ETL503, Resourcing the Curriculum, has significantly extended my understanding of the role of school library collections.
One of the core topics discussed was aligning library resources with the school curriculum. In module 2, the opportunity to adapt the decision-making model from Hughes-Hassell and Mancall (2005) allowed me to consider how the selection and curation of resources directly support the learning outcomes within our school’s scope and sequence. This approach ensures that library collections are not just a home for books but powerful resources that actively contribute to teaching and learning.
The forum discussions also emphasised a balance between ownership of and access to resources, with Muratovic (2024) commenting on space limitations and maintaining a balance of resources, whether by owning them outright, accessing them through inter-library loans, or using fixed-term licenses and contracts. This is a current area of interest for me, as our library spaces are small, our budget is limited, and ease of access to resources is our priority.
Another important topic was the concept of diversity and inclusivity in our library collections. Modules 2 and 3 highlighted the need for collections that reflect the student body’s diverse backgrounds, experiences, and perspectives, nurturing an inclusive environment and materials that promote global awareness and empathy. O’Connell (2017, p383) addressed the challenges that Teacher Librarians and their teams face in order to:
- identify the needs of the community
- develop a collection development policy
- evaluate, then select materials
- organise these for access
O’Connell continued to note that the Teacher Librarian is responsible for collaborating with teachers and other professional staff to resource the curriculum. An ongoing task now is to build our non-fiction section and ensure that our fiction section is relatable and relevant for our users.
I have continued to develop my knowledge of resources, formats genrifying, and the building of hybrid collections (Walker, 2024a), with this module acknowledging the challenges and strategies associated with digital resources and technology integration. Libraries must provide access to digital resources, including e-books and databases, to support 21st-century learning skills, as Johnson (2009) addressed. The discussions in thread 5.1: Using output measures as tools for purchasing continued to reiterate the necessity of equitable access to technology and the measurement of their use, as well as selecting digital resources that are pedagogically sound and age-appropriate, whilst factoring in budgeting restraints (Walker, 2024b).
Consideration around selection and censorship highlighted the importance of a Collection Development Policy. As reflected in my Module 4 post, there is a need to address challenged materials with an open mind and educate those challenging as to why the resource needs to remain part of the collection (Walker, 2024c). However, it was disheartening to deliberate Jenkinson’s (2002) belief that the possible decline in teachers and school librarians plays a role in increased censorship within Canadian schools. Of course, this is now more present within the United States, with Lukenbill (2007) exploring the current level of instruction in the constitutional framework of First Amendment rights in prevailing instructional programs. Lukenbill also discusses the role of community development and advocacy in curricula and instruction.
With the insights gained from this module, I plan to implement several strategies to enhance the library’s role in resourcing the curriculum. Firstly, I will align the library’s collection with the school’s curriculum. This will involve meetings with the relevant members of our Senior Leadership team and Subject Leads to identify gaps in resources and understand specific curriculum needs. By doing so, I can guarantee that the school libraries will provide relevant and supportive materials for teachers and students whilst continuing to update and weed appropriately, as suggested in the Windsor High School Collection Development Policy (2016).
To further promote diversity and inclusivity, I will thoroughly audit the current collection to identify areas where representation could be improved. I will then prioritise acquiring resources that reflect diverse cultures, experiences, and viewpoints. Creating displays and reading lists highlighting these diverse materials will make them more visible and accessible to students.
References
Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners [ALA Editions version]. http://portal.igpublish.com.ezproxy.csu.edu.au/iglibrary/obj/ALAB0000186
Jenkinson, D. (2002). Selection and censorship: It’s simple arithmetic. School libraries in Canada, 2(4), 22. https://web-p-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=74e52411-4d2f-4f6f-8534-ad4abb9ad4ad%40redis
Johnson, P. (2009). Fundamentals of collection development and management. (2nd ed.). ALA Editions. https://web-p-ebscohost-com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzI2Nzc1Nl9fQU41?sid=505b75bb-7475-4f02-a426-e6d5912a1c10@redis&vid=0&format=EB&rid=1
Lukenbill, W.B. (2007). Censorship: What do school library specialists really know? School Library Media Research, 10. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol10/SLMR_Censorship_V10.pdf
Muratovic, M. (2024). Ownership vs Access. Forum: 2.2 Pros and Cons of Ownership versus Access. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_71809_1&nav=discussion_board_entry&conf_id=_150287_1&forum_id=_334897_1&message_id=_4721149_1
O’Connell, J. (2017). School Libraries. In I. Abdullahi (Ed). Global library and information science: A textbook for students and educators. De Gruyter Saur.
Softlink Education. (2023). Australian School Library Survey Report. Softlink Education. https://www.softlinkint.com/downloads/2023_Australian_School_Library_Survey_Report.pdf?vgo_ee=I8BVOG9m1k01v3xDKbSoNcTC6E1aAMzeazJG3C%2F83eUha%2BdfabOA%3AuKGxXAXBkwaPycI%2Fm8H%2F5k9C2KYOatm%2F
Walker, S. (2024a). ETL503 Module 02 “Developing Collections” Reflections and Activities. Shiv’s Sentiments. https://thinkspace.csu.edu.au/shivwalker/2024/04/13/etl503-module-02-developing-collections-reflections-and-activities/
Walker, S. (2024b). 5.1: Using output measures as tools for purchasing. Thread: 5.1: Using Output Measures as Tools for Purchasing. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_71809_1&nav=discussion_board_entry&conf_id=_150287_1&forum_id=_334905_1&message_id=_4788166_1
Walker, S. (2024c). ETL503 Module 04 “Other Considerations of Selection” Reflections and Activities. Shiv’s Sentiments. https://thinkspace.csu.edu.au/shivwalker/2024/04/13/etl503-module-04-other-considerations-of-selection-reflections-and-activities/
Windsor High School. (2016). Library Collection Development Policy. https://windsorhighschoollibrary.org/collection-development-policy.pdf