Information needs

ETL512 Assessment 2: Post 1 – Services and Resources to Meet User Needs

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Using examples from at least two information agencies you attended, discuss the range of services and resources they provide and how these services and resources are tailored to meet the needs of their users. (500 words)

My virtual visits to Lake Tuggeranong College (LTC), West Moreton Anglican College (WMAC) and Bundaberg Regional Libraries (BRL) provided me with an interesting opportunity to compare the ways school and public libraries are similar and different in the provision of services and resources to meet their users’ needs.

School libraries serve specific school learning communities which consist of students, staff, and parents (Kimmel, 2014, p.31), and aim to meet the educational, cultural, recreational, and professional needs of these users (NSW Department of Education, 2017, p.8). Conversely, public libraries provide free access to information for all community members to enable their participation in society and to contribute to the economic wellbeing of their families and the nation (Australian Library and Information Association [ALIA], 2018, p.1). While both aim to provide free access to a range of services and resources to their users, two key differences exist: firstly, attendance in schools is mandatory, whereas engagement with a public library is optional; and secondly, education is controlled by the state, whereas public libraries facilitate non-coercive, self-directed learning (Foundation for Economic Education & FEEGA, 2019, p.1-2).

Both school libraries visited placed a heavy emphasis on providing services and resources designed to improve their users’ reading, digital, and information literacies, a core expectation of teacher-librarians supporting young people (ALIA, Australian School Libraries Association, & Australian Education Union, 2020, p.1). LTC supported pleasure reading through genrefication and emphasised the need to build strong relationships with students to understand their needs and make them feel supported. LTC also discussed the creation of their library website to support student learning and staff teaching, and the provision of accessible, detailed PowerPoints which develop students’ research, evaluation, and referencing skills. Key to these resources’ success is staff collaboration and consultation, embedding them into classroom activities, and ongoing promotion. 

The need for advocacy and promotion were also discussed during both school visits, highlighting the importance of claiming our space (Bonanno, 2011). LTC noted their practices supporting reading and information literacy were crucial advocacy opportunities, and they frequently promoted their services to parents as well as staff and students. WMAC noted that they raised their library profile by supporting non-traditional tasks (e.g. uniforms), showcasing the library’s value by harnessing the needs of key decision makers and meeting patrons not normally involved with the library. 

BRL also emphasised the importance of customer service, proving that strong relationships are crucial to leadership in both public and educational libraries (Branch-Mueller & Rodger, 2022, p.46-47). Harris discussed the difference between traditional card holders and hidden patrons (e.g. homeless users). Climate-controlled safe spaces and harm reduction work in public libraries supports their role as ‘second responders’ who step in when other services are unavailable or inaccessible (Aykanian et al., 2020, p.S72), reflecting the wellbeing work I encounter in my school library. Harris also emphasised the importance of advocacy and promotions, especially regarding funding. BRL’s provision of technology and IT support (including senior digital literacy programs, digital collections, broadband access, robotics, and 3D printing) reflects the ways modern libraries must stay current with the changing infosphere (Floridi, 2007, p.59). All points discussed supported research regarding the wide variety of services valued by public library users (Hider et al., 2023, p.20-34) and highlighted the similarities with school libraries, despite our different clientele. 

Word count: 543

 

REFERENCES:

Australian Library and Information Association [ALIA]. (2018). Statement on public library services. https://read.alia.org.au/statement-public-library-services

ALIA, Australian School Libraries Association [ASLA], & Australian Education Union [AEU] (2020). Joint statement on school libraries. https://read.alia.org.au/joint-statement-school-libraries

Aykanian, A., Morton, P., Trawver, K., Victorson, L., Preskitt, S., & Street, K. (2020). Library-Based Field Placements: Meeting the Diverse Needs of Patrons, Including Those Experiencing Homelessness. Journal of Social Work Education, 56(1), S72–S80. https://doi.org/10.1080/10437797.2020.1723757

Bonanno, K. (2011). ASLA Keynote Speaker: A profession at the tipping point: time to change the game plan. [Video]. Vimeo. https://vimeo.com/31003940 

Branch-Mueller, J., & Rodger, J. (2022). Single Threads Woven Together in a Tapestry: Dispositions of Teacher-Librarian Leaders. School Libraries Worldwide, 39–49. https://doi.org/10.29173/slw8454

Foundation For Economic Education, & FEEGA. (2019). The Difference Between Public Libraries and Public Schools. ContentEngine LLC, a Florida limited liability company.

