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