Category Archives: Module Reflections

The Goldilocks Effect

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In considering how I read and process information, I find that I enjoy reading fiction on a backlit ereader. I don’t need to refer back to other sections, I progress through the text linearly. I do like to have some method of tracking how far through the book I am, perhaps a scroll bar on the side or similar, as this helps me with predictions about what is going to happen etc. I like having chapters that are easily accessible and allow me to have a sensible stopping point, otherwise I would never sleep. I like that I don’t need to have a lamp on, I can adjust my font size, background colour etc. However, when I am reading non-fiction or non-linear text, I much prefer to have a printed version. In this way, I can annotate what I am reading, take notes easily, refer back to other sections or other texts. I find that I take in the information much better if I read from paper rather than from a screen. I find it interesting that Kamenetz (2018) has identified that the brains of children do actually function differently when experiencing texts differently. She identifies that the brain and the comprehension is most active when children experience illustrated texts read to them. This has always been my preference too and I am pleased to see my own preference backed up by research. I think that there are benefits and disadvantages to all types of text and as teacher librarians, it falls to us to ensure that each student and faculty member has available to them the most appropriate tool for the job in hand. It therefore behooves us to understand the benefits and disadvantages of all formats and presentation modes

 

Kamenetz, A. (2018, May 24). What’s going on in your child’s brain when you read them a story? KQED: MindShift. https://www.kqed.org/mindshift/51281/whats-going-on-in-your-childs-brain-when-you-read-them-a-story

Cross Platform Publishing

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What is the impact on the role of the teacher librarian from cross platform publishing?

Sekeres & Watson (2011) discuss the publication of the 39 Clues series by Scholastic. They describe online communities, books, trading cards and a website that were combined in order to tell the story/play the game of the 39 Clues. It was not possible to fully participate in the narrative without participating in all of the publishing platforms offered in the series. This required readers to connect with others, collaborate, and, of course purchase, multiple elements. The readers, according the Sekeres & Watson (2011) were highly engaged with the series. They describe readers wanting to connect socially with other fans of the series through the website and online community. The multi-literacy that is required to do this assumes and at the same time teaches a high level of digital literacy and ability to integrate sources of information. This is a positive skill for students to learn and so, teacher librarians should encourage the learning of these skills. Cullen (2015) Discusses how children are seen as naturally competent and confident users of technology and find it very engaging. It is undoubtedly true that digital technology is engaging and motivating for students, however, whether they are developing the critical ability to think about what they are reading/viewing, to integrate various sources of information and come up with verified information, is less clear.  Cladis (2018) argues that, despite the proliferation of digital texts, students are not reading as attentively or thoroughly as in tiimes past, that while students may be exposed to many hundreds of thousands of words in digital environments, they are not engaging fully with them.

Teacher librarians are in a position in between. We know that students will gain more from reading in a more traditional way, but that they are more inclined to do so when there is a digital and social aspect to their reading. We, as advocates of reading, can harness the power of social and multi-media and use it to channel interest and motivation to reading in a more traditional sense. By using technological tools available, such as Biblionasium, Good Reads, Inside a Dog etc, which engage readers in a social discussion of the books they read, we can augment the traditional methods of reading, adding that engagement and motivating factor.

Reading digitally may be more engaging (Heick, 2020) and so may be a way through for reluctant readers. A “gateway drug” that allows students to gain more benefit than they otherwise would by engaging in digital texts where otherwise they may not be engaging with text at all.

References

Cladis, A. E. (2018) A shifting paradigm: An evaluation of the pervasive effects of digital technologies on language expression, creativity, critical thinking, political discourse, and interactive processes of human communications. E-learning and digital media, 2018-01-30, Vol.17 (5), p.204275301775258-364. SAGE Publications

Cullen, M. (2015, December 21). How is interactive media changing the way children learn. EducationTechnology.  https://educationtechnologysolutions.com.au/2015/12/how-is-interactive-media-changing-the-way-children-learn/

Heick, T. (2020, July 20). Exactly how technology can make reading better. TeachThought. https://www.teachthought.com/technology/technology-makes-reading-better/
Sekeres, D. C. & Watson, C. (2011). New literacies and multimediacy: The immersive universe of the 39 Clues. Children’s Literature in Education, 42, 256-273. https://doi.org/10.1007/s10583-011-9133-4
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Censorship in School Libraries

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How have your various roles based on your age, family background, societal position, religious beliefs and profession influenced your stance on censorship of children’s literature collections?

