Part B : Reflective Practice
- My extended knowledge and understanding of the role and nature of school library collections.
In my first blog post, Reflection on the school library collection (2019), I describe that the development and changes of information are affecting the school library collection and one day digital collections could replace print collections. However, the school library teachers need to develop a well-balanced collection to support the curriculum and meet the needs of teaching and learning. (Queensland Government eResource Service, 2012, p.1)
After I have been studying ETL 503 Resourcing the curriculum, I have learnt that a balanced collection should support the curriculum through a wide range of information resource formats and should acquire resources such as novels, films, comics, magazines, music and computer games for the users’ leisure purposes. (IFLA School Library Guidelines, 2015, p.35)
Also, my new learning is that inter-library loans resource sharing is to enhance library users’ access to library materials. (IFLA School Library Guidelines, 2015, p.36)
School library collections should meet the learners’ diverse needs and be informed by the requirements of learning and teaching with balanced print and digital resources. (ASLA, 2016, p.2)
- The importance of a Collection Development Policy (CDP) as a strategic document.
I have learnt the difference between Collection Development Policy (CDP) and Collection Management Policy (CMP) through this subject. In general, CMP is “the whole range of activities involved in managing access to information resources”, while CDP is “particularly associated with the selection and/or acquisition of library materials”. (Fieldhouse, M., & Marshall, A., 2012, p.5)
Kathleen Power (2019) states in her forum post, the stages of CDP (resource selection, acquisition, deselection and collection evaluation) need to be followed to ensure that there are quality collections being put forth in school libraries.
While I was doing ETL 503 assignment 2 Part A, I realised the importance of having a strong policy and a good review committee at school. When a TL encounters the challenges of controversial resources, he/she needs a CDP as a strategic document to refer to and consult with a good review committee and then has to accept the decision of the committee and the Principal. (Debowski, 2001, p.135-136)
- How a Collection Development Policy (CDP) assists in future proofing the collection.
In my blog post, Collection evaluation plan (2019), I explain why school library collections need to be evaluated. Collection evaluation must be ongoing and focus on the readers not the resources and library collection needs to be evaluated continually to provide its users with appealing, effective and relevant resources. (Braxton, 2018, p.18)
Teachers and students cannot avoid using digital resources in learning and teaching environments. In my blog post, Creative Commons Licences (2019), I describe the need of Creative Commons Licences and its benefits. Teachers and students communicate and share ideas with the use of websites, wikis and blogs in the classroom and this can bring various copyright challenges. (National Copyright Unit, n.d., para.1) When I become a TL in the future, I would like to educate my school about copyright, censorship and Creative Commons Licences in using digital technology.
Also, I have learnt the importance of collaboration. To meet the curriculum requirements and needs and interests of the school community, TLs need to work with teachers collaboratively because “collection building is a collaborative endeavour”. (IFLA School Library Guidelines, 2015, p.33-34)
In conclusion, Collection Development Policy (CDP) should be developed continually to meet the needs and interests of students, teachers and the school community and to provide them with good quality of library resources. (Braxton, 2018, p.2) According to Braxton (2018), CDP is to be reviewed and revised every three years because policies have a life of about three years. (p.22-23) When schools have strong and well-balanced CDP, they will have future proofing library collections.
References
Australian School Library Association. (2016). ASLA Statement on School Library Resource Provision. Retrieved from https://asla.org.au/school-library-resource-provision
Braxton, B. (2018). Sample Collection Policy. Retrieved from http://500hats.edublogs.org/policies/sample-collection-policy/
Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J.McGregor (Eds.). Providing more with less: collection management for school libraries (2nd ed., pp. 126-136). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University. Retrieved from https://doms.csu.edu.au/csu/file/b9feaf8b-3c64-48cf-a5f2-ba87f023bc47/1/debowski-s.pdf
Fieldhouse, M., & Marshall, A. (2012). Collection Development in the Digital Age. UK : Facet Publishing.
International Federation of Library Associations and Institutions. (2015). IFLA School Library Guidelines. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
Kathleen Power (2019, May 5). Online Discussions. Forum 1.2 Definitions of Collection Management and Collection Development. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/forum?action=list_threads&course_id=_42383_1&nav=discussion_board_entry&conf_id=_78886_1&forum_id=_147530_1
National Copyright Unit. (n.d.). Creative Commons. Retrieved from http://www.smartcopying.edu.au/open-education/creative-commons
Wessely, T. (2010). Collection Management Policy, Learning Resource Centre, Kolbe Catholic College. Retrieved from