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Archive for March, 2010

Module 2: Selecting Resources to Support Teaching and Learning.

Posted by arlekeno on March 26, 2010

Kennedy Pg33-35. yes we have to select the right books for policy and we all enjoy it. Tell me somthing we don’t know. Pages 35-42: Had not heard of suppliers demanding old versions of CD-roms be destroyed.  and I think Digitial stock CAN be harder to select.  It is interesting to think about things being part of the library collection which are not in teh library and we have no control over.

For future reference, I LOVE encyclopedias. Even if they are information frozen in time by todays standards… They are also ACCURATE, which can’t be said for the internet a lot.

Activity:  Consider if the print format is of diminishing significance and value in school libraries? Do we need to focus more on adding digital resources to the collection, and on digital collections, to meet the needs of users?

Yes we do, preferably cheaply. But not for a while yet. Since E-readers penetration s not that big and people prefer paper. But for research, High School students love teh computers.

Read the reading by Latham and Poe (e-reserve) which considers four types of e-resources

Digital resources: it is still our job to Select these things!! internet sites: I like the 3 click rule, and all the stuff about readability and currency. E-books: I say lets just use free ebooks. E_journals and Databases: again, navigation, ease of use. I also like the issue raised, once you stop paying, you loose access to all the years you DID pay for.

Figure one of module 2, the flowchat, looks very useful to explain selection to non-biblios

Activity: Consider how you as a teacher librarian could best obtain the data needed to provide a clear and specific understanding of these aspects of your school and current collection? Is it a task that you, as teacher librarian, could be expected to undertake alone? (find out about the learning community, characteristics etc).

Well we could look t naplan results, special needs students information, but I think most of it would come from working with classes and teachers, I don’t think we could do it alone.

Kennedy Pg 42-44: I am thinking about my school where the support staff also hlep chose ( mostly for clickview). I also did not see much talk of suggestions.

Activity Consider how the teacher librarian might effectively collaborate with the school community in the selection of resources in your school or in a school with which you are familiar. Who should have the final say on what is included? Why?

I like the idea of going to faculty meetings (if that can be arranged) or the survey idea from readings in module 1. Overall responsibility falls to the TL, because they are the one who hs the responsibility in the roll statement, they are the one with the expertese in selection, and if the job is done wrong, they are the ones who could loose it.

Kennedy pg 44-49: Yup, lots of ways to select there.

had a look at the book trusted website, looks interesting. Especially the graphic novels.

Looking at Hughes-Hassel and mancall 2005, has to be good, but above all, match what I need and can afford.

selection aid should meet the same standards as a text book I suppose, who made it, who reviewed it, who else uses it and recomends it?

Kennedy pg 49- 54: I like the 3 (coz its short)

  1. Reputation of Authors, Publishers and producers (AND COST!!)
  2. Content: Scope and bredth
  3. Format and special features.  (quality? and arrangements included?

It is interesting that so much of what applies to digital resources applies to print etc. But we must know the LICENCING and TECHNICAL issues. Again I think Cost and approrpriate are more important then Best, but maybe what is the most appropriate changes what BEST means.


Dave jenkins, 2002: Censorship: Love it, Selection adds, censorship takes away.

Doug Johnson, Censorship by ommission 2010: Snakes in the grass.


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Module 1: The School Library.

Posted by arlekeno on March 12, 2010

Read the section titled ‘What is collection management?’ on page 1 in your Kennedy text. The thoughtfully stated overview given in the second paragraph clearly delineates what the phrase ‘collection management’ is widely perceived to mean within the librarianship profession. This specialised meaning of the phrase ‘collection management’ as a ‘set of interrelated library activities focusing on the selection, acquisition, evaluation, preservation and deselection (or weeding) of library materials’ reflects the approach taken to collection management in this subject.

But not cataloging and classifictation. I msut admit it does sound a vague term to people not in the biblio.

Collection management and Collection Development. (Chap 1. Kennedy pg 1).

