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Digital literacy and its impact on pedagogy and the role of a TL.

The world’s economy has evolved with the transfer from production lines to one structured upon the creation and dissemination of information. This era has been revolutionised by the ubiquitous presence of the internet and the speed in which it is generated. Combined with rapidly evolving technology; access, use and production of information is easier. The education sector has been particularly affected by this insurgence of documentation and the skill sets required to seek, harness and use information successfully. This essay will define digital literacy and its pivotal role in information seeking behaviour trend of adolescents, its impact on educational practices and the role of the teacher librarian in this knowledge society.

Literacy has evolved from simply being able to read and write in text form into something more dynamic. ACARA (2016a) has expanded the definition to include; the ability to interact with, engage and use language across modalities for a variety of purposes and a diversity of contexts. In this knowledge rich society, information is available in multiple formats and can be often simultaneously engaged with (Jacobson et al., 2018). Therefore, digital literacy (DL) is the ability to appreciate the need for; the expertise to access; the capacity to evaluate, use and integrate information within the school environment and in general society (Lofton, 2016). Thomas et al. (2018) acknowledge, even though access is widespread, individuals are grappling with the ability to use the new technologies in all areas of life (p.12).

The modern student is heavily reliant upon the internet for both information seeking and retrieval due to the widespread availability of mobile devices (McGrew et al., 2018, Mussell & Croft, 2013, Lanning & Mallek, 2017 and Mills & Angnakoon, 2015). Teachers are often frustrated at student’s poor information seeking behaviour (ISB) and vexed by their blind dedication to Google and Wikipedia, despite a lifetime exposure to technology (Saunders et al., 2017). The exasperation tends to peak at the student’s inability to successfully identify relevant and reliable resources online. Unlike a library, where the librarian acts like a gatekeeper, the internet and thus everything on there, including unsubstantiated and vitriolic materials, are freely accessible. Search engines are the most common starting point as students are familiar with their visual design, their mechanism and are viewed as fast and reliable (Lanning & Mallek, 2017; Qayyum & Smith, 2018 and Mussell & Croft, 2013). Adolescents often base their entire study upon the virtue of Wikipedia and Google (Ricautre, 2016 and Qayyum & Smith 2018). Wikipedia, as Ricautre (2016) elaborates, is built upon the concept of crowd-sourcing, as the public is encouraged to contribute information. Whilst understandably these parameters allow for open dialogue and the precept of an open learning environment, it brings validity and accuracy of information presented into disrepute.

Google is an omnipresent search engine in modern society. Its pervasive presence has led to ‘google it’ often replacing ‘search for it’ in modern jargon. Regrettably, as McGrew et al., (2018) point out, students determine the usefulness of a website based upon superficial points, such as the hierarchy of results displayed by Google. Students fail to comprehend that Google, a corporation, controls results based upon an algorithm determined by the user’s own personal digital history (Ricautre, 2016). In this way, Google ensures that the search results match closely to the user’s state of mind, previous search parameters and thus is more likely to be accepted (Ricautre 2016). Some students do not even open up the individual sources but rather just peruse the content on the main search page and accept the information as correct without understanding context (Russell & Callegaro, 2019). Other students rarely venture away from the initial website due to insufficient DL skills, so they accept information without verifying authenticity and or bias (McGrew et al., 2018). This creates a moral dilemma as they are willingly restricting access to information simply because it is easier.

The problems with students’ ISB are numerous. Firstly, their techniques used to seek information are based most often on predetermined algorithms, ineffective search terms and minimum effort expended. In order to cope with the overload of information available, students covertly reduce their search techniques so as to minimize the amount they are presented with (Qayyum & Smith, 2018). Russell & Callegaro, (2019) point out correctly, that students place the whole query into the search bar and expect a complete response instantly, as there is an unwillingness to construct a bank of knowledge (Mussell & Croft 2013). Qayyum & Smith (2018) corroborate, by suggesting that the speed in which the internet produces results prevents reflection of content. The DL skills of skimming and scanning cannot keep up with the flow of information and sources are rejected if not exactly correct.

Kobayashi (2018) found that whilst students preferred engaging with technology, they are unwilling to use advanced software and hardware, as they are unable to troubleshoot. This self-censorship is due to an inability to interpret multimodal sources with a rich media presence (Head et al., 2018, p.4, Jacobson et al 2018; Kobayashi, 2018). This is especially true for students, who already have low literacy, as they often get overwhelmed by embedded multimedia, slowing comprehension (Kobayashi, 2018). Other students find the layering of sources distracting which also slows cognition down. The majority of adolescents are unable to use search terms properly and when faced with an overwhelming number of sources, they simply use the first few and disregard the rest, despite the possibility of their importance (Mussell & Croft, 2013). Their ability to navigate the internet is hampered by a lack of literacy and critical thinking skills.

Once students have managed to find sources they understand, they are unable to determine veracity. McGrew et al., (2018), in their study, concluded that the pattern in which students investigate the reliability of a website is mainly determined by the visual appeal and seemingly professional appearance, whilst often disregarding the bias and or dubious authorship. Jacobson et al (2018) argued that students are receptive to emotive language and the presence of speculative data was used as evidence of reliability (McGrew et al 2018). Students will also accept the reliability of sources if they subconsciously agree with the information and disregard sources that they disagree with, due to the challenges this new data imposes upon them (Jacobson et al 2018 and Russell & Callegaro 2019). Even when presented with alternate sources, like databases, many preferred search engines due to the visual appeal and navigation ease (Lanning & Mallek, 2017, and Mussell & Croft, 2013). Shenton (2018) attributes this literacy to, in that students with lower literacy are often unable to decode more complex text and use familiarity of structure to determine reliability and rationality. In terms of DL, this ISB highlights a lack of critical thinking skills, as accessibility is preferred over validity, which is a significant issue for education and beyond.

The presence of the internet has forever changed how public policy and societal issues are addressed, and it is imperative that students are proficient at ISB so that they can do the same hereafter (McGrew et al., 2018 and Thomas et al., 2018). DL is a citizenship issue and true democratic societies require the voter to be able to find reliable information, evaluate multiple perspectives and communicate their ideas on current issues (McGrew et al., 2018; Jacobson et al., 2018). If students are incapable of DL at school when investigating tasks simple and direct, then their ability to navigate for information on more controversial topics is hampered (McGrew et al., 2018). This is particularly evident in an election year when society is bombarded multi-modally in an effort to persuade the voter. If one is unable to filter, understand and evaluate the information effectively, then the scope of information is greatly narrowed. One only has to look at the media about the upcoming federal election to realise how important DL is within society.

