Study Visit Sydney July 2014 Reflections

State Library of NSW

This library was an inspiring start to the study visit.  It is evident that the staff have a passion and respect for the work that they do.  I realised again the necessity of precise and meticulous care when cataloguing,  The sheer size of the collection means that unless it is done to a paricular standard, it would be impossible to find and retrieve a specific item.  This was highlighted particularly as we toured the stacks in the underground levels, where so many items remain uncatalogued, awaiting discovery or rediscovery.  The library staff are committed to providing access to their huge and very interesting collection, while still keeping it safe for future library users.

I enjoyed the loveliness of the library and its different spaces.  While school libraries are somewhat limited by comparison (no stained glass windows or ornately decorated ceilings), it was a good reminder that using space well is important if we are aiming to encourage our community to want to spend time in our libraries.

ABC Sound and Reference Library

This small specialist library serves a very specific community – producers of content for the ABC.  Although it clearly serves its purpose, as content is definitely being produced by the ABC, I couldn’t help wondering how anyone could find anything.  There are 64 databases, a number of different cataloguing systems for different types of material, at different points in time, one which won’t allow additions to be made after this month.  It seems overly complex, and there is no plan to commit time or resources to changing/streamlining the current arrangement.  I don’t know why the reality of budget constraints surpirsed me, we all have budgets, I just imagined that in an industry like television that the money would be there. 

Having been reminded anew of the importance of concise cataloguing by our morning session, I was struck by how haphazard the cataloguing seemed to be in this library.

Australian Museum Library

The collection is driven by the needs of the library community, ie, the scientists who work at the Museum, although it is accessible to the general public, who are even allowed to take photos.  The librarians are required to carry out high level cataloguing of the collection items, when I completed ETL 505 I remember wondering what kind of library would need to catalogue Dewey numbers to 8 digital places, I now have my answer.  With the bulk of the collection falling in the 500’s, those digits are necessary. 

The focus has changed from making print materials simply functional, to preservation and conservation.  The two librarians have a marked respect for their collection, and I had the sense that they were frustrated by all the things they would like to be able to do but weren’t able to because of time and money constraints. 

Customs House Library

This branch of the City of Sydney libraries, is required to share space with other entitiies (exhibitions, a café and restaurant and venue hire areas).  It is an unusual situation, further complicated by being a heritage building.  Library staff have found creative workarounds for various issues.

I love that this library is an important community space, this is what I want for the school library, that it is valued by the staff and students and is a place with a lot to offer. Customs House offers so much, including a large collection of daily newspapers from around the world, free wifi access and reading rooms, as well as the large collection of print and other items (including DVD’s and musical scores).  They also offer free computer courses run by the staff. 

Jessie Street Womens Library

This was the only library we visited that wasn’t anxious about their budget –they  don’t purchase books (they are given donations from private collections, and they ask publishers for new works.  All staff are volunteers, and many of them are (or were) librarians, so their library management seems to be done well.  The women who work there are passionate about their collection, and the work they do – they are there because they want to be.  They are funded through memberships and fundraising, and they seem to plod along comfortably.

This is another specialist collection, and users include feminists, students, journalists and biographers.  It is a repository of works, and the focus is holding rather than loaning (there is aloan collection, but it very small) – very different to a school library where my focus is how to interest the children in borrowing.

AFTRS Library

This library exists to support the school’s curriculum, very much like the library collection in the school where I have been working.  The library has grown with the school, part of the original plan. 

Unlike the school library though, there is a big push towards ebooks.  Their collection of this type of resource is large and growing.  They also subsribe to video streams.  This would help with the ever present problem of space, a universal theme for libraries. 

While the library is open to the public, it is clear that their focus and passion is their students and supporting their learning.  Being a small and specialised school, they kow all the students – their services are very personal.

There are 6 staff, and at present they are all trained librarians.

Sydney Institute of TAFE - Ultimo

Throughout our Masters studies, there has been an emphasis on showing that the work of the TL is of value, and this mantra was evident in the TAFE librarians address.  The focus of the work and the collection at TAFE, is the community of users, and the librarians work hard, and work strategically to earn their place, by giving their users what they want, sometimes before they know that they want it. 

