Part B : Reflective Practice

1. 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)

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)

3. 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

https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42383_1&content_id=_2636321_1

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 )

Before evaluating collection, I will prepare the criteria for collection evaluation for my school. Based on the criteria, I will evaluate library collection.

When the library resources do not fit into the criteria, I will consult with the review committee at my school and deselect the resources after permission is given.

Reference

Braxton, B. (2018). Sample Collection Policy. Retrieved from http://500hats.edublogs/org/policies/sample-collection-policy/

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 ) However, Creative Commons (CC) provides teachers and students with CC licensed materials to copy, communicate, remix and repurpose freely for the education sector. ( National Copyright Unit, n.d., para.2 )

As a future TL, I would like to educate my future school community about Creative Commons (CC) licences because they can access CC licensed materials without breaching copyright laws.

Reference

National Copyright Unit. (n.d.). Smartcopying : How to find creative commons licensed materials. Retrieved from https://www.smartcopying.edu.au/open-education/creative-commons/creative-commons-information-pack-for-teachers-and-students/how-to-find-creative-commons-licensed-materials

Who has the responsibility of submitting a budget proposal in the school community? Is it the teacher librarian or the school library committee?

Debowski, S. (2001) states that the teacher librarian has the responsibility for the collection management decisions in most schools. (p.128) TLs know their library collection better than any other member of the staff in their school, so they are able to decide which resources are to be purchased. I think it is preferable for the TL to submit a budget proposal to fund the library collection to the school’s senior management and/or the community.

“Budgeting can be said to consist of four phases : budgetary needs analysis and planning; development of the budget submission; allocation of the budget funds; and finally, expenditure of the budget.” (Debowski, S., 2001, p.304) When TLs are aware of the four phases of budgeting suggested by Debowski, s. (20010), they are able to submit sound budget proposals and use the allocated budgets well.

Debowski (2001) points out that “every teacher librarian needs to address :

1. how to obtain an adequate budget. 2. how to ensure those funds are appropriately spent. 3. how to publicize the good work that has been accomplished. 4. the increasing need to lobby for additional funds.” (p.309)

As TLs are able to hanle the addreesed issues by Debowski wisely, the budget proposal will meet the user needs in the learning community.

Reference

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.

Debowski, S. (2001). Collection program funding management. In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with less : collection management for school libraries (2nd ed.) (pp. 299-326). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University

“A good budget manager doesn’t need to be a math whiz. Instead the person must be a collaborator, steward, and thinker.” (Lamb, A. & Johnson, H.L., 2012, p.2) Lamb & Johnson reminded me of the different roles of the TL as collaborator, steward and thinker.

In terms of the TL as collaborator, he/she needs to have good relationships with students, other teachers, and the school community. When TLs collaborate with the people in their school community, they can secure and allocate budget monies securely. (Lamb, A. & Johnson, H.L., 2012, p.2)

Lamb & Johnson (2012) define that the TL as steward is “a leader seeking a wide array of input, basing purchase recommendations and choices on sound needs identification, carefully monitoring and accounting for all expenditures, implementing and assessing the results, and communicating to the learning community.” (p.2) I learnt about many different aspects of the TL’s role as steward.

In terms of the TL as thinker, they are able to make use of the budget allocated to the library. However, Lamb & Johnson (2012) point out that TLs are also to “look for additional funding from other sources and help others spend their monies for media materials and equiptment.” (p.2) When the TL is a good thinker, he/she are able to manage the library budget effectively.

In conclusion, the TL should demonstrate the roles of collaborator, steward and thinker to manage the library budget efficiently. This is another challenge for me as a future TL.

Reference

Lamb, A. & Johnson, H.L. (2012). Program administration: Budget management. The School Library Media Specialist. Retrieved from http://eduscapes.com/sms/administration/budget.html.

I chose St Peters Luthern College’s curation channel to explore.

http://www.libguides.stpeters.qld.edu.au/?b=g&d=a

St Peters Luthern College’s LibGuides curation channel provides a lot of information, such as copyright, how to search library catalogue, IB selected subject resources and others. It provides A-Z database list, discussion boards and Libanswers & Libchat. The content of St Peters Luthern College’s curation channel is very interesting and useful.

Major selection criteria (borrowed from the Collection Management Policy of Kolbe Catholic College, 2009, p.5-6)

Resources selected must :

1. Reflect curriculum needs.
2. Foster growth in factual knowledge, literacy, aesthetic and cultural appreciation, moral and ethical values.
3. Provide adequate information at appropriate levels for resource based/student-centred learning.
4. Have content, language, symbols and concepts at a suitable level for the intended user.
5. Be in the most suitable medium to present the subject matter.
6. Be relevant to Australian issues where appropriate.

Reference

Klobe Catholic College (2010). Collection Management Policy. Retrieved 13 March 2019, from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42383_1&content_id=_2636321_1

The development and changes of information are affecting the school library collection. Module 1 (ETL 503) : The school library collection states that many schools are diminishing print collections and teacher librarians are challenged by providing both print collections and digital collections. (p.1) The question is how long this trend will last. As we can predict, one day digital collections may replace print collections. However, the school library collection might need to have balance between a print collection and a digital collection.

Reference

Giovenco, G. (2019). The school library collection. [S-ETL 503 _201930 module 1] Retrieved 9 March 2019, from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42383_1&content_id=_2636370_1

Shatzkin explains how things are changing in book publishing. People do buy books on the internet more than from bookshops. He points out “how successfully publishers will sell books in the future will depend on how well they master the opportunities presented by Amazon, Apple, Facebook, and Google.” It sounds like publishers need to master technology well to sell more books. I feel sorry for this, however this is the world where we live. As a future TL, I also need to master modern technology to be adapted to the changes in the world. Also, Shatzkin says that a new stage of digital content is changed from words-to-be-read to words-to-be-heard. People can choose digital content according to their preference. However, I would like to recommend young children to read books based on words-to-be-read for their reading development.

Reference

Giovenoce,G (2019). Introduction [ETL 503 Module 1] Retrieved March, 5th, 2019, from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42383_1&c…