Part B

Prior to commencing this subject, I understood that the primary purpose of the school library was to foster consistent reading habits in learners by offering a well-balanced and comprehensive selection of resources in different formats (Fleishhacker, 2017; Johnson, 2009). After careful consideration of the module and academic readings, I realised that collections are not only sources of reading enjoyment but also serve multiple educational purposes. They have a positive influence on student achievement and importantly play a pivotal role in developing life-long, independent learners (ASLA & VCTL, 2007). What is more, all resource selection decisions stem from an in-depth analysis of the needs of the school library users, and the teacher librarian needs to ensure that the collection meets curricular requirements, but also reflects to the interests, tastes and passions of students (Kimmel, 2014). A way of ensuring that students’ interests are reflected in the collection is by promoting patron-driven acquisition practices (Fleishhacker, 2017; Johnson, 2009; Rivero De Cole, 2020).

I also learned that in order to develop collections that support students’ self-regulation, the teacher librarian needs to have a competent grasp of constructivist theories of learning, as this pedagogic approach has far-reaching repercussions for library collections, and access to a wide range of resources in different formats is vital to cater to the needs of 21^st century learners (Tucker, 2014; Hughes-Hassell & Mancall, 2005). Libraries and librarians have to be able to enable collaborative and inquiry-based learning as part of their everyday functioning, and by ensuring that collections are well-resourced and presented in different formats, such as print, electronic and audio, as these will accurately support and extend students’ various learning styles (Johnson, 2009).

As I ponder my fellow students’ discussions on the key issues in this subject, I have realised that there is a considerable degree of confusion with regards to the distinction between collection development and collection management practices (e.g. Armstrong, 2020). After engaging with the academic readings, I have come to the conclusion that the two terms are often used in tandem or interchangeably, but some authors have proposed collection management as an umbrella term under which collection development is to be incorporated (Johnson, 2009). I consider that there are differences between the two as collection development has the connotation of still being a work in progress that looks to the future, and comprises mostly all selection and acquisition processes. Collection management includes aspects of budgeting, censorship, evaluation and outreach decisions, and is more closely related to the every-day running of the school library. Regardless of this contention, a collection management policy is a public document that provides a legitimate ethical framework for all the educational activities that unfold in the school library, and as such demonstrates accountability for the investment in such a valuable asset (ASLA & VTCL, 2007; IFLA, 2015; Morrisey 2008). There is immense value in crafting a collection management policy that provides clear guidelines for the short-term and long-term development of the school library collections (Fitzgerald, 2021). However, this document needs to align to the educational ethos and curriculum of the school it represents in order to make a positive impact on student outcomes.

The development of collection policies for electronic texts is more recent, but it seems to me just as urgent as that for print texts (Kennedy, 2005; Newsum, 2016).  The collection development policy for digital resources is an essential planning device in an era in which the internet offers limitless options (Flesihhacker, 2017). In my view, collection policies for electronic texts are complicated by the large number and diversity of these texts, therefore, clear guidelines have to be developed in order to integrate technology into learning. It is the librarians’ main role to connect the electronic resources to the classrooms where they are needed (Newsum, 2016). Libraries and teacher librarians have to make a bridge for students between the digital resources in their collections and the traditional resources in their stacks, so that the traditional print media does not becomes redundant. This can be attained through collaborating with specialist teachers in the development of digital collections (Kennedy, 2005).

However, the concept of collection slightly changes when the resources are online. Rather, it becomes a listing of reputable/educational sources of information, subscription to sources for data, e.g., academic journals. With this in mind, the collection policy will structure the gathering of infinite online resources and help students to access and navigate worthwhile and credible sources for their studies. It is my view that libraries have to adapt to the need to search for information online through their collections and librarians have to learn new skills, such as helping students read online texts, i.e., enable digital literacy as students currently attending schools today have never known a world without digital tools (Prensky, 2012). It also becomes imperative to undertake collection evaluations at regular periods, due to the constant and irrevocable transformation of the world of electronic information resources (Kennedy, 2005).

New modes of electronic creativity are implied for using online materials and incorporating them, for example, into power-point presentations. Librarians have to be able to help students with these evolving processes and how they relate to their collections. Also, innovative new practices are developing for libraries such as Makerspaces and coding clubs. It is important that librarians work out how to link these rapidly emerging practices into their collections. However, librarians still need to promote good reading exercises through their libraries, even if students are mostly reading online.

Libraries can open up and expand in order to become more responsive to student and community needs. This can be conducted through feedback sessions, user surveys, and deploying newsletters that share library information. Decisions on collection choices can be shared amongst the school community, e.g., by asking curricula advice from specialist teachers.

