ETL503: Resourcing the Curriculum – From dust jackets to digital horizons

Assessment 2 Part B: Reflective Practice

Posted on June 6, 2022

Role and nature of school library collections

The subject ETL503 has expanded my understanding about how school library collections are maintained and the myriad of complex issues that emerge regarding selection, censorship, and ownership. School libraries serve an important role in equipping their user communities with access to high quality resources through physical and digital collections. The development of vibrant, relevant collections is an ongoing process (Mitchell, 2016).

Importantly, teacher librarians must strive to develop collections that are balanced by presenting different perspectives on issues (Johnson, 2009). They must look past their own bias, which must be challenging as teacher librarians are often the ones making decisions about which resources to purchase or provide access to (Johnson, 2018). I personally take comfort in knowing that collection building is a collaborative process that does not rest on the shoulders of one individual (International Federation of Library Associations and Institutions [IFLA], 2015).

I had never previously considered the process of selecting or managing relevant collection resources in much depth. This is evident in an early blog post (McDonald, 2022, March 8), where I reflect on experiences as a staff member accessing the school library. Instead of commenting on the library collection, my reflection focuses on library staff support I have received, and the cultivation of welcoming physical environments.

I have come to realise that, as Dempsey et al. eloquently states, “libraries are not ends in themselves but serve the needs of the institutions of which they are a part” (2014, p. 398). School library collections must align with curriculum priorities, but the driving force for selection is always to meet the school community’s educational and recreational needs (Johnson, 2018, p. 137; IFLA, 2015). Teacher librarians must continually evaluate library collections to ensure that this is happening, using a combination of both quantitative and qualitative methods to provide a comprehensive picture (McDonald, 2022, May 11; Johnson, 2018).

Collection development policy as strategic documentation

A school library’s collection development policy (CDP) is an essential document, defining the user community and outlining how the collection will meet their needs (Braxton, 2022; Shaw, 2011). The policy also establishes the library’s goals, purpose, scope, and guidelines for the systematic resource selection and deselection (Johnson, 2009; Mitchell, 2016). Like the ongoing nature of collection building, this policy is a document that evolves as the collection does. Shaw (2011) cites Professor Elizabeth Futas, who describes the CDP as a “living, breathing entity… always tinkered with, and never quite finished” (p. 167). Resource selection and acquisition must take place in accordance with this policy, ensuring that resources meet selection criteria, protect user rights and freedoms, and are high quality, curriculum-aligned, and age-appropriate (Mitchell, 2016; Kerby, 2019).

I have been relieved to learn that, like collection building itself, writing and revising a CDP is a collaborative effort (McDonald, 2022, March 3; Australian School Library Association & Australian Library and Information Association, 2001). It involves the input of many different members of the school learning community, which fosters shared ownership of the policy. It also builds a strong foundation and rationale for the collection, for the present and moving forward into the future.

The CDP shows the community that collection building is strategic, not random, and can be justified (Mitchell, 2016). It also prevents impulsive decisions and wasted resources. Once the policy is reviewed and ratified by leadership it can be used to defend the selection of diverse resources and funding decision-making (Braxton, 2022; Merga, 2022). Challenges to collection resources are commonplace and a comprehensive CDP, which provides clear guidelines for dealing with challenges, is the best preparation for responding (McDonald, 2022, May 20).

Before ETL503, I had never heard of a collection development policy (CDP) and was surprised to find that my school library did not have one (McDonald, 2022, May 29). I found that this was not uncommon, however, as numerous peers mentioned on discussion forum posts that their schools also did not have a CDP (Walls, 2022, May 5). I could not find guidelines for defining or drafting collection development policies via my local education authority, the Victorian Department of Education (McDonald, 2022, March 3). I now realise that a strategic CDP is an essential tool and “insurance policy”, and school libraries should be better supported to develop and implement them (Shaw, 2011, p. 165).

Future-proofing collections through policy

There is no doubt that the contemporary information landscape has and continues to have a transformative impact on resources, collections, and the collection development process itself (McDonald, 2022, March 10). School libraries now traverse complicated digital terrain, where information keeps proliferating (McDonald, 2022, May 28). Digital resources, which now feature prominently in contemporary library collections, challenge traditional notions of ownership and access (Newsum, 2016). Collection building is now more complex not just because of the dynamic nature of online and digital content which is “being continually edited, revised and supplemented” but also because it can be user generated (Corrall, 2011, p. 17).

