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.