats show that we really need to work on our non-fiction section. I am looking forward to sharing the Achieving Information Literacy information with my administration in conjunction with our Titlewave analysis to develop a plan of action to address our non-ficiton collection.

In just a few short weeks in this course I have  explored many different avenues of reference sources and services.  I look forward to what the remainder of this course will explore.

References

Alberta Learning. (2004). Focus on Inquiry: a teacher's guide to implementing inquiry-based learning [Ebook]. Edmonton. Retrieved from https://open.alberta.ca/dataset/032c67af-325c-4039-a0f3-100f44306910/resource/b7585634-fabe-4488-a836-af22f1cbab2a/download/29065832004focusoninquiry.pdf

Asselin, M., Branch, J. L., & Oberg, D. (2003).  Achieving information literacy: standards for school standards for school library programs in Canada.  Ottawa: Canadian School Library Association: Association for Teacher-Librarianship in Canada. 

Citation for Beginners. (2014). Retrieved from https://www.youtube.com/watch?time_continue=3&v=CDGdqoCyAtw

Riedling, A., Shake, L., & Houston, C. (2013). Reference skills for the school librarian(3rd ed.). Santa Barbara, California: Linworth, an imprint of ABC-CLIO, LLC.

The Points of Inquiry. (2011). Retrieved from https://bctla.ca/resources/point-of-inquiry/