Children’s literature

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Read to self time, image taken by myself and used with permission of Jennifer, Tanah, and their parents (2021).

The subject of children’s literature is a great love of mine, and really what has driven me to pursue this degree and role of TL.  I’ve spent many years selecting and enjoying literature for kids, as a teacher and parent – from babies through to adolescents. Through accessing quality online and social networked sites, such as the CBCA Qld website https://qld.cbca.org.au/ , the National Library of NZ website & blogs https://natlib.govt.nz/ , children’s book blogs such as Megan Daley’s  https://childrensbooksdaily.com/blog/  and Lee & Low’s blog on race, diversity, education and children’s books https://blog.leeandlow.com/  , I’ve been  increasing my professional and personal knowledge of children’s literature.  Such a wonderful world of literature out there with multiple avenues for access and networking!

 

ETL504 Part B Reflection

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At the start of ETL504, as a teacher aspiring to be a teacher librarian (TL), my knowledge and understanding of the role as a leader was very limited.  I didn’t realise the TL could be an actual leader, as my initial definition of leadership didn’t encompass leading from the middle (Gottlieb, 2012; Cox & Korodaj, 2019). It was inspiring to learn that the most effective and progressive leadership styles in school settings were in fact democratic in nature, and often adopted an integrated approach (Smith, 2016, p.65). When positioned alongside the needs for 21st century learning and educational change, I now  view the ideal  framework for leadership in schools as encompassing capacity building of teachers, as well as the building of a collaborative community. The fact that TLs can be powerful agents for cultural change is an exciting prospect (Oberg, 2012). However, it is also overwhelming to consider that may be my position and responsibility one day. My planning for such a time has now started!

In acquiring new knowledge around instructional, transformational, distributed and servant leadership in preparation for the first assessment, I viewed my own principal’s complex practice with a different lens. I was relieved that I wasn’t aspiring to be her. I realised that my principal’s instructional and distributive style of leadership could in fact be leveraged by the TL, who could offer innovative solutions and changes to pedagogy.

As a teacher,  I see the demonstration of empathy, respect and the provision of tangible support to fulfill curriculum tasks from leaders as highly valuable.  I believe that is why servant leadership has resonated with me throughout this subject. In discussion forum 2.3 (March 12) I represented servant leadership as a style the TL could adopt to facilitate professional growth in teachers. This was again explored in a discussion forum 4.3 & 4.4 (May 3), in considering being a servant versus a servant leader to your school community, with a technology focus. This helped synthesize my TL leadership philosophy as I posted a contribution around Makerspaces and strategic professional development where teachers can make connections with curriculum. Similar scenarios were included, such as Sarah Hahn (April 25) who discussed teachers’ fear of Digital Technologies and possible professional development play time. I realised that being proactive as opposed to reactive, is key to successful leadership from the middle.

Teachers require supportive, participatory structures to implement digital technologies, however, they also require instructional leadership to truly build their capacity. Focusing on digital tools and environments is now a personal learning goal of mine, as the Digital Technologies curriculum along with the ICT general capabilities provide many challenges for schools and teachers. My module 6 discussion forum post (May 22) included an AITSL professional learning goal, which aspires to embed the ethical and complementary use of ICTs to improve teaching practice. The curation of digital tools and content is a whole new world for me, and I’ve started exploring further professional learning with the Digital Technologies Hub and my local TL Network.

As my current school library is far from a 21st century learning space, despite being called a ‘Cybrary’, I enjoy envisioning a learning and resource hub which is supported and enabled by a transformational, instructional and distributed leadership team. In discussion forum module 4.1 & 4.2 (April 28) around challenges and opportunities, I articulated personal goals to one day contribute to a ‘de-privatised’ library space that supports online and collaborative learning (Cole, 2012). In my Blog post from April 26  I considered the function and the form of 21st century library spaces to be equally important. Advocating for innovative change within school libraries is required for the pedagogy that is happening within the space, as well as for the structure and infrastructure, which scaffolds the learning.  Yet more challenges and opportunities for an instructional, servant leader, striving to meet the needs of 21st century learning.

