community – Jennifer's reflections 'through the looking glass'

Range of services and resources

Library and Information Science (LIS) organisations centre on connecting society to information, as well as connecting people to each other, by providing a range of services and resources. Community building is becoming increasingly important in the 21st century with global developments and changing social demographics. Libraries form an integral part of supporting an individual’s personal and professional development, their networks and connections (Huysmans & Oomes, 2013, p. 168 & p. 175). All LIS agencies presented the objective to promote and cultivate equitable access to resources and technology. With the evolving client needs and reduction of physical resources in most LIS agencies, modern libraries are developing their spaces into innovative and social places for establishing a sense of community. A recent example of this was evident in the transformation of the Albury Wodonga Health Library, meeting the needs of the clientele by identifying the overall goal of providing high-quality patient care. The specialist librarian archived the outdated historical collection and curated relevant, current digital literature resources, in addition to leading the refurbishment of the physical space, with the aim being increased usability, specifically for meeting use and access to information technologies (Griffith, 2024). In the research study by the Library Board of Victoria and the Victoria Public Library (State Library of Victoria, 2005), several key areas were identified as fundamental contributions of libraries to the community. These consisted of providing equitable access to information; fostering relationships, connections and social capital; creating informed and skilled citizens; and the supportive ethos and freedom of libraries (State Library of Victoria, 2005, pp. 13-22). Moreover, it can be asserted that the whole premise of libraries is to support diversity, inclusion and equity (Harris, 2024).

Public libraries particularly are becoming community and cultural hubs within local council jurisdictions (Harris, 2024), with client support services and resources an integral provision and contribution for people of all ages, backgrounds and needs. Linking with the community can form beneficial partnerships to assist and promote services, education, guidance and equitable access to a wide range of people. The ever-changing nature of how people access, find and use information highlights the imperative need for LIS agencies to support their clients with efficient and effective information processes, digital competencies and equitable resource access. Libraries Tasmania formed an adult literacy and numeracy program called 26TEN to combat low literacy levels in the state (Roberts, 2024). This initiative has grown over almost two decades to provide a network of individuals and organisations offering a range of work-based skills and training across numerous sectors, including disability, aged care, education, health and government (Tasmanian Government, n.d.). In addition to being part of this high profile and valuable program, Libraries Tasmania has volunteer tutors and literacy coordinators across the branches, facilitating free, individual and small group sessions for improving reading, writing, maths and English speaking skills (Roberts, 2024). Bundaberg Regional Libraries also deliver a range of future focused programs to the community, where outreach with local organisations are important relationships to foster. A range of adult educational programs are offered, supporting information, media and digital literacies, as well as health, finance and tax assistance (Harris, 2024). In Stephen Harris’ role as an Information Services Librarian, he designs and facilitates popular digital literacy and technology-based activities for clients from children to senior citizens (Harris, 2024).

Knowledge, skills and attributes

Building transferable skills is essential as employees progress through their careers. These core skill sets are desirable to employers and can further career options and support employment transitions. Transferable skills were a common theme throughout the LIS agency presentations, from organisational and communication, to people and leadership skills. LIS professionals require transferable skills that complement specialist knowledge areas, building their capabilities over time in their careers (Australian Library and Information Association (ALIA), 2020). The premise of learning and developing on the job was discussed by Anna Griffith of the Albury Wodonga Health Library. Griffith explained that it takes time and persistence to become experts in specialised information agencies, however, workflow management, analytical and information-based skills, including research and database use were transferable (Griffith, 2024). Stephen Harris emphasised the importance of developing a sustained passion for information, stating that as information professionals, no matter the career sector, “information is information” (Harris, 2024, 16:03), and by linking to transferable skills, confidence will be strengthened. Zena Ghosn regarded transferable skills from a TAFE perspective, identifying technological competencies as a high priority, as well as maintaining a proactive approach to independent and on-the-job learning, particularly in regards to the specialised vocational context (Ghosn, 2024).

Collaboration is a key characteristic involved with the LIS role, with the librarian a relationship builder; viewed as approachable, knowledgeable and clear communicators. At Charles Sturt University library, collaborative skills for an academic librarian are integral as they are often a trusted advisor and source of information to both scholars and students (De Chesne, 2024). In the study by Kerrigan et al. (2015), LIS collaboration was explored within libraries and organisations, with both tangible and intangible benefits identified. These included building academic and archival avenues, development of the clienteles’ transferable skills, cost reduction, provision of digital services, and resource sharing (Kerrigan et al., 2015, pp. 16-17). Collaborations at Bundaberg Regional Libraries have seen beneficial connections for First Nations Peoples, LGBTQIA+ families, the homeless community, and senior citizens (Harris, 2024). Successful collaboration between Libraries Tasmania and Hobart City Council was recognised with the designation of Hobart being a UNESCO City of Literature (Roberts, 2024; City of Hobart, 2023).

