Month: May 2021

Resourcing the Curriculum of Today and the Future

Resourcing the Curriculum of Today and the Future

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Historically, change has been a recurring theme of human existence. Categorising these changes has been popular practice in understanding our history – for example the Industrial Age occurring between 1760-1970. Currently, we find ourselves as consumers of and contributors to the Digital Age or the Information Age which began in 1970 when transistor technology was developed. Libraries, including school libraries, have always been concerned with information as they have always housed collections of information in a variety of genres and formats. Thus, the so-called “Information Age” has impacted and continues to result in change for libraries and the collections they house.

Collection development is a central activity occurring in any library. Corrall (2018) suggests that a collection pertains to the entire notion of a library, and that the words ‘library’ and ‘collection’ are essentially synonymous. Where once the professional practice of collection development involved a much less diverse and interactive suite of resources, the Digital Age has seen a proliferation of information that seems to defy the constraints of space and time (Newsum, 2016). In relation to school libraries, SLAV (2018) states that “school libraries reflect and contribute to the achievement of the school’s mission by managing and curating equitable, inclusive and diverse physical and digital collections that reflect both a local and global perspective.” This statement reflects the need for school libraries to continue to develop collections that are driven by the needs of the community that they serve (Tuminello, 2021, March 3). However, following my engagement in this subject, I believe the collection should promote not only the consumption of new information and ideas, but also the creation. I believe that it is paramount for school library professionals to continue to be able to promote and encourage a life-long love of learning and growth for all students, regardless of the complexities that the digital age has contributed to the collection development role, now and into the foreseeable future.

Throughout this subject, I became particularly interested in the notion of selection versus censorship in the context of a digital age. As a future Teacher Librarian (TL), I certainly see myself as an advocate and supporter of intellectual freedom. However, there has to be a place for censorship in schools with access to the internet. Whilst the internet is an abundant resource for information that can resource and supplement the curriculum in a way that has not been done before, I bring into question whether the all of the information it provides is intellectual in nature, and therefore if the use of filtering in schools is compromising “intellectual” freedoms. In a blog post on April 13, I commented that “our communities have constant and uncensored access to the whole world of information. I would question this level of self-selection autonomy in the school context, and argue that internet filtering is necessary on some level in a school context.” However, whilst internet filtering is common practice in schools for this very reason, it is also as problematic. Johnson (2010) highlights some of the issues that occur when using blocking tools to filter what information is accessible to students and provides example of situations where student learning is negatively impacted by poor filtering decisions. Of note, his first suggestion to rectify these issues relate to the school policy that underpins internet filtering decisions.

The complexities of collection development in school libraries continues to evolve and change as the ongoing digital revolution influences publishing models and digital content. In such an age, school libraries should be promoting 21st century learning, and thus should access and acquire collections that provide this. However, to create such a collection requires professional decision-making that must be supported by policy should it aim to be ethical and accountable for the decisions made. A collection development policy (CDP) “aims to ensure equitable access to resources for all in the school community” (ALIA, 2017, p.4). In a blog post on May 14, I stated that “it is important to be able to be transparent, and to make conscious and systematic decisions that can be backed by the CDP so that questioning by stakeholders in relation to censorship, money and other issues can be answered and supported by documentation.” Whilst a CDP does provide a written document that supports the decision-making that pertains to the collection, it further supports the school library professionals by outlining the purpose of the collection and assists in future proofing the importance of the position of the library in the school. Thus, having a thorough and professional CDP that is regularly reviewed alongside the corresponding procedures is essential to justifying and promoting the worth of a school library.

Remaining relevant in a digital and dynamic age is a challenge faced by all libraries, including school libraries. On May 20, I commented that “the future of school libraries is directly related to the future of education, the future of learners and the future of content.” As mentioned earlier, in some ways it can be deduced that the library is the collection and the collection is the library. In order for libraries to justify themselves in a world where free and open access to information is afforded to anyone with an internet connection, they must be able to support their claims. A CDP allows the TL and the staff who collaborate to develop the document to provide a purpose and projection into the future for the collection development practices in a school. Prior to completing all of the modules, I made comment on April 13 that “the TL must have selection policy that is clear, strong and defensible to allow them the courage to make decisions that allow the community intellectual freedom.” I now understand that the policy requires more than just consideration of selection, but also pertains to identification, as well as acquisition, evaluation and deselection issues. If the policy is created collaboratively, and is able to succinctly address these principles, set goals and provide continuity, then the TL alongside the school community allow themselves the ability to be flexible and adapt to future technological changes, and can also demonstrate a clear vision that outlines the ever-changing complex notion of collection development.

