Tag: collection management

Assessment Task, ETL503, Master of Education (Teacher Librarianship)

RESOURCING THE CURRICULUM IS FUTURE PROOFING – THE ‘TO DO’ LIST

Louise

ETL503 – ASSESSMENT 3 – REFLECTIVE PRACTICE 

The role and nature of the school library collection is a vast concept and continually changing at a rapid rate. Dr. Corrall (2018, p. 16) stated that resources in the digital world may be far more “diverse and dynamic” than that of print-based resources, but “the principles of selecting material to meet current and future needs still applies” (Corrall, 2018, p. 17). The speed with which technology is influencing education can often see school leaders become complacent about school libraries and their place within the information environment (Lupton, 2016). Having a voice is important in advocating for school libraries because “students need school libraries”. It is the job of the teacher librarian to ensure that school leaders are aware of why this role is uniquely placed within the school, in supporting and implementing the vision of the school through effective library programs (ALIA & ASLA, 2016 July).

As the school curriculum continues to evolve, the school library collection also needs to be responsive to this. A formal plan assists in this process and a collection development policy (CDP) is the way forward in meeting the needs of the users (Braxton, 2021). Peggy Johnson (2009, p. 72) says goals within a CDP are an effective way to begin. I have learned that developing a collection policy is a critical part of being the teacher librarian and one that is lacking in either currency or existence in many school libraries, including my own. In my reading, I discovered the manual for developing policies and procedures in Australian school library resources centres on the Australian School Library Association (ASLA) website (ALIA & VCTL, 2017). Exploring this resource was common among other students too, some found it broadened their understanding of “what it means to meet the needs of the users” (Kent, 2021, November 28). Establishing a CDP in my current school library will assist in future-proofing the collection, instead of just continuing on the same trajectory of “this is how things have always been done” (Foyel, 2022, January 10).

I was challenged to extend my thinking when comparing collection management and collection development. It seemed the two terms were interchangeable, and yet Rebel (2021, December 12) said that he sees management as a broader term, with development encompassed by this term, which I tend to agree with too. When initiating a CDP for my school library, the IFLA school library guidelines (2015, p33) says, a school library should provide access to a wide range of physical and digital resources to meet user needs, through an ongoing process of collection development. Guiding my formulation of a CDP is defining the “purpose, scope, and contents of the collection as well as access to external resources” (IFLA, 2015, p. 33) and (Foyel, 2021, November 15). I discovered that a collection development policy should cover the acquisition and deselection of resources (ALIA & VCTL. 2017). Selecting resources for the library is far more than just using personal judgement (Foyel, 2021, November), I have come to believe that the selection criteria for deciding this is a critical part of the policy (Braxton, 2021).

The ideology of the longevity of a resource is noteworthy and selection should be based on several factors. Cultivating engagement in school library resources and nurturing a love of reading is a key role of any teacher librarian, with patron-driven acquisition part of this process (Foyel, 2021, November 21). As selection criteria is essential to the CDP, I knew I needed to extend my knowledge and understanding. Braxton (2021) suggests that “selection may be collaborative”, but the final say should always come down to the teacher-librarian. Johnson (2018, p. 83) corroborates this by pointing out that combined with a teacher librarian’s knowledge and experience, they are also best placed in understanding their setting and applying a plan.

A collaborative approach to resource selection can be a powerful tool to enhance borrowing statistics and ensure that, like Ranganathan’s second law, there is a book for every reader (Foyel, 2021, November 21) or for today’s library users, every person their piece of knowledge, which encompasses e-resources too (McMenemy. 2007). Libraries continue to evolve and must adapt, “change simply is” and we must look for ways to and opportunities for our school library to continue to be relevant (Maddox Abbott, 2020). How we choose to do this is an important inclusion in a CDP and may form part of the procedures manual, where suppliers are outlined and chosen on a set of criteria (Foyel, 2021 December 6). This scrutiny was an essential reflection of the processes I use to select resources in the school library and some that I may not have previously considered for the future. The other consideration in evolution is digital resources and their influence on collection development (ALIA & VCTL, 2017), including legal and ethical issues (Foyel, 2021, December 30).

