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