References

Australian Library and Information Association School, & Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres. https://www.alia.org.au/sites/default/files/ALIA%20Schools%20policies%20and%20procedures%20manual_FINAL.pdf

Corrall, S. (2018). The concept of collection development in the digital world. In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital Age (pp. 3–24). Facet. https://doi.org/10.290/9781856048972.003

Johnson, D. (2010). Censorship by omission. Library Media Connection, 28(4), 48-49. http://dougjohnson.squarespace.com/dougwri/censorship-by-omission.html  

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.

School Library Association of Victoria. (2018). Statement on school libraries. https://slav.org.au/Statement-on-School-Libraries

A Crystal Ball for School Libraries and Collections

A Crystal Ball for School Libraries and Collections

by clairetuminello89 ♥ 0 Leave a Comment

I do not have a crystal ball to predict the future. A quote that I love from Soren Kierkegaard, a Danish philosopher, is “life can only be understood backwards; but it must be lived forwards”. Often, looking back on events and experiences can bring some hindsight, but we cannot change history. We can look forwards and try to create new events and experiences that acknowledge the gains and the losses of the past.

In the context of school libraries, Wade (2005) highlights that the school librarian is no longer a keeper of books that demands a quiet space in the library and occasionally comes into a classroom to talk about their contents. I acknowledge that maintaining a collection that meets the needs of it’s audience and provides resources and evidence for learning is a gain for a school community. However, given what we now know, the idea that learning must occur in utter silence and can only be presented directly from teacher to pupil is a potential loss of the past.

The future of school libraries is directly related to the future of education, the future of learners and the future of content. The challenge for school libraries and school library collections is to remain relevant and future-proof themselves in a world that seems to change faster than the speed of light. Not only is this change swift, it is also dynamic. It was once suggested that students appear as aliens in a library, as students entered the spaces with superior computer literacy skills than the school librarians themselves (Wade, 2005). Perhaps this observation is true, however there has been research to suggest that whilst Generation Y demonstrate confidence in using technology, this does not necessarily translate to intentional, effective and meaningful information-seeking behaviour (Coombes, 2009).

Consequently, I believe the future of school libraries is impossible to predict – and nor do I want to. It is too dependent on the future of other factors. IFLA Trend Report Update reminds us that “the library in itself is an enduring demonstration that expertise and truth exist, matter and are appreciated.” For now, and I may be wrong, but I can only see the relevance of this statement being magnified. In this vain, I hope that school libraries find a way to embed themselves in a school such that they are an irreplaceable piece of the education puzzle.

 

References

Combes, B. (2013). Educating the digital nature of the future. inCite, 34(4), 33-33.

International Federation of Library Associations and Institutions. (2016). IFLA Trend Report.  http://trends.ifla.org

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

 

 

The Importance of Collection Development Policies

The Importance of Collection Development Policies

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Schools need to develop policies that reflect the values of the school and communicate the stance that the school takes on a particular topic or area. They often come into play on a day-to-day basis, and therefore it is really important that they are kept up to date so that they remain relevant to the community that they apply to. Where policy does not exist, it creates issues into the future as to how to deal with certain issues. For instance, in the context of a collection development policy in the library, if the policy were only to “exist in the head of the incumbent teacher librarian and when that person is gone/absent so is the knowledge” (Module 6.1). A collection development policy (CDP) provides teacher librarians with a working document that allows them to manage the collection in accordance with the underpinning principals of being open, accountable and ethical in their decision-making relating to the library collection. It is important to be able to be transparent, and to make conscious and systematic decisions that can be backed by the CDP so that questioning by stakeholders in relation to censorship, money and other issues can be answered and supported by documentation.

Being able to manage the collection effectively and efficiently ensures the community that the library serves is provided with resources that are relevant, engaging and suitable. It is crucial that the collection is managed with the support of CDP documentation to ensure effective conduct.

Collection Methods

Collection Methods

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When analysing data to inform decisions, it is often important to include quantitative and qualitative methods to get a holistic picture. Such is the case when analysing the resource collection in a library and making decisions based upon the data to manage resources.

The following quantitative methods would provide robust data to assist in auditing school library resources:

  1. For print resources, using the library management system (LMS) to gauge borrowing statistics, as well as collection size and growth. Such data may inform the weeding of resources that have not been borrowed or used in certain time parameters (the criteria would be set by the TL for this).
  2. Depending on budgetary requirements, content overlap studies may be useful to investigate resources that cover content across more that one curriculum area.

