Throughout this subject, my understanding of school library collections has grown in ways I hadn’t anticipated. Coming into this course, I thought of library collection management as mostly about keeping the shelves stocked and meeting immediate curriculum needs. Now, I see that building and maintaining a library collection is a far more strategic process. It requires a clear vision, collaboration and an ongoing commitment to relevance and quality.
One of the biggest shifts for me has been learning the value of a Collection Development Policy (CDP). Before this subject, I had never heard of a CDP for my library, let alone considered how it could guide and simplify decision-making. As I reflected in my blog post, Rethinking Book Selection in the School Library (2025), my previous approach to purchasing books was often reactive and based on teacher requests, my own judgment or popular trends. I now understand that a CDP provides a framework that ensures resources are aligned with the curriculum, cater to student interests and reflect the school’s values and priorities (ALIA Schools & ASLA, 2017). This has given me the confidence to approach resource selection with a more thoughtful and deliberate mindset.
Weeding was another concept that really engaged and resonated with me during this subject. In my blog post To Weed or Not to Weed (Jones, 2025), I discussed how I initially viewed weeding as a daunting task in which I just used my professional judgement on what to remove from the collection. However, after reading literature on the process like Rebecca Vnuk’s The Weeding Handbook (2015) and the National Library of New Zealand’s guidelines, I’ve come to appreciate it as an essential and methodical process for keeping a library collection relevant and inviting. At Yamba Public School, where the library hasn’t been weeded in years, I can see how a regular deselection process will breathe new life into the collection.
A highlight of this learning experience has been understanding how important it is to involve the community in collection development. As I discussed in Forum 5.3, methods like user surveys and collaborative discussions with teachers, students and community members are key to ensuring the library remains relevant and reflective of its users. For example, working with the Aboriginal Education Officer (AEO) and local Elders at Yamba has reinforced the importance of integrating culturally authentic resources, such as The Dirrangun and the Giant Fig Tree. This collaboration not only improves the library’s relevance but also strengthens its role as a hub for cultural learning and inclusivity (Hoffman & Wood, 2007).
Throughout this subject, I have also come to understand the importance of collection analysis. Using circulation statistics and e-resource usage data to assess what’s working and what isn’t is now an essential practice which I will be implementing at Yamba regularly. Additionally, list checking against curriculum requirements and identifying gaps will help me keep the collection aligned with teaching priorities and student interests. This methodical approach ensures that every resource in the library has a purpose and contributes to student outcomes.
Overall, this subject has given me a fresh perspective on what it means to manage a school library collection. It is no longer just about acquiring resources to fill my shelves, it’s about curating a purposeful and dynamic collection that supports teaching, fosters a love of reading and reflects the unique culture of the school community. As I look ahead, I feel better equipped to take on the challenges of library management and excited to see how these changes will benefit Yamba Public School.
References:
Australian School Library Association & Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). https://asla.org.au/resources/Documents/Website%20Documents/Policies/policies-procedures-manual_ed2.pdf
Hoffman, F. W., & Wood, R. J. (2007). Library collection development policies: school libraries and learning resource centers. Scarecrow Press. https://csulibrary.alma.exlibrisgroup.com/discovery/delivery/61CSU_INST:61CSU/12131785000002357?lang=en&viewerServiceCode=DigitalViewer
Jones, M. (2025). Collection Analysis Methods of Choice. Module 5.3: Methods of collection analysis. https://learn.csu.edu.au/d2l/le/40641/discussions/topics/50529/View
Jones, M. (2025). Rethinking Book Selection in the School Library. Matt’s Reflective Journal. https://thinkspace.csu.edu.au/insidemattshead/2025/01/01/rethinking-book-selection-in-the-school-library/
Jones, M. (2025). To Weed or not to Weed. Matt’s Reflective Journal. https://thinkspace.csu.edu.au/insidemattshead/2025/01/14/to-weed-or-not-to-weed/
NationalLibraryNZ. (2014, March 30). Weeding your School Library [Video]. https://youtu.be/IkNd9gEm-9g
Vnuk, R. (2015). The weeding handbook : A shelf-by-shelf guide. Chicago: ALA Editions.
