In my school, the library administration and budget team use a checklist to see if the resources best meet the needs of our library community. This checklist is similar to the one identified in chapter 3 of ‘Collection management for youth: Responding to the needs of learners’ by Hughes-Hassell and Mancall (2005). In their chapter on ‘Selecting resources for learning’, Hughes-Hassell and Mancall have identified five key elements they believe should be used when selecting new stock. They are as follows. A suitable resource should;
- Address the information needs of the learning community,
- Match learner characteristics,
- Fit the teaching-learning context,
- Be consistent with the current knowledge base, and
- fall within the budget.
When selecting resources and stock within my school library, myself and the library administration analyse the resources general use, its content (curricular/school needs), and individual interests and learning styles.
Our general criteria includes:
- Present and potential relevance to community needs
- Suitability for library format – both physical and digital
- Cost
- Importance and urgency – is it for a unit of work? etc
- Relation to the existing collection and to other materials on the subject
- Reviews
- Requests by students and staff
- Curricular elements – such as Celebrations, Identity, Australian relationships with Asia etc
Our content criteria includes:
- Recognised and acclaimed texts
- Texts that are rich in language (MacqLit and L3 appropriate)
- Reflect the skill, competence, and purpose of the author
- Comprehensive and decodable
- Objectivity
- Technical quality
- Physical presentation
- Sustained interest
- Relevance and use of the information
- Authenticity of history or social setting
- Alignment with the progressions and curriculum
- Alignment with the school’s Library scope and sequence
- Alignment with and supporting the schools strategic direction
We also take into account our students socioeconomic background and learning abilities – therefore we supply texts for and about various disabilities and disorders (Dyslexia, ADHD, Anxiety, Autism) and for students of Aboriginal and Torres Strait Islander decent.
References:
Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners [ALA Editions version]. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=289075