Modern pedagogy is shifting to a digital interface and it’s important that the DL skills are taught so that students and their teachers engage successfully (Jacobson et al., 2018 and Qayyum and Smith, 2018, p257). As each generation learns to use, transfer and create knowledge in schools, it is logical that in schools, effort should be placed in establishing digital literacy and efficacious use of technology (Ricautre, 2016, McGrew et al., 2018; Berg, 2018). A liberal attitude to DL by educational authorities will lead to an ineffectuality for critical thinking and targets for scammers such as the Nigerian scam that has played havoc within numerous households across Australia (ACCC, n.d.). It is evident that digital literacy is important in ISB beyond the classroom.

The dramatic change in ISB and budgetary squeeze has added pressure onto teacher librarians (TL) to adapt their roles to ensure their viability in the school context (Lamb, 2011, p.27). This adaptation has redefined the role of the TL from an archivist and curator of knowledge, into facilitators of knowledge or information specialists, curriculum leaders, information management leaders (CC, ALIA & ASLA, 2016). This facilitation ranges from the acquisition of materials that build a school collection, text and digital, and the implicit and explicit teaching of life long skills. From their central position within the library, a TL is able to view the school as a whole and identify and analyze learning holistically (ACT Directorate, n.d.). As the information specialist and curator of knowledge, a TL is able to assist in building positive ISB by embedding DL through the curriculum (McGrew et al., 2018; Berg, 2018). In the instructional partner role, a TL can instigate various pedagogical practices to support teaching and learning via implicit and explicit actions. Implicit methods could be characterised by the presence of maker spaces within the library, embedding of skills into curriculum units, the inclusion of carefully curated resources that support learning, and explicitly via direct instruction and assessment of skills in tasks.

Educators need to realise that DL is not independently discovered during research tasks but rather they need to be explicitly taught and then assessed to evaluate understanding (McGrew et al., 2018). Explicitly teaching DL in collaboration with other staff, TL can assist students in improving their ISB across the school (Shenton, 2018). As technology is an augmentation of learning, regular pedagogy on DL can increase the confidence of students in their ability to use media rich resources for example Google Docs, OneDrive and Endnote (Ricautre, 201; Berg, 2018). This increase in digital self-efficacy will allow students to engage with more diverse sources and improve their ability to troubleshoot any potential challenges (Kobayashi, 2017). Makerspaces are an alternative, as they encourage students to be creative, collaborate, problem solve, research and experiment and challenge the student into higher order thinking (Lofton, 2016, p.18; Berg, 2018). A TL is an ideal person to facilitate these activities, as they are curriculum leaders, and the information expert in the school (CC, ALIA & ASLA, 2016). They can support all forms of inquiry learning and research, by either explicitly teaching correct ISB, and or implicitly, by assisting colleagues in creating coursework and assessments with supporting resources and technology.

Another method is to teach alternate methods of ISB, such as the use of the library catalogue and databases (El-Khayat, 2016). Mussell & Croft, (2013) determined that many students were unaware of the presence of catalogue and often made it synonymous with a database search. Saunders et al., (2017) and Qayyum & Smith, (2018 p259) advocate that the explicit teaching of search terms, synonyms, and key words is the most fundamental skill, as it is the underpinning concept that illustrates critical thinking and evaluation. Shenton (2018) interestingly noted that whilst students can often be persuaded to use databases for educational goals, this does not extend elsewhere. There appears to be a dichotomy when it comes to obtaining information. This bears thought of where do these adolescents go to access information for personal or professional reasons? Unfortunately, Google and Wikipedia continue to be the main tools of information seeking, which in itself is fraught with complications. McGrew et al., (2018) and Lanning & Mallek (2018) both propose that DL be a course that is explicitly taught and formally assessed as a unit of work. Lanning & Mallek (2017) counsels DL in standardised tests to monitor student progress and the recent move by NAPLAN to online testing could be a step in the right direction in assessing DL skills as DL is pivotal to academic success (ACARA 2016a; ACARA 2016b). Lanning & Mallek (2018) surmises that this is due to the student’s reluctance to learn skills unless there is an assessment attached, which is just an unfortunate testament to the current education system’ assessment focused approach.

Occasionally, teachers do forget that students can be ignorant of digital practice such as search terms or database availability (Qayyum & Smith, 2018, p259; Miller, 2018). This is very common in schools with a transient student population. Instead of exhibiting frustration, a TL can use this opportunity as a refresher activity, to explicitly teach that particular skill to the entire cohort in collaboration with colleagues (Qayyum & Smith 2018 p259). Teaching suggestions include rewording search terms into keywords, keeping extra tabs open in order to read broadly , and realising that the perfect answer rarely comes up within the first few responses (Russell & Callegaro, 2019; Berg, 2018). Head et al., (2018) suggests that teachers and teacher librarians are trusted to provide access to reliable sources by students even if they may not be (p27). Consequently, teachers themselves need to be digitally literate in order to assist their students in their learning, which is why the presence of a qualified TL is paramount.

Budgetary constraints and a lack of understanding of digital literacy have led to many schools dispensing with a qualified TL and or the library itself (Wood, 2017). This poses a great problem for students and their ability to engage with the digital world (Berg et al., 2018). Some argue that digital resources and new seeking software is so instinctive that it compensates for student inadequacies and librarians are unnecessary (Saunders et al., 2017). But it seems impractical to depend on an algorithm and its superficial limitation of results. This is just censorship under an alias. Others suggest the pervasive mobile device does not warrant the cost of outfitting hardware. This is a fallacy, as mobile only users, individuals with a disability and ethnic minorities are sub sections of society who are digitally disadvantaged (Thomas et al., 2018, p.16). Mobile only users in particular are reluctant to engage in media rich practices as their device often does not have the speed and data allowance (Thomas et al., 2018 p.16). Considering the diversity within schools, the lack of a school library and TL is a clear affront to educational needs.

Students with low DL will have poor decision making skills due to an inability to filter, evaluate and critically analyse information (Berg 2018, Wood, 2017; Kachel, 2016). This inefficacy with DL is further pronounced in lower socio-economic households where there are already hurdles due to lack of access, generational disadvantage and disability (DIIS, 2016; Thomas et al., 2018). The removal of libraries and teacher librarians infringe upon the freedom and right to access information (OIAC, N.D; UN, 1948). Libraries seek to provide equity of access to students, and teacher librarians seek to provide self-efficacy in digital literacy to both students and teachers, for the successful navigation in this current knowledge society. The irony is that under legislation, prisons must have a library and a qualified librarian, but not schools (Kechel 2015, ALIA 2015; Bevan, 1984).

