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ETL503 Assessment 2 Part B – Reflection

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One of the exciting yet challenging features of the school library is change. The speed of change. The pervasiveness of change. The digital revolution (O’Connell, Bales and Mitchell (2015) that has swept the world has transformed the information landscape and the people who inhabit it. Bringing new formats, digital content, changing publishing models, shrinking print collections, increasing digital collections. But it is still all for the same purpose. The school library still exists to help students find, create and explore ideas (Lamb 2015), to assist students to learn to navigate the information landscape confidently, critically and efficiently. Central to that purpose is the development of a comprehensive, balanced and accessible collection. And central to that is the collection development policy.

 

We all share the ultimate destination: we want students to be life-long learners. Capable, confident, efficient, ethical and flexible thinkers. While the end destination is the same for all schools, the scenery, route and landmarks are all different. Our approach to collection development and management must be reflective of the community in which we work and the goals and aspirations of that community. It is the responsibility of the teacher librarian to ensure that the library’s policies and procedures support and implement the mission of the school (ALIA and ASLA 2005).

 

The elements of a collection development policy allow teacher librarians to assess the state of the collection presently, posit the ideal state of the collection and formulate a plan to move towards that goal. I discussed collection evaluation strategies in my blog post, Collection Evaluation. One of the challenges faced by teacher librarians is developing a strong collection that supports the needs, wants, expectations and interests of the school community now and is also flexible enough to be useful as technology and pedagogy continue to develop. Loh and Sun (2019) argue that it is the preferences and interests of the readers themselves that determine whether print or digital resources are more effective. Print is heavy, not updated and takes up valuable shelf real estate, yet students prefer it in some circumstances (Copyright Agency, 2017; Johnston& Salaz, 2019). But what about picture books? Richter and Courage (2017) found that younger readers were more engaged in e-books than in print. It is therefore important for the school library to offer a variety of formats and delivery methods so that readers of all persuasions might access information in their preferred format. This should be reflected in the goals and selection criteria of the collection development policy.

 

Along with a diversity of formats, the collection development policy should reflect the desire to create a collection that represents a diversity of viewpoints (Disher, 2014). All students have the right to see themselves reflected in the characters, stories and problems they read about (Braxton, 2018). Recognising themselves in characters that face hardship and overcome challenges encourages them to do the same when they are experiencing difficulty. Seeing the world through many different lenses allows students to develop empathy and intercultural understanding (Brown, 2016; Veltze, 2004).

 

Are school libraries and teacher librarians to disappear as teachers and students access resources directly online? Finding reliable, accessible and authoritative information online can mean sifting through a lot of unreliable and irrelevant resources in order to find what is needed. I wrote about this in my discussion post in Forum 2.4b and in my comments in Forum 2.4a on the work of Michelle Wheeler. Strong selection criteria combined with reliable selection aids ensure that resources included in the collection are reliable, authoritative and relevant to the school community. Yet, to make sure resources selected meet the needs and interests as closely as possible, it is desirable to include the school community in decision making processes (Viner, 2016). I discussed some strategies for this in my blog post, With Whom the Buck Stops. Regular review of the collection development policy and the selection criteria is desirable in order to ensure the collection continues to meet the needs, wants, interests and expectations of the school community. I discussed this in my blog post, Selection and Deselection. Part of the review cycle should include an evaluation of the collection. Doing this regularly is especially important in a time of rapid change to curriculum such as has been seen since the introduction of the Australian Curriculum and the related state syllabus documents. Keeping abreast of changes in syllabus documents and pedagogical developments allows teacher librarians to ensure resources and services provided remain up-to-date.

 

Changes in technology available in schools has and will continue to be rapid (Domeny, 2017). This has implications for the teacher librarian in determining how the development of digital collections will proceed. Changing software and hardware can mean that resources quickly become unusable, for example, many devices can no longer access CD and DVD resources as they do not have the necessary drives. Software that is developed for older operating systems may not be compatible with newer versions. Resources that can be accessed by iPads may be inaccessible to Android devices and so on. This should be kept in mind when selecting resources and access patterns: what is cutting edge now will likely be obsolete in five years time. The changing technology space brings some exciting new tools and pedagogies but it also brings new safety concerns. Gillies (2017) argues that digital security is a major concern in schools that requires more the virus protection, firewalls and content filtering. She advocates placing greater attention on digital citizenship and cyber security. These are, arguably, part of learning to navigate the digital information environment safely and effectively. The challenge is to keep students safe from inappropriate content without straying into censorship (Rumberger, 2019). Here, too, we must be ever mindful of the context. What is appropriate in one school may be positioned just over the line in another. I considered this in my discussion post in forum 6.2.

