The subject focus was on formal research, that is, gathering and reviewing information that is intentional and systematic, with the objective to understand a phenomenon, answer questions, acquire new knowledge and communicate findings. The purpose of research is to provide evidence-based library and information practices that assist in informing decision making or strategic directions from a pragmatic background.
Some major learning areas were centred on what quality research literature looks like and applying this to our analysis of formal research papers on library and information sector topics. This analysis of professional literature deepened my knowledge and confidence in conducting formal research in my own school context. I also believe this subject could have been beneficial near the beginning of the Masters degree, as I have already noticed my critical eye reviewing research papers and literature for my current subject, Teacher Librarian as Leader. As much as it was a technical subject with a lot of specific terminology to discern and processes to consider, the assessments were practical and realistic for consideration and application towards future practices.
At the very heart of formal research is the research design. Methodology is the foundation of research design, encompassing the paradigm, methods and tools applied to the study (Williamson, 2017, p. 4). The paradigm is the set of beliefs, world views or way of thinking on the subject. The research paradigm provides the framework for understanding the phenomena and influences the approach to gathering information.
While reading and analysing research studies, certain aspects stood out as necessary for a clear, well-documented article:
Background literature – contextualisation of the research that expresses the relevancy of the study. This section provided interesting information and further reading opportunities into the subject being studied.
Identification of the need for the research, that is, the gap in knowledge or practice.
Research questions – clearly stated hypothesis which frames and guides the research.
Paradigm – a defined paradigm by authors was beneficial in understanding their viewpoint.
Methodology – detailed and systematic design plan that outlines the research process.
Sampling – adequate and proper sampling techniques.
Conclusions – clear and insightful with implications for future practice or research.
Limitations.
I created the following diagrams to illustrate some particular concepts for my future reference:
Dissemination and audience
Sharing the research completes the process. Dissemination may be small and within the school community, or more widely distributed within the teaching profession such as in conference papers or scholarly or professional journals. Ethical considerations should always be adhered to during the research and dissemination process. When reporting on research findings, we would apply either internal or external reporting. Most research projects conducted by education practitioners are reported to key stakeholders through internal research reports, presentations or blogs. Working within the school environment, I would require formal ethics approval if disseminating the findings beyond the school.
Future application
The knowledge and skills from this subject will assist me in engaging in formal research within my school community to address issues, raise awareness or provide direction. Future research ideas to apply in my professional workplace include:
· User needs, perceptions and behaviour – student and staff information engagement and information needs
· Increasing the reach and advocacy of the library within the school community
These research areas would incorporate user perspectives to inform practice and policy, as well as maintain dynamic and relevant services. In addition, I believe evidence-based research would assist advocacy and promotion of the library and its services to the school executive, staff and community.
References
Williamson, K. (2017). Research concepts. In K. Williamson & G. Johanson (Eds.), Research methods: Information, systems and contexts (2nd ed., pp. 3-25). Elsevier Science.
This was a very practical subject, with numerous opportunities and activities that allowed us to search, analyse and reflect on data and data services that are used in libraries and education settings. In completing the readings and modules for this subject, I found that there were links to several other subjects studied to date, including developing collections to suit the needs of the school community and library users from ETL503 Resourcing the Curriculum, and the information environment and the role of the teacher librarian from ETL401 Introduction to Teacher Librarianship. Concepts and questions that arose throughout this subject have been recorded below for future reading and revision.
Why organise information in school libraries and what role does the TL have?
Resources must be easily accessible and useful to the community, and how the information is organised assists in how each collection is grouped, whether by form, genre or the DDC. Teacher librarians need to have an understanding of information resource description to be effective in our role of supporting library users in their information needs, by connecting people to appropriate resources and facilitating access for teaching and learning (Hider, 2018). By ensuring that the information is communicated, displayed, held and circulated in an organised and user-friendly manner, teacher librarians can promote access to resources that support the learning community.
As I reflect on this premise, I can identify how organising my school library’s resources into collections has assisted our school community. The Non Fiction shelving holds resources organised using the abridged DDC, including popular topics grouped together into labelled boxes, such as dinosaurs, pets or transport. These organised resources also assist teachers in delivering the curriculum, so they know where to find information on the weather, solar system or poetry, for example. We also have a Picture Book collection that is organised alphabetically by the primary access point of the author’s surname. This section also groups authors that have multiple books into their own labelled boxes. Our Fiction section contains novels organised alphabetically, with again, authors with a series or with multiple published books grouped into labelled boxes. I introduced a Senior Fiction collection for resources that are more suitable to year 5 and 6 students only, as well as a collection I named Everyone Fiction for shorter and emerging chapter books and popular series such as Hey Jack! or Ella Diaries. I also added a Preschool collection which is housed at our adjoining preschool setting for ease of access, and a French collection for the specialist French teacher to use for her program and teaching. Furthermore, the application of genre spine labels have assisted in supporting our users to find resources they may be interested in, including graphic novels, sci-fi, adventure etc. By organising the library into these collections, easy and clear access for our users to know where to find and search for resources has promoted increased usage and circulation.
