Category: ETL503 – Resourcing the Curriculum

ETL503 Post-Study Reflection

Monica CoddingtonLeave a comment

How has the subject has extended your knowledge and understanding of the role and nature of school library collections?

Engaging with the module content, resources and assessment tasks associated with this unit has led to some significant developments in my knowledge and understanding of the dynamic nature of school library collections and their role in meeting user needs. Early blog posts published during the beginning of the semester reveal preliminary understandings of the role of library collections in resourcing the curriculum – that the collection should contain relevant, current and accurate resources that support student and teacher needs and access to the curriculum, and that they should know how to access collections so that these needs can be met (Coddington, 2022a).

A later blog post (Coddington, 2022g) and my work in assessment one reveal that this knowledge has developed to include the awareness about the nature of collections – that whilst they indeed should cater to and reflect the needs of the users and the curriculum, this does not happen automatically. It shows that I learned that collections are evolving and dynamic, requiring constant evaluation by the TL to identify strengths and areas for improvements based on collected data and knowledge of the diversity of student needs to ensure they continue to be met by a balanced collection (ASLA & ALISA, 2001; Lamb & Johnson, 2007; Patte, 2013).

What is the importance of a collection development policy as a strategic document?

During this unit I learned that collection development policies (CDP) are highly important as they not only guide collection development, but also inform individuals new to the library about best practice in collection development to ensure the collection remains balanced and of a high quality (ASLA & ALIA, 2001; Braxton, n.d.; Hibner & Kelly, 2013). Prior to engaging in this unit, a CDP would have been highly useful, as when responding to how I would go about developing a collection to resource a curriculum topic in an early blog post, it became clear that I had only a foundational understanding of the CDPs and the strategies available to identify resources, citing only text lists and online catalogues as tools to assist identification of resources (Coddington, 2022b). In this post I failed to mention the diverse range of selection aids available to identify resources, which I identified and evaluated in later discussion forum posts (Coddington, 2022c; Coddington, 2022d; Coddington, 2022e) and assessment one. This demonstrates my increased knowledge of the evaluation processes necessary to make effective choices. Overall, I learned that CDPs are invaluable strategic documents, as they ensure consistent choices are made to achieve the library’s goals in meeting user needs (Hibner & Kelly, 2013).

How might a collection development policy assist in future proofing the collection?

Throughout this unit I learned that CDPs have the potential to achieve the library’s goals in meeting user needs as the processes outlined within them will remain consistent (ASLA & ALIA, 2001; Hibner & Kelly, 2013; Punshon, 2006), and will allow the TL to engage in evaluations of the collection, which leads to the development of short- and long-term goals (ASLA & ALIA, 2001; Lamb & Johnson, 2007). These goals work to future proof the collection as they ensure all decisions work to meet these goals to enhance the quality of the collection, regardless of who is fulfilling the role of TL. This need for consistent and quality collection evaluation is a fundamental component of collection management that I learned throughout this unit. In a blog post I identified that at present, I evaluate collections using visual cues (i.e. the condition of the resources) (Coddington, 2022f). My new knowledge of the benefits of consistent, data-driven evaluations to establish short- and long-term goals and future proof the collection that I demonstrated in later blog posts means I must work to improve my collection evaluation, as I reflected on at the start of the unit that there are “currently no priority areas” identified for this in my library (Coddington, 2022h, para. 5).

What are priorities for your own practice, and how could you promote awareness of collection development issues with school leaders?

This unit became overwhelming at times because the content I learned was so highly applicable, practical and relevant to my practice that I did not know where to begin to implement my learning to improve my practice in my own K-12 library. A review of my blog posts and discussion forum posts throughout the unit however reveals that as I progressed through the unit I reflected on my learning and began to identify clear priorities for my future practice.

Collection mapping is one such priority identified to improve the relevancy and quality of my collection, as evident in my discussion forum post where I reflected on my desire to learn more about the strategy to enrich the collection and meet user needs, which I had been “pondering how to achieve […] for a year or so” (Coddington, 2022f, para.3). This knowledge was enriched further by my engagement with relevant literature which highlighted the processes involved in curriculum mapping, and why it should be enacted to support student achievement (ASCD, 2006; Lamb & Johnson, 2007).