 

References

Cole, P. (2012). Linking effective professional learning with effective teaching practice. https://ptrconsulting.com.au/wp-content/uploads/2018/03/linking_effective_professional_learning_with_effective_teaching_practice_-_cole.pdf

Cox, E. & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access, 33(4), 14-25.

Gottlieb, H. (2012). Leading from the middle: Bringing out the best in everyone. Creating the Future. https://creatingthefuture.org/leading-from-the-middle-bringing-out-the-best-in-everyone/

Oberg, D. (2011). Teacher librarians as cultural change agents. Connections, 79, 2-4.

Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-1-Smith.pdf

 

ETL504 Mod 4.4 21st century library space

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What might a 21st century library look like and is the building or the space more important than what is happening in that space?

Vibrant, inviting and innovative, a 21st century library is a space for multiple uses with a diverse range of resources and systems. The Australian School Library Association (ASLA, 2013) articulates the need for educators to embrace and provide “knowledge building environments” to enhance collaboration and creativity (p. 10). With this in mind, a 21st century library could be labelled as a learning commons, as it is not only a space for storing books and information, but is a collaborative learning hub for participatory learning, including inquiry and project-based learning (Koechlin & Sykes, 2014).

In order for students to be engaged in innovative and creative learning, this reimagined library which encompasses physical and virtual spaces, must have flexible learning spaces and furniture to support group work (large and small) as well as individual study (ASLA, 2013; Grigsby, 2015). There should always be books, as well as a range of digital devices and supporting IT infrastructure for device enabled spaces. Connectivity is key, and is often the challenge for efficient 21st century information access and education.

Human resources are vital to a future-geared library, in spite of rapidly developing AI technology. Teacher-librarians, teachers and IT technicians are all important for supporting the educational and personal development of students. In the school library context, pedagogy should be central to the design and vision of the learning space. TLs can act as leaders here, modelling pedagogy which embraces cooperative, problem-based learning with information and digital literacies. Hay (2010) argues that the function of the school library should guide the form. If the purpose and function of a 21st century library is to embrace the four Cs – critical thinking, creativity, communication and collaboration (Battelle for Kids, 2019) – then what the library looks and feels like is important, as this will reflect what is happening in the space.

References

Australian School Library Association. (2013). Future learning in school libraries. https://asla.org.au/future-Learning-paper
Batelle for Kids. (2019). Frameworks & resources. https://www.battelleforkids.org/networks/p21/frameworks-resources

Grigsby, S. (2015). Re-imagining the 21st century school library: From storage space to active learning space. Techtrends, 59(3), 103-106.

Hay, L. (2010). Shift happens. It’s time to rethink, rebuild and rebrand. Access, November, 5-10.

Koechlin, C. & Sykes, J. (2014). Canadian school libraries leading learning. Synergy, 12(2).

ETL504 Mod 3.2 Using the energy of conflict

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My current school setting has a culture of avoiding difficult conversations with the executive team, while the staff room is often brimming with strong opinions and criticisms of management.  Some staff remain silent in these ‘off the record’ conversations, as they know they won’t win an argument with the loudest voices. When I first transferred to my school, the silence around contentious issues at staff meetings or professional development was infuriating! A number of factors are at play, including contract staff not wanting to voice their opinions for fear they won’t have their contracts renewed. A lack of confidence is also an issue for some teachers. I’ve always been happy to speak up (is that a middle child of the 1980s thing?) and often do so just for the sake of playing devil’s advocate and creating discussion. My own conflict management style is variable, depending on the situation and context, which I think is reflected in the results of the orientation scale:

Conflict Management Style Orientation Scale

Statements Totalled
Score
Competing 1, 9, 12 10
Accommodating 2, 7, 11 10
Compromising 3, 6, 15 11
Avoiding 4, 8, 14 7
Collaboration 5, 10, 13 12

https://tools.mheducation.ca/college/mcshane4/student/olc/4obm_sa_13.html

I like to feel that I’m supportive of encouraging others to voice their perspectives, even if this means creating conflict.  In the last 10 years as a teacher, as well as a wife and mother, I’ve been working on my collaborative skills and have reined in my natural inclination to be opinionated and to argue for arguments sake. While conflict is indeed an important energy source (Campbell & Clarke, 2015), the way to engage in conflict must be respectful and tactful. Learning to listen attentively is vital, as is having a clear, well-informed argument and purpose. I think I avoid conflict when I know I’m out of my depth, as I’m not as informed on a topic or as prepared as I should be! Information is, after all, power.

