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Archive for May, 2010

Module 8: The Future. ETL503.

Posted by arlekeno on May 11, 2010

Kennedy Chap 8: Four B locations for books. Bed, Bath, Beach and Bus. LOVE IT! (for most of those e-books are crap).

Wade, C. (2005). The school library : phoenix or dodo bird? Educational
Horizons, 8(5), 12-14.

Lots of stuff here about how kids need Info lit. (Or translitercy as Lyn Hay is calling it).

Oh well, is time to start my last essay for ETL503… Let the fun begin.

Assessment item 2
Collection policy
Value: 60%
Due date: 17-May-2010
Return date: 07-Jun-2010
Length: 3000 words (+ or – 10%)
Submission method options

EASTS (online)
Post (option applies to DE & Offshore/Dubbo Tutorial only)
Task

Complete parts A, B and C

Part A – Context (approx. 750 words) (15 marks)

  • Provide an analytical overview of a school library collection that you are familiar with. Also describe and analyse the roles of that collection and the changes that are being considered for, or made to, that collection. A relevant description and analysis of needs within the school that determine and shape the collection should be included under the roles of the collection. For example, needs arising from the nature of the school, the curriculum, teaching and learning programs, teachers and students,This situation should be factual, if possible, but can be hypothetical if necessary. This overview should contextualise, rationalise and justify the decisions within the new or revised collection policy you create in part B.
  • Where there is an existing collection policy (probably titled Collection Development Policy or Collection Management Policy) in written form assess its appropriateness and weaknesses against the context provided above. The existing policy should be included as an appendix to part A. Where collection policy is unwritten, briefly describe collection practices in up to 500 words. Include this description as an appendix to part A, and assess these practices within part A. The appendix is not included in the word count.
  • At the end of Part A give a list of references used and the appendix belonging to this part.

Part B – Collection policy (approx. 1750 words) (40 marks)

  • Create or revise a collection policy for the school context given in part A. The new or revised policy should be a highly professional and well presented document. While the policy must be specific to the circumstances and needs of the given school context, your first purpose here is to complete an academic assessment task which clearly demonstrates what you have learnt through this subject and your ability to apply that knowledge and understanding to a specific context in a pertinent manner.
  • The policy will be comprised of policy decisions (and rationale where appropriate to clarify decisions). Procedures whose function is purely to indicate how policy decisions will be carried out should not be included in the policy. The decisions given should be pertinent to the online and physical resources and digital collections to be included in or accessed through the collection. Where the online resources and/or access to digital collections aspects of the collection are still at an early stage the decisions should give proposed directions and actions in addition to decisions on what is in place.
  • The policy will comprise decisions on: the purposes, goals and nature of the collection; the types of resources to be included in the collection and the access to be provided to digital collections; funding the collection; the selection of resources; acquisition of resources; weeding of resources; evaluation of the collection; and how challenges to resources within or accessed through the collection will be responded it.
  • Clearly demonstrate that a range of professional literature and professional tools were appropriately drawn upon in creating the revised policy. Building your policy from professional sources and relating them specifically and systematically to the school situation is generally a far more productive and successful approach than looking to amend collection policies created for different schools. Include a list of references at the end of the policy which clearly acknowledges the sources of ideas and materials drawn upon in writing/revising the collection policy.

Part C Reflection (approx 500 words) (5 marks)

  • Discuss how completing this assessment task has established or extended your knowledge and understanding of the role and nature of school library collections, collection policy development and the areas for which you have created or revised policy decisions. Reflect on the processes you followed in evaluating the existing collection policy/practices and developing a new or revised collection policy. How might you improve your approach in the future?
Rationale

This assessment task requires you to demonstrate your knowledge and understanding of the areas covered by subject objectives 1 – 6 through the application of that knowledge and understanding to the circumstances of a particular school in creating a collection policy for that school.

Marking criteria

To achieve a pass standard in this assessment task you need to provide:

Part A

  • a pertinent overview and analysis of the selected school library collection, the role of that collection, actual or projected change to that collection, and a sound assessment of the existing collection policy or collection practice which provides an adequate context and rationale for the collection policy in part B;
  • pertinent appended documentation comprising the existing collection policy or summary of current collection practice which clearly relates to and supports your assessment of that documentation.

Part B

A new or revised collection policy which is: specific to the context provided in part A and demonstrates a sound knowledge and understanding of the areas treated in this subject; is appropriately devised; soundly treat the required policy areas; appropriately and consistently incorporates online resources and digital collections; and adequately and appropriately draws on a range of professional sources.

Part C

  • considered, clearly expressed, reflection on how undertaking this assessment task has developed your knowledge and understanding in these areas;
  • your considered thoughts on how you might improve on the processes followed in assessing existing policy/practice and devising the collection policy.

