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