The resources in a school library are organised within a library management system (LMS) and can take many forms, including digital resources; a resource description is necessary for location when needed (Rowe, 2021a). ETL505, Describing and Analysing Education Resources, provided learning experiences for bibliographic organisation and description, both of which are necessary for a school library to be effective, efficient, and integral in supporting collaboration and student learning (Rowe, 2021a).
The prescribed text by Hider (2018), began by describing metadata. This was a term I felt unfamiliar with, however, I began to recognise that it is data about data and is often characterised by its function (Hider, 2018). I learned that there are different types of metadata that help to describe a resource, how to relate it to another resource, and how to find it within the catalogue (Hider, 2018).
This was useful knowledge in my role as TL, and I began to have a deeper connection with the functionality of the school’s LMS. I finally started to understand the procedure of the different elements and formats of bibliographic records (Rowe, 2021b). This learning ensured that I was entering the correct information into the catalogue, recognising if there were errors in the information, overcoming any difficulties, and creating records when necessary (Rowe, 2021a).
Further to this, learning to use SCIS was a valuable insight; a tool I used for accessioning in conjunction with the LMS. I have since used SCIS to check call numbers, and request that that a title be added to their records for an unknown resource. I gained knowledge about how to refine my catalogue index fields by call number, description, and notes to reflect how the resources appear in the LMS to the end user (Rowe, 2021a).
I was disappointed that the ETL505 modules did not provide access to a variety of LMSs, however, I was exposed to this experience during my placement. I used their LMS, Libero, for a variety of purposes, for effective access to the collection (Foyel, ETL512 Assessment 5: Placement report, 2023). It was clear that metadata standards were transferable across LMSs, including the values, elements, and format (Hider, 2018). ETL505 has been very useful and practical for my TL role. I now understand that metadata only works if people understand how to use it; the output is only as good as the input (Hider, 2018).
I began to think about how classification in the school library is an important element for supporting browsing, locating items, and grouping resources (Rowe, 2021). Classification within a school library is essential for fiction and non-fiction print works and may have different sub-arrangements (Rowe, 2021). In my school library, we had always used the traditional Dewey Decimal Classification for non-fiction works, alphabetical arrangement for fiction and junior fiction materials, with teacher resources housed in a separate area arranged according to type (readers, posters, big books) and key learning area.
I noticed that graphic novels were rising in popularity, and I began to explore the notion of genrefication. I researched and developed my understanding in ETL401 (Assessment 2: Discussion essay, 2021), where I delved into the current trend of genrefication in a school library. Gray (2019) identified genrefication as a common debate, he discussed points for and against, after surveying teacher librarians in both primary and secondary settings across Australian school libraries (Foyel, ETL401 Assessment 2: Discussion essay, 2021). Gray (2019) found that students were supportive of the change to genrefication and borrowing statistics improved, though some books were difficult to categorise, as they could fit into multiple genres.
I was intrigued by Davenport’s (2017) experience of genrefying her school fiction collection (Foyel, 2021, ETL401 – Assessment 2). Davenport discovered weeding and setting specific criteria for the selected genres was necessary prior to genrefication. During her process, making changes in the LMS was required for search criteria to be responsive to the end user, and feedback from library users helped promote the changes for moving forward (Davenport, 2017). After 3.5 years, Davenport (2021) reflected on her successful genrefication journey. She realised that genrefication is fluid and responsive to trends, shelving becomes easier, stocktaking can be broken into smaller and more manageable portions, and having clear signage in a consistent style was crucial for successful communication to patrons (Davenport, 2021).
I explored genrefication as a possibility for my school library throughout my degree (Foyel, 2022, 26 January) and I have slowly begun the process with some of the fiction collection. Popular genres have been graphic novels, superheroes, and scary stories have been popular. I have continued to weed, and collect data, to ensure that this process is data-driven and supports the needs of the library users (Foyel, ETL401, Assessment 2 2021). My future goal is to continue the genrefication process with the senior fiction; and create better signage to ensure library patrons can access required books and easily reshelve items. After all, school libraries and teacher librarians have the important role of helping library users discover, explore, and use resources that meet their needs and create a sense of belonging (Barnes, 2022).
