Category Archives: ETL503

ETL 503 – Course Reflection

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This course has been a transformative learning experience, significantly expanding my knowledge and understanding of the nature of school library collections. Each module has contributed to a comprehensive view of effective information management, aligning with curriculum objectives and fostering a dynamic learning environment within the school community.

School library collection and Collection Development Policy

The library collection forms my support for teaching, learning, and nurturing a reading culture in school. Throughout this course, the importance of a well-crafted Collection Development Policy (CDP) has become increasingly apparent. Islip (2023) emphasises its role as a legal framework guiding the selection, acquisition, and management processes, with the primary goal of supporting collection development in a secure, non-discriminatory manner. The creation of a collection involves careful curation to meet diverse needs across curriculum areas, underlining the ethical responsibility. In my recent post (Sha, 2024, Jan 1), I highlighted the commitment of libraries to delivering unbiased responses and presenting diverse voices within their collections.

Developing Collections

The development of a library collection is an ongoing and collaborative strategic process. Recognising the importance of maintaining a balanced collection, I highly value involving all community members in decision-making to ensure the library remains relevant for the school community. As a prospective teacher librarian, the critical use of selection aids is indispensable. Mullins (2023) highlights challenges with some publishers providing limited information or not specifically targeting school users. Emphasizing learner-centred selection criteria is essential, aligning with Hughes-Hassell & Mancall’s (2005, p.43) perspective that “selection shifts from purchasing the best to purchasing the most appropriate”.

Some Considerations of Selection

The exploration of censorship, licenses, and copyright has deepened my understanding of the legal and ethical considerations involved in managing a school library collection. This exploration heightened my awareness and assured me that future collections will align with educational goals while adhering to legal and ethical standards. Another crucial aspect is internet filtering. This practice aims to enhance students’ online safety and engagement in class by limiting their internet access. However, in a recent post (Sha, 2023, Dec 30), I argued that the benefits of this type of censorship are limited. Instead, I emphasised the importance of promoting responsible access and enhancing students’ digital literacy level.

Budgeting and Evaluation

Budget planning for the school library is a meticulous process that reflects our commitment to inclusivity through resource allocation, catering to diverse learning styles. Regular collection evaluations play a crucial role, revealing gaps, and informing budget decisions. Weeding is an integral part of the evaluation process. I posit that weeding can create a more welcoming environment in the library and foster a passion for learning (Sha, 2024, Jan 1). Collection mapping is another vital strategy in the evaluation. Similar to weeding, I believe that collection mapping should be approached collaboratively and systematically to ensure the achievement of educational goals (Sha, 2023, Dec 31).

Future School Library Collections

Yeo (2024) shares a similar view to mine regarding the future of library collections. This perspective emphasises collaborative development within the school community. In the IFLA Trend Report (Sha, 2023, Jan 2), it is noted that adapting to technological advancements and staying informed about educational trends are crucial aspects.  Considerations for global citizens and adapting to the preference for instant online access are deemed essential. The impact of digital resources is reshaping the traditional definition of a library.

Looking ahead, this course has provided me with practical insights for developing collections in a school library. I am eager to apply this newfound knowledge in my future role, ensuring that the library remains a dynamic, inclusive, and curriculum-aligned resource for our students.Top of Form

 

References

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: Responding to the needs of learners. ALA Editions.

Islip, R. (2023, November 25). Collection Development Policy. [Comment on ‘Forum 1.2 Definitions of collection management and collection development’]. Forum: Module 1: The School Library Collection. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_68466_1&nav=discussion_board_entry&conf_id=_140367_1&forum_id=_330406_1&message_id=_4635855_1

Mullins, M. (2023, December 4). Selection Aids Online. [Comment on ‘Forum: 2.3(a) Selection aids online’]. Forum: Module 2: Developing Collections. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_68466_1&nav=discussion_board_entry&conf_id=_140367_1&forum_id=_330409_1&message_id=_4639342_1

Yeo, K. (2024, January 13). The Future of School Libraries & Collections. [Comment on ‘Forum: 7.1 In conclusion’]. Forum: Module 7: Future of school library collections. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_68466_1&nav=discussion_board_entry&conf_id=_140367_1&forum_id=_330421_1&message_id=_4668490_1

Module 7 – IFLA trend reports (2013 & 2018)

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In comparing the IFLA Trend Report from 2013 with its update in 2018, it’s evident that both reports acknowledge the transformative impact of technology on information access, education, and social dynamics.

