Include as a title page for the document:

Rename Cootamundra High School Collection Development Policy.

Include Cootamundra High School logo to show ownership of the document and to relate the Collection Development Policy to the whole school community.

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Rationale

The purpose of St Bede’s Library collection policy is to set out the principles governing the selection, acquisition, review and evaluation of resources, for the benefit of the teacher librarian and staff and the school community. The teacher librarian, in consultation with the staff and executive, is responsible for writing the collection development policy, which is then approved by the Principal and School Board.

The St Bede’s Primary School Library supports the school vision/ mission statement:

At St. Bede’s we strive for excellence in education

We believe that everyone is unique and created in

The image of God.

We walk in love and peace by living our 5 C’s

· We are Cooperative

· We are Courageous

· We are Considerate

· We understand that our actions have consequences

St Bede’s School follows the Catholic Education Office Ethos, that effective school libraries are essential to equip students with the research skills necessary to survive in a world where information acquisition and its selective use are increasingly important to meet the demands of everyday life. The Information Literacy Process (see Appendix A) is promoted in the library and the classroom. Students lean information-handling skills to enable them to work effectively in an information rich environment.

St Bede’s library aims to provide the members of the school community with a well-resourced library including access to a seamless integrated information society via electronic resources.

The teacher librarian works collaboratively with all the staff to ensure gender equity, multiculturalism and a balance of resources to enhance the curriculum.

Rationale

A rationale is included in the CDP as it provides an understanding of how the collection caters to the learning and recreational needs of the students and staff of the school. The rationale will closely link to the vision and values of the school and the library mission statement. (Braxton, 2018, p.2, ALIA & VCTL, 2017, p.8 & McGuinnes, 2009, p 33).

The rationale explains the purpose of the policy and should be succinct and well written, it is important to ensure the document does not have spelling or grammatical errors as it is a professional document of the library and the school, and needs to be presented in such a way to demonstrate the professional nature of the policy.

Include main heading:

Mission Statement

A Mission Statement clearly defines the purpose of the library and why it exists and who it serves, it is included as this informs the reader of how the library will enrich and support the curriculum and recreational needs of students and the resources required by teachers (ASLA 2018, ALA 2017 and Braxton 2018).

Include The mission of Cootamundra High School library is to foster a love of reading and to empower students to become critical thinking, lifelong learners by providing a space of curiosity, innovation and collaboration.

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1. The Collection Function

· The function of the library collection is to cater for students, staff, and parents.

· Students are provided with materials to cater for their variety of reading levels, interests, emotional, social and spiritual needs as well as supporting the Australian Curriculum.

· Staff are provided with materials that support the Australian Curriculum and professional development.

· Parents have access to the collection to support their needs in literacy information, reading for leisure with their children and learning strategies.

2. Collection Goals:

· To provide an organised, accessible collection of resources and a range of services appropriate to St Bede’s community.

· To provide an up to date collection that supports St Bede’s curriculum and the reading and interest levels of students.

· To provide resources of a high standard in a range of formats.

· To provide resources that covers a broad range for student ages, abilities and subject areas.

· To provide resources that support teachers in implementing the curriculum.

· To provide reading material in French to support the LOTE program.

· To provide resources that represents the Catholic ethos.

· To support the principles of ASLA.

· To provide web based resources that are directly related to student’s research and assignments.

Nature of the Users

It is important that the collection is developed to ensure that the needs of the users are identified and acknowledged and that the policy ultimately seeks to meet the needs of the patrons (Braxton, 2018, p.3). Nature of Users would be written in consultation with the school’s annual report and the Learning and Support Coordinator to assist with the background of the school population, an analysis of Naplan results will highlight explicit needs of the patrons. Inclusion of whole school initiatives that take place to improve literacy and cross curricula priorities would be included in this section.

Rename

The Purpose of the Collection

The purpose of the collection is included as it provides the foundation on which all decisions and actions are based. (Braxton, 2018. p.3).Within this section, a succinct description as to why the collection is being developed would be included, looking at how the collection will satisfy:

The Nature of the Collection

Is a consideration of the collection as it stands currently. In order to complete an analysis of the nature of the current collection Appendix C: School Library Collection Rubric (ALIA and VCTL, 2017) and the Risk Analysis process as outlined in the NSW Department of Education Finance in Schools Handbook (State of New South Wales – Department of Education, 2019) will be used to. The nature of the collection will be created and used as a benchmark for measurement of success when the policy is evaluated and serves as a platform for development. (Braxton, 2018. p.4).

