Reviewing Hughes-Hassel & Mancall’s (2005) decision-making model for selecting resources and access points that support learning shows a hierarchical linear system of priorities where each threshold can exclude a resource from further consideration before any of the later qualities are considered. This is inherent in the flow chart model and why I would consider such a linear system to be incompatible with the holistic decision making process involved in acquisitions for a collection. Examples of specific criticism of these flow chart stages that I would like to draw attention to include the ‘Fits the teaching/learning context’ and ‘Is consistent with current knowledge base” where recreational reading, as the opposite of taught texts, is not embraced or for the student to encounter alternative epistemological systems not embraced by the western mainstream. I still remember my excitement when I discovered the book called Ethnomathematics : A Multicultural View of Mathematical Ideas which provided me with mathematical perspectives I had hungered for and foundational alternatives of basic concepts which enrich understanding through contextualisation of the systems we use. This book presumably would not have made it as it wouldn’t fit with the current knowledge base being taught in the school.
So now that I’ve critiqued those who have come before me from my position of limited experience dealing with collections now I will propose some ways forward that mitigate the issues I’ve described above of hierarchy, linearity, and exclusivity. I will also note that the flow chart is a process rather than the collection policy and the policy is what can guide effective outcomes.
Firstly I advocate for the establishment of stakeholder advocacy groups empowered and emboldened to put forward items for the collection. Groups could consist of teachers, students, or parents and these bottom up organisations would be accountable to their peers and guided by the collection policy whatever process they used for decision making. These groups would supplement the selections and decisions of the teacher librarian.
Secondly I advocate for filtering the decisions through the principals lens of pedagogy and other priorities as without alignment with the power structure obstacles will be encountered with increasing frequency.
Thirdly I advocate for breadth when possible and representation of demographics in the school communities population within the resources held in the collection to ensure that those who I want to see using the library can see themselves in the library.
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