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Mirrors and windows: How to engage learners in collection development

Mirrors and windows: How to engage learners in collection development

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When learning about student-lead collection development in school libraries, I was introduced to a theory that really resonated with me. This theory was: mirrors and windows. Teacher Librarian at Melba Copeland Senior Secondary school, Mali Jorm, used this expression to explain how a school library collection should contain literature that shows a variety of different experiences and perspectives (School Improvement Branch, 2021). Students should be able to see themselves reflected in the literature that they are accessing (mirrors); and should also be able to see the lives of others to develop understanding and empathy (widows). This theory has me contemplating how I can engage learners in the development of the school library collection to ensure it contains an adequate amount of “mirrors” and “windows”.

 

The first idea that springs to mind is simple yet effective; suggestion boxes and request books. This would be particularly effective in a primary school setting as barriers for students to access these methods would be limited. Book requests have been successful at Melba Copeland Senior Secondary School, with the school library reporting that books bought upon a student’s request have a higher circulation rate than books that have been selected by members of staff (Jorm, 2022). Requested books have a book plaque attached at the front with the phrase “This book was recommended by…”, giving students ownership over the purchasing choices made within the school library (Jorm, 2022). It makes sense that the students are more in tune with what is popular at the moment, so listening to what they have to say is crucial to keeping the school library collection relevant to them.

 

Another way in which schools are tailoring their teaching collections is through patron-driven acquisition (PDA). Kerferd Library, located at Mentone Girls’ Grammar School, implemented a PDA system to help support teacher professional development by which three loans of a title would trigger a purchase within the system (Feighan, 2015, p. 9). Kerford Library calculated that they spent USD$497.50 on 127 eBooks through the PDA system, which would have cost them USD$3272.23 if purchased outright, meaning a saving of $2774.73 (Feighan, 2015, p. 9). This is a win-win situation for both the school library and teaching staff; teachers can access resources that will enhance their lesson planning and teaching, and the library is able to make significant savings in the purchase of these resources.

 

It is important for a teacher librarian to keep abreast of reading trends among student cohorts as this information can be used to ensure that students view the library as relevant and engage with its collection. Through the implementation of the different collection development methods mentioned here, a teacher librarian can better tailor their collections to ensure their school library is, indeed, mirrors and windows.

 

References:

School Improvement Branch. (2021, June). MCSS Library. YouTube. https://www.youtube.com/watch?v=F8_9N-TVEfw&t=540s

 

Jorm, M. (2022). Photo story: Student-led library collection development. Teacher. https://www.teachermagazine.com/au_en/articles/photo-story-student-led-library-collection-development

 

Feighan, D. (2015). Building a school library collection to keep up with the digital age. FYI : The Journal for the School Information Professional, 19(3), 6–12.

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The difference between a proficient and highly accomplished teacher librarian

The difference between a proficient and highly accomplished teacher librarian

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What separates a proficient teacher librarian from a highly accomplished one? By analysing the Australian School Library Association’s Evidence Guides and the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership, 2011), one can identify the skills and qualities that set highly proficient teacher librarians apart from those who are proficient. This blog post will use teaching standard 3.4 Select and use resources to compare and contrast.

 

As all my experience has been centred around classroom teaching, I currently do not have any practical experience within the school library. However, when looking at teaching standard 3.4 in the ASLA Evidence Guide for teacher librarians in the proficient career stage (Australian School Library Association, 2014b), I can see parallels between skills that I have developed in the classroom and those that are implemented by a proficient teacher librarian. For instance, the first example of evidence states: “unit of work, lesson plan or learning activity that involved students’ use of digital resources” (Australian School Library Association, 2014b, p.10). I have experience planning, sharing, and implementing a junior primary Unit of Inquiry on coding using apps on iPads. When undertaking the role of a teacher librarian in the future, I will be able to transfer across some of my skills developed in the classroom. However, once in the role I need to know where to go to further develop my skills and become a highly accomplished teacher librarian.