Presentation and referencing

  • clear, well organised and fluent presentation;
  • appropriate referencing and list of references.

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Module 7: Collection Management Policy.

Posted by arlekeno on May 11, 2010

Kennedy Chap 2: Since 1970s a collection development policy is seen as good practice for collection management.

pg 19- What should the policy have? 

  1. an overview of the library’s collecting philosophy, often set in the context of circumstances in which the library exists;
  2. a more detailed outline of what the library collects; and
  3. stagement of policy on other collection management issues.

By the way, my library DOES have a collection policy, and we do stick to it ( I wonder if it was more a description of what we do which does make it relevant 😉 and I do use it, especially for pruning. 😦 It was made by the T.L. just after she did ETL 503 )

NOTE TO SELF FOR TASK< this is policies, not necessarily procedures.

Debowski, S. 2001. Collection management policies.

WE must support ALL levels of student ability. (this is why I donated a Little Miss book to the library 😛 )

Nice dot points of what we should include in a CM.policy.

http://www.nla.gov.au/libraries/resource/acliscdp.html I like this one, I think I shall compare my head TLs policy to it.

http://members.ozemail.com.au/~slacey/tl_info5.htm and this one, oh TALE how we love thee.

Williams, C.L. Dillon K ( 1993) Prepairing for the censor.

We have censorship policy at my school, so that is a start. Does it conform to these guidelines though.

Hoffman, F.W> & Wood, R.J. (2007) intellectual freedom.

Thats a lot of examples on how to deal with censorship. WE get few complaints at my school… maybe we are being too boring ( nah, can’t be, you should see some of my graphic novels 😉 or the parents just no care.

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Module 6: Collection Evaluation. ETL503

Posted by arlekeno on May 9, 2010

http://www.lib.az.us/cdt/collass.aspx

After reading this link from Arizona State LIbraries I want to know the average age and borrowing stats of my collection! Would also be helpful to get lots of Data, I heard Lynn Hay speak at the MANTLE conference at Newcastle Town Hall on Friday and she made the need for Data seem urgent.

Kennedy Chapter 5: Work to the guidelines. is why we have them!

I have to admit to thinking of everything in terms of how we can justify our funding and positions. I am tempted to get a people counter and sit at the library desk and see who comes in over the course of a week.

pg 93 is a useful how to. AND Page 102/3 has how to review Digital stuff!

Bishop K: opening paragraph says it all. School libraries are there for goals i.e the students, and we should evaluate how well the library does that.

Ok, 3 types of eval. 1) Collection centred ( going through stats and lists of what is in the collection) to check size, scope and depth. 2) Use Centred ( circulation stats, in house surveys)  and 3) Simulated use. (citation studies and document delivery? )

Good to note barries) 1: Belief that LIbrary work is unquantifiable. 2: time, 3: Librarians lack experience in data collection. 4: Fear of what we may find. 5: What to do with results?

SO MANY TYPES OF WAYS TO COLLECT INFO! The shelf availability study catches my interest, that could be ongoing.

Hughes-Hassell & Mancall (e-book, pp. 40-43) which urges teacher librarians to ensure that any collection evaluation undertaken focuses ‘on how well the collection meets the needs of users and supports the teaching-learning context’ (p.40). They stress that what ever methodologies are employed they should be adapted to/focused upon this purpose. THIS SHOULD BE BLEEDING OBVIOUS TO ALL!

But is interesting point in that even though I am a distant student I often use the catalog and E-Books.

Also, maybe people not using library means they are not writing good essays! I am going to print these 3 pages out, they are great!

HART:

Activity:

I like the idea of collection mapping, Oasis should do a lot of it, and will give us a guide, though will not give us info on who is using what specifically, and certain areas in the school are hardly needed, (i.e. we need a lot more 8and 9oos than we do 100s).

I think the User centred work is the most relevent but also the most difficult to do in the middle of a working library.

I would personally like to do surveys on past high – performers about their library use. Which is more than just the books, but ALL the uses of library.

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Module 5: Weeding/Deselection.

Posted by arlekeno on May 4, 2010

Only keep what is useufl to the needs. Obvious. But still, is hard to get rid of books ( Until I am completely sick of them and want them gone).

I am agreeing with everything Kennedy says, I just dislike that in NSW schools we HAVE to throw the things away. For example an underused or irrelevant  text for us, could be used elsewhere.

BIBLIOCLOTHANASIA>>> Death by overcrowding of books.

Dillon seems to have good info on weeding. Very specific. and relevent to TLs.

http://www.wmrls.org/services/colldev/weed_it.html Weed it. I like it. Easy to understand and the link worked. I also like the “What type of weeder are you?” in http://eduscapes.com/sms/access/weeding.html 

Selection and deselction are almost the same thing. Not buying a book can be compared to culling it.

My school has a policy, Seems to support the readings. YAY MY HEAD TL.

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