Floridi, L. (2007). A Look into the Future Impact of ICT on Our Lives. The Information Society 23(1), 59-64. https://doi.org/10.1080/019722406010599094

Hider, P., Garner, J., Wakeling, S., & Jamali Mahmuei, H. R. (2023). “Part of My Daily Life”: The importance of public libraries as physical spaces. Public Library Quarterly, 42(2), 190-219. https://doi.org/10.1080/01616846.2022.2092347

Kimmel, S. C. (2014). Developing collections to empower learners. ALA/AASL

NSW Department of Education (2017). Handbook for School Libraries.

ETL533 Assessment 4: Part D – Critical Reflection

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My understanding of digital literature has grown significantly over the last few months. From my early definitions to the creation of my own narrative, I’ve gained a solid understanding of what digital literature is, why it’s beneficial and how it can be implemented to support my school.

My preliminary definitions of digital literature focused on the distinction between the digital and the digitised (Lysaught, 2022, July 19; Lysaught, 2022, July 25). As my research progressed I consolidated these distinctions by combining Unsworth’s (2006, p.2-3) and Allan’s (2017, p.22-23) categories (Lysaught, 2022, August 7). Like my peers (Curtis, 2022, July 19), I believe digital literature should be quality and meet community needs, which led me to consider what makes quality digital literature (Lysaught, 2022, August 14) and to design my own evaluation criteria where I determined three key aspects: multimodality, interactivity, and connectivity (Lysaught, 2022, August 28). Self-evaluations and peer feedback reveals – despite the amateur multimodal features – mine’s an effective, quality text suitable for its intended purpose and audience:

Evaluation of The Shakespeare Chronicles

However, defining digital literature is arguably less important to teacher-librarians than understanding how to incorporate it effectively. Digital literature provides exciting opportunities to move students from passive consumers to active creators of content  (Morra, 2013, para.2; Kitson, 2017, p.66), and as new technologies and communication tools emerge, students require new literacies to ensure they’re critically consuming and ethically creating texts (Walker et al., 2010, p.214-216; Kearney, 2011, p.169; Leu, 2011, p.6-8; Mills & Levido, 2011, p.80-81, 89; Leu et al., 2015, p.139-140; Serafini et al., 2015, p.23; Combes, 2016, p.4). In 2009 students spent an average four hours a day online (Weigel, 2009, p.38); by 2015 US teens consumed between 6-9 hours of media a day (Common Sense Media, 2015, para.6), while Australian teens now spend an average of 14.4 hours a week online (eSafety Commissioner, 2021, p.4). Digital literature therefore harnesses our students’ preferences and familiarity with technological platforms (Figueiredo & Bidarra, 2015, p.323; Skaines, 2010, p.100-104; Stepanic, 2022, p.2; Weigel, 2009, P.38). Digital literature incorporating interactivity, multimodality, and connectivity can develop ‘nöogenic narratives’ wherein personal growth is achieved by viewing our lives as a story (Hall, 2012, p.97), a key element of the English syllabus (NSW Standards Authority, 2019, p.10). Research shows that educators can exploit digital narratives to create meaningful and authentic learning opportunities for students to create personal and academic growth (Bjørgen, 2010, p.171-172; Dockter et al., 2010, p.419; Hall, 2012, p.99; Reid, 2013, p.38-41; Smeda et al., 2014, p.19; Sukovic, 2014, p.222-226).

However, educators must carefully consider the purpose of integrating digital narratives into their programmes. While research reveals digital texts’ benefits supporting young, emerging, or struggling readers and developing transliteracy (Tackvic, 2012, p.428; Cahill & McGill-Franzen, 2013, p.32-33; Matthews, 2014, p.29; McGeehan et al., 2018, p.58), others raise issues regarding reading comprehension, retention, and attention (Cull, 2011, para.35-38; Goodwin, 2013, p.79; Jabr, 2013, p.5-30; McGuire, 2015, para.30-35). Technology should be used as a meaningful tool, not just as a gimmick. Monsen (2016) explored the idea that we are “quintessentially cyborgs” due to the symbiotic relationship between humanity and technology. My research into digital learning frameworks such as the SAMR model (Lysaught, 2022, August 6) revealed that effective implementation of technology should not replace, but co-exist with and supplement existing print literacies. Printed choose-your-own-adventure narratives arguably improve literacy (Chooseco & Hofmann, 2016, para. 8-9) and can be updated using digital features to form powerful digital texts (Farber, 2015, para.1-2). Thus, my own digital narrative was designed as an immersive, interactive, multimodal resource to develop students’ understanding of life in Shakespearean England while supplementing traditional print resources and online information sources.

