Author: David Proctor

The title of this blog is a question I asked myself when looking at lists of literary response strategies, which on their surface looked simplistic. I admit that this was a precursory glance, but even after digging I feel that almost any learning strategy used in teaching could fall under this category if there was a teacher librarian or university researcher around. I imagine to anyone else they are never referred to in this way.

But my beef is not the rebranding of teaching or learning strategies, or the countless hours and money going into research ensuring they do in fact work for literature analysis. My question is rather around the depth needed for a rigorous literature response strategy.

Take book bento boxes for example: still images of a small number of items to represent meaning derived from a text (Yung, 2020). Is that… it? Perhaps layered within the next step of annotations of each item included in the box or links to external sources of information (Highfill & Kloos, 2017, Kloss, 2016). Is that enough? Is more needed to successfully have engaged in a literary response?

Coming from a background of a subject area that is constantly demanding evidenced arguments from factual sources, these strategies (boxed or not) can sometimes feel like the start of what I would normally pursue in student understanding within a unit of work. I am left feeling in an uncomfortable position where I cannot commit to saying, a discussion, annotation, a video clip etc are enough to show a high quality or deep understanding of issues covered in subjects like the sciences or humanities. My gut tells me that you just keep going and integrate further activities that layer upon these initial discoveries by connecting the literature and to the factual evidence. You ask students to show that the story they enjoyed has a place or basis in the contemporary world. I elevate and extend my students understanding of a text that opens the door to their understanding of complex issues (Haven, 2007) through building their confidence and connecting to increasingly concrete ideas where they can build more sophisticated responses that are more easily assessed (Bales & Saint-John, 2020). That sounds like it’s getting close enough.

References

Bales, J. & Saint-John, L. (2020, January). Book bento boxes: creative reading response. Scan, 39(3), 2-9. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/professional-learning/scan/media/documents/vol-39/39-3.pdf

Haven, K. F. (2007). Story proof: The science behind the startling power of story. ABC-CLIO, LLC.

Highfill, L. & Kloos, R. (2017). #BookBento HyperDoc Original [Google slides]. https://docs.google.com/presentation/d/1FggkSwPyKx4YW1VlD9UB1b9FbfDBdQvEz93D2JgYUl4/edit#slide=id.p

Kloss, K. (2016, May 3). Book bento is every bookwork’s dream come true. Elle Decor. https://www.elledecor.com/life-culture/fun-at-home/news/a8635/book-bento-instagram-account/

Yung, M. (2020, November 9). Book bentos: my first attempt. ELA brave and true by Marilyn Yung. https://elabraveandtrue.com/2020/11/09/book-bentos-my-first-attempt/

I started working as a teacher librarian last year in a school where within 4 weeks I was asked why students were talking in the library. Why games were being played. Why students were not reading or studying when in the library at break times.

My concept of a modern library was, as happens to anyone realising they might be in a horror movie, rapidly slipping away from me.

This extended to the literature on offer as well. Magazines that were now out of print sitting in display stands, non-fiction books that are 40 years old (and refer to countries that no longer exist), and fiction books that may have inspired reading when my mother was a youth. Pennac (2006) would find these barriers to reading particularly heinous.

This horror was not going to kill me or my readers!

This year we started defending ourselves, our spaces, and our collection.

We looked at how to weed and update our collection with modern fiction that students would enjoy (Sharp, 2018). We asked them what they wanted to see (Krashen, 2021) and addressed these areas first. Manga was the first to flourish from a small stand to its own zone, now spilling onto rotating display stands adorned with figurines from the titles we carry.

We looked at how students were using, misusing, and wanted to use the physical space. Privacy, group study and comfort were requested from students. Students not climbing over the brightly coloured, vinyl clad circus furniture was a request from the teachers. A refurbishment of furniture allowed for newly created nooks, high back chairs for private study and no opportunity for gymnastics practice.

