Through being actively involved in learning throughout this subject, ‘Resourcing the Curriculum’ and this final assessment, I have established knowledge and understanding of what the term ‘collection’ actually means in the school library context and the role that a collection is expected to play in supporting teaching and learning in a unique school community (CSU Interact Material ETL503 2013 & ASLA/ALIA policy statements).
This policy task has been challenging, as I had to build a basic understanding of collection management. I have needed to interview the TL at the primary school, where I am volunteering, and carry out a physical evaluation of the collection and observation of student and teacher use of the resources.
From my informal interview, I evaluated that materials are selected if they are appropriate to the primary age group, support the curriculum and generally seem to reflect the interests of the school’s students. It was at that point that I needed to explore the professional literature and tools, to learn more about the reason for written Collection Policies.
I discovered that the literature supports the need for a written collection policy. It is vital to cater to the needs of its users, in terms of planning for growth, providing impersonal and unbiased guidelines for collection practices and to secure and allocate funding (Hughes-Hassall & Mancall, 2005, Debowski, 2001, Morrisey, 2008).
My process of inquiry reminds me of Kuhlthau’s (2007) guided inquiry, especially in the feelings of anxiety at different stages of the information seeking process. However, I can now confidently say I understand what defines a library collection, why there should be a written policy and the elements that should form part of a Collection Policy (Hughes-Hassall & Mancall (2005), Debowski (2001)and Morrisey (2008).
It has been enormously satisfying to develop a written Collection Policy for my own children’s school library. It has been a lengthy process, involving going back and forth between the subject modules, forum posts, readings, professional tools and other literature.
Completing this assessment and the whole subject has been an extremely worthwhile undertaking, as I have come to develop my knowledge and understanding of the librarian part of the teacher librarian’s role.
When I gain a position as a TL, I will be looking for a Collection Policy. If there isn’t one, then I won’t panic, I will gather an advisory committee together and start writing one.
References
ASLA/ALIA joint policy statements
Charles Sturt University Interact Material for ETL503 2013
Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with less : collection management for school libraries (2nd ed.) (pp. 126-136).
Kuhlthau, Carol C. 2007, Guided inquiry: learning in the 21st century, Libraries Unlimited, Westport CT.
Hughes-Hassell, S., & Mancall, J.C. (2005). Collection management for youth: Responding to the needs of learners. Chicago, IL: American Library Association.
Wisdom in networks 