Daily Archives: May 9, 2022

Developing a relevant library collection

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My previous post observed the general understanding of library collection and development. This post aims to discuss and highlight key aspects of developing the school library collection.
I recently had to develop and annotate a collection of resources. In doing so, I discovered how important it is to ensure the resources chosen were of relevance and accessible to my students. I now know that TLs play a vital role in managing the library and ensuring curriculum needs are met with a quality collection. Whilst the curriculum needs generally guide the types of resources acquired by the library, consideration needs to be given for how these resources are acquired. TLs need to ensure that library collections are balanced and non-biased, relevant and accessible to students, teachers and the wider school community. By using a range of selection aids and tools, alongside collection criteria, the TL can hope to achieve a balanced library collection.

Such collection aids and tools can include the following:

  • promotions – including websites, online stores, school visits
  • recommendations – from teachers, consultants, students, TLs
  • bibliographic resources – online catalogues such as SCIS, subject lists including CBCA.
  • reviews – publisher and reader reviews

Selection criteria involves the processes in which resource selection and acquisitions are made. Selection criterias can include the following:

  • broad – involves philosophical principles
  • general – applicable to all resources regardless of format, authority, scope, etc.
  • specific – applicable to particular formats and characteristics identified within a resource format

When I think of my school context, general criteria that I think would be most applicable would be qualities such as format, availability and the use of CRAAP resource evaluation tool. The latter is readily familiar and understood, as it is a criteria I use when teaching students research skills in information literacy. When I think of specific criteria applicable to my school context, I consider budget, student learning needs and the school’s current library collection as most important.

Having developed a deeper understanding of the core foundation of resource acquisition, I now know that I can use selection aids and criteria to inform my practice of collection development within my school library.

Developing and managing library collections – first thoughts

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My first thoughts on collection development and management was a naive understanding built on the existence of libraries and their functions from a client’s perspective. To have a library collection is to have a collection of physical resources that can be accessed and used by library users, be they students, teachers or the general public. Collection management, I thought, then refers to ensuring resources are acquired and weeded as the need arose. Whilst this is in some way correct, the practice of developing and managing a library’s resource collection involves deeper thought, critical evaluations, processes and  collaborations with key stakeholders such as school executive teams.

One of the first practical tasks of this subject was to consider definitions of collection management and development. An online search identified varying degrees of understanding, but it was clear that the teacher librarian (TL) played a vital role in resourcing and managing a school library collection. The NSW Education Department clearly outlines the role of the TL and libraries within schools, stating that libraries provide vital access to quality resources to support innovative curriculum programs and that the TL collaborates with teaching staff and executive teams to develop quality teaching programs supported by the quality resources found in the library. Further, the existence of library policies and procedures ensures the library’s collections are current and relevant for the specific needs of the school.

It is important to note that there are many challenges that can restrict collection development and management. Course notes identify the following points for the TL to consider: ethors of the school context; technology provisions; student learning styles; teahing approaches; evolving curriculum; the changing publishing industry; new resources. Together, these challenges require the implementation of a procedure that guides and informs practical applications of library collection management.