January 20

Professional Reflective Portfolio

Theme One- Policies and procedures


Policies and procedures were heavily focused on in the subject ETL503 Resourcing the curriculum (Fitzgerald, 2019). Collection development policies were explored with focus placed on selection and deselection criteria, management practices, contested books and general vision of the library. The need to create published, authoritative documents guiding how to achieve these areas of library management was something I had not considered as part of the librarian’s role (Meoli, 2018, November 11).

One of the biggest changes to my understanding was exploring and valuing the role of selection and deselection criteria in resource management for libraries (Meoli, 2019, January 23). Selection and deselection criteria determine the types of resources purchased and removed from the library based on the overall goals of the service. Building these criteria highlights the need for library collection management to be future focused and balanced to support both the recreational and academic needs of students (Meoli, 2018, November 19).

Using this newfound knowledge, I am working towards finalising manageable selection and deselection criteria which will focus on balancing our collection to provide students with greater opportunities to enjoy resources for recreational reading alongside providing access to academic resources. To ensure that students are authentically involved in the library collection development there will be consistent opportunities for students to nominate books that they would like to find in the collection as well as involving students in the deselection process. My library collection has undergone minimal weeding prior to my employment as the teacher librarian, meaning resources are outdated and increases the difficulty for students to locate relevant books they desire. Having developed my understanding that resources are often underused due to difficult access, I aim to involve students in the process of deselecting books. To authentically involve students in weeding, a display has been created with books labelled ‘S.O.S – Save Our Stories’. Books on this display have not been borrowed within the last five years and students are able to save them from weeding by borrowing them from the library once they are placed on the display. This display will be changed every two to three weeks with books that have not been ‘saved’ during that time being removed from the collection. Using this method to support deselection will benefit students by highlighting the need for removing unused resources and reveal the resources students are interested in reading.

Alongside selection and deselection procedures the need for an explicit vision for the library was something that made me consider the role of teacher librarian deeply. Defining the role of the library through a vision statement in the collection development policy enables library staff – those working together or working in succession of each other – to work towards a shared goal and belief for the library’s purpose. Creating a vision for the library ensures that everything done within and for the library focuses on ensuring those goals are met. Without this explicit set of goals the library has no clear direction moving forward and is not supporting the school to its full ability.

Working in a school library which has been without an active teacher librarian for an extended period demonstrates the lack of vision previously held for the library. It also enhances the lack of value and understanding of how libraries can work with teachers to create programs and identify resources to support teaching and learning. Many of my colleagues lack a view of how they would like the library to support them and their students in teaching and learning. Having viewed various vision statements it has become apparent for the need to involve teachers in all aspects of the library, going beyond providing the allocated release from face-to-face teaching to ensure that the vision is a collective one that promotes the whole school to use the library effectively.

Having created a vision statement for use in the assignment for ETL503 I plan to meet with the principal and executive team to determine if this is the same vision they have for the library. During this time I hope to include options to supplement my views and encourage a vision of the library which can be held across the school and implemented not just through the collection but including how students time in the library is utilised. As this reflects two very different roles of the library there may in time be two different vision statements for the library- one reflecting the collection and another reflecting teaching within the library.


Theme two – Information literacy


The skills of information literacy are required to become a lifelong learner. ETL401 Introduction to teacher librarianship introduced the concept of information literacy as a process of skills to be developed and steps to be worked through. This altered both my thoughts on how to research effectively and the role of teacher librarians (Meoli, 2018, October 2). Exploring different scaffolds of information literacy including the Big 6 model (The big 6, 2018) allowed myself to become familiarised with the individual skills required to become literate in finding information.

The process used through information literacy models is not dissimilar to the teaching method of inquiry-based learning in that they both require students to engage with the topic and form their own ideas, questions and discover answers (The big 6, 2018; Bessinger & Carofa, 2014). The main difference I noted was where inquiry-based learning focuses on students building agency over their learning, information literacy highlights the skills required at each stage for students to develop their understanding across levels of engagement. Exploring information literacy ignited my interest in trying to implement this into library lessons. However, my enthusiasm resulted in a program which was not thoroughly planned and offered a steep learning curve in how to best develop units that authentically combined information literacy and inquiry-based learning. As the unit progressed, I began to notice that the students lacked basic research skills I had assumed they already possessed and coupling this with unreliable resources amounted in an incomplete unit married to a decline in my engagement to produce another information literacy based unit. Not my best lifelong learning moment!

