Category: ETL503

School library suppliers

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Desirable qualities of school library suppliers:

  • A wide range of resources; including, fiction and non-fiction
  • Resources that meet a range of curriculum needs and reading levels
  • Good communication
  • Quick turn-around
  • Express service if necessary
  • Competitive prices
  • Amenable returns and cancellation policies
  • Available samples/previews
  • Effective delivery procedures; including, price and tracking

Challenges for isolated schools and schools with unique needs:

Challenge Strategy
Inability to handle books prior to purchase Request hard copy samples or digital samples where possible.
Difficulty in obtaining visits from vendors Use vendor catalogues and reviewing journals such as Magpies.
High delivery cost Bundle resources for purchase to reduce number of orders.
Niche clientèle with very specific information and literacy needs; including, EAL/D students

Liaise with publishers who produce texts to support various language needs; for example, Pearson’s EAL/D activity books.

Consult journals such as PETAA Papers to review resource recommendations; for example, PETAA Paper 210 Using children’s picture books to support the English language learning of students for whom English is an additional language or dialect.

Network with associations such as the Australian Council of Teachers of English to Speakers of Other Languages Associations.

 

[Forum Reflection: Module 3.2]

Collection Measurement and Budgets

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School library budgets and effective collection management practices go hand-in-hand. To develop a useful budget, collection management procedures should be undertaken to build a collection that adequately meets the needs of the users. As posited by the International Librarians Network, digital resources have brought challenges to collection measurement practices in terms of licensing and quantity versus quality; however, vendors of digital material often provide access and use data, which is advantageous in measuring output (2015). This technique of measuring output can be valuable in making budgeting and collection decisions; however, it is not an effective technique in isolation. Assessing the output of digital resources can be done by collating the number of hits a link or digital resource has experienced. For example, our Assignment Help Pages curate a range of digital and print resources through Lib Guides, which allows us to collect and analyse the number of site visits and produce an average number of hits per student. Additionally, Wheelers, our e-book platform, tracks the number of times an e-book has been borrowed. These collection management techniques use output measures to determine the effectiveness of the collection. Although this can be useful in assessing how users are interacting with the library; it may not accurately reflect the usefulness of the resources themselves. Additionally, output data such as circulation statistics of print resources do not account for in-house use, as not all resources are borrowed or accessed outside of the library space. Often, print resources that are used to assist in curriculum delivery are used during school time only and not borrowed through the library management system; therefore, will not be reflected in the circulation statistics. Hence, other output measures should also be used; such as, reservations, reference assistance, formal instruction, and facility use. To further develop an accurate picture of the effectiveness of library collections and guide budget decisions, input measures could also be used. Troll Covey describes a range of digital resource input measures that assist in “capturing the size of the digital library”; including, counting the number of links and pages within the library web site, and the number of databases, e-journals, e-books, images and other digital collections provided by the library (2002, para. 5). Troll Covey also outlines outcome measures that illustrate the impact of collections and services on the users’ experience and satisfaction (2002). A combination of these measures could be useful in determining the quality of print and digital resources and guiding budget decisions.

 

References

International Librarians Network. (2015). Proving our worth: library measurement and metrics. Retrieved from https://interlibnet.org/2015/04/14/proving-our-worth-library-measurement-and-metrics/

Troll Covey, D. (2002). Appendix D traditional input, output, and outcome measures. Retrieved from https://www.clir.org/pubs/reports/pub105/appendixd/

 

[Forum Reflection: Module 3.1]

Budget and Collection Management: Teacher Librarian’s role 

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Teacher Librarian as:

Collaborator:

  • With the business manager to review and determine the annual budget
  • With the library manager (library technician) to discuss collection budget needs and assess circulation data
  • With department heads to review and determine textbook needs
  • With students to discuss their needs

Steward:

  • Conducting needs-based surveys with staff and students
  • Conducting curriculum and collection mapping activities
  • Approving purchases
  • Presenting at and attending department meetings and leadership meetings
  • Presenting resources in library newsletter

Thinker:

  • Problem-solving to find the best budget outcome
  • Working closely with department heads to make use of their budgets for resources specific to their work and needs e.g. textbooks and department specific apps
  • Pooling budgets together
  • Fundraising and grants
  • Promoting book donations from the community

 

Reference:

Lamb, A. & Johnson, H. L. (2012). Program administration: Budget management. Retrieved from http://eduscapes.com/sms/administration/budget.html.

 

[Reflection: Module 3.1]

Promotion and Recommendation Selection Aids

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Strengths and Weakness

Promotions
Audible Book Depository Booktopia Scholastic
Strengths Provides a sample of the audio recording to assess quality. Provides suggested search terms while typing.

