How to engage learners in the selection process
As mentioned in Module 2, some easy ways to engage learners in the resource selection process at the school library include suggestion boxes, excursions to bookstores or holding book fairs. Of course, the type of resource needed will determine who and how a final selection is made.
If the resources in question are intended simply for pleasure, such as graphic novels or creating a makerspace, you would readily find a cohort of students willing to come and ‘test drive’ the resources. One way this could occur is through a short ‘showcase’ during library time by putting together a presentation of some prospective resources, highlighting their positives and negatives, then asking the children to vote on which ones appealed to them. After all, the resources must draw-in the end-user, not just the librarian, otherwise they will sit on the shelf (on inside the digital library) until ultimately weeded out.
Saying that, children don’t necessarily know what they need in terms of challenging resources. Left to their own devices, they may go back time and time again to the same types of resources, preferring the safety of a favourite series or author to the unknown of a new one. Mahwasane & Mudzielwana (2019) state that “the library collection contributes in developing literacy in learners” (p. 28) so the teacher librarian must also make decisions on resources based on their role in extending emerging readers, not just catering to their comfort zone.
Who has the final say?
As for who gets the final say in what is included or excluded from a library, it will depend on resource to resource. For example, the librarian may be best-placed to select a book based on their knowledge of new, exciting authors or what series is popular with their current cohort. A science teacher would get the final say when purchasing resources that he/she feels fits into their curriculum program, something a librarian knows little about. A group of students with a particular interest may approach with a proposal for a digital object they enjoy using and know they will use in future. All members of the school community are valid stakeholders in the library collection, so all voices should have a say.
However, so many voices can result in clashes or arguments as to a resource’s suitability – a clash that can rarely be avoided. For example, a recent study by Moeller and Becnel into graphic novel collections in school libraries highlighted how librarians needed to self-censor incoming resources more carefully than traditional novels due to their, often inappropriate, visual content. The study found that librarians “…found selecting graphic novels trickier or riskier than selecting print items” (2020, p. 521). So while student-driven acquisition is beneficial to build a topical and engaging collection, censorship by a professional, whether teacher or teacher librarian, is required.
However, most unfortunately, the ultimate final voice is likely to be the school budget.
References
Mahwasane, N. P., & Mudzielwana, N. P. (2019). Understanding Libraries and Reading Among Children. Cambridge Scholars Publishing.
Moeller, A., & Becnel, K. E. (2020). “They’re so stinkin’ popular, how could you say so?” Graphic novel collection development and school librarian self-censorship. The Library Quarterly, 90(4), 515-529.