ETL503- Module 1: The School Library Collection

Module 1.1: Introduction: Discussion Forum 1

Definitions of collection management and collection development.
Find at least one other definition of collection management or collection development, preferably relating to school libraries, or a statement relating to resourcing the curriculum, and compare it with the definitions provided here.
In particular, see if you can find a definition used by your educational authority or an educational authority with which you are familiar. What are the key elements of that definition?  How are they similar or different?
Share your findings with your classmates in Forum 1.
Digging around the CSU Library database for this topic, I came across an article titled ‘Principals and Teachers’ Perspectives of Their School Libraries and Implications for School Library Policy’ (Ee Loh, Sundaray, Merga & Gao, 2021) in which non-library staff were interviewed regarding the roles of Teacher Librarians (TLs), including the development and management of collections in schools. In short, this article outlines that libraries and, in turn, TLs are multi-faceted educators who must:
  • support and lead collaborative and innovative practices to benefit staff and students
  • make pivotal decisions regarding library direction and tailor collections to suit school contexts
  • select materials linked to, and to enrich the curriculum
  • promote reading for pleasure organically
  • extend teaching and learning within the school

Although this study was conducted outside of Australia, I found these expectations to be similar to those discussed in the modules and the Department of Education (DoE) 2017 Handbook for School Libraries. I suspect the analysis of data that followed by Ee LOh et. al. (2021), demonstrating that few teachers and lead staff visited and utilised their library spaces often enough to understand the complex role of TLs, would also ring true in most NSW public schools.

More specifically, the DoE Handbook (2017) outlines the need for the TL to:

  • abide by government policies
  • lead the development and application of relevant acquisition and organisation policies
  • regular review of the collection and policies in collaboration with school leaders

I like that the Handbook allows TLs freedom of choice in how to establish and maintain these policies and procedures. It also allows individuals to develop their collections independently and tailored to their contexts while providing the core building blocks that allow for inherent accountability of TLs to their supervising staff.

References
Ee Loh, C., Sundaray, S., Merga, M., &  Gao, J. (2021). Principals and teachers’ perspectives of their school libraries and implications for school library policy. Journal of Library Administration, 61(5), 550-571. DOI: 10.1080/01930826.2021.1924532
NSW Department of Education. (2017). Handbook for school libraries. https://education.nsw.gov.au/policy-library/policies/pd-2005-0221

Module 1.3: Pedagogical Initiatives: Think

Choose a level of teaching and a curriculum topic and explore that area.  Consider how you might go about resourcing that topic.
  • What types of resources would you provide?
  • How/where would you find them?

Level: Year 5/6
Topic: Science
I have chosen this topic and year level as I am currently teaching as an RFF STEM and Science teacher at my school, when I am not teaching Library Skills.

Our school is lucky enough to have access to an online platform called clickview.com.au. This is a collection of various resources that can be displayed online- a school-safe, educational version of youtube.com. I would search this online site alongside youtube.com for relevant, useful videos or illustrations related to the topic to present to students either as a whole class or as an independent activity.

Additionally, I utilise mentimeter.com for Stage 3 lessons to increase student engagement and allow students to shape the direction of the lesson, to a degree. This interactive website allows students to respond to and ask questions throughout the lesson, which are then shared and responded to by peers or, if necessary, the teacher. I believe this type of resource that encourages alternate thinking and the development of a variety of technology skills contributes to developing forward-thinking future global citizens (Oddone, 2021).

I would also research student-friendly information sites, such as nationalgeographic.com.au and present students with questions and the pages where they can find answers or present them with a print-out of information to locate answers from. This contributes to developing independent working skills and research skills online and in hard-copy. It also contributes to developing notetaking skills.

Ahead of time, I will also locate from my physical collection within the library and in Teacher Resources, different fiction and non-fiction texts based on or around the current topic. These will be displayed and easily accessible to expose students to new or familiar language and to allow them to make links between information. Additionally, there may be enlarged images, maps, diagrams that could be useful and would be displayed around the work area.

It is important to cater to multiple learning styles (Oddone, 2021) as students do learn differently and can pick up and retain different information from differently presented sources.

References

Oddone, K. (2021). ETL503: Resourcing the curriculum; 1. The school library collection. Interact2.https://interact2.csu.edu.au/

Published by

nicolebiv

Teacher. Traveller. Food lover. I have been teaching for nearly nine years in a variety of roles on both contract and casual basis. I have taught all over the NSW coast and spent 2 years teaching in East London. I am looking for a role in schools that reignites my enthusiasm and love of education. Where else but the library?!

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