Collection management and collection development policies, what are the differences and why is it so important for schools and teacher librarians in particular? While exploring this subject the differences and importance between a collection management and collection development policies have become clear and from discussions during module one, the differences between the two policies were prominent with a quote from Corrall (2018) which states that,

“Collection development is particularly associated with the selection and/or acquisition of library materials (which can also include the ‘de-selection’ or ‘de- acquisition’ of stock), while collection management is generally seen as a broader term covering the whole range of activities involved in managing access to information resources. (p.5)”

This quote resonated with me as it was able to clearly distinguish between the two different forms of policies and the significant value that a collection development policy has within a school library. Module one discussions also allowed for exploration through the NSW Department of Education’s (2017), ‘Handbook for School Libraries’ which through reading the handbook and extensive discussion I was able to develop a clear and concise understanding of the differences between the two policies and their value for support teaching and learning in a school library. However, as a new teacher librarian I previously was not aware that collection development policies were a part of running a successful library, with a collection that is valued by not only students and staff but also the wider community. This became particularly prominent during discussions in module six. Through these discussions from module 6.1, I discovered I was not alone in my ignorance in relation to collection development policies and despite their significant importance to assist in managing a successful school library many other teachers, and particularly new teachers, were unaware of the value of collection development policies in the library. This discovery allowed for further reflection on the topic. Why are these policies so important and yet many of us are unaware of them? I began thinking more about how school library collections are valued among the staff, students and the wider community. How do the students see the library? Is it just a place for books or do they have the knowledge and skills to use the library efficiently? Are the resources I am providing in the library effective for their learning and recreational reading needs or are they just place fillers?

 

One area of the collection development policies I explored that really stood out was collection evaluation and why it was needed. Through a blog post ‘Collection evaluation’ (Winkless, 2021, January 20) I was able to reflect and plan ways that I would allow students and staff to assist in evaluating the library collection as they are the reason, we have a library. Through this reflection, reading of different collection development policies and discussions with other students during modules three and six, I discovered the importance of surveys, circulation reports, observations, questions, and analysis of the curriculum when it comes to collection evaluation (Johnson, 2018). I determined collection analysis techniques such as data collection and statistics that would effectively show how different areas of the collection are being valued by the users and how all of these factors can be used to support collection evaluation (Christensen, 2018; Tait, 2016).

 

Using the collection development policy as a strategic document and a way to plan for the future success of the library also brings in the discussions around print and digital resources. Throughout the module material the value of including a variety of print and digital resources has been brought up regularly. Module 2.2 allowed for discussions around the benefits of bundled sets of resources and the use of print verses digital resources. Through this and further reading and exploration of different collection development policies I was able to consider some of the benefits of having a range of digital resources available for students and how the use of these digital resources could benefit and further support how library collections are valued and the frequency of their use (Newsum, 2016). By including a range of digital resources such as eBooks, audio and video resources in both fiction and non-fiction collections allows for students and staff to potentially access resources when off site and have more than on user accessing resources at the time (Newsum, 2016). Discussions in module 6.1, also explore some of the setbacks and challenges that can be faced by a teacher librarian when considering digital resources such as access and device availability as well as different staff members choosing to use resources that are not provided through the library system meaning they cannot be evaluated, weeded and monitored alongside traditional physical resources.

 

Another issues that faces teacher librarians and should be considered as part of a collection development policy is censorship, and in particular the censorship of digital resources. One key element I learned from researching a range of collection development policies and muddle 6.2 discussions, was the inclusion of challenged material forms that can be provided to students, staff and the wider community to make request about different resources they felt should be censored in the library (Braxton, 2018). Censorships can be a tricky topic as everyone’s differing opinions can impact what they see if acceptable and what areas of life should be hidden from different age groups of students. I believe having a clear section within a collection development policy and a committee for assess challenged materials allows for teacher librarians and schools as a whole to future proof their library by developing a sound and fair system for choosing material and resources that might support but challenged the thinking of our students (Dawkins, 2018).

 

This course, reading and module discussions has allowed me to develop a strong understanding of the vital importance of having a succinct collection development policy within the library but also allow this policy to be public so all library decisions and planning can be open and transparent setting the library up for a successful future.

 

Reference

 

Braxton, B. [Barbara Braxton] (2018, February 7). Sample Collection Policy. 500 Hats: The teacher librarian in the 21st century. https://500hats.edublogs.org/policies/sample-collection-policy/

 

Christensen, E. (2018). School library collection policy guidelines: Heaton Public School. Heaton Public School. https://heaton-p.schools.nsw.gov.au/content/dam/doe/sws/schools/h/heaton-p/localcontent/2018_library_collectionmanagementpolicy.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 (1st ed., pp. 3-24). https://doi.org/10.290/9781856048972.003

 

Dawkins, A.M. (2018). The decision by school librarians to self-censor: The impact of perceived administrative discomfort. Teacher Librarian, 45(3), 8-12.

 

Johnson, P. (2018). Fundamentals of Collection Development and Management (4th ed). ALA Editions

 

Newsum, J. (2016). School collection development and resource management in digitally rich environments: An initial literature review. School Libraries Worldwide, 22(1), 97-109. http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=3d60e54b-b789-408a-8e73-ec9f95b2ea80%40sdc-v-sessmgr03

 

NSW Department of Education. (2017). Handbook for school libraries. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/schoollibrarieshandbook2015.pdf

Tait, C. (2016). Windsor High School library: Library collection management policy. Windsor High School. https://windsor-h.schools.nsw.gov.au/content/dam/doe/sws/schools/w/windsor-h/localcontent/whs_library_collectionmanagementpolicy.pdf