“Not just in case” is a phrase that significantly shifted my understanding of collection development for school libraries as I prepared for and completed my collection policy.
I now realise it is imperative to employ a carefully considered selection criteria that is designed with consideration of the local school community, to ensure resources are tailored to their specific needs (Hughes-Hassell & Mancall, 2005). I am also more certain of the need to have a firm grasp of the curriculum so that resources are not acquired ‘just in case’ but with great certainty that they will enhance teaching and learning and ensure that the library remains “a central part of the teaching process” (Shantz-Keresztes, 2002). Exploring a greater range of selection aids in assignment one added another dimension to my understanding and alerted me to a broader range of potential resources.
The negative consequences, not only of acquiring but also keeping resources ‘just in case’ struck a chord with me as I read the modules on weeding and evaluated a school collection. Retaining resources that do not meet the collection policy cloud the focus of library users and give a false perception of the collection (Beilharz, 2007). Reading practical approaches such as CREW (Larson, 2012) and MUSTIE (Lamb & Johnson, 2005) prompted me to reflect on the significant improvements that could be made to enhance the collection at the local school library without spending a cent (Mitchell, 2011, p. 12). In addition to gaining practical knowledge, Baumbach and Miller (2006) and Beilharz (2007) shed light on avoiding and dealing with the potential politics associated with weeding. I look forward to adopting the motto “we’re weeding. Isn’t that great!” (Beilharz, 2007) to promote the importance of an up to date, highly relevant and appealing library collection (Miller, 2011).
Evaluating a school library collection and examining the collecting practises highlighted how a ‘just in case’ approach to the collection limits the way the library meets the needs of the school community. As I observed, without careful evaluation and analysis, gaps in the collection can be overlooked, long term planning may not be in synch with the direction of the school and therefore funds may not be used to best meet the needs of the library users.
In writing this collection policy my understanding and confidence about communicating positively, openly and formally about library policies and procedures has grown. I now understand that having public policies that are endorsed by management serve to both inform and protect. For example if the inclusion of a resource in the collection is challenged, the “collection policy can be used to effectively defend the decisions” (Williams & Dillon, 1993, p. 104). Not only do I have a deeper understanding of the importance of policies to inform future planning and spending, I also recognise their importance in communicating decisions to maintain consistency though staff changes and as a tool to avoid selection bias (Kennedy, 2006, p. 15).
Armed with an effective collection policy and a deeper understanding of how this can be used practically, I feel confident in budgeting, resourcing and maintaining a current, appealing collection that supports teaching and learning in a specific school context (Gregory, 2011). Every decision and action is informed and justified. Nothing will be done ‘just in case’.
References
Baumbach, D. & Miller, L. (2006). Chapter 4: ‘Weeding criteria by topic and Dewey number’ in Less is more: A practical guide to weeding school library collections, pp. 24-167, ALA Editions, Chicago.
Beilharz, R. (2007). Secret Library Business – part 2. Connections, 63. Retrieved Jan 14, 2013 from http://www2.curriculum.edu.au/scis/connections/issue_63/secret_library_business__part_2.htm
Gregory, V. (2011). Collection development and management for 21st century
library collections. New York, NY: Neal-Schuman Publishers, Inc.
Hughes-Hassell, S., & Mancall, J. (2005). Collection Management for Youth: Responding to the needs of Learners. Chicago, IL: American Library Association.
Kennedy, J. (2006). Collection Management: A concise introduction (rev. ed.). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University
Lamb, A. & Johnson, L. (2005). Collection Maintenance and Weeding. Retrieved Jan 14, 2013 from http://eduscapes.com/sms/access/weeding.html
Larson, J. (2012). ‘CREWing children’s materials’ in CREW: a weeding manual for modern libraries, Texas State Library and Archives Commission: Austin, TX., pp. 33-36. Retrieved May 16, 2013 from https://www.tsl.state.tx.us/sites/default/files/public/tslac/ld/ld/pubs/crew/crew method12.pdf
Miller, D. (2011). Weeding not just for gardens. Slideshare. Retrieved May 20,2013 from http://www.slideshare.net/debmille/weeding-not-just-for-gardens
Mitchell (2011) Resourcing 21st century online Australian Curriculum: The role of school libraries, FYI Autumn, pp. 10-15.
Shantz-Keresztes, L. (2002). School library collections: Form here to eternity. School Libraries in Canada, 21(4), 9-11.
Williams, C. L. & Dillon, K. (1993). Preparing for the censor. In Brought to book :censorship and school libraries in Australia (pp. 95-112). Melbourne :ALIA/DW Thorpe.
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