This module focussed primarily on the selection of resources. As Kennedy (2006) defines it selection is deciding which items will be added to the library collections and made available to library users. Selection should be at appropriate levels to support curriculim needs and the competencies of all students (Learning for the Future, 2001).
The selection of resources is a process that should be considered carefully the use of criteria helps to make this process easier. The CMIS Selection Policy states that the contribution to student learning outcomes is the ultimate resource selection criteria. The policy then goes on to state general principles that should be considered when making selections including; the promotion of inquiry, the quality of resources, that they be unbiased, varied in format and should include items to support students and staff.
Kennedy (2006) also discusses selection and different criteria for the different types of resources; digital materials, print monographs, print serials, audiovisual materials. Different libraries have different policies regarding the selection of resources. Often this is dependent on the size of the library. In larger libraries there may be selectors, there may be committees to do the selection. In smaller libraries this may be a task carried out by the librarian, but as Kennedy states there needs to be an ultimate arbiter.
How might the Teacher Librarian effectively collaborate with the school community in the selection of resources?
In my current school collaboration is already present and encouraged. In the case of library resources selection both students and teachers can make recommendations for books. However, the Librarian is the one with the ultimate say on what is ordered.
The Librarian could attend the regular meetings held by the year group, the phase, the whole of primary, subject leaders, middle school, high school, or whole school. The Librarian could also make use of the online curriculum plannner to determine what the students are studying. She could also form survey asking teachers what they want from their library. However, despite input from others I feel that the Librarian should have the final say as they are the one with the inside knowledge of the budget, what resources are already in the library, what is available to order and the reasability of having it available in the library.
Do we need to focus more on the digital?
I feel that there needs to be more focus on the digital, particularly in the areas of non-fiction and research directed resources. This is information which needs to remain current and through digital media this is possible. In the library at the moment there are also no DVD's, CD-Rom's or other Audio-Visual resources. Today's society is increasingly digital and I feel that the students of today are more inclined to look on google for a map than in an atlas, or Wikipedia (despite the inaccuracies) rather than an encyclopeadia.
Alternative approach which would incorporate the teaching and learning environment within the key general selection criteria.
Take the general selection criteria and incorporate criteria for the teaching and learning.
E.g
Does it promote inquiry?
Is it inline with the school philosophy and curriculum?
Does it meet the learners needs?
Establish criteria that address the curriculum, learning and individuals in the school.
Censorship
All people should have the freedom to read. The teacher librarian should be open minded about the resources they wish to include in the library. Librarians who censor books are not allowing students and teachers access to books, they are also not allowing them to make the decision themselves. If a book meets the needs of the school and students it should not be excluded because the teacher librarian does not like it.
I found censorship interesting especially taking into consideration the country I live in and how censorship is prevalent here including books on Israel, Hitler, Reproduction and Nudity, and various other topics that would surprise considering how inoffensive the majority of people would perceive them to be.
Friday, December 3, 2010
ETL 503 Module One
Module One
Module One focussed on collection management, and who knew it would be such a comprehensive topic. As Kennedy (2006) defines it collection management is concerned with a set of interrelated library activities focussing on the selection, acquisition, evaluation, preservation and deselection (weeding) of library materials. It does not include cataloguing and classification.
The main issue raised in this module was also the argument between the terms collection development and collection management. To help myself out a bit I have summarised the two terms as they were defined in the readings.
Collection Development
- is an older term
-there was an increase in the term post 1977
- may focuss on selection and acquisition
- implies growth and the realisation of potential
- collection development encompasses the number of activities related to the development of the library collection, including determination and coordination of selections policy assessment of needs of users and potential users collection use studies, collection evaluation, identification of collection needs, selection of materials, planning of resource sharing, collection maintenance and weeding (ALA, 1996, as cited in Kennedy, 2006)
- the process of meeting the information needs of the people in a timely and economical manner using information resources locally held as well as from other organisations (Evans and Zarnosky Saponaro, 2005)
- refers to the policies and actions that drive selections
- refers to the policies and actions that affect the access status of an object subsequent to its selection (Ross Aitkenson, 1998)
Collection Management
- used to be more appropriate to new circumstances as development implies growth rather than management of increasingly limited resources.
- the two terms are often confused and the terms have not been standardised
- goes beyond policy of acquiring materials to policies on housing, preservation, and storage, weeding and discard of stock.
- is the systematic management of a libraries existing collections (Jenkins and Morely, 1991)
- in America it is focussed on the selection
The Kennedy reading then goes on to discuss selection of materials. Stating that the task of selection often fell to librarians who lack subject knowledge and as such felt compelled to work out principles for performing selections.
This module was challenging in the extent that a lot of the activities focussed on thinking about a particular education authority. As an international school education authorities rarely seem to come into it as they are independently run and funded. The curriculum framework used was lacking in that it also did not have any information on a library policy. Ultimately despite many emails and discussions with the relevant people there was no information on the library and policy development or collection management/development.
