Reflection on Assignment 2 - Collection Policy.
I found this assignment quite difficult and very time consuming. Looking at too many other policies is sometimes confusing. My advice is to look closely at own school context and work from that .Needless to say I was disappointed with just beyond a pass grade. The main obstacle to overcome was the word count. I honestly believe that to properly cover and justify decisions and choices the word count makes it extremely difficult if not impossible. In my first draft I wrote way too much. I spent a lot of time culling word count and posibly became too general.
The feedback I received, was that my policy was too general and could fit any school context. I needed to personalise it for my school and include more justifications.
I am unsure how I could have been more specific and still stay within word count. Becoming more succint and specific is obviously something I need to work on.
With no word count holding me back I will now revise my policy and address some of the insufficiencies. At least I have a good base to work with.
Thursday 27 June 2013
Thursday 6 June 2013
Are school library collections still needed?
Module 7.1b
This question has been posed to me and even today whilst chatting to my hairdresser I considered and replied to this question. I firstly created some advocacy for libraries and teacher librarians. There are still many out there that think we have less training and that we are not teachers but assistants. So sad! So after putting an end to that misinformation, I moved on to state that libraries are still relevant and vital spaces that allow students to enquire and learn, read, enjoy and become critical thinkers . I think there is an assumption that lack of funding is not an issue and that we have the freedom to choose digital and e -resources freely. Perhaps also there is an assumption that people prefer reading in digital formats rather than in print.
Sitting and listening to someone read an unforgettable book with expression and passion is a unique experience which can't be replaced in any other way. New technologies can only add another exciting dimension and depth to the reading and learning experience.
For this to be successful libraries will need to get adequate funding and the appropriate technology (including updated OPAC systems if using OASIS )to manage these new resources.
Assignment 2 Part C Reflection
The process of evaluating a library collection and determining its strengths and weaknesses through critical analysis has allowed me to see the importance of having a collection policy. Without a policy I had no clear purpose or map to guide me. “Policy can be defined as a set of guiding principles that provides a context for decision making.” SCIS , (2013p.1)
The readings for this assignment
has challenged my ideas of what a
balanced library collection is. Firstly,
I like many others, have in the past mistakenly measured the library’s ability
to satisfy users needs in terms of the number of items on the shelves. Dillon,
K,(2001) p.246. I have learnt that an effective collection is not merely based
on the number of resources within it but how well it meets the needs of the
users.
Secondly, I have realised that rather than being a collection of
resources that can be replicated from one school to another in a ‘one size fits all approach’ collections must be shaped by a clear understanding of the specific
school community that is reflected. Only then can it truly meet the particular
teaching and learning context of the users. Hughes et al (2005, p.35).
I have been able to identify the special needs of students and the
multicultural nature of my school community which I had previously not fully
taken into account. I have started to evaluate how well the current collection meets
the needs of these students and now have a clearer direction to follow in developing
the collection. I became aware of the important role the collection can play in
providing resources that ensure inclusion and build knowledge and understanding
of the diversity of our world.
Assessing the collection practices of my own school made me see some
aspects which I am less experienced with and need to develop skills in such as
budgeting. It is the teacher librarian’s role to demonstrate and provide
accountability and that what is spent is relevant and cost effective. Debowski
(2001, p299).
The practice of deselection is an area I had previously accorded a low
priority. Systematic and purposeful weeding of the collection, closely linked
to the library’s purposes and goals, is vital to ensure the relevance and efficient
use of the collection. Debowski,S
(2001)p247. The use of CREW and MUSTIE will most certainly be taking place to
allow better access and remove any
misleading information. Larson, (2012, p11).
Furthermore, writing a collection policy has developed my understanding
that it is a living and evolving document and to remain practical and relevant
it must be regularly reviewed. Having a collection policy provides continuity
and consistency when changes inevitably occur.
I am now aware of ASLA’s policy statement on free access, and how I and
others can be inadvertent censors. I realise that a clear and transparent
challenges policy, and procedures linked to selection and deselection criteria,
are essential in a collection development policy. It provides a source of
support when challenged by censors, copyright or bias. Lamb & Johnson (2004
- 2010,p 2).
Finally, I have also reflected on the growing and challenging implications
that the electronic and digital collection has for school library but also how
these resources can motivate and engage learners. Relating the virtual
collection to the specific needs of the school community, and providing access
to resources and information beyond school by developing ‘elastic digital
collections’ via web links is a positive step forward. Loertscher(2002 p4).
