The Role and Nature of School Library Collections
The purpose and function of the school library is to provide a collection of quality, curated resources for the benefit and use of its community of users (Pentland, 2022). Therefore, a balanced school library collection should be reflective of the specific school context in order to cater to users’ diverse and varied needs, interests and abilities. Furthermore, as we are living in a world that is “informational, global, and networked” (Castells, 2010, p. 77), the school library and its collection needs to support student learners to effectively operate in an increasingly digital world.
First and foremost, the provision of curriculum-aligned resources is essential to support teaching and learning activities (IFLA, 2015). This includes resources that support thematic units of work, as well as Cross Cultural Priorities, General Capabilities and Information Fluency Framework outcomes. Throughout this subject, it has become increasingly evident that resource provision is not only limited to physical forms, but a robust collection needs to include an array of formats and modes of delivery (Mitchell, 2016). In Discussion Forum 1 (Brien, 2022, February 21), I became aware of the significance of the inclusion of digital resources, through the exploration and analysis of the IFLA School Library Guidelines. Consequently, this post has also revealed my emerging understanding of the difference between collection development and management (Ameen, 2006).
In developing a collection, I have learnt the importance of utilising quality selection aides and selection criteria (Braxton, 2022; Gardiner, 2017). For example, in Discussion Forum 2.4(a) (Brien, 2022a, March 20) and 2.4(b) (Brien, 2022b, March 20), I was able to practically explore a number of selection aids and consequently, determine a variety of strengths and weaknesses of these tools. This has brought about an awareness and shift in my own professional practice, in that it has broadened my own scope of tools for resource selection and resource evaluation. I have also learnt that item deselection is just as important in maintaining an up-to-date collection (Kerby, 2019).
It has become evident that electronic and digital resources present their own issues and complexities when it comes to acquisition and management (Corrall, 2012). It is essential to consider licensing agreements, preferences of ownership of resources verses access, software and network compatibility, copyright compliance issues (Gregory, 2019; IFLA, 2012), disability access (WAI, 2022), and also various purchasing arrangement models – including Patron Driven Acquisition (Brien, 2022, March 4).
The Importance of a Collection Development Policy as a Strategic Document
Learning throughout the subject has highlighted the fact that development and management of the library resource collection needs to be a careful and considered process (Khan & Bhatti, 2021). Specifically, the Collection Development Policy (CDP) (supported by related procedural documents), exists as a strategic document aimed at successfully building school library and information services (Braxton, 2022). In particular, it establishes a clear overarching rationale and mission statement that should be linked to the school vision and connected to the ASLA School Library Bill of Rights (2018) and IFLA/UNESCO School Library Manifesto (1999) (new IFLA (2021) version currently in draft format). These inclusions establish its authoritative position, which are particularly important in relation to matters of resource selection and acquisition, justifications for budget spending and support in resource challenges (Cruz, 2014).
I have come to appreciate the collaborative nature of the CDP, which ideally involves input from a range of stakeholders (Hoffman & Wood, 2007), including library, teaching and executive staff, students and also wider community stakeholders. This is especially important to ensure transparency and accountability in the collection development process and also to protect against item challenges (Libraries Tasmania, 2021).
The learnings on censorship provided the opportunity for significant professional growth; where in Discussion Forum 6.2 (Brien, 2022, April 19) I shared my own experience of potential ‘self-censorship’. It struck me that with the teacher librarian lies the power of choice. Thus, ethical considerations, TL professionalism and a well written CDP helps to navigate difficult censorship issues and concerns (ALA, 2021).
The value of the CDP as a strategic document also exists when it comes to library budget requirements and funding requests (ALIA & VCTL, 2017). In Discussion Forum 3.1 (Brien, 2022, March 21), I articulated the concerns that the library budget is always competing with other school priorities. Thus, having a shared vision established by multiple stakeholders (including executive members) places the TL in an advantageous position to be able to advocate for sufficient funding in order to appropriately resource the curriculum (Takeda, 2019). This is important as resources become damaged, obsolete and outdated in an ever-changing information environment (ASLA, 2013; National Library of New Zealand, n.d.).
The potential easing of budget concerns may also be addressed through cooperative resource provision, whereby an expansion of the school library collection may benefit from pooled resource access with local community (APLA & ALIA, 2021) or other school libraries. This would be strategically outlined in the CDP (Hoffman & Wood, 2007).
How a Collection Development Policy Assists in Future Proofing the Collection
The CDP should exist as a living document, that undergoes regular review (ALA, 2018). This allows the CDP to appropriately cater to the current community of users, whilst being responsive to changing needs and thus, remain future-focused. Supporting teaching and learning in a 21st century learning environment, requires the library collection to incorporate a variety of resources in both physical and digital forms (ACT Government, 2019). With particular reference to virtual learning environments, it is imperative that the TL keep abreast of various changes across the technological and information landscape, which I highlighted in Discussion Forum 7.1 (Brien, 2022, April 24). I pointed to the EDUCAUSE New Horizon (Teaching and Learning) Report and others, as examples of research that can assist the TL in offering insight into future trends that may impact upon school library collections. Into the future, developments in technology will likely require the incorporation of new resource formats and modes of delivery, where a regularly reviewed CDP would more readily allow a seamless integration to transpire.
Priorities for My Own Practice
Considering collection goals and priorities for my own practice, I shall seek to develop a CDP for my own brand-new school library, with a focus on collection growth of curriculum aligned resources in both physical and digital formats. As the collection ages, as school priorities evolve, as technology advances bringing new resource formats and modes of delivery, as the information landscape continues to transform and as the local community demographics morph over time – all of these (and other) changes would bring new priorities for the established collection. Thus, it is essential that the collection and the CDP needs to undergo continuous analysis (and updating, as a consequence) to ensure the school library collection is consistently meeting the needs of its community of users now and into the future.
References:
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