Tag: Demand Driven Acquisition
“This budget is too tight, could I try the next size up?”
(Reflection on ETL503 Module 3.1 Funding the Collection):
- “Should teacher librarians have the responsibility of submitting a budget proposal to fund the library collection to the school’s senior management and/or the school community? Or should such proposals come from a wider group such as a school library committee?
- Is it preferable that the funding for the school library collection be distributed to teachers and departments so they have the power to determine what will be added to the library collection?” (Giovenco 2019).
Well, here we go again. I thought when I got out of marketing (where I was given a budget amount and had to account for all expenditures within that budget) that I had seen the last of tight budgets. Tsk Tsk. Welcome to the world of being a Teacher Librarian!
- The responsibility for budgeting for the library is possibly best done collaboratively with the teacher librarian and the school executive and possibly the school’s P&C (who also have access to funds). As per the CSU Module (Giovenco 2019) a TL should be a budget collaborator, steward and thinker. Moreover, having never been in charge of creating a budget, I would be hesitant to take on a budget on my own and would be reliant on someone with expertise to help me.
- I have not mentioned classroom teachers intentionally. Should we collaborate with teachers about resources they might need? Yes of course. Should teachers have a say in the budget? Perhaps, yet I am leaning towards no. After all, why would teachers have a say in the budget for the library when they don’t have a say in any way what-so-ever in any other area of the budget? Teachers in some schools are given ‘classroom budgets’ and I think that spending that money is enough for them to worry about. Just do a Google search for ‘What should I spend my classroom budget on?’ and you will get 55,600,000 results. As soon as you ask for input, the assumption will be that what is asked for will be received and that is dangerous ground. Better to survey the teachers and ask what sort of resources they were thinking of or if they had any ideas and leave the budgeting to an executive committee that includes the TL.
In order to have a balanced (or at least one that fits) budget and a fully resourced curriculum I believe it is important to start with a clear policy in the Collection Development Plan.
There are loads of resources on how to do this (Such as Lamb & Johnson 2012, & Australian Library and Information Association (ALIA) Schools et al 2017, pp.20-25) and I intend to make good use of them!
Good Idea: Let’s make sure that a ‘perfect fit’ or balanced budget remains the goal as opposed to being in surplus…we don’t want to behave like or be perceived as politicians do we? Well, speaking for myself, I certainly do not.
To show the ‘balance’ (or presumably the lack thereof) I most certainly agree to having a section for the library in the School Annual Report in the format suggested by the school or using a template such as the one below:
References
ALIA Schools & Victorian Catholic Teacher Librarians. (2017). Budgeting policies and procedures. In A manual for developing policies and procedures in Australian school library resource centres. Retrieved from https://www.alia.org.au/groups/alia-schools
Giovenco, G. (2019). Budgeting for a balanced collection. In ETL503: Module 3: Accession and Acquisition [Subject module]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42383_1&content_id=_2636378_1
Lamb, A. & Johnson, H.L. (2012). Program administration: Budget management. The School Library Media Specialist. Retrieved from http://eduscapes.com/sms/administration/budget.html
Demand Driven Acquisition – Selection in the School Context
(Reflection of ETL503 Module 2.1)
In my previous blog post for this module, I pointed out the importance of a clear philosophy (or philosophies) and clear outline of the school’s context or Situational Analysis (Arthur, et. al, 2015) as they relate to the acquisition of resources.
In this blog post, I will discuss the concept of ‘Demand Driven Acquisition’ (England & Anderson, 2019).
First, what is demand or as it is often referred: supply and demand? This is a key factor in economic theory and is defined by The Editors of Encyclopaedia Brittanica (2018) as:
“Supply and demand, in economics, (it is the) relationship between the quantity of a commodity that producers wish to sell at various prices and the quantity that consumers wish to buy. It is the main model of price determination used in economic theory. The price of a commodity is determined by the interaction of supply and demand in a market. The resulting price is referred to as the equilibrium price and represents an agreement between producers and consumers of the good. In equilibrium the quantity of a good supplied by producers equals the quantity demanded by consumers.” (“Supply and Demand,” 2018, para. 1).
As pointed out in ETL401 module 2.1, information is slightly different to consumables, having properties which distinguish it from other traded goods. [Information, unlike traded goods, is not consumable, not transferable, nor indivisible]. Our goal however, as teacher librarians with information resources, is similar to the market goal which is: 
equilibrium between the supply of resources and the quantity (or one might argue, quality or even type) needed or demanded by the school community.
So how do we as teacher librarians reach a supply and demand market equilibrium in terms of school library collections?
As exists in economics, we must collect data to determine if there is an over/under supply or an over/under demand.
One way to collect data is to run diagnostic reports of the collection – including such things as regularity of use by patrons, age of resources, duplication of resources, quantities of types of resources, etc.
Another way to collect data is to start asking questions of ourselves and the school community regarding our ‘needs’ for resources or types of resources and our individual goals or desires and collating the responses.
Now I need to find the time to research how to ask the school community the right questions and look into a variety of survey methods for obtaining the most authentic responses and how to analyse the data to make informed decisions about resource acquisition!
References:
Arthur, L, Beecher, B, Death, E., Dockett, S, & Farmer, S. (2015) Programming and Planning in Early Childhood Settings 6th Edition. Cengage Learning Australia Pty Ltd. South Melbourne, VIC.
Supply and Demand. (2018). In Encyclopaedia Britannica online. Retrieved from: https://www.britannica.com/topic/supply-and-demand
England, M. M., & Anderson, R. (2019). Demand-driven acquisition of print books: Applying 21st-century procurement strategies to a 5th-century format. Collection Management, 1-10. doi: 10.1080/01462679.2018.1564715