 

The first place to look for this information is the ASLA Evidence Guides for Teacher Librarians. Below are screenshots of teaching standard 3.4 from the Evidence Guide for teacher librarians in the highly accomplished career stage (Australian School Library Association, 2014a) and the Evidence Guide for teacher librarians in the proficient career stage (Australian School Library Association, 2014b):

An extract from the Evidence Guide for Teacher Librarians in The Highly Accomplished Career Stage (Australian School Library Association, 2014, p. 11).
Teaching standard 3.4 from the Evidence Guide for Teacher Librarians in The Proficient Career Stage (Australian School Library Association, 2014, p. 10).
An extract from the Evidence Guide for Teacher Librarians in The Highly Accomplished Career Stage (Australian School Library Association, 2014, p. 11).
Teaching standard 3.4 from the Evidence Guide for Teacher Librarians in The Highly Accomplished Career Stage (Australian School Library Association, 2014, p. 11).

When comparing the two Evidence Guides, there is one quality that is weaved throughout the examples given for a ‘highly accomplished’ teacher librarian that is missing from the ‘proficient’ teacher librarian examples. That quality is: collaboration. The proficient teacher librarian is undertaking tasks crucial to their role, but the involvement of other stakeholders in the processes appear limited. The highly accomplished teacher librarian builds upon this by engaging others within the school community. This is evidenced by the many collaborative verbs included within the example, such as ‘assist’, ‘co-operate’, ‘recommend’, ‘share’, ‘demonstrate’. It also highlights the different stakeholders in which they are collaborating with, such as staff, colleagues, and professional networks. They essentially become the information expert that guides their school community in the resourcing of the curriculum.

 

Collaboration is also the key focus from teaching standard 3.4’s ‘illustration of practice’ video entitled Selecting Resources (Australian Institute for Teaching and School Leadership, 2016). The video interviews Teacher Librarian Anne Chowne, who gives us a glimpse into how she collaborates with a wide range of staff, such as planning with a fellow teacher librarian and consulting with the director of teaching and learning. She also describes how she collaborates with teaching staff in the development of the collection; showing teachers what is available in the library and filling in resourcing gaps.

Teacher Librarian Anne Chowne collaborates with the director of teaching and learning (Australian Institute for Teaching and School Leadership, 2016).
Teacher Librarian Anne Chowne collaborates with the director of teaching and learning (Australian Institute for Teaching and School Leadership, 2016).

The significance of collaboration in the success of the school library is backed by Hughes-Hassell and Mancall (2005, p.66), who state that “collaboration is the key concept underlying the development of learner-centred collections and collection services”. Creating a collaborative culture as a teacher librarian is no easy feat, as I have reflected on in a previous blog post, but for a school library collection to remain relevant and reflect the needs of its learning community, it is essential that the teacher librarian develops and maintains a culture of collaboration within their school community.

 

So, what does this mean for me as a future teacher librarian? From analysing the Australian School Library Association’s Evidence Guides (2014a, 2014b) and the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership, 2011) it is clear that developing strong relationships with those I will work with within the school community is essential to become a highly accomplished teacher librarian. I will also need to seek out, join and be an active participant in professional networks in the broader community. Prioritising collaboration should ensure that I am able to provide my future school community with a 21st century library that meets the needs of the teachers and learners within it.

 

References:

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. AITSL.  https://www.aitsl.edu.au/teach/standards

 

Australian Institute for Teaching and School Leadership. (2016, April). Selecting resources

. YouTube. https://www.youtube.com/watch?v=JYGyYV8AxPU&t=280s

 

Australian School Library Association. (2014a). Evidence Guide for Teacher Librarians in The Highly Accomplished Career Stage. ASLA. https://asla.org.au/evidence-guides-tls

 

Australian School Library Association. (2014b). Evidence Guide for Teacher Librarians in The Proficient Career Stage. ASLA. https://asla.org.au/evidence-guides-tls

 

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: Responding to the needs of learners. ALA Editions.

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