The library is seen as being similar to a commercial space – displays are changed, to add interest, everything is part of the plan to support the students and staff.

They don’t just guess at what their community wants, they are also proactive and ask through surveys for ideas, and feedback on what is currently available.  When I have a school library of my own, I think this would be a worthwhile practice.  
 
 
 
  

ETL 504 Assignment - Reflective critical analysis

 

Reflective critical analysis

Throughout my Masters, my learning has felt largely theoretical, and ETL 504 has been no exception.  This is mostly because I am not the regular librarian in any school library, although I have worked for the last three terms on a semi regular, part time basis in a school library, so I am getting some hands on experience about how the school library works, and the role of the teacher librarian.  It is interesting to see how this compares to the things I have learned in my studies.

My understanding of the leadership possibilities for the teacher librarian has grown this semester.  I began with little idea about what it meant, which was obvious from my first blog post in the subject.   I really didn’t have a clear picture of the librarian as a leader in the school, and initially, I was uncomfortable with the concept of leadership for myself.  I have never thought of myself as a leader, I didn’t think I had the right personality traits or the right skills or strengths, but I now realise it is something I could develop. By module three, having covered leadership theories, and creating the concept map, I began to see how it could happen, how I could become competent as a leader and agent for change in a school, leading from the middle (Cawthorne, 2010).  I particularly liked the quote from the Red Thread Thinking blog:

Innovation is a skill set that can be improved with practice. You can teach your brain to better recruit its idea-producing networks and expand its ability to innovate.

Such a positive reminder that great things are possible.

Prior to this semester I hadn’t separated the concepts of managing as opposed to leading.  A key difference between management and leadership is vision.  A leader has a compelling vision that they are able to communicate to others, so that they believe in it as well (Coatney, 2010).  Management maintains the status quo, leadership influences by giving purpose, direction and motivation (Browing, 2013).  Leadership moves forward, while management stays the same.  I was interested to note that good leadership was correlated with student achievement, and this I think is why it is so important, important enough to spend a semester pondering it – improved student achievement is the business of schools, and working towards that is what we are about.  If leadership is so important that it impacts our primary purpose, then it’s worth looking at in some depth.

In module three I read about collaboration and leading or following, depending on each individuals expertise (Collay, 2011).  This made sense, and in a way, took some pressure off.  I don’t necessarily have to lead everything, just in those areas where I am skilled.  As a teacher librarian in training, my skills are in technology and information skills.  Collaborating with staff, leading staff development in technology is something I feel comfortable with.

I was impacted by the Donoghue (2013) reading in module 3 which stated that it was important to keep learning, and improving your proficiency and skill as a teacher.  So much so that I joined the casual relief teachers professional learning organisation, so that I can do some personal development with other teachers in similar situations to my own.  I have already attended a webinar, and look forward to doing more.  Opportunities to participate in staff development when you are a day to day casual are rare, and I have realized that I will need to create my own opportunities.

The ability to change increases an organizations chance of success (Kotter, 2012).  This makes sense, and with all the changes to the information landscape, both in the way we get our information and the amount of information available, it is vital that schools adapt and work on ways to do things better.  It can be expected that technology will continue to change, and that in order to prepare students for their lives as citizens of the 21^st century, we will need to stay on top of those changes.  While students are clearly immersed in the new technologies, they are not always able to use them efficiently or effectively, it is necessary that they are integrated into the curriculum, and skills explicitly taught and modeled (O’Connell, 2012). The teacher-librarian, as information specialist can and should lead the school in this regard, providing support and development for other staff.

While I agree that effective communication is essential for leadership, I wonder if there is a job that doesn’t require a degree of competence in communication.  It seems that the ability to communicate well is going to be of benefit in most situations.  That effective communication skills lead to more positive working relationships seems very obvious (Bender, 2005).  

Studying leadership theories, and realizing that leadership is a skill that can be developed, has been inspiring.  The teacher librarian must have a vision for their library, and know where it is going and what changes need to be made to get there, particularly in the constantly changing world of the 21st century, where the expectation is that we are plugged in and ready.

