Category: ETL503

ETL 503 Assessment 2 Part B – Reflection Task

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My perception of the school library has changed so much since I have started this course. I used to think that I was collection developing and managing but I was barely skimming the surface. I am discovering many more sides of my elephant.

The Role and Nature of the School library collection

The library at my school serves many purposes of the school community. To meet the curriculum requirements of the school and provide equity of access needs to be one of the collection’s priorities (Hughes-Hassell & Mancall, 2005).The library is a place for active reading, and for users to create meaning from the texts and information that they interact with(Kimmel, 2014b). The staff would also ask my help for sourcing particular units and events such as NAIDOC week. However, not everyone turns up and asks for resources due to time challenges and not knowing the extent of support the library can provide. The collection needs to reflect the needs of the all the unique identities of the school community(International Federation of Library association and Institutions, 2015).   Effective dialogue with my colleagues will expose areas of need in the collection, to build a collaborative learning organisation(Fullan, 1999). Thus, I need to engender the shift and provide for collaborative opportunities for dialog regarding the library collection.

Certain purchases in my collection due to choices being patron driven could bias the collection. The teacher librarian (TL) guides the students use and access of information in a variety of formats and collaborates with the teaching staff to identify resource needs and design instructional methods(Kimmel, 2014a). The shift to digital collections means the TL, as an information specialist, needs to ensure the equity of access through available devices and networks(Kimmel, 2014a). The ethical issues such as copyright, censorship and bias of the collection must also be considered to provide a well-balanced collection(Morrisey, 2008). All points I need to be mindful of in the collection building process.

My school library collection needs to meet all these requirements and managed by a sound collection development and collection management policy framework  reflecting the ethos, missions, and future directions of the school(International Federation of Library association and Institutions, 2015).

Collection Development Policy is a strategic document

In the beginning, I did not fully comprehend the vital strategic nature of the collection development policy. The policy is a document that explains why the library collection exists and how it relates to the values of the school(Australian Library and Information Association, 2000).  The direction of development stated in the policy should respond to the needs of the school community, to provide relevant material of the highest quality to meet curriculum goals(Kimmel, 2014a).  As mentioned in my post in the thread “collection development- a thoughtful process”(Tun, 2022, Feb 28), it is a cyclical process of collection analysis, identification, selection, budgeting, acquisition with cyclical planning and evaluation(Kimmel, 2014b). I will investigate and apply this cyclical process and link it to the collection development policy which should be continually evaluated.

My library’s collection development policy should be reflective of my school’s priorities. It should have the following sections such as: purpose of the collection, nature of the users, roles and responsibilities of staff, role of the TL, budgeting, selection criteria, selection aids, suppliers, e- resource management, cataloguing, access and circulation, stock taking and copyright (Australian Library and Information Association, 2000). The ratification and review dates as well as who, and how of maintaining and development of the policy should also be included(Australian Library and Information Association, 2000) It is the document that is the foundation of the collection. It is the TL’s weapon to justify why each resource, no matter how controversial is catalogued in the collection(Australian Library and Information Association, 2000; Braxton, n.d; Morrisey, 2008). A collection development and management for e-collections should exist as separate policies. E-collections have a different set of key issues to consider and the policies should include technical feasibility, functionality and reliability, vendor support and licensing(Johnson et al., 2012). I am beginning to comprehend the enormity of the task and that I need to create and to maintain documents that reflect all these components.

 

How to future proof the collection

To develop a good policy that is future proof, I must start with a good analysis of where my collection is. As stated in my post regarding collection analysis (Tun, 2022 April 25), it should be an ongoing process. Using quantitative and qualitative analysis, collection mapping, and the school library collection rubric, I can identify the gaps and strengths of my collection(Australian Library and Information Association, 2000; Peggy, 2018). Based on the information, the I can then decide which areas need weeding and replenishment(Bishop, 2007; Hauser, 2013). I should also use this information to re-evaluate and update the collection development policy and keep it future proof.

E-collections should not be ignored in  future proofing my library. These e-resources need to be accessible and applicable to all reading levels, need to be able to fit into the current system and culturally relevant(Stephens, 2014). The Information fluency framework states that students are not only users but also creators of information(NSW Department of Education, 2021). The adaptations in technology required to deliver these services should be considered as part of the collection development policy that I maintain.

Weeding at regular intervals is another way to future proof the collection, and a good collection development policy would have general deselection criteria with links to the specific categories in the collection management policy(Larson, 2012). As mentioned in my blog post ‘Weeding My Elephant’ , it is something that is crucial to keeping the collection up to date and relevant. I need to identify the gaps in the collection and take the outdated information out of circulation before it is used by students who mistakenly deem it as worthy reference material(Larson, 2012). I need to be critical of the collection.

