March 2024 – Talk Wordy To Me

F*@! Do we face the same school library censorship challenges?

Bianca Bertalli ETL503 March 29, 2024collection development, ETL503, libraries, resources, school libraries 0 Comment

The debate over selection versus censorship raised by Jenkinson (2002) holds a mirror up to our own practises as a teacher librarian as well as our personal beliefs. How committed are we to the free flow of information? Are we active in the inclusion of a diverse range of perspectives in our collection? Do we mindfully consider a balance of formats to enable all students to access the curriculum? And then this… Do we self- censor when evaluating a new resources? Are we scared of the increasingly polarised communities we serve and the stories of book bans we hear about overseas?

These questions have certainly been formulating in my mind as I engage with the ETL503 content. In the current context of a referrendum that fostered racism and hate speech and vocal pockets of community outrage against drag queen book readings, and perhaps sexual diversity itself, it is to be expected that as teacher librarians we pause to consider how we develop our collections. This pause may be fear or it may be the opportunity to prepare. Through robust selection criteria and a lens through which we can examine resources for their own merit outside of current socio-political contexts we can maintain a library that serves its purposes as a hub of inclusion, information and imagination.

Jenkinson (2002) is clear that we must arm ourselves with clear and practical policy around collection development in order to continue the vital role of school libraries in enabling students to access information. It is the armour we can wear against challenges from patrons or community members or others who may seek to impose their values upon collection development. Further, we must also advocate for our uniquely qualified position, lest someone without the same commitment to library principles, such as those outlined in the ALIA-ASLA policy on school library resource provision (2016) is placed in charge of the selection (or censorship) of materials.

So yes, at times as teacher librarians, we pause in the collection development cycle. At times it may be fear or apprehension but within this we also self reflect on our practices, our prejudices, our pedagogy and our shared principles. In doing so, when I pause to consider whether I will select (or deselect) a resource for our library I do so with the considerations of the rights of my students as unique individuals, as patrons of their library, and also as future citizens, at the forefront of my mind.

Australian Library and Information Association (ALIA) and Australian School Library Association (ASLA) (2016) Statement on school library resource provision.

Jenkinson, D. (2002). Selection and censorship: It’s simple arithmetic. School libraries in Canada, 2(4), 22.

99% there- yet so far to go!

Bianca Bertalli collection development, ETL503 March 6, 2024 0 Comment

A quick inventory of our primary school library catalogue shows that 99% of our resources are physical items located on our school site. While I am attempting to build links to online information through LearnPath and promote the benefits of our underused Britannica Kids subscription, I am well aware that in the pace of today’s information environment, so many of our resources are quickly losing relevance and appeal to our library users. Johnson (2009) makes the point that if patrons cannot readily connect with the information they need, invariably they leave the library to look elsewhere. And I suspect, that eventually they do not return. Even worse, failing to ensure the collection includes a broad variety of formats, actually denies students and teachers access to vital information. To me, this would amount to a failure in my role as a teacher librarian.

On pondering this thought I am left with a deeply uneasy feeling about how to rectify this situation. Where do I start? What is it that our school needs? What are our long term goals? Who do I have that will support me in developing a vision and a plan for achieving a collection that reflects our unique context? What resources will encourage more teachers and students to use the access the library more?

Many teachers at school have spoken about the decline in positive reading culture across the school, over the past decade. As a new and optimistic TL, my aim is for this not to translate to the feeling that our library has lost its relevance. Over the past 12 months, I have purchased books that reflect the interests and abilities of students and I have enjoyed seeing students become excited to reserve, borrow and exchange new items. However, developing the collection is a much bigger task than this. Expanding the collection to encompass a broader range of formats will require some careful consultation, serious budgeting and strategic planning. Further, I need to find out what is possible and what library trends other schools in my sector are embracing.

Could transforming the library space into a hybrid collection re-engage reluctant readers through ebooks and audiobooks? Could on-demand information push our high potential and gifted students to develop their various crafts? Could our low-literacy students become apt researchers who understand the ethics around referencing? Could instantaneously accessible and up to date digital non-fiction foster critical thinking and better citizens, who can extend their learning beyond school hours? I want to believe that the answer to these questions is yes.

Johnson (2009) referred to collection development a both a skill and an art. A decision making process that uses a framework of rigorous selection criteria, supported by the knowledge and intuition of the librarian (p. 108). Although I am daunted at where to start in developing our collection, Johnson’s (2009) description is a very encouraging description- because I can get better at both Science and Art, through learning and practice.

Johnson, P. (2009). Fundamentals of collection development and management. (2nd ed.). ALA Editions.

School Library Collection Development- If it is a cycle, where do I jump on?

Bianca Bertalli Uncategorized March 1, 2024collection development, ETL503, libraries, resources, school libraries 0 Comment

While it is the beginning of a new year, my second in the role of TL, I am yet to really tackle the art of collection development. In 2023, most of the additions I have purchased for our school library have been driven by the curriculum reform taking place across English and Mathematics in the NSW curriculum. I have relished the opportunity to whip out the school credit card and purchase thousands of dollars worth of prescribed texts, ogling their stunning illustrations and enjoying the variety of authors, themes and perspectives. But as my current acquisition list nears completion, I am left wondering what next?

In my work I have already identified some gaps in our collection. We have plenty of books on Christianity, and almost none on other religions or belief systems and we lack books that introduce LGBTQIA+ diverse families. Last year we added an increasing number of picture books written by First nations authors and artists but are yet to extend into our Senior Fiction collection. Along with these thematic gaps, our library management system reports that 99% of our collection is physical, limiting access after school hours. The trends I have identified are probably reflective of our generally conservative rural community,and the way our library has been accessed by users in the past. However as a TL in training- aspiring to give our isolated students access to the wider world and its diversity- I am keen to broaden our collection. How do I do this, while also accounting for the needs, interests and values of our wider community and overcoming any resistance to change?

Oddone (2019) acknowledges that collection development is a massive responsibility that cyclically moves through the processes of assessing needs, selection according to criteria, acquisition, cataloguing, processing, stocktake /evaluation, and then deselection or weeding- each step a complex task in itself. Further, these processes must occur with the notion of building a ‘hybrid’ collection that caters to a broad range of users through both physical printed resources, digital resources and other types of resources.

When I reflect upon this cycle, in the context of my own library, I must step in to the cycle and assess the needs of our collection and whether they meet the core values of libraries as mentioned by Oddone (2019). Further, I need to proactively research NSW Department of Education policy around libraries, whether we have a collection development & challenged material policy in place to guide and protect me as I expand our collection.

While Odddone’s (2019) model is comprehensive, in a practical sense I also need to have a discussion with my Principal around transparent budgeting. Currently, each purchase is a request and approval process and while I have never been declined, I need to become familiar with how and what to budget in order to develop a longer term collection development plan.

ETL503 is sure to help equip me with the knowledge of how to best enagage with the collection development cycle in order to provide the best learning environment for all of our library users.

Oddone, K. (2019). School library collection development: It’s not as simple as you might think. Linking Learning. https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/