Everyone Fiction collection Author’s own photo
Picture Books collection – author boxes Author’s own photo
What are some of the elements or attributes that might be useful for the purposes of discovering and retrieving particular resources?
Metadata elements are the foundation of resource description and when accessing information, some attributes are more relevant than others (Hider, 2018). The vocabulary used to describe and access resources is integral for efficient and effective searching within the library. Retrieval of data can be achieved using several tools and methods:
Controlled vocabulary – including subject heading lists, subject thesauri, or subject classification schemes (the latter more so being the arrangement and ordering of physical resources to facilitate browsing)
Natural language – subject searching using the language that is used in the resources
Keyword searching – the main approach using natural language in school library catalogues
Subject headings – inquiries via subject using the library catalogue or databases are a common method of searching for information resources
Functional Requirements for Bibliographic Records (FRBR) user tasks – depending on information needs and known details of a resource, a user may engage in an element/s to assist in their search, including finding, identifying, selecting, obtaining and exploring
“frbr-er” by kevenlw is licensed under CC BY-NC-ND 2.0. This image depicts a conceptual model for understanding the relationships between resources called the Functional Requirements for Bibliographic Records (FRBR).
How can knowledge of these elements impact the teaching and learning within the school library?
Teaching users natural language and keyword searching will provide insight into the author’s terminology to recognise themes and content within resources. Furthermore, understanding and use of SCIS subject headings contained in the school library OPAC will support users in their ability to explore information and data effectively, providing subject access to relevant resources.
What tools can be used to describe and analyse resources?
RDA (Resource Description and Access) – a toolkit of data elements that provides guidelines on how to record attributes of resources and metadata. In this course we used the Original Toolkit in our Assessment 2 task to descriptive catalogue a selection of resources using RDA elements and references.
SCIS (Schools Catalogue Information Service) – a comprehensive catalogue subscription service to access and search records and content. In this course we used SCIS in our Assessment 3 task to devise subject headings for a selection of resources.
Trove – is a portal to explore a database of collections and content from Australian libraries, museums, galleries and archives through the National Library of Australia.
DDC (Dewey Decimal Classification) System – an organisational tool for classification of bibliographic records using classes and notation as well as number building schedules and tables. In this course we used WebDewey in our Assessment 3 task to analyse and explain classification and number building on a selection of resources.
Other resources explored in learning modules:
ScOT (Schools Online Thesaurus) – an Australian and New Zealand based service providing controlled vocabularies linked to subject areas and curriculum terms for cataloguing and searching.
Library of Congress – a catalogue to search and browse millions of records for books, serials, manuscripts, maps, music, recordings, images and electronic resources. There are also additional catalogues and research tools to access including Thesauri and Controlled Vocabularies, and Linked Data Service lists for bibliographic description.
In summary, an understanding of resource description and cataloguing ensures TLs can effectively and efficiently support users in their information needs to develop effective search strategies and gain access to relevant resources in a timely manner. This knowledge will also support TLs in their collection management through assisting in evaluating resources to ensure appropriateness and suitability to the school context; identifying incomplete or incorrect metadata in bibliographic records; creating lists, tags and collections to suit curriculum and passion needs; understanding and assigning subject headings to resources if required using allowed, broader, narrower and related terms; and developing a user-friendly library management system interface for the school catalogue.
Future applications for my school library context
This was a technical subject that assisted in gaining further understanding and knowledge of how and why resources are catalogued the way they are in SCIS and Library Management Systems. Application of this knowledge will be beneficial in future resource collection and management, including manually adding resources or assigning and organising call numbers that reflect the school context and collection.
One area to focus on in my school library will be the consistent use of the ‘notes’ section of a bibliographic record to add value to information retrieval, for example, ‘CBCA Shortlisted Book’. I particularly found the DDC system and number building interesting, as well as understanding how metadata influences searching outcomes (see the fourth paragraph above on vocabulary elements for teaching and learning). In addition, ensuring the online catalogue is readily available with a current, organised interface containing engaging access points (such as news, promotions, reviews etc) to reflect the clientele, will be a goal for the future. Many of the concepts explored in this subject could be also applied to student and staff learning in the school library, to assist in communicating and learning more about the information literacy and inquiry processes.
