Tag: ASLA

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]

Definitions of Collection Management

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I chose to compare the guidance provided by SCIS as to what a collection management policy might include, with ALIA and with the University of Queensland collection management policy and principles. SCIS suggests that a policy should; “reflect needs of the users, support and enrich the curriculum, encourage and develop a love of reading, [and] be accessible to the school community” (2013, para. 8). ALIA (2016) provides a similar framework; however, it does not make mention of reading for pleasure. Instead, ALIA focuses on the needs of the learners in terms of the curriculum. The University of Queensland (2017) have developed a specific policy and guiding principles for their collection management. As well as the considerations previously listed, the University of Queensland also includes specific clauses relating to duplication of resources, consultation with the learning community, provisions relating to budget and a specific policy for digital resources. The similarities throughout the three definitions, or sets of activities, include; access, balance, the needs of the clientele.

 

Definitions as stated in sources:

ALIA

“A school library is a physical and digital learning space where research, reading, inquiry, critical thinking, imagination and creativity are made possible by access to an organised collection of resources. The teacher librarian has expertise in the selection, organisation and deselection of high quality and diverse resources: print and digital.”

· “Physical and digital access to the library should be readily available to all learners

· collections should be balanced with print and digital resources that are diverse and informed by learning and teaching requirements

· teacher librarians use their background in teaching and library management to ensure that the collection meets the needs of the learners”(ALIA, 2016).

 

SCIS

“Collection development

Stocktaking and weeding come firmly under the umbrella of collection management and development, which is formalised in a collection development policy. Every library has a collection development policy, even if it is only in the head of one person. Ideally every school library should have a written policy. This may include:

· purpose of the collection

· type of material in the collection

· selection criteria and processes

· budgeting policy

· weeding criteria

· stocktaking processes

· procedures for dealing with controversial material.

Whether formally written in a policy, or informally ‘understood’ by the person responsible for the library, it is most important to be very clear on what the purpose of the school library collection is. A purpose statement in a school library collection development policy usually includes phrases like:

· reflect needs of the users

· support and enrich the curriculum

· encourage and develop a love of reading

· be accessible to the school community” (SCIS, 2013).

 

UQ

“Collection management at UQ Library is guided by a number of stated principles and seeks to support the teaching, learning and research needs of the University. Clients and library staff cooperate in the selection of materials with the aim of maintaining a balance between subscriptions and monographs and between research needs and teaching and learning requirements. The Library has an ePreferred Collection Management Policy.

We acknowledge that electronic formats are not suited to all subject areas, nor are they appropriate for all clients, at all times. As such, the Library continues to purchase materials in print.”

“General Principles

1. Selected resources will support UQ’s current teaching, learning and research needs

2. An appropriate balance between teaching and learning requirements, and research needs will be maintained. Where possible, the Library will supplement expenditure on its collections with funds provided from research infrastructure, bequests and endowments, as well as other income

3. The Library has an e-preferred collection management policy. It acquires resources in electronic format, where possible

4. Where possible, the Library’s expenditure on its collections will be no less than 45% of the Library’s recurrent budget

5. A balance will be maintained between the acquisition of subscriptions and monographs

6. Consultation with UQ’s research and teaching community will determine the levels of collecting for each disciplinary area, primarily in relation to need

7. In general, resources purchased or otherwise obtained by the Library will be housed in the Library’s collections. Exceptions include electronic resources only available via suppliers’ servers, datasets, standards, and document delivery

8. The Library will avoid unnecessary duplication of resources

9. The Library’s collections will be supplemented by providing University students and staff with access to document delivery services for academic purposes

10. Given the finite space for physical collections in its on-site libraries, the Library will move significant but lesser-used material to its warehouse. This material will be available on demand. If duplicated by an online equivalent, the print will be discarded

11. The level of collecting and the effectiveness of the collections will be regularly assessed” (UQ, 2017).

 

References

Australian Library and Information Association. (2016). ALIA-ASLA policy on school library resource provision. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/alia-asla-policy-school-library-resource-provision

University of Queensland. (2017). Collection management policy. Retrieved from https://web.library.uq.edu.au/node/1748/#Principles

Schools Catalogue Information Service. (2013). Secret library business. Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_62/secret_library_business.html

 

[Forum Reflection: Module 1.2]

Standards for Teacher Librarians

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ATSIL Standards and Australian School Library Association (2015) Evidence guide for teacher librarians in the proficient career stage.

Ways in which I could use one of the Evidence guides:

Use the standards as a guide to:

  • Better engage with students and staff
  • Develop programs or strengthen existing programs and/or procedures to enhance teaching and learning experiences
  • Increase accessibility of information for all students and their needs
  • Engage in PD opportunities
  • Develop my annual professional plans and ensure they align to the standards
  • Develop units of work and lessons
  • Develop policy relating to information retrieval and use
  • Engage and collaborate with the school community and other curriculum areas
  • Be a visible and valuable entity within the school community

As Karen Bonanno stated in her keynote address, these standards can be used develop a five-finger plan to success (CSU-SIS Learning Centre, 2011). Ultimately, TLs need to ensure their programs and services are relevant and in alignment with the necessary standards. These strategies will help to assist in promoting the library and TLs and to ensure TLs are meeting the same standards as required by all teachers nationwide.

 

Reference

CSU-SIS Learning Centre (Poster). (2011, October 23). ASLA 2011. Karen Bonanno, keynote speaker: A profession at the tipping point: Time to change the game plan [Video file]. Retrieved from https://vimeo.com/31003940

 

[Forum Reflection: Module 3.1]