Qualitative methods that provide further important insight into the collection are:

  1. User opinions via survey and discussion with students, teachers and the wider school body.
  2. Collection mapping if time allows – looking at the school curriculum and mapping out which areas are supported by resources, and which areas require resources.

Further to these ideas, I really liked the idea presented by Jevanord (2021) where, with the use of a rubric that had to justify a book’s removal based on age, relevance etc., the students were “given the gardening gloves” for weeding the books. Students developed a much greater understanding of the collection in the library, and the TL developed a greater understanding of the needs and interests of the users.

References

Jevanord, J. (2021, April 13). Weeding library books: A brilliant strategy. Library Learners. https://librarylearners.com/weeding-library-books

Literary Learning is for Everyone

Literary Learning is for Everyone

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At the commencement of my studies in ETL402, I had little experience or knowledge relating to the use of children’s literature to support the curriculum. As an experienced teacher across a range of subject areas in secondary schools (but not English) it had not occurred to me that the subjects I taught could be supported by literary learning as it had not been presented to me, either by other staff or students or during professional development activities.

Initially, I held the narrow view that literary fiction is used to address the English curriculum in schools but is otherwise enjoyed as a hobby. In a blog post on March 8, in relation to graphic novels and wordless picture books, I made the comment that “it is uplifting to think that we can advance beyond our notions of what we have always thought something to be, and challenge these ideas for the benefit of future generations.”  The concept of this statement can also be applied to my views on the integration of literary fiction. Cornett (2014) describes the value of including literary arts across the curriculum, emphasising that literature encourages a reader to make personal meaning of themes, helps students build empathy and respect, and helps students deepen their understandings and engage in creative inquiry.

It is difficult to engage in a curriculum-based unit and not apply the content to the curriculum areas that you have the most experience in. However, it is important to be receptive to new knowledge and research. The completion of the assignments and course content of this subject has opened my eyes to the value of using literary fiction to teach and facilitate learning. On a basic level, literature presents a conflict that requires a solution, and this drives the plot. This allows students to imagine possibilities, connect ideas and draw conclusions (Cornett, 2014). What I have learnt is that this type of creative inquiry need not be exclusive to an English classroom and can provide incredibly rich learning experiences across a diverse range of subject areas. In fact, I even learnt about bibliotherapy, the use of books and stories to support social and emotional needs (Heath, Smith & Young, 2017) and had never come across this in 8 years of teaching mental illness. On April 13, I wrote a blog post and made the comment that “as TL’s, it is our professional responsibility to encourage students…to engage in and enjoy reading.” I would like to suggest that it is the professional responsibility of all teachers to encourage and engage students in reading.

Embarking on a new career as a TL is as daunting as it is exciting and provides an opportunity for me to reconsider my educational philosophy. This subject has opened my eyes to the potential of children’s literature to address the curriculum in a way that is genuinely engaging and exciting. In a post on March 8, I stated that “my vision…allows engagement of all children in quality literature existing in a diverse range of genres, forms and formats and accessed through both print and digital publishing.” Whilst this still holds true, I would like to add that the value of literature lies in its ability to provoke personal connection, and a true sense of understanding of ourselves and society.

 

References

Cornett, C. E. (2014). Integrating the literary arts throughout the curriculum. In Creating meaning through literature and the arts: Arts integration for classroom teachers (5th ed., pp. 144-193). Prentice Hall.

Heath, M. A., Smith, K., & Young, E. L. (2017). Using children’s literature to strengthen social and emotional learning. School Psychology International, 38(5), 541-561. https://doi.org/10.1177/0143034317710070

Literate Practices

Literate Practices

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Teachers in Australian schools are incredibly time poor. As time goes on, it seems that the multifaceted role of the classroom teacher continues to evolve in a way that compounds this issue, rather than relieving some of the pressure. As the information world changes rapidly, so too does the range and access of literacies available in an educational context. It is an important role of the Teacher Librarian (TL) to collaborate with teaching staff and provide support, promotion and access to literate practices so that students can be proficient flexible communicators and information analysts. However, providing such support must be done in a way that is mindful of already time poor teachers.

 

In this context, the use of LibGuides are a practical solution in supporting, promoting and providing access to both traditional and digital formats of children’s literature for classroom teachers. LibGuides allow teachers excellent access to multimodal literature that supports their curriculum content and promotes students literary experiences in their classrooms. They are easily updated as new resources become available, and can be made collaboratively with teachers. Furthermore, LibGuides support multimodal representation of text that have been made available through multimedia and technological change.