Part C Reference
List
ASLA.(2012)
.Bill of rights. Retrieved
from:http://www.asla.org.au/policy/IFLA-UNESCO-school-library-manifesto.aspx
Baumbach, D & Miller, L.(2006). Less is more: a practical guide to weeding
school library collections. Chicago: ALA Editions.
Bishop, K. (2007). Community analysis and needs assessment.
In The collection program in schools : concepts, practices and information
sources (4th ed.) (pp. 19-24). Westport, Conn.: Libraries Unlimited.
Bishop,
K. (2007a). Evaluation of the collection.
In The collection program in schools :concepts, practices and information
sources (4th ed.) (pp. 141-159). Westport, Conn. : LibrariesUnlimited.
Debowski,
S.(2001). Collection management policies. In K. Dillon, J. Henri
&McGregor(Eds),Providing more with less: collection management for school
libraries(2nd ed.(pp126 136). Wagga Wagga, NSW: Centre for
information Studies, Charles Sturt University.
Debowski,
S.(2001). Collection program funding management. In K. Dillon, J. Henri
&McGregor(Eds),Providing more with less: collection management for school
libraries(2nd ed.(pp299 -326). Wagga Wagga, NSW: Centre for
information Studies, Charles Sturt University.
Dillon,
K. (2001).Maintaining collection viability. In K. Dillon, J. Henri
&McGregor(Eds),Providing more with less: collection management for school
libraries(2nd ed.(pp299 -326). Wagga Wagga, NSW: Centre for
information Studies, Charles Sturt University.
Hughes-Hassell, S.,
& Mancall, J. (2005). Collection
Management for Youth: Responding to the needs of Learners. Chicago, IL:
American Library Association.
Lamb, A & Johnson,
L. (2004 - 2010) Information
access and delivery: policies and procedures retrieved from: http://eduscapes.com/sms/policies.html
Loertscher,
D. (2002). Digital and elastic
collections in school libraries: a challenge for school library media centres. Available
from:ebscohost
Future of Libraries
Module 7
Funding is absolutely vital for libraries to succeed into the future. School collections have been and are now more than ever, going to be under pressure for funding. Technology is expensive and funding must be generous to facilitate these necessary but generally large changes. Just a thought but perhaps education will be forced to seek further funding through sponsorship. Perhaps our libraries will be running advertisements to assist our collections. Publishers and technology providers may take advantage of these possible opportunities and schools may well be using book trailers for example to promote their sales and therefore assist schools with funding collections.I don't know if I like the idea, but advertising has invaded technology already. Will it invade schools in the future?.
I think school libraries will always remain vital institutions. Nothing can replace the experience of a picture book read by a passionate teacher or parent. As long as we address the changes in print formats and incorporate new technologies and move with the times I think libraries will remain relevant.Collections will contain more digital and e -resources and the challenge for TL's will be to manage these changing collections.
Freeman points out in his chapter ‘Changes in Learning Patterns, Collections, Technology, and Use’CSU Module 7, that school libraries must remain dynamic and provide spaces which continue to stimulate its users
The vision of the principal is extremely important. Government school funding is linked with the number of students not necessarily the needs of the students. This is a severely limiting factor on the effectiveness and impact of libraries and their influence in students learning and recreational reading. We rely heavily on the professionalism and enthusiasm of the teacher librarian to make the difference when funding is inadequate. Once again advocacy and promotion of libraries to the funding bodies and senior authorities and governements is extremely important.
Interesting video found on nzert (New Zealand e reading taskforce) website.Is this what a future school library will look like?
Douglas County Libraries Digital Branch
Wednesday 5 June 2013
Legal Issues in Collections
Ignorance is Bliss!
After completing the module on legal issues and copyright I have had to think twice about what I copy and how I use online content . I do unfortunately feel more restricted in my teaching and learning activities as I recognise the intellectual property of others and the implications of breaching copyright. I believe most educators are quite unaware that they are breaching copyright everyday. The smartcopying website is extremely helpful but the copyright topic is so extensive that I really need more time to revise and read about all aspects. There was a great deal of information packed into module 4.
Before this subject I had never heard of Creative Commons. I now use it to assist with any searches I undertake and have taught my students how to use it.
"Creative Commons is a licensing system by which creators of material grant rights as to how their work can be used, without payment, while retaining control over their copyright. These are generous user rights and abiding by the Creative Commons Licence, and giving attribution to the copyright owner, means schools can be assured that copyright is being honoured." CSU Interact Module 4.