While this poses all sorts of challenges, it does not signal the demise of library collections. Corrall (2011) cites library scholar Michael Gorman who argues that, instead of a disastrous “revolution”, library collections are in fact growing, “with each new development representing an evolutionary step” (p. 20). Teacher librarians need to keep up to date with current information trends and rapidly changing digital content, even though this is a “thrilling, slightly terrifying, essential part of our jobs” (McDonald, 2022, March 10). This is vital to ensure resource collections match user community needs, and policy documentation must be updated accordingly.

While resource formats are changing, with expanded scope through online channels and interlibrary lending, the teacher librarian’s role in ethically selecting and providing access to these resources to meet user needs remains steadfast (Corrall, 2011). Policy documentation needs to empower teacher librarians to select resources that will support student needs for current and future use, even though curriculum will change, and both technology and digital resources will continue to develop. CDPs should be flexible so that they can be adapted in line with these changes.

I am excited to consider school library futures, as collections expand in size, inclusivity and relevance for users (McDonald, 2022, May 28). We have seen this most poignantly through the recent COVID-19 lockdowns when school libraries had to prioritise collection accessibility through online channels as we all worked from our homes. Drawing on Wade’s (2005) analogy, I am hopeful that school libraries will, like phoenixes, rise to the challenge of keeping pace with user needs and information trends. And, as school collections keep adapting, the library’s most important document, the CDP, must adapt too.

References

Australian School Library Association & Australian Library and Information Association. (2001). Learning for the future: Developing information services in schools (2nd ed.). Curriculum Corporation.

Braxton, B. (2022). Sample collection policy. 500 hats: the teacher librarian in the 21st century. https://500hats.edublogs.org/policies/sample-collection-policy/

Corrall, S. (2011). The concept of collection development in the digital world. In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (pp. 3-25). Facet Publishing.

Dempsey, L., Malpas, C., & Lavoie, B. (2014). Collection directions: The evolution of library collections and collecting. Portal: Libraries and the Academy, 14(3), 393-423. https://doi.org/10.1353/pla.2014.0013

International Federation of Library Associations and Institutions. (2015). IFLA school library guidelines: 2nd revised edition. https://repository.ifla.org/handle/123456789/58

Johnson, P. (2009). Fundamentals of collection development and management (2nd ed.). ALA Editions.

Johnson, P. (2018). Fundamentals of collection development and management (4th ed.). ALA Editions.

Kerby, M. (2019). An introduction to collection development for school librarians (2nd ed.). ALA Editions.

Merga, M. K. (2022). School libraries supporting literacy and wellbeing. Facet Publishing.

Mitchell, P. (2016). Five things about digital collections. FYI: The Journal for the School Information Professional, 20(3), 4-19. https://search.informit.org/doi/10.3316/aeipt.213385

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: an initial literature review. School Libraries Worldwide, 22(1), 97–109. https://doi.org/10.14265.22.1.008

Shaw, W. (2011). Collection development policies for the digital age. In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (pp. 165-180). Facet Publishing.

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14.

Walls, C. (2022, May 5). Policy, what policy? [Comment on “Module 6.1 Forum”]. Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_59966_1&nav=discussion_board_entry&conf_id=_122289_1&forum_id=_271032_1&message_id=_4058332_1

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School Library Futures

Posted on May 28, 2022

I’m excited to think about the future of school libraries, as they become more inclusive and relevant to user needs. This could include more accessible resources for students with specific learning needs, multilingual materials, and blended learning resources or information that students can access from home.

I sincerely hope that increasing digital integration and e-resource offerings will further cement the importance of school libraries as learning hubs and integral components for the school teaching and learning landscape. Like Wade’s (2005) phoenix analogy indicates, school libraries need to continuously evolve to keep pace with user needs and information trends. School libraries that become, like dodos, extinct, not utilised or not fit for purpose are such a wasted opportunity for positive impact. As the International Federation of Library Association and Institutions’ (2018) updated Trends Report suggests that: “Libraries can adapt and respond through sharing skills, tools and ideas that empower their users” (p. 5).

Despite expanding digital collections, I think that physical resources will continue to have a place in school libraries as they serve educational purposes. In the future, there will continue to be changes to what physical library environments look like and feature too. Some examples are more flexible furniture, collaborative working areas, shelving on wheels and different zones (Curtis, 2018).

There is a lot of fearmongering that digital shifts will threaten the place of libraries and, by extension, Teacher Librarians (TLs), but this is not the case. School libraries of the future may look different, but their purpose will not waver: to equip users with the skills they need to navigate information environments, read widely and access resources from a variety of different perspectives. Teacher librarians, like wayfarers guiding users through diverse terrain (digital and physical), will always be needed, if not more than ever as information needs keep proliferating.

