Search Results for: collection development

Sample Collection Policy

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collection development

rationale mission statement the nature of the users the purpose and role of the collection
the nature of the collection  priorities and goals  the selection of the collection  specific selection criteria
 development of the digital collection  funding  acquisition  promotion
collection evaluation deselection of resources challenged materials policy review

Appendix A

specific selection criteria

Appendix B 

challenged materials policy

rationale

A library’s Collection Development Policy describes and details how the resource collection will be developed to meet the needs of its users, both staff and students. It should be closely aligned to the library’s Mission Statement and include information about

  • the policy’s purpose and role
  • its use
  • its authority including responsibility for its development, ratification, implementation and review
  • the purpose of the collection – why it exists so its scope and focus are clear ensuring that all development relating to acquisition of resources or location and access to them is relevant to and supports that purpose.
  • those who will use the collection and their needs, interests and abilities including special or specific requirements
  • access to the collection including a statement about password-protected resources
  • the nature of the collection including its format; considerations imposed by the religious, ethical or cultural nature of the school; and any significant collections within it such as archival records
  • the prioritised goals for the development of the collection during the life of the policy,  and the milestone and indicators for the achievement of these
  • the budget, its preparation; allocation based on identified priorities;  disbursement;  and who has responsibility for these tasks
  • the use of selection aids
  • selection criteria, both general and specific for all formats
  • acquisition and purchasing policies including selection criteria for determining suppliers, preferred sources and dealing with donations
  • collection evaluation and de-selection
  • challenged materials
  • policy review timetables

A Collection Policy not only offers guidance for the direction of the development of the collection but also ensures that one person or group’s agenda does not drive decisions, skewing the collection towards one bias or another.  While Australia no longer has active, official censorship of books, Banned Books Week, organised by the ALA’s Office of Intellectual Freedom. is still a significant event in the US library calendar, and this story from September 2019  demonstrates the power one person can have if there is no policy. 

Once ratified by the school’s executive body, it provides a solid defence for challenges to the resources held in the collection enabling the TL to demonstrate why there are resources from a variety of perspectives on controversial topics in the collection, why they are labelled and housed as they are, and why funds are being spent in a particular way.  It is one of the most important policies in the library’s paperwork. 

mission statement

Include this because it is the platform for all decisions and actions.

The staff of the Catherine Palmer Resource Centre understand and undertake the responsibilities identified in the International Federation of Library Associations/UNESCO School Library Manifesto and the Australian School Library Association’s Bill of Rights so that our staff can deliver all that is required to enable our students to become confident and competent readers and independent, efficient and effective users of information.

We are dedicated to providing and promoting intellectual and physical access for all to an extensive range of print and electronic resources, tools and technologies which will meet the educational needs of all members of our staff and student body enrich and enhance our educational philosophy and curriculum stimulate interest and independence in literacy encourage our staff and students to create and manipulate ideas and information efficiently and effectively so that they become independent lifelong learners

 

the nature of the users

Identifying the users of the collection ensure their needs are explicitly identified and acknowledged and ensures the policy relates to these.

The collection is being developed for a government primary school of 450 students, with an even spread of students in K-2, 3-4 and 5-6.  There is a significant number of students for whom English is a second language and so there is an emphasis on providing resources which reflect and support the multicultural nature of the school, but on the whole, according to national and school-based data, most students are achieving at or above their year level. Resources will reflect both the diverse nature of students’ backgrounds as well as their needs, interests and abilities. Teaching staff are involved in the rollout of the new Australian National Curriculum and so collection appraisal and development will be driven by this during the life of the policy so that there are sufficient resources in a range of formats for them to be able to design and deliver what is required. The school has been at the forefront of embedding ICT into the curriculum and as well as having access to hardware and the Internet throughout the school, they are also encouraged to bring their own devices. All students have Internet access at home. This enables the development of a significant online collection where appropriate. However, as research continues to demonstrate the need for a broadening of the concept of text and a need and preference for students to have access to a variety of formats in order to develop the traditional literacy skills which underpin the “new” skills, texts in all formats will be acquired to meet these needs.

 

the purpose and role of the collection

Establishing the purpose of the collection provides the foundation on which all decisions and actions are based. 

The first tenet of the American Library Association’s Bill of Rights states, ” “Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.””

Therefore, this library’s collection is being developed to

  • satisfy the teaching and learning needs of all the members of our staff and student body
  • meet the recreational reading needs of our students from beginning readers through to those ready for young adult titles
  • enable our students to read stories that are about children just like them so they can see that there are others who are facing the same issues and challenges and know that not only are they not alone, but there is hope and support to accept, live with, and/or overcome them.

  • enable our students to read stories that confirm, challenge and perhaps change their beliefs, offer them comfort in difficult times and inspire them and encourage them to aspire to new heights
  • provide resources in a range of formats to support, enrich and enhance the curriculum, taking into consideration the varied learning needs and styles, recreational and study interests and maturity levels of the students
  • provide a wide range of materials on all levels of difficulty, with a diversity of appeal and the presentation of different points of view including those that reflect the lives of students in relation to their culture, ethnicity, language, religion and beliefs, community and family structure, sexual orientation and any other consideration
  • provide resources in a range of formats to assist in the design, development and delivery of the curriculum
  • provide resources which will enable the acquisition of factual knowledge, support further inquiry and the development of literary appreciation, aesthetic values and ethical standards
  • provide resources which offer a breadth and diversity of subjects so students can follow or expand their interests
  • provide resources which offer a breadth and diversity of viewpoints on various issues so that students may develop their critical thinking skills and make informed judgments
  • provide resources representative of our religious, ethnic and cultural groups and their contribution to our school and Australia’s heritage
  • provide resources that will encourage growth in knowledge and that will reflect the literary, cultural, and aesthetic diversity in the world today
  • provide resources which authentically reflect a variety of ideas, information, stories, and experiences through both content and authorship from a wide array of people and cultures to reflect the principles of diversity, inclusion and equity.
  • ensure a comprehensive, balanced collection of the highest quality resources appropriate for its users based on principle and professional practice not personal prejudice

 

the nature of the collection

This section should provide a snapshot of the current collection  which contains enough detail to serve as both a benchmark for measurement when the policy is evaluated for success, as well as establishing the platform for development. This section should also include the rationale for goals and priorities, so that need and demand are identified and decisions and expenditure defensible

The collection is built on a collaborative access model which encourages input from both staff and students about the acquisition of resources that will best meet their needs although the final decision rests with the teacher librarian to ensure that resources

  • are the best available to support the needs, interests and abilities of the collection’s users 
  • meet the selection criteria
  • have a reasonably widespread appeal and potential for use
  • avoid unwanted duplication
  • are in a format that best represents the information and context that meet the needs of the users

The current collection contains

  • fiction in a variety of formats including magazines, comics, picture books, graphic novels, audiobooks, ebooks, interactive stories and novels of all genres to cater for  students from pre-school to young adult
  • a collection of fiction in languages spoken in the school
  • non-fiction in a variety of formats to support the curriculum and to extend students’ knowledge and interests
  • a reference collection, including atlases and dictionaries, to provide continuous access to basic knowledge
  • a teachers’ reference collection to support the curriculum and to enhance professional knowledge
  • a collection of fiction and non fiction DVDs to support the curriculum
  • selected software loaded on to the school’s intranet
  • links to pre-selected sites from the school website for staff,  students and parents which support literacy development, the curriculum, games and Web 2.0 and social networking tools
  • subscriptions to appropriate information and learning services such as Enchanted Learning, Mathletics, and World Book Online for Kids

Whilst the bulk of the collection is in print format, audio, visual, electronic and digital resources are critical elements. Based on an analyses of staff and student preferences, and because the school is introducing a BYOD policy, priority will be given to complementing the current collection with resources available through new technologies. 

However, in recognition of the research that demonstrates that the ability to read, interpret and use information onscreen is dependent on a solid foundation of traditional literacy skills developed using print, the print collection will continue to be built to support this. This will also support those users who have a preference for print or who do not have access to a suitable Internet-enabled device. This will include a robust non fiction collection spanning a wide area of interests because

  • not everything is available on the internet
  • what is available is not necessarily aimed at the curious minds of the very young and so is not accessible to them
  • what is available may be unedited, biased and unsuitable and our young students do not yet have the maturity or skills to effectively assess and interpret what they are reading in terms of accuracy, authority, currency, objectivity and relevance although this will be an integral part of the teaching program
  • online resources are often accompanied by advertisements that distract or include links that may take the student to unsuitable sites
  • not all young readers have easy access to internet-enabled devices and don’t have the knowledge or skills to search for what they want
  • young readers get as much from looking at the illustrations as they do from reading the text and so an attractive, graphic-laden layout is essential
  • young readers like to look, think and return to the same topic or title over and over and the static nature of a print resource allows this
  • that not everyone prefers to read from a screen, that print is the preferred medium of many, and there is research that shows that many prefer to print onscreen articles so they can absorb them better
  • that research by people like Dr Barbara Combes shows that screen-reading and information -seeking on the internet requires a different set of skills and those most able are those with a strong foundation built on the traditional skills developed through print
  • young readers need support to navigate texts so they offer contents pages, indices, glossaries and a host of other cues and clues that allow and encourage the development of information literacy skills, and again, the static nature of a book enables the young reader to flip between pages more easily
  • that young children are innately curious and that exploring the answer to a question via a book with the child in charge is a unique bonding experience shared between parent and child that is not the same as looking at a webpage where the parent controls the mouse
  • that children know what they’re interested in and a range of resources gives them a range of options all at the same time; that one question leads to another and the answer might be in another resources on the same topic but with a slightly different slant
  • that children don’t know what they don’t know so browsing an interesting display of books  with bright covers and intriguing titles can open gates to new pathways

All students will have access to all sections of the collection, with the exception of those designated Teacher Reference (TR) and Senior Fiction (SF).

Teacher Reference will comprise resources which will enable staff to design and deliver the curriculum so that it remains fresh and relevant for students.  It will include teaching resources such as big books, video resources (fiction and non-fiction), maps, posters and so forth that support classroom programs.

Senior Fiction will comprise novels which are generally considered to be for young adults, acknowledging that some of our senior students seek ‘edgier’ titles particularly in the contemporary realistic fiction genre. Generally contemporary realistic fiction (often referred to as Young Adult or YA because of its intended audience) addresses issues that are of great importance to some teens and their families such as coming of age, dating, peer pressure, friendship, sexual activity and health, drugs, self-esteem, gender identity, mental health, school, relationships with friends, parents and siblings and other contemporary issues facing young people today.. There is a growing body of evidence that such literature plays an important part in the young teen’s development as they can vicariously live through the story’s characters while they read as they connect with them, relate to the situation and start to develop strategies that they might use in a similar situation.

However, while such fiction can be a powerful learning tool, stories may contain themes, language, actions and situations that are confronting to both the reader and the family values, so this collection will only be available to those in Years 5/6 with written parental consent.   

Selection criteria for this collection are made explicit in the Specific Selection Criteria section of this document. (Appendix 1). Should students request certain titles or authors, these must meet those specific selection criteria, including external advice. Ultimately the decision is to be made by the teacher librarian using their professional knowledge and acting in loco parentis.  

Organisation is based on the Dewey Decimal Classification system. 

For easy location of fiction, this section will be assigned a notation based on the book’s format – P (picture book); N (novel); GN (graphic novel) or SS (stepping stone -those early chapter books formatted to support emerging readers) as well as the first three letters of the author’s name.  Stories such as fairytales that have been retold by many will be assigned the first three letters of the story’s title (eg CIN= Cinderella or SNO  Snow White) so that all versions of the same story are together for ease of location. Stickers indicating particular genres may also be attached to the spine. 

The non fiction collection will be assigned the designated DDC number up to a maximum of three decimal points, unless in exceptional circumstances.   For ease of location and issues unique to the school and its collection, the teacher librarian will have the final say of placement regardless of the DDC number assigned. For instance, all the books about trains will be together rather than being split between the 300s and 600s.

Apart from the Senior Fiction collection no resource in the general collection will be shelved, labelled or displayed in a way that discriminates or marginalises a user on the grounds of 

    • ability
    • culture
    • ethnicity
    • religion
    • sexual orientation
    • any other consideration

priorities and goals

This policy is the blueprint for how the collection will be developed during its life so it needs to identify what is to be achieved during its life. Because these goals are then evaluated for achievements and success when the policy is reviewed, they need to be specific, measurable, achievable, relevant and timely.

Priorities for the life of this policy are

  • appraising current resources to ensure they support the requirements of the new Australian National Curriculum as it is released and implemented, and providing new, appropriate resources where necessary
  • appraising and developing a collection which meets the requirements of the Australian National Curriculum in relation to the cross-curriculum priorities of Aboriginal and Torres Strait Islander Peoples, Asia, multicultural literature from beyond Asia, and sustainability
  • appraising current resources to ensure they are appropriate for implementing the 25 Essential Learning Achievements of Every Chance to Learn
  • establishing a partnership with the local library to provide access to ebooks
  • identifying, selecting, acquiring and providing access to digital resources including ebooks which support students’ needs, interests and abilities
  • evaluating the existing print collection for authority, accuracy, currency, objectivity and relevance and deselecting where appropriate
  • maintaining and developing the print collection to support the development of traditional literacy skills in accordance with the research that demonstrates this is a necessity for the development of new-format  literacy skills.

 

the selection of the collection

While selection may be collaborative, establishing who has the final authority for selection and the criteria that resources must meet is essential to ensure the collection remains current and relevant. Criteria should be as specific as possible and encompass general considerations that apply to all resources as well a specific considerations for particular formats.