After completing the module on legal issues and copyright I have had to think twice about what I copy and how I use online content . I do unfortunately feel more restricted in my teaching and learning activities as I recognise the intellectual property of others and the implications of breaching copyright. I believe most educators are quite unaware that they are breaching copyright everyday. The smartcopying website is extremely helpful but the copyright topic is so extensive that I really need more time to revise and read about all aspects. There was a great deal of information packed into module 4.
Before this subject I had never heard of Creative Commons. I now use it to assist with any searches I undertake and have taught my students how to use it.
"Creative Commons is a licensing system by which creators of material grant rights as to how their work can be used, without payment, while retaining control over their copyright. These are generous user rights and abiding by the Creative Commons Licence, and giving attribution to the copyright owner, means schools can be assured that copyright is being honoured." CSU Interact Module 4.
Thursday 30 May 2013
Funding Module 3
What are the key issues in funding a school library that you are familiar with?
What factors would you include in calculating the cost per student of this library's collection?
Funding is an area of greatest challenge for me and I am finding my way through experience and education from this subject and other participants ideas on the forum.
I am currently fairly new at my school and finding my feet with the management side of library. I have had experience teaching in the library but not with the administration side.
My principal has basically told me to spend until he says to stop! This makes it difficult for careful consideration and forward planning. I think it is his way of easing me into it maybe. I will try and manage a budget submission in preparation for next year using some of the strategies I have learnt from the subject and assignment.
The library budget for my school library I am told is normally about $8000 pa. This year due to underspending by the previous TL and having targets of literacy and numeracy for this year, the allocation is large, (yet exact figure still unknown to me.)
If I use the formula of budget divided by number of students:
$8000 divided by 220 students equals approximately 36 dollars.
Consideration of the changing needs of the students and staff is essential and supplementing and supporting the implementation of the new national curriculum are essential. Technology and consideration for inclusion of e - resources will need to be factored in to the budget over the next two years.
Providing an annual report can be an effective way of maintaing or obtaining improved funding for the library. I found this website to be helpful:
National Library of New Zealand: http://schools.natlib.govt.nz/developing-your-library/tools-and-guides/annual-report
"Your annual report to the Board of Trustees enables you to show evidence demonstrating the impact your library has had on student learning. Here are some tips on creating a succinct, engaging report that is likely to be read."
More useful weblinks on creating accountability through annual reports.
http://www.sldirectory.com/libsf/resf/studies.html#annual
What factors would you include in calculating the cost per student of this library's collection?
Funding is an area of greatest challenge for me and I am finding my way through experience and education from this subject and other participants ideas on the forum.
I am currently fairly new at my school and finding my feet with the management side of library. I have had experience teaching in the library but not with the administration side.
My principal has basically told me to spend until he says to stop! This makes it difficult for careful consideration and forward planning. I think it is his way of easing me into it maybe. I will try and manage a budget submission in preparation for next year using some of the strategies I have learnt from the subject and assignment.
The library budget for my school library I am told is normally about $8000 pa. This year due to underspending by the previous TL and having targets of literacy and numeracy for this year, the allocation is large, (yet exact figure still unknown to me.)
If I use the formula of budget divided by number of students:
$8000 divided by 220 students equals approximately 36 dollars.
Consideration of the changing needs of the students and staff is essential and supplementing and supporting the implementation of the new national curriculum are essential. Technology and consideration for inclusion of e - resources will need to be factored in to the budget over the next two years.
Providing an annual report can be an effective way of maintaing or obtaining improved funding for the library. I found this website to be helpful:
National Library of New Zealand: http://schools.natlib.govt.nz/developing-your-library/tools-and-guides/annual-report
"Your annual report to the Board of Trustees enables you to show evidence demonstrating the impact your library has had on student learning. Here are some tips on creating a succinct, engaging report that is likely to be read."
More useful weblinks on creating accountability through annual reports.
http://www.sldirectory.com/libsf/resf/studies.html#annual
Module 2. 2 e - resource providers
'The advent of a new types of resource that do not have a physical
presence has required rethinking and refinement of longstanding
collections philosophy and practice. The term e-resource
in this section is used to mean a resource that is generally available
for download or use 'online' and includes websites, online databases,
audio and video streaming media, software, web 2.0 applications and
tools.' CSU Module 2. 2
Read the license agreements of Overdrive and Wheelers.