The collection development policy also identifies future collection goals. These goals would be a benchmark for the evaluation of the library (Johnson,2018). The priorities set in the future goals of the library can help establish staffing needs and budgeting and fundraising priorities(Johnson, 2018). The establishment and enforcement of these policies need to be a collaborative effort of the school library staff and the community. Information based on current evaluation and data need to be advocated to school leaders by the TL(Oddone, 2021). I need to be vocal and advocate with constant communication.

The collection development policy is the backbone of my elephant. It justifies and supports its existence, so that my elephant can fly.

References

Australian Library and Information Association. (2000). A Manual for developing Policies and Procedures in Australian School Library Resource Centres. https://asla.org.au/policy-development-manual

Bishop, K. (2007). Evaluation of the collection. In The collection program in schools : concepts, practices, and information sources (pp. 141-159). Libraries Unlimited.

Braxton, B. (n.d). 500 Hats The teacher librarian in the 21st century. Retrieved 17.05 from https://500hats.edublogs.org/policies/sample-collection-policy/#rationale

Fullan, M. (1999). The deep meaning of inside collaboration. In Change forces – the sequel: The sequel (pp. 31-41).

Hauser, K. (2013). Collection Mapping in a School Library [Youtube video].

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection Management for Youth : Responding to the Needs of Learners. ALA Editions.

International Federation of Library association and Institutions. (2015). IFLA school library guideline.

Johnson, P. (2018). Fundamentals of collection development and management (Fourth edition. ed.). ALA Editions.

Johnson, S., Evensin, O. G., Gelfand, J., Lammers, G., Sipe, L., & Zilper, N. (2012). Key Issues for E-Resource Collection Development: A Guide for Libraries. International Federation of Library associations and Institutions.

Kimmel, S. C. (2014a). Collection Development:Plan for Continuous Improvement. In Developing Collections to Empower Learners. American Library Association.

Kimmel, S. C. (2014b). Developing Collections to Empower Learners. In. American Library Association.

Larson, J. (2012). CREW: a weeding manual for modern libraries. Austin, TX: Texas State Library and Archives Commission. https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/pubs/crew/crewmethod12.pdf

Morrisey, L. J. (2008). Ethical Issues in Collection Development [Article]. Journal of Library Administration, 47(3-4), 163-171. https://doi.org/10.1080/01930820802186506

NSW Department of Education. (2021). Information Fluency Framework. Retrieved 30.04.2022 from https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

Oddone, K. (2021). Story Telling With Data: Evidence Based Advocacy. Access (Online)(September).

Peggy, J. (2018). Fundamentals of Collection Development and Management (Vol. Fourth edition) [Book]. ALA Editions.

Stephens, W. (2014). Checking Out Tomorrow’s School Library Collections. Young Adult Library Services(Spring).

 

 

Weeding my elephant

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I endeavour to weed regularly. The criteria to deselect is based on what is mouldy, old, damaged, lost and beyond repair. Though I find it hard to let go of material sometime. I would rather cull it only when I know there is certain replacement or an extra copy available. I am always weary of culling a book only to find out that it is totally irreplaceable. I would try my best to repair it first and return it to the shelves.

According to the readings in Module 5 of ETL503, weeding should be done regularly as part of the collection management process. The time to weed should be regularly scheduled as well as the section to focus on. The whole collection should be reviewed annually in a continuous process.

Weeding should be part of the collection management policy. Rules for weeding must be established to make sure the collection is still viable and current. Too much weeding without replacement and the collection would be no longer meet the requirements. Not much weeding would mean irrelevant resources just cluttering the shelves.

Vanuk (2015) in “The Weeding Handbook” states it is a good practice to weed. It gives the TL a chance to evaluate the collection and to find if there are any gaps or outdated materials. Weeding gives you an increased knowledge of the collection and a chance to purge. Though it goes against the grain of the TL to remove information, it must be kept in mind that the information delivered needs to be of good quality. It should be a continuous flow process so that patrons do not see a sudden withdrawal of resources. The whole process also engenders to promote the aesthetic feel of the library.

CREW is a cyclical process of Continuous Review, Evaluation and Weeding. According to Larson (2012), Crewing Children’s material is important for the following reasons. Children are susceptible to the information presented in books. Without guidance to find the correct source of information, they are very unlikely to check if it is out of date or inaccurate and incomplete. Why would they check it against other sources when the book was found in the library? They do not always have the knowledge base to navigate the information pathway that many adults are still struggling to do so. Imagine a reference section that has not been regularly updated, which the students would use in their research assignments. This is a very compelling argument for weeding unreliable and outdated information on the shelves.