The selection of quality educational resources that support, extend and enrich the education of students, while providing good value for money, is an important aspect of the collection development process of any library. Acting on authority delegated by the principal, the teacher-librarian has the responsibility for the professional co-ordination of the collection, as it is acknowledged that that person has the best knowledge of existing resources, the overall school curriculum and what is available from the publishers. Staff and students are invited to make suggestions for new purchases to assist in selection but suggested titles must meet selection objectives and criteria, as must any donated resources. Selection is based on

  • users’ needs
  • curriculum requirements
  • recommendations from sources such as OZTL_NET; LM_NET and other professional networks
  • lists of recognised children’s literary awards
  • requirements of specific activities such as the Premier’s Reading Challenge
  • personal appraisal
  • teachers’ expertise in subject specialisation, student needs and current pedagogical practice
  • student requests, ideas and comments
  • reviews in reputable professional journals, publications and blogs such as

ReadPlus

Magpies

Young Adult Reader Reviews – Australia

Viewpoint: on books for young adults

Inside a Dog

Literature Base

Fiction Focus

Just So Stories

Aussie Review

Splatt reviews

The Source (subscription)

Classroom Resource Reviews (then go to Quick links menu and click CRR)

CBCA Reading Time journal (subscription)

The Bottom Shelf, The Book Chook, Children’s Book Daily, A Book and A Hug

Where practical and possible, relevance and suitability of resources should be reviewed before purchase using a variety of authoritative sources.

general principles
These principles should guide the evaluation and selection of materials

  • Is this the best format for this information or story in this situation?
  • Will this resource be used by staff and/or students?
  • Does it meet the requirements of system and school selection criteria?
  • Is this the best possible choice for the money being spent?
  • Is there a reputable review or other independent selection aid to support the decision?
  • Is it possible to preview the resource before selection?

 general criteria

Regardless of format, resources will

  • match users’ needs, interests and abilities
  • foster growth in factual knowledge, literary, aesthetic and cultural appreciation; moral and ethical values and which will aid in daily and future decision-making
  • be at appropriate levels for resource-based and student-centred learning
  • be at appropriate levels to meet students’ personal and recreational reading needs
  • support new curriculum and interest areas and teachers’ professional learning
  • be legally acquired and meet copyright legislation, including digital rights management
  • be attractive and appealing, sturdy, durable, easily maintained and stored
  • provide optimum value in terms of curriculum relevance, accuracy, authority, reliability, currency and accessibility
  • be selected according to the principles of intellectual freedom and provide students with access to information that represents diverse points of view
  • encompass a variety of media and information formats to suit varied learning purposes and styles, including:
      • print resources  such as books (reference, fiction non-fiction), periodicals, newspapers, pamphlets, ephemera.
      • graphic resources  such as charts, posters, pictures, maps
      • models, realia, kits.
      • audio-visual resources such as DVDs, CDs, videos and audio books
      • electronic resources such as computer software
      • digital resources such as Internet sites, databases, indexes, Web 2.0 technologies, interactive learning objects, ebooks and resources from digital repositories such as the National Digital Learning Resources Network
      • appropriate equipment and technologies exist to access non-print resources
  • assist staff in their teaching roles and enhance professional learning by
      • modelling best practice.
      • providing or suggesting a variety of teaching strategies and teaching aids.
      • reflecting current trends in curriculum development
      • consider students with particular needs, taking into account race, ethnic group, culture, gender, socioeconomic group, physical and intellectual capacity

Senior Fiction resources will be selected based on the suitability and merits of each resource.  They will adhere to the general criteria but particular attention will be paid to

  • the overall theme of the book and its suitability for a 11-13 year old reader regardless of their reading ability
  • the age of the lead characters and their relationships
  • the portrayal of sexual exploration and encounters
  • the level of violence
  • the use of language, particularly profanity
  • the level of drug use
  • the level of nudity
  • the classification given by the Australian Classification Board to any movie that is associated with the book in association with departmental and school requirements.  “PG-rated content is not recommended for viewing by people under the age of 15 without guidance from parents, teachers or guardians.” These ratings are based on the levels of those criteria stated above. 
  • the development of the series, the relationships and themes within it – not all episodes in a series, regardless of popularity will be appropriate or acquired and should students wish to read further, access to subsequent episodes will be a matter for parent and child
  • recommendations for and against offered by other primary school teacher librarians based on their expertise and experience

Diversity and Inclusivity

“I used to hate having a disability. I hated it so much. I hated being different and, you know, I didn’t want to be here anymore. I really didn’t… Whenever I turned on the TV or the radio or the newspaper, I never saw anybody like me.” Dylan Alcott,  Australian of the Year,  2022.

To ensure that the collection does, indeed, meet the “the interest, information, and enlightenment” of all those who use it, particular attention will be paid to ensure it contains “content by and about a wide array of people and cultures to authentically reflect a variety of ideas, information, stories, experiences. [and beliefs, values, attitudes and circumstances].” Thus, the principles of developing a diverse collection as espoused by the American Library Association, will be followed including 

  • selecting content in multiple formats;
  • considering resources from self-published, independent, small, and local producers;
  • seeking content created by and representative of marginalized and underrepresented groups such as 
    • gender diversity
    • non-traditional family structures
    • cultural and racial heritage
    • religious beliefs and values
  • evaluating how diverse collection resources are cataloged, labeled, and displayed;
  • including content in all of the languages used in the community that the library serves, when possible; and
  • providing resources in formats that meet the needs of users with disabilities.1

The use of selection aids, particularly consulting teacher librarians with students of a similar age and demographic, will be required so that any challenge can be defended on a knowledgeable basis. All Senior Fiction print resources will be clearly labelled with a Senior Fiction sticker and digital resources will be subject to the appropriate filters. However, other resources will not be distinguished in any way that marginalises their users, although there may be specific topics assigned in the OPAC record.  The teacher librarian will exercise his/her  professional knowledge about the development and maturation of the students, their reading needs, interests and abilities, the curriculum the collection is required to support, the underlying ethos of the school and its community and collection development practices and apply these in relation to the duty of care invested in him/her.

Regardless of format, all resources will demonstrate

  • Authority      
    • qualified and/or experienced author where appropriate to the subject
    • honest and ethical use of information, storylines or other materials
    • reference list or bibliography where appropriate
    • reputable sources of information
    • recognised publisher/producer although this does not exclude new publishers whose resources meet other criteria
    • in the case of online resources, authority of the author or the site’s owner is apparent
    • privacy and legal issues are clearly addressed and are in accordance with Australian legislation
  •  Physical Format
    • the most suitable medium to present the subject matter
    • access for as many students as practicable at one time
    • consideration for availability, purchase price and maintenance of appropriate hardware
    • sturdy construction which is durable, suitable for multiple usage and easily maintained
    • packaged for easy use and storage under normal conditions
  •  Technical Quality
    • in a format compatible with existing hardware or that intended for purchase
    • attractive and appealing presentation
    • well designed with the needs of the intended user in mind
    • illustrations are suitable for both content and audience
    • illustrations support the content and are consistent with the text
    • illustrations are in an appropriate medium
    • quality reproduction of graphics, sound, video as appropriate
  •  Content
    • relevance to curriculum
    • themes, topics and characters relevant to students
    • enrichment of students’ personal growth and understanding
    • sensitive treatment of controversial topics
    • freedom from stereotyping
    • author addresses audience without condescension
    • a style readable by and suitable for the needs and abilities of students
    • vocabulary and sentence structure suited to topic and audience
    • it meets the stated or implied purpose
    • it does not require students to divulge personal information to access it
    • it does not harvest information about students nor seeks to own the intellectual property or copyright of their work
  • Arrangement of Material
    • content is easily accessible and navigable
    • well designed with contents, index, glossary as appropriate
    • clear chapter headings and pagination as appropriate
    • clear, logical and sequential presentation of information
    • diagrams and other graphics are appropriate and close to the related text
    • references to supporting material is appropriate
    • in the case of online resources, embedded links work and lead to relevant and appropriate information
    • instructions and support materials are clear, comprehensive and effective.
  • Appropriateness
    • concepts, content, language, illustrations, and symbols are suitable for the intended user
    • surrounding material, such as advertisements, is appropriate for the intended audience of the resource
    • the harvesting and/or storage of information is in compliance with the current Australian Privacy Principles
  • Currency
    • information is up-to-date and where possible and appropriate, is no more than ten years old, although for topics such as ICT, space exploration and some sciences, this should be reduced to three years. (See Deselection of Resources)
    • in the case of online resources, date of creation and latest update are stated
    • priority will be given to those which are updated regularly
  • Cost
    • value for money.
    • application across a number of curriculum areas and levels
    • greatest access for least cost
    • acquisition complies with copyright legislation
    • acquisition does not require students to divulge personal information
    • costs of contracts or subscriptions are fully understood and agreed to with no hidden extras that are essential to the effective use of the resource
    • preference will be given to those resources available freely through the National Digital Learning Resources Network; Open Education Resources; a NEALS licence or an appropriate Creative Commons licence
    • should a free commercial resource be considered, any elements of bias must be evaluated as well as the terms and conditions of use, the collection of private information, and the content of any accompanying advertising or embedded links
  •  Availability
    • currently, readily and legally available to schools
    • unavailable resources (defined by copyright sources as ‘not available within 30 days at a reasonable cost) may be requested from other sources, provided that sources is lega
    • format shifting of resources, such as from video tape to DVD, will only be done in compliance with the copyright licences covering schools and only if a legal copy is not available for purchase
  •  Accessibility
    • consideration for availability, purchase price and maintenance of appropriate services to provide access to content such as a digital distribution service like Overdrive to deliver ebooks
    • consideration for availability, purchase price and maintenance of appropriate hardware such as tablets to access apps
    • consideration for availability, purchase price and maintenance of appropriate software to provide access to content such as Adobe Digital editions
    • consideration of the legal, ethical and logistical use of students’ own technology to access online resources
  • Copyright Compliance

cross-curriculum priorities

The Australian National Curriculum English strand identifies that the collection provides access to resources which support historical, social and cultural contexts, especially those of Aboriginal and Torres Strait Islander Peoples, Asia, multicultural literature from beyond Asia, and sustainability.  These focal points have specific selection criteria that must be considered, as identified by McDonald, L. (2013) A Literature Companion for Teachers. Sydney: Primary English Teachers Association Australia

  • Aboriginal and Torres Strait Islander Peoples

Endorsement

    • Does the text have an endorsement from an appropriate group or name the country of the writer and illustrator?

People/culture: status/power

    • Who has authority and knowledge?
    • Who can speak/act on problems in the text?
    • Does this occur in ways appropriate to indigenous culture?

Country/place/culture: context

    • Are indigenous social structures/family networks recognised?
    • Is there an understanding and respect for the complexity of indigenous knowledge and belief systems?

Culture/people/place: language

    • Is Standard English privileged? Is Aboriginal English of Language included? (pp122-123)

 

  • Asia-Australia-European engagement

Representation of diversity

Is the history of the cultural group evident? Is the reader informed about the life of people in their home country?

What immigrant experiences are presented and what is valued here?

Achievements and contribution

Who holds powerful positions/solves problems?

What types of roles do the characters have?

Engagement with Australia

    • Is the writer of the culture or outside the culture?
    • What models of culture does the text reflect: assimilation, integration and/or inclusiveness?
    • Are there changing perspectives between first/second/third generations?

Engagement with language

    • Are characteristics in two groups: those who speak Standard English and those who do not?
    • Does the actual language of the culture appear accurately?
    • Are negative epithets used such as: lazy, inscrutable, primitive, backward? (pp129-130)

 

  • Environmental systems, world views and futures

Sustainable systems

  • What kind of ‘place’ is presented – marine, desert, rainforest, urban, cultivated, natural
  • Are living things (human and non-human) shown as interdependent and contributing to the whole environment
  • What is valued and believed about the place and/or the ecosystem presented
  • Does the plot involve endangered or loss of species or an environmental catastrophe? How is this demonstrated? What values and attitudes are presented?

World views on sustainability

  • How do the characters engage with the environment? Do they control the environment, live in sustainable harmony with it, or ignore it?
  • Are there ethical dilemmas raised?
  • Are non-Western or indigenous ways of engaging with the environment shown?

Sustainable futures

  • What threats to the environment are shown – climate change, human greed or apathy, toxic waste, non-native species, pollution and development?
  • Does the text advocate human responsibility for the environment? Do characteristics model sustainable practices as individuals, as a community?
  • What models of advocacy are presented for readers to take up? (p135)

 

specific selection criteria

Each format has its own selection criteria and these are detailed in Appendix A

 

development of a digital collection

The collection must meet the needs, interests and abilities of its users including their preference for print or digital formats. For the collection to be inclusive it cannot be an either/or situation. The following issues need to be considered before a decision to acquire a resource or collection of resources is made…

  1. What is the best format for this information or title in the situation it is most likely to be used?
  2. Is the resource duplicating, complementing, supplementing, replacing, extending, or substituting for a currently-held resource in another format?
  3. Should selection be made on a device-specific, supplier-specific or content-learning basis?
  4. Will staff and student options be limited by restricting selection to one or the other?
  5. If there is a bulk purchase of a subscription by one supplier made by the education authority, does this limit the options to accessing resources from other suppliers where appropriate?
  6. If there is a bulk purchase, what input to collection development will the teacher librarian have?
  7. If selection is made on a content- learning basis, how will it contribute to implementing the SAMR model of teaching and learning?
  8. Who will own the device required to access the digital content?
  9. Will students be expected to provide their own device?  If so, how will multiple platforms be managed?
  10. If students are unable to supply their own device (either short or long-term) how will their access to the resources be managed?
  11. Who will own the content?  Is access to purchased content lost if a subscription to a supplier is discontinued? Will it remain accessible via a new supplier’s platform?
  12. How will adding new content/ updates to devices be managed on the school level? On an individual level?
  13. How will new content/subscription be paid for? Will it form part of disbursements from the library’s budget?
  14. In the case of required texts, will students be expected to purchase and upload these to their own devices privately and at their own expense?
  15. Who are the most relevant publishers for the various sections of the collection?
  16. Are bundling options economical?  Are all the included resources relevant to the needs of these students?  Are they freely available elsewhere?
  17. Can the resource be read offline?
  18. Will licences be 1:1 (one resource accessible to one user at a time) or 1:many (many can access the resource at the same time)?
  19. How will licences, registrations, logins and loan restrictions be managed?
  20. How will student privacy be protected in line with the Australian Privacy Principles?
  21. How will access to the resources be made available so clients can find it easily?
  22. What level of curation of digital resources, such as the development of Learning Paths via Scootle, will be implemented and who will be responsible for this?
  23. Are there any access issues (such as age of the user) imposed on the resource by the provider? How will access to resources be restricted if required?
  24. How will restrictions imposed by publishers (such as the number of times a resources can be circulated) be managed and who will manage them?
  25. How will the staff and students know that new resources are available without a physical product to view?

 

funding

This section should identify the need for a budget and its scope; authority for purchasing; priorities; gifts and donations; and accountability measures.

In accordance with school policy the teacher librarian will submit a proposed budget based on identified priorities to Executive when required so those who make the allocation are properly informed of the library’s requirements This budget will include

  • purchase of library-based resources in all formats
  • subscriptions to online services and software licences
  • funding for special events,
  • the day-to-day running of the library. 
  • the evidence the budget proposals are based on so those providing approval and allocations are well-informed of needs and how priorities have been determined

It will not include the purchase or maintenance of hardware such as interactive whiteboards, laptops, computers, tablets and so forth. While the budget will be based on an evaluation of the collection and the input from other staff members, this does not mean that there will be an equal expenditure across all faculties, curriculum areas or resource formats.  Expenditure will be based on priorities identified within this policy, within the library’s strategic plan and in consultation with specific stakeholders.

While the teacher librarian may delegate the spending of a portion of the budget to another person following consultation with that person, the teacher librarian will have the final authority for the disbursement of the budget. No person may disburse library monies without the approval of the teacher librarian, and if this approval is given a note will be made in the budget records.