Questions to consider-
• Can I use this in a school? (Is a school a non-commercial enterprise?) yes
• Can I copy this content and distribute to multiple devices? How many copies?
• Can I convert this content into a different format? some
• Can I share it with another school, eg interlibrary loan?
• Will I own this content if I stop subscribing? What if the publisher removes it from sale?
• Can I preview this content, or receive a refund if it is not what I was led to believe?
Summarise your findings.
I looked at both overdrive and wheelers as I have heard other libraries using or considering them .
I couldn't locate licensing information. I was only able to find more general information available. I watched the videos ( some for overdrive were not available) and was marketed to very nicely.Overdrive has a nice visual appeal and marketability . I can't answer the questions below with the amount of information available from both websites however. Is this deliberate?
The basic information from the videos and PDF states the following:
Overdrive -video
Read the license agreements of Overdrive and Wheelers.
Questions to consider-
• Can I use this in a school? (Is a school a non-commercial enterprise?) yes
• Can I copy this content and distribute to multiple devices? How many copies?
• Can I convert this content into a different format? some
• Can I share it with another school, eg interlibrary loan?
• Will I own this content if I stop subscribing? What if the publisher removes it from sale?
• Can I preview this content, or receive a refund if it is not what I was led to believe?
Summarise your findings.
I looked at both overdrive and wheelers as I have heard other libraries using or considering them .
I couldn't locate licensing information. I was only able to find more general information available. I watched the videos ( some for overdrive were not available) and was marketed to very nicely.Overdrive has a nice visual appeal and marketability . I can't answer the questions below with the amount of information available from both websites however. Is this deliberate?
The basic information from the videos and PDF states the following:
Overdrive -video
- uses 1000's of libraries to contribute 350 000 titles which can be customised or preselected in the form of starter packs.
- includes digital and audio, music and video content
- the system is set up for you then custom built .
- can download to computer or devices
- can convert some to other formats
- lesson plans, study guides etc are available
- free technical support available
- secure website
- intuitive navigation
- compatible with Pc or Mac
- titles only available through subscriptions
- same info as above
- you own the book and the title once purchased
- able to set loan parameters
Patron Driven Acquisition
ETL 503 Module 2.1 b
retrieved from Google Scholar
Retrieved from: http://books.google.com.au/books?hl=en&lr=&id=XSNiefyQ_ksC&oi=fnd&pg=PA63&dq=Patron+driven+Acquisition+primary++schools&ots=grabBeXaYU&sig=cjAGkanBNGUXpUGfSQDabX1szmM#v=onepage&q=Patron%20driven%20Acquisition%20primary%20%20schools&f=false
retrieved from Google Scholar
e - book - Patron-Driven Acquisitions: History and Best Practices
David A. Swords
Retrieved from: http://books.google.com.au/books?hl=en&lr=&id=XSNiefyQ_ksC&oi=fnd&pg=PA63&dq=Patron+driven+Acquisition+primary++schools&ots=grabBeXaYU&sig=cjAGkanBNGUXpUGfSQDabX1szmM#v=onepage&q=Patron%20driven%20Acquisition%20primary%20%20schools&f=false
Chapter 4 by Kari Paulson
Patron driven acquisition
This chapter looks at the history of patron driven acquisition. A trial was carried out of a demand driven model developed by Australian librarians and founded in 1977 by Australian booksellers. Alison Sutherland from Curtin University provided the inspiration and creative vision which helped shape the current model which we see today. Academic libraries took up the trials as the model provided various options for automatic purchases based upon the uses. This expanded as publishers got on board providing more content. Demand driven or patron driven acquisition PDA was officially launched in 2004 at the ALA conference.
There was initial resistance due to the following factors:
- Spending on resources they didn't own.
- Having less control
- negative feedback - users wanted physical books
Sunday 19 May 2013
Module 2
Selection Policy
Started this post in April.
I have become very aware that having and maintaining a Collection Policy is important and up until now I haven't ever sighted one at any of the schools in which I have worked in a Teacher Librarian capacity. I am not aware that the Library at my current school even possesses one. As I have taken over the TL role I guess it is my responsibility now. Therefore this subject falls just at the right time for me.
continued May
I am nearing the end of writing my collection policy now.. My school did not have one and the Principal didn't appear concerned or feel that one was particularly necessary. I informed him he would be getting one anyway. Perhaps once he has read the policy he will have more of an understanding as I myself have now. I can see having one helps clarify the direction you want the library collection to be heading in. I am far more aware of the strengths and weaknesses of the collection and how I can better cater for the needs of the users and not just boost the numbers in the collection and improve its appearance.
