January 25

ETL503: Resourcing the Curriculum – Reflection

Photo by Jodoin, M.-O. on Unsplash (2018)

Hard Cover

The school library (SL) is like a puddle. It is fluid. It can be muddy with misunderstanding or clear with transparent strategic planning. It has the potential to evaporate due to apathy or expand into a healthy, babbling stream. The asphalt surrounding the puddle represents the SL communities. They will either harden with drought – underused, misunderstood, mismanaged and  not advocated for –  or softened and swallowed up with the help of clarity and support.

As misunderstood as the teacher librarian’s (TL) position can be, perhaps one of the most recognised functions is resourcing the collection. However, the complexities involved, in my experience, are not appreciated or clearly understood by the community (including staff). At the beginning of the unit, I struggled to decipher between collection development and collection management, as demonstrated in Travassaros (2019a) – rather dancing around the contrasting activity, referring to generalised NSW Education Standards Authority’s: Library Policy – Schools [2019 (2005)], rather than ‘plucking off’ the answer as an expert sniper might. Not having seen a collection development policy (CDP) prior to this course nor had much experience in the library, the intricacies of collection development were a new experience. Thus, my journey started.

My knowledge and understanding of the role and nature of school library collection has expanded in many different ways. TL’s resourcing the curriculum was expected. However, it was the process of choosing resources for the annotated bibliography that emphasised the large scope of resources that can be required with a limited budget. That is, resources in all formats to cover all subjects and all students. It was a revealing experience, similar to that of Hughes-Hassell and Mancall’s Decision-making model for selecting resources and access points that support learning (2005) compared to the concept map which I embellished in Travassaros (2019b). Both situations exposed a great chasm between simplified notions and reality. Therefore, evaluating collections are important and implementation of a selection criteria to choose resources is essential.

I learnt the nature of collections are guided by key bodies, many with similar qualities. The International Federation of Library Associations & Institutes (IFLA) (2019) presents intellectual freedom and access to information is a goal of the school library. Similarly, the Australian School Librarians Association’s (ASLA) Policy Statement – School Library Bill of Rights [2018(2011)] relays that information relating to opposing sides should be presented but it stops short of complete freedom. It acknowledges that materials should be appropriate to library users. On a sliding scale, Travassaros (2020a) acknowledges that TL’s can be put in difficult situations when Dawkins reveals that the ideal cannot always be brought to fruition regarding self-censorship (2018, p.8-9). However, it is necessary to have these authoritative organisations and documentation to support and provide a consistent basis for SL operations.

Completely unaware of the potential for a Teacher Reference section as well as a information for the community (or parents in particular) in the library, was another surprise. The role of the collection supporting teachers and collaborating both with the community and teachers is beneficial for the (SL), contributing to its worth. Clarity to those parties needs to be given, though. Stiles mentions (2020) that lack of use of the SL’s resources can skew output measurements. Alternatively, Travassaros (2020b) provides a different perspective, in terms of the disappointment felt by teachers who are unaware that these resources are available in the library. Therefore, promotion of resources, collaboration, professional development needs to be conducted by the TL. If the role and nature of the collection and working processes available to teachers in the library (such as cataloging) – the processes that help them to make use of the library were clarified this would ultimately equate to more support from teachers. Exposure to these new uses/resources would translate to students. This process involves promotion of the SL and the collection, provides opportunity for the TL to become a leader and would encourage support of the SL.

Photo by pixpoetry on Unsplash, (2018)

I have learnt CDP is the string on a marionette puppet. It draws the framework together, enabling the collection to breathe life. It aligns the collection development with the school’s vision and values (Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians, 2007, p.8); provides guidelines to assess the library’s collection and defining its gaps; using the assessment reports as evidence to support a budget which will fund the library’s annual costs. It sets goals for future development including the collection’s selection, acquisition, maintenance including deselection processes. It provides a basis for protection with the aid of authoritative backup (Newton, 2018) and when issues arise including challenges. A professional standard in presentation of the CDP is expected as the International Federation of Library Associations & Institutes (IFLA) (2019) assert that the TL is professionally qualified and responsible in terms of managing and planning. It is an evolving document.

