ETL503 – Reflective Blog Post

How has the subject extended your knowledge and understanding of the role and nature of school library collections?

The main shift in my understanding of the nature of a school library collection is that it is not an archive. To fulfil its role as a hub of accessible information and ideas, it must be current, relevant, and “cost-effective” (Debowski, 2001b, p.299). School library collections are far from static: they must be constantly curated, with a focus on what has value and what does not (Pettegree & der Weduwen, 2021). As a concept and an institution, libraries have evolved immensely over the centuries – from small, private collections kept in trunks to a grudging acceptance to include cheap romance paperbacks to please the masses in the 1970s (Dotinga, 2022).

The idea that the library collection could be somewhat contentious – with debate over the ‘worth’ or value of including fiction titles (Badcock, 2022, Mar 21) –  or subject to being challenged, can be seen to reflect the shift to and from contrasting definitions of ‘literacy’: functional, skills-based literacy or the ability to engage in the many facets of life in genuine, critical ways (Apple, 2012). At the university level, the national strategic goal for Australia includes “[a]lignment with Australia’s workforce and skills needs” (Department of Education, Skills and Employment, 2021), which speaks to a jobs-based focus over critical thinking skills. It leaves school libraries, often under-funded and under-staffed, to develop a collection that nurtures creative and critical thinking, presents multiple points of view, and is accessible to everyone (Australian School Library Association, 2018). This cannot happen without careful consideration of the school’s context and cohort, and a clear policy document.

What is the importance of a collection development policy as a strategic document?

The CDP is an important element in the school library’s strategy for dealing with many challenges. Libraries are ever-evolving and adaptable (Pettegrew & der Weduwen, 2021) in the face of swiftly changing technology; customer expectations; equitable online learning; and access to services and information, among other issues (International Federation of Library Associations [IFLA], 2021). Many of these challenges were exacerbated during the Covid-19 pandemic, as virtual learning seemed to call into question the very need for a physical library space (IFLA, 2021). The common thread is the need for libraries to remain relevant. I’ve come to understand and appreciate that resource collection development (and management) is an effective way to advocate for the library’s continual existence and relevance (Badcock, 2022, May 12). As such, the collection development policy (CDP) can and should be viewed as a strategic document, not a ‘meaningless’ admin task or a box-ticking exercise, which is how I saw it when I first started working in the library in 2021 due to a lack of understanding of the bigger picture.

Aligned with the library’s plan and the whole school vision (or mission), the CDP can be used not only to outline the library’s position but to argue for the funding required to implement it, using collection evaluation and circulation data (Takeda, 2019). This can be done by using the gaps between the collection data and the CDP’s principles – to ensure equitable access to curriculum resources and supporting student learning. Another key function of the CDP is to give support to the Teacher Librarian’s (TL) decisions, made with the school library’s vision and values in mind (Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians, 2017). For example, the issue of censorship, includin challenging books, is something all libraries have to contend with. Despite the argument of Hoffman & Wood (2007) that a CDP does not deter censorship, a clearly written policy that covers not only the criteria for how resources are selected, but also prepares for the process for dealing with challenges (Johnson, 2018), provides a strategic framework that defends challenges (Braxton, 2021) and gives confidence to the TL.

How can a collection development policy assist in future proofing the collection?

The primary aim of the school library is to support students and staff by resourcing the curriculum (Chadwick, 2016; Newsum, 2016); other, equally important aspects of the library’s role seem to flow on from this. Yet, the benefits of a well-funded, staffed and resourced library often go unnoticed (Bonanno, 2011). Here, a well-written CDP – targeted at the general public rather than internal library staff (Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians, 2017) – both justifies the existence of the library and TL and makes it clear just how vital it is. Connecting the purpose and role of the library to the school’s vision or goals is an important starting point, but it is in the details that the CDP can protect the collection. For instance, it has become clear to me that the CDP can be used as an aide for the TL’s written budget proposal (Badcock, 2022, May 3): in order to achieve particular policy goals, such as catering for all preferences and abilities, including digital formats (Braxton, 2022), the library needs to be adequately funded.