With this failure in mind I became aware of other resources covered across the course which could support me in future attempts at building information literacy. The introduction and required use of the Australian Curriculum, Assessment and Reporting Authority (ACARA) learning continuums (Australian Curriculum, Assessment and Reporting Authority, n.d.) enabled me to analyse why my previous attempts at including information literacy had been generally unsuccessful. Looking through the continuum for critical and creative thinking (Australian Curriculum, Assessment and Reporting Authority, n.d) I observed that many of my students had yet to achieve the lower skill levels which inhibited their ability to meet my admittedly high standards. This has changed my approach of including information literacy within the library as I have chosen to focus on the skills students have a build them up to meet the levels of the continuum and curriculum requirements. I have yet to authentically implement this into library lessons as all students require different levels of support and I had been looking for the best way to enable students to have autonomy over their learning whilst still providing structure for those who require it. ETL501 The Dynamic Information Environment answered this question for me as we explored pathfinders as a resource developed to support student learning (Croft, 2019). Through reading about and developing a pathfinder I discovered that these are much more than webquests which dictate the tasks students are to complete at each level, instead providing students with a guide of how to find their information to answer their questions. Using these two techniques together enable students to build their own skills whilst also enabling authentic research and student agency in learning.

Building my cumulative knowledge of information literacy and how it works within education to support lifelong learners has been pivotal in developing my vision of how libraries and teacher librarians support education. Having broadened my understanding of not only what it is but how to authentically implement information literacy in learning has created many changes in how I view my role as well as how I would like the library role to be altered within my school to enable students to get the most out of the knowledge I have acquired across the course. The biggest change I will be making in my programs is to ensure that students are being challenged to develop as lifelong learners from the beginning of their school experience. This will include starting early in building their critical thinking as well as ensuring that older students have opportunities to enhance and develop their skills according to the learning continuums outlined by ACARA (n.d). Within library lessons I will be helping students develop each skill on an individual level prior to incorporating these into a research project – something I should have considered when implementing my first unit. Once I feel students have developed an understanding of the sequence required, I will be looking into creating programs with classroom teachers that are interested in working together to build student lead approaches to gathering information. As discussed through ETL504 I will then share these programs with the remaining teaching staff to raise awareness and participation in student centered learning focusing on the use of information literacy to enable this. I look to build these programs with a heavy focus on the ACARA (n.d) continuums as a guide and tie in the NSW syllabus as a secondary focus.


Theme 3 – Library Organisation


Making libraries accessible for student and staff use is essential in maintaining libraries as an integral resource for schools. It is not good enough in modern libraries to have books and other resources without designing ways that they can be easily obtained by users. Through organising the library space in ways which simplify finding books alongside spaces designed to enjoy reading and encourage learning we can ensure students and teachers are inclined to use the library space for both recreation and education purposes.

Genrefication is the method of organising books to be grouped by genre followed by author (Wall, 2019). The purpose of doing this is to make it easier for users to locate books that they may enjoy based on similar features found across genres. Many students in primary school settings generally enjoy reading a series of books but once that series is finished, they are unsure of where to turn to next. This leaves them in a position where they either ask for advice on what to read next or simply do not read anything else. Organising the library so that fiction books are placed in genres enables students to recognise books that are similar to those they have previously enjoyed and easily select a new book to read.

Being relatively new to teaching and teacher librarianship this idea of having a system for organising books which would make them easier to recommend to students is fantastic. I often spend a large portion of my library time fielding questions on book recommendations for students once they have completed their most recent series, the idea that there is an organisation system that can help this is revolutionary to my library life. Beyond increasing usage of books organising the library using genrefication provides opportunities to see the percentage of the collection within each genre and develop the areas that need resources to be updated or increased. The process of reorganising the books will also make me more familiar with the resources held in our collection.

Undertaking genrefication requires significant planning and time allocations which are often lacking in the school library. However, I feel that undergoing this process would be beneficial for my students and is something that I aim to implement in the coming year. Trialing ways to make the collection widely used and effective is an important role of the teacher librarian. Although changing the location of books is often a stressful task that requires moving resources and retraining people to use the library, it is necessary to ensure that resources are placed where students and teachers will be most likely to use them. It may require trial and error, but librarians are all about learning. This concept is an effective way to ensure that the collection is being used!

The collection is generally considered the largest significant part of the library, however, the spaces available to use in a library are just as important to ensure the successful use of libraries in schools. As learning moves to include hands on and technological approaches the library space is one of the best areas to create inclusive and varied experiences allowing students to immerse themselves in their learning. Doing this is only possible if the library is designed to include areas that students can best work in varied ways.