The CDP assists in future proofing the collection for many reasons:

  1. It prevents the collection from becoming irrelevant by linking the rationale with with vision and values of the school (Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians (ALIAS & VCTL), 2007, p.8) and encourages best choice of resources and equality of users.
  2. It sets criteria to adhere to which protect various parties – the students’ right to certain types of resources set out by ASLA Policy Statement – School Library Bill of Rights [2018(2011)] , TL’s rights to uphold intellectual freedom and equality of access to information International Federation of Library Associations & Institutes (IFLA) (2019) and TL from sole blame when it comes to issues that arise (Newton, 2018).
  3. Review of the document every three to five years guards against stagnation (ASLAS & VCTL, 2007, p. 21). All variables surrounding the library evolve quickly.
  4. Promotes the collection, allows transparency in what the TL’s role is and the resources available to the staff and community, knowing more about the collection and its processes can empower others while providing an innovative means to collaborate with colleagues and obtain community, as well as promoting the SL.
  5. Sets guidelines for assessing the collection, provides evidence with which to apply for future budgets.

The CDP can help with future proofing but it is up to the TL to manage the policy and the collection. The policy is only a piece of paper unless the TL breathes life into it. Additionally, it cannot be used in isolation. Innovative resources (including technology) and teaching strategies together with networking both on a local and global scale is also important. The CDP offers a means to collaborate and extend into the school and the community. The future of the library depends on finding, transparency, usage, promotion and willingness of TL’s advocate and lead.

References

Australian School Library Association. [2018(2011)]. Policy Statement – School Library Bill of Rights. Retrieved from: https://asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf

Australian Library and Information Association School & Victorian Catholic Teacher Librarians. (2007). A manual for developing policies and procedures in Australian school library resource centres. Retrieved from: http://www.asla.org.au/policy/policy-development-manual.aspx

Dawkins, A.M. (2018). The decision by school librarians to self-censor: The impact of perceived
administrative discomfort. Teacher Librarian, 45(3),p. 8-12. Retrieved from: http://libres.uncg.edu/ir/uncg/f/A_Dawkins_Decision_2018.pdf

Hughes-Hassell, S., & Mancall, J.D. (2005). Collection management for youth: Responding to the needs of learners. Retrieved from: https://primo.csu.edu.au/permalink/61CSU_INST/kk7san/alma991012600868402357

International Federation of Library Associations & Institutes. (2019). IFLA/UNESCO School Library Manifesto 1999. Retrieved from: https://www.ifla.org/publications/iflaunesco-school-library-manifesto-1999

Jodoin, M-O. (2018). Unsplash – Photos for everyone. Retrieved from: https://unsplash.com/photos/-TQUERQGUZ8 used accordance with Unsplash Licence.

Newton, L. (2018, March 5). 4 Reasons every Christian school library needs a collection development policy [blog post]. Retrieved from: http://www.librarianlisa.com/reasons-christian-school-library-collection-development-policy/

Pixpoetry. (2018, August 2). Unsplash- Photos for everyone. Retrieved from: https://unsplash.com/photos/jqrX8cSeVbQ

Stiles, Y. (2020, December 20). Module 3.1 – Using output measures as tools for purchasing. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169580_1&message_id=_2632379_1

Travassaros, E. (2019a, November 10). Module 1.2: Definitions of collection development and collection management. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169572_1&message_id=_2573224_1

Travassaros, E. (2019b). Choosing learning resources. Ellene’s Reflective Journal [blog post]. Retrieved from: https://thinkspace.csu.edu.au/ellene/2019/12/09/etl503-resourcing-the-curriculum/

Travassaros, E. (2020a). Pre-meditated self-censorship. Ellene’s Reflective Journal [blog post]. Retrieved from https://thinkspace.csu.edu.au/ellene/2020/01/09/pre-meditated-self-censorship/

Travassaros, E. (2020b). Module 3.1 – Using output measures as tools for purchasing. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169580_1&message_id=_2632379_1

 

Category: Censorship, Curriculum and Learning, ETL503, Policy and Procedure, Technology | LEAVE A COMMENT
January 14

Future of the School Library Collection

Potential futuristic collection development – Photo by Hammer & Tusk on Unsplash

School libraries and their ingredients are in a state of perpetual change and funding is a decisive factor in allowing them to thrive. I think in ten years time, there will definitely be a need for a school library. It will have evolved though.