We looked at engagement in the library space and connections to our collection beyond the fad of the new Manga series. Students who had written poetry were published and held readings in the library. Engaging displays directed students to the new genres created in fiction to guide students in accessing books they might connect with (Cornwall, 2018). First Nations literature was almost non-existent outside of some picture books, so this grew too.

Today the library space, collection, and the students accessing the space have all changed – its been a long 6 months.

References

Cornwall, G. (2018, July 22). How genrefication makes school libraries more like bookstores. KQED: Mindshift. https://www.kqed.org/mindshift/51336/how-genrefication-makes-school-libraries-more-like-bookstores

Krashen, S. (2021). Pleasure reading. Bring Me a Book: Research Roundup. https://www.bringmeabook.org/wp-content/uploads/2022/02/BMAB_RESEARCH-BRIEF_Krashen_v6.pdf

Pennac, D. (2006). The rights of the reader. Walker Books.

Sharp, C. (2018, November 1). Free choice…with support: Game changer! [Video]. YouTube. https://youtu.be/PiwiJWSIaFA

What are the issues in current Australian libraries?

Current library collections across Australia, and including our most prominent state-run libraries, are filled primarily with content that reflects the colonisation and colonial perspectives of history. Limited resources in historical formats, and to a lesser extent fiction resources exist.

Many texts sitting on the shelves of libraries carry in them factual inaccuracies or misrepresentations of Aboriginal and Torres Strait Islander peoples’ histories and cultures (Thorpe & Byrne, 2016). This is mainly because books written about First Nations peoples do not contain First Nations voices but rather western voices (Queensland Studies Authority, 2007).

Why is decolonised school library a good thing?

Beyond simply reflecting the longest living culture in the world, the collections in school libraries should reflect their readers (ASLA, 2018). Literature that reflects the readers provides an authentic voice to connect with and learn from. This is evident in the distinct form that First Nations literature often takes with a conversational story telling method (Allen and Unwin, 2009), mirroring the oral traditions of dreaming stories that connect elders to youth. This is also shown in the importance of yarning as a method of sharing and respecting information in many First Nations communities (Egan, 2020).

Picture books by First Nations authors subvert the traditional form of this format with sophisticated post-modern stories containing layers or meaning beyond the traditional liner and literal formats (Kwaymullina, 2016, Templeton, 2020). They are also similarly written in the conversational or yarning structure that helps readers connect with the literature.

References

Allen & Unwin. (2009, June 25). Anita Heiss — Aboriginal writing: Literature as a political tool [Video]. YouTube. https://youtu.be/0x_34uJww_E

Australian School Library Association. (2018). ALIA-ASLA policy on school library resource provision. https://read.alia.org.au/alia-asla-policy-school-library-resource-provision

Egan, K. (2020, November). The importance of yarning. Retrieved April 2, 2023 from https://www.lls.nsw.gov.au/regions/murray/articles,-plans-and-publications/nrm-news-november-2020/the-importance-of-yarning

Kwaymullina, A. (2016, November 16). The many worlds of Australian Indigenous children’s literature. Special Broadcasting Service [SBS]. https://www.sbs.com.au/topics/life/family/explainer/many-worlds-australian-indigenous-childrens-literature

Queensland Studies Authority. (2007). Guidelines: Indigenous perspectives – selecting and evaluating resources. qcaa.qld.edu.au/downloads/approach2/indigenous_g008_0712.pdf

Templeton, T. (2020). Picture perfect: The role of picture books in a secondary classroom. Scan, 39. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/professional-learning/scan/media/documents/vol-39/39-6.pdf

Thorpe, K. & Byrne, A. (2016). Indigenous voices in the State Library of New South Wales. The Australian Library Journal, 65(1), 17–29. http://dx.doi.org/10.1080/00049670.2016.1129682