Started this post in April.
I have become very aware that having and maintaining a Collection Policy is important and up until now I haven't ever sighted one at any of the schools in which I have worked in a Teacher Librarian capacity. I am not aware that the Library at my current school even possesses one. As I have taken over the TL role I guess it is my responsibility now. Therefore this subject falls just at the right time for me.
continued May
I am nearing the end of writing my collection policy now.. My school did not have one and the Principal didn't appear concerned or feel that one was particularly necessary. I informed him he would be getting one anyway. Perhaps once he has read the policy he will have more of an understanding as I myself have now. I can see having one helps clarify the direction you want the library collection to be heading in. I am far more aware of the strengths and weaknesses of the collection and how I can better cater for the needs of the users and not just boost the numbers in the collection and improve its appearance.
Saturday 20 April 2013
Bundles
ETL 503 Module 2.2a
Pros and Cons of Buying Bundled Sets.
Bundled sets are sets of resources that schools can subscribe to.
My school library subscribes to Standing Orders.I have however only chosen to subscribe to a portion of the subscription.
Pros
Considering all of these aspects has made me more aware of better catering for the needs of my ESL students.
Pros and Cons of Buying Bundled Sets.
Bundled sets are sets of resources that schools can subscribe to.
My school library subscribes to Standing Orders.I have however only chosen to subscribe to a portion of the subscription.
Pros
- Convenient
- Time Saving
- Uses professional expertise of selectors
- Up to date new releases and recommended titles for PRC or CBCA lists.
- Helpful when starting out as Tl and need to devote more time to management etc.
- Online resources to support titles,
- Companies will credit or exchange if a book is unsuitable.
- Only selected publishers are represented.
- TL has no control over what is sent to the library.
- Only some of the resources may be utilised by the students. (Not suitable for reading levels, interests or ESL needs of students.)
- Can end up with multiple copies of titles due to having no control over what is ordered.
Considering all of these aspects has made me more aware of better catering for the needs of my ESL students.
Tuesday 16 April 2013
ETL 503 Module 2 Censorship. A Complex Issue
Censorship can be overt or covert. TL's must be very aware of covert censorship.
Points from 'Covert Censorship in Libraries: A Discussion Paper' Moody(2004)
Sources of Censorship:
* Vendor/ publisher bias
* Outsourcing acquisitions
* Citation rates
* Pressure from funding bodies
* Self censorship and community standards
* Innacurate or slow cataloguing
* Exclusion of socially unpleasant materials
I am wondering if some of these issues are more pertinent to secondary and academic libraries. Particularly issues such as citation rates. TL's must be pro freedom of information and promote access to information. I am more aware after reading the articles on censorship about the danger of hidden and covert agendas which if not aware could influence our selection. I can recall instances where I have debated with myself and colleagues whether to read or show video images which may be confronting or uncomfortable to a particular age group due to the shared programming with another untrained TL. I work in a k - 6 primary school. I have struggled with the decisions to be made at times. At one time I chose to censor a video which I thought to be uneccessary. Another colleagues opinion was different and the video was not censored . The topics with which I have debated censorship issues with recently have been in relation WWII (Holocaust Experiences), Poverty in Africa and Refugee topics. The age of the students and level of maturity were certainly things I considered, but so were the personal experiences of the students. I find this issue rather tricky as a TL and also as parent. I am constantly debating and justifying censorship in regards to movies which my children aged 8 and 12 want to see at the cinema. Therefore I rely more heavily on reviews, age guidelines and personal experiences of friends, parents and other trained and experienced TL's.
Currently I am considering how to handle the censorship issue with the book 'After' by Morris Gleitzman. This book has just been shortlisted for the CBCA Awards and I am wondering what to do as i have done before with the particular age group category of 'Younger Readers". It is recommended for 12 year old readers. Should it be included in the collection. I know this series is not in my primary schools collection due to the previous librarian's choice . Am I guilty of uneccessary censorship myself? My year seven daughter has been reading and studying the series and has just finished the entire series.Her opinion of 'After' is that it would not be suitable for year 6. In her opinion the students would not want or need the level of information in the book. A fair point perhaps when we consider the following quote.
"Librarians therefore have an important role to play in the maintenance of a democracy, because when librarians do their jobs properly, they connect people with the information they want and need." Moody (2004).