The layout of a classroom often reflects the teaching style of a teacher and how they prefer students to interact with one another, the same can be said of library design. School libraries should be areas designed to be at the forefront of innovative and current learning trends. In order to do this the library space needs to be flexible and encourage students to engage with information regardless of how they choose to access it.

Current trends in library include makerspaces as an area that students can explore creating, building and coding (Bowler & Champagne, 2016, p117). These spaces are additional to the traditional use of library environments as a space for quiet study; and encourage students to explore using opportunities to work collaboratively to reach their end goal and investigate concepts within hands on experiences. I aim to include makerspaces in the library environment in the future to support and encourage this type of learning. The idea of differentiated spaces where students can work on ongoing projects would be ideal for my situation with library as release from face-to-face as it would allow students to pick up where they left off with minimal teacher instruction. Providing the freedom for students to explore set challenges at their own pace, with guidance from peers as well as teachers would allow students to take ownership of their learning and reach individual learning goals in a variety of ways.


Australian Curriculum, Assessment and Reporting Authority. (N.d.). General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian Curriculum, Assessment and Reporting Authority. (N.d). Learning continuum of critical and creative thinking. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/learning-continuum/

Bessinger, P. and Carofa, J. (2014). Innovative approaches in teaching and learning: An introduction to inquiry-based learning for the arts, humanities and social sciences. In Inquiry-based learning for the arts, humanities and social sciences: A conceptual and practical resource for educators (2nd ed., pp 3-25) Emerald Group Publishing Limited. Retrieved from https://doi-org.ezproxy.csu.edu.au/10.1108/S2055-364120140000002030

Bowler, L. & Champagne, R. (2016). Mindful makers: Question prompts to help guide young peoples’ critical technical practices in maker spaces in libraries, museums, and community-based youth organizations. Library & Information Science Research (38), p.117-124. Retrieved from https://doi.org/10.1016/j.lisr.2016.04.006

Croft, T. (2019). 5.2 Creating resources [Learning modules]. In ETL501 The dynamic information environment. Retrieved from Charles Sturt University, School of Education, Interact 2 website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42382_1&content_id=_2851388_1

Fitzgerald, L. (2019). Collection development policy [Learning modules]. In ETL503 Resourcing the curriculum. Retrieved from Charles Sturt University, School of Education, Interact 2 website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_32995_1&content_id=_2550582_1

Meoli, M. (2018, October 2). Assessment 3 – Part C reflective practice. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2018/10/02/assessment-3-part-c-reflective-practice/

Meoli, M. (2018, November 11). The school library collection. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2018/11/11/the-school-library-collection/

Meoli, M. (2018, November 19). Collection development. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2018/11/19/30/

Meoli, M. (2019, January 23). ETL503 Part B. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2019/01/23/etl503-part-b/

Meoli, M. (2019, May 27). ETL402 reflective blog post. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2019/05/27/etl402-reflective-blog-post/

Meoli, M. (2019, October 7). ETL504 reflection. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2019/10/07/etl504-reflection/

Wall, J. (2019). Genrefication in NSW public school libraries: A discussion paper. Scan, 38(10). Retrieved from https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38,-2019/genrefication-in-nsw-public-school-libraries

The Big 6. (2018). What is the big 6? Retrieved from https://thebig6.org/

Category: ETL507 | LEAVE A COMMENT
October 7

ETL501 Reflection

As usual with my studies I have neglected to thoroughly document the impact the course content has had on my understanding and practice within the topic area. However, I recognise three significant changes and challenges to my original thinking. These are in the areas of technology use, libraries as a resource and the role of the teacher librarian in finding information.

At the beginning of The Dynamic Information Environment I was interested to see how libraries can move into the realm of digital learning supported across a variety of devices. My assumption had always been that this would require excellent resources and apps that students could apply to demonstrate their learning. Admittedly up until completing this subject I had been implementing technology into teaching programs in this shallow way. Across the course content I realised that technology has many more uses than this shallow approach to incorporation.

Through undertaking this subject with ETL504 Teacher Librarian as Leader I have become immersed in the need for more teachers to be using the General Capabilities and Cross-Curriculum Priorities (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.) and am developing my understanding of how to successfully implement these into learning environments. During the completion of the Pathfinder assessment task I have found ways to deepen the application of technology to enable students not only to discover their own understanding and knowledge of topics but also in ways that they can contribute meaningfully to the research being completed by others online. An example of this is the animal vision and camouflage games (Sensory Ecology, 2019) which are a crowdsourcing website using participant data to develop their understanding of how living things have adapted to their environments to suit their survival needs. Using this resource not only provides an application for student understanding but also encourages students to view new ways of using technology to conduct research.