References

Curtis, N. (2018). School library staff share: Our wish list for the future. Access, 32(3), 32-38.

International Federation of Library Associations and Institutions. (2018). IFLA Trend Report Update. https://trends.ifla.org/files/trends/assets/documents/ifla_trend_report_2018.pdf

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14.

Image Credit: Photo by Hadija Saidi on Unsplash

Censorship

Posted on May 20, 2022

The issue of censorship is complex but juicy – and I find it fascinating! Last year I attended a session held by former Victorian CBCA Branch President Karys McEwan who spoke about this. She outlined her approach to censorship: that all the books in the collection had been carefully selected for the student community, but that doesn’t mean that all the books will be suited for each individual student. If the book isn’t quite right for that student, then just pick another one!

In theory, I think that high school students should be able to self-censor and select books that are appropriate for them. The reality, however, is probably that they still need some guidance! At our school, we have some content labels and a separate section of ‘Senior Fiction’ which is for books with mature themes (sex, drugs and rock’n’roll). This area isn’t restricted, because students can access these books, but there will be a system alert if younger students want to borrow one of these titles. Some other libraries require parent permission for students to borrow from these restricted sections, but this could potentially impact students’ rights (Jacobson, 2016).

My key takeaways from the module and readings are that: the best response to challenges is to have a clear Collection Development Policy (CDP) that outlines a process for challenging resources that community members may want censored or removed.

I found it interesting that in the 2016 Controversial Books Survey, conducted by the School Library Journal, more than 90 percent of librarians interviewed said they didn’t select a book to add to the collection because of controversial content (School Library Journal Staff, 2016). This controversial content included: “sexual content, profanity, or other non-age-appropriate material” (Jacobson, 2016, p. 21). Dawkins explains that this can become self-selection, “when a school librarian chooses not to add material to a collection for fear of a challenge” (2018, p. 8). To me, this indicates that resources that make it to the collection are selected carefully with consideration about themes, content, and appropriateness for users. This can all be justified, through selection criteria and the CDP, if challenges do indeed arise.

I also found it interesting that most challenges were came from parents, after that it was teachers or administrators and then, finally, students themselves (Jacobson, 2016). This indicates to me that parents are perhaps most likely to be making challenges about collection content.

References

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

Jacobson, L. (2016). Unnatural Selection. School Library Journal, 62(10), 20–24.

School Library Journal Staff. (2016, September 26). SLJ Controversial Books Survey Responses: Weighing Subject Matter. https://www.slj.com/story/slj-controversial-books-survey-responses-weighing-subject-matter

Image Credit: Photograph by Steve Buissinne from Pixabay

Collection Evaluation

Posted on May 11, 2022

Johnson (2018) emphasises that collection evaluation is an ongoing process, outlining several quantitative and qualitative methods of collection analysis that can be used to evaluate school library collections. This list is helpful as it outlines use-based and user-based approaches, as well as collection-based approaches.

A combination of quantitative and qualitative dad collection methods is best, particularly when reporting to key stakeholders (such as leadership, school council, students, staff, or parents). These stakeholders might be seeking different kinds of information, to serve a variety of purposes (e.g. circulation data to justify spending, information about collection utilisation, feedback about collection appropriateness).

For example, school leadership might preference quantitative data such as circulation statistics, e-resources use statistics, in-house use statistics, cost per use as well as collection size and growth. This data could be used to justify library budgets or plans for collection expansion, as directed by user community needs. Numerical data, however, only shows part of the picture. As noted by Brown “it’s not enough to include numbers alone. The value lies in your interpretation of what the numbers represent” (2016, p. 22).

Moreover, qualitative methods, such as user opinion surveys (e.g. Google Forms or Survey Monkey), collection mapping or observation (what books are used/read/referred to in the Library but not necessarily loaned) could be used by school library staff to garner richer data about collection use. These methods, however, are more time-consuming and maybe not performed as regularly as some quantitative data collection, particularly methods that can be performed quickly using digital library software.

Other methods, such as list-checking (e.g. comparing to CBCA lists or selection aid recommendations) and collection mapping could be used to inform school staff about what is in the school library collection (and links to curriculum). Comparisons to other school libraries could also prove insightful.

References

Brown, D. (2016). Shine a light on your library. Incite, 37(3), 22-23.

