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

A Journey into Digital Literature

Current knowledge and understanding

Teacher Librarians are an integral part of maintaining accurate, engaging and appropriate resources and technologies in a school environment, with libraries promoting opportunities for a range of learning experiences as well as their value for student wellbeing. Early on in this Teacher Librarianship course we learnt about today’s information environment and the impact on teaching and learning. I reflected on this landscape in a blog post, stating that as teacher librarians, we are a source of information, guidance and support, as students and teachers navigate the digital information world in which we live. This includes the need to teach digital literacy and critical analysis skills.

Digital literature is a medium that is constantly evolving, with what we experience today, might become dated or unpopular tomorrow with the emergence of new platforms. A format I remember exposing students to initially was online stories such as Storyline Online on an interactive board, where existing stories are retold in fun, visual ways. Then came the rise of ebooks, and with it student self-selection, which ensured they were excited and engaged in their reading (and quite possibly mainly for the novel opportunity to use a device).

COVID-19 and online learning really evolved teaching and learning practices quickly, including digital communication formats. Students at a younger age were exposed to learning through devices and there were a plethora of apps, tools and content available to utilise and explore (including authors and illustrators creating their own content and sharing of literature). Storytelling on a digital platform was extremely popular and this trend continued as we moved back into the classrooms.

I recently completed the elective ETL402 Literature Across the Curriculum, which touched on digitised literature. This subject introduced me to interactive fiction, transmedia and storytelling through gamification, as well as expanded my knowledge of enhanced ebooks. I discuss our school context in regards to digital texts in my reflective post, including setting my own goal for future pedagogical development.

Tablet showing a word cloud of school related terms — Curriculum by Nick Youngson CC BY-SA 3.0 Alpha Stock Images https://www.thebluediamondgallery.com/tablet/c/curriculum.html

Concepts to think about: challenges and potential opportunities

Practices

Technology is constantly changing, with new emergent developments occurring and with yesterday’s tools and platforms becoming obsolete. In addition, in an information-driven environment, users expect immediacy and high engagement. This has been evident even more so in the return from online learning, with students in my school context observed to have less resilience and reduced attention to tasks. Innovative digital literature supports student engagement and incorporates new ways of participating in learning experiences (Izati et. al., 2021).

Tools and uses

Some areas that have arisen for me as I begin this subject include the challenges of accessibility and the digital divide in schools, as well as the opportunities for learning support and tools for students. In my blog post on resource selection, I reflected on the premise of 21st century learning and the impact on libraries and resources, to move from the traditional physical holding of books to dynamic environments linking literature, information and digital technology. An area I have thought about when beginning the ETL533 subject is student accessibility to other platforms or sites and remaining engaged in their learning while using digital technology. A school library contains resources that are carefully curated to suit the school context, the learning needs and interests of the community, including print and digital formats. Generally to date in my school context, students have access to subscription services such as SORA, OverDrive and StoryBox Library for digital literature experiences. A question I have beginning this subject is does the use of digital literature open up potential for students to access other online material that may be off task or inappropriate? Is this thinking a form of filtering or censorship?

All school resources are not equal and the digital divide can pose real issues for access to digital literature. Accessibility is a positive at our school, with students from year 2 to 6 being ‘allocated’ a 1:1 chromebook for learning needs throughout the year.

Additionally, learning support using digital platforms, aided Augmentative and Alternative Communication (AAC) systems and accessibility tools are fabulous, with a range of functions and benefits for students. Our school subscribed to the PM ecollection during the pandemic (and have continued this subscription) for K-2 students in home reading and reading programs, as well as those older students who require reading support or intervention. This platform uses interactive features for questioning, decoding and comprehension. Digital practices and tools are a current and continued feature in student learning support services, with the inclusion of expansion of digital literature genres and formats in the school an enriching opportunity.

The learning and health impacts of digital use for sustained periods are concepts I would like to further examine and collate professional literature on. This includes blue light eye strain, and the differing comprehension and digital literacy skills required for users. Personally, a few years ago I was religiously reading ebooks at night before bed on my Kindle, however at the endorsement of the optometrist, I have ceased this practice due to the deterioration of my eyesight.

Charlie the dog during online learning "using" the laptop — Author’s own photo

So what is the future of literature and reading?

