I have only been working in the library for a few months and have been aware of our library policies but many of them I have not had to look at in great depth at this point. There has not been the time to analyse them or think deeply about them as every day has been so busy with teaching, managing the library and constantly learning about everything this new role entails. So it is quite timely that I am looking at our collection management policy in more depth through this subject, ELT503, Resourcing the Curriculum. At this time of year we are creating our library budget and looking at the curriculum for next academic year so it is useful to be referring to these policies when making collection decisions. Johnson states that “collection is both an art and a science. It results from a combination of knowledge, experience and intuition” (2009, p.108). However, teacher librarians (TLs) need to ensure that they are not relying solely on intuition or opinion, but instead using their experience and knowledge of selection aids and selection criteria to ensure that the collection is developed to meet the needs of the school and the curriculum (Hughes-Hassell and Mancall , 2005; NSW Department of Education, 2015 ).
My school, Dulwich College (Singapore), has consulted with all of the other Dulwich College International (DCI) Schools and a working party of Teacher Librarians (TLs), have created TL standards for all of the colleges (Slaats, 2016). To create these standards, the TL’s consulted many standards that are used internationally. These standards are used for TLs as part of the performance review process. There are four standards involved and each one looks at a different aspect of the TL role. Standard two involves Library Collection development to support teaching, learning and reading. Within each standard there are three levels: beginning, developing and mastering.
At a mastering level it is expected that the librarian develops the library collection to enhance, stimulate and promote the diverse curricular, personal, and professional needs of students and teachers. They develop and maintain online guides to enable and promote access when and where needed to the library resources, and information / instructions on library related skills and fluencies. The librarian pro-actively supports teachers to embed EAL and other learner’s needs in their practice. The library collection reflects the cultural diversity in the college and the wider community, and provides students with opportunities to explore their own cultural identity and many native languages in depth.
In addition, there is a Dulwich College (Singapore) Library Policy (2016), which includes a section on Collection Development. The content of each DCI Library Collection is determined by curriculum requirements, student needs and the international nature of its patron body as set by each College. It aims to:
• Provide a wide variety of resources suitable for all student ages and ability levels, learning needs and styles.
• Offer access to relevant internal and external resources (e.g. Intranet, Internet, Inter-Library loans), and to encourage students to use technology effectively and responsibly.
• Place principle above personal opinion and reason above prejudice in the selection of materials, reflecting a broad spectrum of knowledge, cultures and thought.
When reviewing these policies only one area that I think could be added in the Dulwich College documents is the importance of collaboration (NSW Handbook for School Libraries, 2015). These collection decisions should not be the sole decision of a TL, but in collaboration with teachers, students, parents and school management. A collection policy should be constantly evolving and regularly consulted so I will look to make these changes with my TL collegues. (NSW Handbook for School Libraries, 2015)
References
Chandler, P & Taylor, L. (2016) Dulwich College (Singapore) Library Policy. (Working paper).
Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners [ALA Editions version]. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=289075
Johnson, P. (2009). Fundamentals of collection development and management. Chicago: ALA Editions.
NSW Department of Education. (2015). Handbook for School Libraries. Retrieved from NSW Department of Education Policy Library database and related documents. https://education.nsw.gov.au/policy-library/policies/library-policy-schools
Slaats, M., Beck, S., & Taylor, L. (2016). Dulwich College International Librarian Standards. (Working paper).
The teacher librarian role (TL) has changed dramatically in the 21st century and to be effective they must be a curriculum leader and an information expert. To reflect on my understanding of the TL role I have compared a variety of publications as well as the practice I have observed in numerous schools. My teaching and school management experience has been in Australia, the UK and in International Schools in Singapore and therefore it is relevant for me to understand the different expectations in the role of a TL in an international context. I have particularly focussed on the UK and Australia, because my current school is a British International School and I intend to return to Australia in the future.
The Australian School Library Association (ASLA), American Association of School Librarians (AASL), International Federation of Library Associations (IFLA) and the School Libraries Association (SLA) in the UK all have standards and guidelines for TLs to follow. They have a variety of differences and similarities but all stress the importance of a TL being an information specialist, the importance of collaboration within the school and community, having library management skills and supporting teachers to deliver the curriculum. In the UK a School Librarian does not have to have a teaching qualification and the focus is more on information literacy, IT skills and awareness and knowledge of children’s literature and the curriculum, rather than the teaching role. (ASLA, AASL, IFLA and SLA)
Many people, including myself, are attracted to the role of a TL because of their own love of reading and the TL role is viewed by many as someone who is a reading advocate and library collection manager. Herring (2007, p.3) argues “Given that reading for pleasure is a small (but important) part of the school curriculum, it can be argued that this aspect is given unnecessary prominence in some school library mission statements.” Literature promotion is one of the key responsibilities of a teacher-librarian and the ASSL guidelines highlights that teacher-librarians must stay up-to-date with children’s literature to foster a love of reading. My school is an International School and the role expected is more aligned with the statements produced by ASLA, IASL and AASL but the job description also has a big focus on managing the library resources and space and promoting the library within the school and community by organising reading-related events. My focus moving forward will be to demonstrate many of the other skills a TL can bring to a school.
So what else should a TL be? They are teachers, leaders, advocates for reading, inquiry, and learning, instructional partners, tech-savy information specialists, programme administrators, curriculum consultants, community collaborators and digital detectives. (Lamb, Purcell and Valenza)
Not only does a TL need to wear all of these hats but they must be a life-long learner who stays abreast of constant changes or there are implications for the school and the students. Ojala (3013, p.3) states “how libraries evolve to remain relevant in the new information landscape is perhaps the most urgent question facing the profession today.”
ASLA has a motto within their statements:’ inform, innovate and inspire’, and I think those three words encapsulate what a TL should be achieving in their school. At the same time, they must ensure the library is at the heart of a school and try to wear their numerous hats and keep up with the global information environment.
References
American Association of School Librarians (2007). Standards for the 21st Century Learner. Retrieved from http://www.asla.org.au/policy/teacher-librarian-qualifications.aspx
Australian School Library Association’s (2014). Statement on teacher librarian qualifications. Retrieved from http://www.asla.org.au/policy/teacher-librarian-qualifications.aspx
Australian School Library Association’s (2014). What is a teacher librarian? Retrieved from http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty first century: charting new directions in information (pp. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.
The International Federation of Library Associations (IFLA)/UNESCO School Library Manifesto (1999; 2006) Retrieved from http://www.ifla.org/VII/s11/pubs/manifest.htm
Lamb, A. (2010). Bursting with potential: Mixing a media specialist’s palette. TechTrends: Linking Research & Practice to Improve Learning. 55 (4), 27-36.
Ojala, M. (2013). Riding the Waves or Caught in the Tide, Insights from the IFLA Trend Report. Information Today, 30(9), 1.
Purcell, M. (2010). All Librarians Do Is Check out Books, Right? A Look at the Roles of a School Library Media Specialist. Library Media Connection, 29(3-), 30-33.
School Library Association (SLA)(2014). SLA standards for Secondary School Libraries. Retrieved from http://www.sla.org.uk/standards.php website:
Valenza, J. (2010, December 3). A revised manifesto Retrieved from http://blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/.