As teacher librarians, we often feel very strongly that we should not be participating in censorship, be it self-censorship or censorship that comes from above. We also know that it is our job to provide resources appropriate to the community in which we work. The fact that we need to select books based on their appropriateness indicates that it is also our job to not select books that are inappropriate. But where is the line? Who decides what is “selection” and what is “censorship”? Who decides what is appropriate and what is not? In some communities it is not acceptable to include books about certain religions, or books that celebrate cultural features that others may find offensive. I believe there is a line where some subjects become inappropriate for children, but there are many resources out there that skate very close to that line and may, under some circumstances, actually be appropriate for particular purposes, used under teacher guidance. I believe that having a robust challenge policy and a strong selection policy to go along with it is important. If community members can show that something is inappropriate, then we have an obligation to listen. However, I think it should be stressed that it should not be made easy to show that something is inappropriate. Some principals will require any challenged item to be removed simply in order to avoid arguments. I do not think this is a helpful attitude to take. The assumption should be that the material stays in the collection unless and until it is shown to be inappropriate. This should not be because it agrees or disagrees with a particular religion or political belief, or because it contains or does not contain certain language. It should not be because it perpetuates stereotypes (this should be countered by the addition of a collection of texts that balance the stereotype: some authors use stereotypes for particular effect and to make a point.

Books pertaining to controversial topics should be included in school library collections. For example, age appropriate books about periods, evolution, gender fluidity should all be included, offering a balanced collection. I strongly believe that parents have a right to control (up to a point) what is available to their child, but they do not have the right to control what is available to other children.

Multicultural literature

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The module reading, Cai (2002), presents three views on what constitutes multicultural literature. The first is that in order to be considered multicultural, a text must include and represent as many cultures as possible, encompassing all cultures of the world equally. That is, a traditional tale from the UK is just as multicultural as one from Africa. In this view, the power relationships, the oppressed and the oppressor, the marginalised and the mainstream, are not taken into account. A literature set could not be thought complete unless both dominant and minority cultures were represented. Another view is that multicultural literature should focus on racial differences. This does not acknowledge that gender, sexual orientation, age or any other element of a person or community might influence the culture. I do not believe that this is the case, however, I can see that decisions as to what constitutes “culture” and what does not is up for debate. The third view is that all books, collectively, represent multicultural literature. This is the view with which I most agree. While there may be some texts that do explore in depth many different cultures, or perhaps the intercession of at least two, it is the collection as a whole that must be “multicultural”. Texts which explore, describe and celebrate all cultures and walks of life should be represented with in a collection. This should incorporate texts that explore the clashing, melding, crossing, dividing and accepting of people from different cultures when they come together. I believe that it is not just ethnic, religious or national difference that contributes to culture, but that age, sexual orientation, gender, privilege (or lack thereof) etc combine to influence and create sub-cultures and all should be represented in the collection. Where the terms “multicultural” and “diverse” meet and crossover, I am not sure. And I am not sure it really matters.

 

 

 

Chapter 1: Defining multicultural literature (pp 3-18) in
Cai, M. (2002). Multicultural literature for children and young adults: Reflections on critical issues. ABC-CLIO, LLC.

Lived experiences in Indigenous literature

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My primary school library has, I believe, most of the texts listed in threads about this topic: Baby Business, Young Dark Emu, Jandamarra, Sorry Day, Wilam etc. But what we lack, and what I am finding quite hard to find, is literature exploring the everyday lived experiences of students like mine. We have only one Aboriginal student in our school at the moment and her experience is very different to what we see reflected in a lot of the indigenous literature available. It was very interesting to hear Anita Heiss talking about this in the modules this week.

I think our collection offers a good range for supporting the cross-curricular priority and for including Aboriginal perspectives in the curriculum more broadly, but I notice they tend only to come out during NAIDOC week and that’s about all. This week, as I was sharing Jandamarra with year 5, an very valuable discussion occured because many of the students could not connect “warrior” with the Aboriginal people. They asked, “What were they fighting for?” It was not meant in a derogatory way, many of these students are recent immigrants and have no real concept of Aboriginal history or culture, but it pointed out to all of us in the room that we need to do much better in terms of helping the students to really understand the issues at play.

