In my previous context as Library Manager and TL, the budget I was given was woefully insufficient. The school had a tight budget, but also, I felt, misplaced priorities. I acquired a wonderful, experienced, generous and knowledgeable mentor through School Library Association Victoria (SLAV) and she suggested I put forward a three year plan, including what funds are needed to develop the collection. Through submitting this three-year plan to the principal, the library budget did double – which was still insufficient – but obviously an excellent start towards creating an effective collection that could support the teaching and learning needs of the school community.
The original budget really was unworkable, but before these readings, I had just assumed that the Senior Leadership Team (SLT) determines the budget according to funds available and the departments and TLs just had to work with what was given to them. Now I understand that it is a much better idea to submit a budget proposal based on a thorough analysis of the collection along with a plan as to how to develop the collection to best serve the needs of the school community. The SLT must know that the TL is evaluating the collection to support the school’s curriculum goals and this transparent analysis keeps the TL accountable to continuously improve the collection for the attainment of these goals. Principals are busy and are not always across the resource needs of the school and the budget that is required to provide a powerful collection that supports teaching and learning. That is why it is important that a TL creates a budget submission that is based on a sound analysis of the collection and a collection development plan.
Having a collection development plan showcases to key stakeholders, especially the SLT that the library is guided by the values of intellectual freedom, equity and access as well as the school’s mission statements. It is important that SLT see that a thorough and authentic evaluation of the budget allocation has been conducted from the previous year against the collection development goals; the stakeholders can then see how the areas of need have been strengthened with other areas identified to be further developed. In this way the TL will build more clout and the library will be further recognised as being professionally managed and directed. When the TL puts forward the next budget submission, the SLT may well be more inclined to channel required funds towards the library.
I have never been at a school where there is school library committee but I do like the idea. I imagine it would help to build the profile of the library and encourage richer collaboration between the library team and classroom teachers. I think TLs must write the budget proposal according to a collection development plan, but that this could be reviewed and then submitted by the library committee, if there is one available. In my current context, teachers are flat-out so I am unsure whether we would be able to garner a school library committee … especially as our library team is well-staffed. However, inviting staff members to be involved in the library and its collection in this way would encourage more staff to feel that they have a voice in the collection and therefore feel a stronger connection with the library at large. The collection development plan more definitely is a vital public relations tool.
The TL should know and understand the collection deeply and getting to know the collection is not just about ordering and checking circulation statistics; it can mean doing lots of shelving! The idea of mapping the collection according to curriculum areas and year levels is an excellent way to review and document the real needs of the collection requirements. Going through this process demonstrates to stakeholders that the TL has a sound understanding of the resource needs of the school community and would therefore have more faith in the TL’s plan for developing the collection.
From collaborating with students and staff and constantly evaluating which areas of the collection need attention and boosting, with the guiding principles and school’s goals in front of mind, the TL can develop a solid collection development plan that can garner the support of SLT and stakeholders.
References:
Debowski, S. (2001). Collection program funding management. In K. Dillon, J. Henri & J.McGregor (Eds.). Providing more with less: collection management for school libraries (2nd ed.) (pp. 299-326). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University. (e-reserve)
Kimmel, S. C. (2014). Developing collections to empower learners. http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=1687658