Digital literacy is essential and plays a vital role in ISB as the behaviour practiced in school is repeated in adulthood. There is a strong correlation between low DL and poor ISB, which impacts pedagogical practices. The role of the TL in this changing information landscape, is to ensure that all students have access to information and have the ability to seek, use and share that information in a variety of formats. In a world where there is a constant barrage of information, fake news interspersed with real news, a digitally illiterate citizen will be isolated, vulnerable and unable to self-advocate. They will be unable to participate wholly with this new society as an economic contributant. Access to the digital world is a necessity in modern times, as is the ability to navigate this information age.

REFERENCES

ACARA (2016a) National literacy learning continuum. Australian Curriculum. Retrieved from https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/what-is-literacy/

ACARA (2016b) NAPLAN online. National Assessment Program. Retrieved from https://www.nap.edu.au/online-assessment

ACCC (N.D) Nigerian Scams. Scamwatch. Retrieved from https://www.scamwatch.gov.au/types-of-scams/unexpected-money/nigerian-scams

ACT Government (n.d.) School Libraries: The heart of 21st century learning. Education Directorate. Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file/0020/916301/School-Libraries-21st-Century.pdf

ALIA (2015) Australian Library and Information Association Minimum Standard Guidelines for Library Services to Prisoners

Retrieved from https://www.alia.org.au/about-alia/policies-and-guidelines/alia-policies/prison-guidelines

ALIA and ASLA (2016) Statement on Teacher Librarians in Australia. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_tls_in_australia.pdf

Berg, C., Malvey, D., and Donohue, M., (2018) Without foundations, we can’t build: Information literacy and the need for strong library programs. In the Library with the Lead pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2018/strong-school-library-programs/

Bevan, C., (1984) Minimum standard guidelines for Australian prisons 1978 (Editor), Australian Institute of Criminology. Retrieved from https://aic.gov.au/publications/archive/min-standard-guidelines-prisons

Curriculum Corporation, Australian School Library Association and Australian Library and Information Association (2001). Learning for the future : developing information services in schools (2nd ed). Curriculum Corporation, Carlton South, Vic. pp60-62

Department of Industry, Innovation and Science (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.pdf

El-Khayat, Y (2016) Librarians help high school students improve research skills. Journal of Medical Library Association. 104:3. DOI 10.3163/1536-5050.104.3.009

Head, A., Wihbey, J., Metaxas, P., MacMillan, M., and Cohen, D., (2018) How students engage with news. Five takeaways for educators, journalists and librarians. Project Information Literacy Research Institute. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/newsreport.pdf

Jacobsen, R., Halvorsen, A., Frasier, A., Schmitt, A., Crocco, M., and Segall, A., (2018) Thinking deeply, thinking emotionally; how high school students make sense of evidence. Theory & Research in Social Education. I46:232-276. DOI 10.1080/00933104.2018.1425170

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends : Linking Research & Practice To Improve Learning, 55(4), 27-36.

Lanning, S,. and Mallek, J., (2017) Factors influencing information literacy competency of college students. The Journal of Academic Librarianship. 43: 443-450. DOI: 10.10.16/j.acalib.2017.07.005

Lofton, J., (2016) Students are makers! Building information literacy skills through makerspace programs. CSLA Journal. 40 (2). Retrieved from https://www.questia.com/magazine/1P3-4305515741/students-are-makers-building-information-literacy

Kachel, D., (2015) The calamity of the disappearing school libraries. {Blog Post} Theconversation.com. Retrieved from https://theconversation.com/the-calamity-of-the-disappearing-school-libraries-44498

Kobayashi, M., (2017) Student’s media preferences in online learning. Turkish Online Journal of Distance Education. 18:3. ISSN 1302-6488. Retrieved from https://eric.ed.gov/?id=EJ1147585

McGrew, S., Breakstone, J., Ortega, T., Smith, M., and Wineburg, S., (2018) Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education. 46: 165-193. DOI 10.1080/00933104.2017.1416320

Miller, S., (2018) Diving dee; Reflective questions for identifying tacit disciplinary information literacy knowledge practices, dispositions and values through the ACRL framework for information literacy. The Journal of Academic Librarianship. 44: 412-418. DOI: 10.1016/j.acalib.2018.02.014

Mills, L., and Angnakoon, P., (2015) How do high school students prefer to learn? CELDA 2015. Retrieved from https://files.eric.ed.gov/fulltext/ED562093.pdf

Mussell, J., and Croft, R., (2013) Discovery layers and the distance student: online search habits of students. Journal of Library and Information Services in Distance Learning. 7:1-2, 18-39, DOI 10.1080/1533290X.2012.705561

Nickpour, F., (2017) Information Behaviour in design; a conceptual framework. Design, User Experience, and Usability: Theory, Methodology, and Management. pp 152-162. DOI: 10.1007/978-3-319-88634-2_12

OÇonnell, J., (2017) School Libraries. In I.Abdullahi (Ed) Global library and information science: A textbook for students and educators. Berlin, Boston; De Gruyter Saur. Retrieved from https://heyjude.files.wordpress.com/2017/11/ifla-174_16_o-connell.pdf

Office of Australian Information Commissioner (N.D) Freedom of Information Act 1982. Retrieved from https://www.oaic.gov.au/freedom-of-information/foi-act

Qayyum, M., and Smith, David., (2018) Changing research behaviours of university students with progression through a course. Journal of the Australian Library and Information Association. Vol 67: 3 pp256-277 DOI: 10.1080/24750158.2018.1502243

Ricaurte, P., (2016) Pedagogies for the open knowledge society. International Journal of Educational Technology in Higher Education. 13:32 DOI: 10.1186/s41239-016-0033-y

Russell, D,. and Callegaro, M., (2019, March 26) How to be a better web searcher: secrets from Google scientists. Scientific American Retrieved from https://blogs.scientificamerican.com/observations/how-to-be-a-better-web-searcher-secrets-from-google-scientists/

Saunders, L., Severyn, J., and Caron, J., (2017) Don’t they teach that in high school? Examining the high school to college information literacy gap. Library & Information Science Research. 39: 276-283. DOI 10.1016/j.lisr.2017.11.006

Shenton, A., (2018) Reading in information behaviour and information literacy frameworks. Collection and Curation. 37:2. Pp6-64. DOI 10.1108/CC-04-2017-0013

Thomas, J., Barraket, J., Wilson, C., Cook, K., Louie, Y., Holcombe-James, I., Ewing, S., and MacDonald, T., (2018) Measuring Australia’s Digital Divide: The Australian Digital Inclusion Index 2018. RMIT University, Melbourne, DOI: https://doi.org/10.25916/5b594e4475a00

United Nations (1948) Human Rights Charter. Retrieved from https://www.un.org/en/universal-declaration-human-rights/

Wood, P., (2017) School libraries disappearing as as the digital age is over. ABC News. Retrieved from https://www.abc.net.au/news/2017-09-25/school-libraries-disappearing-as-the-digital-age-takes-over/8980464

Information Literacy – 21st Century skills

The fact we live in an information society will come to no surprise to anyone. Our lives are constantly bombarded with information, some real, some fake, most of it tainted. Active and informed citizens need to be literate in this information society in order to be able to differentiate between the facts and fallacies. They need to be able to seek, identify, use, evaluate and create information in all formats; for economic, social, vocational and recreational purposes. Governments and in turn education sectors, seek to ensure that the current and future generations of youth are equipped to deal with this information overload in the present and in the future (Kaplowitz, 2014; Kong, 2015). Information literacy is the phrase used to describe this skill set.