The use of space in a library is paramount to its success. The role of the Teacher librarian as the curator of the digital space also must juggle the multitude of online, physical and accessibility demands that can leave little room for imperfection. The model of digital spaces as flexible zones for campfire instruction, waterhole peer discussion, and individual cave reflection has been set as best practice by Thornburg (2004), however, there can be personal difficulties when budget, time and competing demands pull at the theory (Proctor, 2022, September 20). In trying to embed the theory of this course in a job I took up as a Teacher Librarian job this term, I see how a Librarian has an up hill battle. In one term I learned all the school’s systems, Oliver, behaviour management with a distinctly different cohort of students and stocktake. Not to mention that a room was built inside the library, so all the books had to be de-shelved. Where is the time to create resources when all this is happening, let alone ones that conform to theories about the savanna.

The information literacy skills required of students is also continuing to be evolved and there is development beyond the basic skills that students, teachers and teacher librarians may have.  Oddone (2022, June 8) compares the much used CRAAP test to Caufield’s (2019) SIFT technique which broadens the consumer of information and their critical reflection of information sources to a wider reading within the information ecosystem. I admit that I did what I was told when instructing students in their evaluation of websites with random(?) questions about “what stands out to you?” (Proctor, 2022a, October 5). I now see that this is far too basic and along with SIFT, there is a need to look beyond one source to compare, contrast, and test reliability and veracity of sources (Proctor, 2022, October 4).

Information services are also continuing to evolve with the advent of web-based platforms and web based demand from students and teachers. Although this is an exciting area, there are issues that worry me having worked in Broken Hill (through COVID19 lockdown) where most students did not have a device. This was contrasted when I next worked in an affluent southern Sydney school where school fees were paid before you asked for them, and now I work at western Sydney school where there is a retraction of devices from a mobile phone ban. This, though solves some behavioural problems creates the digital divide gap on purpose with access dropping off for technology and by extension the digital services that the library provides (Proctor, 2022b, October 5). This digital divide and my experiences are well documented and extend beyond just money and bans, though income is a core component (Thomas, Wilson, &  Park, 2018, March 29). I have plans to build this back up with an equity laptop loaning program with the meagre amount of laptops I have to loan. I’ll let you know how it goes.

Caulfield, M. (2019). SIFT (the four moves). Hapgood. https://hapgood.us/2019/06/19/sift-the-four-moves/

Oddone, K. (2022, June 8). Is CRAAP…crap? [Video]. YouTube. https://youtu.be/07v2Q-Cmfs0

Thomas, J., Wilson, C. K. &  Park, S. (2018, March 29). Australia’s digital divide is not going away. The Conversation. https://theconversation.com/australias-digital-divide-is-not-going-away-91834

Thornburg, D. D. (2004). Campfires in cyberspace: primordial metaphors for learning in the 21st century. International Journal of Instructional Technology and Distance Learning, 1(10)

Thornburg’s cave, campfire, and watering hole theories to characterise a learning spaces layout was a new concept to me that had been around for quite a while. I understand the principles of the theory, but wonder about its applicability, when reading and researching further in the real world of teaching. I currently work in a library space that is slowly reducing in size due to decisions that were implemented prior to me starting there. There are barely room for the books along with some seating let alone to designate areas for different types of reflection (a point I made when submitting my library refurbishment plan at Uni – lesson learned there: do not present real world scenarios, just feed back to the markers, unrealistic, overly positive scenarios laden with theory, regardless of it working in the real scenario or not).

This also got me thinking about classrooms in general. I agree that these theories are best demonstrated in flexible spaces such as libraries where zones, furniture, and space can be best utilised, but they may fall short in a classroom situation. This was confirmed when I overheard some teachers at a conference in Hobart speaking about campfires which made me lean into their conversation further. Both were from high fee private schools (which made me think this might have been why, as a classroom teacher in government schools up to this point, I had not heard of Thornburg’s theories) and both were lamenting the idea that they could not possibly achieve the cave, campfire, and watering hole in their classrooms on a permanent basis. They recounted only ever seeing campfires in classrooms in their respective schools.