In my role as TL, I need to promote more of these resources around planning time and help our teachers to include Aboriginal perspectives more effectively. I don’t think it is too much to do with not having the resources available, more that they don’t know what to do with them.

ETL402 Module 2.1 Professional Knowledge of Children’s Literature

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The introduction to module 2 cites Cremin, Mottram, Bearne, & Goodwin (2008) who argue that teachers in the UK (and presumably Australia, too) rely on a fairly narrow selection of children’s authors and creators due to a lack of time for keeping up with publishing. Certainly, I would agree. Before I started this course and working in the school library, I had relied heavily on those authors I was familiar with, most of whom I had enjoyed myself as a child. Having worked now for two years in the school library, my knowledge of children’s literature has expanded somewhat, but I still believe I am barely scratching the surface of what is available. Currently we rely heavily on the Australian Standing Orders for collection expansion, along with student and staff (rare though this is) requests. I do not think this is good enough.

Two things happened this term in the school library that cemented my view on this. Firstly, the teachers of the OC classes, two ladies for whom I have enormous respect and personal connection with, asked our fully qualified TL to purchase for them a collection of books for their new classroom libraries for next year. The TL and I spent a good deal of time and energy seeking out the texts we would recommend. This was both a positive learning experience and a wake up call. On the one hand, we employed a number of strategies, which I will detail below, to search for appropriate literature and I was able to learn about and practice these strategies. On the other hand, meanwhile, it quickly became obvious that neither one of us really had a good grip on the state of the children’s literature playing field. My knowledge is very poor and needs expanding desperately. This need led me to sign up for this elective in the hope that I could move some way towards addressing the problem. That I would become more familiar with and develop stronger strategies for exploring, the latest offerings.

The second happening was that our Principal allocated the library an additional and unexpected $8000 to expand our collection of class novel sets. Christmas had come early to the school library and the TL and I were overjoyed and excited as the present collection is very little-used, out dated and generally dodgy. Some sets are falling apart from over use, but most of it has never been looked at. What, then, should we do? Should we spend some serious dough replacing the Roald Dahl collection that is falling apart, and use the remaining funds for new texts? Or should it be the other way around. The fact that the Dahls are so overused seems to indicate that the teachers are relying on him (as suggested earlier by Cremin, Mottram, Bearne, & Goodwin), that they know him and are perhaps time (and inclination) poor and choose not to expand their repertoire. What then to select… and how to select it?

Together we looked through a variety of selection aids: Goodreads, SCIS, NESA Suggested Texts, The PRC reading lists, CBCA shortlisters, favourite reviewers such as Barbara Braxton’s The Bottom Shelf, and various websites such as kids-bookreview.com. What became clear is that, in order for teachers to choose and use a text, they needed to be familiar with it and like it themselves. Having a huge selection of curriculum relevant texts in a dusty storeroom only hits half of the issue. Once good texts are selected, we need to get the teachers interested enough to read them. It is my hope that part of this subject will teach me some effective ways of doing this.

 

On completion of ETL505

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What an enjoyable subject! Before beginning this subject, I really thought I had a handle on how our library’s classification system worked and could be used. Yet again, I was to find that what we don’t know that we don’t know is what it is all about. I have a new appreciation for subject headings and ScOT terms, a clearer (though admittedly still a little cloudy) idea of how Dewey Classifications are developed and how resource description can be.. I was going to write helpful, but really so very useful when done fully and correctly.

My students are also benefiting already. Because I understand not only what the information in the catalogue means, but how it was created and what other options there were (indicating not only what it is, but what it is not) I can help students to find or identify – in the non-FRBR sense – what it is that they need. I have a new appreciation for authority files and what can go wrong when they are constructed inexpertly. Having a look at the series classifications that come from SCIS now, compared with those that were downloaded a few years ago is one example of how these can be used effectively.

