Collection Analysis…the ones I think I will use!
Johnson (2014) provides an excellent model of methods that may assist librarians or media specialists, and in particular, a teacher librarian (TL) when considering collection analysis. Whilst some of these methods may not be possible in a school setting (time constraints, budget limitations for example), there are certainly some that could assist a TL evaluating a collection. Johnson offers both a qualitative and quantitative approach for both use and user and collection based. Ideally, a TL needs to choose the methods relevant to their context and also be selective in the methods they choose, taking into account the time constraints TLs are often faced with.
I think for use and user based (Quantitative), circulation statistics are an excellent means of gaining how popular, useful and valued some resources are. Our school library uses Oliver and it provides us with excellent options in terms of identifying resource circulation. I think a qualitative approach by means of user opinion surveys (Johnson, 2014) is also an effective way of gaging the collection’s relevance and purpose. Johnson (2018) maintains that a collection analysis must have a clear purpose, and ultimately, ensuring that a collection meets the needs of the end-user, is the basis for evaluating a current collection. It is paramount that the users are surveyed to indicate first hand their experiences with, and opinion of, the collection. By way of web-based surveys (one that we use often in our school), this provides the TL with an understanding of whether the collection supports the learning and curriculum needs of both students and staff.
A qualitative approach suggested by Johnson (2018) also suggests collection mapping. This is an excellent collection evaluation tool which allows the TL to create a visual representation of the collection and enables the TL to identify its strengths and weaknesses. It informs purchase decisions, weeding decisions, and allows the collection to meet the needs of the users. Curriculum mapping also allows the TL to implement a plan that allows ongoing evaluation of the collection. Whilst this can be an arduous and time-consuming task, it allows the TL to develop great collaboration with teaching staff, and advocates for the TL as a leader in the school, developing strong connections with staff, students and curriculum. A curriculum map ultimately allows the collection to be effectively aligned to the curriculum.
List checking would also be a useful and practical tool, allowing libraries to perform an analysis of their collection against a specially prepared list (Johnson, 2014). The beauty of this method is that lists are updated frequently, providing up to date and relevant suggestions, and also increases the knowledge of the collection and the TL’s knowledge of subject literature, further assisting future purchases for titles that may be missing (Johnson, 2014). With the new schooling system in Queensland as of 2019, the prescribed text list for Senior English, for example, is one list that we have consulted with to ensure our library provides both our staff and students with access to these texts.
Johnson, P. (2018). Fundamentals of Collection Development and Management. 4th Edition. ALA Editions.
Johnson, P. (2014). Chapter 7: Collection analysis: Evaluation and assessment in Fundamentals of Collection Development and Management. American Library Association, 2014. ProQuest Ebook Central. http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/reader.action?docID=1711419