Alongside challenging my understanding of how to use digital technologies to support and enhance student learning, this subject has challenged my perspective of the library as a resource for learning. I currently work with another teacher librarian who has a traditional view of how to use the library space and the types of learning that happens in those spaces. Unknowingly I had been influenced by her perspective until realising through Assessment 1 that the resource of the library is not only the physical resources it holds, but also the spaces it provides for students to work effectively in building their communication, collaboration and problem-solving skills. I have begun to see the value in providing spaces that challenge students to work outside of their comfort zone and have them inquiring and answering their own questions to build their knowledge. Having recently undertaken my study visits for ETL507 it became evident to me that the library is no longer a space where resources are collected. The library is now a space where people meet to share experiences and build knowledge collaboratively. Libraries are places of support through providing programs and spaces that allow students to relax and view learning in different and engaging ways.

Through this the role of the librarian has changed. No longer are librarians simply guides to find the correct books and navigate those books. Teacher librarians have become people who are able to problem-solve, create much needed resources and support students in developing their ability to seek and evaluate information on their own. Teacher librarians now have a much broader role than I could have imagined at the beginning of this subject. These broad roles allow us to consider and impact schools profoundly as the library reaches the whole school audience.

As teacher librarians embrace the future of libraries these roles will continue to develop. I hope that through the knowledge and understanding I have gained from this subject I will be able to continue developing my understanding to support students and teachers within my school community.


Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). General Capabilities. Retrieved from https://australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Sensory Ecology. (2019). Games. Retrieved from https://www.sensoryecology.com/games/

October 7

ETL504 Reflection

My understanding of leadership across this subject has been deepened dramatically. My initial thoughts were that leadership was predominantly for those that are placed in a specific leadership role within a school. These being the Principal, Deputy Principal, Assistant Principals and instructional leaders in the school. I now see that these members of the school community are predominantly those that lead from the front. Although this form of leadership is necessary it is not the only leadership that is essential in the school environment. I can now see the leadership role that other staff members take on both through leading from the middle and by being willing and supportive participants.

As a leader the teacher librarian can fluctuate between many leadership roles depending on the circumstance. Within schools, teacher librarians are in a role which allows the to resource learning through both physical resources and their understanding of the curriculum and current pedagogical developments. As education moves towards enhancing student abilities to problem solve, explore, create and critically evaluate within their learning schools need a safe and guiding structure to begin implementing changes that supports this future focused way of learning. Teacher librarians are in a role where they can model what these environments should look like as well as provide training to teachers to enable them to make these changes within their own classrooms.

Generally speaking; teacher librarians lead from the middle as they work collaboratively with classroom teachers to develop learning programs that will benefit students and meet curriculum needs. In these situations; teacher librarians can take on various roles to support teachers as they assess what level of leadership is required depending on the task and the problems being solved. This was demonstrated to me through our group work as the leadership structure in our group was fluid depending on the task. For each of the scenarios different group members took the leading role as they initiated the discussions, shared ideas and took responsibility for posting the groups work. No specific roster was set for group members to take on these tasks it was done instead as members were available and able to undertake the tasks. For our group this method worked well as their seemed to be an equal balance of task responsibility across most group members. I feel that this is not dissimilar to the school environment as often staff members can be caught up in multiple events happening across the school and that it is essential for other members that are able to take the leadership role to fill their place during this time whilst also giving them equal support.

During the group experiences I enhanced my understanding of how concise and flexible communication to offer your skills and availability are necessary for the successful implementation of programs.

Category: ETL 504 | LEAVE A COMMENT
September 15

Library services design proposal Reflection

The library services design proposal has been the most relevant assessment I have completed so far.

Through being able to apply this assignment to my own work place it became an invaluable tool for future use in my career.

Understanding the elements which need to be included as well as building the understanding of a professional way to approach the principal with improvements to the library is something that I will continue to use as I build the run down library that I work in to be the learning hub of the school is wonderful.

Through coupling this subject with ETL504 my understanding of how valuable the TL role is in supporting the functioning of the school has completely changed the way I previously thought about my role. Being in a school that uses library as RFF with the teachers that generally don’t have an opinion on how they would prefer library time to be spent. I can now see the value and need to be a forefront of learning in the school library.

September 15

Mid semester reflection ETL504

As usual I have forgotten to keep regular blog posts. Whoops!