Another priority for my future practice is the development and implementation of a collection management policy (CMP) in my library. For some time, I’ve been mentioning the need for a “How to and Why” guide in the library so that procedures and goals can be maintained across frequent staffing changes. Clearly what I meant was a CMP, and so perhaps my biggest take away from this unit is not only the existence and importance of such documents, but also how to write and implement them to improve my own practice. Braxton’s works (2022; n.d), Hibner & Kelly’s and Johnson’s (2018) works, which I engaged with thoroughly during the second assessment, were highly useful resources and significantly developed my knowledge of what such policies should contain, and why, and will benefit me greatly in the creation of a CMP for my own library.

The creation of CMP, made possible by this unit, will assist me to promote the issues of collection development that I learned about such as weeding, lost item processes, copyright, and selection with school leaders. I learned that in the CMP these issues, which are often contentious (Braxton, 2019; Dillon et al. 2001), will need to be explained and outlined in light of the library’s stipulated goals. The learned necessity of frequent review (Dillon et al., 2001; Hibner & Kelly, 2013) and approval of this document by school leaders will present ongoing opportunities to highlight these issues, and provide the broader school community with information about how the library is working to meet their needs (Braxton 2022; Hibner & Kelly, 2013; Punshon, 2006).

Word count: 1063 (1000 +/- 10%)

 Reference List

Australian School Library Association & Australian Library and Information Services Association [ASLA & ALISA]. (2001). Learning for the future. (2nd ed). Curriculum Corporation.

Australian School Library Association (ASLA) & Australian Library and Information Association (ALIA). (2001). Learning for the future: developing information services in schools. (2nd ed.). Curriculum Corporation. https://primo.csu.edu.au/discovery/delivery/61CSU_INST:61CSU/12131785210002357

Association for Supervision and Curriculum Development (ASCD) (2006). Getting Results with Curriculum Mapping. [Online Video]. https://video-alexanderstreet-com.ezproxy.csu.edu.au/watch/getting-results-with-curriculum-mapping/details?context=channel:education

Braxton, B. (2019, March). The Gardener’s Hat. 500 Hats. The teacher librarian in the 21st century. https://500hats.edublogs.org/?s=weeding

Braxton, B. (2022, January). Sample Collection Policy. 500 Hats. The teacher librarian in the 21st century. https://500hats.edublogs.org/policies/sample-collection-policy/

Braxton, B. (n.d.) Policies and Procedures. 500 Hats. The teacher librarian in the 21st century. https://500hats.edublogs.org/policies/

Coddington, M. [monica.coddington1] (2022a, February 28). ETL503 Pre-Study Thoughts, Questions and Reflections. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2022/02/28/etl503-pre-study-thoughts-questions-and-reflections/

Coddington, M. [monica.coddington1] (2022b, 28 February). 1.3 How might you go about resourcing a topic in the curriculum? The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2022/02/28/1-3-how-might-you-go-about-resourcing-a-topic-in-the-curriculum/

Coddington, M. (2022c, 13 March). Goodreads – The Pros and Cons. Discussion forum post [ETL503 Interact2].

Coddington, M. (2022d, 13 March). Selection aids online – Twitter. Discussion forum post [ETL503 Interact2].

Coddington, M. (2022e, 13 March). Scootle Resource – Critical Thinking. Discussion forum post [ETL503 Interact2].

Coddington, M. (2022f, 5 May). Methods of Collection. Discussion forum post [ETL503 Interact2].

Coddington, M. [monica.coddington1] (2022g, 15 May). Collecting analytical data. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2022/05/15/collecting-analytical-data/

Coddington, M. [monica.coddington1] (2022h, 15 May). Methods of Collection Evaluation. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2022/05/15/methods-of-collection-evaluation/

Dillon, K., Henri, J. & McGregor, J. (eds). (2001). Providing more with less: collection management for school libraries. Centre for Information Studies. 126-136. https://primo.csu.edu.au/discovery/delivery/61CSU_INST:61CSU/12131785100002357

Hibner, H. & Kelly, M. (2013). Making a Collection Count: A holistic approach to library collection management.  (2nd ed.). Chandos Publishing.

Johnson, P. (2018). Fundamentals of Collection Development and Management. (4th Ed.). ALA Editions. Chicago. https://portal-igpublish-com.ezproxy.csu.edu.au/iglibrary/reader/ALAB0000458/1

Lamb, A. & Johnson, L. (2007). Library Media Program: Collection Mapping. The School Library Media Specialist. https://eduscapes.com/sms/program/mapping.html

Patte, A. (2013). Developing Library Collections for Today’s Young Adults. Scarecrow Press. https://primo.csu.edu.au/permalink/61CSU_INST/1hkg98a/alma991012588282802357

Punshon, M. (2006). Developing school library policies for student learning. In M. Punshon & C. Punshon (Eds.), Managing for Learning: Issues for Primary School Libraries (9-26). School Library Association of Victoria.

