Tag Archives: Collection

Reflecting on collection development

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Early in my journey to becoming a qualified teacher librarian (TL) I had not contemplated the complexities of the TL role (Piper, 2020). Resourcing the curriculum has given me the opportunity to deepen my understanding and knowledge of collection development and management. This reflection demonstrates my understanding of the role and nature of library collections. I highlight some key challenges TLs need to overcome in their multifaceted role while maintaining a dynamic library collection. As I embark on my professional journey as TL, I contemplate some practical ways in which I can meet the needs of my school community and advocate a collection of dynamic resources to strengthen the school curriculum.

Having worked in a school library, I have had the fortune to develop some understanding of library collections and how these are managed. The application of my understanding, however, was limited to basic management practices. I now know that library collections require expert management and development practices (Piper, 2022b). School libraries aim to provide access to resources for students, teachers, parents and the wider school community (NSW Government, 2021). TLs ensure that library resources are available to entertain, inform, support, and develop curriculum needs through their expert collection management (Australian School Library Association, 2022).

As a small school in a lower socio-demographic area, my library has historically relied on physical resources that are increasingly dated and provide little stimulus for innovative learning. Library collections should hold diverse resources presented in a range of formats for optimum engagement. A well-maintained library collection includes quality resources that support the school’s curriculum; is actively supported by the school community; considers potential limitations such as budget, accessibility, and ethics (Cooney et al., 2017). Library management must be undertaken with purpose and accountability through the implementation of a library collection policy and procedure. It is clear then, the library is a repository for a dynamic collection of resources that is managed and maintained by the expert TL.

Examining the many facets of collection management highlights necessary processes for evolving school libraries. Historically, communities have acknowledged libraries as repositories of resources (Vaughan, 2022). Collection management requires cyclic reviews of the resource collection to ensure resources are useful and meaningful (Saponaro & Evans, 2019). It has long been recognised that library users must have access to current resources to meet the demands of rapidly changing information landscapes (Fitzpatrick, 2000). By critically reviewing and assessing digital and physical resources within school libraries, TLs can ensure that relevant resources are meeting the needs of teachers, their diverse learners, and the evolving curriculum.

A library’s collection is informed and guided using policies and procedures (Braxton, 2018). Library policies and procedures are necessary for ensuring the library collection is useful and relevant for the library clientele. A search online demonstrates many examples of school library policies which include frameworks describing resource selection, acquisition, budgets, maintenance, and challenges (Christensen, 2018; St Andrew’s Cathedral School, 2012; Our Lady of the Assumption School, 2019).

A notable observation of library management policies show that selection and deselection criteria are reliable collection maintenance frameworks. The American Library Association identify selection criteria and aids that are used assist the TL when evaluating resources (American Library Association, 2017). As part of my course requirements, I had to create an annotated bibliography specific to the needs of my clientele, a Stage 3 cohort within my school (Piper, 2022a). My annotated bibliography identified examples of selection criteria that included: budget, learning needs, current collection holdings, resource formats, availability, and appropriateness of resources. Further, selection aids were identified as being helpful tools to source and evaluate resources that could contribute meaningfully to the library collection (Bertland, 2015). This exercise made me realise that I had already been using selection aids without understanding their relevance to collection management and development. With this knowledge, I now know that my resource selection practices will be enhanced.

TLs are expert managers of resources as well as teachers of information literacy (NSW Government, 2021b). TLs are qualified to lead information literacy programs which are supported by relevant and accessible resources that facilitate a quality curriculum. The use of collection policies and procedures enable TLs to demonstrate accountability and integrity when collating resources (IFLA School Libraries Section Standing Committee, 2015). Advocating a quality selection of resources demonstrate leadership from the TL in developing information literacy programs and facilitating the needs of the school community (Allen & Taylor, 2017).

TLs face several challenges when developing and managing collections (Softlink, 2019). These challenges can include budgeting, acquisition workflow and ethical issues. I reflected on elements of supply issues for school libraries and how overcoming shortfalls in access and budgeting needs can vary due to school specific scenarios (Piper, 2022c). Budgets can be sensitive topics with various curriculum areas vying for larger budgets. Expert TLs advocate strategically for reliable resources that meet curriculum needs (Ejikeme & Okpala, 2016). Similarly, ethical concerns must be monitored ensuring authorship is recognised, user responsibilities are practiced, equitable access considers the sensitivities of cultural and linguistic needs (Jacobs, 2008).

