Written materials have been collected since ancient times, but other than as an expression of power, and the desire to centralise knowledge, as in the great Library at Alexandria, the bases of ancient selection decisions are unknown. Over time, selection criteria emerged (Johnson, 2018, p.3). For 21st century libraries, the need for selection criteria is understood, but are ‘collecting’ and ‘collection’ even still the right words to describe what libraries do and provide?
In a recent post I reflected that in ETL401, I learnt a great deal about the ‘teacher’ in teacher-librarian (TL) and how TLs make a difference’ (Court, 2021, June 5). In ETL503, the ‘teacher’ aspect was still to the fore as I gained a deeper knowledge and understanding of the role and nature of school library collections, but I have also learnt great deal about being a ‘librarian’ and issues common to all library collections; issues of balance and access; being strategic and demonstrating collection leadership including through the use of a collection development policy (CDP); and using that same policy to assist in future-proofing the collection.
The essential role of a school library collection is to support (and enhance) teaching and learning according to syllabus and curriculum requirements and to provide resources for student learning and recreational reading (NSW DET, 2019, paras 1.1;1.2; ASLA; 2018). ASLA (2018) is more expansive, referring to the inclusion of resources to develop students’ aesthetic appreciation, ethics, the ability to make judgements and, in assessing opposing controversial viewpoints, critical thinking. Above all else, the collection needs to be ‘targeted’ (ALIA/ASLA, 2016, para 5.) meaning that it must be developed in line with the specific school goals and context, including the learning needs of students at different stages. I have learnt that a TL needs to be very systematic and lead through collaboration, when identifying areas of student and curriculum need; when developing and applying selection criteria (Kimmel,2014, pp.24-32; Hughes-Hassell & Mancell, 2005, pp.35-38) and when developing and evaluating a collection. There are a range of ‘evaluating’ methods available (both qualitative and quantitative), and as I wrote in an earlier post (Court, 2021, May 30) the selection of a particular method will depend on the nature of the information sought and the purpose of the evaluation.
Related to student ‘need’, are the concepts of ‘balance’ and ‘access’, essential aspects of the nature of modern school library collections, and libraries generally. ALIA/ASLA (2016) refer to the need for a school collection to be diverse and balanced between printed and digital resources. A balanced collection is necessary for student engagement and to cater for different learning preferences (Hughes-Hassell & Mancell, 2005, p.39), to facilitate inquiry-based learning, and to support teachers in providing diverse and differentiated teaching and learning experiences under the Australian teaching standards (AITSL, 2017, 1.3; 1.5). Access to a range of digital resources is also vital, to connect students to the wider information world, and so that students learn how to navigate, critique and use a range of converging media and formats (O,Connell et al, 2015, p.195).
In a digital world, the learning needs of students means that ‘access’ will generally trump ‘ownership’ (Court, 2021, May 4). Subscriptions to e-books, Clickview or online databases are licences; libraries do not obtain ownership only user rights, while they continue to pay. I posted about the many access advantages of these resources such as synchronous multi-use which makes them particularly suitable for inquiry learning; continuing currency, and the great opening-up of reading choice and information. Access is also about sharing. According to IFLA (2012, Princ.4), ‘part of the role of the TL, when resourcing the curriculum, is to consider how to maximise access to information for learning and for the creation and sharing of knowledge and new material’. This can be done online, legally, through open education and open education resources (OERs). (Court, 2021, May 5).
Libraries are no longer only the ‘collector’ or ‘repository’ of physical books and other items. They are properly access or entry points to a whole world of information, as stated so eloquently by the President of the New York Public Library; The library is a repository of information, and a sharing, and providing of access to information, and guide to using it…….. (Wolfe,2015, para 4) (Court, 2021, May 4). Libraries and much of their ‘collection’ can also exist virtually. Increasingly, TLs will need to rethink the nature and balance of their school collection in terms of user needs and the percentage of the collection that is digital content (Ryan, 2016, 26). This will have budgetary and resistance-to-change implications, so TLs will need to lead the collection change using the CDP strategically.
The CDP is very important as a strategic document, and it can assist in future proofing the collection in several ways. It is essentially a dynamic plan of action, which sets clear collection goals and selection criteria, based on the vision/mission of the school and its learning priorities and the related mission of the library (Johnson, 2018, p.83). A ‘future-proofing’ rationale needs to make clear that the library/TL is central to resourcing and supporting the implementation of 21st century pedagogies, and elsewhere in the CDP it needs to be stated that the TL is responsible for the selection and management of networked resources (Tait et.al.,2019). The goals and selection criteria should be broad to allow the exercise of discretion and change as the needs arises (Johnson, 2018, p.86). The CDP ideally describes the nature and formats of the collection and states what will be collected, non-exhaustively and broadly, to cover digital formats not currently known. Crucially, the policy will provide for the monitoring and regular evaluation of the collection, to ensure that resources are being collected in accordance with the goals, and to assess whether goals are being met (against the appropriate data collection method(s)).
A clear policy and regular evaluation, led by the TL but done in collaboration with teaching and other staff builds awareness of the collection, its value, its gaps and changes needed (Court, 2021, May 30). In other words, evaluation can ‘contribute to the on-going transformation [of the collection] by influencing stakeholder thinking’ (Ogden, 2015, 19). The CDP, and evaluation data, also serves a strategic purpose when they provide information to support budget funding requests or when competing for funds against other programs (Johnson, 2018, p.87). Finally, the CDP can also serve a marketing purpose, and (through clear criteria and challenge processes) a strategic protective measure against charges of bias or attempts to censor the collection (Johnson, 2018, p.87).
What is being collected?: information, formats, access points (and more).
===============================================
References
ALIA/ASLA [Australian Library and Information Association Schools and Australian School Library Association]. (2016). Statement on Library and Information Services in Schools. ALIA/ASLA
ASLA. [Australian School Library Association]. (2018). Policy Statement – School Library Bill of Rights. ASLA.
Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: Responding to the needs of learners. ALA Editions.
IFLA [International Federation of Library Associations and Institutions].(2021). School Library Manifesto. IFLA. https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla_school_manifesto_2021.pdf
Johnson, P. (2018). Fundamentals of Collection Development and Management. ALA Editions.
Kimmel, S. C. (2014). Developing collections to empower learners. American Library Association.
NSW DET [New South Wales Department of Education]. (2019). Library Policy – Schools. https://education.nsw.gov.au/policy-library/policies/pd-2005-0221
Oberg, D.,& Schultz-Jones, B. (eds.). (2015). IFLA School Library Guidelines. (2nd edition). IFLA.
O’Connell, J. Bales, J. & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), https://doi.org/10.1080/00049670.2015.1048043
Ryan, C. (2016). 21st Century Collection Development. Incite, 37(11/12). p.26.
Tait, E., Vi-Tran, H, Mercieca, P., & Reynolds, S. (2019). Don’t worry, a school library with fewer books and more technology is good for today’s students. April 2, The Conversation. https://theconversation.com/dont-worry-a-school-library-with-fewer-books-and-more-technology-is-good-for-todays-students-114356
Wolfe, J. (2015). The 21st Century Library: A Conversation with NYPL’s Anthony Marx. Forbes. 1 June 2015. https://www.forbes.com/sites/joshwolfe/2015/06/01/the-21st-century-library-a-conversation-with-nypls-anthony-marx/?sh=450794693ee5