Part C Reflection
Writing a collection management policy has been one of the most pertinent activities for me in learning about the role of the Teacher Librarian (TL). In writing this document, I have learnt about the decisions that TLs make in managing a library collection and how those decisions affect the teaching and learning community they serve.
I learnt that TLs need to be accountable for the decisions they make (Kennedy, 2006, p. 11) in every aspect regarding the collection in their library. In making those decisions they are required to show professionalism (Kennedy, p. 17) in terms of their understanding of the needs of their teaching and learning community (Hughes-Hassall & Mancall, 2008, p. 33; Wall & Ryan, 2010, p. 9, to have knowledge of the curriculum, be willing to collaborate with other staff members, and have clear goals on the nature of the collection and the purposes and aims it will achieve. Writing this policy document made me think more deeply about the TL’s commitment to education in the broadest sense.
There are four aspects of being a TL that I have learnt from creating this policy document. Firstly, a Library must be a learner-centred environment where the resources match the user’s needs and learning styles (Wall & Ryan, 2010, p. 9) and that there are professional tools to help TLs become familiar with those needs (Hart, 2003, pp.88-91; Bishop, 2007, pp. 19-24).
Secondly, I learnt of the need to use professional tools in selecting resources and to use professional judgement in managing all areas of the collection; in acquiring, budgeting, weeding, accepting (or refusing) donations and gifts, evaluating, as well as in dealing with challenges to materials in the collection (Kennedy, 2006, pp. 17-20; Wall & Ryan, 2010, p. 11; Hughes-Hassell & Mancall, 2008, p. 33-36). There are many aspects to the professionalism required by a TL.
Thirdly, by writing this collection policy document, I learnt that TLs need to be collaborators who draw on a range of knowledge including information about the specific context of the collection, and the wide range of choices in selecting resources in terms of type and format (Kennedy, 2006, pp. 20-21; Wall & Ryan, 2010, pp.11-12). TLs not only need to be aware of current available resources, but also be able to anticipate the future needs of their clientele. This means being ahead of their users!
Finally, TLs need to be flexible. They need to accept that the library collection is constantly developing and never “complete” and is the reason some (American Library Association, 1983, 1996 in Kennedy, 2006, p. 4) prefer the term Collection Development to the term Collection Management.
As a specialization, collection management- and writing a policy document- demands not only professional knowledge of the processes of selecting and acquiring, but diplomatic skills in weeding, budgeting, evaluating and dealing with challenges to the collection. This taught me that TLs need to be leaders (Wall & Ryan, 2010, p. 12) as well as learners, a resource guide as well as an agent of change. They need to have knowledge of educational theory and practice and be in tune with their community of usersReferences
Bishop, K. (2007). Community analysis and needs assessment. In The Collection programin schools: concepts, practices and information sources (4th ed.)(pp.19-24). Westport, Conn.: Libraries Unlimited.
Hart, A. (2003). Collection analysis: powerful ways to collect, analyze and present your data. In C. Andronik (Ed.), School Library Management (5th ed.). (pp. 88-91). Worthington, Ohio: Linworth.
Kennedy, J. (2006). Collection Management: A concise introduction (rev. ed.). Wagga Wagga, NSW. CSU
Hughes-Hassell, S. & Mancall, J.C. (2005). Selecting resources for learning. In Collection management for youth: responding to the needs of learners (pp. 33-51). Chicago: American Library Association
Wall, J. & Ryan, S. (2010). Resourcing for curriculum innovation, Melbourne, ACER Press