So, now in a short space of time I had encountered the theory and real-world discussions of the theory at work. I had the feeling that maybe I was being too negative about my own personal situation in a limited space and reflecting on the limitations of a secondary school classroom space.

Question: Can we really set up a campfire near our cave, with a close by watering hole?

I have been reflecting further and know that I could do this in a physical space, but in my own way. By this I mean, not always following rules set by others – I recall reading that a campfire must be set up for the whole class to visit at once. This is achievable, but then leaves little room elsewhere in a classroom for the other zones. Perhaps desks can be rearranged from inward facing arcs to individual desks in lines for private cave functions. Watering holes can be achieved using groupwork activities or peer to peer discussions or reviews.

Digitally I see this being modelled through my Uni course with content presented as readings and at times videos: campfires. Sometimes those campfires even become live ones with the rare Zoom meeting. Watering holes are shown through interactive posting on the discussion boards. Caves are also demonstrated with personal blogs where individual reflecting is encouraged. There are the equivalent versions of this on the school scale, many of which were utilised during lockdowns in the COVID19 pandemic. Personally, I saw two versions of this on the digital side working in both remote NSW and Metropolitan Sydney. In Broken Hill there was limited students who came to the campfires or engaged in watering hole discussions. Much of this was due to limited access to technology and the disinterest in the whole process from home. I feel the same with online learning with Uni when you are just given text to read on your own and that’s that – so I understand why there was limited engagement. In Metro Sydney, there was a higher degree of participation in campfire zooms or digital worksheets posted online, but the engagement was still half-hearted at best. Outside of COVID19 lockdowns, these spaces work best when there is still face to face guidance, so even though there are caves, campfires, and watering holes online, they seem to work best in the physical environment.

Thornburg, D. D. (2004). Campfires in cyberspace: primordial metaphors for learning in the 21st century. International Journal of Instructional Technology and Distance Learning, 1(10)

From the outside initial considerations on the role of the teacher librarian can be largely centered on the teaching part of teacher librarian. For those seeking to make the move from subject teacher into the new role there is a new skill and mind set to develop and understanding of (Proctor, 2022, March 13). Collection development and management are a skill set that have an extensive and ongoing practice that is to an outsider unknown. The role takes on responsibilities beyond just teaching information literacy skills, and incorporates budgeting, selection, weeding, and balancing stakeholder perspectives including complaints (Australian Library and Information Association, 2017). Therefore, contains a specific and defined role beyond the general role of many teachers.

The acquisition of new resources, just one duty within the management of a school library collection, is fraught with issues and barriers that need to be overcome (Proctor, 2022, May 22a). Electronic resources for example are seen as a portable and contemporary resource for collections, however, contain pitfalls with licencing agreements which can limit the number of users of a resource, copyright, and costs that need to come from meagre budgets. An added consideration is that due to licencing, eBooks and online journals are not permanently part of the school collection, unless a subscription is continued (Hider and Harvey, 2008). This highlights the competing interests including budgeting and resources that a teacher librarian must consider within a collection development.

A teacher librarian must be armed with a collection development policy is a guiding document for the initiating and ongoing management of a functioning library (Proctor, 2022, May 22b). The International Federation of Library Associations and Institutions School Libraries Section Standing Committee (2015) have a global standard of policy to direct and support the management of collections, spaces and staffing of school libraries. This has been adapted for practical use within the school context by the Australian Library and Information Association (2017) who have linked Australian resources and organisations and Johnson, (2018) where the key policy stages have been elaborated with application in mind via the use of illustrative examples and accessible terminology for early teacher librarians.

These guiding documents should be used to build a development policy for individual school contexts to achieve best practice standards and meet goals within the school. Examples of the benefits of utilising a well-constructed policy include the clarity and accountability of the teacher librarian’s role, including how they can use resource development to aid faculties ethically by budgeting, selection processes to avoid bias, and procedures to deal with challenges to resources (Morrisey, 2008). Censorship is a key issue as it seems to contrast with the abundance of information and its accessibility in modern times. A collection development policy will aid in establishing the parameters of legal, contentious issues and moral censorship that the school context is willing to accept and align with the school vision, which may in turn see fewer challenges to resources (Proctor, 2022, May 22c).