Collection and disbursement of monies raised through events such as book fairs, book swaps and other special events will be in alignment with school and departmental policies and procedures. In accordance with school and departmental policies, the teacher librarian will submit a Statement of Expenditure each year when required to both the principal and the school board. Should a significant expenditure be made that would be of interest to the school community, then this will be shared through the school’s newsletter and other communication channels.

Gifts and donations will be accepted.  However they must need the general and specific selection criteria before being included in the collection. Grants for specific items may be sought from the P. & C. but sponsorship, commercial or private, will be in line with school and departmental policies and procedures.

Reimbursement of the cost of resources will be sought if items are lost or damaged beyond reasonable repair.  Cost recovery will be at the discretion of the teacher librarian and made after the investigation of the circumstances.

 

acquisition

Acquisition refers to what is owned as well as what is provided access to and how this will be managed. This section should include who has authority to purchase/acquire; criteria for selection of suppliers; preference for local/national/online suppliers; preference for free, paid or subscription-based services; and the outsourcing of the collection or its processing

Resources will be acquired in alignment with school and departmental financial guidelines and procedures, including those purchased online. While staff may make recommendations for purchases for the library’s collection, the teacher librarian will have ultimate responsibility for acquisitions so selection criteria were met and unnecessary duplication avoided. Suppliers will need to meet the criteria identified in the Procedures Manual including

  • quality and reliability of service
  • preview practices and returns policies
  • value for money
  • payment options,
  • delivery costs
  • speed of delivery

Where possible, local suppliers will be used but if others, including those online, provide better service they will be used. Suppliers’ service and terms and conditions relating to this will be reviewed regularly.

The merit of a particular resource based on its adherence to the selection criteria will outweigh a preference for free, paid or subscription-based costs. The selection criteria indicate these preferences. However, if purchased, the resource must provide value for money. If it is free, the selection criteria must be considered.

Out-sourcing of the development of the collection to suppliers such as Australian Standing Orders may be considered but is not the preferred option. Cost comparisons, previewing of titles for suitability and the ability to return unwanted items will be critical criteria to be considered.

Out-sourcing physical processing of resources will not be considered during the life of this policy.

While the cost of an item may be a determining factor, adherence to the selection criteria and the value of the resource in supporting teaching and learning will be considered when deciding whether a resource should be purchased or acquired for free.  However, preference will be given to those resources available freely through the National Digital Learning Resources Network; Open Education Resources; a NEALS licence or an appropriate Creative Commons licence.

Should the teacher librarian be in a position to make an on-the-spot purchase of a resource which is known to be of value to the collection and in keeping with the selection criteria, this may be done but reimbursement of any expenditure will be in alignment with school and departmental policies. Staff cannot assume that any such purchases that they make will be automatically reimbursed from the library’s budget.

 

promotion

Resources are acquired so they are used to support, enrich and enhance teaching and learning.  Therefore staff and students must know of their availability. Including promotion in the policy provides formal validation of the processes used.

Newly-acquired resources will be promoted for use through a variety of means.

  • All resources will be added to the catalog so their existence and availability is discoverable through a number of likely search terms.
  • Instructions for accessing online resources will be made available to staff and students bearing in mind the need for security and privacy,
  • Appropriate social media will be used including (insert those used by the school including access details)
  • Displays will be an important part of the library environment.
  • Staff and students will be invited to participate in the promotion of resources

 

collection evaluation

Collection evaluation must be ongoing but a timeframe is required to ensure the whole collection is evaluated within the life of the policy.

Collection evaluation must focus on the readers rather than the resources. In order to ensure that the collection remains appealing, effective and relevant to its users, it needs to be continually evaluated using criteria such as

  • its correlation to educational policies, pedagogical practices and curriculum requirements
  • its correlation to the needs, abilities and interests of the users
  • its correlation to the beliefs and values of the school community
  • its correlation to suggested lists of resources accompanying curriculum strands, Premier’s Reading Challenge and other school-specific requirements
  • the need to provide current and authoritative resources in a variety of formats
  • its adherence to current selection procedures and criteria
  • the age and condition of resources
  • the integration of digital technologies
  • available space and budget
  • the number of resources is sufficient to meet the demand of the users
  • the range of formats supports teaching and learning and is in relation to users’ demands, requirements and expectations
  • ensuring it provides a range of perspectives without bias towards one particular viewpoint
  • collection development has been in alignment with the current Collection Policy and the library’s strategic plan
  • informing future policy development

The methods used to evaluate the suitability of items in the collection will include

  • comparison with the philosophy, objectives and nature of the school
  • the interests and needs of the students
  • collection mapping
  • curriculum auditing
  • analysis of usage patterns and user surveys
  • comparison with current selection criteria
  • comparison with published lists such as the Education Lending Rights survey or reading lists such as the Chief Minister’s Reading Challenge, CBCA shortlists and notable books list
  • other methods as appropriate

Curriculum mapping will be carried out to determine which areas of the curriculum need a greater emphasis to augment, renew or update existing resources.  This will be done on a rotational basis so each curriculum area is evaluated regularly, at least once during the life of this Collection Policy. Should there be new curriculum initiatives introduced and implemented, curriculum mapping to meet new needs will become a priority.

 

deselection of resources

Because this can be a contentious issue  a statement about the purpose of deselection and the authority for undertaking it must be established as well as clear criteria.

De-selection of resources –the systematic and deliberate removal of unwanted items from the collection to ensure it remains current and relevant for its users—will be formally done during the mandatory annual stocktake, although it will also be an informal process undertaken throughout the year as needs arise.   The final decision for de-selection remains with the teacher librarian based on her professional knowledge of the needs, interests and abilities of the collection’s users, both staff and students.  This includes considering

  • regardless of age, retaining resources that are known to appeal to particular age groups such as the collection about dinosaurs for Kindergarten so their perceptions about the value of the library are developed and their expectations met
  • regardless of age, retaining fiction titles such as the Harry Potter series which have enduring appeal and use; works by authors whose appeal and popularity has been established and continues; and works which continue to support the curriculum such as historical fiction
  • students’ access to ICT within and beyond the school so there is anytime, anywhere access to information if required
  • students’ preferences for print resources over other formats, as well as the need, identified by current research, to develop literacy skills using traditional formats so that onscreen skills are enhanced
  • the provision of resources that will enable users to have a range to cross-check information for authority, accuracy, currency, objectivity and relevance

De-selection will be considered for items which

  • are dirty or damaged beyond reasonable repair   
  • are in a format no longer supported by available hardware
  • have information which is inaccurate, out-of-date, biased, racist, sexist or misleading
  •  contain racial, sexual or cultural stereotyping
  • are unappealing in appearance or format
  • are inappropriate or irrelevant to the needs, abilities and interests of the library’s users
  • have significantly declined in circulation and unlikely to be popular or required again
  • have been superseded by newer editions that have greater aesthetic appeal
  • are unused duplicate copies

Digital resources will be deselected if

  • they meet any of the appropriate criteria above
  • links are no longer live
  • have altered terms and conditions of use which are unacceptable
  • have accompanying advertisements or other material which is inappropriate
  • have embedded links which led to inappropriate sites
  • no longer comply with copyright
  • they are no longer deemed suitable for the use of students

In order to ensure the collection is up-to-date the following should be used as a guide to replacement times.

Dewey Classification Timeframe Type of Resource Timeframe
000 2-10 years Biographies flexible
100 5 -10 years Fiction individual basis
200 5-10 years Encyclopaedias 3 -5 years
300 2-10 years Reference individual basis
400 10 years Periodicals 3 -5 years
500 2-10 years Almanacs 3 years
600 2-10 years Ebooks Based on licence and hardware availability
700 5-20 years Audiobooks Based on licence and hardware availability
800 flexible Digital resources Based on licence, hardware availability and software compatibility
900 5-10 years Teacher Resources Based on curriculum currency and compatibility
    Maps, charts,posters, ephemera Individual basis

These criteria are to be used as a guide rather than a rigid set of rules. Consideration will also be given to keeping

  • classics, award winners, and titles likely to be in demand again such as the Harry Potter series
  • local history resources
  • school publications for archival purposes
  • titles on current reading lists
  • out of print titles that are still useful
  • biographical resources relating to prominent local, national and international figures
  • resources which might be of historical interest or for comparison at a later time

Culled resources will be written off in accordance with approved procedures, including amending the record in the library’s management system.  They will then be disposed of appropriately according to their reason for culling.  Most materials unsuitable for the school library are likely to be unsuitable for other libraries so careful consideration needs to be given to their final destination. 

Resources will be marked in such a way that it is clear they are no longer required, including defacing barcodes.

The sale of unwanted titles will to be within the guidelines of the educational authority’s financial procedures.

For  more information on the deselection of resources, see The Gardener’s Hat

challenged materials

A policy relating to Challenged Materials – both print and digital – is an essential element of the Collection Policy.  Having it as an appendix makes it more manageable.

Challenged materials will be dealt with in accordance with the Challenged Materials Policy. See Appendix B

 

policy review

Policies should only have a life of about three years so there is time to introduce, implement and evaluate its goals and then look to the next phase of development. 

This policy will be reviewed and revised every three years to ensure it continues to support the ethos and objectives of both the library and the school.
 

appendix a

specific selection criteria

Specific selection criteria for non fiction including encyclopedias, yearbooks, almanacs, dictionaries, thesauri, anthologies, atlases, handbooks, pamphlets, periodicals, journals and information books includes consideration of

Purpose

  • fulfil the purpose of the item (quick reference, browsing or extensive research).
  • support and enrich the curriculum

Readability

  • text and print size appropriate to the intended reader.
  • style of writing appropriate to the purpose or intention of the author.
  • text is smooth to read, clear and concise, interesting and non-repetitive.
  • language used reflects the intended use of the item.
  • reading level of the item matches the user’s experience and capability

Interest Level

  • matches the readability of the text and the interest levels of students.

Accuracy

  • information is accurate and up-to-date.
  • vital facts are not omitted or over-simplified

Scope

  • topic covered adequately -in-depth, detailed account or a general overview, as appropriate.
  • approach/development of concepts suited to intended users.

Curriculum Relevance

  • supports school, state and national curricula

Organisation of Information

  • clear and functional.
  • contains index, table of contents, glossary, bibliography, as appropriate.
  • clearly defined chapters/sections.

Page Layout

  • headings/sub-headings clearly defined.
  • text well spaced and organised into paragraphs.
  • background colour/borders/illustrations do not interfere with the readability of the text.
  • adequate use of white space.

Bias

  • avoids stereotypes in text or illustrations.
  • avoids biased opinions/value judgements.
  • reflects gender equity principles of social justice (includes race, sex, physical and intellectual disability, cultural grouping).
  • relevant to Australian conditions, as appropriate.

Illustrations

  • support or extend the information base of the text.
  • may include diagrams, maps, graphs, photographs, drawings, paintings, tables.
  • positioned relevant to the text.
  • clear, attractive and/or interesting.
  • labelled/captioned effectively/accurately.

Specific selection criteria for fiction including picture books, beginning readers, early chapter books, graphic novels and novels includes consideration of Purpose

  • provides entertainment and enjoyment
  • stimulates the imagination
  • develops language
  • extends the student’s experiences
  • helps the student become an independent, critical reader
  • supports the curriculum
  • encourages reading as a life-long leisure activity
  • may be used to support non-fiction curriculum areas

Readability

  • text and print size are appropriate to the intended reader
  • text is smooth to read, clear and concise
  • reading level of the item matches the user’s experience and capability

Language

  • appropriate to the plot, theme and characters
  • imaginative and interesting with natural dialogue and vivid descriptions
  • concepts developed by the plot are appropriate for the age/ maturity of the intended reader
  • style of writing is appropriate to the genre
  • provides the opportunity for students to practise / develop/ extend literacy skills

Content/Plot

  • stimulates the reader’s imagination
  • encourages an awareness of issues
  • is interesting and entertaining
  • sequence of events is logical and credible
  • factual elements are accurate
  • avoids biased opinions / value judgements unless these are an integral part of the story
  • reflects gender equity principles of social justice including race, sex, physical and intellectual disability and cultural grouping unless these are an integral part of the story
  • relevant to Australian issues where appropriate

Theme

  • easily identified
  • resolution of conflict within acceptable moral codes and behavioural modes
  • appropriate to the age group without gratuitous sex or violence or swearing
  • avoids moralising or didacticism unless this is the intent of the author

Characterisation

  • convincing and credible
  • characters use natural and suitable dialogue
  • characters develop and grow
  • avoids stereotyping by gender, race, disability or culture

Presentation/ Layout

  • content well spaced and logically organised
  • supports left-to-right directionality
  • background colour / borders/ illustrations do not interfere with readability of the text

Illustrations

  • appropriately placed and positioned
  • clear, attractive, and interesting
  • enhance and enrich elements of the story
  • enhance readability of the text
  • appropriate to the reading interest / maturity level of the reader
  • avoid stereotypes

Sensitive issues

  • awareness that language may be unacceptable to some members of the school community
  • awareness that issues such as sex, violence, drugs, AIDS, death, religion and the supernatural may be unacceptable to some members of the school community

Senior Fiction Consideration must be given to the following questions…

  • Who is the author’s intended audience?
  • Are there main characters who are close to the age of the students?
  • In the case of contemporary realistic fiction, is this a theme that reflects the life of the students?
  • Is it a theme that is appropriate for this age group?
  • Are they likely to understand and appreciate the underlying concepts, relationships, humour and nuances?
  • Would they get more from it if they read it when they were more mature?
  • Why are students requesting this? Is that a valid reason to consider/purchase it?
  • How will this novel enrich my students’ lives in a way that others do not? 
  • If this were a movie would it receive a G or PG rating?
  • Is the language appropriate for this age group?
  • If my 10-14 year old brought this home, would I be happy with their choice?
  • Is this the best investment for this money?

Specific selection criteria for non-book resources including CDs and MP3 formats, charts, computer software/CD-ROMs, games, realia/models, slides, DVDs and apps for tablets include consideration of all the above criteria as well as criteria specific to their format. Audio formats

  • sound clarity.
  • clear pronunciation and enunciation.
  • reading is well paced.
  • background music/sound effects appropriate and don’t interfere with main reading.
  • abridged or full-text version as appropriate.
  • story reading or dramatised version.
  • length appropriate for intended user.
  • accompanying teachers’ notes – appropriate, useful and relevant.

Charts – including maps, diagrams, pictures, posters, friezes, study prints.

  • clear and logical layout.
  • information and graphics are uncluttered.
  • overall size and print size appropriate for intended use.
  • attractively presented to generate interest.
  • simplify information and summarise key concepts.
  • support a specific educational purpose.

