Reflection
When I began ETL503, I was naively unaware of the effects that a well-constructed, learner-centred collection could have on the library community and subsequently learning results (Chin Ee, 2015, p.78). Through the module readings, activities and forum posts, this naivety shifted as I explored curriculum and pedagogical initiatives, collection development and maintenance, funding and acquisition workflow, and legalities and censorship; ultimately concluding that an effective library is one that has a strong, learner-centred, evidence-driven collection, informed by a Collection Development Policy (CDP).
Learning about legislative copyright laws enthralled and challenged me; in particular, learning about copyright law s113F, which enables library resources to be copied into an appropriate format for students with disabilities, as this was something I was unaware of and can now implement to better meet the learning needs of my students without fear of breaching copyright (Smartcopying, 2016, 3.2). However, it was the general teaching copyright laws that challenged me professionally. At my current school, I am aware that several of these laws (especially the 10% photocopying law) are breached regularly, and that the Principal and present Teacher Librarian (TL) are yet to address these issues. When I am appointed as a TL, and in charge of a library, I aim to address copyright professionally and to inform all staff and students of common practice.
The debate circulating the terminology of collection ‘development’ and ‘maintenance’ was also something that intrigued me. Newsum (2016) surmised that ‘collection management’ was first used in the 20thCentury and later replaced by ‘collection development’ (p. 99). Regardless I follow Johnsons (2009) belief that the two can be used in tandem or synonymously to define the same ongoing process of selecting, managing and evaluating resource collections to meet the educational and recreational needs of the libraries patrons (p. 1); while stressing the importance of learner-centred and collaborative environments in the success of implementation (Hughes-Hassel & Mancall, 2005, p. 33).
As someone relatively new to the field of teacher librarianship, I was unaware of CDP’s and the impact they had on library communities. I now understand collection development to be an “organic process responsive to the evolving needs of learners”. This effective, evolving and ongoing collection requires a plan, such as a CDP, to assist TL’s in maintaining focus and purpose of the collection (Kimmel, 2014, Ch. 2, p. 1-2). The CDP as a tool underpins the function of the library, while as a strategic document, the CDP provides purpose to the collection (ALIA, 2007, p. 3). The CDP as a written and editable document enables the TL to succinctly and purposefully state the collections goals, management strategies, selection and deselection criteria, acquisition tools, accessibility issues, and analysis and evaluation strategies (ALIA, 2007). As a written document, a CDP can also be easily revised and shared, which is integral in maintaining cohesion across the school and unambiguity amongst the community (Douglas, 2011). Having a clear CDP document, that has been created in collaboration with and is supported by key stakeholders (Principal, staff, students), assists the TL when encountering problems such as censorship, copyright and challenged resources, as the policy provides a unified voice on how these issues will be resolved (Oberg & Schultz-Jones, 2015, p. 33-34).
Johnson (2014) claims that the resource selection process is “both an art and a science” (p. 108). I believe that as an art form, collection development requires creative and wise thinking in utilising acquisition sources and funding; while as a scientific form, collection development requires continual analysis, problem-solving and evaluation. Analysis, evaluation and regular weeding of resources ensure that the collection is not only balanced, relevant and current, but that the collection also meets the current and future needs of the library’s patrons. To make sure that a library collection is proofed for the future, TL’s need to work collaboratively and pro-actively with the learning community; understand the interests, needs and abilities of the libraries patrons; recognise the importance of curriculum content and cross-curriculum priorities; support a freedom to learn; and provide access to digital information resources and devices. The evidence provided from the regular analysis and evaluation of the collection also validates the relevance of the library and its collection (Debowski, 2001).
References
Australian Library and Information Association School, & Victorian Catholic Teacher Librarians. (2007). A Manual for Developing Policies and Procedures in Australian School Library Resource Centres. Retrieved from: http://www.alia.org.au/sites/default/files/documents/events/policies.procedures.pdf
Chin Ee, L. (2015). ‘Mapping Library Spaces: Measuring the effectiveness of school libraries using socio-spatial approach’ in The School Librarian, 63:2, p. 78-80. Retrieved from: https://search-proquest-com.ezproxy.csu.edu.au/docview/1690471891?OpenUrlRefId=info:xri/sid:primo&accountid=10344
Debowski, S. (2001). ‘Collection management policies’ in K. Dillon, J. Henri & McGregor (Eds.), Providing more with less: collection management for school libraries(2nded.), p. 126-136. Retrieved from: https://doms.csu.edu.au/csu/file/b9feaf8b-3c64-48cf-a5f2-ba87f023bc47/1/debowski-s.pdf
Douglas, S. (2011). ‘Revising a collection development policy in a rapidly changing environment’ in the Journal of Electronic Resources in Medical Libraries, 8(1), p. 15-21. Retrieved from: https://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.1080/15424065.2011.551487?scroll=top&needAccess=true
Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners.Retrieved from: http://ezproxy.csu.edu.au/login?url=http://www.CSUAU.eblib.com/EBLWeb/patron/?target=patron&extendedid=P_289075_0
Johnson, P. (2014). Fundamentals of Collection Development and Management.Retrieved from: https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=474201
Kimmel, S. C. (2014). Developing collections to empower learners. Retrieved from: https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1687658
Newsum, J. M. (2016). ‘School collection development and resource management in digitally rich environments: An initial literature review’, in School Libraries Worldwide, 22(1), p. 97-109. Retrieved from: https://search-proquest-com.ezproxy.csu.edu.au/docview/1785389645?accountid=10344&rfr_id=info%3Axri%2Fsid%3Aprimo
Oberg, D. & Schultz-Jones, B. (eds.). (2015). ‘4.3.1 Collection management policies and procedures’, in IFLA School Library Guidelines, (2nded.), p. 33-34. Retrieved from: https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
Smartcopying. (2016). 3.2Disability Access Exceptions. Retrieved from: http://www.smartcopying.edu.au/copyright-guidelines/library-and-disability-copying/3-2-disability-access-exceptions