ETL 503 Ass 2 part C: Reflection

This process has taught me the importance of a Collection Policy encompassing both development and maintenance. Selection and acquisition are often focused upon, as clear evidence of these activities exists. However, without regular collection maintenance including weeding and stocktaking, new resources will be obscured by misleading or unattractive ones, impairing the collections’ ability to meet user needs (Beilharz, 2007).  

As meeting users’ informational and instructional needs are key collection goals, needs must be clearly identified, through examination of both the curriculum and the users (Bishop, 2013, p. 13). Understanding user needs is also critical for TLs to achieve Professional Learning Standards 1.4 and 2.1, to create a learning environment with resources professionally managed to support needs (Australian School Library Association, 2004).

My understanding of the value of a clear selection policy to guide decisions and act as a defence against censorship has strengthened. Censorship can occur if controversial resources are not selected for inclusion into the collection due to potential disputes, as well as if challenged after selection (CSU, 2013b). I believe the selection policy’s importance in affirming the commitment to intellectual freedom (Bishop, 2013, p. 14) and the TL’s professional responsibility to uphold the freedom of information and support the development of informed citizens is a key point (Australian School Library Association, 2000).

As the collection aims to provide materials to support users curriculum and recreational reading requirements, effective resourcing is about selecting the most appropriate resources to serve learners “just in time” (Hughes-Hassell & Mancall, 2005, p. 43). Again a thorough understanding of user needs is critical. As 21^st century learners demand access digital resources (Kennedy, 2005) to maintain currency in a rapidly changing information environment, this must be a priority area and be reflected in the Collection Policy.

Module 3 taught me that acquisition involves more than purchasing physical resources (CSU, 2013a). As digital resources continue to develop, providing effective, 24/7 access to them is paramount. Similarly, we must ensure that weeding goes beyond the print collection and that we regularly maintain digital resources so that users are not frustrated by deadlinks or misleading information ("Spring cleaning @ your library," 2011, p. 2).

This course has expanded my understanding of selection criteria and the range of tools that can support and guide selection decisions.  In particular the importance of maintaining professional networks and a social networking presence to share resource knowledge and reviews (CSU, 2013b).  In addition to developing knowledge, sustaining professional connections assists achievement of ASLA Professional Commitment standards.

Finally, reviewing the existing policy highlighted for me, the need for regularly updating policies.  The vibrant collection library that existed encompassed a variety of high-quality resources and advancements in digital resource provision had been undertaken. However, as regular updates had not occurred, these developments were not reflected in the policy, limiting its use to provide accountability and evidence the collection’s strengths. Similarly, as changes relating to ethical practice were not included, the documents protective value against legal issues was limited.

References

Australian School Library Association. (2000). Policy statement - School Library Bill of Rights.   Retrieved 25 May 2013, from http://www.asla.org.au/policy/bill-of-rights.aspx

Australian School Library Association. (2004). Standards of professional excellence for teacher librarians.  Retrieved 25 May 2013, from http://www.asla.org.au/policy/standards.aspx

Beilharz, R. (2007). Secret library business. Connections, 3(62), 10-11.

Bishop, K. (2013). The collection program in schools: concepts and practices (5th ed.). Santa Barbara: Libraries Unlimited.

CSU. (2013a). Accessing and acquiring resources [ETL 503 Module 3]. Retrieved from Charles Sturt University website: http://interact.csu.edu.au/portal/site/ETL503_201330_W_D/page/cc27bbe6-e6e0-4c57-0010-f556b9fde7d2

CSU. (2013b). Developing collections to support teaching and learning [ETL 503 Module 2]. Retrieved from Charles Sturt University website: http://interact.csu.edu.au/portal/site/ETL503_201330_W_D/page/cc27bbe6-e6e0-4c57-0010-f556b9fde7d2

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth: responding to the needs of learners. Chicago: American Library Association.

Kennedy, J. (2005). A collection development policy for digital information resources? The Australian Library Journal. Retrieved from Australian Library and Information Association website: http://alianet.alia.org.au/publishing/alj/54.3/full.text/kennedy.html

Spring cleaning @ your library. (2011). School Library Monthly, 27(7), 2.

 

 

Collection Management Policy

Having a written policy provides accountability and support.

As the policy should contain information on both development and management – labelling as Collection Policy is preferred.

Johnson argues that the collection policy serves to both inform and protect , through stating the collection’s purpose and goals and detailing guidelines regarding disputed  materials procedures, intellectual freedom and treatment of donations (Johnson, 2009, pp. 74 - 75)

One issue is that– is the policy being followed? If it is to be a point of accountability then must be implemented.

Some argue that schools do have collection management policies, however they are unwritten. This poses issues in that:

·         without the TL the information is unavailable

·         weaknesses are not clearly identified and possible changes to policy not outlined

·         there is a lack of accountability and policy defence for decisions

The ALIA statement of professional conduct outlines how school library collection policy addresses issues, notably that “People engaged in library and information services are members of a profession committed to intellectual freedom and the free flow of ideas and information.” (ALIA, 2007).

The statements:

1.      “encouraging intellectual freedom and the free flow of information and ideas.” (ALIA, 2007).

– this point can be addressed in the policy under selection criteria and controversial resources and censorship, having clear guidelines for how resources are selected and how complaints to selection of certain materials will be handled provides defensible policy

5. “distinguishing in their actions and statements between their personal viewpoints and those of the library and information service that employs them or the Australian Library and Information Association;” (ALIA, 2007).

- this point reflects the need to ensure personal views do not influence selection decisions.

