Tag: selection

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]

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]