ETL507 Placement Report

Bishop David L. Walker Library, Pennant Hills: 12^th-23^rd January, 2015.

 PART A

I undertook my placement at the Bishop David L. Walker Library (BDLW Library) situated in Pennant Hills. The library is an information resource associated with the Diocese of Broken Bay, and the Broken Bay Institute. It provides accessible religious resources for adult faith formation and pastoral formation in the Catholic tradition.

 In this part the role of the library, users, collections and access provided to collections will be discussed.

 The Role of the Library

The library has been an entity, in various forms, for over 30 years. In order to understand the role of this library it is important to know some of its history.

 In 2003, the library of the Educational Centre for Christianity (ECCS) was gifted to the Diocese of Broken Bay (DBB) to serve the needs of the Broken Bay Institute (BBI), the successor to the ECCS.  In 2006 the library collection became known as the Bishop David L. Walker Library (as the initial collection was the Bishop’s own collection), and moved to its current location at Pennant Hills.

 Originally the BBI was a member of the Sydney College Divinity (SCD), delivering undergraduate and postgraduate degrees. In 2009, BBI moved its accreditation to the University of Newcastle, delivering post graduate degrees only. The library works closely with the library staff at the University of Newcastle to ensure students and staff are able to easily access relevant resources.

 The library mainly services the needs of the BBI as a distance provider of theological higher education. It now also serves the diocesan community in various forms, as a resource for ministers and laity in the region.

 The Library Professional Memberships are:

ALIA-institutional membership, ANZTLA – Australian New Zealand Theological Library’s Association - National and NSW chapter, NCRCN-National Catholic Resource Centre Network.

 Users

The library caters for a variety of users:

·         Staff and students of The Broken Bay Institute (these students are mainly online and distance education students)

• The Broken Bay Diocese Community i.e.: Priests, deacons, pastoral workers, catechists, teachers and parishioners
•  Staff and students of the Sydney College of Divinity
• Staff and students of the University of Newcastle
• Members of the public (those living outside The Broken Bay Diocese or not belonging to a Broken Bay parish) upon production of identification and payment of an annual membership fee of $30.
• Non-members can also walk-in and use resources on the premises without borrowing.

There are currently approximately 1752 library members. 525 are active members and the rest are currently inactive. The numbers fluctuate over the academic year. Some of the deactivated accounts are likely to become activated again if borrowing resumes. Ideally membership would be deactivated at the beginning of each year if someone had not borrowed for over a year. The next step in the process is to identify very old student members, who are unlikely to study or have left the diocese and remove their accounts permanently.

The Library Collections

The library has an excellent academic collection relating to subjects such as Christian Theology and Ethics, Biblical Studies, Christian Spirituality, Philosophy, Church History, and Interfaith Dialogue, mostly between Dewey Decimal Classification (DDC) 200and DDC 282.03. 14,000 books are kept on the shelves and 3,000 are kept in Stack. The collection also includes a range of books and audiovisual resources in the subject of Catholic faith and life to support individuals, catechists, pastoral workers and the wider Christian community.

 The library actually encompasses five collections

·         The Broken Bay Institute Collection

This collection contains approximately 85 percent of the whole library’s resources. The primary goal of this collection is to support The Broken Bay Institute’s academic programs, in both the teaching mission of the BBI and research needs of the faculty.

 Responsibility for selecting material is shared between the library and faculty staff. Students are also invited to make recommendations on purchases with the final decision being made by the Dean of Studies and/or Selection Committee.

Upon purchase the resources are sent to the library for processing.

·         The David Walker Collection

The bulk of this collection is composed of materials from Bishop David L Walker’s personal collection. Books are added to this collection from the Bishop David Walker Fund, the Diocesan fund and the BBI fund. Some items that were donated by the Bishop, but no longer relevant or in little demand, are kept in the Stack.

·         The Confraternity of Christian Doctrine (CDD) Broken Bay Collection

The CCD supports Catechists in the Diocese with resources to assist them in the classroom, when delivering Religious Education to catholic students in State Government Schools. This collection is composed of children’s fiction and non-fiction, bibles, posters, music CDs, DVDs, big books, kits, teacher activity books, puppets and soft toys.

·         The Broken Bay Diocesan Collection

The purpose of this collection is to address some needs of the wider Christian

Community in DBB. It includes resources, such as: books, CDs, DVDs, magazines,

posters: purchased from the library’s Diocesan budget as well as donations.

·         Live Giving Love Collection

This is collection contains books and kits related to the ‘Theology of the Body’. The collection was only added within the last 5 years. At this stage there are between fifty and a hundred resources.