Copyright and the Library Collection

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Copyright and the Library Collection

How can schools manage the copyright status of content being loaded into the learning
management system (LMS)?

Schools are permitted to create, store, communicate and use mulitple copies of literary, dramatic, musical and artistic works for the purpose of education in the school setting (smartcopying, 2022, para. 1). They are covered for this use under the Statutory Text and Artistic Works Licence, which ensures that artists, writers, composers, etc. are paid for the educational use of their products. This copyright use is paid for by the Department of Education.

 

Under this licence, TLs are able to manage the resources in their library collection more effectively, as they are able to make, store, and communicate copies of resources for teacher and student educational use. However, this licence does not permit the copying of computer programs, audio and/or visual material, or text based resources for non-educational purposes. This has implications when one considers the storing of films as a resource in the collection, particularly given the temptation to “reward” students with a film viewing session otherwise unrelated to course content for good behaviour etc. Resources thus need to be managed in light of this copyright law, and the TL should work to ensure all staff and students accessing the collection are aware of this law. Materials added to the LMS should only be included if they are for educational purposes if the TL believes copyright could potentially be breached with the addition of the resource, and a note in the description about the parameters of the resource’s usage for educational purposes, to be reviewed on a regular basis, could help manage the content in the LMS.

 

Reference List

Smartcopying. (2022). Education Licences: The Statutory Text and Artistic Works Licence. Smartcopying. https://smartcopying.edu.au/guidelines/education-licences/the-statutory-text-and-artistic-works-licence/ 

Copyright Exceptions in Schools and the Collection

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Copyright Exceptions

 

Copyright exceptions exist to cover the educational usage of material available on the internet that is not typically cocvered by a statutory licence. There are for exceptions included in this list:

1. Fair Dealing

Teachers and students may copy information for their own research or study.

2. Disability Exceptions 

Students viewing and/or using material that may involve copying resources not owned by the teacher is granted if they were copied to provide students with a disability greater access to information and therefore learning.

3. Exam Copying 

Teachers may copy and distribute materials for assessible online and hardcopy exams. They may not copy and distribute materials for non-assessible examinations or tests (e.g. practice exams)

4. Flexible Dealing

Permits the use of internet materials for educational purposes not otherwise covered by the Statutiry Text and Artistic Works Licence or other copyright exceptions. This includes:

  • Uploading/installling freely avaiable apps for edicational purposes
  • Copying podcasts for students
  • Making copy of a Vimeo video for student use.

 

Reference:

Smartcopying. (2022). Internet and Websites. Smartcopying. https://smartcopying.edu.au/guidelines/internet-and-websites/

Internet and Websites

Methods of Collection Evaluation

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Consider models and methods for collection evaluation which may effectively relate to the learning and teaching context, the needs of users and the school library collection within your school, or in a school with which you are familiar.
  • What are the practicalities of undertaking a collection evaluation within a school in terms of time, staffing, and priorities, as well as appropriateness of methodology?

In the rural small central school library in which I work as both a TL and a classroom teacher, annual collection evaluation is not a practical process. A method such as curriculum mapping is time consuming, and evaluation should be an ongoing process if it is to be effective. However, this is a monumental task when you consider all the other more pressing issues the TL faces on a daily basis: resource identification, evaluation and selection; accessioning and covering; promoting; program writing for library classes; resource creation for library classes; returning and borrowing; collaboration and meetings with staff; event planning; management of the library space, etc. When you’ve only got an additional staff member with you for an hour a day at most, when you’ve got a class in for library to assist with borrowing and returning, evaluating the collection is a monumental and time-consuming task that the TL, on their own and without release time, simply does not have time or the capacity to achieve on an ongoing basis.

  • How does the need for, and possible benefits of an evaluation of the collection outweigh the difficulties of undertaking such an evaluation?

The benefits of being able to develop short and long term goals in order to create a focused collection, create selection procedures to match these goals, and build a budget to subsequently meet them would result in a balanced, well resourced library that meets the needs of both staff and students. Not engaging in collection evaluation means that collections have the potential to become outdated, weak, and do not reflect the curriculum or the needs of the leanring community.

  • Is it better to use a simple process with limited but useful outcomes, or to use the most appropriate methodology in terms of outcomes?

