Guide for New Zealand schools

Reference resources can be used for:

• On the spot enquiries
• Rapid retrieval of information
• Introductory overviews of topics
• Information when your collection does not hold any other resources on a topic
• Topical displays, and promotional activities (e.g. quizzes, competitions).

Contents:

Reference resources: a basic selection
Selection of reference resources: responsibility and procedures
Selection of reference resources: general criteria
Selection of reference resources: criteria for specific reference genres
Reference resources: access and management
Sources of online reference materials

Reference resources: a basic selection

A basic selection of reference resources includes both print and online materials that support all areas of the curriculum and the recreational interests of your staff and students.

It may include:

• Access to online databases that provide quick, current information, e.g. weather, seismological data, breaking news
• Access to relevant websites e.g. Te Ara [Hyperlink], Matapihi [Hyperlink]
• General encyclopedias – online / single volume / multi-volume
• Subject-specific encyclopedias, e.g. Science, Music, History
• Language dictionaries – English, Māori, languages taught as part of the school curriculum, and languages used by members of the school community
• Subject dictionaries for specific curriculum areas e.g. Science, Biography
• Thesauri  
• Tikanga Māori – place names, proverbs, whakatauki, marae protocols
• Maps and atlases – contemporary and historical, local (e.g. street maps) New Zealand, Pacific Islands, and World
• Local information – telephone directories, community directories
• New Zealand flora and fauna identification guides
• Books of facts / records
• Indexes, yearbooks, almanacs and directories as appropriate

Expensive general non-fiction titles are not actually reference resources, and you may prefer these to be used just within the library. We suggest you attach ‘not for issue’ stickers, and shelve them within the general collection.

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Selection of reference resources: responsibility and procedures

Selection, development and maintenance of your school library’s reference resources is the responsibility of your Library Team, with input from staff and students, as appropriate.

To select reference resources:

• Identify present and future needs.
• Identify the strengths and weaknesses of your school library’s current collection.
• Research currently available resources – print and online - and identify which ones will support your school community’s needs.
• Prioritise needs and include in the library’s buying plan and budget for the coming year.
• Allocate the budget.
• Identify and select reference resources.

When new editions of big-ticket reference resources appear, special deals are often offered, especially for encyclopedias. Contact the local sales representative for more information.  Some suppliers operate a billing system which allows schools to split the cost of expensive reference items over two financial years.

Selection of reference resources: general criteria

List the selection criteria for all of your school library collection purchases in your School Library Handbook under  Collections 3: guiding statement. Refer to Collections 8: Selection guide for a list of basic selection criteria.

Reference resources must be:

• Dependable, authoritative, up-to-date, concise and systematically arranged.
• User-friendly, relevant to curriculum with strong New Zealand content where appropriate.
• Able to cater to a range of reading/ability levels and learning styles.

When selecting print and electronic reference resources consider:

• Whether the print or the electronic version is more suitable for your users.
• How frequently and thoroughly both print and electronic versions are updated to ensure currency of information.
• Overall quality of the resource
• Subscription,networking and supplier’s back-up support costs for electronic resources (if charges apply) versus purchase price for print copy.
• Ease of access to the resource, and how many users can access it simultaneously.
• Ease of access to the information within the resource.
• The quality and speed of your library ICT, and the stability and reliability of your computer network.
• With all print reference material consider durability of paper and binding; suitability of shape and size; and warranty details

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Selection of reference resources: criteria for specific reference genres

Encyclopedias:  points to check

• Appropriateness of scope, presentation and reading level. 
• Date of publication. After approximately five years much of the content may be outdated in print versions.
• Assess the formats available (i.e. book and online) and decide which version is more appropriate for your students, or whether you could use both.
• Comprehensiveness of indexing, cross-referencing and/or electronic links.

Dictionaries and thesauri:  points to check

• Definitions are easily understood by the intended age group (or user groups e.g. ESOL).
• Different meanings are numbered and easy to follow.
• Headwords in a thesaurus are words commonly used, with synonyms, alternative words, slang and antonyms identified.
• Definitions given in a dictionary and synonyms in a thesaurus reflect current language styles.  Idioms change and new words are coined so dictionaries may become dated after 8-10 years.
• Any biases, by looking up political and social terms.
• Thesauri and dictionaries from North America will reflect North American spelling and usage.
• Differences in spelling are indicated, e.g. disk/disc, program/programme; and that etymology and pronunciation are indicated, where applicable.

