“The technology changes faced by school libraries makes resourcing the important work of collection development central to professional practice,” as stated in Module 1. This is confirmed by Todd who states, “The hallmark of a school library in the twenty-first century is the development of human understanding, meaning making, and constructing knowledge with an emphasis on inquiry, thinking, and knowledge building”.(Todd,R.2012)

With this in mind the following statement from the South Australian Education Board relating to resourcing the curriculum states;

“When selecting resources, educators should ensure a balanced and purposeful assessment of the resources to meet the needs of children and young people and the intended learning outcomes identified in the curriculum are consistent with department policy.

early childhood services to year 12 policy establishes expectations about using the Teaching for Effective Learning framework to optimise learning for all students. The selection and use of resources is an important aspect of this expectation.

Domain 2, create safe conditions for rigorous learning and domain 4 personalise and connect learning of the Teaching for Effective Learning framework are particularly relevant when selecting and using resources and further support learning that improves student achievement, growth, challenge, engagement, and equity.”

This part of the statement relates to the term ‘collection development’ as referred in Module 1 as, “a set of activities relating to identification, selection, acquisition, evaluation and deselection.”

As (Johnson,2009), Module 1 states “Also of concern in collection management are the organisation and assignment of responsibilities for its practice”.

This is restated below  by the South Australian Education Board, and highlights the collaboration needed between other school personnel to ensure best practice of collection development in school libraries.

“Teacher-librarians, resource centre managers, team leaders and IT managers have key roles in the selection, management and distribution of a range of resources. They are well-placed to provide advice about selecting resources including conventional books, newspapers, magazines and journals, CDs, talking books and DVDs, conventional charts, QR codes and digital images, e-collections and a variety of digital resources. Existing resources should be reviewed regularly both to monitor their continuing relevance and as a form of quality control.”

” A well-developed school library collection is achieved if selection is a collaborative operation involving the teacher librarian, key staff members and where appropriate, students and parents.”

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