collection development – Talk Wordy To Me

CDP- The Tool for Change.

Bianca Bertalli collection development, ETL503 May 20, 2024May 22, 2024collection development, ETL503, Information Literacy, libraries, reflection, resources, school libraries 1 Comment

This semester of learning has reframed my understanding of how purposeful collection development can achieve the broader goals of school libraries as well as address challenges arising from a contemporary information context. By deeply engaging with the policies and collection management guidelines from peak bodies such as ALIA (2024), ALIA & ASLA (2016) and IFLA (2015), I have come to understand that through the articulation of clear guidelines that drive robust decision making, the teacher librarian (TL) has the power to enhance both the functionality and the reputation of the school library (Mitchell, 2011; Kimmel, 2014).

When I first began working in the TL role and recognised the scope of change needed within my own library collection in order to allow students to gain true information fluency and engage in the critical consumption and creation of information, I felt completely overwhelmed (Bertalli, 2023; NSW Department of Education 2022). I had naively thought that my role would be centred around literacy in the traditional sense, until I learnt what true transliteracy might look like for students today (Bertalli, 2023; O’Connelle & Oddone, 2023). It soon became clear that while our current library collection was considerable in size, it was not balanced in terms of format, and I realised that substantial changes to the collection would need to be made if I was to truly support our students to gain 21st Century skills (Bertalli, 2024; Newsum, 2016; Mitchell, 2011). Once I began to engage with ETL503 subject content, I started to understand the way in which a robust CDP would become the transformative tool that would assist me to make the changes I needed to move towards a collection that truly reflected the needs of my school context. Understanding the role of the collection development policy felt like finding the missing link that had finally bridged the theoretical knowledge I had been collecting in earlier subjects and the practical way to perform my role effectively.

ETL503 also enabled me to reflect upon my own ad-hoc collection management decisions in the past, inherited as custom and practice from the previous teacher librarian. I realised that at times, during my first year in the TL role, I had agonised over various acquisition choices due to self-censorship and fear of local community reactions to new and diverse perspectives. I now understand that this apprehension is preventable by applying selection criteria, that is supported by the school leadership and developed in consultation with the wider learning community (Bertalli, 2024; Morrisey, 2008). Although Johnson (2009) states that “collection development … [is]… a combination of knowledge, experience and intuition”” (2009, p.108), ETL503 assisted me to understand that in order to ensure that the collection was truly reflective of, and responsive to, changing curriculum and information needs, a more structured process was required (Bertalli, 2024).

Finally, in line with Kimmel’s (2014) findings, I have come to realise that developing a rigorous CDP has the potential to raise the status of the school library and ensure it is seen as central to student achievement, in the local community. A CDP is in fact a new way to advocate for my TL role that I hadn’t previously considered (Bertalli, 2023). ETL503 has been a rewarding learning experience that will be useful to my work, and beneficial for my students, each and every day.

References

Australian Library and Information Association. (2024). ALIA core values policy statement. https://read.alia.org.au/alia-core-values-policy-statement-0

Australian Library and Information Association (ALIA) & Australian School Library Association (ASLA). (2016). Joint Statement on school library resource provision. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_School_Library_Resource_Provision.pdf

Bertalli, B. (2023, March 8). Teacher Librarians- It’s Time to Renew Our Role. Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2023/03/

Bertalli, B. (2024, March 6). 99% there- yet so far to go! Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2024/03/

Bertalli, B. (2023, March 22). Literacy- Is it more than just reading and writing? Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2023/03/

Bertalli, B. (2023, May 20). Looking back on chapter one. Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2023/05/

Bertalli, B. (2024, March 29). F*@! Do we face the same school library censorship challenges? Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2024/03/

Bertalli, B. (2024, April 26). Show me the money! Library budgets and the role of the teacher librarian. Talk Wordy To Me. https://thinkspace.csu.edu.au/bbertalli/2024/04/

International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015). IFLA school library guidelines. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Johnson, P. (2004) Fundamentals of collection development and management. American Library Association.

Kimmel, S. C. (2014). Developing collections to empower learners. American Association of School Librarians.

Mitchell, P. (2011). Resourcing 21st century online Australian curriculum: The role of

school libraries. FYI: the Journal for the School Information Professional, 15(2),

10-15.

Morrisey, L. J. (2008). Ethical Issues in Collection Development. Journal of Library Administration, 47(3–4), 163–171. Education Research Complete. https://doi.org/10.1080/01930820802186506

New South Wales Department of Education. (2022). Information fluency framework. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

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. https://doi.org/10.29173/slw6908.

O’Connelle, J. & Oddone, K. (2023). Information Literacy [Module 3]. ETL401, Interact2. https://interact2.csu.edu.au

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.