ETL 503 Collection Policy Assignment 2

 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.

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(2^nd 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(2^nd 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(2^nd 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

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.

Creative Commons Kiwi

 

Copyright & Creative Commons for Kids 

by Krisp Milk