Protected: Assessment 2 Part B: Reflective Practice
on Category: ETL503
on Future Ready Librarians
on Being a future ready librarian means being active and engaged, predicting and responding to wants and needs, and advocating your role and services.
Make room for your students!
Reference
Tedx Talks. (2016, June 7). Changing the conversation about librarians: Mark Ray. Ted x El Cajon Salon. [Video file]. Retrieved from https://www.youtube.com/watch?v=IniFUB7worY
[Reflection: Module 7]
Censorship
on 
Useful resources that discuss censorship:
Daily, E. (2014). How censorship in education is failing to prepare students for reality. Retrieved from https://goodmenproject.com/featured-content/censorship-education-failing-prepare-students-reality-kt/
LaRue, J. (2016). All schools need book challenge policies. Retrieved from https://www.slj.com/2016/09/censorship/all-schools-need-book-challenge-policies/
Moore, N. (2013). Censorship is. Australian Humanities Review, 2013(54), 45-65. Retrieved from http://australianhumanitiesreview.org/wp-content/uploads/2015/10/AHR54_3_Moore.pdf
National Coalition Against Censorship. (2016). Censorship and the first amendment in schools: A resource guide. Retrieved from https://www.webjunction.org/documents/webjunction/Censorship_in_Schools_Learning_Speaking_and_Thinking_Freely_The_First_Amendment_in_Schools.html#censorship
[Forum Reflection: Module 6.2]
Collections Policy
on A collection development policy provides the framework that identifies the purpose, goals, scope and contents of the library’s collection (Oberg & Schultz-Jones, 2015). It is a public document created in consultation with the school community, which ensures quality decisions and consistency in collection development. Debowski (2001) recommends including the following items in a collection management policy:
- Purpose statement; including, users/target audience, and collection goals, which can refer to ALIA principles
- Selection principles; including, staff responsible for selection, resource formats, other limitations including language needs, duplications, cooperative acquisition, selection criteria, donations and gifts, lost items, purchasing and recording
- Acquisition policy; including short statements related to, selection tools, priorities, suppliers, and other decision-making factors
- Collection evaluation policy; including, collection appraisal
- Deselection or weeding criteria
- Review of controversial resources; including, a challenge policy
Debowski (2012) included various formats that are now defunct; including, audio cassettes and, in many cases, CD-ROMs. Online subscriptions, databases, and e-Books could now be included in the range of formats listed, as they are current resources that many schools require access to.
References
Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with less: Collection management for school libraries (2nd ed.) (pp. 126-136). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. (e-reserve).
Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.), (pp. 33-34). Den Haag, Netherlands: IFLA.
[Reflection: Module 6.1]
Collection Development Policy: Digital content
on A digital collection includes digital content available in various formats that are either born digital or have been digitised (Xie and Matusiak, 2016). School library collections include various digital resources, which need to be accounted for in collection policies to ensure relevant, high quality digital information is available for staff and students. The digital collection in my library requires additional coverage in the collection development policy. Specific areas that need to be addressed include; selection criteria, types of material and formats, software and platforms, acquisition and processing, organisation and managing, access and statistics, copyright, value, licensing and cost (Chan and Spodick, 2015). These areas must be addressed in the context of e-Books, online subscriptions to databases and journals, websites and apps. At present, our collection management policy only identifies websites and databases; therefore, many areas of our digital collection are neglected in the policy.
References
Chan, D. L. H., & Spodick, E. F. (2015). Transforming libraries from physical to virtual. In D. Baker & W. Evans (Eds.), Digital information strategies: From applications and content to libraries and people (pp. 103-116). Retrieved from Proquest Ebook Central.
Xie, I., & Matusiak, K. K. (2016). Discover digital libraries: Theory and practice. https://doi-org.ezproxy.csu.edu.au/10.1016/B978-0-12-417112-1.00001-6
[Forum Reflection: Module 6.1]
Why weeding?