Points from 'Covert Censorship in Libraries: A Discussion Paper' Moody(2004)
Sources of Censorship:
* Vendor/ publisher bias
* Outsourcing acquisitions
* Citation rates
* Pressure from funding bodies
* Self censorship and community standards
* Innacurate or slow cataloguing
* Exclusion of socially unpleasant materials
I am wondering if some of these issues are more pertinent to secondary and academic libraries. Particularly issues such as citation rates. TL's must be pro freedom of information and promote access to information. I am more aware after reading the articles on censorship about the danger of hidden and covert agendas which if not aware could influence our selection. I can recall instances where I have debated with myself and colleagues whether to read or show video images which may be confronting or uncomfortable to a particular age group due to the shared programming with another untrained TL. I work in a k - 6 primary school. I have struggled with the decisions to be made at times. At one time I chose to censor a video which I thought to be uneccessary. Another colleagues opinion was different and the video was not censored . The topics with which I have debated censorship issues with recently have been in relation WWII (Holocaust Experiences), Poverty in Africa and Refugee topics. The age of the students and level of maturity were certainly things I considered, but so were the personal experiences of the students. I find this issue rather tricky as a TL and also as parent. I am constantly debating and justifying censorship in regards to movies which my children aged 8 and 12 want to see at the cinema. Therefore I rely more heavily on reviews, age guidelines and personal experiences of friends, parents and other trained and experienced TL's.
Currently I am considering how to handle the censorship issue with the book 'After' by Morris Gleitzman. This book has just been shortlisted for the CBCA Awards and I am wondering what to do as i have done before with the particular age group category of 'Younger Readers". It is recommended for 12 year old readers. Should it be included in the collection. I know this series is not in my primary schools collection due to the previous librarian's choice . Am I guilty of uneccessary censorship myself? My year seven daughter has been reading and studying the series and has just finished the entire series.Her opinion of 'After' is that it would not be suitable for year 6. In her opinion the students would not want or need the level of information in the book. A fair point perhaps when we consider the following quote.
"Librarians therefore have an important role to play in the maintenance of a democracy, because when librarians do their jobs properly, they connect people with the information they want and need." Moody (2004).
Monday 15 April 2013
ETL 503 Module 1
What is involved in managing collections?
Collection management according to Module 1 material refers to a set of activities relating to the identification (identifying potential and available resources) selection (choosing which of these resources will be obtained for the collection) acquisition (obtaining resources) evaluation (reviewing the value of the existing collection and existing resources), and deselection (weeding out and disposing of resources).
The process of collection management should be focused and have a context. It involves planning and organisation and benefits from the TL's knowledge and experience. The definition of collection management according to Kennedy (2006) is to select, acquire, evaluate, preserve and deselect library materials. Despite the huge amount of information available, there appears to be a blurring of the definitions of collection management and development and they way they can be differentiated. It seems that development is an older term and that the preferred term is management.
Balancing the Collection
My reflections on e -books vs p - books are similar to the views held by many others in the course that our collections must really reflect the needs of our learning community. Shifting to digital is more complex than merely selecting and acquiring digital resources. There are issues to consider including the availability and accessibility for low socio-economic communities. I think about my own school's learning community and there would be a number of students who only have access to computers at school. Students will rely upon the physical version. As educators we must ensure all students have equitable access to quality resources for learning. Technology has and will continue to drive change but finding the right balance is essential. There is still a need for the physical version of the book.
What is involved in managing collections?
Collection management according to Module 1 material refers to a set of activities relating to the identification (identifying potential and available resources) selection (choosing which of these resources will be obtained for the collection) acquisition (obtaining resources) evaluation (reviewing the value of the existing collection and existing resources), and deselection (weeding out and disposing of resources).
The process of collection management should be focused and have a context. It involves planning and organisation and benefits from the TL's knowledge and experience. The definition of collection management according to Kennedy (2006) is to select, acquire, evaluate, preserve and deselect library materials. Despite the huge amount of information available, there appears to be a blurring of the definitions of collection management and development and they way they can be differentiated. It seems that development is an older term and that the preferred term is management.
Balancing the Collection
My reflections on e -books vs p - books are similar to the views held by many others in the course that our collections must really reflect the needs of our learning community. Shifting to digital is more complex than merely selecting and acquiring digital resources. There are issues to consider including the availability and accessibility for low socio-economic communities. I think about my own school's learning community and there would be a number of students who only have access to computers at school. Students will rely upon the physical version. As educators we must ensure all students have equitable access to quality resources for learning. Technology has and will continue to drive change but finding the right balance is essential. There is still a need for the physical version of the book.