Wade posits the idea that modern school libraries are at real risk of not being modern at all using the analogy of the phoenix where libraries are able to reinvent themselves to meet current and future needs, or, as a dodo on the path to extinction if stuck in traditional and narrow spaces and resources (2005). This idea is explored further, in broader and less animalian dialogue by researchers such as Loh, who explores the future focussed learning of 21^st century learners within a library context that supports new ways of learning (2018). In particular, Loh focuses on space and placemaking as part of the whole library experience for flexible and adaptive resilience of the library in meeting future needs. This is achieved through makerspaces, furniture selection, and safe spaces which are conducive to learning and enticing for learners (Crawford Barniskis, 2016 & Kimmell, 2014).

The future trends of learning are largely informed by external factors such as technology and the business community who determine the skills needed in future vocations. The expansive, collective and openness of information are trends that will inform how teacher librarians prepare themselves to cater for the future (International Federation of Library Associations and Institutions, 2016). When budding librarians ask the question “Do librarians do more than help you print a document” in an introductory reflection on the teacher librarian role, there is some doubt that not all teacher librarians have been observed building towards a collection and space that is future proof (Proctor, 2022, March 13).

In addition to the myriad of considerations, constraints and barriers to managing a collection and library space suitable to the school context, teacher librarians must also perform an advocacy role. This has two key areas: to promote the use of the resources across the school which can at times be underused (Schools Catalogue Information Services, 2013), and on an even more foundational level, advocacy for collection development and resolving issues with school leadership. This entails maintaining an adequate budget, ensuring that the teacher librarian is not misused (such as timetabled due to gaps in teaching loads), and professional learning to develop skills that will be utilised school wide, such as familiarisation with contemporary information literacy and inquiry learning models (State of New South Wales, 2021).

The role of teacher librarian is a keystone within the school that at times is not fully utilised. Communication and collaboration with faculty leaders as a way to build goodwill with school leadership is a way for teacher librarians to show their value. Garrison & FitzGerald’s research into guided inquiry models used across subjects clearly identified the benefits of the role of the teacher librarian in this context (2017 & Proctor, 2022, May 21). Building these demonstrative benefits of the role of the teacher librarian will likely see the role and the collection being looked on favourably in the future.

References

Australian Library and Information Association. (2017). A manual for developing policies and procedures in Australian school library resource centres (2nd ed.). https://asla.org.au/resources/Documents/Website%20Documents/Policies/policies-procedures-manual_ed2.pdf

Crawford Barniskis, S. (2016). Access and Express: Professional Perspectives on Public Library Makerspaces and Intellectual Freedom. Public Library Quarterly, 35(2), 103-125. https://doi.org/10.1080/01616846.2016.1198644

Garrison, K. & FitzGerald, L. (2017). ‘It trains your brain’: Student reflections on using the guided inquiry process. Synergy, 15(2). https://www.slav.vic.edu.au/index.php/Synergy/article/view/v15220179/44

Hider, P. & Harvey, R. (2008). Organising knowledge in a global society. Chandos Publishing.

International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015).  IFLA school library guidelines.  https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

International Federation of Library Associations and Institutions. (2016). IFLA Trend Report.  http://trends.ifla.org

Johnson, P. (2018). Fundamentals of collection development and management. (4th ed.). ALA Editions.

Kimmel, S.C. (2014). Developing collections to empower learners. American Association of School Librarians.

Loh, C.E. (2018). Envisioning the school library of the future: A 21st century framework. Singapore: National Institute of Education, Nanyang Technological University. https://www.researchgate.net/publication/330618940_Envisioning_the_School_Library_of_the_Future_A_21_st_Century_Framework [accessed May 15, 2022].