A commitment to lifelong learning and professional development is an essential attribute for LIS professionals. Linking with professional networks allows librarians to empower themselves and others, fostering collaboration, driving innovation and advocating for positive change within the information landscape. Harris (2024) reports that in order to maintain currency with trends, becoming involved through conferences, volunteering and professional memberships are advantageous actions. Griffith (2024) also noted that networking, attending meetings and conferences, and becoming active in associations, supports your professional development and curiosity.

Collaboration, transferable outcomes and the active commitment to professional learning and networks are endorsed through the statement of standards of professional excellence for teacher librarians (ALIA, 2004), specifically:

2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes;
3.1 Model and promote lifelong learning;
3.3 Demonstrate leadership within school and professional communities; and
3.4 Actively participate in education and library professional networks (ALIA, 2004).

Additionally, a multitude of elements relating to collaboration, partnerships, aligning values and goals with other sectors and organisations, expanding professional knowledge, and building transferable skills are contained in the Foundation knowledge, skills and attributes document (ALIA, 2020).

Reflection of the study visit

The virtual presentations were informative and inspiring, extending my knowledge on a range of topics related to the specialised LIS contexts. Particularly beneficial was linking the theoretical knowledge gained throughout our studies to the technical aspects of libraries. The presentations produced clarity, where I was able to place learning content into a practical context. Examples included the explanation of the vital and expanding role of metadata services (De Chesne, 2024), reinforcing the concepts learned throughout ETL505: Describing and Analysing Education Resources; or the discussion on the impact of digital technologies programs at Bundaberg Regional Libraries (Harris, 2024), showcasing some of the formats explored during ETL533: Literature in Digital Environments.

Following the presentations, I have highlighted and noted various specific ideas for my future directions. Part of future proofing the library and the teacher librarian role includes building the library’s profile and impact within the setting and wider community. The positive community outreach programs at Bundaberg Regional Libraries were presented, providing inspiration and encouragement for an area I wish to develop in my role (Harris, 2024). Advocacy is integral for cultivating the perception of libraries, which influences the culture, environment, staffing and budgeting. Several presenters highlighted the need to demonstrate the return on investments through advocacy initiatives. This included aligning the library strategy to the organisation’s strategic plan, marketing the library through sites, articles and newsletters, and documenting the library’s impact. All LIS agencies outlined various evidence-based decisions and how they used impact data in their contexts, such as circulation data, hold reports, client driven acquisitions, door counters or research metrics. These tools can be transferred to my context to gain statistical data for library user and resource reports, to improve services and evaluate reach and effectiveness. Formulating a library plan to reflect the school’s strategic directions will also be a future task.

Finally, articulation of the solo practitioner role at Albury Wodonga Health Library and the effect this has had on decision making (Griffith, 2024) particularly resonated with me as the solo librarian at my school without a team, including future goals of being proactive and building library networks.

Holland, J. (2016). *[Photograph: Rainbow Reflection]*. Murrumbateman, N.S.W.

References

Australian Library and Information Association. (2020). Foundation knowledge, skills and attributes relevant to information professionals working in archives, libraries and records management. ALIA. https://read.alia.org.au/foundation-knowledge-skills-and-attributes-relevant-information-professionals-working-archives-0

Australian Library and Information Association. (2004). Australian professional standards for teacher librarians. ALIA. https://asla.org.au/resources/Documents/Website%20Documents/Policies/TLstandards.pdf

City of Hobart. (2023, November 1). Hobart successfully nominated as a city of literature. https://www.hobartcity.com.au/Council/News-publications-and-announcements/Media-centre/Hobart-successfully-nominated-as-a-City-of-Literature

De Chesne, A. (2024, May 6). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

Ghosn, Z. (2024, May 7). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

Griffith, A. (2024, May 6). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

Harris, S. (2024, May 3). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

Huysmans, F., & Oomes, M. (2013). Measuring the public library’s societal value: A methodological research program. IFLA Journal. 39(2), 168-177. https://doi.org/10.1177/0340035213486412

Kerrigan, C. E., Velasquez, D., & Evans, N. (2015). Collaboration in libraries. University of South Australia. https://doi.org/10.13140/RG.2.2.31463.29602

Roberts, E. (2024, May 1). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au

State Library of Victoria. (2005). Libraries building communities. Report one: Setting the scene. https://www.slv.vic.gov.au/sites/default/files/Libraries-building-communities-report-1.pdf

Tasmanian Government. (n.d.). About 26TEN. 26TEN. https://26ten.tas.gov.au/about-26ten/

The school library collection is under a constant state of change as new technologies emerge and are developed for education. With this evolution comes an impact on resources, student engagement, and learning, teaching and curriculum trends. The overarching premise of our dynamic information landscape examined in ETL 401 has been deepened with the study into technology’s influence on the library collection during ETL 503.