Rename

Priorities and Goals of the Collection

The priorities and goals of the collection identify what is to be achieved during the time period of the policy to meet the needs of the school community. Goals will be evaluated to measure the success and achievements of the policy; goals are to be written in accordance to the data analysis from the Nature of the Collection – Appendix C ALIA and the Risk Analysis process – and will use the SMART criteria to ensure they are specific, measurable, achievable, realistic and timely.

1. Responsibility for Collection Management

All resources selected for inclusion in the school library should be compatible with the school and library policies. The major responsibility for selection of library resources is delegated to the school librarian. Other staff members, in particular subject coordinators, also select resources for the library. These are generally purchased from the relevant budgets. Staff members are encouraged to recommend items for inclusion. Pupils are also encouraged to make suggestions and requests. However, the final decision on selection rests with the teacher librarian, who can ensure that the selection meets the collection needs and criteria.

2. Collection Formats

St Bede’s collection will incorporate a variety of formats including, books, ebooks, magazines, journals, videos, computer software, apps for ipads, Internet sites and online databases.

3. General Selection Criteria

Resources selected must:

· Meet the educational and recreational needs of the students.

· Meet the school curriculum requirements and the Australian Curriculum.

· Presentation and context must be of a high standard.

· Be accurate in terms of content.

· Format and layout must be suitable for primary school students.

· Be free of bias and stereotype.

· Not make use of unacceptable profanity.

· Acceptable in literary style and technical quality.

· Be in broad agreement with the teachings of the Catholic Church.

· Be cost effective in terms of use.

The following criteria will be applied in response to the particular aims and programs at St Bedes:

· Resources to support the Australian Curriculum in English, Mathematics, History, Science and cross curriculum perspectives.

· Resources to support the French language program.

· Resources to support the multicultural nature of our community.

· Resources to support the Access Asia component of the Australian History Curriculum.

· Resources to support cross curriculum perspectives of Aboriginal and Torres Strait Islander education and cultural understandings.

· Resources of a sexist or racist nature or presented in an unbalanced and biased manner will not be selected.

· Resources will be evaluated and selected for their relevance to the Australian way of life and their Australian content.

The following points are also considered:

· The present book stock.

· Areas which are well stocked.

· Areas with apparent deficiencies.

· The need for replacement of outdated and much used material.

· Desirability of maintaining a balance between fiction and non-fiction.

Selection

Responsibility for Collection Management

This area discusses who is responsible for selecting the resources for the collection, the selection of resources should be a collaborative process, with use of Resources are more readily used effectively if teachers and students are involved in selection, IFLA (2015, p.34) notes that collection building must be a collaborative process and that teachers, being subject experts, have valuable knowledge of their students’ needs. Patron Driven Acquisition is another effective means of ensuring resources meet the needs of the school community, however ultimately the decision to select resources lies with the Teacher Librarian.The use of the term school librarian is a disservice and does not advocate the role of a qualified Teacher Librarian.

Remove Collection Formats

Rewritten to form part of the Priorities and Goals of the Collection.

General Selection Criteria

The general selection criteria is used to make informed resource collection choices and is dependent on school community as well as the goals and objectives of the school and the NSW Department of Education (Johnson, 2018, p.112 and ALA, 2017). Written in consultation with the School Library Selection Criteria (ALA, 2017) and Hughes-Hassell and Mancall (2005, p. 46) the primary considerations for the general selection criteria should be applied to all formats and have consideration for age, social and emotional development, intellectual, interest and reading level and follow the guidelines of:

The Teacher Librarian will also consult reputable, professionally prepared selection aids and other appropriate (ALA 2017) include examples of selection aids for school libraries.

This will ensure that the resources selected for the collection support and enrich the curriculum as well as students’ interests and learning through a range of formats (ALA 2017).

