ETL503 – Teacher Librarianship

Resourcing the curriculum: a reflection

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

Who are the guiding lights of collection development policies? – A literature review

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).

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/

Buying online = buyer beware!

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/

I didn’t do it! Censorship within library collections and avoiding backlash.

Censorship has its place in the modern library. It may not be an easy phrase initially to write, but on a practical level, when considering specific examples from a school context, some censorship is required.

Abiding by legal mandates is the most straight forward; ratings of material, and copyright violations demonstrate the basics of proactive and positive censorship in a collection designed for young people. However, other areas of censorship are not as clear cut. Contentious censorship has pitfalls for those who want to restrict access to information and ideas such as fake news/alternative facts which are relatively new terms, but are demonstrated through Climate Change deniers and Holocaust deniers within the texts they produce. Controversial topics lead to heated debate and opinion which can make waves between the teacher librarian and the public, as well as withing the school where differences may arise with administrators.

Dawkins highlights disparities between administrators and teacher librarians within the context of adding material with controversial issues (2018). This differing opinion has wider consequences, and may be caused by a dysfunction within the school context. Why might it be happening? If the school has no clearly defined policy on collection development there is likely not going to be a consistency in what is deemed appropriate materials, as this would mean ideas are hidden and only surface when an issue arises such as a complaint. Lack of communication and forethought can create issues for the school, the teacher librarian and students. 37.5% of early career teacher librarians in Dawkin’s study indicated they felt their job might be on the line if they added controversial material to a collection (p. 10, 2018).

SLJ Staff identify through collating feedback from librarians across the USA the multitude of challenges that are faced in censorship which range from external stakeholders including parents, community members and boards which govern local educational decisions (2016, September 26). These are seen to have personal opinions on what is acceptable within a collection and pressure teacher librarians with individualised views. Internal stakeholders act in similar ways with comments suggesting that pressure comes from administrators (principals) to remove items – this was noted without reference to a process or policy, but rather merely a complaint.

Dawkins, A.M. (2018). The decision by school librarians to self-censor: The impact of perceived administrative discomfort. Teacher Librarian, 45(3),8-12

SLJ Staff. (2016, September 26). SLJ controversial books survey responses: Weighing subject matter. School Library Journal.