Bender, Y. (2005). Building effective communication. The tactful teacher, effective communication with parents, colleagues and administrators. (pp. 3-18). White River Junction, VT: Nomad Press.  Retrieved from: bit.ly/1oem05z

Browing, P. (2013). Creating the conditions for transformational change. Australian Educational Leader. 35(3) 14-17

Cawthorne, J. (2010). Leading from the middle of the organisation: An examination of shared leadership in academic libraries.  The Journal of Academic Librarianship, 36(2). Retrieved January from http://www.citeulike.org/article/6724719

Coatney, S. (2010). Leadership from the middle: building influence for change. The many faces of school library leadership.  Santa Barbara, Calif.: Libraries Unlimited.  Retrieved from bit.ly/1gkqeZo

Collay, M. (2011). Teaching is leading. Everyday Teacher Leadership:  Taking Action Where you are.  Retrieved from:  bit.ly/1jreN1s

Donoghue, T. A., & Clarke, S. (2010). Teachers learning and teachers leading.  Leading learning;  process, themes and issues in international contexts.   (pp. 87-99). London: Routledge.  Retrieved from: bit.ly/1m3l1EM

Innovation Takes Practice More Than Talent. (2013).  Retrieved from http://www.redthreadthinking.com/innovation-takes-practice-more-than-talent/

Kotter, J. (2012).  The 8-step process for leading change. Kotter International - Innovative Strategy Implementation Professionals. Retrieved from http://www.kotterinternational.com/our-principles/changesteps/changesteps

O’Connell, J. (2012). Change has arrived at an iSchool library near you. In Information literacy beyond library2.0 pp. 215-228). London : Facet.

                   https://www.csu.edu.au/division/library/ereserve/pdf/oconnell-j1.pdf

ETL 504 - Conflict Resolution

Complete the Conflict Resolution Questionnaire .

What is your approach to managing conflict?

Does this match to how you think of yourself?

What areas do you think you need to develop?

This is what the questionnaire said about me:

Based on the responses you gave, it appears that your style of conflict resolution tends to be best described as:

Compromising. You tend to express about average assertiveness and cooperation. Some of your associates may think of you as a fox because of your ability to make trade offs to accomplish what you want by helping the other person gain what he/she wants.

I think this is probably spot on to how I deal with conflict.  I do like to look for a way both parties can win of possible.  I don’t like that it says that makes me a fox however, that seems a negative way to describe something I would think was a good thing. 

I’m not assertive, and as a casual, I always feel like if I push against something I think is unfair, I won’t be asked back.  I did a block last year and had a situation where a principal didn’t treat me particularly well over an issue that was out of my control (a kid vomited in the library).  When I was telling the regular librarian about it, she thought I should go to the union and complain.  It never crossed my mind.  I like the school, I want to work there, there is no way I am making waves.  I would say in my role as a casual, my style is more roll over and let people do what they want :/.  I’m hoping that is simply because of current circumstances, and I would actually have more backbone if things were different.

ETL 504 Librarian as leader - Reflective critical analysis Assignment One

Reflective Critical Analysis of the concept of leadership

Initially, I found the reading for the first two modules of ETL 504 overwhelming, partly because I wondered how they could be relevant to my situation.  At this point, I do not have my own library, or even my own classroom.  I am a casual teacher who does day to day work, and the odd block when it comes up.  I get a lot of library work, but it isn’t the same as having a library that is my responsibility.  In truth, it wasn’t until I started working on the assignment that my understanding progressed much.  My initial thoughts on leadership were brief, and not particularly insightful, I wrote the following on the forum:  

I have observed as I float in and out of different schools, what a difference a leader can make. The friendliest, most cohesive, happiest schools seem to be those where the principal is a visible leader - there is no question in my mind about who they are.

                          

This seems woefully inadequate weeks later, when I have learned so much about leadership, and the exciting possibilities for not just the principal, but also the Teacher Librarian, and other staff members. Leadership skills are not just something you have or don’t have, it is possible to develop and improve those capabilities. 