Morrisey, L. J. (2008). Ethical issues in collection development.  Journal of Library Administration, 47(3-4), 163-171. http://doi.org/10.1080/01930820802186506

Schools Catalogue Information Services. (2013). School library collections survey 2013. Connections, 88, 9-10. https://www.scisdata.com/media/1317/connections88.pdf

State of New South Wales. (2021). The information process. https://education.nsw.gov.au/teaching-and-learning/curriculum/school-libraries/teaching-and-learning#The3

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14. https://bit.ly/3yNd8AF

I started my journey into teacher librarianship by recounting my memories of a teacher librarian I was initially scared of (she ruled with an iron fist), respected (I got over my fear), and came to consider a good friend (I realised she was a functional colleague looking out for student and teacher’s interests) (Proctor, 2022, March 13). I now have more than fond stories to explain the role of a teacher librarian.

Information literacy, much like definitions of information is evolving and often contextual in nature (Proctor, 2022, March 20). The user seeks information to become wise (Wideman, 2008, s.4), and this is an increasingly accessible achievement with the advent of new technologies which promote information sharing and proliferation (Lamb, 2015). However, the ability to decipher information delivered in new formats, in multiple complexities, and reliabilities has expanded the skills of information literacy. Students must learn to become adept at these multiliteracies in order to be successful learners and prepared for an ever-changing information landscape.

There are significant barriers to the role of a teacher librarian though within the school context. Teacher librarians are sometimes hampered by the constraints of budgets, timetabling, inertia from staff, being misused to fill gaps in teacher shortages, and sadly: being unknown in their skills and abilities by other teaching staff (Proctor, 2022, May 21a). With time poor teachers and overloaded teacher librarians, there is often a disconnect between the two, where one should be a connective tissue between the others. Teacher librarians can offer significant assistance in promoting information literacy and inquiry, if given the chance.

Inquiry learning models are similarly an important strategy for lifelong learners to build skills in assessing, deciphering, organising and communicating information and understanding. The original and most comprehensive approach appears to be Kuhlthau who set the foundations for all future information learning and inquiry models (2004). I did believe that this sort of thing was a one period job to investigate an issue (Proctor, 2022, May 21b), however, the process is formative in student progression through many functional information literacy skills. The teacher librarian would have been a key person to engage with in my previous years of teaching, and I would aim to build knowledge of my role in this role in the future.

The role of the teacher librarian is often undervalued or by many hidden and this can leave students at a disadvantage (Proctor, 2022, May 21c). They are one of only a few teacher roles within a school that operate with subject or faculty borders to assist others in meeting cross curricular priorities and capabilities. Students benefit from consistent and effective learning strategies, and the teacher librarian can act as a node within the school network to build these skills for teachers and students alike. Garrison & FitzGerald highlight the benefits of the role of a teacher librarian in building the capacity of teachers and the ongoing outcomes for students who can recall and utilise common, effective inquiry learning methods (2019). The role of the teacher librarian is crucial, however, without the proper support and advocacy, their skills may go underutilised.

Garrison, K., & FitzGerald, L. (2019). ‘It Trains Your Brain’: Student Reflections on Using the Guided Inquiry Design Process. Synergy, 15(2). https://www.slav.vic.edu.au/index.php/Synergy/article/view/v15220179

Kuhlthau, C.C. (2004). Seeking meaning: A process approach to library and information services. Libraries Unlimited.

Lamb, A. (2015). A Century of Change: The Evolution of School Library Resources, 1915–2015. Knowledge Quest, 43(4), 62-70.

Wideman, R. M. (2008). The information hierarchy, slide 4 [Powerpoint slides].  http://www.maxwideman.com/issacons/iac1013d/sld004.htm

As a new teacher librarian seeking to create their own collection policy the world is sometimes scary and filled with an obscene amount of information that seems overwhelming (Kuhlthau, 2018). There are many resources to support you, but who should you believe?

