Assessment two forced me to look at my school’s current situation regarding the digital learning environment (DLE) and delving into my research for the gap analysis task revealed significant shortfall in digital literacy (DL). After reading numerous articles discussing the impacts on students’ learning outcomes and teacher confidence in the digital setting, I began to understand the importance of reading, writing, and interacting using digital tools in a positive and ethical manner (Pangrazio & Sefton-Green, 2021). WHPS is not preparing students with future skills and found our strategic plan had nothing about information and communication technology (ICT). Moreover, teachers’ confidence is limited (Hobbs & Tuzel, 2017) to teach technology to younger students, integrate DL into lessons (Souflias, 2024, April,21) , or understanding concepts in digital citizenship (DC). Re-thinking how to deliver the curriculum with new teaching and learning practices in preparation with the required skills students need is paramount as they not only become lifelong learners but also responsible digital citizens (Souflias, 2024, April, 21).

Pangrazio & Sefton-Green (2021) explained the importance of the digital landscape and how technologies have entered in every aspect of our lives – social, personal, and economical. This further signifies the importance of teaching DC at WHPS to allow students to grow, foster their engagement and inspiration and provide opportunities outside of the classroom to navigate using various digital tools (Souflias, 2024, April, 21). With the rapid advancement of technology, professional development (PD) for teachers has become key in teaching DL and DC and in feeling confident to implement into lessons successfully and effectively. Nguyen and Habók (2024) argue DL is instrumental to improve educational standards. Oddone et al., (2019) add with the complexity of technology PD is imperative as a strategy to support teachers, however, current PD approaches do not meet teachers’ needs. Hobbs and Tuzel (2017) elaborate, teachers do not have sufficient skills and knowledge to integrate digital technologies into pedagogy and curriculum content. This is evident in my own school, where teacher confidence shows through their lessons, limiting technological use and classifying this concept in the “too hard basket”.

Beginning this unit, I felt out of my comfort zone having limited proficiency in technology, previously not understanding what DL entailed. Now, I know I was not teaching DC the way it needed to be taught to enable students to grow into responsible digital citizens. Delving into the gap analysis for my schools’ context in DL was difficult deciding how this concept could be integrated into lessons. Likewise, the first assessment (Souflias, 2024, April 8) was daunting having to developing a website for teachers about teaching artificial intelligence to students. I gathered information on how to create and develop a website and the digital artefact, watching many YouTube video, reading, researching, and exploring various apps. Overall, I come away knowing how much more I can do for my school as a future TL as they are missing many concepts in the DLE and as for me I have learnt so much, even though at times it felt impossible, hard, and unachievable, however I have so much more knowledge, skills, and strategies that I can use for myself and my school.

References

Hobbs, R., & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. British Journal of Educational Technology, 48(1), 7-22.

Nguyen, L., & Hobók, A. (2024). Tools for assessing teacher digital literacy: A review. Journal of Computers in Education. 11(1), 305-346. https://doi.org/10.1007/s40692-22-00257-5

Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional learning through personal learning networks. International Review of Research in Open and Distributed Learning, 20(3), 102-120.

Pangrazio, L., & Sefton-Green, J. (2021). Digital rights, digital citizenship, and digital literacy: What’s the difference? Journal of New Approaches in Educational Research, 10(1),15-27. https://doi.org/10.7821/naer.2021.1.616

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 21^st 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 21^st 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 (4^th 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.

Censorship is an important part of the collection development policy (CDP) which in simple terms is based on the concept to allow freedom to read or express views to balance point of views (Emeka & Atanda, 2017). However, libraries, in the process of achieving their goals adhere to ethical conduct and morales in order to ensure users are respected. A certain level of “duty of care” is maintained and it is even more important in school libraries where children are presented with age appropriate material that is not harmful, embarrassing, lacks integrity of diversity and that the information is accurate and current.