Throughout ETL533 I have examined how I currently incorporate digital literature into our school and considered ways to increase this in future (Lysaught, 2022, July 31; Lysaught, 2022, August 7; Lysaught, 2022, August 13). As discussed with my peers (Macey, 2022, September 24; Barnett, 2022, September 27; Facey, 2022, September 29) difficulties arise surrounding cost-effectiveness, storage, access, and user preferences that often impede digital literature’s success in schools. Despite these challenges, after creating my own digital narrative I strongly believe that student-created digital texts can enhance their own learning and connections to content, and integrate well with Guided Inquiry units and literary learning (Lysaught, 2022, January 27; Lysaught, 2022, August 14; Lysaught, 2022, September 3; Lysaught, 2022, September 16). Peer feedback also supports this (Lysaught, 2022, September 3). Due to this unit I am more aware of my students’ discussions around digital literature (Lysaught, 2022, July 25; Lysaught, 2022, August 28), revealing these are powerful texts with which students are already engaging. Literature in digital environments allows teacher-librarians to show our value to our school community, as we can support time-poor staff as they include more captivating, rich resources and utilise digital narratives to support our students with various interests and literacy needs.

 

 

Word count: 806

Reference list: https://thinkspace.csu.edu.au/allyoureadislove/2022/10/04/etl533-assessment-4-reference-list/

ETL533 Assessment 4: Part A – Context For Digital Storytelling Project

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The Shakespeare Chronicles is a digital choose-your-own-adventure narrative created using Canva. Also known as a pick-a-path story or a gamebook, these narratives were popular during the 1980s due to their interactivity and appearance of choice for children who otherwise lacked agency (Hendrix, 2011, para.29; Jamison, 2022, para.4). Falling out of favour due to the rise of video games in the 90s (Jamison, 2022, para.46), these printed narratives can be updated for new audiences and technologies in our electronic age by incorporating the digital features which once superseded them (Stuart, 2011, para.1-2; Figueiredo & Bidarra, 2015, p.330).

The Shakespeare Chronicles was designed to support EHS’s Year 7 English Guided Inquiry Design unit ‘Shakespeare’s Bawdy Mouth’. It can also be used to support revision for Stage 5 and 6 English students studying a variety of Shakespeare’s plays. In this narrative, students follow the adventures of an actor in Shakespeare’s theatre company. They are presented with choices to guide the narrative and learn about life in Shakespeare’s time. Utilising interactivity, multimodality, and connectivity – key elements of quality digital literature (Lysaught, 2022, August 28) – it supports students as they explore the following questions:

  1. How different or similar are our experiences to peoples’ experiences in Shakespeare’s time?
  2. Why is Shakespeare considered a significant composer?
  3. How can understanding Shakespeare’s works and the experiences of people living during his lifetime help us understand ourselves and our world?

Due to its historical focus, stage-appropriate language features and dual function as a research pathfinder, this resource allows teachers to meet multiple English and History outcomes, while the inclusion of ICT and the cause-and-effect nature of this interactive narrative allows staff to link to a number of General Capabilities:

This digital narrative taps into what Figueiredo and Bidarra (2015, p.324) call the ‘ludic’ or game-based learning model and draws on students’ predilections towards digital, interactive media (Figueiredo & Bidarra, 2015, p.323; Skaines, 2010, p.100-104; Stepanic, 2022, p.2; Weigel, 2009, P.38). Introduced in the Immerse inquiry stage as a resource to assist student engagement and build background knowledge (Kuhlthau  et al., 2012, p.61-66, 70; Maniotes, 2017, p.8), its secondary purpose as a research pathfinder supports students as they move into the Explore, Identify and Gather stages of Guided Inquiry (Kuhlthau  et al., 2012, p.75-82, 93-98, 109-116; Maniotes, 2017, p.8-9).

Currently the summative assessment for this unit requires students to produce three diary entries from the perspective of someone living during Shakespeare’s time, to be viewed and marked by a teacher. The Shakespeare Chronicles provides a model for students to create their own digital narrative, supporting their digital literacy and social development in interesting and relevant ways with an authentic audience of peers to promote engagement (Dockter et al., 2010, p.419-420; Weigel, 2009, p.40). Multimodal aspects build understanding of life during Shakespeare’s time, supporting students’ use of visual and auditory imagery in their own writing and moving students from consumers to creators of content – a key element of digital literature (Morra, 2013, para.2; Kitson, 2017, p.66).