I find the SCIS website easy to use and the subject headings etc really quite simple. As long as one follows the rules, it is a straightforward enough process to identify what goes where and why. WebDewey, on the otherhand, I am still trying to wrap my head around. The concept of assigning a numerical representation to the topics or subjects of a resource seems simple enough, but when it comes to drilling down into the various options within each classification, I still get a little lost. The example of the motorbike repair given in the modules was a really good example. If you don’t know that there is a better option than the obvious one, how do you know to look for it? When should I spend time looking for other choices when what appears immediately seems an ok fit? This I am still pondering and I suspect the answer will lie in the realm of experience and becoming increasingly more familiar with the content.

I have very much enjoyed using the workbooks in this subject. I like that there is one correct answer and, if I understand well enough, I will be able to find it. And if I don’t find it, I can tell immediately that I have not fully understood and need to revise that topic. The practical nature of the subject, ie that it has to do with how the library actually works and is something I can put into practise right now, is an aspect of this type of learning that I have found very appealing.

ETL503: Module 5.1 Collection Evaluation

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Module 5 introduces a comprehensive chapter (Johnson, 2014) that deals with the many and various techniques teacher librarians could choose to employ in order to evaluate their collections. Johnson includes all types of libraries in her work, and this provides interesting comparisons with my (admittedly somewhat limited) experience with school libraries. Johnson identifies 11 possible strategies, to which I have added my thoughts on their usefulness in my context:

Evaluation Strategy Description Advantages Disadvantages Usefulness in context
collection profiling A statistical description of the collection at a point in time. It may list information such as a count of titles in a particular section of the collection, a count of titles by imprint year etc Provides baseline data for future collection development activities. Provides quantifiable data for presentation to stakeholders. Can identify areas that need improvement and support budget requests. Does not consider the breadth, condition or quality of the titles counted or how well those titles meet the identified needs of the school community. Collection of this data may be useful as a jumping off point, however, for meaningful evaluation to take place, complementary strategies would need to be employed.
list checking Librarians check items held against a trusted list of quality resources. Simple to apply. Lists are available that are relevant to many contexts. Credible and reliable lists are assured by the reputation of those compiling them. Lists used must be relevant to the specific context. Lists must be regularly updated. If a suitable list could be obtained that matched the specific context, this is a useful technique. This strategy could be combined with circulation analysis and curriculum/collection mapping
direct collection analysis A person who is familiar with what a quality collection includes in a particular field physically inspects the resources provided to meet those needs. Useful when the collection or scope is small. The physical state of the collection can be ascertained and plans for repair, replacement or augmentation framed. Useful for evaluating several aspects of the collection at once Only considers the condition of the resources actually on the shelf at the time. Best suited to small, narrow collections. Librarians might not be objective. To some extent, this is done in primary school libraries each year during stocktake.
comparative statistics Comparison of various vital statistics with those of a trusted, aspirational model. May include collection size, materials expenditure, staffing levels, etc Can assist in identifying the relative strengths and weaknesses of the collection. Data is readily available and quantitative comparisons simple to draw. Numerical counts can not measure quality or the extent to which the resources counted meet the identified needs of users. This sort of evaluation provides limited useful information in a primary school setting.
application of standards Collection and resource standards are compared with the current collection to determine the extent to which the collection meets the relevant standard. Clear areas of strength, weakness and non-strength can be identified and strategies extrapolated to move forward. Standards are the result of opinion. Different circumstances and contexts might require different standards (meaning they are no longer exactly “standard”). If a suitable set of standards could be sourced, this would be an interesting activity to undertake. I would assess one element or section at a time in order to improve the overall library experience over time.
citation studies Similar to list checking, librarians look for commonly cited texts in a particular field and then determine whether those titles are available in the collection. Identifies items for selection consideration. Data is readily available. Lists of commonly cited texts can be difficult to attain in the primary setting. Teacher librarians could study student bibliographies, however, this will be heavily weighted in favour of items that are present in the collection. In the primary school setting, citation of fiction texts is much less common than citation of non-fiction. Students may struggle to identify quality sources, so citations may be weighted in favour of what is already available. It may be difficult to seek citation aggregates from the wider community in this age group. List checking might be a more valuable tool in this area.
circulation studies Provides data about how frequently resources are circulated by interrogating LMS. Indicates that particular titles are being heavily used and may need additional copies purchased, or that resources are not being circulated. Can be used to compare patterns of usage and possible changing community needs. A negative circulation record does not indicate why the resource is not being borrowed. A positive circulation record only shows the resource is being borrowed, not how it is being used. Does not consider items that are not present in the collection, but desired by users. This data forms a valuable starting point and points to areas for further investigation, but is not conclusive in and of itself.
in-house studies Gathers data about resources that are used on site but not borrowed. Captures information missing from circulation studies. May interfere with user privacy perceptions. Only captures data about resources located, does not include unsuccessful searches. Requires all resources used onsite to be retrieved or reshelved by staff, which, given the available staffing levels, is not realistic in the primary school setting.
user surveys and focus groups Users are asked for feedback on target areas. Responses are analysed and aggregated. Can help to identify areas in which needs are not met. Data collected can be both quantitative and qualitative. Does not capture the feedback of non-users. Users might not have a sophisticated understanding of what a quality collection should be like. Users may be unaware that their intended uses and actual behaviours may vary. Structuring effective survey questions can be difficult. This could be an effective strategy for a primary school setting if care is taken to include a cross-section of the school community in the survey/focus groups.
interlibrary requests A user who checks the catalogue for a particular item, finds it absent and decides they still need it, might request the item from a partner library. Statistics can be obtained allowing librarians to study patterns in the requests. Could help identify resources for selection consideration. Gathering of statistics is simple. Any changes in this area could indicate a shift in user community needs. Does not capture users who go elsewhere to find required resources. Relies on inter-library loans being available. As primary school libraries are usually stand-alone entities, interlibrary loans are not common.
document delivery test Library staff simulate users. First, determine whether the library holds a particular item on a citation list, then go get it. See how long it takes to supply the target item. Provides an objective measure of the libraries ability to meet the needs of users. May identify issues relating to cataloguing or collection management. Library staff are more familiar with the collection than most users, so this test may not show up some issues. Compiling a list of representative titles can be challenging. This could be an interesting strategy for evaluating the fiction and junior fiction collections as students are often looking for particular titles or authors. In the primary school setting, users tend to seek non-fiction resources on specific topics rather than individual titles, so it might be more beneficial to take a collection mapping approach in this area.