The school library will be a place of innovation that inspires students to learn –  with the right funding. I think mostly non-fiction books will disappear (I am sure many will disagree) but a physical fiction section will remain. There will be new ways to learn different concepts such as ethics. In a TED Talk video (Christopher Robichaud: How I used Dungeons and Dragons to teach ethics), Robichaud conveys how he taught ethics to policy makers through an online simulated game which incorporates group activities. Technology will progress and methods of teaching through these technologies will too. This is an opportunity for teacher librarians to lead these changes.

Lewis, Boudrye, Panter & Stout in their journal article, School library best practice requires innovation (2017 p. 6-7), reveal four areas that are integral to the success of future school libraries. These are inspiring areas but need to be elaborated on.  We also need to protect our students, so the ’empowering learners and teachers’ area also should include educating students more about how to use the internet, not only safely, information literacy but also in terms of whether their data is going. Therefore, with new technology the budget will need to expand. The gaps between those who have access to the budgets and technology will, unfortunately also increase. Therefore, advocacy and attention to equity  needs to increase.

Education and, school libraries, are already becoming more internationally connected. Gavigan in School library research from around the World (2018) asserts that best practices for library programs can be better established with research papers from worldwide sources and better student outcomes. School library collections will evolve, becoming more electronic, become more innovative and change with developments. Therefore, school librarians need to ensure they are professionally aware, contributing and advocating.

References

Gavigan, K. (2018). School Library Research from Around the World: Where It’s Been and Where It’s Headed. Knowledge Quest, 46(5), 32–39. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=129489737&site=ehost-live

Hammer & Tusk. (2016). Woman using black VR headset. Unsplash: Photos for everyone. Retrieved from https://unsplash.com/photos/y1If8AIBpzU. This image is used in accordance with Unsplash Licence.

Lewis, K. R., Boudrye, J., Panter, S. L., & Stout, R. W. (2017). School Library Best Practice Requires Innovation. Knowledge Quest, 46(2), 6–7. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=125991976&site=ehost-live

Robichaud, C., (2017). Christopher Robichaud: How I used Dungeons and Dragons to teach ethics. Ted: Ideas worth spreading. Retrieved from https://www.ted.com/talks/christopher_robichaud_how_i_used_dungeons_dragons_to_teach_ethics

Category: ETL503, Technology | LEAVE A COMMENT
January 9

Journey to Discovery: Maintaining balance and then some

In the very first week or two of this course, we discussed and commented on the difference between collection management and collection development in the discussion forum. Full circle is now closing in. In the last weeks, I am throwing myself on it as you would a bucking bronco in an effort to, at least, retain my balance. I admit, I have struggled with the differences and my discussion forum response really reflects the confusion (Travassaros, 10/11/19).

‘Nutting it Out’

Logic would have it that development is a part of management. A teacher-librarian would go through the processes of evaluating the already acquired collection, establish the gaps and needs of the collection, collaborate with the principal, teaching colleagues, research most appropriate methods of selection and acquire the collection. All of this should be completed within the confines of the collection development policy, which would have been created earlier. Module 6 content reveals that this process  should be all about the what and why.  Therefore, defining what the context is and why have the purpose and goals of the library and (and make policies about that) and then manage the collection. My understanding is that the policy documents should be brief and broad and that there is a distinction between this document and the procedural document. When Module 6 content discusses the “how”, this would relate to the procedural information – how the policy is to be carried out or put in place. In contrast, it should be detailed and convey the method sequentially, exactly and logically. My question is: are the two – policy and procedures separate documents?

