The role and nature of the school library collection enriches the teaching and learning programs by resourcing curriculum school wide (NLNZ, 2017). The nature of the collection must ensure resources are current and curriculum appropriate, however it must be extremely flexible as community and school needs change (Kennedy, 2013). The information landscape directly influences the nature and role of the school library collection (Croft, 2017c). The ease of access to digital resources directly impacts the reference sections within our libraries and as the landscape grows and changes so must library collections (Johnston, 2017a). My knowledge has been extended in the understanding of the role and nature of school library collections by looking at what makes a balanced collection, how the container that information is presented in makes a difference to students (Croft, 2017c). I found it intriguing to explore that libraries of the 21st Century are considering access over ownership when picking resources, this allowing school libraries to venture into new acquisition models (Kimmel, 2014). I was also unaware of the extensive collection evaluation methods that teacher librarians use to look at the content of their collections. I found the circulation statistics, user opinions, observations and focus groups very practical and would be how I would look at evaluating a collection (Johnston, 2017b). However I also extended my knowledge of the existence of collection based quantitative and qualitative methods and the benefits they have at evaluating a school collection, collection mapping was an entirely new concept for me but remembering whatever methods are used, the objective is to measure if the collection satisfies the needs of the library (Johnson, 2014). This subject has challenged my thinking on the role and nature of school library collections and how the way of doing things is changing and morphing as the landscape changes.

A collection development policy is a strategic document for the school as it outlines the nature of the collection and aids in providing guidelines for staff. A development policy helps keep things consistent amongst staff, making sure the library continues to move forward (Mesling, 2008). Schools and educational facilities use policies and procedures to ensure they are reaching all benchmarks for the education they are providing and having a policy centred around collection development enables the school to legally stand by decisions they have made in relation to the resources they have provided to the school as the policy has been written and approved by higher authorities (Croft, 2017e). It allows all staff whether they have been at the school a long time or just filling in to stick to the guidelines the school has agreed upon. The policy guides and manages the library’s collection to help select materials based on the mission and context of the school, it helps the school with short and long term planning of funding and school resources to achieve the goals of the library (Jensen, 2015). It is a strategic document as it allows the library to support the goals and mission of the school in resourcing the curriculum with top digital and physical resources that support teaching and learning no matter how the nature of information.

A collection development policy helps future proof the collection by guiding librarians to constantly evaluate the collection and to move in the direction that utilises more electronic sources that are user friendly and accessible anywhere as feedback from students and research statistics point towards digital researching and in doing so will keep the need for the library and teacher librarian relevant and sought after within the school (Wade, 2005). In education it is important to keep up with new curriculum, programs and trends, as new formats and content continue to enter the evolving information landscape (Johnston, 2017c). Libraries need to keep up-to-date and referring back to policies for collection development will help the school navigate the new technology and how it can be used to benefit students in their learning (Croft, 2017f). A collection development policy helps guide teachers and those involved in collection development in this new era of ever increasing technology by encouraging evaluation and still keeping to a criteria when looking at new formats and delivery modes for the possibility of inclusion. It keeps the collection on track in still meeting the needs of the school and not getting swept away in new trends.

References

Croft, T. (2017a) ETL 503, Module 1, The school library collection, Introduction. Retrieved from the Faculty of Arts and Education, Charles Sturt University. LMS web site: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23916_1&content_id=_1294041_1

Croft, T. (2017c). ETL 503, Module 2, Developing Collections, The balanced collection. Retrieved from Faculty of Arts and Education, Charles Sturt University. LMS web site: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23916_1&content_id=_1294044_1

Croft, T. (2017e). ETL 503, Module 6, Collection management policy, Policy and procedures. Retrieved from Faculty of Arts and Education, Charles Sturt University, LMS web site: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23916_1&content_id=_1294060_1

Croft, T. (2017f). ETL 503, Module 7, Future of the school library collections, Conclusion and reflective practice. Retrieved from Faculty of Arts and Education, Charles Sturt University. LMS web site: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23916_1&content_id=_1294062_1

Jensen, K. (2017). Collection policies. Retrieved from http://library.uaf.edu/cd-policy-85-01

Johnson, P. (2014). Fundamental of collection development and management. [American Library Association]. Retrieved from http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzI2Nzc1Nl9fQU41?sid=cbc44d30-bbbb-4c8d-80a8-26a7f40ad136@sessionmgr4006&vid=0&format=EB&lpid=lp_1&rid=0

Johnston, M. (2017a, February 27). Forum 1.1 [Blog post]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_80802_1&nav=discussion_board_entry&conf_id=_42102_1&course_id=_23916_1&message_id=_1066413_1#msg__1066413_1Id

Johnston, M. (2017b, May 25). Forum 5.1. [Blog post]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_86304_1&nav=discussion_board_entry&conf_id=_42102_1&course_id=_23916_1&message_id=_1172823_1#msg__1172823_1Id

Johnston, M. (2017c, May 25). Forum 7.1. [Blog post]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_86308_1&nav=discussion_board_entry&conf_id=_42102_1&course_id=_23916_1&message_id=_1173551_1#msg__1173551_1Id

Kennedy, C. (2013). School library collections survey 2013. Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_88_2014/articles/school_library_collections_survey_2013.html

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

Mesling, C., F. (2003). Collection development policies in community college libraries. Community and Junior college libraries, 11, 73-88. doi: 10.1300/J107v11n02_07

National Library of New Zealand (NLNZ). (2017). Purpose of the school library. Retrieved from https://natlib.govt.nz/schools/school-libraries/understanding-school-libraries/purpose-of-the-school-library

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14. Retrieved from https://doms.csu.edu.au/csu/logon.do?.page=file%2F940aa739-6812-47b2-9e08-284504ed23d8%2F1%2Fwade-c.pdf