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

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

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

•  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

Wheelers - video and PDF

•  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

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

Despite initial reservations PDA has continued to be come more widely used and successful for libraries and is common  practice in academic libraries in Australia and new Zealand.

 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.