Games

  • support an educational purpose.
  • safety aspects eg. size of pieces, sharp edges.
  • packaging/storage to facilitate long-term use.
  • durability of game pieces.
  • accompanying instructions clear and appropriate for the intended user.
  • attractive, interesting, stimulating and fun.

Realia/Models

  • support an educational purpose.
  • durable construction.
  • size/weight appropriate for intended use.
  • attractive and interesting.
  • easy to use.

 DVDs

  • clarity of sound and images.
  • visually appealing.
  • voice production
  • clear and suited for intended purpose and user.
  • accuracy and currency of visual information.
  • content appropriate for intended user.
  • variety in presentation.
  • production well paced.
  • length appropriate for the intended user.
  • G or PG rating only and permission for the latter is gained under departmental guidelines

Online and Electronic Resources

  • copyright compliant
  • acceptable terms and conditions of use
  • appropriate to the age of the user and comply with G or PG guidelines
  • comply with age restrictions for membership (awareness of requirement for 13+)
  • comply with education authority guidelines and are legally accessed
  • accompanying advertisements or links are appropriate with preference given to those that are designed for students use through an education plan even if these are subscription-based
  • provide learner control through flexible pacing, variable difficulty, and optimal branching and linking
  • information is accurate, and reliably and regularly maintained
  • organisation, searching capabilities and navigation tools enhance information retrieval
  • provide record keeping and management options if applicable
  • provide readable text, attractive graphics and an appealing layout
  • easy-to-understand, comprehensive documentation
  • has top quality technical production including clear and well-crafted audio and visual
  • user friendly
  • compatibility with school’s computer network
  • site license costs are not prohibitive
 

appendix b

challenged materials

introduction

In accordance with our Mission Statement and the Australian School Library Association’s Bill of Rights, we have a responsibility to provide opportunities and resources which reflect a wide variety of perspectives which will encourage critical thinking and help our students make informed decisions. Therefore, at times, students may be exposed to materials which  present information, ideas  or attitudes which some members of the school community may consider to be controversial,  inappropriate or offensive. Objections to these resources are an important part of the democratic process and should be treated as legitimate avenues of communication in education.  However, challenges must be considered on the understanding that no parents or carers have the right to determine the suitability of learning or recreational matter for students other than their own.

procedure

To facilitate the hearing of potential objections and to guide appropriate action, there is a Challenged Materials policy and procedure which enables different points of view to be clearly and openly expressed while preserving the principles of intellectual freedom and the professional responsibility and integrity of the school. This procedure is based on the recommendations of the ACT School Library Services and includes

  • providing the complainant with a letter outlining the procedure, requesting their completion of the formal Request for Reconsideration of Resources form which should be attached and explaining that, in general, they can only question the suitability of materials in relation to their own child, although the Review Committee will have the ability to consider the breadth of application of their final decision.
  • formal documentation of the request for reconsideration
  • establishment of a Review Committee which comprises the teacher-librarian, two staff members including a representative of the relevant curriculum committee and two parent representatives, including a member of the School Board.
  • independent review of the challenged resource by the Review Committee in line with our Collection Development Policy and selection criteria
  • a meeting of the Review Committee to which the complainant may be invited to decide the appropriate course of action
  • notification of the result of the review to the complainant
  • supply of our Collection Development Policy and selection criteria if the complainant is not satisfied
  • the right of the complainant to refer the matter to the School Board for further consideration

Should a parent or community member approach a staff member with concerns about a print resource, the complainant should be referred to the teacher-librarian who will explain the procedure and offer them a form to complete which deals with the re-consideration of materials. A promise to remove or restrict the resource should not be made —that decision will be made by the Review Committee which the staff member will be invited to join if applicable.

Should an issue with an online resource be brought to the attention of any staff member, the teacher librarian needs to be contacted immediately and made aware of the objection. This need not be in writing in the first instance, but written advice of the source and the issue is required using the appropriate form as soon as is practicable.  If, in the opinion of the teacher librarian, the issue is apparent (such as inappropriate advertising, embedded links or the potential to harvest students’ private information) and thus requires immediate action, all steps will be taken to have the offending website removed from the collection as soon as possible. 

If, however, the complaint is of a more general nature, then the appropriate process will be followed.

request for reconsideration of library resources

All requests must be accompanied by this form.

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You might also like to consult this document – A MANUAL FOR DEVELOPING POLICIES AND PROCEDURES IN AUSTRALIAN SCHOOL LIBRARY RESOURCE CENTRES 

ALA has also developed a resource Selection & Reconsideration Policy Toolkit for Public, School, & Academic Libraries

Developed by

Barbara Braxton

Teacher Librarian

M.Ed (TL); M.App.Sci (TL); M.I.S. (Children’s Services)

Dromkeen Librarian’s Award 2003

Cooma NSW 2630 

Australia

barbara.288@bigpond.com

Last Update: August 18, 2023

 

 

This entry was posted on September 16, 2013, in . 20 Comments

the newbie hat

Your TL degree is so new and shiny that the dust hasn’t had time to settle on its frame yet, but in a few short weeks you are going to be stepping into your dream job – the one you’ve been thinking of for years and have undertaken hundreds of hours of gruelling study to achieve.

Yet even though you might have excelled in your assignments and learned that being a TL is so much more than being a reading expert and circulating books, where you once thought you had this thing mastered, suddenly your brain is empty and you’re wondering where on earth you start.  There just seems so much to do, and that you want to do but where to begin?

Firstly, go back to your initial learning about information literacy and recall the work of Carol Kuhlthau who examined the affective domain of taking on a new research task. (If you’re not familiar with her work, then that should be your first professional learning task because it will give you great insight into how students feel and respond.)  Understand and accept that the feelings of being uncertain and overwhelmed are natural and common, take a deep breath and be kind to yourself.

 

Information Search Process

Information Search Process

One of the reasons that we do feel as though we’ve just hit a wall is because we have so many ideas that the starting point is not clear. This is the time for clarity of thought and action and the best way is to break the task down into immediate, short, mid and long term goals.  Time management is critical and Stephen Covey’s Habit 3 of putting first things first is a very useful mantra., as is his matrix for managing tasks.

Time Management Quadrant

Time Management Quadrant

Learn to ask yourself these questions…

  • Does this need to be done now or can it wait?
  • Is it more important than what I am doing right now?
  • If I don’t do it now, will that have an impact on other tasks that must be done?
  • Is it more important that the other things I have planned for today?
  • Will doing this help me achieve what needs to be done in the short, medium and long-term?
  • Does it require my time and attention or can I delegate?

If it helps, document the tasks you need to do and the ones you want to do so you don’t forget and when it comes time to develop a strategic plan  to develop and manage the library’s growth all those big ideas are not forgotten or overlooked.

But first things first… what is it that needs to be in place before the first staff and students come through the door on Day 1?

There are two different scenarios – are you moving into an established library or are you starting a brand new one – but the tasks merge very quickly. If it is an established library, see if there has been anything left for you from the previous TL; if it is a new library then you have a clean slate and will have a little more to do. But the focus is the same – having a facility that is up and running efficiently as soon as possible.

people

Relationships are the most critical part of the job and the impression you make first up will be the lasting one, and could quite well determine how the library is used long term. So…

  • meet the current library staff and ask them about their current roles and responsibilities, timetable and other pertinent information including their aspirations. So often in situations where you are new and they are not, situations arise where those who have become used to doing things in a particular way cling to those ways, perhaps as security, and toxic relationships build. Perhaps have a general chat over a cuppa to reassure them that you are a team player, that you will respect existing practices although these may change in light of current best practice but you are willing to discuss major differences so there is understanding on both sides
  • schedule time with your principal and supervisor to gain insight into their vision for the library and how it will support the school’s overall goals and contribute to teaching and learning. Even though what you take from this may become a long-term goal, it demonstrates that you want to become an integral part of the movement forward.
  • seek an overview of the nature of the student population such as whether there are significant indigenous or non-English speaking or LGBTQI groups and so forth who have specific needs that must be catered for
  • be prepared to give each child a fresh start regardless of any overdues or lost books from the previous year.  Build the relationship by letting  them show you their reliability and responsibility and acknowledge they are more important and the loss of a few books is the cost of doing business.  The long-term gain is worth the short-term loss. Read Corey’s Story.
  • investigate if there is a student leadership team for the library, identify those students who are likely to continue in this role and the program/expectations they follow Put on your students’ advocate hat  and be willing to listen to their needs and suggestions and implement those that make sense.  Remember, that for many the library is their safe haven and you really want to keep it that way.
  • understand the chain of command so it’s clear who the supervisor is, who to go to for procedural or financial advice, who to go to for technical support and so on. Discover who the most supportive staff members are, those keen to collaborate or who know the collection well and ask how you can support them.  Don’t ignore those who may be reluctant but a little positivity that your work is appreciated can be the lift you need in those early days.
  • identify any expectations and opportunities  for joining or leading  in-house or curriculum committees and play an active part in these.  Go beyond the traditional English faculty so you can demonstrate that the TL ‘s role is cross-curricula.
  • investigate outside contacts such as parent volunteers, frequently-used vendors, book fair co-ordinators, TLs in nearby schools, the local TL network co-ordinator, ICT Help Desk, even the local MP’s secretary and news editor if yours is a school that hosts events where politicians and the press are invited

practicalities

Remember that all the teachers are bursting with the enthusiasm of a new school year and may be somewhat tunnel-visioned when they come looking for resources and so forth. They may not know or have forgotten that you are new and learning the roles, routines and responsibilities so…

  • if possible, be familiar with the library management system so you can do basic circulation tasks. If not, then just use old-fashioned pen and paper and record the teacher’s name and the resource barcode to add to the system later.  It might be tempting to get teachers to do this for themselves, but this is an easy way to establish a connection and learn names and faces
  • if a teacher asks for particular resources and you’re not familiar with the collection yet, make a note of it, follow through and deliver them as soon as you can even if it means going an extra mile.  It’s the manner in which you receive the request and the effort you make that will be remembered.  Understand your main job is to support their teaching so that’s your priority.
  • have a basket of lollies on the circ desk in those early days – teachers will appreciate and remember them!
  • offer to put together a tub of books to tide them over the first few days. Suggest a novel for that first read-aloud or have a display that they can select one from. Remember your first week on a new class and how manic it can be.
  • if you are in a primary school, do whatever is necessary for Kindergarten students to be able to take a book home on the very first day.  This is so important in establishing their beliefs about what “big school” is and their attitude towards using the library
  • create a display of new titles or “back to school” or something that will entice those who have been waiting for the library to reopen to come in and borrow
  • understand your teaching role, whether it is in a collaborative situation or covering teacher prep, and prepare for the first week’s lessons by focusing on understanding what the students know about the library and how they use it.  Ask them what a library is; what it should look like when they are there; what they would like it to be; and what they would like to learn so that they can operate in it independently. That gives you information about their perceptions; a collaborative set of “library rules” and some direction for the future while it gives them input and ownership as they show you what they know.
  • if you are planning the popular scavenger hunt orientation, then make sure it has a purpose that opens up new horizons or consolidates existing knowledge in a new way.  For example, Find a book that is the same genre as XYZ and record the title, author and ISBN so it can be added to a list of recommendations for that genre.
  • know the requirements and procedures for marking the roll and reporting absences
  • know, or create, passwords for
    • the circulation system
    • the library management system
    • online subscriptions such as databases, encyclopedia, ebooks
    • accessing the school’s computer network and/or learning management system
    • accessing library booking system
    • student sign-in system
    • social media access including any wikis or websites administered through the library
    • if passwords are not generic then list instructions for how they are generated by individuals
  • know the hours the library is open beyond core school hours including supervisory duties at break and lunchtimes. Work within your contract or award so you get your required breaks and ensure you know where the staffroom and toilets  are. Investigate how the library is used during inclement weather and your responsibilities during these times.
  • if you are required to supervise students who have ‘free’ periods, ask for information about expectations for attendance and performance such as whether they are required to undertake formal study or whether it is a time to chat and play games.  Know the hierarchy for behaviour management issues.
  • have a safe system for any keys in your care
  • clarify whether students are allowed to have food and drink in the library
  • know the location of and access to services like photocopying and laminating as well as supplies such as printer paper and any procedures for accessing these

paperwork

Paperwork can be both a boon and a bugbear and it certainly seems to be having a boom in teaching, with just about every thought having to be recorded and analysed.  However, it is critical to remember that the most important thing we do is build relationships with staff and students for without those, nothing else happens or matters. We must always keep in mind that we teach students NOT subjects. So…

  • investigate what paperwork already exists, or has been left for you.  If you are in an established library, be content to let this guide you until you have found your feet and your direction. If this is a new school library then there will be time enough to develop a Collection Policy and so forth and it will be all the better for your developing knowledge of the school’s ethos and needs.
  • in the absence of anything having been left, creating and/or finding the following may prove most useful…
    • a draft teaching timetable that provides a guide of expectations of the workload and its scope, including administrative duties and lesson prep time
    • a daily timetable indicating current hours the library is open, for whom and for what purposes, including period and break times and any formal supervisory duties
    • a yearly timetable of events that the library has a leadership role in such as National Simultaneous Storytime, Book Week, Premier’s Reading Challenge, book fairs, community celebrations and in-school events including P&C and School Board functions. See this calendar of events for ideas for celebrations.
    • a calendar of requirements such as the submission of the budget; closing date for expenditure; subscription expiry dates; newsletters; student reports; anything already scheduled for the upcoming year such as a book fair
    • requirements for contributing to social media, newsletters for faculties, the annual school report, sharing professional articles and so on, including the timeline, the process followed and a list of recipients
    • a copy of the current budget, annotated where necessary to identify priorities of the current collection policy including those yet to be fulfilled including details of ongoing grant submissions
    • a mission statement, the current strategic plan and critical policies such as those relating to the running of the library, collection development, collection management and circulation
    • a summary of the short, mid and long-term goals so you can see the direction being taken at a glance (Just because the personnel changes, ratified policy shouldn’t have to.)
    • the library procedures manual and diagrams of common workflow tasks especially if they are done by or involve others
    • a list of “big picture” tasks recently completed or which need to be done such as inventory of a certain section
    • “cheat sheets” of essential information like logging into the circulation system
    • any social media policies and platforms used and how to access these if they are within your domain
    • emergency routines such as fire drills and lockdown procedures
    • staff handbook for general school routines and procedures
    • school behaviour management procedures so that  there is consistency and continuity of expectations
    • sample forms used for budget submission; purchase suggestions; library bookings; curriculum planning
    • library-specific curriculum documents if applicable
    • policies and procedures relating to the use of technology, games, makerspaces, access to new books and so forth – students will ALWAYS quote the previous TL’s rules if they perceive any sort of discrepancy
    • a list of above-and-beyond tasks currently undertaken by the library such as textbook management and equipment storage, maintenance and repair and the procedures for these
    • an outline of external programs that your school is involved in and for which you have leadership such as Accelerated Reader, the library’s responsibilities in relation to these and any library-specific procedures
  • prepare thorough outlines of your teaching so that these can be given to teaching teams, exec and whoever else demands them. Demonstrate that you have a specialist subject, that your lessons have purpose,  are linked to specific outcomes and that what you teach adds value to the teaching and learning of staff and students. Read The Educate-Advocate Hat to see how your planning can have several outcomes – clarifying your thoughts, demonstrating its purpose and value, and showing that we are more than babysitters who read stories.