It seems as I traverse the various Master of Education subjects each semester, I reflect on a growing “to do” list. This subject has been no different. I am continually inspired to be a teacher, a manager, a leader, a collaborator, and an engager (ALIA & ASLA, 2016) to do something innovative, to do something in a new way,  to do something inspiring, and to do something that makes a difference to the future of the library users to become lifelong learners. To do this a future-focused principal is the key (Gemell, 2022, January 8). Establishing what school leaders value, open conversation about future plans, and making this achievable within a given time frame continue to future-proof the school library (Kachel, 2017) and (Lupton, 2017). The formulation of a CDP is part of this plan, in consultation with the school principal, and ultimately shared as a public document with the school community (ALIA & VCTL, 2017, p. 35-39).

A priority for the vision in my school library is genrefying the fiction section. I researched the benefits and put forward this goal to the principal. As a result, I have had weeding on my mind since wanting to begin this project. With the current collection crowding the shelves and with aging and underutilised resources, I began to look further into where deselection sat within a CDP (Foyel, 2022, January 7) and how a CDP also supports this genrefication goal. I have keenly read the many examples of collection policies, collection frameworks, and the guiding principles of Braxton’s sample collection policy (2021). I am committed to becoming the phoenix and emerging into the future, continually evolving as a “new and vibrant entity” (Wade, 2005).

References

Australian Library and Information Association and Australian School Library Association. (2016). Joint Statement in teacher librarians in Australia. ASLA: Australian School Library Association.  https://asla.org.au/teacher-Llbrarians-in-australia

Australian Library and Information Association Schools and Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). Australian School Library Association. https://asla.org.au/policy-development-manual

Corrall, S. (2018). The concept of collection development in the digital world.

In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (p. 3-24). Facet. https://www.researchgate.net/publication/326215985_Collection_Development_in_the_Digital_Age

Gemell, L. (2022, January 8). The future of school libraries. Mrs G’s Masters Musings. https://thinkspace.csu.edu.au/mastersmusings/2022/01/08/the-future-of-school-libraries/

Johnson, P. (2018). Fundamentals of collection development and management. (4th ed.). ALA Editions.

Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian, 45(1), 50-52.

Kent, P. (2021, November 21). Collection development. Forum: Forum 1 – Definitions of collection management and collection development.

Lupton, M. (2016) Adding value: Principal’s perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-61. http://dx.doi.org/10.14265.22.1.005

Maddox Abbott, J. A. (2020). A foundation for change: Using challenges and opportunities as building blocks for collection management. Collection Management, 45(2). 110-123. https://doi-org.ezproxy.csu.edu.au/10.1080/01462679.2019.1626315

McMenemy, D. (2007). Ranganathan’s relevance in the 21st century. Library Review, (56) 2, 97-101. https://doi-org.ezproxy.csu.edu.au/10.1108/00242530710730268

Students need school libraries. (2020). Students need school libraries. https://studentsneedschoollibraries.org.au/faq/

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14. (e-reserve) (E-reserve PDF)

ETL503, Master of Education (Teacher Librarianship)

WEEDING…IS IT REALLY THAT HARD?

Louise

ETL503 – Module 5 – Weeding the Collection

Photo by Thought Catalog on Unsplash

Weeding has been on my mind lately and that’s because I have been wanting to genrefy the fiction section of our primary school library. It has been a goal since I began in the role of TL. I have focused research on the topic, done surveys with the students, and had discussions with the school principal about it. I realised through this process (which another discussion entirely) that weeding had to be at the top of the list before any reorganisation can occur.

