This unit has been an enlightening journey, exploring the Teacher Librarian’s (TL) role in collection development through processes of analysis, selection, acquisition, deselection and evaluation. Diversity and balance are key takeaway considerations for building an dynamic collection.(Billingsley 2022 Feb 28). Collection development is at the core of the TL’s passion for fulfilling student needs; decisions made regarding resource selection can impact on the achievement and well-being of students. (Keeling, 2019; Oddone, 2019). The TL must keep abreast of school context, user patterns, the curriculum, and the latest educational trends, all to develop and maintain an ever-changing collection. Initially, choosing and purchasing books seemed like a rather easy task with little complexity but in reality there is a deep thoughtful process behind selecting a resource. Research suggests that achievement in schools is maximised when the library collection is effectively resourced by the TL. (Lance & Kachel, 2018; Ee Loh et al, 2021).
Resource Selection
The sizeable amount of considerations that a TL engages in, before purchasing a resource is impressively immense. My professional experience to date is mainly in classroom teaching, and up until this point in my career, I didn’t fully understand what a TL’s duties entailed. Fundamentally, a TL is responsible for selecting resources and creating collections that will support the curriculum within the school. (Merga, 2019). This is by no means the only purpose of the role; student’s well-being and personal interests are valuable considerations in resource selection. Furthermore, Kimmel (2014), identifies the library collection as being integral to supporting all aspects of the curriculum, student’s access to information and reading for pleasure (Merga 2017; Merga 2020a; Merga 2020b). There are so many questions to consider when developing a collection that I can now appreciate how it is a huge responsibility with a process that starts with collecting evidence and drawing conclusions.
Collection Analysis
Evaluation methods can identify the strengths and weaknesses of the collection and as a result provide evidence based arguments to support the funding of future acquisitions. (ILFA, 2015). Quantitative and Qualitative methods can be used to analyse resources such as: usage data, overlap analysis, surveys, reports, conversation feedback and focus groups. (Hughes-Hassell & Mancall, 2005; Kirkwood, 2016; Litsey & Weston, 2018). Collection mapping is an important starting point for providing data about the current state of a collection as it can assist the TL in making informed purchases. Within my own professional practise, focus groups have been very insightful to unravel student preferences.(Billingsley 2022 Apr 21). Statistic reports from the e-platform Borrow Box have proved helpful when purchasing audiobooks for a newly created Year 6-8 middle school digital fiction library: I feel empowered to move forward with this innovation with my knowledge gained from ETL503. Active collaboration with students is an important part of qualitative collection analysis as it will contribute towards students feeling a valued part of their school library.(Billingsley 2022 Apr 21).
Collection Development and Collection Management
To fully understand the bigger picture of library management and operation, these overlapping terms of collection development and management need to be distinguishable. Collection management is a broad term which includes collection development, however, it also refers to other areas such as stock management, cataloguing procedures and access management. Collection management is the maintenance of what resources already exist whereas collection development is the the process of building the collection. (Khan & Bhatti, 2021). Every library must develop a strong policy that can outline collection development. (Agee, 2019).
Collection Development Policy (CDP)
A Collection Development Policy is a strategic document and a useful advocacy tool for the TL. (Agee, 2019; IFLA, 2015; Johnson, 2018). The CDP focuses on the vision, the goals, and the principles that exist behind the procedures. (Oberg & Schultz- Jones, 2015). Procedures to be carried out by library staff should not be part of the CDP but should exist as separate documentation. The CDP can act as a supporting document when it comes to budgeting decisions, accountability and challenges that may arise regarding library resources. The CDP should always open with an explicit rationale that explains the policy purpose, the development process and how this aligns with the school values and mission statement. Writing a CDP is only the first step to developing a collection; staff need to be fully aware of the content of the policy and keep this in mind when implementing library procedures. (Almeida, 2021). The CDP should also be easily accessed by other stakeholders and published on the school website for easy access.