In the ACT, where I worked, the first week of the year is devoted to professional development, and planning and preparation for the weeks ahead. Each year, my library manager and I hosted a  Brunch’n’Browse session. We put on a scrumptious lunch, had lots of pick-a-ticket prizes, distributed The Library Book, displayed  new releases, teacher reference, and whatever else we had to support the first-term school-wide theme, and gave teachers and teams plenty of opportunity to browse, talk, plan, ask questions, make suggestions, select their borrowing time…

New staff met us and saw what we had to offer and how we could help them, as well as meeting other staff informally.  Even though it took a lot of preparation, it set the tone for the library for the year and was one of the most effective things we did.

Jenny, my library manager, talking to the principal and teachers about our new resources. princi

Jenny, my library manager, talking to the principal and teachers about our new resources.

 

My other priority was to ensure that every Kinder Kid could borrow on their very first day and so Jenny worked really hard to ensure they were on the circulation system while I prepared library bags with essential information for parents including  Dr Booklove’s Share-A-Story guide and Hot Reader’s Challenge.

The first week’s lessons focused on students exploring the library, identifying what they knew and used and wished for, and developing their own behaviour expectations , all of which gave me insight into where the rest of the term’s program would go. I didn’t assume or presume their prior knowledge. For example, if they didn’t know how to locate resources using the OPAC then the next lesson would be pairs exploring it and writing instructions for others to use.  Those who were competent helped those that were not-so so each worked at their own level and achieved something useful, as well as opening up new social pairings that might not have otherwise happened.

Each school is unique because each child and staff member within it is unique, and so there can be no one-size-fits-all, 1.2.3 checklist that can be ticked off. Starting afresh could be seen as a new , final assignment where we use all those learning, research and organisational skills that we acquired to this new, practical situation. Just as with students, each of us is at a different point but hopefully these suggestions can be placed somewhere in that Covey time management matrix to make the transition from university student to fully-fledged TL easier.

the astrologer’s hat

 

 

 

The Cambridge Dictionary defines an astrologer as one who uses “the study of the movements and positions of the sun, moon, planets, and stars in the belief that they affect the character and lives of people” to to tell people how “they believe it will affect their lives”..

While the role of the teacher librarian might not be dependent on the alignment of heavenly bodies, sometimes predicting what it is that our clients will want to read or access is as nebulous as trying to predict the future. I well remember having the first edition of Harry Potter and the Philosopher’s Stone come across my desk and while it was accessioned, I looked at the cover, which was not particularly eye-catching, and wondering who among my students would read it and having assigned it F ROW, assumed that it would be a shelf-sitter.

Harry Potter and the Philosopher's Stone

Harry Potter and the Philosopher’s Stone

Then the chatter on the UK librarians’ listserv started and rather than being a shelf-sitter, it was centrepiece of a Fancy-a-Fantasy display complete with Hogwarts made with a cardboard box and plastic cups, Christmas lights and swathes of starry fabric. I scoured local stores for related merchandise, and snagged some unique pieces because Warner Bros  had not yet bought the rights and I even had permission from Bloomsbury to create an online quiz activity which was extremely popular!  As was I LOL!

But series like that which become a world-wide phenomenon are rare and so as mere Muggles we need to use more concrete cues and clues as to what is likely to be in demand with our readers this year.

Luckily, they are more plentiful than we might realise, and not only can we be ready to meet the demand we can even shape the fads and fashions.

Here are some suggestions…

  • Look at the calendar for perennial events such as back-to-school, Easter, ANZAC Day, Christmas and look to build up your collections for displays to celebrate these.
  • Literary events such as Library Lovers’ Day, National Simultaneous Storytime, World Book Day and Book Week also offer opportunities to introduce new titles, authors and genres to broaden students’ reading horizons, taking them down pathways they might not have even thought to explore.
  • Any special occasions that will be happening in the school or the community, such as the commemoration of an historic event, also provide a platform to be proactive with topics and genres to shape choices and perhaps start trends.
  • Websites such as IMDb and BookRiot provide advance lists of books that will be released as movies in the upcoming year (Artemis Fowl , Doctor Dolittle, and Little Women are among those for 2019) enabling the astute teacher librarian to not only acquire original and updated editions of the books but also other titles in the series, by the same author, about the same topic or in the same genre, and perhaps even prepare some critical literacy lessons which compare the various versions.

 

  • Similarly, other sites offer insights into books that are likely to be adapted to television and with the variety of streaming services now available, this can be a rich resource for connecting kids and books.
  • Superheroes, particularly those based on the Marvel and DC comic characters, continue to be blockbuster movies and as well as the spin-off series that accompany the releases, DK have published a number of non fiction titles that not only provide behind-the-scenes information that enrich the movie experience but also support the reader who prefers factual texts.
  • Award lists can also be indicators of what could be trendy although it is important to determine who has compiled them and why – adults determining what children should read because of literary merit may not select the same titles as those who are tuned into what young readers are actually enjoying and demanding.  Among my go-to sites for suggestions and reviews are The Nerdies because Donalyn Miller and John Schu are particularly in tune with what kids want to read.
  • Complement promotion of popular titles with displays of “If you liked that then try this” to capture current interests, broaden horizons, engage readers while they wait for their turn for the in-demand book, and avoid being left with 20 unwanted copies when the faad moves on.

Just as astrologers put cues and clues together with their experience to make predictions and develop horoscopes for the future, so we, as teacher librarians need to use whatever we have to make our collection development and promotion as effective as possible, particularly in this time of diminishing budgets. Sometimes our predictions may miss the mark, but at the very least we will have promoted a lot of titles, genres and authors and just like a horoscope, someone will nod in agreement.

 

 

the long tail hat

Recently there was a request to a network I belong to seeking advice about placing a popular series of books on the shelves, a series that was one of several of its type which started as a successful movie franchise and forty years on remains as popular now as it was when it was first released.  In fact many who enjoyed it as children are now sharing it with their own children. But there was a strong between-the-lines implication that because it was a movie tie-in it didn’t have literary merit and therefore didn’t have a place on the school library’s shelves.

In some respects, this was a view I held years ago when I first started reviewing books for the very young on my blog The Bottom Shelf. I was inundated with books relating to television characters and was reluctant to review them because I couldn’t relate to the characters and I didn’t want to encourage anymore screen-time than children already had.  But then one day in a chain store I saw a little one pounce on a book featuring a well-know show here and the delight she demonstrated and the nagging and pestering she did to own it, with no regard for the other toys on display, changed my mind entirely.  If a familiar character was going to be the “in” to reading for a three year old, then I would review them and let parents know about them. 

In hindsight, I don’t know why I objected so strongly because I certainly had a dedicated space in my school library for “Family Favourites” based on the familiar characters of preschool programs in the belief that seeing them would help with the transition from preschool to ‘big’ school, and my collection and display of the Goosebumps series was definitely the instigator of reading in so many young boys of the time.

Family Favourites

Family Favourites

The Long Tail is used in many fields to describe a statistical phenomenon that is best described with this diagram…

A pictorial example of the "long tail" concept.

A pictorial example of the “long tail” concept.

 

In libraries, the term refers to all those potential patrons that a library has but who don’t use the facility because they don’t believe it has anything to offer them.  Whether they are non-readers or reluctant readers or accomplished readers who prefer a certain subject, they perceive that the library is not somewhere that would cater for their needs and no amount of advertising the general collection (in whatever format) persuades them.  They might even be those who remember an unfriendly librarian, environment or experience from childhood and at that early stage decided there were better places to be.

The term Library 2.0 is also one that has been bandied about over the last decade and it refers to the changing model of the library to one that is user-centred rather than librarian-driven.  It encourages patrons to have a say in what they want and need in regards to both the collection and the services so that what is offered is relevant to those who are using them. 

But, regardless of the efforts made to change what is offered and how we offer it, there will still be the long tail who have the belief or attitude that they and libraries are not compatible.

No matter how hard we try, many of the services we offer are not being used by a majority of our population. It’s never been easy to reach this group with physical services, because libraries are constrained by space and money and cannot carry every item that every user desires. 

Casey, M.E. & Savistinuk, L.C., Library 2.0

I believe that we have a responsibility to reach out to these people, investigate what it is they are interested in  and seek to provide it if possible.  This is much easier in the school setting than the public library because the audience is somewhat “captive and contained” and we, as the person responsible for developing the collection and the services, should be pro-active in discovering needs and interests.  Don’t wait for them to come with requests – they won’t do that if they’ve developed an anti-library attitude.  This is particularly important if we are to satisfy the Students’ Bill of Rights  that underpins our professional practice.

The Australian School Library Association’s School Library Bill of Rights  lays down the basic tenets for collection development including 

 To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate to the users of the library.

 

So even if we would prefer all our offerings to have “literary merit” or being relevant to the curriculum or whatever other restraints we impose on it, we need to consider those whose library experiences needs to be a little less highbrow and a lot more enjoyable. 

As the Australian school year draws to a close and plans are being made for 2018, perhaps it is timely to consider how the long tail might be at the forefront of the strategic development plan including how their needs can be determined.  It is not enough to place a suggestions box on the circulation desk or conduct a survey of current library users because that will only lead to offering what we always have, doing what we’ve always done and marginalising those potential users even further.  It means thinking of who our target clientele might be, even if that’s a small, specific group to start with and then talking directly to them to discover how they believe the library could be more relevant to them.  It means looking at new ways of promoting new services and resources well beyond the library walls and demonstrating that we are listening and then acting on what we hear.

With advocacy for maintaining and expanding library services still being such a critical part of our role, explicitly focusing on the long tail and deliberately addressing their needs rather than hoping some sort of osmosis will bring them through the doors may be the key to giving your facility a new lease of life and a promising future.

Library Leaders

Libraries Grow Leaders

leadership

The role of the teacher librarian is one of leadership – curriculum design, development and implementation; professional learning; collection development and a host of other areas within our learning communities.

At the same time we have the opportunity to assist our students in developing their own leadership skills through a formal library assistants program so not only are they confident, competent independent users of the library but they can then apply the leadership traits and people skills they develop to a wide range of real-world situations they encounter elsewhere.  As the library is often used as a safe haven by students who prefer their own company, the program can also offer opportunities for them to interact with others in a safe, structured environment so they also develop those social skills they will need as they venture into the world.

As school libraries at large seem to be targeted for reduction in ‘hours’ of staff, it becomes even more desirable to have our students contribute in meaningful ways. Many schools already have in place leadership or community service programs and so the implementation of a student library assistant program is extremely beneficial for all. Recruiting enthusiastic students and building on their repertoire of skills, knowledge and confidence can be a life-saver for many teacher-librarians. Additionally, such a structured program provides students with a sequential development that will become an extremely useful ‘real life’ testimonial for future work.

While many schools have library monitors who come in to undertake some of the more menial tasks, a more formal program can become part of any community service requirement as well as enabling students to feel ownership of the library and that they are making a contribution to the learning environment of the school. Having a structured program that

  • embraces all aspects of the work done in the library
  • has a formal recruitment process
  • enables the development of the individual in the course of their duties
  • recognises and rewards the contributions made by participants

demonstrates that the school acknowledges the importance of the position and its place in the sphere of one of the most integral sectors of the school. It offers a diverse and inclusive opportunity for students to contribute and demonstrate leadership that is not based on academic ability or sporting prowess and enables students to

  • support the mission, vision and goals of the library 
  • promote the role and services of the facility within the school’s immediate and broader community 
  • contribute to the corporate life of the school 
  • develop their own knowledge, skills and personal qualities 
  • assist their peers in a practical context 
  • support the library staff by undertaking basic administration duties 
  • demonstrate leadership through being a role model for other students 
  • undertake a position which demands commitment, reliability, co-operation, responsibility and trust 
  • participate in a community service program and develop a work ethic based on commitment, responsibility and co-operation 
  • initiate ideas and develop these into operating projects 
  • understand how a modern information services unit operates and consider teacher-librarianship as a possible career 

It also allows the development of the common leadership traits of

  • vision
  • focus
  • confidence
  • commitment
  • integrity
  • passion
  • patience
  • initiative
  • self-confidence
  • self-reliance
  • decisiveness
  • collaboration
  • persistence
  • accountability
  • flexibility

S.T.A.R.S (for primary students) and Library Ninjas (for secondary students) have been developed as examples of formal library assistants programs.  

stars_hdr_smgif ninjas

 

Both programs operate on a similar structure of five strands and three levels of development so students can develop a broad range of understandings and skills and work their way through a hierarchy of tasks that match their level of development.

The strands and the tasks within them are closely aligned to the vision, mission statement and goals of the library which are articulated in the documentation so that the program has a strong foundation and purpose and students can see how their contributions are helping to achieve these. 

The three pillars of each program are 

Recruitment

A formal recruitment and application process gives status to the role as well as raising the profile of the library and its importance to the whole school community.  It should mirror the sorts of things students will be required to do in the outside workforce but be appropriate t the level and age of the eligible students.  It should

  • be open to all those interested within particular year levels including junior students because they often have fewer commitments 
  • promoted widely through assemblies, posters, social media and so forth
  • includes information about the role itself and the level of commitment expected
  • have a formal application process based on stated selection criteria so students see there is a fair and transparent process
  • enable students to state previous relevant experience, personal interests and special aptitudes that they can bring to the table
  • require teacher reference and parental consent (for younger students)
  • be undertaken in Term 4 for a start in term 1 the following year but flexible so new students are not excluded 
  • have a formal letter of acknowledgement for both successful and unsuccessful applicants (including encouragement to apply again.)