What are the priorities for your own practice, and how could you promote awareness [advocacy] of collection development issues with your senior staff?

While my own school library currently has a supportive principal and a generous budget, this is not a guarantee in the future, especially when a new principal arrives with their own vision and priorities for the school. This makes me feel nervous, and when anxious, I like to take action. Revising and updating my library’s CDP, in consultation with the current TL and other staff, is my new goal for the year. One issue to examine more closely is the inclusion of digital resources. While online databases are used to a degree, the Wheelers e-book collection is virtually ignored, especially when everyone has access to Libraries Tasmania. Is it worth keeping subscriptions when only a few students access them?

Request book, May 2022

Key to solving this is ‘collaboration’, not just with staff but also with students (International Federation of Library Associations and Institutions and United Nations Educational, Scientific and Cultural Organization, 2015). Understanding their interests and needs, and involving them in the selection of resources, not only makes the library more relevant, it also makes the learners feel a sense of belonging and ownership in their school library. My own library runs a book club for students, and uses a Recommendation Book for anyone to write in.

At such a large school as mine, another goal for the TL is to connect with the learning areas (Maths, HPOE, HASS, Art etc.) and sit in on their meetings, to gain a clearer view of their priorities, curriculum needs and preferred formats. This will help in connecting staff to the resources we already have in the collection (Mitchell, 2011), and to better evaluate the existing collection and prepare for future curriculum changes. Our library is a wonderful, well-utilised space, but when Google is on everyone’s phones, finding ways to connect staff and students to the collection’s resources is key to the library’s relevancy.

 

References

Apple, M.W. (2012). Cultural politics and the text. In M.W. Apple, Knowledge, power and education: The selected works of Michael W. Apple. New York, Routledge, pp 168-185. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1101370&ppg=179.

Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.) Retrieved from https://read.alia.org.au/manual-developing-policies-and-procedures-australian-school-library-resource-centres-2nd-edition

Australian School Library Association. (2018). Policy statement – school library bill of rights. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf.

Bonanno, K. (2011). Opinion: Do school libraries really make a difference? Incite 32/5, p.5. Retrieved from http://www.austlii.edu.au/au/journals/inCiteALIA/2011/97.pdf.

Braxton, B. (2022). Sample collection policy. 500 Hats: The teacher librarian in the 21st century. Retrieved from https://500hats.edublogs.org/policies/sample-collection-policy/.

Chadwick, B. (2016). Curriculum-engaged school libraries and teacher librarians value curriculum-alignment of resources. International Association of School Librarianship. Selected Papers from the IASL Annual Conference, 2016, pp.1-30. Retrieved from https://www.proquest.com/docview/1928619233.

Debowski, S. (2001b). Collection program funding management. In K. Dillon, J. Henri, & J.H. McGregor (Eds.) Providing more for less: Collection management for school libraries (pp. 299-326). Oxford, UK: Chandos Publishing.

Department of Education, Skills and Employment (2021). Australian strategy for international education 2021-2030. Retrieved from https://www.dese.gov.au/australian-strategy-international-education-2021-2030/resources/australian-strategy-international-education-2021-2030.

Dotinga, R. (2022). Q&A with Andrew Pettegree, author of ‘The Library: A fragile history’. Christian Science Monitor. Retrieved from https://www.csmonitor.com/Books/Author-Q-As/2022/0224/Q-A-with-Andrew-Pettegree-author-of-The-Library-A-Fragile-History.

International Federation of Library Associations and Institutions and United Nations Educational, Scientific and Cultural Organization. (2015). School library guidelines. Retrieved from http://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf.

Mitchell, P. (2011). Resourcing 21st century online Australian curriculum: The role of school libraries. The Journal for the School Information Professional. Autumn, pp.10-15.

Newsum, J.M. (2016). School collection development and resource management in digitally rich environments: An initial literature review. School Libraries Worldwide, 22(1), pp. 97-109. Retrieved from DOI: 10.29173/slw6908.

Pettegree, A. & der Weduwen, A. (2021). The library: A fragile history. London, Profile Books.