When I consider my own priorities for my TL role within my school, three areas stand out as being of importance: developing a greater understanding of school budgets; the implementation of a library collection procedure; and ensuring teaching and learning programs have access to relevant quality resources. These priorities will facilitate a quality library collection that is recognised and used by all members of the school community.

Looking ahead, I know that I need to encourage robust collaborative practices with my school leaders so that the development of the library collection is transparent, purposeful, and applicable to the needs of my school (Hutchinson, 2017). Consulting the school’s scope and sequence and liaising with colleagues will develop clear recommendations in budgeting for the acquisition of resources to support changing curriculums. Implementing a collection development policy will strategically advocate specific resources to support innovative learning programs. Together, these resources and learning programs will foster information literacies skills equipping students for the future (ACT Government, 2019).

The use of policies and frameworks to govern library collections establishes confidence in the TL to demonstrate professionalism in their role. By applying my knowledge and expertise in collection development and management, I aim to curate a dynamic collection meeting the discerning needs of my school community.

References

ACT Government. (2019). School libraries: the heart of 21st century learning (pp. 1–13). ACT Government Education. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf

Allen, L. E., & Taylor, D. M. (2017). The role of the academic Library Information Specialist (LIS) in teaching and learning in the 21st century. Information Discovery and Delivery, 45(1), 1–9. https://doi.org/10.1108/idd-09-2016-0030

American Library Association. (2017, December 20). Selection criteria. ALA American Library Association. https://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria#:~:text=Top%20Five%20Recommended%20Public%20Library,Publishers%20Weekly

American Library Association. (2021, December 19). The importance of library policies. ALA. https://www.ala.org/advocacy/importance-library-policies#:~:text=Libraries%20have%20a%20responsibility%20to,equitable%2C%20and%20non%2Ddiscriminatory.

Australian School Library Association. (2022). What is a Teacher Librarian? ASLA. https://asla.org.au/what-is-a-teacher-librarian

Bertland, L. (2015). Selection tools for school librarians. Resources for School Libraries. https://www.sldirectory.com/libsf/resf/selection.html

Braxton, B. (2018). Policies and procedures. 500 Hats the Teacher Librarian in the 21st Century. https://500hats.edublogs.org/policies/

Christensen, E. (2018). Heaton Public School library collection management policy. NSW Government Education. https://heaton-p.schools.nsw.gov.au/content/dam/doe/sws/schools/h/heaton-p/localcontent/2018_library_collectionmanagementpolicy.pdf

Cooney, E., Galvin, M., Graetsch, S., Mitchell, P., Ryan, S., & Stoove, T. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). Australian Library and Information Association.

Ejikeme, A. N., & Okpala, H. N. (2016). Promoting children’s learning through technology literacy: challenges to school librarians in the 21st century. Education and Information Technologies, 22(3), 1163–1177. https://doi.org/10.1007/s10639-016-9481-1

Fitzpatrick, C. (2000). Navigating a new information landscape. Social Education, 64(1), 33–34. http://www.socialstudies.org/sites/default/files/publications/se/6401/640107.html

Hutchinson, E. (2017). Navigating the information landscape through collaboration. SCIS, 101. https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration/

IFLA School Libraries Section Standing Committee. (2015). IFLA school library guidelines (B. Schultz-Jones & D. Oberg, Eds.). International Federation of Library Associations and Institutions. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Jacobs, M. L. (2008). Ethics and ethical challenges in library instruction. Journal of Library Administration, 47(3-4), 211–232. https://doi.org/10.1080/01930820802186548

NSW Government. (2021). Library. NSW Government Education. https://education.nsw.gov.au/policy-library/policies/pd-2005-0221#:~:text=The%20purpose%20of%20the%20school,Information%20Communications%20Technology%20and%20literacy.

Our Lady of the Assumption School. (2019). Library policies. Our Lady of the Assumption Ennogera; Brisbane Catholic Education. http://www.olaenoggera.qld.edu.au/about-us/policies-and-procedures/Pages/Library-Policies.aspx

Piper, J. (2020, March 13). Thoughts on being a teacher librarian. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2020/03/14/thoughts-on-being-a-teacher-librarian/

Piper, J. (2022a, May 9). Developing a relevant library collection. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/09/developing-a-relevant-library-collection/

Piper, J. (2022b, May 9). Developing and managing library collections – first thoughts. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/09/developing-and-managing-library-collections-first-thoughts/

Piper, J. (2022c, May 16). The makings of a good supplier. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/16/the-makings-of-a-good-supplier/

