Identifying a collection’s strengths and weaknesses is a key component of collection mapping (Lamb & Johnson, 2007) In a school library, it is important to undertake regular evaluations of the collection to ensure it is meeting the learning and reading interests of the students. Some of the many benefits of collection mapping include helping target funding and a guide for future selection decisions (National Library of New Zealand Services, n.d)
Evaluating a whole collection can feel like an overwhelming and daunting task, hence the advice from the National Library of New Zealand might be helpful here: identify and prioritise specific sections, and do this in consultation with teaching staff.
An approach to collection mapping can be done with two library aims in mind:
- Resources to meet curriculum and learning needs
- Resources to meet student interests and reading for pleasure
It could be useful to undertake these mapping expeditions at separate times, as the two aims will have different criteria and thus, a different set of collaboration needed.
In terms of mapping a collection to meet curriculum needs, this is best done in consultation with teaching staff, as the curriculum content specialists. It is also important to include teaching staff for students with diverse and extension learning needs, as they may require different resources. Having a map of each grade’s yearly curriculum, including assessment tasks and research needs can be a useful starting point to map what resources the library already has to meet these needs. In addition to mapping print texts to the curriculum needs, it is also important to consider what other resources may help broaden student information literacy skills, such as audio, online resources, technology or other items, such as maps or kits.
The collection can be mapped on a graph, such as the one below:
Image source: Hauser, 2013
In terms of mapping the collection for student personal reading needs, this can be done via student collaboration. This mapping could be done in smaller sections, such as non-fiction, fiction, picture books and even technology. Creating surveys for students and graphing the results, such as:
Image source: Hawkins, 2022
Surveys can be useful in order to identify the gaps in the collection that would meet student needs if they were to be rectified. They could also be graphed like this:
Image source: Hawkins, 2022
Once the strengths and weaknesses are identified, in collaboration with students and teachers, librarians can then move forward into the selection process to add to the collection.
Hawkins, A. (2022) Student-Centred Collection Development in Knowledge Quest. https://knowledgequest.aasl.org/student-centered-collection-development
Lamb, A. & Johnson, L. (2007) Library Media Program: Collection Mapping in The School Library Media Specialist. https://eduscapes.com/sms/program/mapping.html#:~:text=Collection%20mapping%20is%20the%20process,during%20the%20collection%20development%20process.
National Library of New Zealand Services to schools (n.d.) Assessing your school Library collection in Services to Schools. https://natlib.govt.nz/schools/school-libraries/collections-and-resources/assessing-your-school-library-collection?search%5Bpath%5D=items&search%5Btext%5D=assessing+your+school+library+collection