I am not here to judge, but my criteria for investigating the following resources have been: currency, extensiveness, clarity of information, and authority. Omitted research is only done so due to the nature of this format and the mix of the criteria listed above.

Johnson’s 2018, “Fundamentals of collection development and management 4th ed.”

Johnson’s book is written for the beginner teacher librarian and so is ready to pick up and use day one, however, it provides equally relevant advice for seasoned professionals through comprehensive explanations of the collection development process. There is a focus on applicability of content demonstrated via the use of straightforward language to guide a reader, while challenging information is presented in an objective stance. The practical nature of the book is also demonstrated through the use of illustrative examples and case studies to build clarity of concepts highlighted throughout. Scaffolds that can be used including selection aids also work to deliver a resource that is ready to go.

Australian Library and Information Association (ALIA) 2017, “A manual for developing policies and procedures in Australian school library resource centres 2nd ed.”

ALIA’s document provides similar advice through the lens of Socratic questioning, where comprehensive information is not layered on each page, but rather thinking questions to guide the reader to understanding a core concept of collection development. Furthermore, links to external websites are used to provide the reader with specific advice in the Australian context and this sets the manual as a resource guide.

How are they both useful to a teacher librarian?

In comparison, ALIA’s manual is an at hand guide that would be on the desk of any teacher librarian, while Johnson’s would live in their pocket for the first few years, eventually migrating towards the desk or easy to reach shelf. Both texts, and many others, follow the standards set out in the International Federation of Library Associations and Institutions School Libraries Section Standing Committee’s school library guidelines document which demonstrates their consistency and applicability for teacher librarians in the Australian context to meet international benchmarks (2015).

Australian Library and Information Association. (2017). A manual for developing policies and procedures in Australian school library resource centres (2nd ed.). https://asla.org.au/resources/Documents/Website%20Documents/Policies/policies-procedures-manual_ed2.pdf

International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015).  IFLA school library guidelines.  https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Johnson, P. (2018). Fundamentals of collection development and management. (4th ed.). ALA Editions.

Kuhlthau, C. C. (2018). Information search process. https://web.archive.org/web/20210428065707/http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

What is a teacher librarian to do? Buy digital resources which are accessible to students at home as well as at school, but at greatly increased prices – or stay the course and invest in permanent collection items that fill the shelves?

The boon of not committing to a hard, static version of an information source is that you can utilise the evolving content to maintain currency within a collection that meets the needs of the information consumers (Gildersleeves, 2018). More traditional formats of non-fiction books and reference materials have the added downside of maintenance of their physical conditions (Lamb and Johnson, 2012) , and as seen during COVID-19 when sanitising of materials was heavily promoted, this can take a heavy impact in a short period of time.

Budgets are finite within the school and allocating the meager budget to costly, ephemeral licenses to products that will never remain within the collection permanently is a significant consideration for teacher librarians. Library resources are often under utilised for a variety of reasons (Schools Catalogue Information Services, 2013 & Softlink, 2020) and therefore the role of the teacher librarian is to be efficient in deciphering what is needed, what can be afforded, and what meets the collection development policy of the school context.

Gildersleeves, L. (2018). 14 – The importance of service evaluation in libraries for children and schools. In C.Rankin & Brock, A. (Eds.), Challenges and opportunities in the digital age (pp. 207 – 220). Facet.

Lamb, A. & Johnson, H.L. (2012). Program administration: Budget management. The School Library Media Specialist.  http://eduscapes.com/sms/administration/budget.html

Schools Catalogue Information Services. (2013). School library collections survey 2013. Connections, 88, 9-10. https://www.scisdata.com/media/1317/connections88.pdf

Softlink. (2020). 2020 School Library Survey – Australia, New Zealand and Asia Pacific preliminary findings. https://www.softlinkint.com/blog/2020-school-library-survey-APAC-early-findings/