Tag: collection management

Copyright and the Library Collection

Monica CoddingtonLeave a comment

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/ 

2.1 Selection in the School Context: Professional Reflection

Monica CoddingtonLeave a comment
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.