Information literacy within education as described by Lloyd (2010) is often viewed as literacy in a digital format, with close association to searching, analysing and evaluation skill with information. Kong (2015) describes it as a “mastery of necessary knowledge to identify a need for; seek, use, interpret and synthesise information” (p.2). But before we can progress too far, we need to clarify what information is? Information is a separate entity and that it needs to be discoverable by an individual (Lloyd, 2010). Its format can vary from text, audio, oral and visual images; but the result is it is absorbed by the brain and converted to information. These groupings of data, now identified as information, are available to be discovered and made sense of by an individual’s cognition power. The process in which information is identified, collated, synthesised and comprehended can be assessed using benchmarks as a guide. These benchmarks are most commonly known as rubrics, which place results on a continuum of learning.

A information literate person would have competency due to their cognitive approach. This approach ensures that competency is achieved in knowledge, skills, abilities and attitudes; which correlate to literacy standards (Lloyd, 2010). As competency is achieved through multiple applications, the assumption is that once students are unconsciously competent in information literacy, they are able to transfer those skills outside the classroom. This need for literacy to be transferable to life outside school means that information literacy needs to be embedded across the curriculum and year levels. It cannot be the outcome of a single subject or taught in an ad hoc manner as this is a cumulative process.

The other important aspect of information literacy is that it is collaborative (Lloyd, 2010). Many educators would agree that learning is a social construct, as the collaborative gain of ideas far outweigh a single person’s cognitive strength. This need to collaborate means that students are learning interpersonal and communicative skills at the same time as they are investigating. This holistic style of learning seeks to fulfil the emotional affect and cognitive strength of an individual.

Kaplowitz, J., (2014) Designing information literacy instruction: the teaching tripod approach. Lanham: Rowman & Littlefield. ISBN : 9780810885851. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1687304&ppg=6

Llyod, A., (2010) Chapter: 6 Landscapes of information literacy. Information literacy landscapes. Elseview. DOI: https://doi.org/10.1016/B978-1-84334-507-7.50006-9

Module 5.1 – Evaluating the collection – Keeping it real!

Library collection evaluation is essential to ensure that it continues to meet the needs of its community. Johnson (2014) suggests that evaluation measures the utility and effectiveness of the resources within the library. This means that the data collated assists ensuring the value of the collection is maintained as well as assisting in collection developmental decision making in order to future proof the collection. The evaluation assesses that the collection remains balanced and inclusive; meets the needs of the students; reflects changes in technology and that it continues to be of value to learners (Nat. Lib of NZ, n.d.). TLs use the results of the evaluation to determine which shortfalls need to be remedied. These remedies could be as simple as increasing the number of resources, to a systematic change in the selection policies in order to adapt to the changing needs of the school (Nat. Lib. of NZ, n.d.). Irrespective of the remedies suggested, the result is a collection that suits the needs of the community, which is the primary purpose of a library.

One of the reasons that collections require evaluation is that libraries are no longer ‘just in case’ providers of information. In the past, when public monies were freely given to libraries, many collections held resources ‘just in case’ they were required (Grigg, 2012). But this trend has changed. The most pressing problem facing libraries is finances with many generally struggling to maintain their funds and resourcing. Therefore the halcyon days of endless monies are over, and with it, free range purchasing, which means that there needs to be an accountability of what is in the library and how it suits the community it services.

There are many ways collection evaluation can be accomplished using outputs and outcomes. Johnson (2014) separates them into user/use based vs collection based and qualitative vs quantitative based. These methods include usage statistics of resources, formats, age and condition of materials, breadth and depth of resources as well as language style (Johnson, 2014). Arizona State Library (2015) is similar in its terminology such as collection centred and client centred as well as qualitative and quantitative measures. Ideally, evaluation should be spread between the subsections in order to get a holistic view of the collection. On the other hand, Grigg (2012) suggests that usage data, overlap analysis, survey instruments, benchmarking, focus groups and a balanced scorecard method are methods of evaluating collections. Both examples cite usage statistics as method of evaluation which indicates that it is an excellent source of evaluative data.

Usage data identify which resources are used most frequently and which are not and are easily collected using the library information management system. Often described as output measures, this data is essential for digital resources, such as databases and subscription services, which often are very expensive. Resources that are insufficiently used within a school context need to reassessed as to their value to that community. There is no point holding onto resources that are simply not used sufficiently (Hart, 2003).

There are hurdles to successfully completing a collection evaluation. The primary one is time. This is a process that requires a significant amount of time. Unfortunately, the second most common thing teacher librarians complain about is lack of time. Timing becomes more of an issue when specialist collections need to be evaluated, as subject specific teachers are often required to collaborate on the usefulness of the collection. Ways to speed up the evaluation process include; ensuring that the collection is mapped to the curriculum; surveying the staff and students to determine needs and wants; and lastly; relevant reports are generated from the management system to gauge usage (Nat Lib. NZ, n.d.). All of these parameters provide a TL with what resources are required by the community of learners and thus anything additional is superfluous. These processes, whilst time consuming and require a strong commitment by staff, have significant benefits. These benefits include ensuring that the collection continues to meet the needs of the community and future proofing the collection. Additionally, one could argue that failing to allocate time and resourcing to regularly evaluate the collection could result in its value diminishing. All staff and students, as stakeholders, are affected if the collection loses its value, reliability, currency and appeal.

A method employed by many TLs in evaluating their collection, is to complete sections in short bursts. National Library of NZ (n.d.) suggests that collection analysis is priortised when a new unit of work is created and or commenced. Completing an assessment of the collection at this time ensures that the resources are judiciously buttressing the learning outcomes of the unit. This evaluation can assist in the creation of Lib guides for teachers to help with their teaching and learning activities and to promote the value of the collection to the community. In short, collection evaluation is a necessary part of library resource management and needs to be an ongoing process with a framework and fixed goals. Without regular assessment, there will be little evidence to ensure that the resources match the curriculum and needs of the community.