samwell and ebrose

Sam Tarly (GoT) Image HBO, via The Daily Dot

Reference

Campbell, C.M & Clarke, S. [TEDx Talks ]. (2015).  Conflict – Use it, don’t defuse it [Video]. YouTube.  https://youtu.be/o97fVGTjE4w

ETL504 Module 2.1 Activity & Reflection

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How does the CSU Library change information sources into information resources? Record 5 items and consider their relevance in the school library context.

  1. Find information: Links and videos which break down how to use search tools (Primo Search, eBooks, databases & the internet).
  2. Develop your research skills: Explicit instruction, free workshops & recordings on how to plan and prepare for assessments, use search strategies, evaluate information, writing & referencing etc.
  3. Develop your digital literacy skills: Including free workshops & recordings on how to protect yourself online.
  4. Copyright when teaching: Open access & creative commons; Links to examples of open access resources (images & interactive media to use in teaching).
  5. Borrowing as an online student: Free delivery of physical items to home address through Australia Post eParcels!

I’ve selected 5 categories rather than items which all have relevance in the school library context – more so in a secondary or college rather than primary school.  CSU is a brilliant model for demonstrating the provision of  information resources.  The above categories followed by specific items such as instructional videos, recordings, free workshops & delivery of items, demonstrates how their services “add value to information sources by creating access, packaging and/or interpreting an information source” (Bales, 2021).  While such information resources are quite aspirational in the state school context, with far less funding and human resources available, it’s great to see this educational service striving to support maximum access for its community of users. I’d love to see more support (i.e. money & reliable internet access!) in state schools for TLs and school communities to harness digital curation and kid-friendly information resources  within their libraries.

ETL505 Assessment 2 Subject cataloguing and classification Part C: Genres

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9 October 2020

Arranging a high school library collection by genres has both advantages and disadvantages for its community of users. This essay will briefly analyse and evaluate these, relating to fiction and non-fiction collections. Whether a high school library should retain the Dewey Decimal Classification (DDC) system, or ‘ditch Dewey’ in favour of genrefication, will be discussed with reference to recent research and practitioner experience.

The organisation of collections by genre-based categories has been mainly applied to fiction collections in school libraries (Martin, 2019; Sannwald, 2015; Wall, 2019). Recent research and observations regarding the genrefication of these collections, however, doesn’t always distinguish between primary and high school contexts. Reasons for and benefits of genrefying fiction, include an increase in circulation, due to simplified browsing, which is particularly helpful for reluctant readers and students who require learning support (Martin 2019; Wall, 2019). This is relevant in both primary and high school contexts. Martin (2019) elaborates that reader independence and student engagement with the school library is a result of genre classification schemes which offer cues, which help students to independently find books they like. Since genrefying the fiction collection of her school’s secondary library, Davenport (2017) has received positive feedback from her students and teachers, as all users can more easily locate books and new authors within a preferred genre. A disadvantage to this classification scheme is that users and content can become ‘pigeonholed’ (Sannwald, 2014). Students may not be exposed to new genres and authors as they aren’t browsing beyond their preferred genre, and teacher librarians are forced to label texts which don’t neatly fit into one category. As well as the challenges of defining genres, time and resourcing issues are another disadvantage of genrefication, as the process is time consuming and labour intensive (Martin, 2019; Sannwald, 2015; Wall, 2019).

These observations highlight some valuable benefits of user-driven collection management. Although, the benefits discussed relate to the recreational reading of students, rather than the finding of specific resources for research. Outhouse (2017) discusses how genrefication supports ‘browsability’, which is in contrast to the DDC system, which prioritises findability (p.38). Browsability is the “leisurely investigation leading to self-motivated, independent learning and reading” (p.38). It does not, however, allow for relational or hierarchical organisation, vital for specific information retrieval (Kaplan, 2013, p.47).