Retention

Like most things, initial enthusiasm can outweigh commitment and so retention can become an issue, particularly as the pressure of other requirements of school life builds.  To increase the chances of students staying committed to the program it should

  • cover a variety of tasks that are relevant to the student and the library and provide opportunities for particular talents to be demonstrated
  • include mundane and creative tasks, popular and not-so popular
  • enable the development of skills to besequential and achievable
  • have a roster system so that everybody has a turn at everything but which is flexible to accommodate specific needs
  • offer clear instructions of what is expected for each particular task including step-by-step where necessary
  • define the extent of their authority within the library including procedures for dealing with tricky clients
  • demonstrate trust in students’ integrity through the provision of passwords, access to restricted areas such as the library workroom and so forth
  • encourage and enable more experienced assistants to support those who are not as experienced
  • invite initiative and innovation so students have both input and ownership of the program and the library
  • offer positive reinforcement and regular recognition of contribution and achievements

Recognition

Given this is a voluntary position undertaken in the student’s own time, recognition of their contribution should be explicit and regular.  This can be done through

  • provision of training booklet (online or print) that enables each student to track and map their progress
  • regular self, peer and TL assessment of contributions so that progress does not stagnate
  • personal journals with evidence of contributions and achievements that serve as a forerunner to creating a portfolio or CV for an employer
  • distinctive badges, caps, t-shirts or lanyards (designed each year by participating students) that make their position easily identifiable by staff and students
  • certificates of service and celebrations of their achievement
  • respect for the position by executive and teaching teams
  • involvement in the selection of new resources and disbursement of the library budget
  • leadership of, assistance with and participation in library promotions
  • leadership of, assistance with and participation in special literary-based events within the school and beyond
  • acknowledgement of contributions through special functions exclusive to participants
  • opportunities to meet with visiting authors, illustrtors and other dignitaries
  • special borrowing privileges
  • Roll of Honour including names and photos so other students know who they cn go to for assistance
  • completion of school community service requirements
  • where appropriate, the teacher librarian may provide a reference based on attitude, attendance and service for future employers

Having a vibrant library assistants program that requires commitment and recognises and rewards the contribution of its participants can and should be a cornerstone of the library’s services. Your library leaders are more than monitors!

This entry was posted on October 7, 2016, in .

The Library Book

The Library Book

So that the staff, both teaching and admin, were aware of the library’s services and procedures I created The Library Book which became a ready reference for them.  It took the form of a folder with sleeves so that updates and additions were made easily. Each page had a similar heading and was presented in the same font and colour scheme to give it a professional, corporate look.

I also included a treat or two and a book voucher for our Book Fair for a personal purchase.

I surveyed staff to see what it was they particularly wanted to know so that I had a prioritised list to start the process.

Because all schools are different, I’ve just listed the contents here to provide a starting point for your thinking but where applicable I’ve added a brief explanation.

PART ONE – THE LIBRARY

  1. Title Page –  to ensure staff made the connection between the library and their teaching programs, I called it The Library Book: linking literacy and literature for lifelong learners. There was also a welcome message encouraging them to come to me or my Library Manager if they needed any assistance at all.  I wanted to make it clear that we were there to support their teaching and our services weren’t limited to those in the book. Diana Rendina has crafted a letter that personalises this relationship especially for those new to the school or new to teaching.
  2. Official Documents – this page listed the official documents under which we worked.  These not only demonstrated that we were professionals but that our practices were founded in official best practice.  In our case these included…
  3. Our Vision Statement and our Mission Statement
  4. Introducing Dr Booklove  – Dr Booklove was in charge of the library.  He set the standards and expectations for everything.  Children related to him very well. His picture adorned posters, certificates, bookmarks and a host of other notices so the children were very familiar with him.  

    Dr Booklove

    Dr Booklove

  5. Role Statements – This included an outline of the Standards of Professional Excellence, an introduction to the library staff and their various and differing roles.You might like to create or include  some of the many infographics about the scope of the role of the teacher librarian. Use this one from Naomi Bates , this from Tiffany Whitehead or this from Mia McMeekin to personalise one that describes you.

    valenza_infographic

    Joyce Valenza’s classic infographic about What TLs teach

  6. The A-Z of a Librarian -a fun look at all the hats we wear
  7. Our Services – a thumbnail sketch of the most popular and important services we provided.  These could also be in the form of a customised bookmark.
  8. F.A.Q. a list of the most commonly asked questions including opening times, staffing, numbers of loans, overdues, using the circulation system and so on.
  9. Network Access -instructions for accessing the school’s computer network, website and other online facilities including online subscription services as well as who to contact for troubleshooting and how to do this. Generic passwords or password formulae were included.  
  10. Collaborative Planning and Teaching – an explanation of what this is and the benefits it offers as well as the role the TL was expected to have.  It included a form which covered these questions…
    • What are the key concepts, knowledge, understandings, skills, values and attitudes do you want students to acquire as a result of this unit?
    • What are the key information literacy outcomes you want your students to achieve from this unit?
    • What are the specific information literacy skills that you want the TL to target when working with your students on this unit?
    • What sorts of resources do you particularly want students to use during this unit?
  11. Booking the Library – information, instructions and forms required to book the library, its spaces and/or the teacher librarian
  12. Requesting Resources – information, instructions and forms for requesting and suggesting resources
  13. Locating Resources – information about the sorts of resources held, how they are labelled and where they are located within the library including a map
  14. Online services – a list of the services such as the National Digital Learning Resources Network (accessible via Scootle) and ABC Splash which provide free resources for teachers as well as those subscription services such as encyclopedia and databases that the school pays for (including instructins and passwords for accessing them)
  15. Using the OPAC – detailed, step-by-step instructions for using the OPAC which was available on every networked device in the school
  16. Discovering Dewey – a brief introduction to the Dewey classifications (supported by clear signage in the library)
  17. Collection Development a brief overview of the collection development priorities including general selection criteria
  18. Challenged Materials – a copy of the Challenged Materials policy as well as forms to hand to parents if required
  19. Collection Evaluation teachers were invited to choose one unit they had taught throughout the year and evaluate the supporting resources held in the collection as well as make suggestions for new acquisitions
  20. Copyright – an explanation of copyright as well as a table showing how, when and why resources may be copied for class use under the licences purchased by Australian educational jurisdictions. Links to critical pages of the Smartcopying website were provided for easy and quick access
  21. Stocktake/Inventory – an explanation of why stocktake is so important to the quality of the collection and why it needs to be undertaken regularly so teachers understand why resources have to be returned and why the library may be closed during the process.
  22. Calendar of library events and celebrations
  23. S.T.A.R.S– an outline of the library’s student community service program
  24. Information Needs Audit -a questionnaire to discover the library users’ needs so we can prioritise the services we offer
  25. Gift Certificate – a certificate entitling the bearer to some extra prep time, first read of a new book or whatever is relevant for the staff member
  26. Invitation – to a Browse ‘n Brunch session to look at new resources; to develop a display for the library; whatever you think is appropriate to get them into the facility.

PART TWO – LITERACY

  1. Benchmarks – in Australia, national literacy testing takes place in Years 3, 5, 7 and 9 so the literacy benchmarks for the appropriate years were summarised. 
  2. Readers Rights – the poster by Daniel Pennac and Quentin Blake that is widely available but there are several versions and students might like to construct their own for display in the library
  3. Reading With Your Child – a brochure that could be sent home to parents as well as information about our Grab Bag scheme
  4. Linking literature – ideas for inserting literature into the classroom program through
    • recording
    • visiting
    • sharing
    • reading
    • playing
    • laughing
    • celebrating
    • discussing
    • debating
    • dramatising
    • drawing
    • writing
  5. Australian Authors – prominent Australian authors appropriate for each level with links to websites and booklists
  6. Finding Fiction – the characteristics of the various types of fiction held in the library, their location and labels
  7. Matchmaking – instructions for the Five Finger Test and Can It Be For Me. A Book and a Hug can help students work out the sorts of readers they are and the books they might like to read.
  8. Radical Readers  – a school-wide, library-led program which acknowledged the student who made the greatest contribution to their own reading progress each term by addressing a number of criteria.  It included a certificate which was presented as a whole-school assembly.  Photos of recipients were displayed in the library.  This could be substituted with the outline of any acknowledgement program you have or school-wide, library-led programs
  9. Reflect and Review – pointers for writing great book reviews with templates suitable for each age group
  10. Recommended Reads – a list of  suggested read-alouds for each year level as well as review sites and sources where teachers could seek other stories to read aloud or suggest to their students
  11. Bookmarks -templates for a variety of bookmarks suitable for a range of ages
  12. Reading Challenges – suggestions for setting personal reading challenges

PART THREE – INFORMATION LITERACY

  1. Introduction to Information Literacy -why we need to be information literate; what it means to be information literate and appropriate outcomes for the various levels
  2. The Information Literacy Process – if you use a different scaffold or a pedagogy such as Guided Inquiry an outline of that could be included with links to sites that provide more information
  3. Information Literacy charts – a collection of charts I created that could be printed and displayed in the classroom to assist students.  Charts relating to other scaffolds or pedagogies could be substituted
  4. Information Literacy rubric – a rubric to show what the various elements of the information literacy process look like at the Early, Emergent, Experienced and Extended levels
  5. Project Planner – a template for stepping through an assignment that could be printed and given to students to help them with both research and time management
  6. Research Rating – a self-assessment tool for students to rate themselves as researchers.  Questions included
    • What did I learn from this assignment?
    • Did I achieve what I set out to do?
    • Which parts did I do well?
    • Which parts do I need more support with?
    • Did I have a clear understanding of what I was supposed to do?
    • Did my questions help focus my research?
    • Did my concept map have enough ideas?
    • Was I able to locate and use a variety of relevant resources?
    • Were my resources useful?  If not, what was the main problem with them?
    • Did I have enough information to meet my needs and that of the assignment?
    • Was that information authoritative, accurate, current, objective and relevant?
    • Was I able to sort fact from opinion?
    • Were my notes and graphics useful in sorting and organising my information for presentation?
    • Was my presentation the best I could do?
    • Did it meet the needs and interests of my audience?
    • Did I demonstrate my learning, my opinion or an action plan?
    • Did I manage my time well?
    • Am I satisfied with the results of my efforts?
    • What would I do differently if I were to do it again?
    • The skills I need assistance with are…
    • My priority will be…
    • The most important things I learned from this assignment were…
      • knowledge
      • skills
      • understanding
      • values
    • My new knowledge and understanding confirmed / challenged/ changed what I already believed.
    • Now I know this I will…
  7. Website evaluation – an A-Z of evaluating a website

PART FOUR – A LITTLE SWEETENER

Add some fun with some of these ideas gathered over time from various TL networks…

  • A dummy for when they need to spit it
  • Toys for when they need to throw them out of the cot
  • An eraser, to make all those little mistakes disappear,
  • A 5c piece , so they are never be completely broke,
  • A marble for those days when they are sure they’ve lost all theirs
  • A paper clip to hold it all together when it seems to be falling apart,
  • A band-aid to help heal the hurts,
  • A handful of chocolate  kisses to remind you that someone cares for you.
  • Pipe cleaners to remind us that flexibility is important for a successful school year.
  • Matches for those days when you feel you need to light a fire under your students.
  • Wiggly eye: Keep an eye on students to discover how best to help them or show them you have eyes in the back of your head.
  • A battery for when theirs runs out
  • A flowerpot to remind them of the seeds they are planting for the future
  • A clothes peg for them to hang in there
  • A rubber band to remind them to be flexible
  • Gold thread to remind them of the threads that tie us together and the tapestry we are weaving
  •  Different types of sweets to remind them…
    • Lifesavers so they know the library is their life saver or when they have had one of those days
    • Three Musketeers bars for the students, teachers and the TL – the original Three Musketeers of Learning.
    • Lollipops or popcorn to pop by the library to see what’s new
    • Smarties to remind them they are doing a good job
    • a Violet Crumble so they can go to pieces in style
    • Minties for “moments like these”
    • Skittles for when they feel they have been
    • Marshmallows to remind them that even the toughest kids have a soft centre of wanting to be loved
    • Treasure bars to remind them of the treasure in the library
    • Milky Way bars to remind them of how far the TL will go to help them
    • Bubble gum so they can stick at it a little longer
    • Snickers to remember the funny things they will see, hear and do
       
This entry was posted on August 17, 2016, in .

the sorting hat

hat_sortingThis is not the hat that will decide whether you’re assigned to Hufflepuff, Ravenclaw, Slytherin or Gryffindor.  

It is much more contentious than that.

This is the hat you put on when you decide how you are going to arrange your collection – alphabet or genre – and, currently, one of the hottest topics on discussion lists I belong to. Any question about changing the arrangement from the more traditional author-alphabet base to one based on the perceived genre elicits hot and fierce debate as proponents and opponents put their perspective.

The common arguments are…

  • students find it easier to find the sort of book they want in a collection sorted by genre 
  • collections arranged alphabetically keep all the titles by the same author together
  • if students only select from a preferred genre their reading choices are narrowed
  • students prefer the bookshop look of the library because it is more modern
  • if students learn the traditional method of the first three letters of the author’s name they will be able to transfer those skills to locating titles other libraries
  • one title might fit a number of genres so how will its placement be determined

In my opinion the decision is easy and is based on the belief that

The collection exists to meet the needs, interests and abilities of its users and to meet those needs it must be accessible

Therefore, as the teacher librarian we must know our readers and what their needs are. What might be appropriate for the users in one school library might not work for the users in the school in the neighbouring suburb because each school population is unique.  

Even if we currently classify fiction in alphabetical order by using the first three letters of the author’s name, we have modified Dewey’s original arrangement (because he assigned specific numbers between 800-899 to literature) so that users can find what they want more easily.  Then, to make it even easier, we might shelve all the episodes of a particular series together or pull all the fairytales into one smaller collection. We separate based on format – picture book, novel, information book, DVD – and intended target audience such as junior fiction and senior fiction. In the non fiction collection all the biographies might be shelved in one spot rather than in their specific subject of expertise as Dewey mandates or the puzzle books might have their own space so they are easier to find and shelve. Already we are ‘tampering’ with tradition and accepted practice because we want to make the resources more accessible to those who are using them.  

Arranging the collection to meet the needs of the users

Arranging the collection to meet the needs of the users

So why is the decision to arrange the collection according to genre so controversial?

Firstly, the term ‘genre’ must be clarified because there is a tendency to interchange the word ‘genre’ with ‘text-type’ leading to confusion between format, purpose and content.  Genre itself just means ‘a type or a category’ and it is generally applied to literature, music and the arts.  Within literature it refers to prose, poetry, drama or non fiction, each with its own style, structure, subject matter, and the use of figurative language.  

However, in education realms it is also often used to describe the author’s purpose – to persuade, inform, entertain or reflect. And these categories have been broken up even further …

 

An overview of some of the more common school genres

An overview of some of the more common school genres

Rose (2006) cited in Derewianka, 2015

However, in terms of the arrangement of the collection we are referring to another ‘definition’ of genre – those divisions of fiction based on theme, plot, characters and setting.  It refers to categories such as adventure, romance, fantasy, historical and contemporary fiction although there is a much larger list of possibilities and the sort of arrangement that is proposed has become known as ‘genrefying’.