In designing this resource, I considered the questions posed by Reid (2013, p.41) to ensure my community’s learning needs were being met. EHS is a comprehensive, co-educational public school in South-West Sydney. Enrolments increased 10% in the 2016-2020 period, though decreased in 2021 (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2021a). New housing developments changing our catchment demographics lowered our ICSEA score from 1017 in 2014 to 995 in 2021 (ACARA, 2021a). NAPLAN results are below average (ACARA, 2021b) while Sentral data shows increasing disengagement, with suspensions increasing 96.6% and expulsions 600% since 2014 (Sentral, 2021).

This digital narrative engages students visually and emotionally with the experiences of past people, supporting a variety of literacy needs and growing student independence (Foley, 2012, p.8; Cahill & McGill-Franzen, 2013, p.33, 35-36; Chooseco & Hoffman, 2016, para.8-9; Towndrow & Kogut, 2020, p.4, 14, 147-148). Access to 1:1 devices is limited to shared, bookable banks of often unreliable laptops or iPads, so the resource is accessible on a variety of devices (including student phones) via an easily shared Canva link and can be uploaded to subject learning platforms and the library website for future reference and to support social connection. While our students frequently engage with digital media, they often lack the skills to effectively navigate web content or critically evaluate online information; hyperlinked resources provide students with quality information to use in their own research. Teaching time is limited, as are student attention spans; a short narrative counteracts this peripatetic “grasshopper mind” (Weigel, 2009, p.38), though multiple pathways invite replay and continued enjoyment. Choice encourages interactivity and engagement (Hendrix, 2011, para.19, 29), aiming to overcome disengagement and encourage students to make personal connections with the content (Weigel, 2009, p.40; Bjørgen, 2010, p. 171; Hall, 2012, p.99; Lambert, 2012, p.37-38; Towndrow & Kogut, 2020, p.148).

 

 

Word count: 798

Reference list: https://thinkspace.csu.edu.au/allyoureadislove/2022/10/04/etl533-assessment-4-reference-list/

ETL505 4.2: Subject Heading Lists

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Perform some subject searches on the Library of Congress catalogue, by choosing ‘Browse’ and using the ‘SUBJECTS beginning with’ option.  Conduct a search for any term, such as ‘Cats’ or ‘Libraries’.  You will see a list of headings, with the subject terms on the left and the type of subject heading on the right.  Check those to identify which headings are Library of Congress subject headings.

Note how many headings are ‘strings’ of terms.  Can you interpret them correctly?  Click through various headings to the records that include them, and see if the resources are the kind that you were expecting.

Log into SCISData, choose the SCIS Catalogue, then search by ‘Subject’ repeating some of the searches you did in the Library of Congress catalogue.  Again you will be taken to lists of headings.  Those identified as SCIS subject headings are the ones you are looking for.  What similarities and differences to LCSH have you noticed?

I initially did a Library of Congress search for ‘dogs’, and as Lisa said, there were so many results to the point where it was almost overwhelming.

I then did a search for ‘Pompeii’, where I found the subject headings and strings to be more useful and not quite as overwhelming (perhaps because there’s not as many terms/resources?). I could see this being a useful search strategy to narrow down relevant resources:

When I clicked on the subject heading ‘Pompeii (Extinct city)–Civilization, it brought up the 13 resources relevant to this topic. I found it interesting that when I typed the terms ‘Pompeii civilisation’ directly into the search bar it took me straight to one resource rather than bringing up all the resources that were listed under the subject heading, while the search terms ‘Pompeii civilization’ showed 81 search results. Clearly it’s not a perfect system and the differences in language (e.g. US spelling vs. Australian spelling) create issues. However, I still think that it’s a useful tool for when we need to find information on a particular subject.

I clicked on Joanne Berry’s book “The Complete Pompeii” and saw that there were three different LC subjects assigned to it, which would also be useful for someone looking to find other related relevant resources.