References

Arizona State Library, Archives and Public Records. (2015). Collection Assessment & Mapping. Retrieved from https://www.azlibrary.gov/libdev/continuing-education/cdt/collection-assessment-mapping

Grigg, K. (2012). Assessment and evaluation of e-book collections. In R. Kaplan (Ed.), Building and managing e-book collections (pp. 127-137). Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=1158439

Hart, A. (2003). Collection analysis: powerful ways to collect, analyze, and present your data. In C. Andronik (Ed.), School Library Management (5th ed., pp. 88-91) Worthington, Ohio: Linworth (on e-reserve)

Johnson, P. (2014). Fundamentals of collection development and management [American Library Association version]. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/reader.action?docID=1711419&ppg=312

Lamb, A. & Johnson, L. (2014). Library media program: collection mapping. The school library media specialist. Retrieved from http://eduscapes.com/sms/program/mapping.html

National Library of NZ (n.d.) Assessing your school library collection. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/assessing-your-school-library-collection?search%5Bpath%5D=items&search%5Btext%5D=assessing+your+school+library+collection

Module 3.1 – Outcomes vs Outputs

Budgetary concerns plague most libraries. Nearly two thirds of school libraries are funded inadequately and teacher librarians are often forced to decide between resources as to their value to the collection and the community (Softlink, 2017). With monies being so tightly constrained, resources, especially expensive digital resources need to prove their value to school in order to retain their subscriptions. Teacher librarians can use a variety of indicators to illustrate the value of their collection and output measures are frequently used to determine the value of a resource and service.

Matthews (2015) defines output measures as the “degree to which a library’s resources and services are being utilised… the more the resources and services are being used the better” (p.211). Borrowing rates, subscription rates, database statistics are all measurements of how often a resource and service is borrowed and or utilised. An under-used resource is not achieving its highest potential and thus other services should be prioritised instead of it. Whilst easily quantifiable, these statistics point out how frequently a resource and service is accessed. It does not highlight though if the information in the resource was used and converted into knowledge. It also does not highlight if the resource had a positive affect. A great example of resources that have low rates but high affect would be print magazines. At my school library we have a print subscription to a few magazines that we send to the teachers lounge, once they are no longer required in the library. These magazines, according to the data, are never loaned before they are moved on, but the positive affect they have in the staff lounge is immense. We rarely find those magazines in their entirety. Quite often there will be recipes and or idea pages snipped out of them. They then migrate to the art room where they end up as collage material for students. The output data would say that these magazines have little value to the school community but the truth is very different.

Matthews (2015) points out that outcome measures are more significant and should have a higher value as they indicate how the user’s life was changed as a result of the resource and or service. The value lies in that the focus is the user/customer and not the resource itself. Outcomes include attitudes, values, inspiration, knowledge, understanding as well as enjoyment and creativity. Some long term outcomes are difficult to measure and categorise as they often happen years after the student has graduated. An example of short term outcome measurement are assessments that evaluate a user’s knowledge and skills. Whereas a long term outcome measurement could be a person’s social status, lifestyle and income. Both examples show how the measurements are transient from learning to a social and economic change. In other words, outcomes are placed on a continuum and whilst harder to measure, have a greater value in their result.

Matthews, J., (2015) Assessing outcomes and value: it’s all a matter of perspective. Performance Measurement and Metrics, Vol. 16 Issue: 3, pp.211-233, https://doi.org/10.1108/ PMM-10-2015-0034 Permanent link to this

Softlink. (2017). 2017 Australian and New Zealand school library survey. Retrieved from https://www.softlinkint.com/downloads/2017_Softlink_Australian_and_New_Zealand_School_Library_Survey_Report.pdf

Curriculum Conundrums – Module 4.3

Curriculum can be broadly defined as the academic content taught within the education system. In Australia, the National curriculum is three dimensional and covers eight content areas, three cross curriculum priorities and seven skills sectors (ACARA, n.d.). This national framework is broadly defined and whilst some states have set syllabi that clearly delineate what needs to be taught, others have more freedom in the manner in which the learning outcomes are addressed. As this method of delivery is diverse, curriculum implementation falls down to state governance and individual schools to develop and create a plan that clearly outlines the teaching and learning, whilst respecting the values and ethics of the school and its community.

The purpose of schooling is detailed within a curriculum and as a result its strength and veracity will directly affect student learning potential (VCAA, 2015, p.6). Meritorious curricula are cohesive and contain connected units of work that build upon a student learning. It is not an ad hoc system of disconnected and repetitious units, as that leads to student disengagement and teacher angst. A teacher librarian is a witness to all that occurs within a school and from this centralised position, are able to see the teaching and learning from a whole school approach.

The role of a TL can affect curriculum planning in a variety of ways but the four main ways are; facilitating multidisciplinary units of work; creating LibGuides for individual classes, year levels and or units of work; embedding information literacy within the curriculum and explicit instruction. Lastly, ensuring that the school collection supports the teaching and learning practices of the school. In the first place, a TL can facilitate conversations between departments to broach a collaborative unit of work. An example would be, negotiating RE, HASS and Science to address a Sustainability unit from a triple prong approach for a deeper and more holistic learning experience, rather than just superficially addressing aspects in three separate subjects. Real world scenarios are multidisciplinary and it is frustrating to pigeon hole learning into subject areas and be unable to fully experience the scope the unit. Secondly, a TL can use LibGuides as a method in which to curate and organise resources to specific classes, subjects and topic guides. By being involved in the planning stages, a TL can create these LibGuides in anticipation of the units and thus eliminate late and often disruptive requests for resourcing.

TL are information experts as well as teaching practitioners. Their mastery of information seeking behaviour allows them to embed information literacy skills within the curriculum with ease using their knowledge of pedagogy. With the current information overload, students need to be fluent in information literacy and TL can work with classroom teachers to explicitly teach these essential skills. Some schools and TL are working collaboratively to construct a ICT and CCT skill progression framework that will allow students to build upon their current knowledge in a logical manner. Other TL and schools seek methods in which to assess these skills in various formative formats along the inquiry pathway so as to provide useful feedback. The national curriculum is explicit upon the needs to integrate the general capabilities and a TL’s expertise is definitely a benefit in the planning stage. As practitioners, a TL is able to explicitly teach these skills in discrete lessons in a team teaching scenario and or in a consultant role. Finally, when a TL is involved with planning, they can ensure that the school collection is able to support the teaching and learning. Many school budgets are constrained and a TL present in the planning is aware of what the school has currently available and can suggest or recommend resources that are already part of the collection in order to buttress the curriculum judiciously. This is even more important in a digital age when subscriptions and licencing becomes an issue should multiple e-book titles be necessary to support a differentiated learning.