Provides embedded Google Books preview.

Provides links to related books.

 Can filter by Lexile reading level.
Weaknesses Limited resources available.

Filter by category is not always accurate. E.g. filtered by “Drama & Poetry” and the result did not contain information on either category.

Cannot filter by reading level.

 Cannot filter by reading level.

Limited resources available.

American site, so limited Australian content.

 

 

Recommendations
Diigo OZTL NET PearlTrees
Strengths

Easy to navigate through links provided.

Format of resources easy to see.

Can be curated by reputable sources.

 Reviews from TLs

Easy to search.

Digital media embedded or easily accessed via hyperlink.
Weaknesses

Broken or dead links.

Can be difficult to find the curator’s qualifications/authority in resource selection.

Time consuming to scroll through results and read all communication to find resources.

Resources aren’t always listed clearly.

Mostly teaching resources rather than learning/student resources.

Does not recognise boolean operators, so searching can end with irrelevant results.

 

[Reflection: Module 2.5]

Crowd Sourced Reviews

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Crowd sourced review site: GoodReads

Review: Slam by Nick Hornby

GoodReads provides an extensive array of reviews and curated lists for a wide variety of books. With this comes advantages and disadvantages in reviewing and selecting resources. To experience a comprehensive view of the resource, GoodReads should be used in conjunction with other selection aids. An advantage of starting the search process with GoodReads is that it includes popular reads and reviews from readers themselves. The book Slam by Nick Hornby has received 20,873 ratings and 2,049 reviews on the site, with an average rating of 3.26 out of 5 stars. The large volume of ratings and reviews is promising as it can provide a range of perspectives. One review in particular, written by GoodReads Librarian Bonnie Lumley, clearly outlines her dislike of the book, provides clear reasons why and evidence of her correspondence with the author; therefore, her methods of evaluation are clear and appear justified (2009). Lumley is a GoodReads Librarian, as she has contributed extensively to the GoodReads community; therefore, it may be seen that she is an avid reader and is knowledgeable in the area of YA fiction, which adds to the credibility and authority of her review. Having said this, it is difficult to determine the reviewer’s true authority and experience in selecting and assessing texts, so caution should be taken when considering the value of the review overall. Although information about the text can be found throughout many reviews, some reviews lack the depth to really gauge the value of the text. Additionally, GoodReads does not often provide information about a recommended reading age or the themes presented in the text. While recommended reading ages are contentious among some authors and Teacher Librarians, they are useful in the process of recommending texts to students and avoiding recommendations that are not appropriate for younger readers (Riordan, 2009). For example, Slam includes sexual references and scenes, so would not be a recommended book for the junior years. Furthermore, a selection aid that includes information on reading level is helpful in choosing valuable and appropriate texts, which GoodReads does not include. Within GoodReads, the genres are listed by user suggestion but are often not specific enough to assist in the selection of particular texts for particular purposes. To supplement the information provided through GoodReads, it is advantageous to seek out other selection aids such Common Sense Media, which provide more detailed reviews including; themes/parent guide, age recommendation, ratings and reviews from parents and children, and discussion starters.

 

References:

Common Sense Media. (n.d.). Slam. Retrieved from https://www.commonsensemedia.org/book-reviews/slam

Riordan, R. (2009). Does Age Appropriateness Still Have Meaning? Retrieved from http://rickriordan.com/2009/06/does-age-appropriateness-still-have-meaning/

Lumley, B. (2009, September 9). [Review of the book Slam, by N. Hornby]. Retrieved from https://www.goodreads.com/book/show/411527.Slam

 

[Forum Reflection: Module 2.6]

Social curation tools

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Curation has long been a part of the role of a Teacher Librarian; however, new platforms and resources have emerged in response to the proliferation of digital resources. Excitedly, Teacher Librarians can take advantage of digital tools to promote and publicise the work of the library and curate resources for the purposes of pleasure and learning. These curation tools can be text-based, visual, or hybrid, which combine the use of text and visual media (Robertson, 2012). Social curation allows participants to collaborate and share digital content based around different themes (Rouse, 2012); however, concerns may arise relating to privacy and copyright. Educase mentions that many curation tools have limited privacy controls, which may be an issue if the curation tool was linked to the school’s Library Management System or if students require access (2012). Since this was published, many sites now offer enhance privacy settings whereby the curated resources can be shared via invite only, as is the case with Pinterest. Despite this advance with Pinterest privacy controls, the accessibility is still an issue, as individuals must be invited to the board and both parties must follow each other on Pinterest. Furthermore, breaches of copyright are more likely to occur when using social curation tools, as the original owner of the content is often not acknowledged due to the click-and-share mentality of these sites (Educase, 2012).