on Weeding is an important process for all libraries to undertake to ensure their collections are
suitable, balanced, relevant, and current. A Weeding Policy should be included as part of a larger Library Policy and may appear in a Collection Development and Collection Management Policy, so the intent, guidelines, and procedures are clearly outlined. Without a clear policy, TLs run the risk of harsh criticism from the wider community who may have a limited understanding of the role and importance of weeding. Weeding aims to tidy-up the collection, so that the library does not offer dangerous or misleading information (Baumbach and Miller, 2006). It also makes it easier to conduct mapping activities to determine gaps in the collection and directs future collection development (Western Australian School Library Association [WASLA], 2013). Additionally, weeding ensures resources are appealing and appropriate for reading needs, levels and interests. Poorly maintained collections do not meet the vision or mission of school libraries because they make resource selection difficult and limited. Therefore, regular weeding must occur throughout the school year and with particular criteria to direct the weeding. Texas State Library and Archive Commission created the CREW (Continuous Review, Evaluation and Weeding) method, which involves evaluating resources according to their publication date, last use and the condition (Larson, 2012). They also highlight the benefits including; saving space and time, making the collection more appealing, enhancing the reputation of the library, meeting needs, and identifying the strengths and weaknesses of the collection (Larson, 2012). Additional criteria include the MUSTY or MUSTIE test; Misleading, Ugly, Superseded, Trivial, Your collection has no use for it/Irrelevant to your context, easily obtained Elsewhere (debmille, 2011; Larson, 2012). Further to this, libraries should develop a clear set of goals they would like to accomplish with the weeding process and all people involved should have a clear and consistent vision and thorough understanding of the needs of students and the wider school community.
References
Baumbach, D. J., & Miller, L. L. (2006). Less is more: A practical guide to weeding school library collections. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au
debmille. (2011). Weeding not just for gardens [Slideshare]. Retrieved from http://www.slideshare.net/debmille/weeding-not-just-for-gardens
Larson, J. (2012). CREWing children’s materials. In CREW: A weeding manual for modern libraries, (pp. 33-36), Austin, TX: Texas State Library and Archives Commission.
Western Australian School Library Association. (2013). Weeding: The why, the how and the when. Library Officer’s Day [PowerPoint slides]. Retrieved from http://www.wasla.asn.au/wp-content/uploads/Weeding-2013.pdf
[Forum Reflection: Module 5.2]
Models and methods for collection evaluation
on Evaluation of collections assesses the extent to which library collections meet the goals of the library and the needs of the community it serves. There are various methods of evaluation that can be employed in school libraries. ALA identifies two categories of collection evaluation; collection-centered measures, and use-centered measures (Evans & Saponaro, 2014). A balanced way of evaluating the collection is to employ several of these methods and to ensure objective data is gathered in the mix. Grigg (2012) proposes methods of evaluating collections that are suitable for both print and digital resources. The methods and their usefulness in school library collection evaluation is outlined below:
Usage data: assessing circulation statistics.
- Useful in determining the popularity of resources and the subject areas that are most borrowed and types of books used. This can be helpful in assessing how the collection meets learning needs and reading needs.
Overlap analysis: assessing duplications within journal collections.
- Useful in minimising wasted dollars through unnecessary duplicate resources.
Survey instruments: quantitative method of collecting user feedback.
- Useful in determining the users’ impression of the library and collection and the usefulness of the collection in meeting specific needs. This value of this method is increased when used in conjunction with another method of evaluation.
Benchmarking: comparing the collections of different libraries.
- Useful in identifying potential gaps and strengths in comparison to other school libraries. This could be done during network meetings to provide suggestions and recommendations and collaborate with others in developing quality collections to meet the needs of the clientele.
Focus groups: qualitative method of collecting user feedback.
- Useful in determining the strengths and weaknesses of a collection from the perspective of the library users. This method should be used in conjunction with other methods of evaluation, as the results may be bias or may only apply to a niche market.
Balanced scorecard methods: matching criteria or outcomes against circulation statistics.
- Useful in assessing circulation statistics against particular goals; however, there is difficulty in developing realistic or accurate criteria and this does not account for the quality of the resource it only counts the use.
What are the practicalities of undertaking a collection evaluation within a school in terms of time, staffing, and priorities, as well as appropriateness of methodology?
Collection evaluation can be an expensive process in terms of staff time (Arizona State Library, n.d.); however, it is important to make time to ensure this process is undertaken. There are opportunities throughout the school year to allocate time to this process; for example, during staff days at the beginning of end of term, and during weeks when classes are limited (e.g. weeks 7-8) and TL time becomes available for other library management duties. This should be a priority when receiving assessment task sheets or unit outlines from teachers and when organising assignment help lessons. Methods must relate to all aspects of a school library; including, assessment and curriculum support, reading for pleasure, resources for teaching and other staff, resources to support the wider community. Additionally, the methodologies used should take advantage of the resources available to ensure the process is efficient; for example, using the OPAC to gather data and generate reports.
