Reading Decline

Power of stories

Drew (2005) stories provide template for character and self-development and structure for interpreting real life (as cited by Haven, 2007, p.  103).
Early and regular use of stories  with children benefits mathematic and logical thinking (Haven, p. 104).
After comprehension comes creating meaning by linking to personal experiences.

Reading Decline

Zipes argues that there has been a decline in reading in America, particularly amongst young adults, and that this has had flow on effects to declining literacy levels and detrimental impacts on culture and civic responsibility. Reading practices have become less reflective and analytical, that there has been a dumbing down of children

Books have become a vehicle for profit rather than education.  The market is deciding what is being written and thus what children read. Cross promotion of books, films and merchandising has essentially commercialised the reading experience.   Publishers are concerned with producing books to promote other books and products, and children's tastes are being moulded to suit the industry (p. 36). Copycat and spinoff book series are created following successful titles. Links to film and TV series are created for new titles and to relaunch old stories and in some cases spawn new titles in the book series. Zipes argues that the industry aims to "capitalise on a book as a commodity" (p. 38).
Regardless of the contents of a book, good advertising and distribution can sell any book (p. 38).  However must also note that with the increasing digital age, book market , including libraries and bookstores is shrinking.

Le Guin's (as cited by Zipes, p. 38) definition of a book however is important to note in light of digital technologies, that to fully experience a book requires collaboration between the reader and writer. Further, a book enables the reader social interaction with other readers. As books and reading have such social value, Zipes contends, they are crucial to the society's development (p. 39).

Zipes then argues that adults are misreading children's reading practices and the way in which technological changes have altered the way they interact with the world.   Children now read differently, multimodaly, with traditional alphabetical literacy methods no longer meeting their reading needs. He argues that children show greater loyalty to brands and market forces, than to the traditional forces of family or community, and that adults must learn to address these changes if they wish to learn what reading and books mean to children today (p. 43).

Reference
Haven, K. F. (2007). Story proof: The science behind the startling power of story. Westport, Conn.: Greenwood Publishing Group.
Zipes, J. (2009). Misreading children and the fate of the book in : Relentless progress the reconfiguration of children's literature, fairytales, and storytelling. London: Routledge. (Ch. 2, p. 27-44).

Defining children's literature - what is it?

Many definitions have similar themes of works of fiction, designed to educate or entertain eg NSW Dept of Education 1989 definition. I like the  NSW Dept of Education 1989 definition of "children's literature in a narrow sense is any story or work of fiction that has something to say. In a wider sense it is any of a large body of writings that amuse, enlighten or entertain children". Initially I thought this was a fair description. To entertain is fine, however,what about literature designed to make the reader think about, and formulate their own opinions on issues or to consider alternative futures eg speculative fiction?  If we say "to educate" does this still presume that the writer is the one with the information or knowledge to impart and the reader, in this case children, are the recipients of this education. Does this still go back to the 'topdown' concept of the earlier definitions of childhood given in the first reading?

Another issue I have with some of the definitions was the criteria of quality. Are books written for entertainment purposes only, for example certain romance fiction series, not considered literature, when they certainly fall into the ERIC description of "any reading material written primarily for, or read widely by, children..."? And what determines "quality"?

Overall I think written with children as the intended audience is a key criteria.

Forum post

After reading the definitions, one issue for me was the notion of quality. Sutherland and Arbuthnot (1991, pp. 5-7) say it must meet "high literary and artistic standards". Who determines these standards, and what about books written for children, (I can remember enjoying many a teen romance book as a child!) that were not of any high literary standard. How are these then classified, are they children's fiction but not literature? is there such a thing?

Secondly the aim to educate, seemed to imply the 'topdown' concept of passing on information, but what about books written to challenge thinking and have children make up their own mind on issues. Is this still education?

Readings
Definitions listed in CSU ETL 402, Resources

Winch, G. (2006). Literacy: reading, writing and children's literature (3rd ed.). South Melbourne: Oxford University Press. pp. 393-413.

History of children's literature

Debate regarding origins of children's literature exists, as early examples seem to have come from literature written for adults but subsequently consumed by children.

Over time, key changes have resulted from

1.    the emergence of the child as the intended audience and

2.    Technological advancements, including those improving the capacity for illustrations and the Internet, which has changed traditional definition of what a book is and how it is delivered.

Early children's literature aimed at imparting life lessons or to educate children eg the alphabet. Eg fairytales then The New England Primer (1689)

Reading for enjoyment emerged in the early 1700s although these books may also have included lessons. Examples included Cinderella and Sleeping Beauty.

Newbury in mid1700s first recognised the importance for children to be considered the intended audience, publishing books eg A Pretty Little Pocket-Book aimed at children, with the purpose to "instruct and amuse" (Barone, 2010, p. 10).