The genrefication of nonfiction collections has not been as widely adopted in high school library contexts (Martin, 2019; Outhouse, 2017; Sannwald, 2015; Wall, 2019). Wall (2019) specifies that the main purpose for genrification in NSW secondary school libraries has been based on “quick access to specific content, such as HSC study materials” (p. 12). Advantages of genrefying nonfiction collections in high school libraries includes the ability to categorise resources “based on curriculum rather than the Dewey system” (Wall, 2019, p.13). Kaplan (2013) argues that the DDC system actually operates in synchronisation with school curricula, given that the main classes are all standard elements of the school curriculum (p. 47). Advocates for the continuation of the DDC system emphasize the importance of communicating the categories which the Dewey numbers represent. Panzer (2013) argues that the DDC system provides verbal resource description through captions and Relative Index terms (p.24). These captions and category signs simply need to be revealed to the library users, for an enhanced experience (Kaplan, 2013; Panzer, 2013). Other benefits of genrefication for nonfiction are similar to those for fiction, and include an increase in circulation, due to the ease of browsability (Whitehead, 2012; Wall, 2019).  Despite some benefits for high school students, Martin (2019) states that in his research, all high school librarians chose not to genrefy their nonfiction collection. Teacher librarians often choose to keep the DDC system to help prepare students for tertiary education and academic libraries (Gordon, 2013; Martin, 2019; Sannwald, 2015). Other noteworthy disadvantages of genrefying the nonfiction collection include the disabling of quick resource retrieval, as mentioned earlier, a lack of consistency across libraries and the loss of standardisation across the profession (Outhouse, 2017; Wall, 2019; Sannwald, 2015).

Genrefication clearly has some positive, user-friendly outcomes for high school libraries, particularly for fiction collections. However, for nonfiction collections, the DDC system, when encompassing digital tools which support online browsing and research, may still be the better option. While the Dewey system has flaws, such as social and cultural bias, and a tendency to scatter similar resources across different classes (Panzer, 2013; Wall, 2019), the advantages of consistency, global reach and standardisation, together with an ability to support effective information retrieval, potentially outweigh these pitfalls. As Kaplan (2013) states, classification numbers and “hierarchically linked resources” are more important than ever before (p. 47). If the DDC system continues to be adapted for 21st century users and technologies, such as in Dewey.info, the platform for Dewey linked data (Panzer, 2013), then it certainly is relevant and powerful. If harnessed for its full potential, the DDC system could continue to support the description and organisation of resources in current and future school library systems.

 

References

Davenport, S. (2017). Genrefying the fiction collection. Connections, 102, 6-7. https://www.scisdata.com/connections/issue-102/tinkering-making-and-building-in-the-school-library/

Gordon, C. (2013). Dewey do Dewey don’t: A sign of the times. Knowledge Quest, 42(2), E1-E8.

Kaplan, A. (2013). Is it truly a matter of “Dewey or don’t we?” Knowledge Quest, 42(2), 46-47.

Martin, C. (2019). What school librarians have to say about genrefication. https://ideas.demco.com/blog/what-school-librarians-say-about-genrefication

Outhouse, R. (2017). Genrefication: Introducing and explaining the exponential trend in public and school libraries. https://cdr.lib.unc.edu/concern/masters_papers/kk91fq479

Panzer, M. (2013). Dewey: How to make it work for you. Knowledge Quest, 42(2), 22-29.

Sannwald, S. (2015). In defense of library genrefication. http://genrefication.weebly.com/

Wall, J. (2019). Genrefication in NSW public school libraries: A discussion paper. Scan, 38(10), 10-17.

