ETL503 has introduced me to the importance of school library collections that serve the needs of their patrons, the requirement to have a written Collection Development Policy (CDP) to guide the selection of library resources and the many considerations and challenges that teacher librarians (TLs) face when building collections. Prior to ETL503, I was naïve in my belief that school library collections were built purely on the suggestions of staff and students, the whim of the TL and the desire to include only the most popular and trending resources in the collection. I now understand collections are carefully curated and the product of a comprehensive CDP.
A CDP as a framework for the selection, acquisition and deselection of resources (Australian National University, 2021). A fellow student in her blog post likens a “robust” CDP to a compass “aligning the library’s acquisitions with educational goals and community needs” (Constable, 2024, January 30). This analogy really resonated with me as the need to meet the curriculum, information and recreational needs of library users should be front of mind when drafting a CDP to ensure the collection remains relevant to present and future patrons.
CDPs are incredibly complex documents that require careful consideration at every step (Oddone, 2019). This is particularly true as CDPs are key to ensuring professional integrity and accountability in the selection process. A rigorous selection criterion that clearly justifies the inclusion of every resource in the collection and provides clear procedures on how to manage book challenges can protect school libraries from internal and external attempts to censor information.
One of the key responsibilities of the TL is to promote the free flow of information and ideas (ALIA, 2016). Jacobson (2016) discusses the growing implications of censorship and book challenges on collections in school libraries. Despite his findings relating to the American context, discussions with my local community and school librarians indicate that attempts to censor and restrict access to information is becoming more prevalent in Australian libraries.
My thoughts on censorship have changed as a result of studying ETL503. I initially felt that students may be too emotionally immature and impressionable to have unrestricted access to resources deemed as “controversial” (Upton, 2023, December 27). Fellow students’ comments in the discussion forum regarding the prevalence of censorship in school libraries (Reick, 2024, January 19) and TLs purposefully avoiding the purchase of some resources to avoid negative backlash disheartened me (Staat, 2024 January 15). I now hold the view that students should have access to all resources (Upton, 2023, December 27). By accessing resources that provide multiple and thought-provoking perspectives on issues, TLs play an important role in promoting a well-rounded and balanced education that promotes critical thinking in all students.
Newsum (2016) is a strong advocate for the inclusion of digital resources in school library collections. School libraries are dynamic hubs where knowledge can be created and shared and where constructive and collaborative learning can thrive (Tait, Martzoukou & Reid, 2016). Libraries need to service and support the learning needs of a growing number of students often without an increase to their physical space. Whilst the inclusion of digital resources can help to alleviate this problem, they do raise additional challenges for TLs.
ETL503 encouraged me to consider the challenges of how these resources can be both discoverable by patrons on OPEC systems and how TLs can promote electronic resources in the same manner as they would physical resources (Upton, 2023, December 29). Copyright and licensing considerations are “not just a legal necessity but an ethical responsibility” (ALIA, 2016) and TLs are crucial in educating staff and students about copyright and the fair use of digital resources, in particular.
ETL503 has been integral in my journey to becoming a TL. It has raised important considerations around the impact of censorship on school libraries and the advantages and challenges posed by hybrid collections. ETL503 has taught me that collection development is purposeful, systematic and collaborative and that a well-designed collection can promote intellectual freedom and have a positive impact on students, teachers and the curriculum.
References
Australian Library and Information Association. (2016). Copyright and inclusive publishing. https://alia.org.au/Web/Web/AboutUs/Copyright%20and%20inclusive%20publishing.aspx
Australian Library and Information Association. (2016). Statement on information literacy for all Australians. https://www.alia.org.au/Web/Research-and-Publications/Policies/Statement-on-information-literacy-for-all-Australians.aspx
Australian National University. (2021). Policy: Library collection development. https://policies.anu.edu.au/ppl/document/ANUP_009609
Constable, N. (2024, Jan 30). Crafting a compass: The art of collection development policies [description]. An aspiring teacher librarian. https://thinkspace.csu.edu.au/natashaconstable/
Jacobson, L. (2016). Unnatural selection. School Library Journal, 62 (10), 20-24.
Newsum, J. (2016). School collection development and resource management in digitally rich environments: an initial literature review. School Libraries Worldwide, 22 (1), 97-109.
Oddone, K. (2019, August 19). School library collection development: It’s not as simple as you might think. Link learning. [Blog post]. https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/
Tait, E., Martzoukou, K. & Reid, P. (2016). Libraries for the future: The role of IT utilities in the transformation of academic libraries. Palgrave Communications, 1-9.