TLs have been emerging as co-creators and designers of inquiry learning within schools for a long time. The somewhat recent inclusion of guided inquiry into the national curriculum has increased the importance of well designed inquiry units for teaching and learning. In collaboration with classroom teachers, TL can assist with designing and resourcing these inquiry units across the school. As an essential phase of inquiry learning requires the student to immerse and explore their task. This immersion and exploration can involved a variety of digital and authentic experiences, which include incursions, excursions, VR and widespread information collation. A TL is often the one that assists with this access to information by providing a few resources as a scaffold or explicitly teaching information literacy skills. These skills are essential students then seek information to answer their question. Education NSW (2016) is explicit in their policy in that a TL is a member of the “teaching staff and as such is actively involved in collaborative teaching and learning, school curriculum planning and program development”. The policy also is clear that TL are required to assist with planning, implementing and evaluating the curriculum at a school. Therefore, NSW public schools are required to have their TL part of their planning and programming. In this token, principals should be allocating planning time to teachers so that they can fulfill the parameters of their position. Whether this mandate is applicable across the states and territories is unknown but the NSW policy definitely sets a valid precedent. It now only is up to principals to ensure that planning and curriculum days during professional development week is actually for planning and not filled up with unnecessary meetings and emails.

Schools that use a collaborative approach with planning have the expertise of an information teacher at the table. Like other speciality teachers within a school, a TL is an information teacher and that title encompassess a wide scope of knowledge and mastery of information seeking behaviour. It is this mastery and unconscious competence that allows the TL to see the unit of work beyond the content and place the skills on the learning continuum. Schools that promote collaborative curriculum planning harness this knowledge and use this collective strength to create units of work that extend the mind and build upon those important life long skills. The absence of a TL within curriculum development is detrimental to student learning. TLs are essential to curriculum planning for multiple reasons, especially their skill in information literacy and wide curriculum knowledge. Their skills in information seeking behaviour are essential in this digital age of misinformation and their unconscious competence in this field means that they are able to create units of work that are beyond the scope of most classroom teachers. Whilst these skills are important for all students, they are essential for students from lower socio-economic households where there is already a digital divide (DIIS, 2016).

Curriculum planning ideally should be a collaborative effort and include all teachers and their disciplines. The intentional exclusion of the TL seems foolhardy as there is ample evidence illustrating their positive effect on learning outcomes. But unless a TL is willing to advocate their place at the table then it is unlikely an invitation will be issued.

References

ACARA (n.d.) Structure of Australian Curriculum; F-10. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/structure/

ACARA (n.d.b) History Inquiry. Retrieved from https://www.australiancurriculum.edu.au/Search/?q=history%20inquiry

DET Victoria (n.d. ) Curriculum Planning. Retrieved from https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/curriculum.aspx

Department of Industry, Innovation and Science (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.

Education NSW (2016) School library policy. Retrieved from https://education.nsw.gov.au/policy-library/policies/library-policy-schools?refid=285831

Lutheran Education Queensland (n.d) Approaches to learning. Inquiry based learning. Retrieved from https://www.australiancurriculum.edu.au/media/1360/lutheran-education-queensland-inquiry-based-learning.pdf

Softlink International (n.d.) The ongoing importance of school libraries. Retrieved from https://www.softlinkint.com/downloads/The_Ongoing_Importance_of_School_Libraries.pdf

VCAA (2015) Victorian Curriculum; Foundation – Year 10; Revised curriculum planning and reporting guidelines. Retrieved from https://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf

Analysis of Lupton (2014) paper – Module 5.3a

We live in an information rich society. Our world is quickly adapting from industrial to one based upon the creation and dissemination of information. This economic revolution needs a society that is fluent in information literacy. Unfortunately, the education sector is resembling Cinderella with their late arrival to the information literacy ball. Even though the national curriculum was designed with the goal of active and informed citizens, it has failed to meet the task at hand.

Lupton (2014) points out succinctly that there is no information literacy embedded within the Australian curriculum in her analysis. It does seem fairly obvious that inquiry skill strands are the place to look for the elements that then link back to IL. A teacher librarian is ideally the perfect person to identify these elements and create the links due to their knowledge of the curriculum and holistic view of the learning and teaching within a school. Unfortunately, we also know that there are many schools that there is no teacher librarian and thus there is no one to make these links in an effective manner. Consequently, teachers and students are often unable to have a planned learning sequence that builds upon prior knowledge. This inability to construct new knowledge upon prior knowledge, is a direct contradiction to the constructivist theory of guided inquiry.

As Lupton (2014) surmises, there is an inquiry focus within the national curriculum in three KLAs; science, history and geography. Each of these areas addresses inquiry skills with slightly different applications. These mannerisms illustrate the strength and weaknesses of the curriculum to address IL. Unfortunately, these subjects are not equally structured with respect to IL and thus, the embedding of these skills are inconsistent.

This variance between KLA’s has lead to science being the weakest of the three in regards to information literacy. Whilst the research process is vigorous, the data is just gathered with the role of interpretation insufficient. The inquiry skills aspect is aligned only to the experimental procedure and there is limited correlation between the strands. There is also a lack of consideration of the social, cultural, economic context of the investigation. This lack of social context means that the investigation is often difficult for students to apply newly gained information to real world applications which in turn defeats the ‘action’ part of the process.

History KLA has strong IL embedded into its curriculum. The nature of the strands mean that both the questioning and information seeking behaviour are important. The strong dependence on primary and secondary sources means that students are constantly utilising skills in information seeking and using. There is appropriate scaffolding within the curriculum that promotes independent learners. Geography, according to Lupton (2014) has the strongest in IL because; the questioning is stronger and varied, action is required in some form and lastly, it promotes personal and social growth and that the tasks are multidisciplinary. As questioning is the cornerstone of inquiry, the Geography KLA allows for different perspectives of the same question as well as it forces the student to consider the views of the audience. It is clearly the most sophisticated and comprehensive inquiry skills based subject within the curriculum.

The problem with the Australian curriculum is that IL is not embedded within and across the curriculum in all KLAs. Information literacy is cumulative. To have an IL education, sustainable development is required across all years and areas of study. It is should be part of the content, structure and sequence of learning; and definitely not the outcome of a single subject.

Bundy, A. (Ed.) (2004). Australian and New Zealand Information Literacy Framework principles, standards and practice. 2nd ed. Australian and New Zealand Institute for Information Literacy.

Lupton, M.(2014) Inquiry skills in the Australian Curriculum v6, Access, November

Module 2.3 – Bundled together

Bundling is a marketing concept where complementary goods and or services are collated and marketed at a sale price that seemingly appears to be lower than the collective price of the individual prices (businessdirectory.com). For libraries, bundling seems to proliferate among the educational sector as a system of obtaining a range of resources (either print or online) to booster up the collection of the library (som.yale.edu). For a regular fee, retailers or providers, provide a range of resources that would appeal to a majority for a ‘reduced’ cost. In theory, bundling can be cost effective as the prices are lower due to the group discount and there usually is a range of sources. In reality there are a host of possible problems that can affect the quality and breadth of a library collection.