Whitehead, T. (2012). Ditching Dewey. http://www.mightylittlelibrarian.com/?p=668

 

ETL503: Reflective practice (Assessment 2: Part B)

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The role and nature of school library collections

Resourcing the curriculum has certainly extended my knowledge and understanding of the role and nature of school library collections. The complexities involved in developing balanced collections have overwhelmed me at times, as I’ve navigated key issues such as selection criteria, censorship, budgeting, evaluation and copyright, all situated in the context of an ever-changing and challenging information landscape. During module 1, when initially considering the definitions and differences of collection management and collection development, I was rather confused, as practitioner and academic discussion often use the terms synonymously (Corrall, 2018; Johnson, 2009). In Discussion Forum 1, I skirted the issue, quoted the QLD Department of Education, which didn’t differentiate between the two, and decided to travel down the collection development path. Here I found great emphasis on collaborative models which involve all stakeholders from the school community, to develop collections in the contemporary context (Kimmel, 2014; Keeling, 2019). While I managed to dodge the issue of differentiating between collection management and collection development temporarily, little did I realise that I’d have to return to this quagmire when planning for the second assessment.

During modules 2 and 3, discussions around patron-driven acquisitions (PDA), digital collections and budgeting addled my brain. In Discussion Forum 2.1, the article I shared helped me make sense of PDA, digital selection tools which support this, and the importance of giving school library users a voice (Strong & Galbraith, 2018).  In exploring the specifics of budgeting, access and acquisition, I again felt disorientated by details of output versus input measures as tools for purchasing resources. In Discussion Forums 3.1 and 5.1, I discussed that for a comprehensive approach to acquiring data to inform budgeting decisions, qualitative as well as quantitative data, from use and user based and collection based methods, is necessary for curating a balanced collection (Johnson, 2014, p.302). This all finally synthesized during modules 5 and 6.  I came to realise that a TL must be proactive in seeking increased funding for collections, which also means being armed with a pragmatic CDP.

In my Module 2.1 blog post (April 15, 2020) I considered responsibility for resource selection. From this research I gathered that yes, as “professional curators working within a school library context” (Kimball, 2020) it is indeed the role of the TL to select, analyse and protect quality resources and information for their school community. However, it is also the role of the TL to facilitate the challenge of cooperative resource selection, with all school library stakeholders (Keeling, 2019). Throughout the later modules it became clear that a TL must be equipped with up to date information on copyright laws, censorship and individuals’ rights to information and ideas, to have the knowledge base to facilitate this selection. Another key focus from this subject, drawn from the modules and both assessments, is that the role and nature of the school library collection must be focused on the needs of the users (Bishop, 2013, pp.21-25; Hughes-Hassell and Mancall, 2005, p. 35; Kimmel, 2014, pp. 27-29). These users should also, ideally, be included in the selection of the collection, through the continuous cycle of collection development.

As the second assessment loomed, I researched further and posted on my blog: What is the difference between a collection development policy and a collection management policy? (May 11, 2020), to help break down the semantics of collection development, management, policies and procedures. Corrall’s (2018) view that there are good reasons to differentiate between “developmental and managerial aspects of work with collections” (p.7) resonated with me, so I revisited her work. I came across Prytherch (2005, cited in Corrall, 2018) who presents collection development as a “strategic activity that is operationalized through collection management” (p.6). I reasoned, therefore, that management involves the procedures and operations, or the how, of collection acquisition. This fed into our final task, understanding the importance of a CDP as a strategic document.

The importance of a collection development policy (CDP) as a strategic document

Throughout this subject, I’ve regularly encountered references to a CDP for best school library practice (Agee, 2019, p.6; ALIA & VCTL, 2017, p.8; Johnson, 2009, p. 109).  After completing the second assessment, it was also clear that an effective CDP is an important, strategic document as it formally and pragmatically “maintains a commitment to systematic collection building and development” (Shaw, 2018, p. 165). A CDP guides  school library staff to identify and address current collection strengths and weaknesses, aids decision making processes and minimizes personal bias, which assists with strategic planning (Johnson, 2018, p.83; Shaw, 2018, p.166). CD policies are tactical, as their purposes are “to inform and protect”; they can improve a library’s ability to “compete for resources within a complex and competitive institutional… environment” (Johnson, 2018, p. 86).  This is clearly an important function of the CDP, given the current situation of many school libraries being under resourced. In Discussion Forum 6.1, it became clear that many school libraries, mine included, didn’t have a CDP. Consequently, many Australian school communities may not be properly informed of their library’s short and long term goals, nor would school principals be aware of resource needs and legitimate funding requirements to support these needs. Shaw (2018) supports this notion, arguing that the CDP is used as an “advocate for the library… for administrative purposes… and for justification for funding” (p. 165). Indeed, without a CDP, school libraries are not protected against external pressures (Johnson, 2018, p.87).