The Australian Library Information Association [ALIA] (2023), addresses an objective as part of its literacy promotion and states ” to promote the free flow of information and ideas in the interest of all Australians and a thriving culture, economy and democracy”. This is to ensure that everyone can use, evaluate and create the information they seek to assist in their own personal, social or educational goals. In other words, it is a way of keeping the balance so everyone can form their own decision when reading about the same topic but different point of views. The TLs role here is to ensure that the material complies with the CDP on challenged materials, although different view points which are health but informative for students to consider different sides of the coin.

Selection of library material has become more complex with digitised updates of information, making the role of the teacher librarian (TL) more relevant and important to the type of materials that teachers and students will have access (Dawkins, 2018). TLs feel the pressure and the impact it causes when self-censorship occurs as they do not want to add certain material in fear of that material being challenged. It is especially important that the collaboration of TL, teacher and principal is seen as one and not each as a separate entity and communication is key to initiate ongoing conversations and understandings. It is important to note that whilst the TL will follow selection policy guidelines, teachers and principals may be unaware of such policies used in the selection, acquisition and weeding of library material. Additionally, with the library’s collection becoming digital, the challenges between printed and digital material becomes more apparent as printed material in non-fiction circumstances becomes out of date very quickly (Koehn & Hawamdeh, 2010). As new current information is presented quicker and more accurately, some printed material may find itself on the weeding list and the pressure is presents for TL to ensure their library is current.

A well written CDP can also alleviate challenges of material if teachers may want certain material to stay or acquisition of materials that do not meet the standards of the CDP that is in line with the schools strategic plan and mission. Awareness of such policies can assist in protecting the decisions of TL as well as contribute towards their valuable role and presence in the library. This will assist principals understand that TLs are professionally trained and are qualified in actively initiating the processes stated in the CDP, as well as understanding what needs to be done to assist users and in turn easing their distress in constantly  explaining their decision (Dawkins, 2018). It is important to note that the CDP is aligned with the school context for its users.

In terms of the library’s physical collection, there will (at least for a while) be room to house both print and digital resources in the library space. Moreover, budgetary implications and justifying costs to acquire new resources may not always be an option. Many digitised materials requires subscriptions or purchases to online textbooks and other resources and this may not be available for all schools because of funding or lack of devices or poor internet access. The TL would need to justify the usage to cost and evaluate whether online databases may be a better option than to buy a few hard copies and have it on restricted loan (Koehn & Hawamdeh, 2010). However, going forward as electronic resources grow and evolve, it may be necessary to take step to ensure the library complies with censorship laws to protect the school environment and users, but also ensure accurate, reliable, current and age appropriate material is available. Finally, the CDP will ensure the TL is protected as clear guidelines will assist with anyone challenging the material to be selected, acquired or de-selected.

 

References

Australian Library Information Association [ALIA]. (2023). Statement on      information literacy for all Australians.  http://www.alia.org.au/Web/Research-and Publications/Policies/Statement-on-information-literacy-for-all-Australians.aspx

Dawkins, M. (2018). The decision by school librarians to self-censor: The impact of perceived Administrative discomfort. Teacher Librarian. 45(3), 8-12.

Koehn, L. S. & Hawamdeh, S. (2010). The acquisition and management of electronic resources: Can use justify cost? Library Quarterly. 80(2), 161-174.

 

 

As the role of the library continues to change and evolve, so do the services they provide. New technologies and social media platforms constantly require the library to update and provide new services to its users. This also requires learning the new technologies and being able to pass that knowledge within the school environment.

Libraries evolution from catering for only printed material has expanded over the decades to offering a variety of services. The 21^st century has provided a new level of consideration as the digital environment is expanding. Today, we need less printed material as Teacher Librarians (TL), teachers and students use digital resources for information. Printed material quickly outdates so the advantage of online resources is currency and accuracy (Stephens, 2014).

As technologies evolve collection development continues to be a significant part of the TLs practice as new formats become imperative part of the library’s collection (Newsum, 2016). As collections are constantly changing, the context of the school needs to be incorporated when developing the collection. The library’s collection development policy (CDP) outlines the key inclusions of how the collection will select, acquire and de-select resources. A development policy keeps things consistent to ensure the library moves forward. The CDP is a strategic document which allows the library to be aligned with the schools’ strategic plan achieving the goals and the mission of the school in cohesion with the curriculum (Bailey, 2023).

