Completing ETL 503 Assessments 1 and 2 where challenging practical tasks with many profound learnings. The feedback that I received from assignment 1 I believe lead to an improved result in assignment 2 for which I am grateful for. Here are a few key points of what I have learnt.
Evaluating the collection is most important. It allows for strengths and weaknesses to be identified in the collection and highlights areas in need of improvement to meet the needs of its users (Bishop, 2007, p.142). Evaluation is extremely important as user’s needs are constantly changing so the collection must be evaluated in order to stay relevant (Kennedy, 2006, p.88). Evaluation of the collection not only highlights what is being done well and where improvement is needed, it also acts as a tool to increase funding (Bishop, 2007, p.142). Qualitative and quantitative data presented in a way that is easy to understand and read can identify the TL as effective in allocating funds by highlighting exactly where funding is going to be spent and why. This form of data analysis and presentation could lead to more flexible budgeting options, for example from a lump sum payment to an abbreviated from of the Zero Based Budget as stated by Hughes-Hassell & Mancall (2005, p. 57).
An integral part of evaluating a collection is weeding. Weeding was a term that I was unfamiliar with before completing this assignment. I now know that weeding is just as important as acquiring new resources for the library. It isn’t simply looking at a resource and removing it due to bias or condition, there are guidelines and criteria that can be used to effectively weed the current collection.
Copyright issues is an area that I was somewhat vague about, and my learnings have revealed that these issues are more in depth and involved than I first realised. This is an aspect of the TL role that I will need to continuously revisit, not only for my own professional development and adhering to the standards such as ALIA’s Statement of professional Conduct (2007), but also to inform colleagues and students to respect and adhere to ethical codes.
The growth of digital information, exceptional levels in the production of global information where quality and authority of information is often not contested, and the emergence of participatory and collaborative web environments all provide a rich case for the necessity of school libraries to develop the intellectual, social and personal agency of students to learn, live, and be productive citizens in a 21st century world (Hay & Todd, 2010, p. 10).
The challenges of integrating electronic resources and technologies into the process of collection development are many, and many-faceted. Beyond task oriented considerations, such as the selection process itself, there are large scale management issues to consider. Issues associated with e-resources may include access and/or ownership (subscription, pay per view), licensing, Software and applications (will the current technology support the resource/s?). Access to technology and resources needs to be available equitably to all students (ASLA, 2009). The e-resources need to be catalogued in a way that will best suit the individual learner and teacher access, through Learning Management Systems such as Moodle or through the use of SCIS (Johnson, 2009, p. 104). This means that the current technology they are using will allow for the effective running of any new e-resource and students have access to appropriate devices (Latham & Poe, 2008, p. 261).
Actively resourcing the curriculum and developing a collection policy has been highly beneficial to me. The practical nature of this course has allowed me to go through step by step the processes associated with resourcing and developing a collection policy. From actively resourcing the library to meet the curriculum needs of staff and student to evaluating a collection and developing a policy has provided me with greater knowledge and understanding of how to effectively do this.
Referencing:
Australian School Library Association (ASLA). (2009) Statement on school library resource provision. Retrieved from http://www.asla.org.au/policy/school-library-resource-provision.aspx
Bishop, K. (2007). Evaluation of the collection. In The collection program in schools : concepts, practices and information sources (4th ed.) (pp. 141-159). Westport, Conn.: Libraries Unlimited.
Hay, L., & Todd, R. (2010). School libraries 21C: School library futures project. Report for New South Wales Department of Education & Training, Curriculum K–12 Directorate, School Libraries & Information Literacy Unit. Sydney: Curriculum K–12 Directorate, NSWDET. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf
Hughes-Hassell, S & Mancall, J. C. (2005). Collection Management for Youth: Responding to the Needs of Learners. Chicago: American Library Association.
Johnson, P. (2009). Developing Collections in Fundamentals of Collection Development and Management. American Library Association.
Kennedy, J. (2006). Collection Management: A concise introduction. Centre for Information Studies, Wagga Wagga, Australia.
Latham, B., & Poe, J. (2008). Evaluation and selection of new format materials : electronic resources. In J. R. Kennedy, L. Vardaman & G. B. McCabe (Eds.), Our new public, a changing clientele : bewildering issues or new challenges for managing libraries (pp. 257-265). Westport, Conn.: Libraries Unlimited.