How does a CDP assist in future proofing the collection?

Discussion Forum 6.1 also highlighted the inescapable context of COVID-19 and the need for digital curation.  Many students in this forum spoke of their contexts which support Newsum’s (2016) argument that “collecting and promoting digital resources and technologies is not widespread practice” in school libraries (p.101). As O’Connell et al. (2015) predicted, Australian school libraries did not reach the projected balance of 50:50 physical to digital equilibrium by 2020 (p.194). As many schools quickly attempted to provide students with access to digital collections during remote learning, it became even more evident that school libraries have a vital role to play in providing this access to networked collections (ALIA & VCTL, 2017, pp56-57). As a result, I included Development of digital collections as an added section for the Parks High School CDP, to prioritise its importance, and to future proof the collection, as the information landscape and digital technologies continue to evolve. TLs can assist schools to succeed in 21st century learning by facilitating the selection, analysis and collection of educational databases, ebooks, collaborative online communication tools and open educational resources (Agee, 2019, p.7). The future is actually now, and it is clear that written policies and procedures are “critical to the efficient management of a school library program and collection” (Bishop, 2013, p. 37).  Future proofing the collection is about having the flexibility and capacity to respond to challenges, and to the needs of the user community.

References

Agee, S. (2019). Curate a collection for all learners. Knowledge Quest, 48(2), 6-7.

Australian Library and Information Association (ALIA) Schools and Victorian Catholic Teacher Librarians (VCTL). (2017). A manual for developing policies and procedures in Australian school library resource centres (Revised edition). file:///E:/CSU/ETL503%20Resourcing%20the%20Curriculum/ALIA%20Schools%20policies%20and%20procedures%20manual_FINAL.pdf

Corrall, S. (2018). The concept of collection development in the digital world. In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (pp. 3-43). Cambridge University Press.

Hughes-Hassell, S. & Mancall. J. (2005). Collection management for youth: Responding to the needs of learners. American Library Association Edition.

Johnson, P. (2009). Fundamentals of collection development and management. American Library Association Edition.

Johnson, P. (2018). Fundamentals of collection development and management (4th ed.). American Library Association Edition.

Keeling, M. (2019). What’s new in collection development?, Knowledge Quest, 48(2), 4-5. https://search.proquest.com/openview/df98b0e57f30ede4e963121d5424d82f/1?pq-origsite=gscholar&cbl=6154

Kimball, A. (2020). ETL503 Module 2.1 Time to catch-up on blog posts… https://thinkspace.csu.edu.au/alyssa/2020/04/15/etl503-module-2-1-time-to-catch-up-on-blog-posts/

Kimball, A. (2020). ETL503 What is the difference between a collection development policy and a collection management policy? https://thinkspace.csu.edu.au/alyssa/2020/05/11/what-is-the-difference-between-a-collection-development-policy-and-a-collection-management-policy/

Kimmel, S.C. (2014). Developing collections to empower learners. American Library Association.

Newsum, J.M. (2016). School collection development and resource management in digitally rich environments: An initial literature review. School Libraries Worldwide, 22(1), 97-109.

O’Connell, J., Bales, J. & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-207.

Shaw, W. (2018) Collection development policies for the digital age. In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (pp. 165 -180). Cambridge University Press.

Strong, J. & Galbraith, Q. (2018). Letting the readers have a say: Crowd theory in collection development. College & Research Libraries News, 79(9), 502-504.

ETL503: What is the difference between a Collection Development policy and a Collection Management policy?