Post-Literate
The module then went on to discuss the post-literate society. I feel that today's younger teachers and students are post-literate to the extent that often the internet or other digital media is what is consulted first when they wish to find information. However, libraries are not adopting the critical attributes proposed. In the case of my school, there are only 4 computers in the library serving 750 students. Their is wireless throughout the school although students are rarely seen using it in the library despite students being quite affluent and owning devices such as ipad's, smart phones and laptops. The students are not allowed to use ipods within the school and social networking sites are prohibited. The educational resources available to the students is also limited in the extent that they only have access to three educational databases, and there are few graphic novels within the library and no audiovisual or audiobooks.
Ultimately in my current school digital devices and technology are undervalued and therefore underused (primarily as they are not available).
What is in a name?
The module then moved into discussing the name of a Teacher Librarian. If the role is more digital should the name be changed. I feel what you call a TL is irrelevant but it is the role they play which is important. Regardless of the name what is the role? The role is what is important, not the title used. The name does not need to be changed but an understanding of the role is what is important an understanding of the change in the TL role and duties.
Which model is best?
The school I work in wants to be learner centered and collaborative but at this stage the school is relatively young and it is too early to clearly define the model. The school is most likely trying to move into the CAE model as it is the one which aligns best with the IBO-PYP.
And when looking at the three models CAE is the best as it works on a basis of collaboration. Teachers and learners have a say in what is being done.
Module One focussed on collection management, and who knew it would be such a comprehensive topic. As Kennedy (2006) defines it collection management is concerned with a set of interrelated library activities focussing on the selection, acquisition, evaluation, preservation and deselection (weeding) of library materials. It does not include cataloguing and classification.
The main issue raised in this module was also the argument between the terms collection development and collection management. To help myself out a bit I have summarised the two terms as they were defined in the readings.
Collection Development
- is an older term
-there was an increase in the term post 1977
- may focuss on selection and acquisition
- implies growth and the realisation of potential
- collection development encompasses the number of activities related to the development of the library collection, including determination and coordination of selections policy assessment of needs of users and potential users collection use studies, collection evaluation, identification of collection needs, selection of materials, planning of resource sharing, collection maintenance and weeding (ALA, 1996, as cited in Kennedy, 2006)
- the process of meeting the information needs of the people in a timely and economical manner using information resources locally held as well as from other organisations (Evans and Zarnosky Saponaro, 2005)
- refers to the policies and actions that drive selections
- refers to the policies and actions that affect the access status of an object subsequent to its selection (Ross Aitkenson, 1998)
Collection Management
- used to be more appropriate to new circumstances as development implies growth rather than management of increasingly limited resources.
- the two terms are often confused and the terms have not been standardised
- goes beyond policy of acquiring materials to policies on housing, preservation, and storage, weeding and discard of stock.
- is the systematic management of a libraries existing collections (Jenkins and Morely, 1991)
- in America it is focussed on the selection
The Kennedy reading then goes on to discuss selection of materials. Stating that the task of selection often fell to librarians who lack subject knowledge and as such felt compelled to work out principles for performing selections.
This module was challenging in the extent that a lot of the activities focussed on thinking about a particular education authority. As an international school education authorities rarely seem to come into it as they are independently run and funded. The curriculum framework used was lacking in that it also did not have any information on a library policy. Ultimately despite many emails and discussions with the relevant people there was no information on the library and policy development or collection management/development.
Post-Literate
The module then went on to discuss the post-literate society. I feel that today's younger teachers and students are post-literate to the extent that often the internet or other digital media is what is consulted first when they wish to find information. However, libraries are not adopting the critical attributes proposed. In the case of my school, there are only 4 computers in the library serving 750 students. Their is wireless throughout the school although students are rarely seen using it in the library despite students being quite affluent and owning devices such as ipad's, smart phones and laptops. The students are not allowed to use ipods within the school and social networking sites are prohibited. The educational resources available to the students is also limited in the extent that they only have access to three educational databases, and there are few graphic novels within the library and no audiovisual or audiobooks.
Ultimately in my current school digital devices and technology are undervalued and therefore underused (primarily as they are not available).
What is in a name?
The module then moved into discussing the name of a Teacher Librarian. If the role is more digital should the name be changed. I feel what you call a TL is irrelevant but it is the role they play which is important. Regardless of the name what is the role? The role is what is important, not the title used. The name does not need to be changed but an understanding of the role is what is important an understanding of the change in the TL role and duties.
Which model is best?
The school I work in wants to be learner centered and collaborative but at this stage the school is relatively young and it is too early to clearly define the model. The school is most likely trying to move into the CAE model as it is the one which aligns best with the IBO-PYP.
And when looking at the three models CAE is the best as it works on a basis of collaboration. Teachers and learners have a say in what is being done.
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