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.