As a high school library servicing students from years 7-12 we have access to databases to ensure our students are able tor research. Like many other colleges and universities around the world, we have subscribed to a ‘BIG DEAL’ journal package. Machovec (2014) surmises that the advent of the internet and movement of journals from print to digital has lead publishers to creating “packages either in subject collections or as complete sets”. To put it bluntly, its a ‘one size fits all’ that has a fixed fee and the lure that one can easily forecast into future budgets with its often temporary price-cap time period (Frazier 2001). Carson and Pope (2009) point out that licencing thus pricing is a major issue as should a library decide against a subscription or part of a subscription, it could lead to complete lack of access to both “previously subscribed or future content” (Carson & Pope, 2009). This can have ramifications as libraries will be unable to provide the much needed access that is required by Freedom of Information Act 1982 (OIAC, n.d.).

The other issue with online journal bundling is that often essential or important journals are aligned with weaker and irrelevant titles and the library is unable to disentangle and separate the wheat from the chaff. The follow on from this ‘equality’ among journals is that lower quality ones continue to thrive as their sales targets are being met. Additionally, the seemingly successful low quality journal continues to thrive and newer, more astute publications often struggle to compete with them as they are not affordable once the libraries pay out their fee for a Big Deal package. Market control much? Libraries and librarians are unable to supply their local community with materials that are relevant to them. (Machovec, 2014)

With print books ie from Lamont books or Australian standing orders, books are preselected by the retailer and then sent to the schools for their perusal. In our school, we have Standing orders and Lamont sends over books intermittently for our perusal. What we have noticed is that all the books sent over are rarely read by our student population. Granted that there would be a few books that appeal to the demographics at our school but the majority just move to the shelves and become attractive dust catchers for the rest of their life till Marie Kondo appears. We have also noticed that controversial books and challenging books are not always in the order and we often have to go and order them separately from booktopia.com.au or bookdepository.com to add balance. This why bundling of library resources does not always work as the only source of material for a collection.

As a school library, we are mandated by ALIA’s tenants that our collection suits our students and staff. Breeding (2019) points out that library staff “should be able to evaluate and acquire preferred products in each category and not be locked into a bundle”. We know what our students want and need, it feels that our collection should be based upon the ‘wants and needs’ of our community. It appears that bundling, whilst a cheaper option up front, may not be necessarily the best.

References

Business.dictionary.com (N.D) Bundling. Retrieved from http://www.businessdictionary.com/definition/bundling.html

ALIA (2016) Guidelines, standards and outcome measures for Australian public libraries. Retrieved from https://read.alia.org.au/sites/default/files/documents/guidelines_standards_and_outcome_measures_for_australian_public_libraries.pdf

Breeding, M., (2019). Discovery Services. American Libraries. Jan/Feb2019, 50 (1/2), p71. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=8&sid=dc4a076e-7901-44ba-aceb-c3fe854d74bd%40pdc-v-sessmgr05

Frazier, K. (2001). The librarians’ dilemma: Contemplating the costs of the ‘big deal’. D-Lib magazine, 7(3), 1–9. doi: 10.1300/J123v48n01_06

Machove. G., (2014) Consortial and the future of the big deal journal packages. Journal of Library Administration. Oct2014, 54 (7), p629-636. DOI: 10.1080/01930826.2014.96403.

OIAC (N.D) Freedom of Information Act 1982. Retrieved from https://www.oaic.gov.au/freedom-of-information/rights-and-responsibilities

Module 2 – online access

Owned resources belong to the library. Positives include that bar accidental mishap, the library will always have access to the resource. It can be borrowed multiple times, though often not by multiple users. The cost is usually upfront and no further money is required to maintain access to it. Unfortunately, the resources also becomes outdated from the moment of publication. Obviously for fiction and some aspects of non-fiction this is not too much of a dilemma but for cutting edge non fiction such as nanotechnology, science, engineering and law as well as journal articles, access to new information is important.

Content via online access has its benefits through universal access, multiformat capability and presence of new material. The challenges it presents though, can be quite critical for libraries. Tillack (2014) says that “libraries have transformed from owners to renters of increasingly larger and larger proportions of their collections”. The summary of this, is that the budget previously kept for the acquisition of resources is now allocated to their rental. But it is not a lifetime rental. Most licences do not confirm indefinite access to materials for indefinite periods of time and this means that access to these materials can be easily cut off or priced out of most library budgets. It is obvious to me that online access benefits the publisher and retailer more than the consumer.

The presence of online access to resources is a major budgetary concern to most libraries. By committing to the cost of online journals or eBooks via Wheelers, the library is not only proportioning money this year BUT every year. With budgets constantly under pressure from school boards and department authorities, is it wise to commit a large chunk of funds to a resource that you have not guarantee to?

Tillack, T., (2014) Pressures, opportunities and costs facing research library acquisitions budgets: an Australian perspective. The Australian Law Journal. 63 (3) p206-219 . DOI: 10.1080/00049670.2014.915498.

Module 1 – Publishers to Perish!

The lure of a bookstore is a siren call to many including myself. Shelves filled with stories and adventures beckoning you forward with teasing front covers and titles. Brightly coloured displays featuring best sellers line the walls to show the world what is popular and what is not. They beguile and tempt readers both adult and child.

Today bookstores are shrinking. Both in quantity of stores and in the quantity of products on the shelves. The advent of Amazon and its incestuous relationship with Google, Facebook and Apple have forever changed the way readers pick up a book. Gone are the days of browsing shelves to discover new authors and titles as Shatzkin (2016) points out. Instead the modern citizen tends to use social media ie Facebook, search engines ie Google and online merchandising as reference points. Compared to previous times where book reviewers, book store buyers and collection developers were the ones that promoted books to the public (Shatzkin, 2016).

The advent of ebooks and audio books (text to hear) have also had their impact on the bookstore. The vicious cycle of purchases online only leads to lower sales in bookstores and then the inevitable reduction of shelf space and then the buyer heads online to find their elusive title. With reduced shelf space Shatzkin (2013) points out that publishes lose out on the ability to market to their readers. The death noll is tolling for many publishing houses across the world as its more efficient for authors to self publish and market their own books than wade through publishing house red tape (Shatzkin 2013).