The collection development policy, according to the Australian Library and Information Association Schools and Victorian Catholic Teacher Librarians (ALIA Schools & VCTL), should contain the vision, values and principles of the school library. It should possess information about: the rationale, a policy statement, the audience, authorship, related documents, date of ratification and date for review (2007, p.8). Its “Collection Development” section consists of two sub-headings of “Collection Development Policy” and “Collection Development Procedures” – somewhat indicating that they could be separate.

However, on further research the IFLA clearly reveals that the procedures for developing and managing the collection should be either as an appendix or in a separate document to the collection management policy document (Oberg, & Schultz-Jones. (eds.), 2015, p. 34). The terms have now changed from collection development policy to collection management policy. Therefore, are the procedures part of the management process rather than the development process? Oberg and Schultz-Jones (2015) proceed to include procedures for selection and acquisition of the collection as part of this document.

After researching policy documentation, my findings are as follows:

  1. ALIA Schools & VCTL (2007, p.8-9) centers around vision, values and goals stood out. Their documentation is in context with the school environment in developing lifelong learners. Equitable access, scope of resources covered, central management, reference to national or international school library benchmarks, staff responsibilities and reference to related documents individualised this document. These organisations focus tailoring their policies around education – providing school library benchmarks,  giving students the best chances of obtaining the best education now and into the future by providing equitable access and crafting the collection goals, priorities and the scope of resources. To do this, the teacher librarian should evaluate the collection, have the ability to budget and apply needs to the goals such as collection gaps in the curriculum and student interest or fiction areas.
  2. The National Library of New Zealand (n.d.) emphasis includes management for donations or gifts, copyright and procedures for handling complaints; and
  3. IFLA’s Guidelines for a collection development policy using the conspectus model – publishes a very prescriptive model for a libraries in general. The headings include: introduction (including the mission statement, policy purpose, intended audience (also a brief comment about the community, description of programs served by the collection, size of the collection, budgetary overview, agreements made which affect policy or procedures); general statements (elements that determine the how the development evolves); narrative statements (policy statements unique to your library); subject profiles (collection strengths and weaknesses and reflection/revision of goals); collection evaluation methods; collection depth indicators (numerical assessment); language codes; policy implementation and revision timetables (Biblarz, Tarin, Vickery & Bakker, 2001 p. 2-6).

Coming full circle, the answers are not so simple. Context and individualisation of collection development policy is important. Collection development is part of collection management. Procedures can be part of the development or management process. Additionally, I am sure I will articulate my ideas further when actually completing the assessment.

References

Australian Library and Information Association School, & Victorian Catholic Teacher Librarians. (2007). A manual for developing policies and procedures in Australian school library resource centres. Retrieved from http://www.asla.org.au/policy/policy-development-manual.aspx

Biblarz, D., Tarin, M-J., Vickery, J.,  & Bakker, T. (2001). Guidelines for a collection development policy using the conspectus model. (p. 2-6). Retrieved from hhttps://www.ifla.org/files/assets/acquisition-collection-development/publications/gcdp-en.pdf

Lachmann-Anke, P. & M., (n.d.) Pixabay Images. Retrieved from https://pixabay.com/illustrations/males-3d-model-isolated-3d-model-2091714/. Image used in accordance with Pixabay licence.

National Library of New Zealand. (n.d.). Developing a collection management plan. National Library of New Zealand. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/your-collection-management-plan/developing-a-collection-management-plan. Use of this document was used in accordance with Creative Commons attribution 3.0 New Zealand.

Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.), (pp. 33-34). Den Haag,
Netherlands: IFLA. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Travassaros, E,. (10/11/19). Module 1 Discussion Forum, Charles Sturt University. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169572_1&message_id=_2573224_1.

