In Resourcing the Curriculum we have been asked to read policy documents outlining selection criteria from various bodies, including ASLA and ALIA, and ALA in order to spot similiarities and differences in their criteria.
There are a great many similarities in these policies and they all make reference to supporting teaching and learning needs in the broadest sense (particularly so in the National Library of New Zealand guide). ASLA and ALIA both work from establishing a broad selection criteria to a general selection criteria. This document is shared by both ASLA and ALIA and by Libraries Tasmania.
The ALA seem to blend focus of broad selection criteria with general selection criteria (referred to as ‘content criteria’ in context of public libraries). What is interesting to note regarding any document like this in the United States is the considerable regional political influences which seem to regularly challenge libraries.
All require collections to represent the broad spectrum of people who access the collection and make reference to supporting the curriculum and recreational reading needs.
ASLA, ALIA document asks that a profile of the school be drawn up in the broad criteria, something missing from the American Library Association (ALA) policy and which is more atune with a learner centred collection as outlined by Hughes-Hassell and Mancall (2005).
ASLA/ALIA also make mention of consultation between the librarian or teacher librarian and school staff whereas there is no clear person or persons identified as selectors in the ALA policy. Another key distinction is the lack of guidance on challenged materials in the ALA work. This is addressed with clarity and rationale in the ASLA/ALIA document. Both points are noted in, “A Content Analysis of District School Library Selection Policies in the United States” published in School Library Research (2021).
Finally, we are asked to consider the efficacy of using additional specific selection criteria in relation to resource format considerations. The format of materials, from print to realia to local digital resources in the way of DVDs or CD-Rom, and more commonly to that of networked resources, like online encyclopedias and video streaming catalogues require some degree of consideration. It seems to me that digital storage of electronic copies of photos, realia and the like- things of particular value to the school and its community- need to be considered for their longevity. The stability of cloud storage providers does not seem like a format issue, but the file formats certainly are and they may be particular to certain companies or more broadly supported. Not every digital format or digital storage will communicate and work across platforms which a library currently has paid for and developed various systems around. Format specifications for print items seem very particular to the collection space of the library and much less complex.
- ASLA: Policy development manual
- ALIA: A manual for developing policies and procedures in Australian school library resource centres
- TAS: School library guidelines: Selection and ordering
- NZ: Selecting and purchasing school library resources
- ALA: Selection criteria: Tools, publications & resources
- USA: A content analysis of district school library selection
Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth : Responding to the needs of learners. ALA Editions.