Hider, P. (2018), Information resource description: Creating and managing metadata (2nd ed.). Facet Publishing
Teacher librarians are the experts when it comes to the school library and its resources, and to assist in gaining a comprehensive knowledge about their collection, librarians need to collect and analyse data. Mapping school library collections involves creating visual representations to identify and communicate strengths and weaknesses of the collection. Collection mapping examines the relationship between the collection and its users, to aid decision-making in the school library. Mapping involves evaluating current collections within the physical and digital library collections and assists in determining selection and weeding needs. This will support the maintenance of relevancy of resources and information, as well as future proof the school library for users. Collection mapping is beneficial in examining if the resources are meeting the needs of the school community and therefore should be an ongoing process to respond to the school context and needs of staff and students.
In the introductory video of mapping school library collections, Hauser (2013) summarises collection mapping with an emphasis on high school libraries and curriculum mapping. The video is based on the numerous publications by David Loertscher, in particular the book on collection mapping techniques (Loertscher & Wimberley, 2010). To begin the evaluation process, it is important to create and analyse an inventory of the collection, as this will assist the teacher librarian to survey what resources are available and their current condition (Hauser, 2013).
There are three collections that Loertscher and Wemberley (2010) emphasis in their work:
Core collection – the general collection that meets the needs of most of users, students and teachers (fiction, high interest nonfiction and audio books);
General emphasis collection – meets a specific need or purpose but reaches many students, including curriculum projects and topical areas (my school context example includes French language, Australian history); and
Specific emphasis collection – highly specific areas that are usually based on individual needs of teachers, such as yearly topics and assignments (my school context example includes the local Canberra collection).
Hauser (2013) explains curriculum mapping, which is a tool that teacher librarians can apply in tandem with collection maps. Curriculum maps provide information about teaching programs and units, which supports teacher librarians in their purchasing decisions and evaluating the collection based on teacher and student needs. In a primary school context, curriculum mapping can still be applied, reinforcing the argument for teacher librarians to be part of staff planning and teaching collaborations (Holland, 2022, May 1).
Johnson (2013) explains how the collection and analysis of data in the library can be an effective management tool. Johnston outlines analysis approaches to library collections, including the examination of user-based or collection-based data that can be applied with quantitative or qualitative techniques.
Collection-based analysis examines the library materials such as the size of collections, balance and coverage. Use- and user-based approaches collect data on library patrons, including who is using the materials, how often, and what their perceptions are of the library. Use analysis examines subject areas, titles or groupings, whereas user reports provide information on the library community as individuals, groups or cohorts and how they use the library collection (Johnson, 2013). Quantitative analysis counts and measures components of the collection, for example, titles, usage, circulation, and costs. Qualitative analysis aims to view the subjective nature of the collection within a context, including its strengths and weaknesses (Johnson, 2013).
In her book, Johnston (2013, p. 288) presents a clear table explaining how teacher librarians may approach these data analysis techniques.
Methods of Collection Analysis (Johnson, 2018, p. 288)
In my school context I have applied collection evaluation tools to measure and provide data on the school library. Using the Library Management System (LMS) of Oliver, reports can be processed providing information on a range of data, for example, borrowing statistics, collection usage, and circulation over time periods or by year groups. These reports and analysis assist with content selection, weeding, promotions, and advocacy for the library and its users. An area I aim to implement in the future is collection mapping. Creating a visual tool will strengthen data reports and support the selection and acquisition of quality and useful resources for the school community.
Module 2: The Information Environment was an eye opening experience. This content highlighted and cemented the importance of Teacher Librarians and Educators as essential facilitators in student learning in this information rich world. We must acknowledge that our society influences how we learn and use information.
The Data-Knowledge Continuum was a key part of the readings that will impact how I teach into the future. The attributes of information including chaos, data, information, knowledge and wisdom are essential building blocks for student knowledge, and I propose, our knowledge as educators also. Understanding the continuum assists us in developing information literacy and digital learning experiences for our students so they can gain knowledge to a higher level (wisdom) to be able to make informed decisions with the data presented to them.
Our information society is all-encompassing. The fact that information can impact the economy and be a traded good is an intriguingconcept highlighted in the readings. Recognising this impact and combining it with the amount of ‘free’ information available on the internet, our role as educators is an important one as students research and navigate the world of bias, validity and authenticity.
The evolving technology landscape allows our students to connect with information that is readily accessible and on highly interactive platforms. However, this digital environment is extremely dense and continually changing. As Teacher Librarians, we must be a reliable source of guidance and knowledge ourselves, and teach a range of critical analysis and digital literacy skills, in order to assist our students through this complex information landscape.