It depends on the timing. If the collection has never been evaluated, then the most appropriate method to get the most reliable and useful outcome in terms of usable data is the better option. However, this is likely not a viable approach for a yearly evaluation, due to the time it takes to implement. It could be implemented at the start of a TLs new role (or if it has never been done) to get baseline data and become familiar with the collection in order to determine goals, and then it would be more beneficial to implement a simpler process with limited data/outcomes on an ongoing/yearly basis. More comprehensive analysis would need to occur however every 5-10 years to get comprehensive results and a better understanding of where the collection is currently at in terms of quality and relevance.

  • What are the current priority areas for evaluation in your school library collection?

Over the last two years we have been genrefying the collection, and evaluation has occured as books have been genrefied. The outcomes were based on age, circulation stats for the resource, and condition. At the end of last year I reviwed the junior non fiction collcection and determined that it needed updating. This was based on the condition of the books I observed as I moved them from one location to another, and the knowledge that this is one of the most highly borrowed collections in the library. Other than this, there are currently no priority areas for evaluation in my school library collection. This is an area I need to work to improve.

Collecting analytical data

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The School Library Media Specialist (SLMS) in “Collection mapping” explores using collection maps to collect and analyse data in the school library setting. It details what a collection map is (a tool to provide an overview of the collection as it currently sits) as “an effective tool for decision making” (para. 11).

Using collection maps in a school  library provides the TL with a range of quantitative data, that the TL can then use to make informed decisions about future purchases and planning for the collection. The data it and subsequent emphasis mapping provides reveals strong and weak collections in terms of size, relevance, and appropriateness for the library’s cohort. However, SLMS further highlights how this data can then be futher used to inform future decisions. Comparing this quantiative data, as well as the qualitative data collection from further emphasis mapping, with circulation statistics will only serve to improve the quality of the analysis conducted by the TL. Doing so will allow the TL to identify what areas of the collection aren’t borrowed as frequently, and then compare this with the collection mapping data to determine if this is due to promotional issues, relevancy issue, quantity or quality issues.

After these analyses have been conducted, the TL can then use this collection mapping data to create short and long term goals for the collection, and further create selection procedures that match the curriculum and collection goals. Doing so will ensure that the collection maintains relevance, quality, and reflects the curriculum and student needs.

 

References

The School Library Media Specialist: Collection mapping  http://eduscapes.com/sms/program/mapping.html

2.5 Selection Criteria Activity

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Select a resource and evaluate it according to the criteria listed above.
Consider which is the more appropriate approach for determining the general selection criteria to be used in a school, the general approach employed by many school libraries, or the alternative proposed by Hughes-Hassell and Mancall?
Can you think of an alternative approach which would incorporate the teaching and learning environment within the key general selection criteria?
Resource: Barker, M., & Scheele, J. (2019). Gender: A Graphic Guide.
Context: K-12 Central School
Primary Considerations
  • Appropriateness:
    • Content is not appropriate for all learners; appropriate for year 10+ conducting CAFS, S&C courses, etc.
    • Some words may need investigating; some students too developmentally young to access the resource due to mature content
    • may be of some interest to some students, but not all.
  • Scope
    • to educate readers of the scope, nature and history of the nature of gender (how it is informed, formed, etc.)
    • detail appropriate for older readers
    • presents a diverse view of gender; supports inclusivity
  • Accuracy
    • Material is u to date and accurate. Opinions and biases are not recognised. Sources identified within work, frequent references made to other works, specialists and experts.
  • Treatment
    • Style is appropriate for subject (cartoons used to illustrate – this is highly appealing for my learners). Stereotypes not avoided, as they are discussed in length about why they exist. Resource does reflect diverse society.
  • Arrangement and Organisation
    • Material is arranged and organised in a user-friendly manner.
  • Authority
    • Author is very knowledgeable, has published previous works on similar topics.
  • Comparison with other works
    • More engaging than other works as it is a graphic novel in structure and approach.
    • Same approach used with author’s previous works.
Secondary Considerations
  • Physical quality
    • physical elements support the purpose of the work and the learning styles of students
  • aesthetic quality
    • Yes – graphic novels are highly popular
  • literary merit
    • N/A
  • reputation of author, illustrator or producer
    • students do not currently use other works by the author
    • seniors may find it interesting in their stage 6 studies, as it may compliment their senior subjects

Selection and Management Issues around e-Books.

