How has the subject extended your knowledge and understanding of the role and nature of school library collections?
During the semester, I have gained further knowledge regarding the roles and responsibilities of managing a school library collection. I have become aware that two critical policies exist outlining criteria for selecting library resources. When looking deeper at the library collection, many factors contribute to selecting resources and the importance of readily accessible criteria has become evident. Such a resource allows the teacher librarian to quickly assess whether the resource should be acquired and included in the library. Hughes-Hassell & Mencall (2005) have outlined a table of general selection criteria that I found very helpful when completing assessment one and is something that I could use and implement. Many selection aids – like Scootle, SCIS, library journals and The Australian Children’s Book council can be consulted when selecting resources. In my first blog post for the semester, The School Library Collection (Bolden, 2022, February 23), I touch on the subject of physical books vs ebooks, but when it comes to the library collection, I have found many more issues that relate to the collection. One such issue is Censorship. As a librarian in a Christian school, resources must be evaluated and assessed according to the college policy. It is important to separate personal feelings and opinions when assessing and selecting books and other library resources (Morrisey, 2008).
What is the importance of a collection development policy as a strategic document?
Oberg & Schultz-Jones (2005) explain that a collection development policy is solely the teacher librarians responsibility. This policy outlines the selection and acquisition of resources, cataloguing, classifying, shelving, maintenance, repairs and weeding. And as an extra requirement, at the school I am currently employed, this policy would have to be approved by leadership. As a Library teacher in 2009, with no formal library qualifications, I was aware of only minimal aspects involved in acquiring resources. We would receive a standing orders subscription, or the library manager might purchase resources on sale, however, there was no physical record of suppliers or accounts. I knew how to catalogue resources, but there was no available documentation outlining the selection criteria. Nor was there consistent weeding or regular stocktakes.
In my blog post Collection Acquisition (Bolden, 2022, March 16) I explain my thoughts regarding several aspects to consider. Furthermore, when consulting the manual from the Australian Library and Information Association and Victoria Catholic Teacher Librarians (2017, pg 4), it states that a “well-managed school library provides the foundation for innovation library programs that improve student learning outcomes.” In my blog post titled Collection Development Policy (Bolden, 2022, April 27), I further explain the importance of these two policies concerning the effective functioning of the library. It is vital to understand that these documents explain the process that should be undertaken and followed to ensure the library is functioning and that the curriculum and student outcomes are at the forefront of importance. Without the collection development policy, the procedures outlined would be then open to interpretation. If a new librarian is employed, they would not know the current system utilised, leading to possible changes that do not align with the school’s expectations. When the library has policies and procedures in place, the staff can comprehend and follow what is written, avoiding any grey areas. The teacher-librarian and the library can then function as a resource and information centre in the school.
How might a collection development policy assist in future-proofing the collection?
In the blog post The Future of School Libraries (Bolden, 2022, May 4), I wrote about where I saw the library in 10 years, but it is hard to determine what factors will influence the collection and what it might look like. In order to future proof a collection, analysis is necessary to ensure it will guide the continued selection decisions to be made (National Library of New Zealand, n.d). As Johnson, Hille & Reed (2005) explain, it is not about the quality of the collection but rather an analysis of the collection, the use of the collection, and its impact. By conducting an analysis, teacher librarians can determine what is necessary and what resources are not used and make decisions that are best suited to the library moving forward and meeting the goals set out in the collection development policy. As the times and sometimes the curriculum change, the library is required to keep up and continue to have the resources available so teachers can teach the content and students can continue to learn and develop their information skills.
What are priorities for your own practice, and how could you promote awareness of collection development issues with school leaders?
As I am not in the role of Teacher Librarian yet, I approached the current Teacher Librarian and spoke with her about our Collection Development policy and Collection Management Policy. Both of these policies are very outdated and have not been updated since she took over many years ago. We have decided that we will work together to ensure there are relevant policies are put in place, not only so they are current, but also available to any new Teacher Librarian. I am hopeful that I will be able to fill that role hence my undertaking of this study to well equip me for what the position entails. In the blog post Teacher Librarians Role and Expertise (Bolden, 2022, March 2) I explained that the library needs to be a team effort and collaboration is needed. More collaboration and awareness are needed throughout my school to highlight a teacher-librarian’s vital role. It may be beneficial to start working together to develop a Collection Management policy to ensure library staff and leadership are all on the same page with the expectations and issues involved in serving the students and school community. These are just some of the aspects I hope to promote awareness and work collaboratively with leadership and other staff members in my school community.
Reference List
Australian Library and Information Association and Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres. PDF.
Bolden, N. (2022). Collection acquisition. https://thinkspace.csu.edu.au/nicoleb/2022/03/16/collection-acquisition/
Bolden, N. (2022). Collection development policy. https://thinkspace.csu.edu.au/nicoleb/2022/04/27/collection-development-policy/
Bolden, N. (2022). Teacher librarians role and expertise.
https://thinkspace.csu.edu.au/nicoleb/2022/03/02/teacher-librarians-role-and-expertise/
Bolden, N. (2022). The school library collection. https://thinkspace.csu.edu.au/nicoleb/2022/02/23/the-school-library-collection/
Bolden, N. (2022). The future of school libraries. https://thinkspace.csu.edu.au/nicoleb/2022/05/04/the-future-of-school-libraries/
Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: Responding to the needs of learners. ProQuest Ebook Central. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=289075&ppg=48
Johnson, P., Hille, J. & Reed, A. (2005). Fundamentals of collection development and management. 2nd. Edition. ALA Editions. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=474201&ppg=240
Morrisey, L.J. (2008). Ethical issues in collection development. Journal of Library Administration 47 (3-4), 163-171.
National Library of New Zealand, (n.d). Assessing your school library collection.
Oberg, D. & Schultz-Jones, B. (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines.