While I believe that both qualitative approaches and quantitative data are important in evaluating the library’s collection, it is important to utilise both methods to ensure a well-curated collection.
As I was reading through Johnson’s (2018) methods of collection analysis, I was inadvertently thinking about the methods I would undertake in my library. I work in a small primary school made up of approximately 255 students. Given the size of enrolments at my school, the library space is extremely small, and I am confined to limited shelving and storage. Therefore, I would first consider more quantitative methods to evaluate my collection then I would use qualitative approaches to ensure that the collection size remains small yet relevant to my school community.
For example, in the context of my school library, the first step I would do is analyse statistics to determine the size, growth potential, and gaps in each collection. I would also examine statistics to gain a brief idea of the popular titles, topics, or genres. After that, I would use the qualitative method to understand the strength of the collection and how it benefits students in relation to the school context. That is, does the collection meet the learning goals of the school? Does the collection cater to the wide range of students’ needs, abilities, and learning styles?
Once qualitative methods are carried out, the weeding and growing of collections can occur. Through careful consultation with policy documents, I would ensure the development of a collection that creates positive outcomes for the school and library users.
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Hi Ala,
I too am in a small school primary school, however, whilst I have quite a large library space, I have a very small budget. In my role as TL, the first 2 years was really focused on creating that love of reading culture within the school, and so quantitative data was primarily analysed. I find this data quick and simple to collect, and even easier to distribute to the wider school (graphically through posters or email updates. As noted throughout Module 3.1 forum discussions, qualitative methods are usually output measures used for budgeting agendas.effectively.
I’ve used quantitative data when weeding initially, as this showed what fiction books (as an example) were being borrowed and by whom. Usually it corresponded to an old, worn-out book and so this was discarded.
I have worked collaboratively with certain teachers, (ie Aboriginal Education Officers) to discuss which resources they deem suitable and after reading the module notes and your post, I see this as a qualitative means of assessment. I find qualitative data a better collection evaluation method for determining what your school community really needs in terms of quality resources used effectively.
Now that reading for enjoyment is improving, more qualitative means of assessment should be employed to broaden and strengthen my collection analysis.
Thank you for your contribution.