Part B Reflective Practice 

Resourcing the curriculum has been an eye-opening subject. The notion of just buying some books and putting them in the library, seems like a child like interpretation of what resourcing a library is all about. The initial attempt of a selection decision making model (Powell, March 9, 2019) seems highly inadequate now. The learning path has been steep but worth the climb.

The school library collection is an evolving part of a school. Collections should be varied with print and digital resources, which are diverse and informed by learning and teaching needs (ASLA & ALIA, 2016). Collections are there to support the library’s important role of establishing lifelong learning for the students (State Library of Queensland, 2013). A school library collection is more than a few random books acquired, accessioned, covered and put on the library shelves. What do the students and staff need for their learning path? A teacher librarian needs to establish these needs and wants. A well-rounded collection takes planning. Evaluating the current collection is an important part of managing a school library. A great way to do this is through collection mapping (Lamb & Johnson, 2014). It is a process of looking at the quantity and quality of the collection and identifying the strengths and weaknesses within.  A collection map can give a visual portrayal of the breadth and depth of the library collection, a snapshot of what is presently available. In my forum post (Discussion Board, 2019) I discussed collection mapping as a way to qualitatively analyse the collection. I see evaluating as an essential part of managing the school library collection. I posted a blog post on collection evaluation (Thinkspace, April 22, 2019), outlining a basic plan on how to evaluate my collection. An important thing to keep in mind is that findings from an evaluation need to be viewed in the context of the school. The extent of material provided is only meaningful if it is connected to the goals of the library (Johnson, 2015).

Once the collection is analysed and evaluated; it is crucial to have selection principles to decide on the resources for the school. The collection development policy is an important, and some might say a strategic, document for any school library. It outlines the policies and procedures needed for library management. Implementing these policies and procedures aims to ensure fair access to resources for everyone in the school community (ALIA & VCTL, 2017. p. 4). Debowski (2001) mentions that an initial statement of the purpose of the library and its collection can be a useful part of the policy. The library collection is there to serve a school community, not just a specific user. The policy can be used as a strategic document in several ways. Firstly, the policy should have an outline regarding the importance of a well-staffed and well-resourced library, by providing links to research stating the correlation between this and student outcomes.  A link to the Softlink School Library Survey Report (2018) would be appropriate. Secondly, the financial aspect of the library collection is important. The school library’s print and electronic collection represents a substantial investment and the policy can demonstrate the accountability for this (ALIA & VCTL, 2017. p. 4). Therefore, it can also expose the need for further monetary investment in resources.

The future brings excitement and challenges. The collection development policy (CDP) can play an important role in future proofing the collection in the school. The New Media Consortium (NMC) and the Consortium for School Networking (CoSN) identified two important trends in their 2016 Horizon Report (NMC, 2016). Firstly, the need to redesign learning spaces to have students participate in immersive, hands-on. Including this as a goal in the CPD is ensuring the library stays current, and in touch with trends emerging. Secondly, there is the need to reassess how schools work, in order to keep up with the changing 21^st century workforce demands. Students will need be equipped with future- focused skills like coding in order to be workplace ready. The CDP needs to have short- and long-term goals included. The trends mentioned in the NCM & CoSN report (p. 2. 2016) need to be included in a CDP to make the policy future focused.

Currently I am working in a school with no collection development policy. I believe every library should have a collection development policy. I am keen to, with all this knowledge to guide me, develop a policy for the school.

ETL 503 References Part B

Australian Library and Information Association School & Victorian Catholic Teacher Librarians [ALIA & VCTL]. ( 2017). A manual for developing policies and procedures in Australian school library resource centres. Retrieved from http://www.asla.org.au/policy/policy-development-manual.aspx

Australian School Library Association & Australian Library and Information Association [ASLA & ALIA]. (2016). Statement on school library resource provision. Retrieved from ASLA: https://asla.org.au/school-library-resource-provision

Australian School Library Association [ASLA]. (2018). The 2018 Softlink Australian and New Zealand School Library Survey Report. Retrieved from ASLA: https://asla.org.au/research/

Debowski, S. (2001). Collection Management Policies. In K. H. Dillon, Providing more with less: collection management for school libraries (2nd ed., pp. 126-136). Retrieved from https://doms.csu.edu.au/csu/file/4e3442bb-7cd7-4090-9f50-bf88fdcc896f/1/hart-a.pdf

Johnson, P. (2015). Fundamentals of Collection Development and Management. Chicago: American Library Association. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzE4NTY5ODNfX0FO0?sid=555e383e-efe8-4c8b-9892-c40dcefadc55@pdc-v-sessmgr06&vid=0&format=EB&rid=1

Lamb, A., & Johnson, L. (2014). Library Media Program: Collection Mapping. Retrieved from The school library media specialist: http://eduscapes.com/sms/program/mapping.html

New Media Consortium [NMC]. (2016). NMC/CoSN Horizon Report: 2016 K-12 edition. Retrieved from https://www.nmc.org/publication/nmc-cosn-horizon-report-2016-k-12-edition

Powell, C. (2019). Carolien’s blog. Retrieved from Thinkspace: https://thinkspace.csu.edu.au/carolien/category/etl-503/