Module 1 Collection in Context
ETL 503 Module 1
My reflections.
What is the school libraries role in resourcing the curriculum?
"A major challenge, and a significant opportunity, for school libraries is change."ETL 503 module 1 Introduction.
This sums it up for me. Change is inevitable. It all depends on how we view these changes. How are schools going to successfully make these changes work for all the stakeholders? There are a number of constraints placed upon schools but changes in resources and how we resource school libraries is like the double edged sword - exciting and overwhelming. Only today I have been overwhelmed and confused when looking at purchasing / upgrading computers, and delving into the various devices available for accessing e books and resources. You really have to take your time and do your research. the evolution is happening as we blog. Change is occurring so fast that I think we need to take a small step back in on order to make the best choices. I found Shatkin's article- 'What to Watch for in 2013' very informative and interesting. The future is still uncertain with e books and the implications on publishing.
There are five trends identified by Shatzkin. They are:
1.That sales from print to digital have and are predicted to slow.
2 The type of e book determines its success . "For immersive reading — books that are all text where you basically start on the first page and read through to the last — the “adjustment” to ebooks is both technically simple and uncomplicated for the consumer. The inherent issue is that precisely the same intellectual output in both formats, which works fine for immersive reading, almost never does for complex books." This then will have different impacts on sales of e - reading devices.
3 Mergers among publishers may be conducive to supply and as such subscription services from large companies may become available.
4. Platforms may determine the types of e books which are published.
5. "Marketing for publishers will be a constant exercise in learning and reinvention, and increasingly difficult to separate from editorial." This will impact on libraries in the future .
Johnson, D. (2010). Libraries for a Post-Literate Society. Connections Issue 72, pp. 1-2 "Pundits are remarking that online reading is changing their personal reading behaviours. As the Jobs quote above suggests, we are rapidly becoming a post-literate society."
I found this article one of the most interesting so far. Such an interesting concept which until now I hadn't given much thought to. I have since given copies to other teachers and non teaching friends. " I would modify that definition and define the post-literate as those who can read but who choose to meet their primary information and recreational needs through audio, video, graphics and gaming. Print for the post-literate is relegated to brief personal messages, short informational needs, and other functional, highly pragmatic uses such as instructions, signage and time-management device entries - each often highly supplemented by graphics. The post-literate's need for extended works or larger amounts of information is met through visual and/or auditory formats." Johnson (2010) School libraries need to consider whether or not this is true and address the needs of our supposed post literate learners accordingly. I think that to a certain degree this is true. The reading content for many has changed. I reflect on my own family as an example. We are still novel and book reading individuals. According to the articleTL's have a certain bias toward books. The exception is with my youngest 8 year old who spends more time reading from game screens than books. I would have to say we all spend more time than ever reading from screens. I have also noticed generally when I visit other peoples homes, we are the exception with coffee tables and shelves stacked with books of all kinds while sometimes it's hard finding any books on some peoples shelves. Maybe they are all stored away neatly on their e - readers.
Pru Mitchell's, 'Resourcing 21st Century Online Australian Curriculum: The Role of School Libraries' When asking the question about how effectively schools are addressing resourcing for 21st century. I think we are are still adopting a let's wait and see approach. The Australian curriculum is still in its infancy and a new English curriculum being implemented. Currently inservicing is still underway and it appears at first glance that these two documents do not work alongside each other easily. In fact there is some confusion about how to combine the two documents. It is therefore difficult at this stage to determine resource needs. Mitchell's quote, "There is however a danger that in our efforts to achieve a national consistency, realise economics of scale and deliver curriculum resources in extremely tight timelines, we may simply be dishing up replacement to the ready - to - serve text book, but in an online format." I agree with Pru Mitchell that this is possible and am also concerned that in the interest of national consistency we could easily lose sight of the needs of our individual learning communities.
My reflections.
What is the school libraries role in resourcing the curriculum?
"A major challenge, and a significant opportunity, for school libraries is change."ETL 503 module 1 Introduction.