However, I have significantly changed my view of Teacher Librarianship whilst undertaking this unit.

Prior to this subject I had not appreciated how much the TL needs to demonstrate leadership to fully implement their role. As a beginning TL having fallen into the role I never anticipated the lack of direction given by classroom teachers and executive staff. You really need to develop your own understanding of the school goals and how you are going to implement them whilst actively seeking opportunities to work with class teachers.

Undertaking this subject so far has shown me that TLs need to be leaders in the school to enable the library to best support the community. I now understand that leading from the middle is an effective leadership model to be used and better understand how to approach difficult issues and how much the library needs to be endorsed to enable successful library environments.

I look forward to further developing my understanding and finding new ways to build the library to become the educational hub of the school.

Category: ETL 504 | LEAVE A COMMENT
July 14

ETL 504 – Teacher Librarian as Leader

I’m excited to undertake the unit ‘Teacher Librarian and Leader’ as I feel it is a huge role in being a collaborative and successful teacher librarian.

I believe a leader is a person who enables others to discover new ideas/challenges and support those people to reach new goals. Leaders are essential not only in directing people in a consistent direction but also have a role in facilitating others ability to reach their potential.

I am interested in developing my ability to communicate with others across a variety of platforms as well as engage with my peers in a more interactive online environment.

Teacher librarians have a constant role in supporting the staff and students within their school through providing resources and opportunities to further develop as learners.

Category: ETL 504 | LEAVE A COMMENT
May 27

ETL402 Reflective Blog Post

Whilst studying ETL402 – Literature Across the Curriculum I have experienced a huge shift in my perspective of using literature with classes across all year levels. I have been exposed to and engaged in discovering new resources and genres that can be used to support learning across all key learning areas and cross curriculum priorities. The main knowledge I have gained from this subject has been literary learning, the use of historical fiction and implementing literature in a relevant way to reach more than one curriculum goal.

Firstly, I have developed an understanding of literary learning and its ability to support learning in areas other than English. Although the understanding that using literature to learn was not new to me the idea that first you need to be literate to learn through literature – unless it is being read by someone else was. Having developed this understanding that teachers have a role in modelling how students can analyse texts through scaffolding their learning as opposed to being fed information and asked questions to relay that information back to the teacher is something that I have already changed in my teaching practice.

Within literary learning I have discovered the importance of historical fiction in delivering the curriculum to students. As students engage in historical fiction whether it is a picture book or novel they begin to develop understandings that support the development of the history skills and concepts to be taught across the history syllabus (NSW Education Standards Authority (NESA), 2012). Prior to this unit I had not been aware that historical fiction is such a large genre as it had not been part of my own reading. Now I am actively seeking to employ historical fiction to support student learning across all years within my primary school.

The last and biggest knowledge I am taking away from this course is the ability to implement literature to support learning in a relevant way that supports more than one curriculum goal. Often as teachers we get caught up in the individual elements of the syllabus and forget to look at linking our key learning areas together. Through out this course I have developed a greater awareness of the resources available to include a history, science or geography aspect into the teaching of English to intertwine the curriculum and lighten the heavy teaching load felt by many teachers. This is something I have already been introducing to the teachers within my school through the creation of resource lists that interlink with the areas they are teaching this term.

Overall this course has had the large impact on my teaching as I can see the way that the skills learnt in this subject can be translated to supporting teachers and students, because of this, I am already implementing changes to my practice and introducing other teachers to resources and frameworks of teaching.


NSW Education Standards Authority (NESA). (2012). History k-12 syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10/content/1087

Category: ETL402 | LEAVE A COMMENT
March 11

The future of children’s literature

I believe that children’s literature will always be an essential part of childhood and because of this it will be seen in many changing forms for years to come.

Personally, I have a love for printed books which probably drives my bias to thinking that until we give up on communicating in any form that does not require a book we will continue seeing printed children’s literature.

Print books hold an appeal for children and young adults alike for very simple reasons. One of those I believe is the ability to revisit and bookmark favourite elements of a book without the fear of it going missing (unless your sibling decides to remove it for you of course…). Young children love the ability to go cover to cover with a book and find it exactly the same each time, and young adults use the ease of flicking through pages to clarify and explore the text without getting lost in scrolling and forgetting where they were.

The main drivers of change for children’s literature will always be children, their parents and teachers. Although publishers may have great ideas of how to market and develop books to be used on iPads or other forms of technology the need for constant updates and revisiting books to develop them for these updates make it an nonviable form of literature at this point in time.