Atlases:  points to check

• Publication date (atlases may become dated after about five years), dates of sources given for any statistical information, and names of cities and countries currently in the news.
• Scope and proportion of space given, for example, to different geographical and political regions, including New Zealand.
• Range of place-names suitable for intended users.
• Maps divided into continents giving a logical browsing approach; overview of the world included which enables students to see countries in relation to each other.
• The grid system is easy to follow.
• A good index in alphabetical sequence with references to exact page, map, latitude and longitude and grid information, font size and spacing to make index easy to read.
• Colour used for geological features etc. has good contrast, symbols are easy to use, and the binding allows an atlas to be opened easily so that sections of the maps are not obscured.
• Labelling of maps for legibility – i.e. font, style, size, colour, contrast.
• In addition, make an electronic atlas with current functionality, e.g. Google Earth, available on library computers

Yearbooks, almanacs and directories:  points to check

• The general purpose of yearbooks, almanacs and directories is to update standard information by providing current data including statistics and current names and addresses.  Before considering items for purchase assess who is likely to use them, and evaluate whether costs are justified in each case.
• Increasingly current information of this type is located on the Internet, but check how much of this information comes free of charge, and how often it is updated.
• Secondary schools should consider purchasing the print version of the New Zealand Official Yearbook annually.

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Supplementary reference material

Several publishers are producing single volume reference works on a variety of subjects which are ideal for school libraries. These include companions to music, literature and art; pocket books of statistics, etc; handbooks on wildlife, science and other topics; and works on interesting facts and outstanding achievements. 

Use the same criteria for selecting these as for dictionaries and encyclopedias.

Reference resources: access and management

Location of your print reference collection

• For maximum use and security locate your print reference collection in a defined area of the library where students have access to tables and chairs, and which allows easy adult assistance and supervision.
• Where feasible, place your print reference collection near to a photocopier and printer.  Clearly display current copyright information and obligations near the photocopier and/or printer.
• Shelve resources at appropriate height, and incorporate face-out display of resources.
• Promote your reference collection with large, bold signposting. Use signage to promote related online resources.

Access to your online reference collection

• Incorporate links to online references sources on the school library online catalogue and the school library intranet page so that teachers and students can locate these resources readily when searching for a topic.
• Provide access to electronic resources on library computers located near the print reference collection, as well as in other locations in the library and throughout the school.
• Use a variety of ways to promote the use of electronic reference resources, e.g. bookmarking URLs, providing links from the school Intranet, providing user guidance (e.g. for using Index New Zealand (INNZ) or the EPIC databases) and highlighting new websites, or websites of topical interest.
• For further information about using INNZ and EPIC please contact 0800 LIBLINE (0800 542 5463).
• Alert users to complementary print resources with appropriate online messages

Loans policy for reference resources

Reference material is usually not available for loan outside the library although exceptions may be allowed in special circumstances. Include guidelines for this in your School Library Handbook.

Processing reference resources

• Classify, catalogue and process your reference resources in the same way as other library resources. You can include catalogue records for websites on your school library online catalogue.
• Identify print items as Reference on catalogue records, and add an ‘R’ or ‘REF’ sticker to the spine above or below the Dewey classification number to aid shelving and retrieval.

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Maintaining the reference collection

• Monitor and evaluate your reference resources to ensure they are meeting student and staff needs.
• Identify the gaps and take these into account when you are reviewing your school library’s Buying Plan.
• Include reference resources in the ongoing process of weeding outdated or inappropriate materials from the print collection, and review your subscriptions to online reference sources, checking URLs for currency.

Reference resources, inquiry learning and user support

• Include your reference resources when providing support for inquiry learning units.
• Teachers, Library staff and students all require opportunities for ongoing training and practise, so that they all become proficient users of these resources. Look for opportunities to provide coaching for all library users.

Sources of online reference materials

You can find a range of appropriately selected and levelled online resources at the following sites:

• National Library of New Zealand: High interest topics
• Te Kete Ipurangi: TKI Hot Topic lists
• Te Kete Ipurangi: EPIC subscription databases require your school’s username and password.  Encyclopaedia Britannica Online and other reference resources are free to use by all NZ schools.
• SCIS monthly website lists – Catalogued websites, available for downloading with a subscription to the SCIS cataloguing service

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