Censorship
The specific reading area of censorship has impacted my daily professional practises. The reading of Chapter 8 in Jacobson (2016) highlighted how censorship in libraries is sadly increasing. This chapter caused me to think deeply about placing content warnings in LGBTIQ books; something I had been told to do by another TL. (Billingsley 2022 Apr 30). My studies have initiated new understandings of the damage self-censorship can do and how it could even be done subconsciously. (Dawkins, 2018; Lim, 2019) . It can lead to some students feeling that they are not represented by their library. The library should be a safe haven for students, and if books in the collection do not reflect user individuality and values then some students may feel like outsiders to the library space. (Almeida, 2021; Banister, 2020).
The future of library collections
Library collections serve the user community and that goal has not changed: however, technological advances continue to change the nature of increasingly digital collections. (Agee, 2019). Library spaces are adapting to become flexible spaces for collaborative learning. The future of libraries is rich with possibility, however, how the TL responds to this will directly impact on how popular the library is with its community of users.(Billingsley, 2022, May 14) . This fascinating unit has cemented the value of collaborative processes, advocacy and innovation and it is exciting to embrace the challenges of the future for TLs. A vibrant TL can breathe new life into a school library; I am already moving forward with this, through creating a transparent CDP and the expansion of easy access, current digital resources. Building a collection that truly reflects student diversity will take time and patience, but positively I am better placed to do this, being more acutely aware of censorship and being critical of any hidden self-biases.
I have embarked on this teacher librarianship journey with a strong advocacy for the library as a safe haven, as a flexible collaborative learning space; as the heart of the school. Every day my goal is to build a learner-centred collection for the students so they feel they belong and are reflected within the library space.(Banister, 2020; Hughes-Hassell & Mancall, 2005). This unit has helped provide me with the vision, tools and method to create my future ‘phoenix’ library. (Wade, 2005).
References
Agee, S. (2019). Curate a Digital Collection for All Learners. Knowledge Quest, 48(2), 6–7.
Almeida, A. (2021). Leading a School Library as My Authentic Self: How My Identity Transformed the School Library Culture. Knowledge Quest, 49(4), 18–23.
American Association of School Librarians. (2018). National School Library Standards for learners, School Librarians, and School Libraries. Chicago. ALA.
Banister, M.E. (2020). School Library as a Safe Harbour for LGBTQ students and families. Knowledge Quest, American Library Association, 48(3), 1-4.
Dawkins, A.M. (2018). The decision by school librarians to self-censor.
Ee Loh, C., Sundaray, S., Merga, M., & Gao, J. (2021). Principles and Teachers’ Perspectives of Their School Libraries and Implications for School Library Policy, Journal of Library Administration, 61(5), 550-571. https://doi.org/10.1080/01930826.2021.1924532
Hughes-Hassell, S., & Mancall, J. (2005). Collection Management for Youth Responding to the Needs of Learners. American Library Association.
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Lim, A. (2019, Sept 24). In SAGE Publications. Three Ways Librarians Can Combat Censorship. https://www.youtube.com/watch?v=KSxDIAuOCdI
Merga, M. (2017). What would make children read for pleasure more frequently? English in Education, 51(2), 207-223. https://doi.org/10.1111/eie.12143
Merga, M.K. (2019). Librarians in schools as literacy educators: Advocates for reaching beyond the classoom. Palgrave Macmillian.
Merga, M. (2020a). How Can School Libraries Support Student Wellbeing? Evidence and Implications for Further Research. Journal of Library Administration, 60(6), 660-673. https://doi.org/10.1080/01930826.2020.1773718
Merga, M. (2020b). ‘We talk books’: Teacher librarians promoting book discussion to foster reading engagement. English in Australia, 55(1), 22-33.
Oddone, K. (2019, August 19). School library collection development: It’s not as simple as you might think. Linking learning. [Blog post].
Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.), (pp. 33-34). Den Haag, Netherlands: IFLA.