Powell, C. (2019). Discussion Board, forum 5.1. Retrieved from Interact2: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42383_1&nav=discussion_board_entry&conf_id=_78886_1&forum_id=_147540_1&message_id=_2251590_1

State Library of Queensland. (2013). Library Collections Standard. Retrieved from file:///C:/Users/User/AppData/Local/Microsoft/Windows/INetCache/IE/6WV7IOGW/Library_Collections_Standard_2013.pdf

EVALUATION PLAN FOR SCHOOL LIBRARY COLLECTION

• Count the number of books in the section being evaluated
• Print out report on circulation statistics
• Subtract the number of books older than 10 years and weed if necessary
• Inspect the remaining books for wear and tear and weed/replace in necessary
• Assess the reading level of the books
• Assess the relevance of the books in regards to the curriculum needs
• Collaborate with teachers on the need for specific resources

This would be the steps I would be taking in evaluating the collection. My school does not have an up-to-date collection due to changes in staffing. I am hoping to be able to evaluate the collection and do some much needed weeding!

The information for teachers regarding Creative Commons is in the Word Document.

Creative Commons Information-1q93msd

A topic of interest is the use of music in schools. I run a choir in the school I currently work at and am interested how the copyright works for using songs.

Performing and Communicating Music in Schools:

• Allowed under special exception in the Australian Copyright Act (section 28)
• Sing/play instruments
• Play audio recordings
• Play film with audio recordings
• Not for profit performances

If the performance is for a concert, dance, fair etc. the school sector has an agreement with the Australasian Performing Right Association (APRA), to allow schools to perform music when section 28 does not apply.

Copying Sheet Music in Schools:

Teachers are only allowed to copy 10% of a musical work under the Australian Copyright Act.. As this is limiting the teaching of a full piece of music, the schools sector has an agreement with the Australian Mechanical Copyright Owners Society (AMCOS). This allows schools to make multiple copies of whole print musical works for educational purposes. This agreement is known as the AMCOS Licence.

The 21st century library is an exciting place with the influx of new digital media. How to select and acquire these E-books is a complex issue for most library staff.

Most books are going to be available in digital form. They can be acquired and managed in a variety of ways.

Subscription: Buy access to a large number of e-books for a set amount of time.

+  The large number of books at a low cost.

–  The lack of input by the TL on the selection of the books.

–  Annual renewal costs.

Perpetual ownership: Pay up front for ongoing access to content.

+ The resources are owned by the library.

– The price per resource is higher than a print copy.

–  Charged a maintenance fee by aggregator.

Pay-per-view: Pay for the content used.

+ Only pay for what is being used.

+ Cost effective.

–  Ongoing fees.

After selecting a way to acquire the e-books, the aggregator has different ways to supply the product.

• Approval plan: This is similar to a standing order. The supply of e-books to the library and the rejection of unwanted tiltes.
• Firm order: Select a tilte or a number of tiltles to purchase.
• Patron – driven selection: The e-books are available for use and only acquired by the library after a set number of visit.
• Pay – per- view: The resource is only charged for if used.

Access for the users will be another issue to consider. Is the content available only at school? Or can the students access the resources from home? A policy regarding the use and access to the digital resources is necessary.

How does the library I work in acquire the resources? This is the procedure at this present time, as there has not been a TL for a few years.

Scholastic Book Club comes out – TL/AP/Teacher puts in request for certain books – AP decides which books are being ordered – Books arrive – TL catalogues and covers – Resources are available.

There is no policy or acquisition process. So there are definitely changes I would like to make.

My changes would be:

• Develop a library policy
• Evaluate current collection
• Weed current collection
• Collaborate with students and teachers regarding resources
• Develop a budget
• Deliver the budget
• Acquire the resources through various suppliers
• Catalogue and cover books
• Resources are available

This is obviously a ongoing process, with adjustments made along the way.

The budget. A topic in politics. A topic in the library. For a TL the budget can be a mine field. You need to tread lightly, not step on any toes and be accountable. Being a novice TL, the need for a library budget was thrusted upon me a few weeks ago. Knowing the dire need for new resources in my library, I was excited. And worried. What should I prioritise? So I asked the 2 major stake holders; the students and the teachers. Based on their input I made a budget.

It leaves the question if it is the TL’s responsibility to do the budget? The school I work at is small. Parent participation is limited. The number of staff members is small. Another committee to discuss the library budget? In my opinion, consultation and transparency are key factors for a library budget. When a budget is based on the needs of the school it is a reflection of the TL’s understanding and expertise of the cohort.

I was recently asked by my principal to supply a budget for the library. After some collaboration with other TLs, I came up with a basic budget. My budget plan started at the beginning of the year though. I became aware of the resources available in the library and the need for new books. So the first point of call were the students. There is a list hanging on my information board in the library. A wish list. I started with some title and subjects and the children have taken over. They are excited to have a say in the books purchased. My role as collaborator is in full swing.

A list of resources has been collated and teachers had a say too. What would they like for the library? A careful consideration needs to be made. I am the steward, working with all parties involved and creating a clear reasoning for the moneys spend.

A thinker is a role that will take some time. The role of TL is a new one for me, with no permanent position in place as yet. I am treading lightly and listening carefully.

My budget has not been approved yet but I will update the blog with any news….