I believe that the future holds more books/apps for books which allow the reader to break down and problem solve difficult words in the text. This builds student reading abilities and would be seen as beneficial to parents and teachers.

Books where students can record themselves reading and improve their fluency will also be a huge driver for the industry. However, until these things are a viable investment without the need of constant maintenance I believe we will still see books as we know them dominating libraries.

Category: ETL402 | LEAVE A COMMENT
January 23

ETL503 Part B

Completing this subject has highlighted the need to move beyond what I have viewed as library management(Meoli, 2018. November 19). Currently my management style has been an in the moment approach focusing on filling gaps in an outdated collection and removing resources which are no longer appropriate. This approach does not future proof the library collection and makes it more difficult to manage. The areas which have been most beneficial personally have been resource selection, developing policies and procedures, budgeting, and variations of formats within the library.

Having worked in two libraries full of out dated resources in need of a good weed and a serious update in popular reading titles I have not previously put a lot of thought into selection criteria when purchasing new resources. I now see that such outdated collections mean even more thought is necessary to ensure the future of the collection. In depth reading has shown that selection criteria and deselection criteria are often interrelated both focusing on keeping the library collection relevant for the current users (Meoli, 2018. November 11). I have used vague selection criteria which has been based on a mental list of needs derived from patron driven acquisition (Combes, FitzGerald & O’Connell, 2017) to determine purchases within the library. As a foundation and starting point for outdated collections I have found this quite effective, although, the benefits of a long-term plan are obvious now and I look to building a selection criteria which demonstrates thoughtful purchases focused on expanding and building resources that are relevant and useful for our community. This can only be successful if the school library has a thorough, relevant Collection Development Policy to put the selection criteria in context.

Coming into a library and knowing what the vision, expectation and procedures (Johnson, 2009) are would have saved me an enormous amount of time. Although it initially took a substantial amount of time to determine the difference between Collection Development and Collection Management (Meoli, 2019. January 20) I now understand the slight difference between the terms. Collection development policies are key to building a future focused library collection allowing for growth of learners, expanding interests, developing technologies and quality literature. There are many intricacies within the development policy that I had not considered – selection and deselection criteria (as previously discussed), dealing with challenged materials, budget considerations and most importantly the vision/mission of the library. Each of these sections detail and develop the future and management of the long-term library collection. Individually these elements initially confused me in how they fit in to the whole picture of the library collection, now at the culmination of the subject I can see that each element of a collection development policy is interrelated and alters how different areas of the library work together.

Budgeting is something which I need to develop both personally and professionally. This subject has provided me with a basic understanding of how to budget for a library collection and advocate for funds to build a library collection that enables learners to thrive. As I begin to build a Collection Development Policy for my school I will endeavour to include how each section of the library will be budgeted for; looking to build equality in quality resources that will be accessed by students and staff to develop their research and recreational reading. I will continue to do more reading on different ways to budget for library collections as well as pursuing discounts on purchases which will enable our school to get more out of our budget.

The last element of the subject which has given me the biggest challenge has been reflecting upon the vast resources available within libraries (Meoli, 2019. January 20). My biggest question remains: how many of these alternate formats would be utilised by the primary school community? I hope that as our school embraces and can afford more technology within our school the library will be able to purchase ebooks, audiobooks and online subscriptions to benefit our students. However, at this point in time I believe our school as a whole needs to build towards using these.

The entirety of this unit has changed the way I think of library management and I am sure that it is something that I will refer to regularly in the coming, months and years as I continue to develop my school library.



Combes, B., FitzGerald, L. & O’Connell J. (2017). ETL503, Module 2, Developing collections [Module text]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_32995_1&content_id=_2550562_1

Johnson, P. (2009). Fundamentals of collection development and management. (2nd edition). Chicago: American Library Association. Retrieved from https://portal-igpublish-com.ezproxy.csu.edu.au/iglibrary/search/ALAB0000181.html?0

Meoli, M., (2018. November 11). The school library collection. [Blog post]. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2018/11/11/the-school-library-collection/

Meoli, M., (2018. November 19). Collection development. [Blog post]. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2018/11/19/30/

Meoli,M., (2019. January 20). Library collection policies. [Blog post]. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2019/01/20/library-collection-policies/

Meoli,M., (2019. January 20). Formats within the school library collection[Blog post]. Retrieved from https://thinkspace.csu.edu.au/mmeoli/2019/01/20/formats-within-the-school-library-collection/

Category: ETL503 | LEAVE A COMMENT