While leadership styles are described in the literature, and I was particularly drawn to transformational leadership (Avolio, Walumbwa and Weber, 2009), I imagine I would incorporate what I considered the best parts of more than one style, depending on the situation I was in and what worked best to achieve the goals I was working towards.

Leadership begins with a vision for the school, specific goals are formulated, and it is these which staff are working towards.  A good leader must get their followers excited about those goals, and support them as they work together towards them   (Marzano, 2005 and Sergiovanni, 2005).

Unsurprisingly, communication is a fundamental concept which I think underpins much of a leaders work.  Without the ability to communicate effectively, it is almost impossible to lead well.  Communication is vital for building relationships and putting together workable teams, it is necessary for collaborative efforts, and for resolving conflicts and solving problems (Browing, 2013).  Communication is the key to building relationships – I have always said that casual work is difficult because of the lack of relationship with the children.  the same is true of the leader, without a positive relationship, without trust,  the task of leading is more difficult.

From the beginning of my studies for this Masters course, much has been said of collaboration and how essential it is for improving student achievement.  If the schools purpose is improving students educational outcomes, and if collaboration is “the single professional behaviour of teacher librarians that most affects student achievement” (Haycock, 2007, p32), then collaboration is clearly one of the most important activities that teachers and TL’s can engage in.

The more study I do in this course, the more excited I become by the prospect of being part of a school and running a library.  Librarian as leader was always slightly perplexing however.  I wanted to develop a great collection to meet my communities needs, but leading seemed to be the domain of other staff.  Developing the concept map, and considering leadership, I have begun to see that it can be a part of the librarians role.  That in fact, the teacher librarian is a good choice as a leader, with their expertise in information provision, and insights about the scope of the curriculum. 

Avolio, B., Walumbwa, F., & Weber, T. J. (2009).  Leadership: Current Theories, Research, and Future Directions. DigitalCommons@University of Nebraska - Lincoln. Retrieved April1, 2014, from http://digitalcommons.unl.edu/managementfacpub/37/

Browing, P. (2013).  Building relationships.  Creating the conditions for transformational change. Australian Educational Leader.  35(3) 14 - 17.  retrieved April 2, 2014 from http://www.minnisjournals.com.au/images/artiles/pdf/article-pdf-0787.pdf

Haycock, K.  (2007).  Collaboration:  Critical Success Factors for Student Learning.  School Libraries Worldwide, 13(1), pp. 25 -35.  Retrieved from:

              http://www.iasl-online.org/pubs/slw/index.htm

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). Some theories and theorists on leadership. School leadership that works: from research to results (pp. 13-27). Alexandria, Va.: Association for Supervision and Curriculum Development.Retrieved January 27, 2014 from http://site.ebrary.com.ezproxy.csu.edu.au/lib/csuau/docDetail.action?docID=10089219

Sergiovanni, T. (2005).  The Virtues of Leadership,  The Educational Forum, 69(Winter), 112-123. Retrieved January 16, 2014 from http://www.scribd.com/doc/7375166/Sergiovanni-Thomas-Virtues-of-Leadership

505 Cataloguing

Information organisation is achieved through systematic labeling, arranging and indexing of the library collection.  The amount of information available is increasing every day, and exists in a growing number of formats (Howarth, 2005, p205).  Organisation is necessary to facilitate information retrieval (Hider, 2012, p11).  Resources can be physically labeled and arranged, but to increase the efficiency of locating particular items, indexing is crucial.  Compiling an index allows individual items to have more than one point of access, meaning they have a better chance of being found by a user.   Resource description standards ensure metadata is consistent between creators, and can be shared across institutions (Hider, 2012, p104).

The physical aspects of this organisation are labeling and arrangement (Chan, 2007;  Hider, 2012, p11).  The intention of organisation is to make a resource easier to find.  Whatever system is selected for a library, it must be used consistently throughout.  One library cannot use both the Dewey Decimal Classification (DDC) and the Library of Congress system.  Labels should be applied as uniformly as possible to individual items (for example on the spine of a book at the bottom).  These labels are also metadata, as they describe the resource (Hider, 2012, p12).  DDC allows resources to be arranged so that books with similar subject matter are located near one another, and individual sections are alphabetized to further facilitate retrieval.