Curation tools:

Diigo: a text-based curation bookmarking tool whereby users collect, annotate and archive webpages. The collections can be kept private, shared with a group or shared publicly.

Thinglink: a visual curation tool whereby users annotate an image or video and embed curated content. Users may only set their Thinglink as public or unlisted.

Pinterest: a visual curation tool whereby users can create and share topic-based collections.

Scoop.it: a hybrid curation tool whereby users can curate articles, documents, pictures, videos or social media streams under a topic. It is free for personal use. Users may publish to one of Scoop.it’s partners; including, Twitter, Facebook, LinkedIn, WordPress, Mail Chimp, or the topic can be private.

Flipboard: a hybrid tool that curates popular articles about a theme or topic as an online magazine. Users may only set their magazine as public or private.

LibGuides: a content management system that can be used to curate a range of sources including; books, documents, images, videos and webpages. Assignment Help Pages may be curated to present a collection of resources to students in relation to their assessment tasks.

Other curations tool, which may be useful for school libraries include Flickr and Instagram. Flickr is a useful tool in curating visual images and is used well by National Library of Australia to present primary sources from Australia’s history. Instagram is also used by National Library of Australia to present aspects of their collection. Instagram may also be a useful creation tool for libraries to promote their services.

  • Diigo Text Curation Tool Reference: Harrison, N. (2018). My library [Image]. Retrieved from https://www.diigo.com/user/noniharrison
  1. 1
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  5. 5
  6. 6
  7. 7

 

 

Review of Curation Channel

ThingLink: Iowa Children’s Choice Award

 

Curation Tool
Criteria Review
Tags Tags are not clearly marked for the public to see.
Ability to post to multiple channels ThingLink can be shared through an embed code or link or can be directly shared through Facebook, Twitter, Pinterest, Google+, Tumblr, Tackk, Email or Edmodo.
Adequate space to provide comments, evaluations or reviews No space for user interaction.
Ease of dealing with images Very easy to upload images, as it is a visual curation tool.
Ability to label with license information References can be easily added to the description of image and each annotation. Issues surrounding “cloning” other users’ ThinkLinks without the original author’s information included. Does not include the ability to search for Creative Commons material on the site.
Available as an app for curation on the go on a mobile device App available for Apple and Android for free.
Compatibility with devices and browsers used by students and staff Compatible with all browsers and devices.
Visual appeal Annotations provide interaction and are signified by a neat dot, which keeps the overall image tidy. The visual appeal is high, as the ThingLink is essentially a full image or video.
Content
Topic Relevant to library promotion and book promotion.
Readability Due to large quantity of books review, the text description beneath each is small and difficult to read.
Design Inviting and appealing. Use of images to draw readers in.
Interactivity Annotations provide embedded videos, reviews or trailers for each book. Easy to access.
Ability to repost Can be easily reposted using the options inbuilt in ThingLink.

 

References:

Educause. (2012). 7 things you should know about social content curation. Retrieved from https://library.educause.edu/~/media/files/library/2012/10/eli7089-pdf.pdf

Kral, M. (2017). Iowa children’s choice award 2017-2018. Retrieved from https://www.thinglink.com/scene/930881240087658499

Robertson, N. D. (2012). Content curation and the school librarian. Knowledge Quest, 41(2), E1-5. Retrieved from

Rouse, M. (2012). Social curation. Retrieved from http://whatis.techtarget.com/definition/social-curation

 

[Reflection: Module 2.3]

eBooks

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Selection and Management Issues: eBooks

eBooks can pose additional selection and management issues than their print counterpart. Traditional selection criteria apply to the evaluation of eBooks; however, the management of digital resources is more complex. Three issues of related to selection and management include; functionality and quality, accessibility, and licensing.

 

Functionality and Quality

Specific issues related to the selection of eBooks are the functionality and quality of the digital resource. Firstly, libraries must consider if the eBook is presented in a way that is intuitive, enhances the reading experience and is delivered via a reliable platform. When selecting eBooks, it is also important to note that some titles may be restricted by publishers, while other titles may not be available as an eBook. Selection can also be an overwhelming and sometimes fruitless process due to the vast quantity of eBooks available. As suggested by McKay et al., there is limited guidance in the digital world to point to high-quality resources (2012). This can cause the selection process to be cumbersome, as Teacher Librarians encounter a significant volume of eBooks of varying quality; particularly, those that are free. Luckily, major libraries such as State Library of Victoria have curated collections as well as companies such as Goodreads, who provide reviews and recommendations, which assist in the selection of quality resources.