Children's literature also began to be created in written rather than oral form and more often written purely for enjoyment rather than education.

1800s saw popularity of fairytales such as Grimms, with characters such as evil stepmothers, intended for the developing middle class demographic. Grimms tales often originally centred on strong female characters, however Lurie argues that these were largely altered by Grimms whilst rewriting them for child audiences (as cited by Barone, 2010, p.11).  Emergence of Anderson as a key tale author.

Early 1900s also saw move of publishing from UK to US, leading to rise in stories containing American patriotism, and expansion of genres written for children, eg family, adventure, science fiction, fantasy, animal stories, poetry (Barone, 2010, p. 11).  Late 1800s development in printing lowered costs for quality colour printing expanding production of picture books and literature for enjoyment outgrew didactic books (Barone, 2010, p. 11). Libraries and librarians presided over what and where children read and held responsibility for awards (Barone, 2010, p. 12).

Early 1900s saw rise of children's literature divisions in publishing houses and separation of books for poorer children vs those who could afford higher quality books.  Series fiction grew in popularity with readers, although these were not available in public libraries and rise of comic books after mid 1930s worried librarians.  Introduction of the Newbery Medal award. Key developments of this time were the targeting of the children's market by publishers, creation of library reading rooms for children, series fiction and comic books, and first picture book and fantasy written by American authors (Barone, 2010, p. 13).

As boos were relatively expensive at approximately $2 each, introduction of Golden Books into supermarkets at 25c each proved popular with parents able to afford multiple purchases. Golden Books were innovative in their development, rarely identifying the author or illustrator, and covering a multitude of topics including popular culture eg Disneyland, TV characters, traditional literature, alphabet, nursery rhymes, occupations, information etc. 1960s saw Golden Books criticised for lack of diversity resulting in increased racial representations and removal of gender and cultural stereotypes (Barone, 2010, p. 14).

Current trends have seen authors and illustrators build upon rather than merely repeat previous works. Barone (2010, p. 14) describes examples of such developments including:

1.    Development of picture storybook expanding ways in which text and illustrations interact

2.    New illustration media eg greater use of colour and digitally created artworks

3.    Expansion of topic and issue to include sensitive topics or explicit information

4.    Genre complexity - perhaps more than one genre represented

5.    Acknowledgement of racial diversity

6.    Expansion of informational texts covering an ever widening range of topics

7.    Greater access to international books

8.    Emergence of graphic novels with some classics rewritten as graphic novels

9.    Return of didacticism many written by celebrities delivering strong messages

10. Success of book series eg Harry Potter

11. Emergence of Tweens 8 -12 yrs, as subdivision of children's literature

12. Books with multimedia components, eg associated websites

13. Books written collaboratively over the Internet - see Library of Congress The Exquisite Corpse Adventure  

Zipes (2009, as cited in Barone, 2010, p. 17) contends that despite the positives several concerns exist. Particularly

1.    Will rise in digital technologies inhibit children's ability to engage in prolonged reading?

2.    Will the classification of children as consumers come at the expense of quality literature?

3.    Will design changes cause images to be more important than words?

Zipes also contends that children "are not as literate as their parents were in the domain of literature"   (as cited in Barone, 2010, p. 17).

Other important changes in the industry have resulted from consolidation in publishing houses resulting in fewer operators controlling what literature gets published. As schools, libraries and large booksellers are able to purchase quantities at lower prices, small booksellers are unable to compete. Further, what gets published is also restricted by the need for schools to purchase curriculum related texts and booksellers to select profit maximising titles.

Reference:  Barone, D. M. (2011). A brief history of children's literature. Children's literature in the classroom : engaging lifelong readers (pp. 8-19). New York: Guilford Press.

Theories of childhood

Development of concept of childhood

Range of definitions exist as to the commencement and end of childhood. UNICEF categorises as between birth and 14 however UN Rights of the Child argues to 18. One agreed definition classifies childhood as a stage of life from birth up to and including adolescence.

Definitions have continued to change over time and reflect changes in the legal interpretation of childhood.

Early research into childhood was 'top down'. It was not until the 1990s, following UN Convention on The Rights of the Child that the views of children were considered in the research.

Childhood has been argued by Freud and followers, to be a key determinant in the development of psychological well-being in adulthood.

What is childhood has also been considered to differ across cultures, societies as well as time.

Childhood has been associated with as a time of links to the spiritual or fantasy world, often seen through songs, stories, fairy tales containing societal messages assisting the transition to adulthood.

Postmodernist theories of childhood and family structures have challenged the view of childhood as a preparation for adulthood.

Reference: Encyclopedia of Children and Childhood in History and Society,

Theories of Childhood, available http://www.faqs.org/childhood/So-Th/Theories-of-Childhood.html

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.