 

Reference

Johnson, P. (2014). Fundamentals of collection development and management [American Library Association version]. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/reader.action?docID=1711419&ppg=312

ETL503 Module 4.1: Copyright and music

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Module 4.1 concerns copyright issues in schools. Copyright is the set of rights held by the creator of a creative work (National Copyright Unit, n.d.c). While the teacher librarian is not responsible for policing copyright, they are responsible for educating the school community about their copyright obligations and providing information about changes to copyright law as appropriate. It is also generally the responsibility of the teacher librarian to keep a record of any copyright transactions or applications. This was an interesting piece of information that I had not previously been aware of. I had thought it the responsibility of the person applying for use of a work who would keep the records, but of course, it stands to reason that a central place for maintaining such records would be needed and, as the information specialist in the school, the teacher librarian is, in my view, the most logical choice.

Module 4.1 suggests reviewing information regarding the use of music in schools. I have chosen to investigate two aspects of this that are commonplace in my school to determine whether current practises are satisfactory and if so, which part of the Act is to be relied upon to justify the use from a copyright perspective. If current practises are found to be inconsistent with the requirements and obligations, what changes should be made to ensure the school is meeting its statutory obligations? The two questions I have selected are:

Can students perform pieces of piano music at school assemblies during movement and transition times?

Can the band master provide copies of sheet music to all members of the school bands?

In relation to the first question, currently individual students are invited to entertain the assembly while classes are lining up and taking their seats and again while classes are dismissed at the end of the assembly. They are not provided with sheet music, though some do bring it with them, and they are not instructed as to the piece/s they play. Students generally perform the pieces on the piano. Assemblies are attended by students and teachers and are not recorded or communicated in any way. Initially, I thought this activity might be covered under section 28 of the Australian Copyright Act, however, upon closer reading, this exception only applies when there is an educational purpose. However, the performance would be covered under the APRA License, which is an agreement with the Australiasian Performing Right Association allowing students and staff of all public schools, Catholic schools and most independent schools to perform (but not necessarily communicate) music live at any event connected with school activities (National Copyright Unit, n.d.b).