 

Part B References

 

ALIA & ASLA. (2005). ALIA-ASLA policy on school library resource provision. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/alia-asla-policy-school-library-resource-provision

Brown, D. (2016). School libraries as power-houses of empathy: People for loan in the human library. International Association of School Librarianship.Selected Papers from the …Annual Conference, , 1-10. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1928619177?accountid=10344

Copyright Agency. (2017, February 28). Most teens prefer print books [Blog post]. Retrieved from https://www.copyright.com.au/2017/02/teens-prefer-print-books/

Domeny, J. V. (2017). The relationship between digital leadership and digital implementation in elementary schools (Order No. 10271817). Available from ProQuest Dissertations & Theses Global. (1896954900). Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1896954900?accountid=10344

Disher, W. (2014). Crash course in collection development. Retrieved from https://ebookcentral.proquest.com

Gillies, A. (2017). Creating a healthy digital environment for 21st century learners. Independence, 42(2), 60-61.

Johnston, N., & Salaz, A. M. (2019). Exploring the reasons why university students prefer print over digital texts: An Australian perspective. Journal of the Australian Library and Information Association, 68(2), 126-145.

Lamb, A. (2015). Makerspaces and the school library part 1: Where creativity blooms.

Loh, C. E., & Sun, B. (2019). “I’d still prefer to read the hard copy”: Adolescents’ print and digital reading habits. Journal of Adolescent & Adult Literacy, 62(6), 663-672.

Oberg, D., & Schultz-Jones, B. (eds.). (2015). IFLA school library guidelines, 2nd revised edition. Den Haag, Netherlands: International Federation of Library Associations and Institutions. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208. doi:10.1080/00049670.2015.1048043

Richter, A. & Courage, M. L. (2017). Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall. Journal of Applied Developmental Psychology, 48, 92-102.

Rumberger, A. (2019). The elementary school library: Tensions between access and censorship. Contemporary Issues in Early Childhood, 20(4), 409-421.

Veltze, L. (2004). Multicultural reading. School Library Media Activities Monthly, 20(9), 24-26,41. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/237132103?accountid=10344

Viner, J. (2016). Collaboration : school libraries. Synergy, 14(2).

ETL401 Module 3.2

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Module 3.2

Are School librarians and endangered species?

Karen Bonanno (Australian School Library Association, 2011) argues that teacher librarians are more valuable than ever, yet they are somewhat invisible. She argues that TLs need to differentiate themselves in the school community. They must identify what it is that they can do or offer that others don’t. Make it visible, necessary. Follow a focus area through until successful. Establish relationships with students, staff and leadership. Show how the work of the TL enhances and develops the general capabilities. In her follow up article, A profession at the tipping point (revisited) (Bonanno 2015) Bonanno adds that TLs must keep abreast of developments in curriculum and pedagogy to ensure that the curriculum is effectively and efficiently resourced, and they can share their knowledge, advocacy and solutions with their colleagues.

 

Compare and contrast the works of Purcell, Herring and Lamb

Dr Purcell (2010) argues that many school staff do not have a clear understanding of the role of the TL and therefore role clarification is necessary. She recommends a time study to provide hard evidence of what the TL is actually doing during the day, and where changes might be made in order to spend more time actively engaging with students and therefore, hopefully having an effect on student learning outcomes. This data, Purcell argues can me used when advocating for the school library program and keeping the Principal and leadership of the school informed about the necessity and impact of the program. Purcell breaks the TL role down into 5 distinct yet interconnected areas: leader, program administrator, instructional partner, information specialist and teacher. She argues that these roles are interconnected – one can not be achieved without the other. Purcell recommends TLs engage in ongoing professional development to ensure their skill set remains up-to-date.

Herring (2007) draws together industry documents from around the world to compare and contrast the mission statements and role statements regarding school libraries and teacher librarians. He states that the learning that happens in the school library should be an extension of that learning that happens in the classroom. He argues that the use of ICTs allows teachers to encourage more active and collaborative learning. Herring suggests that the mission of the school library should be primarily in the development of teaching and learning in the school and secondarily about the provision of resources for that teaching and learning. He describes reading for pleasure as a “small part of the school curriculum” (p29) that is given unnecessary prominence in library mission statements. Herring describes 5 elements of school library mission statements:

  1. Develop effective teaching and learning across the school
  2. Resourcing the curriculum
  3. Provide a suitable learning environment
  4. Promote reading for pleasure and life-long learning
  5. Develop information literate students.