Include

Cross Curriculum Priorities 

Cross Curriculum Priorities are an essential criterion of the Australian Curriculum; they are included across curriculum to provide students with a greater understanding and engagement with three focus areas embedded throughout learning areas. It is essential that there are suitably appropriate and current resources available in a variety of formats to assist teachers and students in their engagement and understanding of Cross Curriculum Priorities.

Move to Collection Analysis and Evaluation

· The Teacher Librarian will maintain the school web site.

· The Teacher Librarian will be an administrator of “Life”

· Links located on ‘Students’ web page, on the St Bede’s website, will ensure students have access to appropriate www based web resources that are directly related to classroom research and learning activities.

· Teachers can nominate website links to be added. These must meet the general selection criteria.

www. General selection criteria:

The Teacher Librarian will only include links to websites when a classroom teacher has made a direct request. The outcomes of the content of the research/assignment must be discussed with the teacher librarian enabling the teacher librarian to clearly identify the needs of the student.

The school’s ‘Students’ web page will include links to websites that:

· Have been requested for inclusion by a classroom teacher (and meet the general selection criteria).

· Students locate and recommend a website (that meets the general selection criteria) for a particular classroom research task or assignment.

· Are directly related to current classroom research or assignments.

· Have a level of language and intellectual content that is age appropriate.

· Have a degree of interactivity with the user.

· Are free of gender and race bias.

· Have help devices e.g. site maps.

· Allow for ease with which information may be downloaded or copied onto disk or a work page.

· Have a proportion of content that is dynamic in nature, eg. Music, film clips, animations.

· Originate form reputable sources such as:

· a university

· an expert in that particular field

· an authoritative site with gateways to further links.

Weeding of links on the school’s ‘Students’ web page:

Weeding of the collection is an ongoing process through out the year. The following process will ensure the student’s web page is up to date in providing live links to websites that are directly related to research and assignments.

· Links will be regularly checked to ensure all links are live.

· Website links will be deleted from the ‘Students’ web page section of the school’s homepage

when:

· Links are no longer live.

· If websites have been upgrade and no longer meet the general selection criteria.

· When the classroom research or assignment which the link has been provided for, has passed its due date by one month.

Reviewing sources for the selection of websites:

The following resources are available in the school library and provide reviews on websites.

· SCIS Connections- print format or via SCIS www site.

· Magpies Magazine

· Classroom Magazine

4. Duplicate and Multiple Copies

In most cases only one copy of a book will be purchased.

Multiple copies will be purchased on request of teachers and placed in the classroom where it is required as a set.

5. Extending the Collection Beyond St Bede’s School Library

The collection is extended by:

· Loans from the Canberra Library Services.

· Loans from The Catholic University Library Services for resources where the school library has deficiencies.

· Linking WWW sites both relevant and appropriate for use as resources for teachers and students.

· Learnology resource management system, which enables websites to be hot linked or embedded into ‘Life’ pages that have been created by teachers.

6. Lost Items

· Students are responsible for all borrowed resources. Books are considered lost after being overdue by one term. A letter is sent home to the parents/guardians containing title and barcode of the book and the replacement cost. Each case will be assessed individually.

· Staff are not asked to pay for lost books except under exceptional circumstances.

Exceptional circumstances may include:

A continued high loss of resources.

Where the value of the lost item exceeds $100.00.

· Items lost without being borrowed are marked missing when stock take is finalised. Items are deleted if they retain a missing status for a two-year period. These books are not automatically replaced.

7. Donations and Gifts

· Acknowledgement is made to the family or student by way of a completed “Donated by” label placed on /inside the resource and in the notes area of St. Bedes Oliver library catalogue.

8. School Coordination of Purchases

Subject coordinators who purchase resources for their area are required to have the resources accessioned by the Teacher Librarian and the items housed in the Teacher Resource section of the library. Music and French resources are housed in the music and French multipurpose room. All Religious educational Resources for Teachers are housed in the Religious Education Coordinators office.