When I conducted the same search on SCIS, there were fewer results but they seemed more relevant to a school search:

To further test the functionality of these subject headings, I then tried a search for the books based on the stories created by Critical Role. This created an extra layer of difficulty for the cataloguers, since these comics are a) based on a Dungeons and Dragons Twitch game, so not exactly traditional media; and b) created by a group of actors before being c) adapted into comic book form. When I searched the LC subject heading ‘Dungeons and Dragons (Game)–Fiction’ a number of titles came up, including one title relating to the Critical Role universe: ‘Kith and Kin’. However, none of the actors in the original Twitch game are listed as authors; considering most fans of this show would search for resources using the names of the original actors/creators, this might make it difficult for users to find this resource. In SCIS the same author issues arose; for one resource the actor who created the world and ran the original game the stories are based on (Matthew Mercer) is listed as a contributor, while for another he’s not listed at all, despite being the first name on the cover:

Plus, neither Dungeons and Dragons nor Critical Role are listed as subject headings!

I guess it just goes to show how complicated cataloguing is, and despite the best intentions of the people designing these systems, sometimes (perhaps due to lack of familiarity or new forms which defy traditional standards) they’ll create a catalogue record which is unlikely to be easily found by users who aren’t familiar with cataloguing standards. It’s another reason why it’s so important to have trained teacher librarians recognised as information specialists in schools!

ETL505 3.2: Metadata Quality – Authority Files

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Take some time to explore the Library of Congress authority files, particularly its “Help on Searching Authorities“. Search the authority file for the subject, name and title authority headings for your favourite topic, author and book. Are they included in the authority files?  If you haven’t been able to find them, do you have any thoughts about why they are not there?

I typed in one of my favourite historical figures, Agrippina the Younger. As you can see I got an overwhelming number of results, most of which were not relevant to my search due to the fact that so many ancient Romans shared the same name:

When I clicked the first option it showed me a cross-reference for Agrippina, Minor:


Most users wouldn’t search for this particular Agrippina using these terms but it was interesting to see that it was still listed as a possible access point for the users who might.

Once I found the correct Agrippina, I was intrigued by the number of headings that Library of Congress had created in anticipation of user searches, including her historical roles, her fictional representation, and resources in different languages:


When I clicked on the MARC record I was completely overwhelmed by the layout and what all the numbers could mean. The labelled display option was a little easier to read, but it just goes to show how this is really like learning a whole new language!


Interestingly, one of the texts I read while studying and teaching Agrippina the Younger – Anthony Barrett’s Agrippina: Sex, Power, and Politics in the Early Empire (1996) – had the subject headings

  • Agrippina, Minor, 15-59
  • Empresses — Rome — Biography
  • Rome — History — Julio-Claudians, 30 B.C.-68 A.D.

which, as stated above, would limit the number of people recalling this resource since most would now use the search terms Agrippina the Younger when searching for resources on this topic. This reinforces Hider’s point that metadata doesn’t always support user needs (2018, p.101).

ETL505 2.1: Digital Libraries – Organising Digital Content for Schools

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Consider how a school might organise digital content.

For a high school library, I feel like the following might be important to consider when organising digital content:

  • student literacy needs
  • student attention span
  • student access to technology
  • student ability to navigate online spaces
  • student information behaviours (sadly they often take the easy, convenient way out)
  • student information needs (such as for specific subjects or assessments)

Due to this, a school’s digital collection should be organised with accessible language and formatting, in a visually appealing manner. Visuals such as book covers could support simple summaries of the text, while simple bibliographic details and subject headings could help users determine whether content is relevant to them or not. For instance, most students probably wouldn’t select a resource based on its size or page numbers. I think that having groups of similar resources would be an effective way of organising digital content for students who are looking for quick fixes with their research. Teacher librarians, working alongside classroom teachers, could curate reading lists for specific assessments which can help students navigate their way through the digital catalogue, and TLs should teach specific strategies (such as boolean operators, filters) to help students access and find relevant, quality information. Access to these digital libraries should be provided within the library and promoted to the school community to ensure students can independently access these resources in their classrooms and, where possible, at home.

ETL505 1.3: Functions of Metadata

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Determine some elements or attributes that might be useful for the purposes of discovering and retrieving a particular resource of interest to you, for example, the prescribed textbook for this subject. Review these elements in light of the FRBR user tasks – are they all useful for all of the user tasks, or for some tasks more than others?

As information specialists who facilitate efficient access to information, it is crucial that our catalogues are well organised and effectively described. Organising information can be a little bit like herding cats – no doubt that’s why it’s called a catalogue!

I found this list of metadata elements that I feel are a useful overview of the types of elements/attributes that can help libraries organise information effectively:


From my experience, depending on the information need and the user task, not all of these elements/attributes will be useful.

