Part B: Reflective Practice

Upon completing ETL503 and particularly this assignment, I have critically reflected on my understanding and learning of resourcing and developing school library collections and how my understanding of these areas has significantly changed. Throughout my reflection I will analyse these key three areas:

1. How the subject has extended your knowledge and understanding of the role and nature of school library collections;

2. The importance of a collection development policy as a strategic document; and,

3. How a collection development policy assists in future proofing the collection.

1. Throughout ETL503 I have explored the nature of the school library collection and looked in depth at the purposes of evaluating library collections. Needing more background into the scope of this topic I began researching ‘Library collections’ and came up with a definition from the ‘Handbook for School Libraries’ (NSW Department of Education, 2015) that gave me clarity, describing a library collection as a variety of resources selected with the fundamental purpose of meeting the needs of a school and its community to support the teaching and learning needs of its users. With this is mind I began to assess my understanding during Module 3 of how I would select resources for students within my own classroom, and how this could be expedited on a much, much larger scale (over 350 students) and support an entire school community. This concept seemed rather overwhelming to me to think that one person (the TL) could achieve all of this. It wasn’t until completing the first assignment where I created an annotated bibliography by developing a collection of resources to support a curriculum area, that I utilised selection aids and tools to assist in the selection process. While the readings in Module 2 provided me an introduction to selection tools and criteria, it wasn’t until completing the first assignment that really concreted my understanding of the implementation and methodology of selection criteria and aids and why these are imperative to the selection process (Kimmel, 2014, p. 34). I have since commenced working in a school library and have successfully utilised the general selection criteria outlined by Hughes-Hassel and Mancell (2005) to select appropriate resources that are meeting the teaching and learning needs of the users.

2. As I worked my way through Module 6, I reflected on my understanding of what a collection policy should contain (Bramble, 2018a). Initially I didn’t have much of an idea as I had never seen one. After reading Braxton’s Sample Collection Policy (n.d.) I became so overwhelmed with the concepts of collection development policies and collection management policies, believing the two terms were “basically the same thing” and were simply “interchangeable” (Bramble, 2018a). After completing further readings within the module and posting a reflection on my Thinkspace, I began to have a better understanding of the two policies and was able to define the two as separate entities (Bramble, 2018b). By commencing the second assignment and viewing more collection management policies I began to consider the values of having such a document, with set policies that outline the processes to effectively manage resources. It also tied in my previous learning from readings of censorship and copyright issues from previous modules and how a Collection Management Policy can support the process of reviewing and defending resources that may be challenged (Lukenbill, 2007).

3. Through my readings of Munro & Philps (2008) and Debowski (2001) and annotating a Collection Development Policy, this highlighted the importance of keeping a current collection and was exemplified throughout my examination of Acquisition and Deselection processes – a vital part in any Collection Development Policy (ASLA, 2017). I reviewed other student blogs (Irvine, 2014) for their thoughts on the deselection process and evaluating collections and found my ideas to be similar. The ‘weeding’ and deselection process should be used in the frequent process of evaluating and reviewing a collection to ensure it is current and relevant to the needs of the learning community. This constant assessment and evaluation of using set criteria as outlined within the Collection Development Policy allows for a future-proof and well-balanced library collection.

It has come to my understanding throughout this course and my practical experience, that a teacher-librarian must be organized and systematic in their approach to collection development and management. Generating Collection Management Policies should be created in collaboration with the school community to achieve the set goals of providing a valuable collection of resources that meet the teaching and learning needs of its users.

 

References:

Australian School Libraries Association (ASLA). (2017). A Manual for Developing Policies and Procedures in Australian School Library Resource Centres. Retrieved from http://www.asla.org.au/policy/policy-development-manual

Bramble, L. (2018a). Module 6: What should a collection policy contain? [Blog post]. Retrieved from https://thinkspace.csu.edu.au/lucyb/etl503-weekly-modules/

Bramble, L. (2018b). Module 6 Reflection: Collection Management Policy vs. Collection Development Policy [Blog post]. Retrieved from https://thinkspace.csu.edu.au/lucyb/etl503-weekly-modules/

Braxton, B. (n.d.). 500 Hats: the teacher librarian in the 21st century. Sample collection policy [Online blog post]. Retrieved from http://500hats.edublogs.org/policies/sample-collection-policy/

Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with less: collection management for school libraries, (2), 126-136. Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. Retrieved from https://doms.csu.edu.au/csu/file/b9feaf8b-3c64-48cf-a5f2-ba87f023bc47/1/debowski-s.pdf

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=289075

Irvine, A. (2014, May 22). Weeding. [Blog post]. Retrieved from http://airvin01.blogspot.com.au/2014/05/etl503-weeding.html

Kimmel, S.C. (2014). Developing collections to empower learners. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au/lib/csuau/reader.action?docID=1687658&ppg=51

Lukenbill, W.B. (2007). Censorship: What do school library specialists really know? School Library Media Research, 10. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol10/SLMR_Censorship_V10.pdf

Munro, B. & Philps, P. (2008). Collection of Importance: The Role of Selection in Academic Libraries, Australian Academic & Research Libraries. 39(3), 149-170.
doi: https://doi.org/10.1080/00048623.2008.10721347