Future proofing

COVID-19 pandemic brought about many changes and the world was forced to adapt to a variety of changes. As technologies advance and new discoveries are made the TLs role is impacted by new changes (Tait, 2016). The TLs role, going into the 21^st century is to support teaching and learning providing opportunities and adapting to challenges. In order to reflect ever-changing technological advances TLs need to develop the schools’ collection so as to become more of a Phoenix rather than a Dodo going forward (Wade, 2005). The collaborative efforts of the TL, teaching staff and administrative staff of the school all play an important role to sustain a technological changing environment and keeping the TLs role relevant. Additionally, working to together with the TL and those who specialise in their subject area will ensure the most updated and relevant resources are available and accessible to teachers and students providing a high level of learning environments for all.

 Reference

Bailey, K. (2023). Chapel Hill State School Library policy and procedures.https://chapelhillss.eq.edu.au/SupportAndResources/FormsAndDocuments/Documents/Library/2023-chss-library-policy.pdf

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: An Initial Literature Review. School Libraries Worldwide, 22(1), 97–109.

Stephens, W. (2016). Checking out tomorrow’s school library collections. https://web-p-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=0&sid=0d116645-4e6c-40c9-ba2c-bf63d259e982%40redis

Tait, C. (2016). Library collection management policy. Windsor High School Library. https://windsor-h.schools.nsw.gov.au/content/dam/doe/sws/schools/w/windsor-h/localcontent/whs_library_collectionmanagementpolicy.pdf

Wade. C. (2005). The school library: Phoenix or dodo bird? Educational Horizons. 8(5), 12-14.

Defining collection development and management

Understanding the concepts between collection development and management is not easy and both terms are used interchangeably. However, reading further I have begun to see there is a difference.

Collection

In general, a collection is the process of both physical and electronic resources that are available to use in school environments and the community and involve collecting all formats and genres (Johnson, 2018). Therefore, to be able to maintain library collections, it is important to consider how the collection development and management of these resources are contained and the responsibilities of the librarian to provide the materials needed for its users.

Collection development

According to Johnson (2018) the library has a specific activity and that is to provide information appropriate for the needs of the community. This may involve planning, decision making, funding, and acquiring of material. She further adds there are five elements in the process of collection development:

• Collection development policies
• Budgeting
• The type of material for the collection
• Selection and the acquisition of that material, and,
• Collection evaluation.

Collection development is a crucial function of building the collection which can be complex as consideration must be taken into the usefulness of the material and the type of library it is (National Library of New Zealand, n.d). A school library will have different requirements than a public library but the act of developing the resources remains the same. Subsequently, collection evaluation is an integral part of collection development to determine if the collection is adequate and fulfilling the objectives of the library.

Collection management

Collection management is the process of making decisions about the material that is part of the collection (Johnson, 2018). Managing a library’s collection and how it will meet the schools’ needs will need to be planned well to initiate success in student learning, especially as digital content is impacting largely on collection management.

One specific task of the collection management process is weeding or de-selection of material. There are several reasons why weeding of particular material may be necessary:

• Worn or poor condition
• Factually incorrect (this may be due to more updated information).
• Irrelevant to the schools’ needs.
• A more suitable format is available.
• Limited space to store all material.

 

Challenges and opportunities

Although, many challenges and opportunities in address collection development and management may be present, it is an exciting time to be able to address the mass amount of literature available. Updating material to support, communicate, engagement and promote the community to preserve libraries and the role they play in the preservation of information and adaptation of new technologies, information, and programs to assist teachers and student success.

Reference

Johnson, P. (2018). Fundamentals of collection development and management (4^th ed.). American Library Association.

National Library of New Zealand. (n.d). Collections and Collection Management. Services to Schools.  https://natlib.govt.nz/schools/school-libraries/collections-and-resources/collections-and-collection-management