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

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.

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

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.