Weeding the collection is a good way to evaluate the gaps and strengths. Whilst going through the shelves, the A book may be found that has been completely ignored for years. If a TL recognises it’s worth and brings it to connect to the right child, it could a make a world of difference. A series of books that are popular but has seen better days need to be assessed for repair or replacement before it falls apart in the hands of users.

Digital collections should not be ignored. Just like the physical collection, weeding is required of e-books because the collection needs to be current and meeting the requirements of the community. The user aspect of what is returning when a database search is done should be considered.

The quality of a library collections and its appearance reflects upon the quality of the library and the TL. Hence the persons who oversee collection development should also be part of the weeding and deselection policy development. A truly effective weeding process strengthens the collection through content relevance and appearance of the shelves. Thus it needs the involvement of all the stakeholders and judgement of the person who understands the collection and the community it targets.

A book should not be judged by its cover. However, the collection could be judged by its ability to serve the community.

 

 

Rebecca, V. (2015). The Weeding Handbook : A Shelf-by-Shelf Guide  [Book]. ALA Editions.

Larson, J. (2012). CREW: a weeding manual for modern libraries. Austin, TX: Texas State Library and Archives Commission. https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/pubs/crew/crewmethod12.pdf

 

The evidence of my elephant

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How do I show/demonstrate/encase the effect the library has on the community? How do I showcase the ways it impacts students’ perception of their world of information?

There is no easy answer. Like all processes that assess and evaluate the learning outcomes of students, it is a not a simple linear process. Evidence based practice is a dynamic process that needs to be adapted to show all the sides of my elephant and what it can do. I need to communicate to the community all its abilities and provide evidence of learner transformative processes and engender credibility and accountability.

Evidence gathered can be categorised into three parts: evidence for practice, evidence in practice and evidence of practice. This is what we do as teachers all the time. It is something that we now must apply to the informational practices we empower as librarians. Evidence for practice, is the research that I read for professional development that lays the framework to identify best practice. Evidence in practice, is much like a formative assessment, where the data gathered is based on the research literature combined with the knowledge of putting it in practice. Due to identification of different learning needs, achievement support, gaps in knowledge, and diverse classroom protocols, this part can be transformational and cyclical. Moreover, the data and observations generated could also contribute to the end picture. Evidence of practice, is the formational effect of the actions and practices. The evidence that demonstrates the impact on the learners due to the library activities that promoted knowledge building.

Evidence based practise is reflective. It is founded on the interpretation and integration of research derived evidence.

Based on this knowledge, the AITSL standards could be used in conjunction with these steps of gathering evidence. For example, AITSL standard 5 relates to assessing, providing feedback and reporting to student learning. Each substandard also expands and gives examples of what kind of evidence can be gathered and built upon to demonstrate the achievement of standards. This is not limited to only this standard. The evidence building process relates to all the standards and would be a good foundation as evidence for practice.

All this is a cyclical process. The information generated impacts the practice and demonstrates the outcomes. This in turn becomes a framework for making decisions and further actions that could be applied. The evidence generated powers the TL’s decision-making process on how to create services and collaborative practices to meet school goals.

I need to show the trail my elephant is leaving. That is my evidence.

 

Todd, R. J. (2015). Evidence-based practice and school libraries. Knowledge quest : journal of the American Association of School Librarians, 43(3), 8.

 

The ‘e’ in My Elephant

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The answer seemed simple. If the school’s budget allows it, and if there is the support of the principal and staff, e-book collections seem the way to go. No more book coverings, mending, overdue notices, and lost or misplaced resources. Stocktaking would be a breeze.

I recall the first days of the pandemic when we were advised how to quarantine returned books. We had a section in the library with yellow tape, and each shelf was dated with the return date so that the books on the shelf can go back to the shelf after 72 hours of return. I thought e-books would make things so much easier.

I then started reading about the challenges of licensing and equity issues of an e-book collection.

Before I start developing such a collection, I need to make sure that all that the collection would be accessible and relevant to the needs of my school community. This includes technical support and log in procedures. The new resources also need to integrate with the current system of delivery. I really must look at all aspects of ‘e’ in the library collection.

E-books do not mean less work. It just means a different form of collection development and management.

To ‘e’ or not to ‘e’? That is the question.

 

 

Johnson, S., O.G, E., J., G., Lammers, G., Sipe, L., & Zilper, N. (2012). Key Issues for E-Resource Collection Development: A Guide for Libraries. International Federation of Library associations and Institutions.

Morris, C., & Sibert, L. (2010). Acquiring e-books. In S. Polanka (Ed.), No shelf required : E-books in libraries [ALA Editions version (pp. 95-124). American Library Association. http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=598919