Module 1 – Challenges

It was of interest to read of the challenges facing collection development. Being an independent school I would be interested to know if our school library is restricted by any code of ethics. Another question to ask the librarians!

We are fortunate at our school to have access to a Director of Teaching and Learning and a Director of Innovative Learning and Digital Literacy who both work closely with teachers and students to provide multiple formats, software platforms and delivery modes. Our schools goal and strategic plan is to provide opportunities for our students to be Next Generation Learners and for teachers to Teach for Understanding.

Teaching to student learning styles and resourcing for these students was interesting to read and the TEDX video that focused on debunking the myth of why some teachers think it is problematic. The wonderful thing about the teacher librarians role is they can be pivotal in the success of learning for all students regards of their learning style. So long as they ensure all formats and delivery modes are available and are open to feedback from teachers, IT staff and students.

Our Directors as mentioned above work very closely with staff and collaborate with the teacher Librarians to provide a teaching collection or resources.  These include strategies for practice, systemic policy documents, digital tools and software,  and tool kits in multiple formats and delivery modes. These are shared during staff development days and staff meetings.

It was interesting to read and reflect on the role of the Teacher Librarian to keep updated on curriculum changes to ensure these reflect resources.  The process of evaluation (reviewing the value of the existing collection) and deselection (weeding and disposing of resources).

I know myself that I enjoy reading books online. Kindle is a favourite and I have recently subscribed to Audible for those times when I’m on the move such as driving to work or at the gym. So the challenge of the publishing industry that has changed so markedly since the internet in 1995 to school libraries is quite significant. Publishing across multiple platforms is now the norm.

I am interested to note the ways to keep abreast of new resources for library collections through Library listservs   (eg:

OZLNet), establishing local networks (eg:local council libraries, local authors), sharing resources and attending conferences (Professional development – accreditation)

Module 1 – Collaboration

After reading Module 1 I have come to the viewpoint that collaboration when resourcing the curriculum should be the goal of every library. The management and responsibilities of resourcing are critical to the success of the collection. I was interested to read that schools as part of collection development could give consideration to student and staff surveys about what they want in the collection. I have never known of such a survey or approach at my school to staff and students nor have I ever completed a survey. However, I know that if teaching staff have a resource that they would like the school to purchase or obtain it will be considered and in most cases granted. We are very fortunate being a Grammar school to have a budget that can accommodate such requests. This extends to our ICT department who will source apps or other e-resources at the request of teachers or year groups. It is good to reflect that our school is already working collaboratively across the school to resource a collection that is needs based.

Perhaps the only area that could be reviewed is the student voice. I am not sure if this is already being done in our high school and will ask our librarians.

I think as Teacher Librarians it would be important to not assume that an impressive e-resource or book collection that sounds and looks amazing is exactly what the school wants or needs. Finding out the needs of the school are the important first step. As stated in Module 1 is is important to ask the question, what are the creative, cultural, literary, recreational and knowledge needs of the school?

 

Module 1.2 – Collection Management

“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.

The Curriculum, pedagogy, assessment and reporting:

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.”

The Queensland Department of Education and Training (2012), Module 1 suggest that:

” 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.”

References:

//www.education.sa.gov.au/sites/default/files/selecting-and-using-resources-guideline_0.pdf?acsf_files_redirect">https://www.education.sa.gov.au/sites/default/files/selecting-and-using-resources-guideline_0.pdf?acsf_files_redirect

Step 1 of 2
Please sign in first
You are on your way to create a site.

Log in

Skip to toolbar