The big picture is currently weighing on me as I complete my studies and return from maternity leave. Sometimes school libraries seem to have a bright future due to the well documented literacy and wellbeing benefits (Commonwealth of Australia, 2011; Merga, 2022; Merga, 2021), and at other times I read, hear and experience the negative impacts on libraries by budgetary decision makers and through staffing and school climates (Heffernan, 2023). This reflection of our school context exposes our reliance on ebooks and subscriptions services to date, and reinforces my aim to discover more about interactivity and connectivity within the differing digital text formats, in which Assessment 1 should support my exploration. I look forward to finding out more about current and future digital trends to implement into the school library for the learning and enjoyment of all.

Commonwealth of Australia. (2011). Potential of school libraries and teacher librarians to contribute to improved educational and community outcomes. School libraries and teacher librarians in 21st century Australia.
https://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=ee/schoollibraries/report.htm

Heffernan, M. (2023, July 15). School libraries in Victoria suffer from shortage of resources, qualifications. The Age.
https://www.theage.com.au/politics/victoria/school-libraries-in-victoria-suffer-from-lack-of-resources-qualifications-20230612-p5dfxo.html

Izati, R. A., Lestari, L. A., & Setiawan, S. (2021). Digital Reading Engagement of Junior High School Students during the Online Learning. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(2), 181–.
https://doi.org/10.33394/jo-elt.v8i2.3876

Merga, M. K. (2022). School libraries supporting literacy and wellbeing. Facet Publishing.

Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools? Scan, 40(2).

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.

Resource selection in the school library

Teacher librarians promote and support the vision of their school through shaping programs and building resources that foster lifelong learning. Research promotes and proves the link between school libraries and qualified teacher librarians advancing student achievement (Commonwealth of Australia, 2011). The dual qualifications held by teacher librarians ensure they hold diverse skills and knowledge to have a positive impact in schools, from curriculum outcomes through to collection development, while being knowledgeable on evolving information and technologies. Teacher librarians understand the principles of the access and use of information and how to support students in an information literate world.

Collaboration is key within all aspects of the teacher librarian role. This includes working with colleagues and teaching teams to plan, develop and administer information literacy and inquiry lessons to enhance student outcomes. Gone are the days where libraries were the sole holder of centralised information, a place where resources were located, circulated and managed, with librarians the “selector and disseminator of information” (Loertscher, 2010, p.133). Libraries are now dynamic and engaging places of learning and recreation that work alongside their communities to effectively merge literature and technology. Teacher librarians are able to transform the information and resources in school libraries into high quality teaching and learning. It is the use of information that is paramount in creating 21st century learners, with Loertscher (2010) asserting that:

“It is not about the books. It is about the percentage of successful readers and lifelong readers. It is not about the information skills themselves; it is about the production of successful inquirers. It is not about the gathering of facts; it is about stimulating deep understanding.” (page 134).

Collaboration with staff when selecting and curating resources provides favourable benefits for all stakeholders. Building positive working relationships with colleagues within the school community and establishing shared educational values will assist in the selection of resources that meet the curriculum needs and interests of staff and students. Some practical ways of facilitating partnerships is through open communication, shared goals and collaborative planning. Sharing library updates and promotions in staff meetings and emails, articles in school correspondence and social media posts, can assist the school community in gaining insight in the library events, new resources and collection management, whilst also actively advocating for the library.

Seeking out input from all users into the selection and acquisition of resources is paramount in school libraries. Schools are more often involving students in collection choices. Patron-driven acquisition (PDA) has shown success in bolstering circulation statistics amongst students (Jorm, 2022). Improved engagement of both students and staff with the library collection has been observed in my school context when the users have been encouraged to select or request resources for passion areas or teaching and learning needs. Techniques for PDA could include utilising print or digital forms, suggestion boxes or using selection aids to suggest and request books for the school library collection.

As experts in information and literacy, teacher librarians are the link between resource selection and a school library that meets the needs and interests of all users.

https://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=ee/schoollibraries/report.htm

Jorm, M. (2022, May 16). Photo Story: Student-Led library collection development. Teacher Magazine.

https://www.teachermagazine.com/au_en/articles/photo-story-student-led-library-collection-development

Loertscher, D. V. (2010). Shifting Our Vision for Our Futures: Leadership as a Foundational Element for Teacher-Librarians. In S. Coatney (Ed.). (2010). The many faces of school library leadership. ABC-CLIO, LLC.