The BBI Collection is the only one that has a ‘Collection Development including Selection Policy’. When asked, the librarian was able to answer all questions related to each collection. A future aim is to either have one written ‘Collection Policy’ for the Bishop David L. Walker Library with possibly specific sections dedicated to each of the collections that make up the library. This could be a joint effort by the librarian and personnel that have an interest in each collection. The library is now working towards a true resource centre for the Diocese, outside of its higher education purpose.

Access to Collections

It is possible to search the library catalogue from any computer, for both members and non -members.  Membership gives a user the right to borrow.

The Bishop David L. Walker Library catalogue displays resources that are housed only in the library. The University of Newcastle Library Catalogue (NewCat) displays resources that are housed in any of that university’s branches as well as those kept at the Bishop David L. Walker Library. The BDLWL librarian aims for resources, relevant to the BBI courses and located at the various university branches, to be accessed through the BDLWL catalogue as well.

BBI distance students and Broken Bay Diocese patrons can request books through telephone or e-mail. The BBI pays for the books to be sent. If the books are returned to any branch of the University of Newcastle library, then the university pays for the postage back to Pennant Hills. Otherwise, the book must be returned to the library at the borrowers own cost by the due date. The aim is to come to an arrangement, similar to that at Charles Sturt University (CSU), where the University of Newcastle or BBI, would cover postage both ways. This would then be equitable for all students.

Part B. Meeting the needs of the users

The library caters quite well for distance and online students and staff for print resources. Sierra is checked daily for off campus requests, as are email requests. As mentioned previously, books are sent out at the cost of the BBI but returned at the borrowers cost, unless returned to a branch of the UoN.

The librarian updates the various course reserve lists every semester to ensure they are up to date and uploaded to the e-reserve section of the University of Newcastle (UoN) library catalogue. She checks the copyright for every reading uploaded against all e-reserve at UoN so that it complies with the legal parameters of copyright. The librarian coordinates adding of items to BDLW library bibliographic data on Sierra Library Management System (Innovative Interfaces Inc.) at the UoN.

At this stage the BDLW library has limited online and electronic resources in its collection. It is hoped that in the future links to e-resources held at the UoN be available on the BDLW catalogue.

The BDLW library has limited space for those users that would like to spend time in the library to peruse resources or study. The public has access usually to 2 and sometimes 4 computers. There is a printer/photocopier/scanner, two large tables with chairs, a bench and some armchairs. There is a screen where you can preview DVDs before borrowing. It could be a good idea to have a CD players with headphones in order to listen to the various CDs with songs or educational materials. There is no Wi-Fi accessible to patrons. There is no area for anyone who would like to engage with the Catechist resources. This limited space is most evident when students come for seminars at the Caroline Chisolm Centre where the BBI and library are located.

The library is accessible between the hours of 8:30 and 4:30 pm when many people are working. The doors of the building are closed at 4:30pm. This is something that could be addressed in the future to allow for possibly longer access on some days.

Fortunately the library is affiliated with The University of Newcastle that has the following branches and information commons:

Auchmuty, AIC (Auchmuty Information Common), Huxley, Ourimbah, OIC (Ourimbah Information Common), City, CHIC (City Hub Information Common), Sydney Presence, Port Macquarie, Port Mac Learning Centre.

Most of the branches are open from 8:00am to 9:00 am and close around 4:00pm-5:00pm.The AIC, OIC and CHIC close around 10:00pm with 24/7 swipe card access during university semester time.

The information commons provide access to scholarly information and services in a relaxed individual or group workspace. Services include: wireless and laptop facilities, access to PCs and sometimes Macs, laptop borrowing, printing and photocopying. Rovers assist with basic IT support. There is usually a café and/or Snack and drink machines nearby.

BBI students, who live in the areas, can access/request/ receive/return BDLW library resources within a broader time frame. Students can also obtain and return resources at the Gosford Hospital and Wyong libraries at no cost to them.

Part C. Placement activities

My placement activities were well thought out and there was never a time when I was working on just one activity all day. I started with familiar activities and was exposed to one or two new activities each day. There was opportunity to reinforce and consolidate skills over the two weeks. There were times when I was working on 3-4 mini projects at one time.

Shelving – this involved sorting the books and resources, which had been checked in, and then returning them to the appropriate part of the library.

Shelf checking and shelf tidying – this was an ongoing activity. A chart needed to be filled in recording the starting Call number and the last call number completed during each session.