Saponaro, M. Z., & Evans, G. E. (2019). Collection management basics. In Proquest.com (7th ed.). ABC-CLIO, LLC. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=5762942

Softlink. (2019, August 13). 7 Challenges for school libraries – revisited. Softlink. https://www.softlinkint.com/blog/7-challenges-for-school-libraries-revisited/

St Andrew’s Cathedral School. (2012). St Andrew’s Cathedral School Library Policies. St Andrew’s Cathedral School. https://www.iasl-online.org/resources/Documents/PD%20Library/sacs_library_policies_2012_NEW.pdf

Vaughan, D. (2022). A brief history of libraries. In Encyclopædia Britannica. https://www.britannica.com/story/a-brief-history-of-libraries

The makings of a good supplier

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As TLs managing library collections, it is necessary that we consider resoruce acquisitions. Having reliable suppliers of quality resources is imperative to maintaining a current and relevant school library collection.

Quality suppliers for library resources include those who promote quality texts that are recognised by subject lists and literary awards. CBCA springs to mind! Similarly, suppliers that have helpful administrative staff are welcomed by school librarians.

Schools that have had previous author visits, book fairs and book performances are advantaged by being on mailing lists and can receive updates about new material on offer. Working in my part time role as TL, something I look for in suppliers is their sense of personalised communication. COVID-19 brought many challenges, one being many cancellations of author visits and book fairs. The organisers of these events are also suppliers of resources and frequently kept in touch throughout lockdown to promote new material as alternatives to the above mentioned events. One thing I really enjoyed throughout this process, was having the benefit of communication with one person. They took the time and effort to get to know our school’s needs and thus were able to forward relevant catalogues, book lists, etc.

The option to select book packs and thus cut down on costs, can equally be helpful and a hindrance. The ability to select individual titles for a collection of books would be the best case scenario, however this is not always possible. I know Scholastics Australia provide packs for end of year awards. My school give book prizes as end of year awards but find these book packs limiting as we prefer only hard cover books. It is difficult to chase up the explicit content of these packs. I have recently come across The Book Grocer and it seems to provide options for book collections/ packs based on age groups and genres. I haven’t had any experience with this supplier, the reviews seem positive, although I am aware these reviews can be biased.

A challenge for regional and remote schools would be access to physical suppliers. In this instance, developing a relationship with local book stores and libraries that provide specialised loans for schools would prove beneficial to facilitaing the needs of the school. As always budget will influence any collection, be it physical or digital. When the school community values reading, quality books can be added to the school library collection through book donations and fundraising opportunities. Further, collaboration with nearby regional schools can perhaps provide opportunities for sharing quality resources within library collections for specific learning opportunities.

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.

 

To include or not to include…

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As a classroom teacher in the TL role in my school, I am slowly getting to know the content of literature available to students. Having subscribed to the Australian Scholastic Standing Orders I get first hand interactions with new literature needing inclusion into our school library collection. These books are often well known texts familiar to students, short listed and notable texts evident in literary award lists, such as CBCA, or books by familiar authors such as Aaron Blabey and Anh Do to name a few.

As I set myself the challenge to read a number of texts so that I can promote and suggest reading material to my students with familiarity and understanding, I also find myself subconsciously dismissing texts as inappropriate for my students. I hadn’t quite taken note of this consciousness until the idea was suggested in the reading material: What influences my choice in including or censoring texts from the library?

The reading habits of my students certainly influence the inclusion of popular series such as Ninja Kid, Bad Guys and Alice-Mirand to name a few. Familiar authors such as those mentioned earlier add to the influence. But what about censorship? I have often been open with my students encouraging them to provide suggestions for new content for our school library and on a few occasions I have silently dismissed a few ideas. Ideas I thought weren’t considered ‘great’ reading material. But was I right to do so? How did I come to this conclusion? Certainly my age, my cultural understanding of ‘what is right’, my knowledge of colleagues approvals and thoughts on text choice influence my decision to include or dismiss new texts.

The Reading Bill of Rights certainly challenges my perceptions and intentions. In a primary school setting, I do need to be selective to ensure literature is age appropriate, relevant and meaningful for my students. I also need to ensure there are texts that will engage all my readers from all their varying backgrounds.

As I add a range of texts to my collection, thoughts of the students interests are increasingly at the forefront of my mind. When I better understand the recommendations made by students, I can familiarise myself with new literature of a similar theme, style and structure. Aiming to partner students with a book that is within their reading capabilities will continue to foster a love of reading.