Both reports highlight the influence of technology on the global information landscape. In 2013, the focus was on the expansion and limitation of information access due to new technologies. The 2018 update builds on this, emphasising the shift to digital and its impact on library principles.  The notion of education undergoing significant changes is present in both reports. In 2013, the emphasis is on online education democratising and disrupting global learning. The 2018 update reinforces this by acknowledging the challenges posed by the shift to digital, presenting an opportunity for libraries to play a role in making the internet more useful and inclusive.  The concept of hyper-connected societies and the empowerment of new voices is evident in the 2013 report. In 2018, the emphasis is on the enduring importance of libraries as a source of expertise and truth in the face of the web’s challenges. Both reports recognise the social shifts brought about by technological advancements.

International Federation of Library Associations and Institutions. (2016). IFLA Trend Report.  http://trends.ifla.org

 

Module 6 – Ethical issues in collection development

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Engaging in the realm of school library collection development brings forth ethical considerations that define the core of an enriched educational environment. Based on the reading of “Ethical Issues in Collection Development” by Morrisey (2008), here are some of my personal reflections.

Firstly, the commitment to providing unbiased and courteous responses to all requests is paramount. It involves creating an environment where every inquiry, irrespective of its nature, is met with openness and respect. This unbiased approach not only upholds intellectual freedom but also ensures the library serves as an inclusive space for the diverse needs of students.

Secondly, taking a firm stand against any attempts to censor library resources is a crucial ethical stance. The library collection needs to represent a variety of ideas, perspectives, and voices. The teacher-librarian should become a defender against censorship, supporting students’ right to explore, question, and engage with a broad range of materials.

Thirdly, protecting library users’ right to privacy and confidentiality is another fundamental ethical aspect. The teacher librarian holds the responsibility of safeguarding the intellectual privacy of students as they delve into the library’s wealth of knowledge. This could involve maintaining the confidentiality of borrowing records and fostering an atmosphere where students feel secure and safe in exploring diverse ideas without fear of judgment.

Fourthly, recognizing and respecting intellectual property rights stand as guiding principles. Ethical collection development requires navigating the acquisition and use of materials with integrity, ensuring compliance with copyright laws, and acknowledging the creative contributions of content creators.

In conclusion, these ethical considerations in school library collection development serve as a compass, guiding librarians in creating an environment where intellectual freedom, privacy, and respect for diverse ideas flourish.

 

Morrisey, L. J. (2008). Ethical issues in collection development.  Journal of Library Administration, 47(3-4), 163-171.

Module 5 – Weeding the school library collection

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Weeding is defined by the National Library of New Zealand, Services to Schools as ‘the process of regularly removing outdated or irrelevant library resources” (n.d.).  It is a crucial aspect of maintaining a dynamic and relevant resource for students.

In the fast-paced 21st-century world, the relevance of teaching and learning content diminishes over time.  Weeding allows for the removal of outdated and inaccurate materials, ensuring that the information available to students is current and reliable.  Moreover, an updated collection supports the academic curriculum by providing resources that align with the latest educational standards. Weeding allows for the identification and removal of materials that no longer contribute meaningfully to the curriculum, making space for new resources that enhance the learning experience.  Additionally, a well-maintained collection fosters an environment that promotes a passion for reading and learning. A clutter-free and curated library space is more inviting for students, encouraging them to explore and discover new materials.  Weeding also addresses practical concerns such as space limitations and budget constraints. By regularly evaluating and removing materials, teacher librarians can optimise shelf space for resources. Furthermore, efficient weeding practices ensure that financial resources are allocated to acquiring materials that truly enhance the educational experience.

However, a good weeding practice cannot be achieved without useful feedback from classroom teachers and subject specialists in school.  Collaboratively approach will not only built a close professional working relationship, but also find gaps in the school collection for teaching areas and improve understanding of the library weeding process from a whole school level.

 

National Library of New Zealand, Services to Schools. (n.d.). Weeding your school library collection. https://natlib.govt.nz/schools/school-libraries/collections-and-resources/weeding-your-school-library-collection

 

Module 5 – Collection mapping in school library

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Collection mapping is one of the important collection evaluation strategies in a school library setting. It is a valuable process that involves assessing, organising, and optimising the library’s collections to better meet the needs of students, teachers, and the wider community.