The intention of organisation is to make a resource easier to find.  Whatever system is selected for a library, it must be used consistently throughout.  One library cannot use both the Dewey Decimal Classification (DDC) and the Library of Congress system.   

The primary objective of the library catalogue, is that the user is able to locate what they need (Hider, p109).  

 

Chan, L. M. (2007). Classification and categorization. In Cataloguing and classification : an introduction (3^rd ed.) Lanham, Md.: Scarecrow Press.

Hider, P. (2012).  Information Resource Description.  Creating and managing metadata.  Facet Publishing, Great Britain.

Howarth, L.C. 2005. Enabling Metadate:  Creating Core Records for Resource Discovery.  International Cataloguing and Bibliographic Control 34 (1) (January 2005): 14-17. 

ETL 503 Thoughts on module 2

MODULE 2

Who guides selection?  This is a collaborative effort by the librarian and other staff. 

I was interested to read (Patron Driven Acquisition Article) of schools who allowed their collection to be driven by the students to a point, by selecting books that are able to be purchased IF someone needs and requests them to be downloaded.   How does this work in a primary school I wonder?  Not working in a school library yet, I am unsure.  I am envisioning the collection of a university library in this instance

This last sentence of the article is a great summary, and cautions the need for collection management to be a balance of PDA and librarian controlled:

Mixing Patron Driven Acquisition ebook programs with other forms of collection
management offers librarians the opportunity to meet the long term
goal of a well-rounded collection and the short-term goal
of providing access to electronic content just in time.

At the moment, the main thrust of change, or perhaps the most lauded benefit is that of cost cutting.  We should do it this way because it costs less. Which of course is a significant consideration.  Developing a collection driven by consumer need is bound to make it more relevant.  Is it more work for the user to discover the information they need than to simply choose from what is available?  Will it increase the divide between the technologically challenged, and those with the skills to search? 

This article focused on the experience of one library and the way they implemented PDA (California State Fullerton’s Pollack Library).  Their conclusion was they would continue to select material in this way, but in no way is there a suggestion that it make the librarians role obsolete.

 Developing collections to support teaching and learning
What is a balanced collection?

It will not look the same for every library, it will very much depend on the library’s purpose.

Collection Management Book

Developing a learner centred collection requires a plan, one in which the community to be served is involved in making decisions and is described in sufficient detail to clarify what, where and how a broad range of resources will be made available to them.  Policy becomes the written plan.  Clear, written policy creates stability and continuity in collection activities and indicates that the library media center is a business like operation willing to be accountable for its actions.  Policy is impersonal and safeguards the clientele from individual collector biases.  p19.


The librarians role is not inconsequential.  We must:
1.  Provide materials to support the curriculum, considering the characteristics of the schools student body.
2.  Provide material that encourages literary appreciation and factual knowledge
3.  Consider the different formats available to cater for differences in learning styles
4.  Support teachers by providing access to resources for professional development.

Although many members of the school community may contribute to the selection of the library materials, the responsibility for coordinating selection and making recommendations for purchase rests with the Teacher Librarian.

Owned and Accessed

This seems to be the major change in collection issues.  Previously, libraries owned their resources outright, there was a physical copy.  Or, when inter library loan was available, there was still a physical hold in your hands copy.  Now, although digital artefacts can be owned, they are often licensed for access for a period of time, and if the library wants to continue using the resource after that period, the license must be reissued.


I want it all and I want it now:  the changing face of school libraries.  Lesley Boon

I disagree with the proposed time frame for Millenials.  1982 - 2002 is a huge time span, and I know people at the ends of those who are less computer literate than I am, by choice.  To say that the rest of us are “outsiders to the ways of being and thinking that identify the Millenials” seems to be aggrandizing them as something other and better. 

This article is irritating.  So smug.  And I don’t think the author is correct anyway with a lot of the stuff she says.

