Key issues in funding. 3.1 fourm

What are the key issues in funding a school library that you are familiar with?

As I’m not currently working in a library I’m somewhat vague on any issue associated with budgeting in a library, in fact I have no experience with budgeting in any area of a school. Reading Lamb and Johnson (2007) 'Program administration: Budget management' eduScapes, revealed many aspects of budgeting that I have never thought of. Other than collaboration, this reading provide many insights on how to budget with aspect such as formats, needs based, fetes, fundraisers, including students in the process, categorisation of formats and services. What I believe to be most important highlighted by Lamb and Johnson is the need for the librarian to be credible and to justify every purchase and monies spent in the library budget. Another thought to be considered is the value placed on resourcing the National Curriculum and how to budget using the procedures explained in this article.

How would you calculate the cost per student of this library's collection?

Collate the cost of all resources (book, clickview, DVD’s, magazines etc) to for the year and divide that number by the total number of students. Additionally, wages and other technology (laptops, cameras) could be included into this calculation.

Covert Censorship

Moody, K. (2005). Covert censorship in libraries: A discussion paper. Australian Library Journal, 54(2), 138-147.

How does Moody's discussion relate to your experience in school libraries?

Reading Moody’s article has revealed to me many aspects of censorship that I would not have ever thought of. This was a thought provoking article that has highlighted censorship issues that I may have been guilty of if working in a library. It appears that there is no escape from commercialism and politics as they continue to challenge the freedom of uncensored information through policy, repetition and bright fancy advertisements.

2.5 module Selection Criteria

Search and share

Search a variety of sources for criteria which could be used to select e-resources.  Many lists will have common criteria.

Collate these common elements and post to the Module 2.5 forum with a short explanation of why the criteria is important for e-resources.

http://www.bcps.org/offices/lis/office/admin/selection.html

http://www.csbsju.edu/Libraries/Library-Staff/Library-Departments/Collection-Development/Electronic-Resources.htm

http://www.ifla.org/files/assets/acquisition-collection-development/publications/IFLA_ELECTRONIC_RESOURCE_GUIDE_DRAFT%20FOR%20COMMENT.pdf

http://www.lib.colum.edu/about/ecollectiondevelopment.php

Selection criteria for e-resources from the above website have the following similar elements:

-          Fit with the goals of organisation.

-          Availability of resource and access (24/7 passwords or IP address access)

-          Sustainable cost

-          Vendor is accessible providing support

-          Technical compatibility and user friendly

-          Licensing considerations

-          Cancelations

These common elements are important as serious considerations need to be made in resourcing the library. Shrinking budgets, other formats may be a cheaper alternative and this format may meet specific needs of students, copyright issues and other legal matters, insuring those responsible for the work are rightly compensated/paid, ensuring it meets the needs of students with little hassle (more time is actually spent engaged in learning then figuring out how to open or start a program. Ultimately these similar elements of the criteria are important to increase student success while ensuring confidence with teachers and the use of e-resources without fear of litigation.

Strengths and Weaknesses of selection aids.

Promotions:   (visits to bookshops and educational suppliers, booksellers)

STRENGTH:  instant access to resource, immediate purchase, review format instantly

WEAKNESS:  limitations of books due to their suppliers, more interest in promoting stock

Reviews:         (teachers, TL educational consults, student)

STRENGTH:  if from an authority very reliable evaluations and relevant resources, large variety and variety of formats

WEAKNESS: subscription may be required

 

 

Bibliographic services:          (online public access catalogues, subject listings)

STRENGTH:  specific resources identified that are relevant

WEAKNESS: dated from the moment they are created, unavailable, questionable authority

 

Recommendations from colleagues and users:       (visits to bookshops and educational suppliers, booksellers)

STRENGTH:  online discussion with other professional and more experienced people

WEAKNESS: recommendations could be bias, advertisement little knowledge of schools specific needs.

 

Other criteria

Firstly, the criteria must include authority. Secondly, relevance. Thirdly, appropriateness for school needs and lastly a review process by other members of the school.

There will be a need to be flexibly with the type of aid used. An example may include identifying the credentials of a review editor/writer when using review as an aid.

Selection aids od particular relevance

National bibliographic databases, subject list, review by an authority SCAN and recommendations by OZTL_NET are selection aids I believe would not only benefit my school I’m currently employed but others schools as well. This selection is based on well-known authorities providing recommendations from different categories of selection aids which provide variety of information for the TL to have better judgment when considering a resource.

Pros and Cons of bundled sets. 2.2a reflection and fourm discussion

Discuss the pros and cons of buying bundled sets of resources, for instance a journal database or a Standing Orders service.

 

Pros

Free up time.

Inexperienced or new TL able to resources a library due to the simplicity of obtaining resources

Resources are screened

Reputable publishers and popular authors

Age suitability

Discounts

Continual supply

Wider variety of fiction types, horror, fantasy etc.

 

Cons

Some double ups on titles.

Not meet the interest of students.

Issues may arise with regards to platforms if bundling ebooks and limitations to specific devices.

 

Consider also the pros and cons of selecting content that is provided via online access but which the library does not own.

 

Pros

Physical storage space not required

24/7 access

Initially cheap as you may not have to buy outright and allows for review and analyses of resource.

 

Cons

Access to online resources might be problematic for some.

Over time may be expensive for renewals of subscriptions

 

I am interested to read the ideas of others as I have only produced a limited list of pros and cons which reflects my inexperience.

What is a balanced collection? Content and Container

After quizzing the librarian at my school I discovered that the library categorise its resources into Fiction, Non-Fiction (Dewey System), reference, teacher resources and audio visual. It’s overwhelming to a newcomer like me, to read about not only the formats resources come in but terms such as topology and genres with categories of genres. Categorisation by subject and material sub divided into language then the library resourcing procedure reflecting its organisational structure. Somewhat confusing.

What is Selection? 2.1a refelection and forum discussion

Within the forum discuss how the teacher librarian's expertise and role in 'selecting and using resources' is different from that required by all teachers.

Not having experience working in a library and after viewing Standard 3, focus area 3.4 of Australian Professional Standards for Teachers, I would greatly appreciate the ideas of others with regard to the differences between teachers and TL’s role in 'selecting and using resources'.

How could teacher librarians effectively collaborate with the school community in the selection of resources in a school with which you are familiar.

Within the school I’m currently working, TL might effectively collaborate with the school community in matters relating to selection of resources by developing a committee comprising of staff members from each KLA. These members may meet as a group in an allocated time slot and discuss resources they may need, budgets, acquisition, accessioning through the library and how resources may meet outcomes across KLA’s.

Consider also how to engage your learners in selection of resources for their school library.

I personally believe learners (students) need not be involved in the selection process. If  Standard 1 of Australian Professional Standards for Teachers ‘Know their students and how they learn” is effectively meet by teachers then the selection of resources can successfully be done by teachers and TL’s.

For the purpose of this forum though I would identify stages where this process would be efficient (stage 6 possibly stage 5) develop a committee where possible resources are brought forward after teachers have made a short list. Students can, under the guidance of teachers, offer their opinions. This shortlist provided to the committee could reflect significant and relevant aspects of the learner’s community and interests.

Who should have the final say on what is included in the school library collection? Why?

The final say of the selection of resources ultimately should be the Principal as they are the face and leader of the school. However, this process could be put to a panel of teachers and executive staff that are leaders in their fields providing a unbiased system that could reasonably resources the curriculum needs of the teachers and learning needs of the students.