How does the need for, and possible benefits of an evaluation of the collection outweigh the difficulties of undertaking such an evaluation?
- Despite the difficulties in undertaking collection evaluation it is vital in determining how and to what extent school libraries are meeting users’ needs and in cementing the library in the school context as a valuable commodity. As highlighted by Hernon, Dugan, and Matthews (2014), evaluation activities provide evidence of accountability and the opportunity to review and modify practices in a clear and formal manner. It also provides justification for changes in selection priorities and supports weeding or deselection decisions (Pattee, 2013). Collection evaluation is paramount in ensuring the collection’s usefulness and relevance to the school community.
Is it better to use a simple process with limited but useful outcomes, or to use the most appropriate methodology in terms of outcomes?
- The answer to this question may change depending on the aspect of the collection needing to be evaluated – general or specific emphasis collections. Overall, the most appropriate methodology in terms of outcomes is the ideal method a TL would use when evaluating the collection; however, constraints including time and staffing may interfere with this. When evaluating the collection to meet curriculum needs, it is important to use the most appropriate methodology, as it is the role of the school library to meet these needs and assist teachers and students in understanding and navigating the new curriculum. If evaluation processes occur more regularly, they will become quicker and easier, as the process is streamlined and more regularly updated. Furthermore, the collection will more accurately reflect the library’s mission and changing needs of the community. Hernon, Dugan and Matthews (2014) even suggest that evaluation activities should become daily activities within libraries to review and improve services with the aim of meeting stated goals and objectives. The National Library of New Zealand recommends weeding monthly or quarterly, which could also be a useful time to undertake other evaluation processes (2012).
What are the current priority areas for evaluation in your school library collection?
- Current priority areas for evaluation in my school library collection include, evaluation of the non-fiction collection in meeting curriculum needs of senior students studying the Arab Israeli Conflict, and Year 9 and 10 Science students undertaking new inquiry tasks requiring them to break down science claims and develop very specific research questions that require resources to support the question and their reading levels.
References
Arizona State Library. (n.d.). Collection assessment and mapping. Retrieved from https://www.azlibrary.gov/libdev/continuing-education/cdt/collection-assessment-mapping
Evans, G. E., & Saponaro, M. Z. (2014). Library and information science text: Collection management basics. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au
Griggs, K. (2012). Assessment and evaluation of e-book collections. In R. Kaplan (Ed.), Building and managing e-book collections: A how-to-do-it manual for librarians (pp. 127-137). Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au
Hernon, P., Dugan, R. E., & Matthews, J. R. (2014). Getting started with evaluation. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au
National Library of New Zealand. (2012). Weeding your school library collection. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/weeding-your-school-library-collection
Pattee, A. S. (2013). Developing library collections for today’s young adults. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au
[Reflection: Module 5.1]
Collection Analytics
on Formally analysing the collection using quantitative data is a powerful tool is assessing the value of the collection overall and identifying the areas in need of improvement. It also provides a means for better understanding the collection and its position in meeting library users’ needs. Collection analysis and mapping also provides a means of rectifying any bias that may be present in the collection to develop a more balanced collection overall. This also assists in collection development policies. Collection analytics provide a quantitative means with which to assess the collection, plan programs, assess budgetary requirements, compare libraries, evaluate the collection against curriculum requirements, develop library policies including collection development policies, and assist in weeding and deselection (Hart, 2003).
Hart (2003) suggests collecting data through LMS reports. Specifically, Hart mentions counting the number of resources in each Dewey class, calculating the average date of publication in each class, and collecting circulation statistics to determine “where supply was meeting demand” (Hart, 2003, p. 89). This data is then collated in a spreadsheet and analysed against a specific set of questions. Graphs are created to compare interrelated aspects of the collection; for example, age of the collection with the percentage of the collection by Dewey class, and number of titles with circulation. This last element of incorporating circulation statistics clearly allows libraries to identify how the needs of the users are being met and whether resources need to be increased and updated, and whether promotion is needed to increase readership related to particular curriculum areas.