This sums it up for me. Change is inevitable. It all depends on how we view these changes. How are schools going to successfully make these changes work for all the stakeholders? There are a number of constraints placed upon schools but changes in resources and how we resource school libraries is like the double edged sword - exciting and overwhelming. Only today I have been overwhelmed and confused when looking at purchasing / upgrading computers, and delving into the various devices available for accessing e books and resources. You really have to take your time and do your research. the evolution is happening as we blog. Change is occurring so fast that I think we need to take a small step back in on order to make the best choices. I found Shatkin's article- 'What to Watch for in 2013' very informative and interesting. The future is still uncertain with e books and the implications on publishing.
There are five trends identified by Shatzkin. They are:
1.That sales from print to digital have and are predicted to slow.
2 The type of e book determines its success . "For immersive reading — books that are all text where you basically start on the first page and read through to the last — the “adjustment” to ebooks is both technically simple and uncomplicated for the consumer. The inherent issue is that precisely the same intellectual output in both formats, which works fine for immersive reading, almost never does for complex books." This then will have different impacts on sales of e - reading devices.
3 Mergers among publishers may be conducive to supply and as such subscription services from large companies may become available.
4. Platforms may determine the types of e books which are published.
5. "Marketing for publishers will be a constant exercise in learning and reinvention, and increasingly difficult to separate from editorial." This will impact on libraries in the future .
Johnson, D. (2010). Libraries for a Post-Literate Society. Connections Issue 72, pp. 1-2 "Pundits are remarking that online reading is changing their personal reading behaviours. As the Jobs quote above suggests, we are rapidly becoming a post-literate society."
I found this article one of the most interesting so far. Such an interesting concept which until now I hadn't given much thought to. I have since given copies to other teachers and non teaching friends. " I would modify that definition and define the post-literate as those who can read but who choose to meet their primary information and recreational needs through audio, video, graphics and gaming. Print for the post-literate is relegated to brief personal messages, short informational needs, and other functional, highly pragmatic uses such as instructions, signage and time-management device entries - each often highly supplemented by graphics. The post-literate's need for extended works or larger amounts of information is met through visual and/or auditory formats." Johnson (2010) School libraries need to consider whether or not this is true and address the needs of our supposed post literate learners accordingly. I think that to a certain degree this is true. The reading content for many has changed. I reflect on my own family as an example. We are still novel and book reading individuals. According to the articleTL's have a certain bias toward books. The exception is with my youngest 8 year old who spends more time reading from game screens than books. I would have to say we all spend more time than ever reading from screens. I have also noticed generally when I visit other peoples homes, we are the exception with coffee tables and shelves stacked with books of all kinds while sometimes it's hard finding any books on some peoples shelves. Maybe they are all stored away neatly on their e - readers.
Pru Mitchell's, 'Resourcing 21st Century Online Australian Curriculum: The Role of School Libraries' When asking the question about how effectively schools are addressing resourcing for 21st century. I think we are are still adopting a let's wait and see approach. The Australian curriculum is still in its infancy and a new English curriculum being implemented. Currently inservicing is still underway and it appears at first glance that these two documents do not work alongside each other easily. In fact there is some confusion about how to combine the two documents. It is therefore difficult at this stage to determine resource needs. Mitchell's quote, "There is however a danger that in our efforts to achieve a national consistency, realise economics of scale and deliver curriculum resources in extremely tight timelines, we may simply be dishing up replacement to the ready - to - serve text book, but in an online format." I agree with Pru Mitchell that this is possible and am also concerned that in the interest of national consistency we could easily lose sight of the needs of our individual learning communities.
Wednesday 20 March 2013
ETL 503 Resourcing the Curriculum
Well here I am diving in again. Took a break from study last year as we had some big travel plans which went well (mostly). Off to a bit of a late start this semester. I think this subject should prove to be practical and useful in terms of being able to put things into practice. I am fortunate to be teaching in a school library which is very keen to add to their collection with a generous budget. I began working at a new small primary school library last term and am absolutely loving having my own library to manage. The principal and staff are very supportive and the students are terrific. The only down side has been that due to a drop in student numbers this year, the DET have made the decision take a days allocation away from our school. This has been very disheartening for the entire school. Such a shame for us all! So frustrating that I am doing all this study and work to become a better TL only to have my teaching and admin time further whittled away. Lessons are so rushed now. Time to get promoting and improve our student numbers again!
I was hoping to get myself moving and more organised by now but life seems to suck all my available free time away. I have sorted a computer shortage problem at home and purchased a laptop today to greedily claim for my study purposes. That has to be a step in the right direction.
Now onto those readings!
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