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The above quote certainly rings very true when thinking about the impact of technologies in not only school libraries, but libraries worldwide. As much as technology seems to be overtaking our very way of life and how we go about our daily tasks, teacher librarians need to play the role of advocate and critic dually when it comes to decisions surrounding the collection. Just as not every book is suitable for the collection, not all technology will resource teachers and students in meeting the curriculum outcomes, or provide positive opportunities to engage in literature in meaningful ways.
The impact changing formats has and will continue to have on collection development is complex and far reaching. Where once librarians were limited for choice in what they could offer their borrowers, they are now spoilt for choice. Endless choice can sometimes cause decision fatigue and can make it increasingly difficult to choose the right resource to meet the selection criteria of the library. Johnson, Hille & Reed (2005) state that selection is both an art and a science, resulting from a combination of knowledge, experience and intuition. Consideration of the impact of this issue is critical when it comes to the knowledge required for building and curating a collection.
Formats can be representative of typical topologies, but also include audio, electronic, online subscriptions, physical games and hobby tools, research guides such as maps and artefacts – if you can use it to gain information, good chance the library will have it!
Changing formats means that teacher librarians need to consider:
- Budget constraints – is it more cost effective to own a resource or pay a subscription fee? What should be done if the resource is no longer used but a contract remains for a time?
- Is the bulk of the library collection representative of a bibliocentric stance? Or does a nonbibliocentric approach work best? What portion of funds is divided to resource this?
- How are these resources catalogued? Are they under format or genre?
- How can ease of access be ensured for users?
- Are digital files restricted to one user at a time (is this budget friendly?)
- How new technologies (which are emerging at a rapid pace) can be embraced in a sustainable manner?
- Do guides need to be made for users that are not familiar with pathways for accessing newer technology resources?
- How do we ensure that resources from a variety of formats accurately reflect diversity and help to broaden the views and perspectives of users?
- How is the responsibility for the management of these resources allocated to staff?
These issues and challenges will only grow as technology emerges and evolves and is integrated further into school curriculums. Perhaps a quote from Peter Dicken (n.d.) will encourage us: ‘Innovation – the heart of technological change – is fundamentally a learning process’.
Johnson, Peggy, et al. Fundamentals of Collection Development and Management, ALA Editions, 2005. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=474201.