TES recommends undertaking collection mapping that includes determining the average number of books per student in the general emphasis and specific emphasis collections, once the data is collected it can then be analysed in the following ways:
- Examine strong sections to determine if the collection is evenly distributed,
- Consider limiting selection in strong sections,
- To improve weak sections, consider selecting from retrospective selection bibliographies and watch for new items,
- Compare weak sections against the curriculum to be certain materials are needed,
- Develop strategies to promote strong sections,
- Compare the results with circulation statistics (Tangient LLC, 2018).
The Arizona State Library (n.d.) suggests first considering the library’s purpose and mission. This is used to provide a framework or focus for the collection analysis process. The data collected will be assessed against these standards. The types of quantitative data collected includes, number of titles, age and timeliness of materials, use, and per capita measures. These are also compared with qualitative data such as observations of use to better interpret the quantitative data.
References
Arizona State Library. (n.d.). Collection assessment and mapping. Retrieved from https://www.azlibrary.gov/libdev/continuing-education/cdt/collection-assessment-mapping
Hart, A. (2003). Collection analysis: powerful ways to collect, analyze, and present your data. In C. Andronik (Ed.), School Library Management (5th ed.) (pp. 88-91). Worthington, Ohio: Linworth.
Tangient LLC. (2018). Collection mapping. Retrieved from http://libraryadmin.wikispaces.com/Collection+Mapping
[Reflection: Module 5.1]
Collection Evaluation
on
| Use- and user-based | Collection-based | |||
| Quantitative | Circulation statistics | To identify high rotation and popular materials. | Collection size and growth | To determine the diversity, breadth and currency of the collection. |
| In-house use statistics | To assess popularity and identify the quality of resources that meet the needs within a specific emphasis collection. | Materials budget size and growth | To measure the ability to update the collection. | |
| Hits and downloads | To assess the use of electronic materials including fiction and non-fiction e-books and Assignment Help Pages. | |||
| Qualitative | User opinion surveys | To better understand and interpret the quantitative data. | List checking | To identify gaps in the collection. |
| User observations | To observe how users are using the materials and how successful the use is. | Collection mapping | To identify the success of the current collection in meeting the users’ needs. | |
[Forum Reflection: Module 5.1]
Copyright
on What is copyright?
Copyright protects works not ideas, concepts, styles or techniques. Rights relating to creative works that entitle the owner to reproduce, show or perform the material in public. Copyright owners also have the right to “prevent others from reproducing or communicating their work without their permission” (National Copyright Unit, 2016, para. 2). Owners may sell these rights to others.
In Australia, copyright is automatic and does not need to be applied for. Additionally, no copyright notice is required to be displayed.
Copyright in schools:
Fair dealings
An exemption to copyright infringement: A reasonable portion may be used for research, study, criticism/review, news, parody or satire without permission.
Reasonable portion
An article from a periodical
More than one article on the same subject from a periodical
15 pages of a literary work from an anthology
10% of the pages or 1 chapter in a literary, dramatic or musical work in hard copy and electronic form
These same limits apply to material published on the LMS. The copyright owner must be acknowledged. Referencing is required.
Teachers may not make multiple copies of a work for their students’ research or study. Multiple copies may be made using statutory educational licences; specifically, the Statutory Text and Artistic License, with application and payment through the Copyright Agency Limited (CAL). This covers hard and electronic copies. Each year a sample of schools are audited to determine the license fees payable to CAL. These licences cover photocopying, scanning, emailing, and publication on the school intranet.
Films played for non-educational purposes is allowed if the school is covered by the Co-Curricular Licence with Roadshow Public Performance Licensing or must gain permission from the non-theatrical distributor (National Copyright Unit, 2016).
The Music department is responsible for APRA and AMCOS education licences.
Students with disabilities
Accessible format copies may be made for students with a disability. There are no restrictions on the format that can be created. An attempt must be made to obtain a commercially available copy first.
Web Content Accessibility Guidelines apply to all institutions and organisations in Australia and is required under the law.
Reflection Questions
What licences do we have?
Who pays for these? Which budget?
Forum 4.1 Quiz Questions
Teacher: Your Year 10 students want to listen to music as a class while completing their work during your lesson. Is it okay for you to stream music from your iTunes account and broadcast it over the projector speakers?
Student: You’re creating a multimodal presentation that must include images. Is it okay for you to include pictures found from Google Images?
References
National Copyright Unit. 2016. Smartcopying. Retrieved from http://www.smartcopying.edu.au/
[Forum Reflection: Module 4.1]