Month: May 2023

Prior to commencing this subject I had very limited awareness of the complexities involved in the development of a library collection. The sum total of my involvement in the selection of and acquisition of library resources has been making recommendations to the school TL in my capacity as Head Teacher History. I have been fortunate to work with very accommodating librarians, who have appreciated my subject expertise and made these purchases as requested. It never dawned on me to ask about the selection criteria used by the library. In fact, I suspect no collection development or management policy actually existed.

Not only has this subject developed my understanding of the role and nature of school library collections, I now have a greater appreciation of all of the factors that the TL has to consider when acquiring or removing items for the collection (Reynolds, 8 May, 2023). In particular, the challenge of balancing intellectual freedom and avoiding censorship with ensuring students are not negatively impacted by challenging ideas is one that I find quite intriguing (Reynolds, 8 May, 2023). Whilst I am comfortable supporting students with new perspectives and ideas in the classroom (as a History and Society & Culture teacher, this is a daily occurrence) I wonder how this can be facilitated when students are encountering these ideas without direct teacher support. I have also been encouraged by the consistent theme of collaboration that is reinforced throughout much of the literature regarding collection development. I believe this collaboration is just as important during the culling of the collection as it is in the acquisition of resources (Reynolds, 28 April, 2023).

A well-crafted collection development policy serves as a strategic document that not only guides decision-making but also plays a crucial role in future-proofing the collection. By outlining the library’s goals, priorities, and procedures, a collection development policy allows the TL to make informed choices, adapt to changing needs, and ensure the longevity and relevance of the collection. This is clearly demonstrated through the increasing prevalence of digital resources within library collections which “brings forth new challenges that require careful consideration and strategic planning” supported by robust CDPs to overcome difficulties related to access, copyright and security (Reynolds, 18 May, 2023).

Future-proofing the collection is vital to maintain its relevance and sustainability. A collection development policy assists in this process by considering factors beyond the present moment. It encourages the TL to anticipate future trends, technological advancements, and curriculum reforms when making acquisition decisions. By embracing digital resources, open access materials, and emerging formats, the policy helps libraries remain agile and adaptable to the changing information landscape. Future-proofing the collection also involves a proactive approach to deselecting materials that are outdated, inaccurate, or no longer aligned with the library’s mission. The policy provides guidelines for systematic deselection, ensuring that space is made for new resources and maintaining the collection’s quality.

I am excited to take this newfound knowledge and understanding of the policies and procedures that play a key role in the development of the library collection back to my school. Whilst I am not currently employed as a TL, I enjoy discussing different approaches with our current TL and learning from her experience and expertise. I also look forward to helping to promote our current collection to increase the access from all sectors of the school community.

References

Reynolds, J. (2023, April 28). Nurturing the Garden of Knowledge: Weeding the Collection. Jo’s Reflective Journal. https://thinkspace.csu.edu.au/joreynolds/

Reynolds, J. (2023, May 8). The Ethical Compass: Navigating transparency and accountability in the collection development process. Jo’s Reflective Journal. https://thinkspace.csu.edu.au/joreynolds/

Reynolds, J. (2023, May 18). The Rise of Digital Collections: Transforming Collection Development Policies. Jo’s Reflective Journal. https://thinkspace.csu.edu.au/joreynolds/

Technology has had a significant impact on schools and the teaching profession, so it’s no surprise that the world of libraries and information centers has undergone a significant transformation. I have had the advantage and challenge of working in a school that adopted a BYOD policy more than a decade ago, and has made a significant investment in integrating technological resources and access in the classroom. As a result, this has extended to the school library, which has steadily increased the acquisition and promotion of digital resources within the collection.

The way we consume information has changed dramatically. Digital collections, comprising e-books, online journals, multimedia resources, and digitised archives, have become increasingly popular among users due to their convenience and accessibility.  Libraries have recognised this digital shift, integrating digital collections into their collection development strategies. Thus, guides for the creation of collection development policies have also transformed to incorporate contemporary collection formats, such as digital collections (Levenson, 2019).