Infornmation explosion in the 70’s With more budgets! Wish I was there!

Task of adding to collection goes from academics to librarians, so principals of collection developed and the Phrase Collection Development popularised.

After oil crisis, when money tight, COLLECTION MANAGEMENT coined. Because we are managing with small resources, not growing a big library.

I see Atkinson’s Point. Development for choosing/buying, Management for once you have it. This seems to Mesh with the NSW Dept view as well.

Aquisition:Obtaining books selected for the collection.

Selection: Deciding which items to aquire.

 collection Evaluation: determining how useful a collection is as it relates to meeting the needs of library users.

De-selection: Removal of collected items no longer relevent to the aim of the collection.

COLLECTION POLICY! is an alive thing, constantly changing… well naturally, syllabus change all the time, just look at the new national curriculum. 

Collection Development Policy: Collection philosophy and goals setting out what type of items will be selected. makes me wonder about my schools policy. We choose books relating to each subject ares curriculum. And often specific assignments, e.g. year 7 science does work on Natural disasters, we get extra books on that. English is studying this book this year, we get a few extra copies. SO WE NEED TO COLLABORATE AND FIND OUT WHAT THE SUBJECTS NEED.

Comparing Kennedy to handbook for school libraries NSW. They could be identical. Developing and maintaining the resources. It is systematic and continuing, and has to take in wider issues, e.g. censorship, copyright etc.


A major challenge, and a significant oportunity, for us in this regard is change.

  • We live in a period of rapid technological change
  • student learning styles are changing
  • teaching approaches are changing
  • the curriculum is changing
  • resources are changing

 Mal Lee’s article A library without books?, Doug Johnson’s article Libraries for a post-literate society.

HHmm, Should I change the name of my LIbrary to an information services unit? Will this stop people asking DO WE NEED A LIBRARY? Does this address literature and the quiet study side?

Should I chuck in the CSU course and do more computer classes?

I disagree that we are POST -LITERATE in the Wiki sense. because you need to be able to read to access the PL technologies.

Most TLs have become more technologically up to date. It is needed. I wonder if I changed my title to Information services manager, who would know what I meant?

Hughes-Hassell and Mancall’s ‘Changing expectations and models for practice’ (e-book, pp. 3-10) which examines the importance of the teaching and learning context to the development of the school library collection.

I agree, changing knowledge and changing teaching theroy affect the way libraries collect and function.

New information stoarage and delivery techniques, constructionist theory both affect the physical space of the library, and thus what we collect and we do.


TL as info Expert. Some input from faculties but TL is controls purse. Best quality books from each curriculum chosen ( on just in case basis). Collection is the central concern. good for direct instruction.


Influenced by constructionist view of education. Learner is Central. We need info describing,  Characteristics of use. The Knowledge base, Info storages and information dissemination.  TL as guide rather than expert.


More access beyond school and tightened finances. Focus on collecting and MAKING AVAILABLE the relevent materials, just in time. constantly changing and non-linear. Emphasis on partnerships.

IN SHORT… we have to worry about a lot of things. learners, teachers, budget, new info, selection policy ( curriculum) snf frredom of speech/copyright etc.

Bishop, K. (2007). Community analysis and needs assessment. In collection program in schools : concepts, practices and information sources

The(4th ed.) (pp. 19-24). Westport, Conn. : Libraries Unlimited.

figure out what is locally relevant, I think we do anyway! Same for school. We should know the curriculums and who does waht topics for assesments etc.

Interesting idea on letting local library know about assignments. But these days would we just make a google specific search?

THE sample questions look useful. pg 23… not just for us but for whole school. I feelk the need to do more study of all curriculum.

but honestly, a lot of use were doing all this anyway.

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IQ pride.

Posted by arlekeno on March 4, 2010

I look at this article, and especially the line about LOOKING smart rather than being smart.

Sounds a lot like teaching to the test to me.

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