For instance, I think that finding the textbook for this subject was very straightforward. Because we have been given the links via the Resources tab I think that I skipped the first few user tasks. I went straight to Select since I needed to make a choice between the two links, and chose the Cambridge Core item because it was described as having unlimited user access. I then Obtained the item by clicking the link. It was very easy for me as a patron to fulfil my information need in this instance due to the effective organisation and description of the information resource. I did not need to Find, Identify, or Explore because this resource had been found for us by the course organisers who had identified its usefulness. Because these steps were eliminated from my search process, I did not need most of the elements listed in the above table. I only needed the bibliographic description to ensure that I had the correct item and the access rights description.

However, if I was searching for information for another purpose, such as if I was researching a new topic to teach at school, my needs would be different and so too would my process. As an example, I am teaching English Extension 2 this year and have a student whose Major Work involves elements of historical fiction. Looking through the JSTOR databse, together we Found relevant resources by searching specific criteria, then Identified the key ideas and Selected which ones might be more suitable for her needs before Obtaining them via pdf download. Because this search was more vague, more elements/attributes were called upon to make decisions about whether a resource contained relevant information. In this instance we drew upon not only the bibliographic descriptions, but also subject descriptions and item specific attributes to understand whether the resource was relevant or not.

It is therefore important for teacher librarians to understand the information needs of their users and which of the FRBR user tasks they are requiring to ensure that our resources are described using effective elements/attributes. If our resources are not described effectively, we risk our patrons becoming overwhelmed and missing important, relevant resources. Ain’t nobody got time for that.

ETL503 5.1 Methods of Collection Analysis

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From your readings of module 5.1,  discuss which collection methods are suitable and practical in school libraries, and which ones you will use. 

As teacher-librarians, one of our core responsibilities is to identify the needs of our learning community and then figure out what we have and what we require to ensure those needs are served effectively and efficiently. The readings for this module reveal that a balance of qualitative and quantitative methods can help teacher-librarians discover and meet these needs with our existing collections and future purchases. Some of the methods outlined in Johnson’s (2018) chapter fit the ‘just in case’ collection development paradigm, while others exemplify the ‘just in time’ approach.

In my secondary library, I already use circulation statistics from our library management system, Oliver, as well as from Wheelers ePlatform which hosts our online library collection. For these eresources I will also conduct cost-per-use analysis to determine whether to renew all of our subscriptions later this year (we currently subscribe to 3 packages through Wheelers: ebooks, audiobooks, and the Wellness collection). 

I have just completed a stocktake of our non-fiction, biography, and senior fiction collections since circulation data indicated that they were our least used resources. During this process I was able to conduct a direct collection analysis/shelf scanning, though I didn’t realise that this was what it was called at the time! During this process I was able to not only become familiar with our collection, but also to determine whether these resources were still relevant and in good condition. Our shelves have gone from an overpacked, outdated, uninviting mess to a more streamlined collection which will hopefully allow students to identify relevant materials more effectively. One thing I realised was that sometimes poorly performing resources might still be valuable, but need to be displayed or promoted in a more effective manner. However, this was definitely a time-consuming process and not one which could be conducted easily every year!

 

I’d also love to begin more qualitative methods of collection analysis this year. One of my 2022 goals is to establish a student-led library committee, and we could incorporate other methods such as focus groups and more regular user opinion surveys (for my last one, only 11 staff out of 95 responded). I have also tried to get staff to share their assessments with me so that I can conduct curriculum mapping, but this task often gets put aside and forgotten amidst the rush of term so I’ll try to find new ways to get my hands on their tasks. List checking, for example against lists such as the Suggested Texts for the English K-10 Syllabus (2012) or the NSW Premier’s Reading Challenge, is another useful qualitative way to analyse the relevance and quality of our library collection. 

I think it would be interesting to see whether the gaps in our collection could be filled by resources available at other local libraries; however, while this might be a cost effective way to ensure the needs of our learning community are met, it is hard to quantify using data and when we pass these ‘sales’ (so to speak!) to other libraries they don’t appear on our statistics which makes it difficult to prove the value of the school library’s work to the powers that be. The importance of advocating our value is a recurring theme in this course, and I’d love to be able to include some of these qualitative and quantitative collection analysis methods in our annual School Report to show students, staff, and parents the complicated nature of our work and how we are supporting their learning and recreational needs.