One key benefit of digital collections I have noticed is the development of digital literacy skills among my students. As noted by Newsum (2016), the role of the TL has changed to include “the development of transliteracies considered essential 21st century skills”. This has certainly been the case in my school, where our TL has worked tirelessly to support teachers in building the capacity of students to negotiate new digital platforms and tools. This has involved presenting lessons to classes on how to access the digital resources housed in the collection and how to ethically use these resources. As students (and their teachers) have become increasingly adept in the use of digital resources, they have become a more prominent and popular addition to the collection. In order to acquire and maintain these resources, they need to be incorporated into the collection development policy, as “managing print and detail resources entail similar tasks and procedures” (Newsum, 2016).

However, while digital collections bring numerous benefits, they also present challenges that must be addressed. Issues such as copyright restrictions, licensing agreements, data security, and long-term preservation require careful attention in collection development policies. Libraries must navigate these complexities to ensure the sustainability and accessibility of their digital collections. Moore (2015, p.133) has outlined a number of key questions that should be considered when writing a collection development policy that includes digital resources, regarding selection responsibility and criteria, funding and purchasing models, and whether there should be distinct policies for print and digital collections.

It is clear that digital collections have emerged as an indispensable component of collection development policies in libraries. By embracing the digital shift, libraries are expanding access and developing digital literacy skills. However, the integration of digital collections also brings forth new challenges that require careful consideration and strategic planning. By navigating these complexities, libraries can continue to evolve and thrive in the digital age, ensuring the availability and accessibility of knowledge for generations to come.

 

References

Levenson, H. N. (2019). Nimble Collection Development Policies: An Achievable Goal. Library Resources & Technical Services. Oct 2019, Vol. 63 Issue 4, p206-219. 14p. DOI: 10.5860/lrts.63n4.206.

Moore, K. B. (2015). Are We There Yet? Moving to an E-Only Collection Development Policy for Books. The Serials Librarian. 68:1-4, 127-136, DOI: 10.1080/0361526X.2015.1016836

Newsum, J. M. (2016). School Collection Development and Resource Management in Digitally Rich Environments. School Libraries Worldwide. Jan 2016, Vol. 22 Issue 1, p97-109. DOI:10.14265.22.1.008.

The sheer volume of decisions that need to be made by a Teacher Librarian when developing a collection is incredibly daunting. Having not considered or studied this in great detail prior to commencing this course I can honestly say I had no comprehension of how complex and delicate this process is.

As Head Teacher History I have made decisions on the purchase of textbooks and resources for teacher reference but these have been largely uncontroversial. Purchases were mainly driven by budgetary constraints and curriculum changes. However, I was always conscious of making selections in collaboration with faculty members and incorporating their recommendations where the budget allowed.

A school library collection, on the other hand, serves a much wider section of the school community and must meet their needs, both curriculum and reading for pleasure. As such, the ethical issues are heightened and a TL must be vigilant to maintain transparency and accountability in this process.

The TL must uphold the principles of intellectual freedom but ‘freedom’ does not mean that there are no constraints. A delicate balancing act is needed to weigh the potential harmful impact on readers with providing a diverse range of perspectives. As Morrisey (2008, p.165) notes, TLs are responsible for providing access to a wide range of ideas, even if they challenge societal norms or are controversial, “so that each individual can make…[decisions]…for her/himself”. We also need to make sure our students have been properly prepared when confronted with new, challenging or uncomfortable ideas.

By extension, TLs, must also protect the privacy of patrons. “If they feel monitored…they might walk away (Caudesch, 2018). We want students running to the Library, not feeling judged for their interests. A Library should be a safe place where students can explore new (and old) ideas and interests, with their trusty TL helping them to navigate their learning journey.

 

References

Caudesch, M. (2018). Privacy and Public Intellectual Freedom: Why Trained Library Staff Preserve and Protect Patron Confidentiality. Journal of Intellectual Freedom and Privacy, 3(1), 3-4. DOI:10.5860/jifp.v3i1.6502

Morrisey, L. J. (2008). Ethical issues in collection development. Journal of Library Administration, 47(3-4), 163-171