 

Accessibility

In a BYOD school environment, issues of accessibility may be present. Some platforms can cross devices; however, many cannot. Furthermore, if these schools create their own eBooks, issues of accessibility exist, as the eBook can be effectively read on one type of device but not on another (ALIA, 2013). This also causes problems when loading e-readers on to these devices, as there will be different e-readers for different devices. For example, the Writing and Citing eBook I created for my employer can be read effectively through iTunes on MacBooks; however, for PC users to access the eBook, the interactivity had to be edited down and after extensive testing it was found that the best platform for the eBook to be read was the Readium app through Google Chrome. This work-around has been successful; although, it is time-consuming and not an ideal way to deliver material across a school, as there are different sets of instructions for different devices and different levels of quality.

 

Licensing

Licensing models differ between publishers and it is vital to know and understanding the licensing agreement between publisher and school. Considerations include; number of concurrent users, number of loans, and changing or expiring license terms and renewal periods. Additionally, libraries must purchase eBooks through “suppliers that have negotiated DRM [digital rights management] with publishers and can pass the rights on to libraries” (National Library of New Zealand, n.d.). In essence, the library does not own the purchased eBook, so the issue exists whereby the library only has access while they are subscribed to the digital distributor. DRM also stipulates the number of borrowers of an eBook at any one time and the time period it can be borrowed for (ALIA, 2013). These policies assist in the protection of material; however, also pose restrictions on access. To increase access, as library must subscribe to a higher plan, which can be costly. The cost of purchasing eBooks can be higher than the retail price and higher still if multiple users are allowed.

 

References

Australian Library and Information Association [ALIA]. (2013). Ebooks and elending issues paper. Retrieved from http://www.alia.org.au/sites/default/files/documents/advocacy/Ebooks%20and%20Elending%20Issues%20Paper%20FINAL.pdf

McKay, D., Buchana, G., Vanderschantz, N., Timpany, C., Cunningham, S.J., & Hinze, A. (2012). Judging a book by its cover: interface elements that affect reader selection of ebooks. Proceedings of the 24th Australian Computer-Human Interaction Conference, 381-390. doi:10.1145/2414536.2414597

National Library of New Zealand. (n.d.). Ebooks in the school library. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/selecting-resources-for-your-collection/ebooks-in-the-school-library

 

[Reflection: Module 2.3]

eResources

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Pros and cons of buying bundles sets of resources.

Pros Cons

·      “Ease of selection” (Kimmel, 2014, p. 54).

·      Time saving.

·      Can be cheaper than individual items.

·      Can easily meet and fill a need or gap in the collection.

 ·      All items may not be suitable to school context and the needs of clientele.

Pros and cons of selecting content that is provided via online access but which the library does not own.

Pros Cons

·      e-books can be read simultaneously by multiple users.

·      Durability of the book is everlasting in comparison to print.

·      Individual cost can be less than print.

·      Quick access to newly published material.

·      Multi-user access is very expensive.

·      Free e-books require higher rate of time and staffing to assess quality.

·      Advertising throughout free e-books.

·      Equity for students who do not own a device and/or do not have access to reliable internet.

·      Losing ownership if a change in vendor occurs.

·      Difficulties in platform access in a BYOD environment.

 

References

Kimmel, S.C. (2014). Developing collections to empower learners. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au

 

[Forum Reflection: Module 2.3]

Collaborative Acquisition

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The role of the Teacher Librarian and expertise required is different to that required by all teachers. Teacher Librarians are required to possess additional skills in curriculum leadership, as well as expertise in literacy in all its forms; traditional, information and digital. According to the Australian School Library Association, as well as being trained teachers, Teacher Librarians are curriculum leaders, information specialists, and information service managers (2012). A Teacher Librarian also requires mentoring skills needed to support both students and teachers. As well as having a bird’s eye view of the curriculum and school, Teacher Librarians are educators of information literacy, organisers and creators of resources, and advocates and innovators of technology and social learning (Herring, 2017). The Education Directorate concludes, “Teacher librarians combine a command of 21st century pedagogies and curricula with expertise in information science: the analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information” (2016, p.3). This differs from that of the expertise of other teachers, as the focus of classroom teachers is perhaps narrower, and they do not necessarily have the skills or time to manage resources on a large scale or assist students and others in the development of a range of literacy skills.

