The decision making model that is illustrated in Collection Management for Youth examines the process that is taken for a resource to be made available for learning. However in this chapter Hughes-Hassell & Mancall note that there are several factors that contribute to the selection of a particular resource being included in a library’s resource list. These factors include the learners, teaching context, link to the curriculum and engagement for the community.
The learners are a key influence particularly when sourcing different types of resources. When a school library is obtaining new resources to assist the learner the reading level, writing level, language differences, learning styles, ethnic and cultural background, learning differences, and reading preferences should be considered (Hughes-Hassell & Mancall 2005). This ensures that the resources can be used adequately and are linking to relevant Key Learning Areas (KLA) across the curriculum.
Due to the teaching context of each resource, the school library continually needs to consider which materials will be “most appropriate” for the learner (Hughes-Hassell & Mancall 2005). A digital resource might be helpful during school hours so long as students have access to them but there isn’t as much relevance for the student to be set tasks on literacy and numeracy programs such as Studyladder, particularly if the learner doesn’t have access to a computer or laptop at home. This issue should be considered before obtaining access to these resources so that the learner can have adequate time to use it.
Resources that have multiple links across KLAs can be extremely helpful particularly if they are links to everyday examples that will provide strong connections for the learner to build their understanding. Therefore the development of school wide curriculum maps are an essential way to understand and develop how the scope and sequence of a particular term will be set out for each subject area as well as discuss the units of work that will be covered throughout a term or semester.
The use of literacy apps during small group time can broaden the reach that the school library can introduce to the entire school community. A new application that focuses on sight words could be introduced and used during literacy lessons in Early Stage 1 and revised in Stage 1 so that multiple stage groups have access and familiarity to these sort of resources. The engagement between the learner and parents or caregivers is also vital so that learning can continue to take place in multiple environments. These environments can include at home or even during everyday situations such as grocery shopping which encourage the learner to have experiences in problem solving. However the encouragement of practising skills such as reading or writing at home is necessary for the parent or caregiver to also see what they are learning during school hours.
When all of these physical or digital resources are being obtained they should follow explore each of these areas in order to determine if the resource will be beneficial as part of the school library collection. Here is a quick overview of those steps:
- The Learner:
- What type of display setting will the learner use this resource (physical, digital)?
- Teaching Context
- How relevant is this resource for teachers in particular learning areas?
- Link to the Curriculum
- Where will this resource be used when it comes to the subject area or unit of work?
- Engagement with the School Community
- How often will this resource be used (across stages or at home)?
References:
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
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