Herring describes the many and varied roles of the TL in schools and suggests that it is not possible to fulfil all of them concurrently, therefore TLs must prioritise according to the needs of the school community. He suggests that the teacher part of the TL’s job is to promote information literacy, promote resource based education and promote reading for understanding and for pleasure. The Librarian part of the job is to organise information for easy access, interpret information systems in the context of curriculum, ensure students are able to use learning resources both within and outside the school and promote independent use of the library for learning. He argues that as library managers, teacher librarians should evaluate the needs of the students and staff, evaluate and develop the collection and related policies, manage the information services and provide a ‘stimulating and helpful environment (ASLA 2003, p62 in Herring 2007, p31).

Herring (2007) discusses the various information literacy models available in the literature. He considers Kuhlthau’s (2004) Information Search Process, Capra and Ryan’s (2001) Information Literacy Planning Overview, Eisenberg and Berkowitz’s (1990) Big 6, Herring’s (2004) PLUS. He suggests that, while there is evidence that teaching information literacy skills using these models does lead to improved student performance (Ryan & Hudson, 2003; Wolf 2003; Herring, 2006), new strategies that include mobile and connected devices will need to be developed.

Herring (2007) discusses the features of a high quality collection development policy. He cites Dillon et al. (2001) who recommend the policy cover:

  • Acquisition policy (not procedure)
  • Criteria for resource selection
  • Evaluation policy and
  • Disputed material policy

Herring (2007) describes the provision of information to students and staff as including reference interviews, selective dissemination of information, development of pathfinders, use of interesting and informative displays. He briefly mentions the importance of collaboration between class teachers and the teacher librarian in developing and effective library website and stresses the importance of on-going professional development, encouraging teacher librarians to remain abreast of changes in technology and pedagogy and act as leaders in their schools in helping teachers to implement change.

Lamb (2011) uses the mnemonic PALETTE to describe the varied roles of the teacher librarian: People, Administration, Learning Electronic information, Technology, Teaching and Environments.  She stresses the importance of forming productive, collaborative relationships with a range of people including teachers, administrators, students and the wider community. These relationships may increasingly be fostered in online environments. Lamb agrees with Herring (2007) that one of the keys to productive, collaborative relationships is in selective dissemination of information. Filtering and targeting information for the particular needs of individuals and communicating that information in a way that is accessible and appealing to that individual. She recommends developing students to be critical thinkers and producers of information rather than merely consumers. While she sees developments in technology as a vital and game-changing advent in the information and education landscapes, she stresses the importance of using that technology as a tool to address other, subject specific knowledge, rather than ICT skills themselves being the goal.

Lamb (2007), Purcell (2010), Valenza (2010) and Herring (2007) all agree on the importance of teacher librarians engaging in ongoing professional development to ensure they remain on the front foot in relation to developments in the information and education landscapes, emerging technologies and pedagogies and innovation. They also agree on the importance of advocacy for the library program with administrators and school leaders who are contending with shrinking budgets and pressure to produce increased student performance.

Herring (2007), Purcell (2010) and Valenza (2010) comment on the many and varied roles of the teacher librarian. Purcell suggests that the roles are interconnected and often misunderstood and so role definition is required. Herring suggests that, as the roles are so varied and numerous, it is not possible to fulfil them all given the resources most school librarian have at their disposal. Prioritisation is therefore required, and that that prioritisation should take account of the needs and goals of the school community. Lamb agrees that the roles are varied and suggests that collaboration with class teachers and the school community is the most important aspect.

Lamb (2007), Purcell (2010), Valenza (2010) and Herring (2007) all comment on the changing information landscape with the advent and continual evolution of digital technologies in schools. They recommend that teacher librarians should be a driving and educating force for both students and teachers in how these new technologies can be used to enhance the educational outcomes of students. Lamb describes a required shift in strategy due to changes in ICT and how these changes affect every part of the teacher librarian’s role. Valenza describes a number of tools that might be utilized to meet the changing and growing demand for digital literacy. While a number of the tools she suggests are somewhat common place now, nine years later, her point is that the teacher librarian, more than any other member of the school community is responsible for seeking out, using and teaching technological developments as they occur.

 

References

Australian School Library Association (ASLA) (2011). A profession at the tipping point: Time to change the game plan. Keynote presentation, Karen Bonanno. Retrieved from https://vimeo.com/31003940

Bonanno , K. (2015). A profession at the tipping point (revisited). Access, March, 14-21

Herring, J. (2007). “Teacher librarians and the school library.” Libraries in the twenty-first century: charting new directions in information: 27-42.

Lamb, A. (2011). “Bursting with potential: Mixing a media specialist’s palette.” TechTrends 55(4): 27-36.

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.

Valenza , J. (2010). A revised manifesto. Retrieved from http :// blogs . slj .com/ neverendingsearch /2010/12/03/a-revised-manifesto/