The second question of whether the band master may copy and distribute sheet music to all members of the band has intrigued me for some years. When I was a student in primary school I noticed that the band members were issued with folders containing the music needed for that year’s program, but had to hand it back at the end of the year. I wondered why this was so. Later, as I began working in schools and had contact with more than one school’s bands, I noticed that this practise seemed to be the norm. I suspected that copying the sheet music in its entirety would be infringing copyright and therefore, the school must have had to purchase multiple copies for each student to have one. It would make sense for those copies to have been reused each year, much as sets of textbooks were. It turns out, though, that schools may, under the AMCOS Agreement, make copies of legitimately obtained sheet music (National Copyright Unit, n.d.a). However, schools are limited to 30 copies of each original.

References

National Copyright Unit (n.d.a) Copying sheet music in schools. Retrieved from http://www.smartcopying.edu.au/information-sheets/schools/copying-sheet-music-in-schools

National Copyright Unit (n.d.b). Performing and communicating music in schools. Retrieved from http://www.smartcopying.edu.au/information-sheets/schools/performing-and-communicating-music-in-schools

National Copyright Unit. (n.d.c). Smartcopying: 1.1 What is copyright?. Retrieved from http://www.smartcopying.edu.au/copyright-guidelines/copyright—a-general-overview/1-1-what-is-copyright-

 

Selection and deselection – ETL503 Module 2

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Probably the most well known and yet misunderstood aspect of the role of the teacher librarian is deselection. We’ve all been asked, “You’re throwing out books?” in a horrified tone by well meaning teachers and parents. My favourite response at the moment is, “Yes. Do you want it?” Invariably the answer is in the negative. I work in a school library, not a museum or archive. Shelf space is at a premium and it is the job of the teacher librarian to ensure that only quality, relevant material is taking up the valuable shelf real estate. Resources that are covered in 3 feet of dust but otherwise pristine are not being used. This prompts an investigation: why are they not being used? Are they poor quality? Irrelevant? Difficult to find? Unattractive? Teacher librarians are then faced with three choices: promote it, weed it or change the location (move, clean/tidy around it, decorate it to draw attention). A stocktake is a good opportunity to discover resources in this position. When looking at, scanning and cleaning every book, teacher librarians can take the opportunity to remove any resources that no longer meet the teaching and learning needs of the school community. It takes a certain amount of bravery to weed a large collection especially if it has not been done for a long time. My library has designated a “shelf of shame” in the library office to help deal with this situation with humour and provide a little education for teachers and parents who ask the questions I mentioned at the beginning of this post. It is stocked with recently weeded gems that demonstrate clearly why this is needed. One look through and people have a good laugh and understand.

In module 2 we learn that collection development involves:

  • an assessment of community needs
  • an assessment of how well the current collection meets those needs
  • development or revision of selection criteria
  • identification of resources that will improve the way community needs are met
  • selection of the best and most relevant of those resources for purchase
  • acquisition of selected resources
  • processing of resources to make them shelf ready
  • circulation
  • deselection of resources that no longer meet the needs of the school community.

We are pointed to the work of Hughes-Hassell and Mancall (2005), Johnson (2009) and Kimmel (2014).

We learn that teacher librarians use selection aids to assist in identifying resources to meet needs. Many are listed in section 2.4 of the module. Care must be taken to ensure reviews relied upon are objective, accurate and contain information about the resource such as the intended audience, reading level required, themes and potentially controversial elements (eg language, complex themes). The section of the module that deals with censorship encourages trainee teacher librarians not to self-censor controversial materials, but, in the interests of developing a balanced and diverse collection, be aware of themes or elements of resources that may be potentially offensive and make the deliberate choice of whether or not to include them. Not all selection aids will include this information.

The specific selection criteria used will be determined in response to the individual needs of the school community it serves (Keeling, 2019). Module 2.5 provides a sample selection criteria from Hughes-Hassell and Mancall (2005). These general criteria must be revised and customised for the individual circumstances. Once written into the Collection Development Policy for the school library, selection criteria must be regularly reviewed to ensure they remain relevant to ever-changing educational contexts.

References

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners. Chicago: ALA Editions.

Johnson, P. (2009). Fundamentals of collection development and management [American Library Association version].

Keeling, M. (2019). What’s new in collection development? Knowledge Quest, 48(2), 4-5. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/2311879567?accountid=10344

Kimmel, S.C. (2014). Developing collections to empower learners. [American Library Association version].