Image by Peggy und Marco Lachmann-Anke from Pixabay

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.