Johnson, P. (2018). Fundamentals of collection development and management. American Library Association.

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Recommendation: Children’s Books Daily

Posted on March 20, 2022

Children’s Books Daily is an amazing website run by passionate QLD teacher librarian and parent, Megan Daley. Megan is a previous recipient of the national Dromken Librarian’s Award and has been working as a teacher librarian for many years. She published the incredibly helpful book for parents/teachers ‘Raising Readers‘ in 2019 which is brimming with wisdom and advice.

There is a lot of helpful content on her website, including a blog, a range of different ‘top 20 book lists’ for different age groups and a categorised section for book reviews. These book reviews are mostly written by Megan or a member of her team (e.g. teacher librarian Mel Kroeger).

Pros:

Megan is an expert! She knows students through her work in schools but also as a parent with kids of her own
She promotes quality Australian literature, particularly new titles
Her knowledge base and audience are tailored to Australian school students/teachers/parents
Can filter reviews by age group and genre

Cons:

It’s not clear of Megan is ever sent material to review from publishers/authors
Potentially biased towards book suiting her interests (but she does seem to read broadly!)

Here is YouTube video produced by Queensland University of Technology celebrating Megan Daley!

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Library Suppliers

Posted on March 20, 2022

Question Prompt: What qualities would you look for in preferred school library suppliers? What challenges may schools who are isolated from major cities and schools with unique needs (specialist curriculum, language/ethnic/religious groups and learning styles) experience when it comes to acquiring resources? Identify and discuss some of these challenges and share ideas for overcoming them.

I would preference suppliers who are based in Australia who have variety and a significant number of the needed resources, ideally at a comparable price point to competitors. Buying most of the resources from a small number of suppliers will make shipping and processing easier. However, as the module notes suggest, I’d keep an eye out for suppliers who endorse exclusivity and prevent you from buying from different suppliers.

Schools who are isolated geographically may have more trouble ordering and receiving resources in a timely manner. Transport costs may also be significantly higher, particularly if you are in remote parts of Australia. To overcome this, ordering in bulk and ahead of time (as much as possible) could help.

Schools who have specific needs (e.g. requiring bilingual resources or resources for students with specific learning needs etc) may not be able to order through bigger suppliers and may have to look at niche or international suppliers. These resources may be more expensive and take longer to arrive. However, it will be worth it if the school then acquires the quality, appropriate resources the community needs!

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Defining Collection Development

Posted on March 3, 2022

This week in ETL503 Resourcing the Curriculum, we have been learning about managing and developing the school library collection.

I couldn’t find a definition of collection management or development used by my local educational authority, the Victorian Department of Education. So, instead, I found the South Australian Department of Education’s 2020 policy document: ‘Selecting and using resources for educational purposes guideline’. On page 5, an overview of collection management is discussed:

“Teacher-librarians, resource centre managers, technology coordinators, team leaders and IT managers have key roles in selecting, managing, and distributing a range of resources. They are well-placed to provide advice about selecting resources including conventional books, newspapers, magazines and journals, CDs, talking books and DVDs, conventional charts, digital images, e-collections, apps, and a variety of digital resources. Existing resources require regular review for quality control and to monitor continuing relevance” (Department of Education South Australia, 2020, p.5).

In the School Library Association of Victoria (SLAV)’s 2018 ‘Statement on School Libraries’, they state that school libraries support learning communities by “managing and curating equitable, inclusive and diverse physical and digital collections that reflect both a local and global perspective.”

Key elements across these two definitions are the importance of school collections that comprise digital and print resources that are suitable to the needs of school learning community. The first definition, offered by the South Australian Department of Education, distils the teacher librarian’s core role as “selecting, managing and distributing” resources. In addition, the process that our lecturer Ms Krystal Gagen-Spriggs calls ‘weeding’ is also mentioned, with emphasis on the continual assessment of resource quality and relevance. The SLAV statement places explicit importance on resources that are “inclusive and diverse”, which I think is a vital component of collection management or development as well.

In this week’s module, I found it comforting to read that it’s not just the teacher librarian’s responsibility! Developing and managing resource collections is a collaborative effort which involves the input of many in the broader learning community.

References:

Department of Education South Australia. (2020). Selecting and using resources for educational purposes guideline. https://www.education.sa.gov.au/doc/selecting-and-using-resources-educational-purposes-guideline

School Library Association of Victoria. (2018). ‘Statement on School Libraries’. https://slav.org.au/resources/Documents/statement.pdf