ETL503: Weekly Modules

Module 6 Reflection:

Collection Management Policy vs. Collection Development Policy

Understanding the difference finally!… I think.

From my understanding throughout Module 6, Collection Management is the overarching process and product of developing a blanket policy to manage a collection of resources.

A Collection Management Policy assists when dealing with issues that may arise from the users of the collection (censorship, copyright etc) and allows for defensible action to be taken.

A Collection Management Policy provides the purpose and goals of the policy and it’s collection and describes the responsibilities for decisions taken to achieve the set goals.

Note: It is imperative that the the Collection Management Policy is developed collaboratively and within reflection of the school’s philosophy, ethos, policies, guidelines.

A Collection Development Policy

The following definitions are from Module 6 Contents (Croft, 2018):

Policies

  • definition of area
  • statement of purpose and goals
  • broad decisions designed to fulfill the stated purpose and goals

Procedures

  • clear, specific and detailed directions on how the broad decisions in the policy area are carried out.
  • logical sequence of instructions that can be systematically followed.
  • ensure consistency in the provision and management of resources.
  • serve as a reference and training point
  • provide continuity when staff changes occur.

Policies will often include goals and principles set out within the document.
A procedures document (CDP) describes and lists succinctly the practices that meet the expected goals and principles set out within the policy (CMP) .

Policies are broader concepts to adhere by, whereas procedures are set specific instructions for the user.

One thing that does resign with me from the module, is the understanding of what should or should not be included in a CDP as “a CDP can often become a ‘catch all’ policy which detracts from its specific role and value.”

Croft, T. (2018). ETL503: Module 6 [Online blog post]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_30013_1&content_id=_1990556_1

 

 

 Module 6 
What should a collection policy contain?

Locate a school library collection policy [there are many published online].
Consider its purpose, audience and usefulness.

I read through Barbra Braxton’s Sample Collection policy. It contained so much new information to me that I did not even consider you would need in a Library Collection Policy. Through the readings I’ve become confused in regards to a Collection Management Policy and a Collection Development Policy. The two terms appear to be interchangeable (I think?) and used parallel to each other quite often, however I do believe you need both within the scope of library management.

After having a peruse through the second assignment we are required to annotate a collection development policy. The task seems overwhelming at the moment as I’m not quite sure what the difference is between the CDP and the CMP. I will have to do the rest of Module 6 readings and further investigation to wrap my boggled mind around this one.

 

 

Module 3 Forum 3.2

Draw up a checklist of the desirable qualities that you would look for in preferred school library suppliers.

The QLD Education Department School Library Support (2018) provides the following checklist:

  • Can they fill orders accurately, and within an agreed timeframe?

  • Can they tailor their invoicing to meet the school’s needs?

  • Do they charge delivery and/or handling fees?

  • Can they obtain items urgently if required?

  • Do they offer discounts?

  • Can you check the order’s progress online?

  • Can they back order unavailable items?

  • Do they allow for cancellation of orders?

  • What is their returns policy?

  • What additional services can they provide?

 

 

 

Module 2 Forum 2.5:

Select a curriculum topic of interest to you.
Select one of the online communities or resource sharing services listed in Module 2, and spend some time searching for tags, hashtags, lists or communities of relevance to your topic. Share a link to a relevant online resource found from that community and discuss the pros and cons of this community as a recommendation source.

 

Curriculum topic of interest: Asia and Australia’s Engagement with Asia

Resource sharing service:Scootle

Link: My Japan
I chose to search ‘Asia literacy’ on the home page which took me to an extensive list of resources. I narrowed my search to K-6 and found this Stage 3 resource that includes videos and PDF of lessons.

Pros:
# Scootle is a fantastic search tool for teacher & student resources that are aligned to the Australian Curriculum and cross curriculum priorities.
# Resources include: videos, audio, images, programs, units of work, assessments, links to relevant external sites and interactive resources.
# It is easy to navigate and search criteria and selection is easily manipulated to get exactly what you’re looking for.
# You can search specifically by Australian Curriculum for all KLA’s and year levels.
# It’s a free service, you simply sign in using your DEC email.
# The Scootle resource I selected linked me to an external website “Asia Education Foundation”, another excellent resourceful Australian website for educators.
# Scootle Lounge – a great informative blog associated with Scootle.

Cons:
# From previous experience searching for resources on Scootle, some websites that you are redirected to contain broken links and missing pages. However, even though this is technically the fault of the external site, Scootle should retract the resource link or notify users that it is currently unavailable.

 

 

Module 2 Forum 2.4:
Search Scootle for a resource related to critical thinking. Share the strategies you used to refine your search results.

  • As this was my first time accessing Scootle, after logging in using my DET email I browsed the site initially to get a feel for it’s layout and options available.
  • As I scrolled to the bottom of the home page, I clicked ‘Keywords’ under the footer heading ‘Browse by’ on the left hand side.
  • This brought up all learning content in alphabetical order. So I clicked ‘C’ in the left hand box to bring up all criteria starting with the letter ‘C’.
  • I had to scroll almost to the bottom and weed my way through to find ‘Critical thinking’. Not the most time economical route!
  • My search turned up 45 results, so I refined my criteria by de-selecting year levels 7-12 as they aren’t relevant to me as a Primary teacher.
  • After scrolling down not too far, I came across an English unit of work based on Narratives with the concept focus ‘Perspective’ and ‘Point of View’ which I am currently teaching to Stage 1 and Stage 3. What a great resource!
  • I then went back to the Scootle search engine and typed in ‘Critical thinking’ + ‘Asia’ just out of curiosity and de-selected years 7-12 once more, which brought up 16 interesting looking resources.

References:

Putting it in Perspective Unit of Work. (2015). Scootle. Retrieved from

http://www.scootle.edu.au/ec/viewing/R11586/support_files/uw_024_a.pdf

 

Module 2 Forum 2.1:
Using the Charles Sturt University Library Primo search or Google Scholar, conduct a search for a recent article in English that discusses patron driven acquisition.
Post your correctly APA referenced article with five (5) keywords to describe the content:

Walters, W. H. (2012). Patron-driven acquisition and the educational mission of the academic library.
Library resources & technical services, 56(3), 199-213. Retrieved from:
https://journals.ala.org/index.php/lrts/article/view/5528/6795


keywords:
patron-driven acquisitions
collection development
acquisitions
electronic books