Digital Collection

Braxton (2018, p.12) states the collection must meet the needs, interests and abilities of its users including their preference for print or digital formats. It is imperative that the library provides access to technology to all students, and the skills to access information as well as a variety of formats to meet student learning needs and engagement. (Baker and Willis, 2016, p. 57-58, Soltan, 2019 & Johnson, 2018, p. 26). IFLA (2015, p. 34) also reiterate that the school library serves as a significant access point in an information based society, allowing increased availability to the whole school community and removing barriers to the use of digital resources.

Include

·         Disability access – students with a disability who must have equal access to online information (Palmer & Palmer, 2018, p.400)

Move to Deselection.

Remove Duplicate and Multiple Copies this would form part of the collaborative process between the TL and faculties in the selection phase.

Rename Interlibrary Relationships

This allows the library to have relationships with other local, state and national libraries and provides the library with the opportunity to expand the content and format of resources. (Johnson, 2018, p.326).

Include: names of libraries and programs available and specific to the library such as but not limited to:

·         State Library of NSW

·         Trove

·         Riverina Reginal Library – Cootamundra

·         Wagga Wagga City Library

Remove

Move to Funding

Donations and Gifts

Gifts and donations must meet the general and specific selection criteria before being included in the collection. (Braxton, 2018. P. 14, ALA 2018 & ALIA, 2017. P 14.).

Remove School Coordination Purchases this would form part of the collaborative process between the Teacher Librarian and faculties in the selection phase.

1. Reviewing Sources

Resources will be selected using some of the following selection tools and services:

· SCAN

· Magpies

· Literature Base

· SCIS

· Australian Curriculum

· Publishers and bookseller’s catalogues, fliers, brochures and other commercial advertising publications are placed in the catalogue selection box in the library for selection and acquisition reference.

2. Acquisition Principals

· Interstate and local book suppliers are welcome to leave a selection of books for perusal by the teacher librarian and staff members. A discount is expected of at least 10% on purchases from these suppliers.

· Majority of book purchases will be from McCauley & Co. local book suppliers, who offer 22%, discount on most purchases.

· The school also purchases books from the local bookshops at Manuka, Paper Chain.

· Online purchases from Book Depository, Amazon and Fishpond

· Ebooks are purchased from Kobo and iTunes.

· Staff members may make requests and if the resources meet the selection criteria then they will be purchased, depending on the availability of funds.

· Resources ordered through educational suppliers are “on approval” only. The teacher librarian and one of the subject coordinators will preview the resources before approval is given for its purchase.

· When purchases have been approved an order form will be completed, signed by the Principal and processed by the Bursar.

· Resources may be acquired through loans from, local public libraries and other school libraries.

· The Annual CBC of Australia short-listed books is a standard purchase (excluding the “older readers” category).

· Electronic Information and services such as –Britannica Online Encyclopaedia, that are library specific, are purchased from the library budget by the Teacher Librarian. These acquisitions must meet General Selection Criteria.

· Primary Standing Orders is a service where educators review latest release books eight times a year. St Bedes subscribes to standing orders each year and normally accepts all of the books unless a copy is already in the library or a resource does not fit the selection criteria.

3. Donations and gifts

All donations will be subjected to the same criteria as other resources selected for the library. If the donation is not relevant to the collection an explanation will be given where possible to the donor. The item will be returned or disposed of by giving it to LifeLine organisation for their annual book sale or to another charitable organisation.

4. Budget

The library budget is allocated by the school board at the beginning of each calendar year. Control and responsibility of the budget lies with the Teacher Librarian. The Teacher Librarian and the Bursar manage the accounts. The budget is supplemented by the funds raised through book fairs.

Acquisitions

1.      Reviewing Sources is incorporated into General Selection Criteria.

2.      Acquisition Principals (incorrectly spelt – Principles) is too wordy and can be written in a more concise manner under the main heading of Acquisitions.

Resources will be purchased with consideration of the library budget and the school & NSW Department of Education guidelines (Braxton 2018).

Include local suppliers, subscriptions and online purchasing options specific to the school context and the criteria that suppliers will have to meet, such as:

·         Quality & reliable service

·         Payment options

·         Preview & returns policy

·         Timely delivery

Remove

Rename Budget to Funding.

Include main heading of Funding

Funding is essential to ensure availability and equity for the school community (ALIA & VCTL 2018, p. 18) through a well-resourced library.

