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

ETL505 – Reflection of Descriptive Resourcing and Analysis learning

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.
Thesaurus for Graphic Materials – a tool for indexing visual materials by subject and format.

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

ETL 503 Assessment 2: Reflective Practice

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

Success. Library resources & technical services, 59(1), 13-23.

https://doi.org/10.5860/lrts.59n1.13

Levenson, H. N., & Hess, A. N. (2020). Collaborative collection development: current

perspectives leading to future initiatives. Journal of Academic Librarianship, Volume 46 (5), 102201.

https://www.sciencedirect.com/science/article/pii/S009913332030104X

Libraries Tasmania. (n.d). School Library Guidelines.

https://www.libraries.tas.gov.au/school-library/Pages/school.aspx

Charles Sturt University. (2022). Forum 2.1: Search. [Forum Discussion]. ETL503. Interact 2.

https://interact2.csu.edu.au/

Acquisitions and evaluation of resources

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.

A table showing collection analysis methods (Johnson, 2018, p. 288). — 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.

Hauser, K. [Ktatdominican]. (2013, March 7). Collection Mapping in a School Library [Video]. YouTube. https://www.youtube.com/watch?v=5lUECMzV3aI

Johnson, P. (2018). Fundamentals of collection development and management. American Library Association.

Loertscher, David & Wimberley, Laura H. (2010). Collection Development Using the Collection Mapping Technique: A Guide for Librarians. Hi Willow Research and Publishing.

ETL401 Assessment 1: The role of the Teacher Librarian

My understanding of the Teacher Librarian (TL) role in schools is continually evolving as my knowledge increases.

As stated in my Welcome post, I basically fell into my first TL role at my then Primary School. I had no big understanding or lofty aspirations, only that the Principal wished the library to become the heart of the school once more. Upon reflection, I really didn’t encompass or comprehend the role fully. I focused more on teaching the students and the engagement side of the role. To be honest, I was still a Teacher, not a TL. Looking back, I realise I didn’t completely understand inquiry models or how to even accession resources correctly into our various collections to be able to maintain a cohesive system.

Now in my fourth year at another ACT primary school in the TL role, I feel more confident in my pedagogy and my collection development. But I also realise there is still so much to the role. Just beginning with our first module, ‘The Information Environment’ (Oddone, 2022), it is evident the importance of TLs in schools to assist with developing student understandings in this constantly changing world. Librarians may be misrepresented in society’s eyes as storytellers and ‘the keeper of books’ only: that we read books to children and borrow and return. This is a long way from reality. You can read more on The Information Environment on my blog post here.

I am a solo practitioner in this school library currently – just little me, no assistant or ‘team’. However, the idea of TLs being a single entity and not part of a team is not entirely new but hopefully advancing in school environments (Given and Julien, 2005). Although I have my own office in the library and am the only library ‘worker’ at my school, I am part of each and every teaching team. I am in the specialist team with our music, French and wellbeing teachers. I am in the Literacy team, overseeing the budget and advocating professional learning, resources and practices. I am in each cohort team as I work alongside and collaborate, assisting with developing the best learning paths, inquiry and research, arranging rich texts and programming resources. And I am part of our whole school team, with the students being our priority. We all have the same goals, no matter what our role is: to promote a love of learning.

Nonetheless, my role at the school is beginning to weigh on my mind as I approach the arrival of our first baby in August. Who to train into the role to keep the library at the forefront of the school? How and when? Will the school continue to see the library as an imperative asset while I am on maternity leave? Will I have a role to come back to? Advocacy is so important in our schooling climate, with some politicians and the public believing TLs to be a rare and dying resource in schools (Carmody, 2019). Luckily for our wonderful school, we have a supportive Principal who sees our value. She advocated for me to undertake my Masters at CSU, and combined with the ACT Government’s priority for providing scholarships for teachers to complete their TL qualifications (Lewis, 2021), the future’s looking bright.

Carmody R. (2019, 15 September). School libraries hit by the loss of a dying breed as teacher librarians enter ‘survival mode’. ABC News. https://www.abc.net.au/news/2019-09-15/research-reveals-alarming-loss-in-teacher-librarians-in-schools/11494022

Given, L.M. & Julien, H. (2005). Finding Common Ground: An Analysis of Librarians’ Expressed Attitudes Towards Faculty. The Reference librarian, 2005-04-27, Vol.43 (89-90), p.25-38. Retrieved from: https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=2800e18e-d7fa-4adc-885b-b53e0a76e3cb%40redis

Lewis, K. (2021, 1 February). ACT government to provide 10 teachers a year scholarship to complete librarian qualifications. Canberra Times. https://www.canberratimes.com.au/story/7106701/scholarships-to-address-shortage-of-canberra-teacher-librarians/

Oddone, K. (2022). 2.0 The Information Environment [Study notes]. ETL401: Introduction to Teacher Librarianship. Interact 2. https://interact2.csu.edu.au/