If we return to the the underlying premise that the collection exists to meet the needs, interests and abilities of its users, then it stands to reason that as a priority we need to identify what those are, particularly in relation to their preferred way of selecting their reading resources for leisure and pleasure. We need to ask questions to identify if genre is their first and primary criterion for selecting a new read and the sorts of stories they like to read.  (Thinking Reading  provides a starting point to survey your readers on a number of issues to enable informed collection development.) My experience and research has shown that, generally, primary age students do NOT use genre as their search criteria. While they may like mystery or adventure or whatever books, their choices are made based on

  • peer or teacher recommendation
  • series
  • popular movie, television or game tie-in
  • author
  • cover
  • blurb
  • serendipity

But my experience is not your experience and all sorts of factors come into play such as

  • the age and maturity of the students
  • their proficiency with English (or the predominant language of your collection)
  • the focus of the curriculum
  • their access to reading materials beyond the school
  • their understanding of the concept of ‘genre’

So it is essential that you delve into the reading habits of those who will be reading to understand what will suit them best.

Should you discover that a collection organised by genre is what is best for your clients, then there are still a number of other questions that need to be asked and answered by the stakeholders before making such a significant change because not only is it a huge job absorbing human, financial and time resources it must also be sustained and sustainable. Those questions include…

  1. Why is the change being considered?
  2. Is this a sound reason for change?
  3. Is the change based on identified user needs or preferences?
  4. Why is what is currently in place not working? What is the evidence that it is not? How can it be changed or modified to work rather than introducing a non-standard ‘fix’?
  5. Is the solution based on sound pedagogical reasons whose efficacy can be measured?
  6. How do the proposals fit mandated curriculum requirements? 
  7. Can the proposed change be defended based on user need, sound pedagogy, curriculum requirements AND established best practice?
  8. What reliable evidence (apart from circulation figures) exists to support the changes and demonstrates increased engagement and improvement to student learning outcomes?
  9. Will the proposed changes lead to students being more independent, effective and efficient users of the library’s resources?
  10. Will the changes impact on the students understanding of how other libraries are arranged and their ability to work independently within those?
  11. Have students had input into the proposal?
  12. How will the change support the Students’ Bill of Rights?
  13. Will the change marginalise or discriminate against any users such as identifying their below-average reading level or sexual preferences?
  14. Will the change broaden or narrow the students access to choices and resources?
  15. Is it based on school-library best practice? Are there successful models (measured through action research and benchmarks and published in reliable authoritative literature) that demonstrate that this is a sustainable, effective and efficient model to emulate?
  16. Will the change make it easier to achieve your mission statement and your vision statement?
  17. How do the changes fit within your library policy, which, presumably, has been ratified by the school’s executive and council? Will the change in procedure require a change in policy?
  18. Who is responsible for developing the parameters of the change and documenting the new procedures to ensure consistency across time and personnel?
  19. If a change is made, what S.M.A.R.T. goals will be set to measure its impact?
  20. When will the impact of the change be assessed and what evidence of success or otherwise will be acceptable to the stakeholders?
  21. Who will do the measuring and ensure that the conclusion is independent and unbiased?
  22. If those goals show no change or a decline, will the library be willing to reverse the process? Will this be a practical proposition?
  23. How will the proposed change impact on the role and workload of the teacher librarian?
  24. How will the proposed change impact on the role and workload of other library staff? 
  25. If the change changes the traditional library arrangement, how is consistency across time guaranteed if personnel change because decisions are  subjective?
  26. Who is responsible for developing and maintaining the criteria for placement and the Procedures Manual to ensure consistency?
  27. Is the change worth the time that is invested in re-classifying every title and the money invested in new labels, staff wages etc?
  28. Could that time and money be better spent?
  29. Would better signage, including more shelf dividers, address the problem?
  30. What role can displays play in highlighting different and unfamiliar resources to broaden access and choices?

Documenting the answers to these questions (and others that will probably arise along the way) not only demonstrates your professionalism and the depth of consideration that has gone into the decision but also provides you with a solid foundation of evidence on which to defend that decision should it be challenged.

Having invested the resources in making the change, a new range of issues arises particularly in relation to how you teach staff and students how to use the new arrangement effectively, efficiently and independently.

  • Do they understand the concept of ‘genre’ in this context and the sorts of criteria that distinguish one from another?
  • How will you teach these?  Will teaching the characteristics of each genre become your predominant teaching focus to the exclusion of other curriculum priorities such as information literacy?
  • What will be the genres that you choose and how will these be decided?
  • Are the genre labels appropriate for the users? For example ‘romance’ might not appeal in an all-boys school but ‘relationships’ could encompass the concept.
  • How will the genres themselves be arranged – alphabetical order, popularity, size of the particular collection?
  • Will individual titles within each genre then be organised in alphabetical order of author or is there another way?
  • How will you deal with titles that span two or more genres?
  • How will the genre of each title be identified both on the book and in the catalog?

The arrangement of the resources in your library has to be based on so much more than the outcomes a retailer might be wanting to achieve.  The school library is not a bookshop on steroids and the sorting hat must be one that is put on with extreme care and consideration.  Of all the hats we wear, this is definitely not a one-size-fits-all.

Thinking Reading


hdr_thinking_reading
The collection exists to meet the needs, interests and abilities of its users.  If we are to meet these, then we need to know what those needs, interests and abilities are.  

Thinking Reading is a survey that asks readers 20 questions about their current reading and what they like to read.  It is designed as a starting point for teacher librarians and teachers to develop their own reading surveys to determine the needs and interests of their own students.  The collection of such data will enable them to make informed decisions about collection development and arrangement so not only are the needs of their current clients met but also to give insight into the preferences of the long tail – those who think that the library has nothing to offer them.

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Tracking Reading  allows younger readers to set goals and track their own reading to see how it develops and changes as they identify those elements of story that most appeal to them.

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Growing Reading offers a way for young readers to keep track of the stories they want to read based on recommendations, reviews and other sources.

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For more about encouraging students to read, read The Reader Leader’s Hat

 

This entry was posted on July 4, 2016, in .

the transition hat

hat_transition

At the end of 2015 I finally hung up my going-to-school hat after 45 years of being in both the primary classroom and the school library.  Even though I officially “retired” in 2006, I’d still done a lot of casual relief work but for all of 2015 I had been back in a school library with my teacher librarian hat pulled on tightly.  However, I made the decision it was time to move on to new things. With this decision came the need and opportunity to consider what it was about the library I was in that made it unique to its situation and what the new incumbent would need to know to make the transition between us easier.

retirement

As the academic year draws to a close in the USA and elsewhere, and indeed teacher librarians everywhere are moving on to new schools or new lives, I thought it might be timely to consider what it is that we can do to make the transition from us to someone new go as smoothly as possible. What are the things we could and should do that will make for a seamless transition?  While many things are common to all school libraries, each has its own idiosyncrasies that make it unique and knowledge of these makes the new person’s job much less stressful.

However it is essential that the newcomer realises that the purpose of what you leave is not so that you can be the puppet-master from afar but a guide on the side so a welcome note, some flowers, something joyful to accompany what is likely to be a big pile will always be appreciated.

Here are some suggestions drawn from my own experience and that of others who generously contributed ideas to the online forums I belong to.

people

people

People are the key element of a library’s success and knowing who’s who is such a head start. Identifying the essential personnel will be enormously helpful but keep any comments, written or verbal, strictly professional.

  • if it’s possible and practicable, introduce the new TL to the library staff, parent volunteers, student leaders by hosting a morning tea before school starts where they can get to know each other without the busyness of the job to distract them
  • it there are paid library staff members, create a list of their current roles and responsibilities, timetable and other pertinent information
  • provide a thumbnail sketch of each person’s preferences and strengths so your new TL knows who the go-to person is if they want a display mounted, cataloging done, an ICT issue solved and so on
  • provide an outline of the nature of the student population such as whether there are significant indigenous or non-English speaking or LGBTQI groups and so forth who have specific needs that must be catered for
  • if there is a student leadership team for the library, identify those students who are likely to continue in this role and the program/expectations they follow
  • share the names of supportive staff members who are keen to collaborate or who know the collection well – those the new person can go to for advice if required
  • provide an outline of the chain of command so it’s clear who the supervisor is, who to go to for procedural or financial advice, who to go to for technical support and so on
  • make it clear if there are in-house committees or curriculum teams the TL is expected to join or take the leadership role
  • create a list of outside contacts such as frequently-used vendors, book fair co-ordinators, TLs in nearby schools, the local TL network co-ordinator, ICT Help Desk, even the local MP’s secretary and news editor if yours is a school that hosts events where politicians and the press are invited
  • if you are willing or able to be contacted for urgent questions, then provide your contact details

 

paperwork

paperwork

  • a sample teaching timetable is useful because even though it’s likely to change it provides a guide of expectations of the workload and its scope
  • a sample daily timetable indicating current hours the library is open, for whom and for what purposes. Include period and break times and any formal supervisory duties
  • a sample yearly timetable of events that the library has a leadership role in such as National Simultaneous Storytime, Book Week, Premier’s Reading Challenge, book fairs, community celebrations and in-school events including P&C and School Board functions
  • a calendar of requirements such as the submission of the budget; closing date for expenditure; subscription expiry dates; newsletters; student reports; anything already scheduled for the upcoming year such as a book fair
  • if you provide newsletters for faculties, contribute to the annual school report, share professional articles and so on, provide samples of these and the timeline and process you follow as well as a list of recipients
  • a copy of the current budget, annotated where necessary to identify priorities of the current collection policy including those yet to be fulfilled including details of ongoing grant submissions
  • a copy of the mission statement, the current strategic plan and critical policies such as those relating to the running of the library, collection development, collection management and circulation
  • a summary of the short, mid and long-term goals so the new TL can see the direction being taken at a glance (Just because the personnel changes, ratified policy shouldn’t have to.)
  • library procedures manual and diagrams of common workflow tasks especially if they are done by or involve others
  • list of “big picture” tasks recently completed or which need to be done such as inventory of a certain section
  • “cheatsheets” of essential information like logging into the circulation system
  • social media platforms used and how to access these
  • emergency routines such as fire drills and lockdown procedures
  • staff handbook for general school routines and procedures
  • school behaviour management procedures so that  there is consistency and continuity of expectations
  • sample forms used for budget submission; purchase suggestions; library bookings; curriculum planning
  • library-specific curriculum documents if applicable
  • procedures relating to the use of technology, games, makerspaces, access to new books and so forth – students will ALWAYS quote the previous TL’s rules if they perceive any sort of discrepancy
  • a list of above-and-beyond tasks currently undertaken by the library and which are likely to be expected to continue such as textbook management and equipment storage, maintenance and repair
  • an outline of external programs that your school is involved in and for which you have leadership such as Accelerated Reader, the library’s responsibilities in relation to these and any library-specific procedures

 

passwords

password

  • list generic passwords for
    • the circulation system
    • the library management system
    • online subscriptions such as databases, encyclopedia, ebooks
    • accessing the school’s computer network and/or learning management system
    • accessing library booking system
    • student sign-in system
    • social media access including any wikis or websites administered through the library
  • if passwords are not generic then list instructions for how they are generated by individuals

 

practicalities

practicalities

  • the hours the library is open beyond core school hours
  • if you have keys, leave these labelled 
  • if you are required to mark the roll or have some sort of sign-in mechanism leave the details of this
  • if you are required to collect statistics on circulation, library use and so on detail these as well as any software or LMS reports that you use
  • if you are required to supervise students who have ‘free’ periods, leave information about expectations for performance such as whether they are required to undertake formal study or whether it is a time to chat and play games.  Include the hierarchy for behaviour management issues.
  • if you are required to be on duty at each recess or lunch, indicate when you take the mandatory breaks yourself )and where the toilets and staffroom are)
  • clarify whether students are allowed to have food and drink in the library
  • the location of and access to services like photocopying and laminating as well as supplies such as printer paper
  • how the library is impacted by inside duties if the weather is inclement

 

peripherals

peripherals

Many, if not most, teacher librarians wear many hats beyond those of the core business of curriculum leader, information services manager and information specialist and there may be an expectation by administration, executive and colleagues that the newcomer will continue to provide these “extra-curricular” services.  So if you have taken on responsibilities such as co-ordinating pre-service teachers during their internship or the invigilation of exams and so forth, then ensure your successor is aware of these added extras so they can consider their role within them.

Other issues that are worth sharing include 

  • if you open early or close late and this entitles you to time-in-lieu  and when this is generally taken
  • if the library is used regularly for staff meetings and functions whose responsibility it is to set up and restore the environment
  • the care of any plants or wildlife housed in the library
  • the teacher librarian’s responsibility to lead staff  professional learning particularly in ICT hardware and software
  • any parent participation programs that you run
  • your responsibility, if any, for the procurement and maintenance of ICT hardware

However, these suggestions come with a serious caveat.  You leave these guides because YOU have chosen to move on and you are being replaced by a suitably qualified professional.  Sadly, many administrators and principals are looking to cut budgets and think that they can do this by employing a non-school librarian, a paraprofessional, an administrative clerk or even parent volunteers because despite all the advocacy and education about what it is a top-shelf teacher librarian can bring to the table, they still think that it’s just about book circulation. Similarly, as shown through a recent online discussion, others are trying to replace their ‘teacher librarian’ with a ‘digital learning specialist’ or other fancy sounding name because, again, they are still stuck in the notion of the position having remained static since their own childhood school experiences.

I have long advocated that in those circumstances you leave only that which belongs to the school itself and put none of your time and energy into creating lists and notes and so forth,  While this may sound harsh and tough for the person coming into the position, it is my belief that if the decision-makers are driven by counting beans, then beans should be all they get.  We know, ourselves, what it is our tertiary and professional learning in our specialist areas of information literacy, digital citizenship, literature appreciation and so forth bring to the education experiences of our students  and there is plenty of literature and research that is readily available to support this  and, in my opinion, if the hirers and firers choose to ignore this and withdraw this expertise and experience from the staff and students, then they must live with the consequences of that decision.

While that may seem harsh and unfair to the person who is going to fill your shoes and follow your footsteps, nevertheless if we, as a profession, are to continue to make the difference is out students’ education that all the research attests to, then we have to take a stand that will show that the role is much more complex and diverse than many realise and we do so much more than scan the barcodes on books.

The other warning is that, hard though it may be, you have to let go and if the new person chooses to do things differently, then that is their choice and their responsibility. “Doing what we’ve always done” is the greatest inhibitor of progress and change and so we must accept that once we walk out the door for the final time, that’s it.  We have done our best with what we know and have and now it is time for someone else to move things forward.

