Friday, 5 April 2013

ETL503 Resourcing the Curriculum

Outcomes  (Notes for Assignment 1, Part C)
Teacher librarians, in collaboration with teachers and other professional staff, should consider a variety of criteria for selection of resources. The selectors should have a knowledge of: the curriculum, child development, student achievement levels, collection development and resource selection criteria (W.A. Dept. Of Education, 2013).
Hughes-Hassell and Mancall (2005, pp.46-47) have provided the following set of contextualised general selection criteria: The authors’ primary considerations are appropriateness, scope, accuracy, treatment, arrangement and organisation, authority, comparison with other works. Their secondary considerations physical quality, aesthetic quality, literary merit, and the reputation of the author or illustrator.

Selection aids might be helpful in finding out what is out there but it is still necessary to decide whether a resource is suitable or not (Kennedy, 2006, p. 49) .This is where a set of selection criteria will be most useful.
Initially, they should consider the educational value within the context of the learning program. Next they should look at consistency with department policies and guidelines. Then they need to look whether the resource is appropriate for the age group of the students. Another aspect is the physical quality and suitability of material.

 Furthermore, the teacher librarian needs to be familiar with the framework developed for English as an Additional Language or Dialect (EALD) that provides a process for evaluating features of inclusivity when selecting texts for use by learners from a non-English speaking background.

 Particular care also needs to be taken when selecting materials with Aboriginal and Torres Strait Islander content—a set of protocols has been developed by the Aboriginal and Torres Strait Islander Library and Information Resource Network. Consideration also needs to be given to various aspects related to the various media such as, print, film and online access.

 The teacher librarian should also be familiar with review procedures which would be in place for responding to changes in school or department policies, parent or caregiver concerns, new legislation, the obsolescence of some materials, and the development of new materials and  new media.

Another aspect to consider is the budgeting parameters of the school.  The ideal solution would be to maintain and increase the budget for the school library. One concept is to place budget requests in terms of student expenditure. The idea is to use the average resource prices and compare with the amount that was spent per student. Another one is preparing projected budgets that show student population and expenditures. This allows the teacher librarian, in consultation with the principal, to prepare a budget for the library program. Yet another idea is to take advantage of outside funding to enhance the budget wherein the parents, community groups and business partners are helpful sources for funding. (Young, 2008 p.26-27)

Electronic information resources are assessed using the general criteria identified by Hughes-Hassall and Mancall ,but are also closely evaluated before acquisition against a number of specific criteria relating to the nature of the electronic content. These include format, access capabilities, licensing and technological requirements. Some of these specific criteria are identified below:

The technical requirements would include some of the following: that the product preferably be web based and able to be networked, that there be IP filtering or proxy authentication rather than password, that the product be able to be monitored and at times restrict concurrent usage , and that it does not involve use of persistent cookies.

Functional criteria would include that the e-resource interface be user-friendly, easy to navigate and intuitive; that there be provision of guidance through menus, help screens and tutorials and have an acceptable response time.

Licensing should allow institutional wide access and/or remote user access; protect user confidentiality and privacy; have satisfactory warranty/indemnification clauses and have satisfactory conditions of renewal/cancellation

The resource should be compatible across a range of platforms and should be compatible with existing hardware and software supported by the library. Consideration needs to be given to the additional cost of acquiring, installing and supporting the appropriate software or
multi-media components. (Johnson, 2012)

The publisher and/or vendor should be reliable and stable, provide adequate support materials and training, provide a trial period on request for evaluation and provide regular updates of any database changes/additions/deletions.

New elements are influencing library collections today. These include: open access, Web 2.0, and globalization. Each of these elements affects how and what the library owns, leases, or uses. It is important for teacher librarians, in collaboration with other professional staff,  to select and acquire resources that current and support the learning and teaching needs of the school community.

Hughes-Hassell, S and Mancall, J. (2005). Collection management for youth. Chicago: American Library Association

Johnson, S. (2012). Key issues for e-resource collection development: a guide for libraries, IFLA Acquisition and Collection Development Committee.

Kennedy, J. (2006). Collection management: A concise introduction. Wagga Wagga: Centre for Information Studies

The Western Australian Department of Education .(2013). School Library Support: Managing and resourcing school libraries.

Young, R.R. (2008). Eight easy steps to maintain and increase the library media center budget. Library Media Connection, 26(4), 26-27.