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Foley, C. (2012). eBooks for leisure and learning. Scan, 31(4), 6-14.

What follows are notes on the selection and management issues around e-books as outlined by Foley’s work.

  • “access to, and reading of, ebooks was most prolific where there were planned, explicit learning activities. […] The targeted classes engaged in scaffolded learning activities were the highest users of the ebooks resources” (page 8). This suggests that students need to be provided with opportunities for ebook selection and access, and that organic access is minimal/limited in comparison.
  • budget must be considered in the selection of e-book providers. For smaller libraries, this additional cost may not be feasible.
  • contracts can have hidden costs
  • devices for use and access may need to be purchased, such as ereaders. These will need to be managed individually.
  • freely available e-books need to be added manually, and regularly checked to ensure users can still access the site/resource.

2.1 Selection in the School Context: Professional Reflection

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Think about responsibility for resource selection. 

Discuss how the teacher librarian’s expertise and role is different from that required by all teachers.

All teachers are required by the AITSL standards to know about and utlise a vast array of resources to support learning in their curriculum areas. The TL differs in that they are expected to have a much deeper knowledge not only of resources required for curriculum learning, but how and where to find those resources, how to access them, provide access to them, support and encourage teacher use of them, and additionally have a wealth of knowledge on quality literature for student leisure and enjoyment. They must understand the diverse interests and characteristics of students across the entire school, and be well versed in current and aging quality literature to be able to match students with texts of interests. They must also have a deep understanding of what constitutes “quality” literature, where/how to find it (e.g. the range of awards for international and national literature, etc.), and what texts should be purchased to fill the gaps in collections.

Share ideas on how teacher librarians might effectively collaborate with the school community in the selection of resources in a school with which you are familiar.

First and foremost, a TL must be aware of what teachers are intending to teach, and the characteristics of the cohorts they are teaching, so that they may effectively cater to their needs by suggesting and providing access to appropriate, quality resources. Asking teachers what kinds of resources they use primarily, what resources they currently depend on, and what areas of the curriculum they feel could be further enriched is another excellent way to collaborate with teachers. Futher, TLs can source resources, and then discuss them with teachers prior to selection and acquisition to determine if they are a good fit for both the teacher and the curriculum content.

Consider also how to engage your learners in selection of resources for their school library.

Learners can be engaged in the selection of resources in many ways in the school library. Taking recommendations of texts for purchase is one such strategy. I recently implemented a Google Form Book Recommendation, and linked it to our library news page, so that students may formally submit requests for texts. Other means of taking recommendations and suggestions is verbally, or implementing a “suggestions box” at the front of the library. Alteratively, enlisting library leaders to survey students about what books they think would enrich the library collections is another stratgegy for engaging learners in the resource development of the library.

Who should have the final say on what is included? Why?

I think, to some extent, it should be the TL. Often I have students recommend texts to me with glowing reviews, and yet upon further research (or because I’ve read the text myself) I realise that the text would not, in fact, be appropriate for our school library, nor the age group the recommendation came from (such as texts with mature themes and excessive, graphic violence). Pigging books, for example, are often inquired about in my K-12 Central School, particularly by boys in year 4. However, investigations into such a topic has revealed that such books are often filled with gruesome, detailed and violent scenes, and often images, that are not appropriate for the school community to have access to.

The TL should take on board the needs, interests, and voices of all in the school community. However, as collection managaement is a highly important element of the TLs role, I believe the TL is most equipped to handle the final judgement on resources of interest.

2.1 Selection in the school context Activity

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Review the model (p. 34) developed by Hughes-Hassell and Mancall (2005) – Chapter 4, Selecting resources for learning.
Note that it presents selection as a series of YES or NO decisions. In reality, many selection decisions are not this black and white, and involve a process of prioritising across a range of criteria.
Attempt to draft your own selection decision-making model or flowchart that considers a more complex set of choices and criteria.

ETL503 Pre-Study Thoughts, Questions and Reflections

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What does resourcing the curriculum mean?

  • Ensuring teachers and students have access to resources in the physical collection that address and support curriculum content to be studied in school.
  • Ensuring teachers and students have access to resources in the digital collection that address and support curriculum content to be studied in school.
  • Ensuring teachers and students are aware of the resources they have access to that support their teaching and learning
  • Ensuring teachers and students are aware of how to access the resources they have access to through the school library
  • Ensuring the resources selected, maintained and kept in the collection are relevant, accurate, up to date, and reflective of the needs of the school community.