How has ETL503: Resourcing the Curriculum extended my knowledge and understanding of the role and nature of school library collections?
Prior to commencing my studies in Teacher Librarianship, I had very limited knowledge of what was included in a library collection. I also had no real understanding of the management process that is required to develop and maintain a collection. Having only had experience as a casual/relief teacher I was yet to engage formally with a library or see it working in action. The ETL503 unit has given me an insight into all areas of collection management within the context of a school library. From the acquisition stage, through to the weeding stage and how each step of this process is managed.
The Department of Education identifies the purpose of the school library collection is to, “enhance student learning by providing innovative programs and services” (2015, p. 2). The collection should be used to support students by matching their learning needs, and the curriculum requirements of the community, (Hughes-Hassell & Mancell, 2005, pg. 3). The TL in collaboration with other teaching staff are therefore tasked with the responsibility of developing and managing this collection in a way that keeps it relevant to student interests and curriculum content.
The content in this unit has also highlighted to me the challenges that arise when developing a collection. These challenges include technology, learning and teaching styles, ongoing curriculum changes, and the development of new resource formats. Technology is perhaps the biggest challenge a TL will face in the development of a collection as there has been a shift in how we consume content in the modern age. The School libraries handbook highlights the role of the teacher librarian to include selecting, “appropriate technology” to meet the learning needs of the school community (2017, p. 8). The planning, policy and collection development documents must reflect this change to a new digital age, (Genoni, 2007).
My understanding of the role of a school library collection, and that of the Teacher Librarian has greatly extended throughout this unit. ETL503 has provided me with a greater appreciation for teacher librarians and the role they play within a school. Through the engaging content, and interesting class discussions I have learnt to appreciate the complexity of the role and look forward to experiencing it first hand in my future career.
The importance of a collection development policy (CDP) as a strategic document
A collection development policy is an important strategic document as it provides stakeholders with information on how a collection aligns with a school’s values and priorities (ASLA, 2011). It should also provide detailed information on how to manage the collection to achieve this. Johnson suggests that a CDP can be used to define rules for how a collection will be managed, (2009). These rules or guidelines include statements which describe how resources are chosen, acquired, which formats should be included, the de-selection or weeding process and how to manage budgets, and consumer complaints.
The collection development policy promotes the values and priorities of a school through its clear and concise criteria of why resources have been acquired. Bonanno states that for teacher librarians, “rhetoric must resonate with your audience,” (2011). I understood this to mean that Teacher Librarians should use their leadership role to align the collection with the curriculum and student interests. A significant part of the TL role is to, “work collaboratively within a school to create a holistic approach to whole school learning,” (Stuart, 2022, March 13). The CDP provides a guideline for a collaborative approach to managing a collection so that all stakeholders have a say on what resources and services the school library promotes. The implementation of a written collection development policy seems to be lacking in many schools, this is something I hope to rectify in the school I am currently associated with if given the opportunity.
The Collection Development Policy in the modern context needs to be adapted to include the implementation of digital technologies and formats within the collection. The CDP should have an area which addresses the access to information as opposed to the ownership of a resource, (Genoni, 2007). The CDP will provide a criteria for the selection of digital resources, and how they will be integrated into the collection development. The TL, in accordance with the CDP, is a crucial part of helping students to develop thier digital citizenship. A global approach to this digital citizenship creates an awareness of being part of a larger digital community, (McEwan, 2021)
Censorship is another challenge that teacher librarians face in the management of a collection. The CDP provides a basis for implementing appropriate censorship and in some ways counteracting any issues brought forth by consumers. The collaborative approach to the CDP assists in eradicating personal bias from the TL. By adhering to the criteria in the CDP a TL is not solely responsible for the selection of resources and thereby may not feel the need to self-censor certain resources. Dawkins discusses the fear of being challenged as a precursor to self-censorship, (2018). The CDP provides a guideline of what resources are relevant as well as what is not appropriate to include. It will also include the process for complaints or issues and how they will be addressed when they arise.
A Collection Development Policy is not a stagnant document, but rather ever evolving as it adapts and changes to meet the community requirements and interests. The implementation of a CDP is of itself proof of the adaptation of the library collection as it provides a formal document to present collection management criteria that is already in place. Through my engagement with teacher librarians in the field, they could speak to the areas, in particular the selection process but did not have it documented, (Stuart, 2022, May 22). After engaging with the unit content, the CDP should be updated regularly to ensure that resources are relevant, web links are still active and that it reflects any changes to the curriculum.
How can a collection development policy assist in future proofing the collection?
There are some who believe libraries and teacher librarians to be obsolete in the modern age of technology. This is reflective of the results from the 2020 school library survey, in which only 47% of Australian schools surveyed, had a qualified Teacher Librarian on staff (Softlink). When addressing a forum of teacher librarians, Bonono stated that, “you will only be an endangered species if you allow it to be,” (2011). Throughout the rest of her speech, Bonnano suggests that the teacher librarian should strive to be, “indispensable to the school community,” (Stuart, 2022, March 10). This idea of becoming a crucial part of the school community is essential to future proofing not only the collection but also the position of the teacher librarian.
The Collection Development Policy assists in future proofing a collection as it provides all stakeholders with a document outlining the purpose of the collection, and providing a criteria for its management. The document may also be used for, “advocating for future improvements in school library services,” (Oberg & Shults-Jones, 2015, p. 12). The TL must be flexible in their practice as well as forward thinking. Therefore a CDP should include specific criteria for managing e-resources as well as the physical collection as they have different requirement
This policy should be created as a collaborative effort including the TL, school executives and other teaching staff. The classroom teacher is an essential contributor to the creation of the CDP as they have valuable information about the needs, interests and capabilities of students as well as expert experience with curriculum content, (Oberg & Schults-Jones, 2015).
As I undertake this transition from casual/relief teacher into that of Teacher Librarian; I hope to be guided by these future proofing strategies to secure the library as a crucial element of any school. The TL is an important role that I have come to understand as being a cornerstone of quality learning support in the school environment.
References
Australian Curriculum Assessment and Reporting Authority. (2010). Australian curriculum. http://www.australiancurriculum.edu.au/
Australian School Library Association & Australian Library and Information Services Association. (2011). Learning for the future. (2nd ed.). Curriculum Press, Australia
Bonanno,K. (2011). A profession at the tipping point: Time to change the game plan. Vimee. https://vimeo.com/31003940
Department of Education. (2015). Handbook for school libraries. New South Wales Government. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/schoollibrarieshandbook2015.pdf
Genoni, P. (2007). Current issues in library collecting. ScienceDirect. Retrieved May 22, 2022 from https://www.sciencedirect.com/topics/computer-science/collection-management
Hughes-Hassell, S., & Mancall, J. (2005). Collection management for youth: Responding to the needs of learners. ALA Editions
Kennedy, J. (2006). Collection management: A concise introduction. Elsevier Science & Technology. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1639677&ppg=20#ppg=154
Kimme;, S. C. (2014). Developing collections to empower learning. American Association of School Librarians
McEwan, S. (2021, April 18). Supporting the digital learner. ISBN Thinking. https://thinkspace.csu.edu.au/isbnthinking/2021/04/28/supporting-the-digital-learner/
NSW Department of Education. (2017) Handbook for school libraries. https://education.nsw.gov.au/supporting-learning-and-teaching/schoollibraries
Oberg, D., & Schultz-Jones, B (2015) Collection management policies and procedures (2nd ed.).. IFLA School Library Guidlines. IFLA, Netherlands
Softlink. (2020). School Library survey – Australian, New zealand and Asia Pacific preliminary findings, 10 Nov 2020