Except the quote from someone else that says our fiction section should be growing, while the information section (physically) will shrink, as so much of it is now accessed digitally.  And that is simply common sense.

What should children read?  Mosle

This was an interesting look at non fiction vs fiction.  I think the problem with the way children write is a result of too many movies and video games and not enough Enid Blyton, Robin Klein or Veronica Roth.  Or any reading actually.  As a child I was immersed in books, constantly.  We had fairly dodgy television reception, and books were the option for rainy days.  Sunny days were about playing in the creek, and climbing trees.  To write well, it is necessary to read what others have written before you.

I don’t think writing is taught well in schools. My eldest son did the HSC last year.  We looked at some apparently high scoring HSC English responses to various texts, and as far as I could see, they were poorly expressed, pretentious efforts, that apparently ticked all the right boxes for getting the good marks.  Like there is some magic formula, a group of key words and ideas that if you include, you score well, no matter how terrible your grammar, spelling or expression is.  Tragic.

ENSURING QUALITY IN THE COLLECTION OF FREE INTERNET BASED RESOURCES FOR AUSTRALIAN SCHOOLS (ISOBEL WILLIAMS)

Same old argument, using internet resources requires work to ensure they are authoritative.

The “scope statement” is a statement of the extent of the collection, the audience of the the collection and the subject coverage of the collection.  For a collection of free internet resources it must cover issues such as content, accessibility, advertising, type, source, tech requirements, need for rego, language, geographical origin, level of cataloguing.  Can include what won’t be selected as well as what will. 

Just because a resource is free doesn’t mean that we don’t have to be rigorous is our assessment of it (that is probably too many negatives to be comfortable).  We should take more care, as they don’t have the authority of a large publishing house behind them.

Social Content Creation - Educause

 What is it?  Things like pinterest, tumblr, scoopit etc
How does it work?  Mostly it’s as simple as adding a button with options to your task bar.
Who’s doing it?  It is being used in higher education settings as well as by the general public
Why is it significant? They become visual scrapbooks, easy to browse
What are the downsides?  the rapidity with which they can be used mean there is a high chance of copyright infringements.  Also, context can be separated from visual content.  Often no privacy controls.
Where is it going?  there are now tools that allow you to move pins around, putting them close together if that is meaningful, separating them if not, writing sticky notes etc
What are the implications for teaching and learning?   Brainstorming in a visual format.

What to look for when selecting a curation tool:
*  tags
*  ability to post to multiple channels
*  adequate space to provide comments, evaluations or reviews
*  ease of dealing with images
*  ability to label license information
*  available as an app for curation on the go on a mobile device
*  compatibility with devices and browser used by students and staff
*  visual appeal.



MODULE 2.3 FORUM

I chose Brisbane Grammar School on Pinterest


They have 5 boards and 117 pins

Year 8 literature circle - gives students a place to go for reviews of books they are expected to choose for some project or other
Book sculptures - interesting stuff, for book nerds like me
Books to Movies - I have wondered about using this kind of draw card to get kids reading (read it in Barbara Braxton at one point and thought it was a great idea)
Augmented Reality examples - I assume this is related to some aspect of their curriculum.  Endlessly fascinating, and it was after watching one of the pinned videos that I pressed the follow button.



So there are some of my thoughts from reading through module 2.  A little scattered perhaps, but there was an enormous amount of reading, once again I feel like I am drowning in words.  And you would think that that would be ok with me, but the thing is, all these academic words take me away from my beloved fiction, and my own writing.  Plod on.

ETL 503 - Module one thoughts

Here I am at the beginning of another semester of uni work, starting a new subject.  I have decided (with the encouragement of my friend Nel), to just buckle down and do Resourcing the Curriculum.  It hasn't gone away, and it isn't going to, so I just have to do it and get it done.  So here I am. 

Module one has been less scary than I anticipated, and it is entirely possible that I over reacted by pulling out of this subject last year.  Twice. 

Here are my thoughts on module one:

MODULE ONE

Questions are being asked about whether we will still be resourcing with print media in the future.  If it is possible that technology will replace picture books.  Personally, I don’t think so, and at this stage I hope not.  There is something wonderful about sharing picture books with children, and while I have used storyline online for crunch and sip break, it is to complement my other methods rather than replace them.