 

Category: ETL503, Policy and Procedure | LEAVE A COMMENT
January 9

Pre-meditated self-censorship

Self-censorship is refraining from doing or saying something that another person may find objectionable (“self-censorship”, 2020). This can be intentional or subconscious. Most teacher-librarians and librarians are brought into the occupation ready to follow their association or guiding body’s instructions regarding self-censorship. Some may not realise they are partaking in it. This blog entry focuses on those instances where it is recognised by the “guilty party”.

Geralt @ Pixabay

There are many organisations, some stricter and seemingly unforgiving than others with their guidelines. In an international school library context, the International Federation of Library Associations and Institutions (IFLA) conveys that contained in the school library’s Collection Management Policy it should state that the school librarian has a responsibility to resist calls for censorship – no matter what the source is (Oberg, D. & Schultz-Jones, B., 2015, p. 34). The message here is blunt and seemingly inflexible. However, there are many situations where this may put the teacher librarian in a difficult situation whether it is due to the principal/executive input or a parent. Additionally, the material provided to students needs to be age-appropriate in schools, which the IFLA also recognises (Oberg, D. & Schulty-Jones B., 2015, p. 33) . Therefore, in a school, there is a type of censorship occurring.

Australian School Libraries Association in their ASLA School Policy Statement – School Bill of Rights, stops short of using the word “censorship” generally and states that the school library should provide materials “appropriate” to the user, as well as put “principle above prejudice and reason above prejudice”. It continues to reveal that the school library is concerned with the preservation of freedom which is achieved through the development of informed citizens [ASLA, 2011 (2018)]. Therefore, ASLA recognises that censorship does happen in a school library and it is appropriate in some circumstances.

However, the reality is more complicated than the ideal. Jacobsen, in her article Unnatural selection, reveals many reasons why censorship is on the rise. Reasons that include increasing controversial content, challenges for certain books to be excluded from the collection and age-appropriate concerns (Oct 2016, p. 20-24). Dawkins articulated that the ideal is not always the reality when it comes to self-censorship. Interestingly, she discusses the fear of challenge some teacher librarians may feel when selecting their collection – whether by principals and/or other teachers. Their choice may be in conflict with intellectual freedom and their own beliefs but they can feel pressured into self-censoring due to Noelle-Neumann’s Spiral of Silence theory (as cited in Dawkins, 2018, p. 8-9) – the fear of isolating oneself. I can imagine that support of the principal would very much affect a teacher librarian’s decision on how “free” choice would be perceived to be. Dawkins also mentions that it is important to communicate with the principal and ensure measures such as collaboratively constructed selection policy is in place as what is perceived is not always true (Dawkins, 2018, p. 8-12).

So, is self-censorship a dirty word? It can certainly put teacher-librarians in a difficult situation – having to decide or negotiate between what the ideal is and what the reality might be. Perhaps, it should be thought of as something to aspire to – an ideal that teacher-librarians should attempt to incorporate in their libraries. However, there are sometimes variables that are outside their control and other factors again will influence how the situation eventuates.

References:

ASLA, [2011 (2018)]. School Policy Statement: School Bill of Rights. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf

Dawkins, A.M. (2018). The decision by school librarians to self-censor: The impact of perceived
administrative discomfort. Teacher Librarian, 45(3),p. 8-12. Retrieved from http://libres.uncg.edu/ir/uncg/f/A_Dawkins_Decision_2018.pdf

Geralt @ Pixabay (n.d.). Pixabay. Retrieved from https://pixabay.com/photos/censorship-man-newspaper-read-news-4266441/. This image was used in accordance with Pixabay licence (Free for commercial use, no attribution required).

Jacobson, L. (2016). Unnatural Selection. (cover story). School Library Journal, 62(10), p.20–24. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=118573940&site=ehost-live

“Self-censorship”. (2020). In Merriam-Webster, Incorporated. Merriam-Webster Dictionary. Retrieved from https://www.merriam-webster.com/dictionary/self-censorship

Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.), (pp. 33-34). Den Haag,
Netherlands: IFLA. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Category: Censorship, ETL503 | LEAVE A COMMENT