From my studies over the duration of the ETL 503 subject, my knowledge and understanding on collection development has grown. Early in the course I thought the terms collection development and collection management were interchangeable. In Module 1, I applied the incorrect terminology in a discussion forum post (Holland, 2022, July 14). Through my readings and assignments, I have realised that I was not alone in my confusion of the two terms, as academics even argue the distinction between the two terms. This forum topic also began my exploration of collection development policies. From research and module readings during this subject, several policies in particular have been notable. These include the American Library Association. (2018), Australian Library and Information Association (2017), Braxton (2016), and Libraries Tasmania (n.d). These websites and documents provide clear language, are well-structured, and are easy to follow tools for delving into collection development and writing a policy for a library.

An aspect of significance during the subject has been on creating a balanced library collection that meets the learning and recreation needs of the school community. Collections face issues with space, costs and accessibility. Two features libraries may look to implement in the future to promote and enrich their developments are patron-driven acquisition (PDA) and collaborative collection development (CCD).

Patron-driven acquisition (PDA) policies build on the idea of allowing library users to identify resources for purchase. Within the digital environment, PDA allows users to search and locate resources, with the library paying only for what is used (Anderson, 2011). Librarians are able to provide access to a greater range of resources, as PDA promotes money saving, all while enhancing the experiences of the library users. Results in a study by Dewland and See (2014) determined that print resources purchased through a PDA program were circulated significantly more than traditional selection processes.

Levenson (2020) examined CCD between libraries, in which studies of CCD have shown substantial benefits, including budgetary, increased breadth and depth of available resources, and positive partnerships with other libraries. In my local context, resources can be accessed and shared in the ACT public, institution and school library system. Interestingly, in the past there was a central ACT education library housing teacher resources, however, it was abandoned with the rise of digital resources.

Even the concept of school community has been an area of reflection for my school context. Who are the library’s audience and how can I extend the collection to cater for the whole community? Research supports collaboration in school libraries, in which staff and students are included in the selection process (Holland, 2022, October 2) see also discussions and articles on Forum 2.1 (Interact 2, 2022).

Acquisitions and the evaluation of resources have been a large area of interest and learning growth for me over the duration of the ETL 503 course. In a blog post, I researched and reflected on the concept of collection mapping to create visual representations of a library collection’s strengths and weaknesses (Holland, 2022, October 5). This is a tool I would like to extend into my library context to assist with the evaluation of a fairly aged library. People, myself included, can sometimes rely on what is comfortable or what you are knowledgeable on. Therefore, my goal is to further explore and develop our school e-resources and subscriptions services. Licensing, contracts and copyright laws and all integral and necessary aspects in our profession to be well informed about.

Most importantly this subject has reinforced the ethos of library collections and their aim. Collections are a reflection of the educational needs and individual interests of their patrons, that is, the students, staff and wider community. Resources and collections are designed and curated to reflect the context of the individual student communities. Each and every school will have differing community needs and goals, with teacher librarians being experts in understanding their school context, values and vision. Assisting patrons with accessing, selecting and engaging with resources to support their learning and recreational needs is our core business.

American Library Association. (2018). Selection and Reconsideration Toolkit for Public, School

& Academic Libraries.

https://www.ala.org/tools/challengesupport/selectionpolicytoolkit

Anderson, R. (2011). What Patron-Driven Acquisition (PDA) Does and Doesn’t Mean: An FAQ.

The Scholarly Kitchen.

https://scholarlykitchen.sspnet.org/2011/05/31/what-patron-driven-acquisition-pda-does-and-doesnt-mean-an-faq/

Australian Library and Information Association and Victorian Catholic Teacher Librarians.

(2017). A manual for developing policies and procedures in Australian school library resource centres [Ebook] (2nd ed.).

https://read.alia.org.au/manual-developing-policies-and-procedures-australian-school-library-resource-centres-2nd-edition.

Braxton, B. (2016). Sample collection policy.

http://500hats.edublogs.org/policies/sample-collection-policy/

Dewland, J.C., & See, A. (2015). Patron Driven Acquisitions: Determining the Metrics for