It seemed like a huge and overwhelming task and I didn’t want to dispose of any books that may add value to the collection. So I began with what I was familiar with, the teaching resources. I began by collecting and discarding the many outdated syllabus documents (I kept one of each) that had been superseded by new documents. I had the Principal’s approval to recycle them. But, by doing this, I knew I was just avoiding the task ahead of me. After reading through the resources in this module, I began to think about the process a little more clearly. I knew I had to establish the criteria first. Then I decided that I would tackle a couple of shelves at a time, beginning with the Fiction section (rather than the Junior Fiction). I would start at A and work my way through the alphabet when I could. I began with just a physical and visual motivation, removing damaged books and establishing if they could be restored or not, and any that were not appealing to students. I then took these titles to the Library Monitors (who are made up of about 20 Year 5 and 6 students). Who then went through them to see if they agreed with my deselections.

I then printed out a list from the Library Management System of books that had not been borrowed in the last 5 years, then I changed it to 10 years because the library itself has been inaccessible to students for many reasons during this time, including COVID and school rebuilds (where the library was used as a classroom for 2 years and the TL had to share a small classroom with the music teacher and had a limited amount of books for loan). Then COVID hit and I was not able to have the children borrow, to begin with, and then they were not allowed to be in the library at all. I was going from classroom to classroom for library lessons and carting trolleys of books with me. This meant that the time I spent physically in the library was very limited and when I was in there, I was restocking the trolleys for children to borrow (when this became allowed).

I see much value in having the students involved in this process of weeding and I hope to use the weeded books for a week of “book tasting”. Students from years 3 to 6 will get the opportunity to look at what has been removed from the shelves and establish (using given criteria) whether or not deselection is justified. Fostering a love of reading is part of my mission as TL and I feel that when this is strongly established, reading for enjoyment increases within the school community.

I loved reading Jennifer LaGarde’s blog post about this topic where she states, “We are educators. We are not curators of book museums” (LaGuard, 2013). This is what I feel I am currently in, a holder of many old and outdated books, many of which have not been borrowed in many years. Weeding in not going to be an easy process, but starting with one section at a time is the way forward for me. I hope that this year will be the year to get the genrefication goal up and running. I also hope to establish a Collection Management Policy in the near future to ensure that there is written evidence for the decisions being made in the school library and a clear framework for the future of our school library, one that I am very passionate about!

https://www.librarygirl.net/post/keeping-your-library-collection-smelling-f-r-e-s-h

Reference

LaGarde, J. (2013, October 2). Keeping your library collection smelling F.R.E.S.H. The Adventures of Library Girl. https://www.librarygirl.net/post/keeping-your-library-collection-smelling-f-r-e-s-h

ETL503, Master of Education (Teacher Librarianship)

LIBRARY RESOURCE SELECTION

Louise

ETL503 – 2.1 – HOW CAN A TEACHER-LIBRARIAN ENGAGE LEARNERS IN THE SELECTION OF RESOURCES FOR THEIR SCHOOL LIBRARY?

The selection of resources in the school library should be a collaborative approach, based on the needs of the library users. It is critical that as part of this process the students are factored into the selection process, after all, in a school library they account for the majority of the patrons who borrow resources. As the Teacher Librarian (TL) is instrumental in sourcing the resources, knowledge, and understanding about the students and their individual borrowing habits is crucial. Engaging students in resources that are both appealing and appropriate is one of the first considerations of a TL.

Cultivating engagement in the school library involves a number of factors, though, when the selection of the resources in the school library is student-driven, this can be a powerful tool to enhance borrowing statistics. But in what ways can this occur?

I believe that the first step in determining the needs and interests of the students is to create relationships with them. What genre do they like to read? What topics spark their curiosity? Hosting genre-driven book events, such as a “book tasting” event in the library helps to unravel interests. Sparking interest may also extend to book reviews by peers and teachers, TL book talks, and author talks/visits. In addition, adding to a popular series of books is also a determining factor in resourcing based on student selections.

Trends in borrowing, including ebook and digital requests via the schools’ library management system, also help to define the selection criteria. Decisions around resource selection may also hinge on the demographics of the school, including, but not limited to race, gender, culture, socioeconomics, and religious beliefs.

Book Fairs and Book Clubs are a good gauge as student purchases often lead to student book reviews and recommendations. This then leads to the buying choices for the library too from the proceeds of the fair.

There is much value in considering what and how students read in determining the future of resource selection for their school library. A book for every reader.