The collection policy is a policy not procedures document, thus should outline, what and why things happen in the library. The how, processes are continued in other policies eg acquisitions, which can be hyperlinked to the collection policy.

Debowski suggests Policy should contatin information regarding

·         collection purpose and goals, users,

·         selection principles and criteria

·         acquisition policy

·         collection evaluation and weeding

·         challenges to controversial materials policy

·         information on intellectual freedom

Collection management and censorship

 -          Must include policy to address challenges to materials and procedures to follow in the event of complaints.

-          Censorship occurs both when controversial materials are not initially selected as complaints may arise, as well as when items previously selected, are removed from the collection due to causing offense to some users.

-          Term can be extended to warnings labelling material containing sexual references, violence etc

-          Reputable selection aids and good selection criteria can assist and provide a defensible support for decisions

Some useful sites containing advice for writing school library policies are:

• A manual for developing policies and procedures in Australian school library resource centres http://www.asla.org.au/policy/policy-development-manual.aspx

Comprehensive document, merges policy and procedures.

• Policy support for school libraries
  http://www.esa.edu.au/scis/connections/issue_65/policy_support_for_school_libraries.html

Policy support from SCIS, provides Australian perspective

 

References

Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with less : collection management for school libraries (2nd ed.) (pp. 126-136). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University.

Johnson, P. (2009). Fundamentals of collection development and management (2nd ed.). Chicago: American Library Association.

 

Collection evaluation Module 5

Involves evaluating the collections ability to meet curriculum and user needs and enable the library to achieve its goals
·         Kennedy (2006) and Bishop (2007) provide useful overviews of collection evaluation purpose and methods
·         when judging the value of the collection, TLs need to determine the criteria for evaluation and decide
o   what quantitative and qualitative data will be collected and used,
o   who will collect data,
o   what will data be used for and
o   who will results be reported to.

·         Barriers to evaluation include
o   the perceived lack of tangibility of the process eg weeding as opposed to acquisition,
o   time pressures,
o   lack of experience of data collection or interpretation or
o   fear of what the results of evaluation may uncover and what this will mean for future planning decisions.

·         A range of methods for evaluating the collection are possible. TL must decide which one or combination is most appropriate for particular school situation. Techniques include:

o   Collection centred measures including
§  checking the size and scope of the collection against recommended lists. OPAC is used for determining current collection. Benefit of recommendations include increasing TL knowledge of potential titles may not be aware of however, need to ensure lists are compiled for local not overseas users and be sure that titles listed are available and the best source of required information.

§  Direct examination of the collection – physically checking shelves for condition and scope of what is there. Does it still meet selection criteria? Are there evident gaps? Gives a good picture of individual titles, however titles may be out at time of inspection and is time consuming. May miss getting picture of entire collection.

o   Use centred measures

§  Determining who is using materials and frequency of use eg through circulation studies, in-house use, surveys

§  Benefit is focus on users, however disadvantage is that doesn’t address non-users, why are they not using the collection?

o   Collection mapping – creating a graphical representation of the strengths and weaknesses of the current collection. Identified strengths can be promoted and may be limited in future resource selection until more balanced collection results. Identified weaknesses become priorities. Check curriculum to identify if gaps in supporting exist. Developing a balanced collection is difficult. Selection bias can occur due to personal likes or dislikes and being aware of this assists overcoming issues. Engaging assistance of teaching staff can assist in achieving balance.

Some examples of online sources in this area are:

• A guide to the collection assessment process http://www.nla.gov.au/libraries/help/guide.html
• The School Library Media Specialist – Collection mapping http://eduscapes.com/sms/program/mapping.html
• Collection assessment http://www.lib.az.us/cdt/collass.aspx

Weeding

An important element of evaluation is weeding what no longer meets user needs or selection criteria. As the aim of the collection is to serve users, material that fails to achieve this outcome should not be part of the collection and should be removed.

A useful weeding guide is available at National Library of New Zealand Services to Schools (2012). 'Collections 5: Weeding Guide'.

·         Weeding ensures that the collection remains current, appealing, accurate and supports curriculum and user needs. Outdated material is removed and current ideas are represented. Areas of weaknesses are easily identified and can be addressed and strengths can be promoted.

·         Ensures valuable resources are not obscured by old or misleading ones. 

·         Weeding can be difficult to achieve as it is time consuming and may be difficult to justify removing titles.

·         Involving subject teachers in reviewing their areas and using general selection criteria to justify removing resources can assist weeding decisions.

·         LIS can be utilised for data on usage, including materials that are not being issued.

·         Selection criteria also apply to weeding. Further criteria include physical condition, usage, whether more up-to-date materials exist online, publication date if advancements in thinking have occurred, curriculum relevance, appropriateness of reflection of current attitudes and level of difficulty.

·         Resources that are no longer supported by existing technology should also be removed.

·         Discarded titles should be clearly labelled and removed from the OPAC.

·         Gaps that are identified provide priorities for future collection development

·         Remember that weeding must also extend to e-books, digital and online resources curated as part of the collection

·         Ongoing weeding assists manageability however may occur across entire collection or rotate through sections.

·         Disposal methods of weeded resources outlined in the collection policy assist justification.

·         The acronym MUSTIE provides a useful basis for weeding decisions

The collection exists to support the curriculum and meet user needs.  If it is not evaluated regularly against predetermined criteria it may fail to meet this goal.

The TL must evaluate all sections of the collection to ensure they provide current, accurate information that is free from bias.  Weeding is as important as developing collections, as if materials that no longer meet criteria or user needs are not removed, users may access incorrect or misleading information or have difficulty locating useful resources, resulting in frustration.