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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.

MUST KEEP THE COLLECTION RELEVANT OR WE ALL LOOSE!

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.

THE COLLECTION CENTRED MODEL: Traditional model.

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.

LEARNER CENTRED MODEL:

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.

COLLABORATIVE ACCESS ENVIRONMENT:

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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