Teacher Librarians must also be masters in collaboration to support teachers and students. To successfully support library clients, Teacher Librarians must stay abreast of changes in curriculum and delivery methods across the school. Effective ways to collaborate across the school community include; participation in departmental meetings, presentation of Professional Development opportunities, and participation in active networking across the school community. Without being seen in the school community, Teacher Librarians will find it very difficult to develop and maintain a relevant and useful collection suited to the needs of staff and students. Specific ways to open the collection acquisition process include; inviting staff to peruse resources prior to purchasing, working with staff to develop Assignment Help Pages and identify gaps in the collection related to specific tasks and units of work, and informing staff of the changes occurring within the collection including acquisition and weeding. Ultimately, the school community should be involved and have a voice in the process of collection development, as an integral part of the role of the Teacher Librarian is to support the teaching and learning activities that occur within schools.

Furthermore, to develop a collection that is engaging and useful, students must be involved in the selection of resources. According to Evans, when considering resources, students’ Normative needs, Felt needs, and Comparative needs must be met (2008). In particular, Felt needs refer to what students want to read. If this need is met, a school library will be able to better cater for their clientele and will likely be more successful (Evans, 2008). Students may have the opportunity to select books for purchase during book fairs, submit requests, speak directly and informally with library staff or vote for the acquisition of specific books. Additionally, libraries may undertake a needs analysis of the student cohort (Isebe, 2015).

Ultimately, the final decision to acquire resources may lie with either the Head Teacher Librarian or if a contentious resource that may provide controversial viewpoints or perspectives that go against school ethos or values, the decision should lie with the Deputy of Teaching and Learning or the Headmaster. Additionally, if the resource is to support specific teaching and learning activities for an assessment task or learning experience, the decision may lie with the Head of Department or teacher who requires the resource. Teacher Librarians are in an advantageous position to offer support and advice for specific resources and are in the position to approve the purchase of resources; however, they are not an island and must work in collaboration and support of the whole school community. Thus, it is clear that the decision to acquire certain resources is a shared process.

 

References

Australian School Library Association. (2018). What is a teacher librarian? Retrieved from http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx

Education Directorate. (2016). School libraries: The heart of 21st century learning. Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file/0020/916301/School-Libraries-21st-Century.pdf

Evans, G. E. (2008). Reflections on creating information service collections. In K. Haycock & B. Sheldon (Eds.), The portable MLIS (pp. 87 –97). Westport, Connecticut: Libraries Unlimited.

Herring, J. (2017). The future role of the teacher librarian. Connections, 100, 10-11. Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_100/print_complete_issue/print_issue_100.html

Isebe, M. (2015). Effective selection and organization of information resources in school library. International Journal of Library and Information Science Studies, 1(1), 27-33. Retrieved from http://www.eajournals.org/journals/international-journal-library-information-science-studies-ijliss/vol-1-issue-1june-2015/

 

[Forum Reflection: Module 2.2]

Selection Decision-Making Models

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The selection model developed by Hughes-Hassell and Mancall incorporates a simplistic view of resource evaluation and selection (2005). A model or framework that allows more flexibility to align with different circumstances may be more appropriate in meeting the needs of school libraries. More comprehensive resource selection criteria are outlined by the New South Wales Department of Education, which includes a range of evaluative questions to assess the appropriateness of potential resources (2017). These questions range from potential use of the resource to scope, quality, durability and price (New South Wales Department of Education, 2017). Additionally, the Queensland Department of Education provides a set of four selection criteria, which include; resource appropriateness for target audience, information accuracy and currency, suitability and relevance for the curriculum, and student outcomes (2012). Underpinning a decision-making model should be collaboration and consultation throughout all stages. As identified by the Australian School Library Association, Teacher Librarians must collaborate with their colleagues in a range of situations to evaluate the effectiveness of practices and resources in enhancing the outcomes of students (2014). Specifically, “Highly accomplished teacher librarians work co-operatively with staff to develop, recommend, organise and manage appropriate print and online resources to support student learning” (2014, p.11). As such, I have developed a draft selection decision-making model that will developed over time, as I am sure my understanding of this topic will expand.

Draft Selection Decision-Making Model
Flow chart showing draft 1 of selection decision-making model
Draft 1 of selection decision-making model

 

References

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth: responding to the needs of learners. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au

New South Wales Department of Education. (2017). Choosing resources: Criteria for choosing resources: Curriculum materials. Retrieved from https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-across-the-curriculum/school-libraries/teaching-and-learning/information-skills/resources/choosing-resources

Queensland Department of Education. (2012). Collection development and management. Retrieved from http://education.qld.gov.au/library/support/collection-dev.html

 

[Reflection: Module 2.1]