Part B – Reflection
Overview
I have learnt so much about what a teacher librarian (TL) needs to consider when acquiring new resources to assist with learning. The modules throughout this unit were presented succinctly, however, my dilemma was not having the time to read them more thoroughly and answer more forum posts.
Although, challenging this unit has been, I have developed a deeper understanding about selecting resources, selection criteria, collection development and management policies and thinking about going forward and what that might look like for the library (Souflias, 2023, July, 14). Overall, the library resources together with the school context is all about the of the learner (Hughes-Hassell & Mancall, 2005). Kimmel (2014) elaborates, developing the collection is paramount to empower learners to engage in reading and see the library as a coherent resource where both print and digital sources can be utilised and appreciated.
Collection Development Policy (CDP)
The CDP is a strategic document that is aligned with the schools’ strategic plan and is essential to guide the library’s principles in collection development and management policy and, procedures. The CDP addresses the goals and mission of the school context reflecting on strengths and weaknesses for the collection (Johnson, 2018). Additionally, the key role of the CDP is to guide the TLs’ decision in developing and managing the collection to support current and future requirements for the school community, learning, teaching, and ensuring the curriculum needs are met (O’Connell, Bales & Mitchell, 2015; Stephens, 2014). The selection is one of the TLs ‘key roles and some of that material could prove difficult to consider or challenge (Souflias, 2023, September 30), therefore, the TL may opt not to add it to the collection in case they are challenged (Dawkins, 2018).
Future proofing
Supporting teaching and learning in the 21st century provides both opportunities and challenges for the TL. Changes in technologies occurs so often and rapidly it is hard to keep track (Souflias, 2023, September, 30). No sooner is one technology relevant that same technology may become outdated quickly. However, TLs provide an important opportunity in learning, focusing on the curriculum that justify change, new strategies, and new technologies (Gregory, 2011; O’Connell et al., 2015).
Furthermore, the CDP initiates the TL to evaluate the collection and move in the direction that adheres to the users’ needs, also keeping the TL accountable and relevant within the school (Wade, 2005). Keeping up with updated curriculum guidelines, programs and technologies, new trends, different formats and changing content engages learners. When referring back to the policies the school will be able to navigate new technology, and reassess current collections to determine its relevance, currency, accuracy and reliability so as to assist student learning and help guide teachers with their teaching. Likewise, assisting in challenged material discrepancies, keeping the collection safe and, protecting TLs’ decisions based on the library’s collection.
Resourcing the curriculum is an important and informative part of the selection process and the focus and awareness it places on the TL when assessing and evaluating the collection. The TL needs to be geared for changing environment to enable all users with diverse needs to access library material. As a result, the CDP helps to future proof the collection guiding the TL to evaluate the material and different formats to assist student learning. This can assist my current school to enable all users with diverse needs to access library material, which currently it lacks and somewhat disadvantages some students.
I think the future for a TL will be challenging, however together with faculty collaboration and a well written CDP will ensure resources are aligned with teaching and learning needs of the students and curriculum. On the other hand, if material in the library are to be future proof, schools such as mine, must develop a framework for students to access online resources when and where they need them and for all diverse learners, enabling inclusion and interest in the library.
References
Dawkins, A. M. (2018). The decision by school librarians to self-censor: The impact of perceived administrative discomfort. Teacher Librarian, 45(3),8-12
Gregory, L. V. (2011). Collection development and management for 21st century library collections. Neal-Schuman Publishers, Inc.
Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: Responding to the needs of learners. American Library Association.
Johnson, P. (2018). Fundamentals of collection development and management (4th ed.). American Library Association.
Kimmel, S. C. (2014). Developing collections to empower learners.https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1687658
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.
Stephens, W. (2014). Checking out tomorrow’s school library collections. Young Adult Library Services, 12(3), 18-20.
Wade, C. (2005). The school library: Phoenix or dodo bird? Educational Horizons, 8(5), 12-14.