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To answer this question, which props up the 2nd assessment, I needed to revisit the first module, in order to properly nut-out definitions, the assessment task and annotate a CDP. I’d avoided this question long enough! While the two terms are often used synonymously, there are also times when a distinction is made. Johnson (2009) clarifies the term collection management as “an umbrella term under which collection development was to be subsumed” (p.1). Corrall (2018) supports this definition of collection management as the broader term, adding that historically, a CDP describes the collection goals of the library; it is the ‘why?’ or the strategy within the collection development hierarchy (p.6). A line of argument I particularly like, is Corrall’s view that in the contemporary context, we should continue to “differentiate developmental and managerial aspects of work with collections” (2018, p 7). ALIA Schools and VCTL state that a CDP is essential, as it explains why the school library collection exists (2017). Clearly, providing the purpose for a school library collection is the core of a CDP. My current view is that a Collection Management policy would include greater detail of managing access to resources (Corrall, 2018), including specific procedures as well as policy statements, given that the managerial aspects would require breakdowns of how things happen. Whether this is correct I’m still not sure! In her revised publication, Johnson (2018) discusses the two-fold purposes that a CDP serves: to inform and to protect (p.86).  Armed with this clarification, it’s back to the assessment task.

References

Australian Library and Information Association (ALIA) Schools and Victorian Catholic Teacher Librarians (VCTL). (2017). A manual for developing policies and procedures in Australian school library resource centres (Revised edition). file:///E:/CSU/ETL503%20Resourcing%20the%20Curriculum/ALIA%20Schools%20policies%20and%20procedures%20manual_FINAL.pdf

Corrall, S. (2018). The concept of collection development in the digital world. In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (pp. 3-43). Cambridge University Press.

Johnson, P. (2009). Fundamentals of collection development and management. American Library Association Edition.

Johnson, P. (2018). Fundamentals of collection development and management (4th Ed.). American Library Association Edition.

ETL503 Module 2.1 Time to catch-up on blog posts…

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Study in the time of Covid-19 has been somewhat disrupted and blogging has had to wait. At least Resourcing the Curriculum has provided a mental diversion from global death rates, nightmare cruises, unemployment, soap versus hand sanitiser, kids at home, zoom and pending economic crisis.

Responsibility for resource selection:

How is the TL’s expertise and role different from that required by all teachers?

While the Australian Professional Standards for Teachers (2014) state that the ability to “select and use resources” is a requirement of all teachers (standard 3.4), a TLs expertise and role is different to a classroom teacher, in that they are qualified as information literacy experts.  The ACT Government (2019) defines the TL role as combining “a command of 21st century pedagogies and curricula with expertise in information science: the analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information” (p.3). TLs may be working as Highly accomplished or Lead teachers, who are also professional curators working within a school library context.

How might TL’s effectively collaborate with the school community in the selection of resources?

TLs can effectively collaborate with the school community in the selection of resources as they have a “bird’s eye view” of the school context (ACT, 2019, p.3). Keeling (2019) discusses the value of shared conversation in improving community and collection development.  Given these perspectives, at the curriculum planning phase with class teachers, the TL should ideally share their time with each year level team to ascertain the resource needs. Using professional selection criteria to gather a variety of materials, the TL can then present teams with a range of useful, quality resources for class teachers to then select. Other opportunities for collaboration with the school community include book fairs and book clubs which incorporate social gatherings for curriculum and literary conversation, short listed book voting (CBCA) for staff, students and parents, opportunities for book/resource requests, library newsletters and surveys which value feedback on resources.

How can the TL engage learners in the selection of resources for their school library?

Suggestion boxes, student book reviews and star ratings, online requests and written or spoken surveys can be effective ways to engage students in the selection of resources. The National Library of New Zealand includes valuable information on engaging learners in the selection process (thanks Lee for the heads-up!). Aside from written or spoken interviews, students might enjoy online surveys (e.g. Survey Monkey) where they provide valuable feedback on curriculum resources, reading preferences and formats (fiction, nonfiction, authors, genres, graphic novels, ebooks etc). Student Library representatives for each year level could also be powerful spokespeople and advocates for their less articulate peers.

References

Australian Capital Territory (ACT) Government. (2019). School libraries: The heart of 21st century learning. file:///E:/CSU/ETL503%20Resourcing%20the%20Curriculum/School-Libraries-The-Heart-of-21st-Century-Learning.pdf

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards

Keeling, M. (2019). What’s new in collection development?, Knowledge Quest, 48 (2), 4-5. https://search.proquest.com/openview/df98b0e57f30ede4e963121d5424d82f/1?pq-origsite=gscholar&cbl=6154

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