To approach collection mapping in a school library, firstly, it is important to understand the curriculum and educational goals and identify key subject areas and topics that align with the curriculum. Collaboratively working with classroom teachers or having discussions with subject experts in the school will provide first-hand information about their specific needs and the resources required for their lessons.  Secondly, conduct a thorough inventory of the existing collection to have quality information for evaluation. As mentioned by Johnson (2018), evaluation and assessment can inform librarians in their future decision-making. Based on the results of the evaluation, identify gaps in coverage or redundant materials and determine if there are areas where the collection can be expanded to better support the curriculum. TLs also need to ensure that the collection represents diverse perspectives and cultures in the school community. The collection should cater to the varied interests, needs, and backgrounds of the students.  Thirdly, create a collection development plan that outlines goals, criteria, and strategies for ongoing evaluation and effectively allocate a budget for the identified needs. Finally, TLs need to regularly update and evaluate the collection, seeking feedback from teachers, students, and other stakeholders for future acquisitions.

Collection mapping needs to be approached systematically and collaboratively to ensure the school library’s resources align effectively with educational goals and provide a valuable teaching and learning environment for students in the school.

 

Johnson, P. (2018). Fundamentals of collection development and management. American Library Association.

 

 

Module 4 – Regulating online content in schools

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This reflective journal is based on the ALIA online content regulation in the context of students’ learning in school.

It has been a common operation for schools to apply internet filters to restrict students’ access to certain websites or specific content on a website, such as a video on YouTube. I think we need to approach this discussion from two perspectives. Firstly, by using school internet filters, it can improve students’ safety and prevent them from accessing inappropriate content, thereby simplifying school network management responsibilities. Additionally, web filters potentially could offer some advantages, such as improving students’ concentration and creating a smoother learning environment for better well-being development. Moreover, web filters in schools could significantly reduce teachers’ pressure when conducting any online research or activities. From this perspective, filters are a necessity for every school. They could be considered by schools as safeguards for students.

However, from the other end, I will argue that internet filtering will limit our freedom to access information and ideas. As mentioned by the Australian Library and Information Association, ‘Access to electronic information resources should not be restricted except as required by law’ (2002). What we need to do is assist students with the necessary skills, such as digital literacy, to teach them what to choose, how to choose, and why to choose.  Batch (2014) also pointed out that the implications of internet filtering create both an educational and a social issue, as educators cannot teach students to navigate ethical choices online.  We should promote and facilitate responsible access to quality digital information for young people at school, so they are equipped with the skills and knowledge to use the internet and electronic information efficiently and effectively in the future.

 

Australian Library and Information Association. (2002). ALIA on online content regulation. https://www.alia.org.au/Web/Research-and-Publications/Guidelines/ALIA-on-online-content-regulation.aspx

Batch, K. R. (2014). Fencing out knowledge: Impacts of the Children’s Internet Protection Act 10 years later. Office for Information Technology Policy, American Library Association.

Module 4 – Do we face the same challenges?

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This reflection is based on the article ‘Selection & Censorship: It’s simple arithmetic’ by Dave Jenkinson.

The library serves as a lifeline for all of us. We rely on books not only to enhance our reading but also to learn about the world. However, many times, concerns over race, sexual orientation, gender, etc., lead to the banning of certain books. This not only harms our education but also infringes upon our freedom of thought. The library plays a crucial role in youth literacy. Without access to a robust and complete set of library resources and the guidance of professional skilled librarians, learning to read becomes a challenging task.

While I am currently not a school librarian, I believe that we face similar censorship challenges in Australia as in Canada. Censorship should aim to protect our students and assist in selecting the most appropriate reading and learning resources to support individual needs. However, as mentioned in the article, one of the significant challenging form of censorship is invisible self-censorship (Jenkinson, 2002). This can be based on personal beliefs, biases, or challenges from parents and the community. Moreover, a significant portion of the challenges comes from our fellow teachers (Jenkinson, 2002).

Self-censoring is ethically indefensible; therefore, school librarians need to take measures to become strong advocates. Librarians have an obligation to read what students read. This prepares them to respond to questions about the book collections from fellow teachers, parents, or other community members. There are other ways to prepare for challenges and potentially eliminate self-censorship. Dawkins (2018) emphasizes the importance and need for a collection development policy. However, a policy alone is not enough. Hoffman & Wood (2007) agree that a strong relationship and understanding of roles throughout the entire school will help reduce difficulties in dealing with these issues.

 

Dawkins, A.M. (2018). The decision by school librarians to self-censor: The impact of perceived administrative discomfort. Teacher Librarian, 45(3),8-12

Hoffman, F. W., & Wood, R. J. (2007).Intellectual freedom. In Library collection development policies : school libraries and learning resource centers, (pp. 63-80). Lanham, Maryland : Scarecrow Press. (e-reserve)

Jenkinson, D. (2002). Selection and censorship: It’s simple arithmetic. School libraries in Canada, 2(4), 22.