References

Armstrong, G. (2020). Collection development and collection management [Online comment]. Resourcing the Curriculum. Interact 2.

https://interact2.csu.edu.au/webapps/discussionboard/do/message?course_id=_49765_1&nav=discussion_board_entry&requestType=unread_user_forum&conf_id=_96427_1&action=collect_forward&origRequestId=280030312_1611734748589&forum_id=_217823_1&status=unread&

Australian School Library Association & Victorian Catholic Teacher Librarians. (2007).  A manual for developing policies and procedures in Australian school library resource centres.

http://www.asla.org.au/policy/policy-development-manual.aspx

Fitzgerald, L. (2021). Collection Development Policy [Module 6].

https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_49765_1&content_id=_3882953_1&mode=view

Fleishhacker, J. (2017). Collection development. Knowledge Quest, 45(4), 24–31.

Johnson, P. (2009).  Fundamentals of collection development and management

[ALA Editions version]. (Vol. 2nd ed). Chicago: ALA Editions.

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

International Federation of Library Associations and Institutions/United Nations

Educational, Scientific and Cultural Organization. (2015). School library guidelines.

http://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Kennedy, J. (2005). A collection development policy for digital resources? The Australian Library Journal, 54:3, 238-244

https://doi.org/10.1080/00049670.2005.10721761

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

http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=1687658.

Morrisey, L.J. (2008). Ethical issues in collection development. Journal of Library Administration, 47 (3-4), 163-171.

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

Prensky, M. (2012). From digital natives to digital wisdom: hopeful essays for 21^st century learning.

Thousand Oaks, California: Corwin a SAGE company

Rivero De Cole, A. (2020). How to engage learners in selection of resources for the school

Library. Thinkspace.CSU

https://thinkspace.csu.edu.au/angelinarivero/2020/12/18/how-to-engage-le…r-school-library/

Tucker, M.S. (2014). Tucker’s Lens: Kai-ming Cheng on Learning.

Patron-driven acquisition practices should be encouraged in the school library if the resources are to meet the needs of individual students. For example, in my school there is a suggestion box in the library where students are able to request preferred books. This is a great strategy to engage learners in the selection process as it advocates student agency and promotes enjoyment of reading (Flesihhacker, 2017). The notes left by students also enable me to establish direct lines of communication with specific students and gain valuable information about what their reading interests are. During informal conversations about resource selection, I am able to gather data on preferred fiction genres, as well as favoured resource formats, and this data constitutes an essential selection tool when the moment comes to place a book order for my school library.

Another important selection strategy is in the form of student surveys distributed to the whole school. As a registered librarian, I have access to all the students’ email addresses, and this enables me to contact them directly before I embark on the process of resource selection for the school library. As students are very competent in the use of Google forms and are usually very responsive to library matters, after posting a relevant survey I am usually able to gather invaluable insights into preferred published materials and different content formats that will contribute to resourcing a student-centred library. Another way of involving learners is by accepting donations of books in good condition that other students will benefit from reading. Including learners in the selection of resources where possible will contribute to student engagement with their school library and therefore to enhanced reading practices.

Reference

Fleishhacker, J. (2017). Collection development. Knowledge Quest, 45(4), 24–31.

Teacher librarians are experts in curriculum planning and pedagogies in all subject areas, as well as in information management services and programs that contribute to improved student outcomes across all stages (https://asla.org.au/what-is-a-teacher-librarian, n.d.). In contrast, classroom teachers usually specialise in one or two subject areas, and as such, prepare teaching and learning programs and lessons to be implemented in their assigned classes. Therefore they usually select specific subject materials for their students that reflect their areas of expertise. In contrast, the teacher librarian needs to consult with the principal and heads of faculty in order to select resources that will contribute to the enrichment of the whole school population.

The teacher librarian is considered to be the information specialist in the school, however he/she should still work together with classroom teachers to plan, teach and evaluate teaching and learning programs in all subject areas so as to enhance the effective integration of ICT resources that will lead to increased student participation and consequent development of 21st century capabilities.  The classroom teacher needs to supervise ethical use of devices and ensure that students stay on task during their lessons, however, the teacher librarian needs to educate the whole school about ethically responsible Internet use in the form of orientation sessions held in the library, especially aimed at younger cohorts. In their leadership role, the teacher librarian must raise staff awareness of the essential need for students to incorporate sophisticated ICT skills into their learning tasks, and of the importance of accessing current and reputable Internet resources to refine these skills and improve learners’ outcomes.

References

Australian School Library Association. (2019). What is a Teacher Librarian? https://asla.org.au/what-is-a-teacher-librarian