Include:

·         A budget proposal will be submitted in accordance with the Library Budgeting Policy. 

·         Expenditures will be tracked throughout the year to show spending and to report on the achievement of goals – this will be used to create the following year budget requirements. (Johnson, 2018, p.107).

1. Reconsideration of Resources

In the event of an objection being made to any of the resources in St Bede’s library, the following procedure will be followed:

· The resource will be discussed orally by the person concerned and the Teacher Librarian.

· If it becomes obvious that a serious challenge is being made then the person concerned will be asked to state the objection clearly in writing using the form “Request for reconsideration of a library Item.” (see Appendix B)

· The Teacher/Librarian will advise the Principal. The Principal will examine the material and determine whether it should or should not be withdrawn based on the selection criteria stated in this document. The Principal may elect to present the resource to the School Board for examination. In which case the decision will be based on a majority vote. If the resource’s exclusion is rejected, the complainant will be notified in writing of the decision and the reasons why. If the exclusion of the resource is affirmed, the resource will be immediately withdrawn from the collection and disposed of in an appropriate manner by the Teacher Librarian. The complainant will be notified in writing of the decision and the reasons why.

2. Weeding

Weeding of the collection is an ongoing process throughout the year. A planning process has been put into place to ensure all areas of the collection are given a thorough weed over a period of time. The teacher librarian and staff members, who have an expertise in particular subject areas are responsible for weeding.

The following weeding criteria is applied to the collection:

· Resources in poor condition, dirty, worn or damaged. Popular titles are replaced where possible.

· Currency of information – Date of publication is used as an indicator for subjects where currency is important, for example travel guides, computer books and health materials.

· Resources containing out dated facts, values and/or attitudes.

· Resources, which are condescending, stereotyped, patronising or biased.

· Resources which no longer support the curriculum.

· Resources, which are no longer in demand and have not circulated in three –five years.

· Obsolescence – Books about topics and people that are no longer relevant or accurate

· Superseded content or editions

· Availability of information in other formats that may better serve the same purpose

· Amount of similar material available in collection.

· more than ten years old, unless of special value e.g. historical

The following plan for weeding is recommended and to be conducted throughout the term specified.

Term 1 Picture Books

Term 2 Fiction

Term 3 Picture Books for older readers

Term 4 Non Fiction Books

Weeded resources will be removed from the shelves, deleted from OLIVER database, stamped with a cancel stamp on the title page and on the school barcode. The book will be disposed of in an appropriate manner by the Teacher Librarian.

3. Stocktaking

The Teacher Librarian and volunteers from the school community, will conduct a stocktake of part of the collection, on the last week of each year, to minimise the impact of library services to the school community.

The following stocktake plan is recommended:

2013 Teacher Reference

2014 Classroom Teacher Reference Resource Boxes

2015 Fiction and Non Fiction

The stock take will be conducted through OLIVER automated library system. A stocktake report will be submitted to the Principal and a copy filed in the library under Stocktaking.

Remove heading Collection Maintenance

Rename Challenged Materials (move to the end of the CDP under main heading of Collection Evaluation).

This is an important aspect of the policy and must be written with accordance of the ASLA’s Bill of Rights (2018) to ensure that materials which show opposing sides of controversial issues, as well as materials related to religious, ethical and cultural groups are represented to create a balanced collection.

Include Request for Reconsideration form as an Appendix.

Include Parents and guardians may only restrict the use of resources for their own students.

Rename Deselection (move to the end of the CDP under main heading of Collection Evaluation).

Deselection is a critical process which needs an established criterion for the removal of resources from the collection. (ALA, 2017 and Johnson 2018 p 199).

Deselection promotes a relevant, current and accessible collection that meets the evolving needs of the school community.

All resources are considered for deselection regardless of format based on accuracy, currency and relevance.

Remove Stocktaking. The school library must be accountable for the resources it is responsible for – a stocktaking policy separate to the CDP is required with results from stocktaking being

St Bede’s library collection is subject to ongoing review. It is the responsibility of the Teacher Librarian to ensure the collection is relevant and current in meeting user needs. Methods used will include:

· Surveying the users of the library – when teachers are programming and at the completion of units of study.