But what does this change mean? To put it bluntly, the evidence is pointing to a grim future for the humble book. Amazon currently has over half the sales of books whether they be online or physical as Esposito (2014) points out. This is only going to get larger with the steady increase in ebook sales. Such a monopoly on an industry is ominous. With their strength, one could predict Amazon placing pressure on publishers to print books that they deem ‘viable’. Smaller publishing houses will struggle to ‘muscle’ their way into this industry as the margins are ever shrinking (Shatzkin 2013). Combined with the aforementioned entangled relationship between Amazon, Google, Facebook and Apple, the publishing market is being strangled slowly.

The undertone of this monopoly is evident. Since the profit margins from ebooks is significantly higher than print editions, Amazon can in actuality force the consumer from physical to electronic resources. This has wider implications on readers, both recreational and academic. This isn’t just “the death of a bookstore, but the slow succumbing death of the book itself” (College.Candy.com 2011)

The Shatzkin files paint a dismal picture for the local school library. The demise of publishing houses will only lead to a few print copies that are unsuitable for ebooks. Libraries, should they still exist, will now be hosting a larger ebook collection compared to print copies. This change in resources means that more effort must be made to equip students with digital literacy in order to engage with suitable material. Reading digitally or using audiobooks requires more from the reader to be vigilant from distractions and lacks the sensory satisfaction a book can give (Copyright Agency, 2017 and Schaub 2016).

References

CollegeCandy.com (2011) The death of the book store. HuffingtonPost Retrieved from ://www.huffingtonpost.com/college-candy/the-death-of-the-bookstor_b_809104.html

Copyright Agency. (2017, February 28). Most teens prefer print books [Blog post]. Retrieved from https://www.copyright.com.au/2017/02/teens-prefer-print-books/

Esposito, J., (2014) Who can rival Amazon https://scholarlykitchen.sspnet.org/2014/01/22/who-can-rival-amazon/

Schaub, M. (2016). 92% of college students prefer print books to e-books, study finds. Los Angeles Times. Retrieved from http://www.latimes.com/books/jacketcopy/la-et-jc-92-percent-college-students-prefer-paper-over-pixels-20160208-story.html

Shatzkin, M., (2013) An innocent story with dramatic implications. The Shatzkin Files. Retrieved from https://www.idealog.com/blog/an-innocent-story-with-dramatic-implications/

Shatzkin, M., (2013) An innocent story with dramatic implications. The Shatzkin Files. Retrieved from https://www.idealog.com/blog/losing-bookstores-is-a-much-bigger-problem-for-publishers-than-it-is-for-readers/

Shatzkin, M. (2016). Book publishing lives in an environment shaped by larger forces and always has. The Shatzkin Files. Retrieved from http://www.idealog.com/blog/book-publishing-lives-in-an-environment-shaped-by-larger-forces-and-always-has

Shatzkin, M. (2018) Words-to-be-read are losing ground to words-to-be-heard. The Shatzkin Files. Retrieved from https://www.idealog.com/blog/words-to-be-read-are-losing-ground-to-words-to-be-heard-a-new-stage-of-digital-content-evolution

Module 3 – Managing collections thriftily

Our school library has nearly 100 000 print texts on its shelves. Unfortunately, even though our library is well stocked, it is underused by our school community. Resources were acquired based upon the presumption that was what the students and teachers wanted. Instead the books, databases and audiobooks have languished on shelves and data servers, completely under-utilised. I have previously mentioned this phenomenon of Tsunkudo. So whilst I am not going to rehash the other post, I will focus this blog post on budget aspect of managing a collection. SMLS (n.d.) lists three roles a TL must consider when they are managing a budget for resourcing; a collaborator, a steward and a thinker. This blog post will elaborate further on these roles and how it relates to collection development.

When a teacher librarian is being a collaborator with resourcing, they start with the community they are resourcing for. Our school is currently suffering from Tsundoku so in an effort to change this we are collaborating with the staff and students to access and source resources that will ‘spark joy’. The first section we addressed was the Religious Education collection. As a Catholic high school in the MSC tradition, Religious Education is mandatory till year 10 and then most senior students continue to study the subject till year 12 in varied formats. Therefore it is an essential part of the collection. Unfortunately most of the current range of print books are outdated and unappealing for the student body. In an attempt to alleviate this lethargy for library services, we organised several brochures and sample book packs delivered to the school. One of our team members organised the RE departmental meeting to view these samples so that orders could be made. The HOD of RE and the Library managed to thrash out an agreement where the funds would be shared between both departments but the books would reside in the library to ensure equity of access. As our school is affiliated with the MSC order, we managed to secure some funding from them to access newer editions of Jules Chevalier biographies and other MSC materials. This additional funding was ample enough to cover the purchase of a two print biographies as well as one in an audiobook for our differentiated learners. Ideally, one print copy would stay as teacher resource for new staff that may need an understanding of the MSC ethos and the other would be in the general collection. This collaboration has allowed us to purchase a greater range of resources and fulfill the needs of our community.

A teacher librarian in a stewardship role is responsible for the management of the library (Cambridge dictionary, n.d.). As such, they are responsible in ensuring the value of the collection is maintained whilst responding to the needs of their community. In this role, a TL uses a variety of methods in which to select resources for the collection. They can range from book lists such as Magpies, teacher recommendations, popular best seller lists as well as SCIS, Scootle and other educational blogs. Acquisitions of resources are naturally dependent on the parameters of the selection policy. An astute TL will be able to identify resources using the policy and add them to the collection.

Lastly, the teacher librarian needs to adopt the role of a thinker in managing the collection. Some schools allow for dialogue between the principal and TL about the budget allocation for the year. Other principals just delegate funds and leave its dispensation to the discretion of the TL. Either way, the TL has to manage the collection in whatever funds are available. A clever TL is aware of the curriculum and is aware of the teaching practices across the school. This knowledge of curriculum and student learning, when combined with an ability to engage with multiple staff members, maximises the scope of funds available. In our school, the Dance teacher and the Food Technology teacher were both doing units of work on multicultural practices in Year 8. So my HOD organised sample book packs to be delivered for both teachers to peruse. The result was that both teachers have combined their funds to obtain a series of books about nations and their cultural practices. This combination of departmental monies has enabled us to address the needs of two departments, increased value to our collection, and all without us having to spend our budget allocation. My HOD was rather pleased with herself at this point.

References

Cambridge Dictionary (n.d.) Defintion: Steward. Retrieved from https://dictionary.cambridge.org/dictionary/english/steward

Piemmons, A., (2010) Student Voice, Student Choice: Students as part of the budgeting process. Georgia Library Media Association. Retrieved from https://glma.wordpress.com/2010/03/25/student-voice-student-choice-students-as-part-of-the-budgeting-process/

School Library Media Specialist (n.d.) Program Administrator: Budget management. Retrieved from http://eduscapes.com/sms/administration/budget.html