I am not currently working in a school, so I approached the teacher librarian (TL) at my children’s primary school and have been attending regularly. I used to think there were plenty of books in the library but this subject has shown me the true capacity of a school library collection.
This practical application along with the course work has enabled me to evaluate a collection. Kennedy (2007) explains in collection management we need to be “constantly aware that the primary reason for collecting is to serve the needs of present and future library users” ( p. 1). Collection evaluation demonstrates the strengths and weaknesses of the library collection and taking into account the school library goals (Bishop 2007, p. 141), the TL can prioritise collection requirements. This leads to selecting and purchasing new materials and discarding others (Baumbach & Miller 2006, p. 4). Instead of purchasing the ‘best’ or most highly priced, - the focus should be on the ‘most appropriate’ resources for specific needs of the learners” (Hughes-Hassell & Mancall, 2005, p. 43).
As I reflect on the existing practices I realise a major problem is that the library is not integrated into the school, staff see the library as a separate entity owned by the TL. A major priority for the whole school is to take ownership of the library and to adopt a collaborative approach. Hughes-Hassell and Mancall (2005) emphasise that collection management is a learner centred environment which involves organising a “Collaborative Access Environment” (p. 33). If there is no collaboration, the curriculum and the students’ needs are unknown and these should be the “driving force” for selection (Hughes-Hassell and Mancall, 2005, p. 33). The collection must include a variety of formats such as print and electronic to complement each other and to meet the preferences of our students (Johnson, 2002, p. 5).
Through formulating a policy with the school community there is “an obligation with all those involved to examine their own personal conviction about collection development and the role of the school library” (William and Dillon 1993, p. 105). If there is a written policy there is more likelihood that the goals will be achieved. The TL needs to demonstrate accountability, which involves analysis of the school community, implementation of plans, and ongoing communication with the school community (The School Library Media Specialist, n.d.). Strong communication skills are required by the TL to advocate for the policy and to facilitate the sensitive issues of censorship and copyright. This will enable us to “see the world from another viewpoint” (William and Dillon, 1993, p. 102).
The library has a relatively small budget, by promoting the collection it would assist with approval of the budget submission and other avenues of funding. The introduction of electronic resources and staff training are vital. Students and teachers need a variety of formats to choose from and the availability to access these from school and home. “Experienced classroom teachers and TLs know that it takes newer technologies and print together to create meaningful learning experiences (Johnson 2002, p.5). This subject has been very educational, practical and rewarding.
References Part C
Baumbach, D. J., & Miller, L.L. (2006). Less is More: A practical guide to weeding school library collections, American Library Association, Chicago.
Bishop, K. (2007). The collection program in schools: concepts, practices and information sources (4th ed.). Westport, CT: Libraries Unlimited.
Hughes-Hassell, S., & Mancall, J.C. (2005). Collection management for youth: Responding to the needs of learners. Chicago, IL: American Library Association.
Kennedy, J. (2006). Collection management: A concise introduction (rev. ed.). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.
The School Library Media Specialist (n.d.) Library Media Program: Accountability. Retrieved from http://eduscapes.com/sms/program/accountability.html
William, C.L., & Dillon, K. (1993). Preparing for the censor. In Brought to book : censorship and school libraries in Australia (pp. 95-112). Melbourne : ALIA/DW Thorpe.
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