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)