· Collection mapping to ensure adequate resources for users.

· Statistic analysis of usage patterns produced by OLIVER

· Comparisons with published lists.

· Evaluation in terms expressed in: ‘Learning For The Future.’ (Curriculum Corporation 2001)

and,

Providing More with Less: Collection Management for Australian School

Libraries. (K.Dillon & J. Henri 2001).

· The library Collection Development Policy will be reviewed every five years. Next review year is 2018.

Collection Evaluation

The collection evaluation should consider the elements of analysis and evaluation.

Collection Analysis

An analysis involves the consideration of the strengths and weaknesses of the current collection, as well as considering any distinguishing features of the collection. The analysis will involve qualitative measures undertaken with the school community and quantitative measures related to the collection. Collection analysis provides data that can inform many aspects planning and management (Johnson, 2018, p.281).

Collection Evaluation 

The evaluation should provide a brief overview of the collections current state and be an ongoing process to ensure that the collection continues to meet the needs of the school community. Through the evaluative phase information is gathered which assists in informed decision making relating to adjustments to the policy and future goals during the policy review (Johnson, 2018, p.282).

Include Audience

Include Authorship

Include Related Documents

Include Date of Ratification

Include

Policy Review

The CDP should be reviewed and updated every three years, this ensures there is time to introduce, implement and evaluate the goals of the policy (Branxton 2018 and State Library of Queensland 2013). Regularly reviewing the policy allows the collection to stay up to date with changes to curriculum, school priorities and user needs.

Criterion 1:

Student clearly understands the difference between a Collection Development Policy and a Collection Management Policy.

6/8mks

Indicates the student has understood the purpose and function of the library and its relationship to the school and the broader information context, as well as the need for a balance between current and future needs.

Reference to the academic and professional literature indicates engagement with a range of resources beyond the module readings.

Indicates the student has understood the purpose and function of the library and its relationship to the school, and the need for a balance between current and future needs.

Refers to literature from multiple sources.

Moving beyond a descriptive statement and includes reference to literature primarily from the module readings.

Includes reference to some academic and professional literature.

Does not distinguish between collection development and collection management.

Little evidence of engagement with the literature.

Criterion 2:

Student demonstrates the importance of the Collection Development Policy as it relates to the school context.

6/8mks

Demonstrates sophisticated analysis and synthesis skills and an understanding of policy as strategic documents. Strong evidence of the author’s voice, well written and links the policy to the strategic curriculum directions of the school/education.

Good attempt to show how the policy can be used to advocate for the role of the library in a school context. Evidence of being able to structure, analyse critically and present the Collection Development Policy as an advocacy tool.

Evidence of beginning analysis and engagement with school/educational strategic initiatives.

Little evidence of engagement with school/educational strategic initiatives.

Criterion 3:

Student demonstrates an understanding of and the importance of the different selection criteria and selection aids in a Collection Development Policy.

6/8mks

Demonstrates a close examination of a range of academic and practitioner literature and uses critical analysis and synthesis to present a balanced understanding of the selection process. Annotated comments go beyond the policy and suggest improvement/additions.

Considers other aspects such as licensing, copyright, and disability access, with reference to relevant literature.

Good attempt to critically analyse selection criteria and selection aids with examples.

Includes references to the literature.

Attempst to consider other aspects such licensing, copyright and disability access.

Evidence of an understanding of terms, refers back to the literature and demonstrates emerging analytic skills.

Evidence of some understanding of terms, but little or no evidence of critical analysis.

Little or no reference to the literature.

Criterion 4:

Student demonstrates an understanding of the challenge and deselection criteria and procedures.

6/8mks

Demonstrates a close examination of the research and practitioner literature and includes issues such as censorship, virtual resources and environments, and copyright in discussion.

Strong critical analysis and synthesis evident to present a balanced view that includes multiple perspectives.

Commentary logically structured and well written.

Uses critical analysis to present an argument well supported by the research and practitioner literature. Includes issues such as censorship and copyright in discussion.

Presents a balanced view that includes multiple perspectives.

Evidence of developing analysis skills and understanding of the importance of these policies.

Little discussion as to why these policies are required.

Little or no support from the literature.

