ETL 503 Resourcing the Curriculum: Selection Criteria

BLOG ETL503 Resourcing the Curriculum

Module 2 Resource Selection

We were asked to come up with our own selection decision making model or flowchart that considers a more complex set of choices and criteria after reading Hughes-Hassell & Mancall (2005). I thought this was a simple enough task and knowing I would be making my own selection criteria for assignment 1 I sat my ideas in the back of my mind until I was ready to focus on my assignment.

I brainstormed a massive list of what I thought needed to be included as relevant selection criteria, including considerations for non-fiction, digital and e-platforms. It just seemed too big to keep track of when it was time to implement. Not working in a school library setting I felt very much in the dark about how it all works. I had a look at the selection criteria by Wessely (2010) and loved its simplicity and organisation. I realised a general list of selection criteria under relevant headings was the best way to assess the value of resources being considered.

During my readings in this subject I found Clayton & Gorman (2006) invaluable. I recognised the headings (authority, scope, treatment & level, arrangement, format and special considerations) that Wessely (2010) used were based on Clayton & Gorman’s (2006) work and was able to read more about what each entailed.

I also discovered in my readings in Clayton & Gorman (2006) that beginning TL’s tend to make long lists of selection criteria because they are learning “the ropes” (I had a good giggle because this was what I did and I had discovered myself in this statement). Becoming a skilled selector of resources takes time to develop. I realised I had a lot to learn in a short amount of time but everything was beginning to connect and make sense. This was an amazing feeling!

So here is my selection criteria. It’s not the flow chart we needed to make. But I thought it would be of practical use to put it on my blog just the same. You can see that I have added extra information in brackets and italics to help me remember what each criteria focuses on (It helps as I know I have to develop my skills more as I go and I don’t want to forget what I have learned). The numbering was for my assignment to make it easier to record. For example, authority (1,3), scope (6,7,8) and so on.

Selection Criteria

The following are general selection criteria for all resources:

Authority/accuracy (qualifications/reputation of author)	1. Meet curriculum requirements
	2. Demonstrate authority & integrity of author/authoring body
	3. Reputable/accurate
	4. Recognised publisher/producer

Scope (breadth & depth of coverage of work) Does the work set out to do what it intends to do and does it achieve this?	5. Encourage wide reading within the framework of the Christian ethos and philosophy of the school
	6. Comply with the principals of intellectual freedom
	7. Provides students with access to information that represents diverse points of view
	8. Free of bias and stereotypes
	9. Support Cross-curricular priority (Aboriginal & Torres Strait Islander Histories & Cultures, Sustainability, Asian & Australia’s Engagement with Asia
	10. Australian content/relevant to Australian issues

Treatment & level

(intended audience/ user friendliness)

Is the content pitched at the right level?

11. Age appropriate language and illustrations

12. Suitable reading level for grade likely to use the material

Arrangement

(organisation of content)

13. Organisation of content/format logically presented/clear development of ideas

14. Instructions and support materials are adequate, clear, comprehensive and effective

15. Where possible, be able to be used across a number of curriculum areas

Format/presentation (physical standard/technical & aesthetic considerations)	16. The most suitable format for subject matter
	17. Format suits varied learning styles/intellectual content/technical ability
	18. Made of quality material (including visual & sound quality)
	19. Physically durable
	20. Attractive in presentation/visually appealing
	21. dynamic content (music, film, animation)
	22. Degree of interactivity with user
	23. Accessible

Special Considerations (features that set it apart)	24. Value for money
	25. Compatible with electronic devices used to access
	26. Currently & readily available to schools
	27. Requested by classroom teacher and meets selection criteria
	28. Requested by student or parent and meets selection criteria

Selection criteria adapted from the following sources:

Clayton, P., & Gorman, G. E. (2006). Managing information resources in libraries: collection management in theory and practice. p. 89-95 Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au/lib/CSUAU/detail.action?docID=1.167391

Wessely, T. (2010). Sample collection management policy – WASLA. In Resourcing the Curriculum [ETL503 Assignment 1 resources] Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_32995_1&content_id=_255

More Information

I am also adding the link to American Library Association(ALA) as an additional source with useful information about selection criteria. American Library Association. (2017, December 19). Selection criteria. Retrieved from: http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria

What do you think about this idea?

One last thought about developing a selection criteria model. I have been thinking about making a rubric format for it. Perhaps when I have more time or working in a library I might try creating one to implement and see if it helps.

References

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners [ALA Editions version]. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=289075

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