I think the hope is that ebooks will be cheaper and take less space.  That seems to be the big draw for leadership, more bang for your buck.  Less impact on the environment too as we don’t need the paper.  Available all the time.  Books are automatically returned - so no fines, but also no lost stock.  Portable and light weight.

The Shatzkin Files

What to watch for in 2013.

Overall migration of sales from print to digital will continue to slow down.

Heavy readers were early adopters of devices, the people who didn’t switch are those who are resistant to the idea and unlikely to swap anyway.

 “Other than immersive” books will continue to lag in digital transition

This means books like reference books, or books with content that isn’t just text.  It costs more to create ebooks in these kinds of formats, and the possibility is that unlike plain text, the content will be diminished.

 Mergers and consolidation among publishers are likely to become more common after a long period when they haven’t been.

Penguin and Random house will merge.  There will probably be others

 Platforms for children’s books will become increasingly powerful gatekeepers.

Because Amazon sells the kindle, they own the customers and can set the prices.

 Marketing for publishers will be a constant exercise in learning and reinvention, and increasingly difficult to separate from editorial.



            *    *    *    *    *    *    *    *

The focus of the subject is the library’s role in resourcing the curriculum.

The library is key to equipping students to find the information they need and know how to use it.



Johnson - Libraries for a post literate society


Post literate society - those who can read but choose to meet their primary info  and recreational needs through audio, video, graphics and gaming.  Print is limited to bried personal messages, and highly pragmatic bytes of info.  Often supplemented by graphics.

mangas of presidential campaign informed the electorate in the US.
Introduction to Google Chrome was in the form of a comic.

Considerations for PL library:

 need to look at non print materials
graphic novels, audio books
gaming for instruction and recreation
high value online resources
resources for creation of audio and visual materials including space
personal communication  devices and wifi
teach critical evaluation of non print materials
teach skills necessary to produce effective communication in all formats
accept and promote non print resources as sources for research

Plato - “The fact is that this invention will produce forgetfulness in the souls of those who have learned it.  They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves”  He was talking about writing.

            *    *    *    *    *    *    *



The collection cannot afford to be an eclectic gathering of interesting resources that may be useful.  It had to be developed specifically for the school curriculum.

Pru Mitchell - Resourcing 21st century online Australian Curriculum:  the role of school libraries

The Australian curriculum has been published online rather than printed and distributed.  Some have taken this to mean it should be solely resourced with online/digital content, which is not the intention.

The Australian curriculum requires curriculum resources that are fit for purpose, the purpose is to support all young Australians to become successful learners, confident, creative individuals and active and informed citizens.

Know your learning community.  Need a locally available and relevant collection.

Facilitate access to all curriculum resources.

Make the most of existing resources
Provoke engagement and conversation.

            *    *    *    *    *    *    *


Collection Management and Collection Development

Used interchangeably to mean activities relating to:

identification (potential and available resources)
selection (what will we pick)
acquisition
evaluation (of existing collection)
deselection (weeding)

It is a continuing and systematic process, involving collaboration between the teacher librarian and the school community.  The starting point is analysis of needs.

Collection policy must be devised to clearly identify the needs of the school community and ho the collection management process will create and maintain a collection which will meet those needs.

Collaboration with school community is essential.

Johnson - Print and Electronic Library resources

Bottom line in this article is that it is a combination of print and digital media that creates meaningful learning experiences, it doesn’t have to be a choice between one or the other.

It isn’t necessary to replace print with “e” anything, they can coexist, just as radio and television and motion pictures do.  Still photographs exist alongside video.  Each have something different to offer.

Again, the push is probably about saving money again.

Loertscher - Digital and Elastic Collections in School Libraries:  A Challenge for school library media centres

This is the article that talks about how to stock for example the latest Harry Potter in digital format, starting with 500 copies in the first month, dropping to 30, then eventually just keeping one in the collection.  What a fantastic idea.  No-one would need to wait for a book again.