Each of us works in a unique situation so although our “big-picture” professional practice will allow us to move into almost any library workplace, it is the detail of the daily duties that make each position unique.  What you leave as a legacy is your decision but by putting on your transition hat and thinking about what you would like to know about your library if you were the one moving into it you will have a foundation for what to leave for the person who follows you.

the seer’s hat

hat_seer

 

 

 

The Merriam-Webster dictionary defines a seer as one who “predicts events or developments” and while I can’t lay claim to having that extraordinary insight that sets such visionaries above the rest of us, in the past few weeks I have had the opportunity and privilege to see what might be in the world of libraries.

While no one can accurately predict the future, nevertheless there are those who examine what has been, what is and can make a very good forecast of what will be. They undertake the research, read the reports, study the trends and draw conclusions that the astute amongst us will consider and act on so that what we are offering remains relevant and required.

In a keynote address at the recent SLANZA conference in Christchurch, Mark Osborne identified three distinct phases in the evolution of education.

education1Education 1.0
This is the period prior to the Industrial Revolution when education was based on immediate, localised relationships.  It was limited to those with whom one interacted within the village or farm. It was based on the master and apprentice model where the skills needed to function within the community were handed down from generation to generation.The library consisted of the knowledge and stories in the heads of the village elders which were passed on orally to younger members as they required it.
 education2Education 2.0
This period was predicated on the factory model where items (students) moved along a conveyor belt having pre-determined bits added to them as they progressed in a lock-step fashion until they reached the end where they were tested for quality control. Uniformity of appearance and outcome reigned.  This one-size-fits-all model was seen as an efficient way to achieve a finished product and even the buildings which were single-cell classrooms off long corridors reinforced the notion.   The teacher at the front of the classroom was the sage on the stage, students were passive “empty vessels to be filled” and learning was measured through written products which demonstrated the level of  content and skills acquired. Curriculum was prescribed and delivered in a just-in-case fashion. Learning was confined to the boundaries of the school and the hidden curriculum of obedience, politeness, punctuality, neatness and respect for authority dominated.  (Bowles & Gintis, 1976) The library was often a converted classroom, although later purpose-built structures emerged, and their main function was to be the storehouse of all the resources that staff and students needed. These were predominantly print and presided over by a person who was seen as the gatekeeper and who gave rise to the stereotypical image of a librarian today.
 education3Education 3.0
This phase of education has emerged particularly with the development of and access to technology as well as the research into how the brain functions and how humans learn.
 It is based on the belief that knowledge is a commodity, free to all rather than being the exclusive domain of the privileged few and that progress is based on not what you know but what you can do with what you know.  Students are considered information creators as well as information consumers and so the teacher is now the guide on the side facilitating personal and collaborative knowledge creation based on the needs, abilities and interests of the individual. Learning is based on the notion that it takes a village to raise a child and thus is 365/24/7 with ubiquitous access to and use of technology to go beyond the walls of the school to wherever it leads.Students have a strong sense of ownership of their own education, are involved in the co-creation of both knowledge and resources and have active choice in their learning. While the library continues to be a storehouse of resources because not everything is available online and there is a growing body of research supporting the young learner’s need to build a solid foundation of traditional skills based on print if they are to be an effective and efficient user of the digital environment, the collection is much smaller and the space more flexible.  It is geared to encouraging collaboration as students pose problems and seek solutions to them configuring the space to meet the needs of their activity.

 

If we consider that a simple Google search today embraces all the technology that was employed in the Apollo program to land a man on the moon less than 50 years ago, and our students carry that power in their pockets but have done for only seven years since the release of the first smart phone, how can schools and their libraries change to meet the demands of Education 4.0 which is already on the horizon? The phrase “21st century skills” is bandied around in educational circles to the extent that it is now part of the lexicon of modern education. But what are those skills, what are they based on and what is their implication for the school library of the future and the teacher librarian who steers it?

Gratton (2011) has identified that the forces of technology, globalisation, society, energy resources, demography and longevity will be the major influences on work into the future and these are going to have a significant impact on the relevance of the current education system. The World Economic Forum has also identified 16 skills students need stating, “The gap between the skills people learn and the skills people need is becoming more obvious, as traditional learning falls short of equipping students with the knowledge they need to thrive”.  Students need to be able to collaborate, communicate and solve problems and these are developed through social and emotional learning.

Skills required in the 21st century

Skills required in the 21st century

How to teach all the skills

How to teach all the skills

Other research from a variety of sources indicates that those jobs most likely to disappear to the efficiency of automation are those that are routine cognitive tasks and non-routine manual tasks while those that require human interaction and social intelligence or have a heuristic element that requires novel recombinations and interpretations of existing information to develop new ideas and artefacts are more resistant. Jobs that involve problem solving, teamwork, interpersonal skills rather than academic, and entrepreneurship will be the focus of the future while those that can be easily-structured into a rules-based process will disappear as computers follow rules very well. This is illustrated by computers being able to play chess at the masters level yet they cannot play a simple game of tic-tac-toe.

The New Work Order Report

The New Work Order Report

future_meme

The workforce  landscape that our current kindergarten students will face will be significantly different from that of our current school leavers.  While there are many infographics offering guidance about the nature of what those “21st century skills” are, the common core comprises

  • curiosity
  • critical thinking
  • creativity
  • communication
  • collaboration
  • connectivity
  • cross-cultural understanding
  • confidence
  • computer competence
  • commitment
  • citizenship

 21st_century

 

Much has also been written about how these concepts can and must be embedded in the design and delivery of the curriculum in the classroom, but how do they shape the school library, its position and potential?

At the SLJ Leadership Summit we have been urged to “teach more and librarian less” and certainly that makes sense if we take on board the evidence that those tasks which are routine, manually-based and do not involve critical human intervention are more likely to be outsourced or automated. Why should a principal pay a teaching salary for a job a volunteer can do?  But what does this look like in a practical sense?  Perhaps it is worthwhile to return to those three key roles of the teacher librarian – curriculum leader, information services manager and information specialist – and examine what they might entail in the immediate future.

curriculum leader

Because the teacher librarian is still likely to be the person within the school with the broadest view of the curriculum as a whole, the role of curriculum leader remains essential, even moreso when we consider how far its boundaries now reach. The core concepts of 21st century pedagogy are also the core of our teaching skillset. 

If the child’s innate curiosity is to be fostered so they can ask and answer their own questions then an inquiry-based approach which builds on what they already know and what they want to find out is essential.  Sitting comfortably within that approach as a scaffold is the information literacy process, a cross-curriculum perspective that encourages critical and creative thinking, the melding of what is known with what is learned to develop new perspectives and the communication of these new ideas with confidence through a variety of channels. Its foundation question of “What do I want to know?” encourages problem solving and solution seeking either by the individual or a group.

However, we can’t lead every inquiry and investigation so our role has to shift from teaching the students to also teaching the teachers so that the language and practice  of inquiry-based learning and information literacy are embedded into all curriculum design and delivery.  It is much easier to have a long-term impact on 30 teachers than 900 students. Rather than being just the teacher of “library skills”, an extension of the English department or value-adding to what  is done within the classroom, we have a specialist teaching role in the development of the reading and research skills, digital citizenship and communications that are at the heart of learning.  At the SLJ Leadership Summit, panellist Tara Jones said she was now her school’s ‘research technology specialist’ as she “collaborates with classroom teachers and co-teaches lessons in the classroom” and is “responsible for embedding technology and research skills within problem-based learning experiences”. Sounds very much what many Australian TLs do already, although the emphasis is on co-teaching rather than just collaborating!

As well as the visible direct instructor’s role that we assume, we must also lead a less visible, more subtle but equally important thrust.  We need to create opportunities that encourage children to question, to explore, to investigate, to collaborate, to persevere, to mentor, to explain, to listen, to discuss, to debate, to decide, to be confident, to have a can-do attitude, to manage their time, to take risks, to cope with pressure, failure and adversity, to be flexible, to be resilient, to be committed, to take responsibility, to be independent- in short, to develop those attributes and interpersonal skills that are going to be the key to their futures. We can do this by

  • developing displays that lead them to new worlds to discover
  • creating challenges which encourage them to solve problems
  • allowing them to wonder and experiment, to follow along paths and down rabbit holes
  • letting them lead their own learning
  • using a variety of groupings that take them out of their immediate friendship circle
  • allowing them a leadership role in the management and running of the library
  • challenging existing ideas by playing devil’s advocate
  • asking questions and setting tasks that are open-ended so there can be a variety of solutions
  • encouraging them to pursue a passion and then enabling them to share it with a live audience
  • encouraging them to teach and mentor each other as well as us
  • flipping the curriculum by using online tools to support 365/24/7 learning
  • creating an online classroom that can be a “ready reference” for students such as The Library Minute
  • providing the ‘river’ but not necessarily the ‘bridge’ which says “cross here”
  • providing flexible spaces for learning that can be arranged and changed to meet the needs of the users and the task including
    • 1:many for direct instruction
    • co-teaching
    • peer tutoring so small groups can work together
    • informal places for relaxation, play and experimentation
    • private spaces where personal learning choices and means can be explored
    • collaborative opportunities
    • outdoor learning
    • reflection
  • providing opportunities for learning to be shared through social networking apps

Similarly, we can be a less-visible support for our teaching colleagues as we share relevant research with them; alert them to opportunities for professional learning; suggest new reads and new resources that fit what they are doing in class right now; go the extra mile to track down that elusive key resource…

With no more powerful advocates for the school library than the parents of its students, we must also be reaching and teaching them, inviting them to be active participants in their child’s learning as the boundaries between home and school, teaching and learning blur and merge into a seamless whole. By reaching out through parent participation programs and social media we can inform parents of what is happening and why as well as forming long-lasting partnerships that can only enhance what the library offers.

And while we are focused on teaching others, we must not forget to keep teaching ourselves through our professional networks, professional reading and action research. We must know that what we do is based on current best-practice and be able to defend and demonstrate this through reference to theory, research and evidence. We need to be the window to the future, not the mirror of the past.

It is the teaching role that we assume in the school that will be the purple cow that Seth Godin encourages us to find -that one remarkable thing that makes us stand out from the herd.

purple_cow

 

information services manager

While some might argue that the provision of resources could be easily outsourced, it is the curriculum leader’s hat that makes that of the information services manager fit more snugly. The responsibility to “develop and implement strategies for evaluating the collection and for determining curriculum and student needs within the context of identified school priorities” is just as critical now as it ever was particularly with the plethora of resources in so many formats available.

The collection, regardless of its format, must still meet the needs. interests and abilities of its users.  It still needs to be regularly evaluated and assessed, added to or subtracted from as necessary. But it now needs to support information creation as well as information consumption and be available 365/24/7 as learning is no longer confined by walls and clocks.  Collection Development policies need to be updated to reflect the needs of now and the next three years so that decisions are informed by evidence. 

In the past couple of weeks I have personally been contacted by three teacher librarians who have been directed to dispose of their non fiction collections by principals who believe that such collections no longer have a place and that the space could be put to better use. The belief that “everything is available on the internet” is alive and well in the minds of many. As the information services manager we have a responsibility to dispel this myth that everything, everywhere has been digitised and that what is available is authoritative, accurate, current, objective, relevant and intellectually accessible to our students. We need to ensure that the Powers That Be are kept abreast of the research that shows that if students are to be effective and efficient users of digital content they need a foundation of traditional skills built on print; that not everything is available online, not even behind subscriber-based firewalls; that what is online does not necessairly meet the needs of students, particularly younger ones; and that we must acknowledge the different learning styles, needs and preferences of our clients and cater for these.

Collection development should not be an either/or decision.

information specialist

The library may no longer be the vast book repository it once was but the need for an information specialist  – the provider of “access to information resources through efficient and well-guided systems for organising, retrieving and circulating resources”-  can be summed up in these three memes which regularly do the rounds of social networking media.

internet_library fire_hydrant

trained_librarian

 

Providing easy access to appropriate and relevant information is more important now than ever before as the library’s walls are breached and the amount of information grows exponentially each year. Even with tools like Google Advanced Search, students can still spend whole sessions searching for the perfect online resource and then be totally overwhelmed by the choices available.

Where once a working knowledge of the Dewey system and the arrangement of the library was sufficient, today and tomorrow a whole new set of skills are needed. Students expect to be able to access what they want, where they want and from whatever device they are using at the time.  So the curation of resources using tools like LibGuides, Only2Clicks, ScoopIt  Pinterest and Pearltrees and the selection and promotion of databases are essential.

We need to teach both staff and students how to use Wikipedia and Google efficiently because we know these are the go-to tools when an information need becomes apparent, and, at the same time, we need to teach them to be mindful of their digital footprint and protecting their privacy. The ethical use of ideas, information and images is also critical in this copy-and-paste society adding yet another layer of complexity to the role.

And because information management is about creation as well as consumption we must also know the right app for the job so we also have to have things like the padogogy wheel and Bloom’s Digital Taxonomy on hand. If anything, the need for an information specialist who knows pedagogy, the curriculum, how teachers teach and students learn is more important than ever. 

The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog.

The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog.

blooms_digital

 

the learning space

Key to the library meeting the needs of today’s and tomorrow’s students is the ability for the space itself to be able to adapt to particular needs at a particular time.  While it will still have a storehouse role as well as that of being a sanctuary, they need to become “awesome incubators” (Osborne) and a ‘temporary autonomous zone’ where users can create the type of space that fits their needs at the time.  The physical space needs to reflect the rapidly changing nature of the intellectual architecture so they add to what is happening within and beyond the school.  Users need to be able to create the space they need for the activity they are going to do.  So as well as mobile technology and moveable furniture they need to have areas that cater for noisy and quiet activities, individual, and collaborative work, formal and informal instruction, vertical and horizontal groupings, showcase and feedback… While there is currently a focus on the library as a makerspace this needs to be interpreted as the creation of new ideas and information as well as objects.  But most critically, because of our innate need for contact with others of our species, we must teach our students to thrive in the digital world and survive in an analog one.

An internet search for ‘library makeover’ will yield many stories and images that can be adapted but Extreme Makeover tracks the changes in the library of the North Carolina School of Science and Mathematics and includes planning and pitfalls and lots of other tips. Diana Rendina identifies six active learning spaces your library should have if it is to meet the needs of its users. Much of this post hs been inspired by the keynote address by Mark Osborne at From the Ground Up, SLANZA 2015 and there is more of his writing in Collected  and the basis for his assertions in an Ed-Talk video.  For me, anyone who starts with the premise that “the first step to considering modern learning environments is to start with learning” is on solid ground.

Contrary to a common belief that libraries will be obsolete by 2025, this glimpse into what can be demonstrates that their place in society is secure.  As the school becomes the centre of the child’s global village, so the library must become the village green -a service centre offering opportunities to teach and learn; the buffer between home and work where schools and their communities can come together; a blended space where tradition meets the future.

“A library outranks any other one thing a community can do to benefit its people. It is a never failing spring in the desert.”

Andrew Carnegie

Pushing Beyond Future-Ready: Creating a Bold Context for K-12 Libraries