Criterion 5:

Student demonstrates an understanding of how the Collection Development Policy as a strategic document that can be used to future proof the resource needs of a school.

6/8mks

Includes the evolving nature of the information landscape, developments in technology and changing curriculum in the discussion. Uses critical analysis and synthesis to present a balanced view that includes multiple perspectives and closely examines how to use policy to ensure appropriate resources that cater for current and future teaching and learning needs.

Arguments are logically structured, well written and supported by the literature.

Uses critical analysis and relates information issues such as the evolving nature of the information landscape examined in the literature to the school context.

Presents a balanced view that includes multiple perspectives and discussion on how to use policy to ensure appropriate resources that cater for current and future teaching and learning needs.

Provides evidence of being able to relate current selection issues and the evolving nature of the information landscape to school resource selection.

Evidence of emerging critical analysis and engagement with the research and practitioner literature.

Evidence of a limited understanding of how the collection development policy can be used to guide the building of the collection over a period of time to meet the teaching and learning needs of the school.

Criterion 6:

Student demonstrates metacognitive and reflective analysis

4/5mks

Examines in detail and demonstrates understanding of multiple perspectives and through these provides an insightful critical discussion considering theory, practical implementation in the school context and the role of the TL.

Discussion is concise and succinct and includes multiple perspectives with reference to peer group sharing (forums) and their own learning journey (ongoing blog posts).

Emerging discussion of the topic that considers theory, practical implementation in the school context and the role of the TL.

Discussion is well-written and includes reference to peer group sharing (forums) and their own learning journey (ongoing blog posts).

Provides evidence of a reflective process that relates the topic back to the school context and the role of the TL.

Uses the literature and peer group sharing (forums) to introduce multiple perspectives and support their discussion.

Some evidence of ongoing reflective journaling (blog posts).

Attempts to use the literature and peer group sharing (forums) to support their opinion. Student blog contains mainly reproduced forum posts and compulsory content.

Little evidence of blog use except for compulsory content.

Criterion 7:

Student demonstrates quality writing skills using appropriate conventions.

4.5/5mks

Argument flows logically and writing is free from grammatical, typographical and paragraphing errors.

Strong author’s voice, evidence from other sources integrated seamlessly to support arguments, with paraphrasing and direct quotes rarely used to demonstrate understandings.

Annotations concise and succinct.

Referencing free from error and follows CSU APA style conventions and standards.

Argument flows, is logically structured and written with clarity.

Few grammatical or typographical errors, good use of paragraphs to structure the argument.

Evidence of a developing author’s voice, attempts to integrate evidence from other sources to support arguments, some paraphrasing and direct quotes used with discretion to demonstrate understandings.

Annotations are well written and concise.

Referencing follows CSU APA style conventions and standards.

Argument demonstrates structure, correct paragraphing and the beginnings of logical flow.

Some grammatical or typographical errors, minimal poor sentence structure and paragraphing.

Argument may not always flow smoothly.

Evidence of paraphrasing from the literature with author’s voice developing.

Annotations are clearly written, but require more analysis and support from the literature.

Referencing follows CSU APA style conventions and standards but contains some minor formatting errors.

Developing argument that shows some evidence of structure, but does not flow easily.

Reliance on paraphrasing and direct quotes from the literature.

Annotations mainly descriptive statements.

Referencing attempts to follow CSU APA style conventions and standards but contains multiple formatting errors.

Argument is poorly structured, does not flow easily.

May not address the topic/task.

Does not exhibit good writing skills.

Word count more than 10% above or below the stated limits in some or all sections.

Referencing does not adhere to CSU APA style conventions and standards.

Belinda, this is a great effort with your assessment demonstrating sound knowledge and understanding of the assessment requirements, supported by a good selection of literature. Section A has been addressed well and perhaps some sections could do with further analysis. Section B is reasonably well addressed, however; I would like to have seen further analysis supported by blog posts and commentary by other students.

Clarity of expressions is very good with discussions flowing well from one to another. Please note a full stop (.) should be placed at the end of a sentence after the citation details. I have provided comments throughout the assessment. I hope you find this useful.

Marker & Date: Tarita Dickson, 1/6/2019