Front desk duties – Mondays and Tuesdays (the library assistant works from the circulation desk from Wednesday through Friday, as these are her working days)

·         answering basic enquiries in person and by phone

·         basic circulation duties- checking resources in and out, renewing resources

·         processing applications of new patrons – receiving application, issuing a laminated membership card, adding details to the patron database. reactivating the membership of users that had not borrowed for over a year

·         deactivating members – all patrons from 2011, 2012, and 2013 were deactivated unless they had borrowed in the meantime. Updating patron status

·         Checking for interlibrary loans

At the library, priority is given to student requests and users accessibility to resources.

During the two weeks I worked on activities related to the processing of books:

Checking Donations

·         checking for duplicates on the Destiny Library Management System (Follett)

·         if book had duplicates:  the call number, year of publication and number of copies was written on a post-it note and placed on the book

·         other books were placed in a separate pile

The librarian then made the decisions, based on the library’s Book Donation Policy, which books to add to the collection.

Donated and new books to the library were then processed further:

·         Copy cataloguing directly from the Australian National Library Database to locate and record call number [through ISBN search or Title search]

·         Saving records, downloading saved records, check MARC Unicode

·         End processing – labelling and covering books. Paperback books were covered in contact and hardcover books in plastic. (Not all books are covered. It is up to the discretion of the librarian based on rarity, number of books and potential usage.)

Other activities

·         Organising a display based on resources about Australia and Religion

-          locate resources on Destiny Library Management System and on shelves

-          make a poster using Publisher (new experience)

-          display resources in a meaningful way.

·         Describing and adding posters to catalogue using correct protocols. (This made ETL505 more realistic)

·         Adding item records, from Destiny Library Management System (BDLWL)  to the Sierra Management System (UoN)

·         Checking resources that were once linked to see if the website is still active

·         Writing short blurbs for 12 new resources that would be promoted through BBI ebulletins

Part D Reflection

My experience at the Bishop David L. Walker was an invaluable experience as it gave me the opportunity to understand and to an extent consolidate my learnings during my Master of Education (Teacher Librarianship) course. As this was quite a small library in terms of physical space and library personnel, one librarian and one library assistant, it was quite easy to observe how the various aspects that I have learnt are linked together. Even though the librarian had less face to face contact than a teacher librarian (TL) at a school, she still had various tasks needed to run the library effectively. No part of this library could be neglected in order for it to function successfully for its wide range of users.

Just like a school library’s responsibility is to support curriculum, one of this library’s role is to support the Broken Bay Institute’s academic programs, in both the teaching mission of the BBI and research needs of the faculty.

As a TL needs to communicate with the teachers, students and the principal in order to support the users’ needs, the librarian communicates with users on various levels. She liaised with faculty to ensure the print collection represented the subjects being taught. The librarian worked with various staff from the University of Newcastle library. In particular, The Faculty library for resource purchases and recommendations, the Digital Services Library and the lending Services. She liaised with staff from the different Diocesan agencies in order to support the various collections within the library that catered to different users.

Just as a TL uses SCIS in order obtain call numbers for its resources, this library uses the Australian National Library Database for the same purpose

The experience of being exposed to a myriad of activities reinforced the need to ensure that little detail be spared when completing all the tasks. It is as important that the correct call number is located, the right spine label matched to the book as it is to shelve the resource correctly. While shelf checking there were some instances where resources were in the wrong location and one instance where two copies of the same book had different Dewey numbers. Attention to detail is imperative in order for users to have optimal access to resources.

The leadership role of the librarian was emphasized through her various roles. She has seen the library grow and change over the years and the range of users increased. The librarian has a long term vision and is persistent in her efforts to ensure that all users have equitable access to all resources. At this stage the BDLW library catalogue displays resources located at the site at Pennant Hills. It is hoped that in time all resources relevant to users, and kept in the various UoN branches, be also have links from this library’s catalogue.

The placement reinforced the concept that the major focus of all librarians is their role as facilitator of access of information, resources and services. Effective leadership and vision is important for them to continually strive for them to continually adapt the library to the needs of its users.

ETL 505 Describing Educational Resources

Assignment 2 Part C. Critical Reflection

Information organisation is the way by which information resources can be accessed, for potentially World Wide users, through universal methods. Organisation is necessary to facilitate information retrieval (Hider, 2012, p11). Information organisation is achieved through systematic labelling, arranging and indexing of the library collection. 

The main function of libraries is to meet the information needs of its users.  Information organisation is essential for libraries as it facilitates information retrieval.  This organisation starts with physical arrangement and labelling of resources, ensuring that items with similar content are located near one another, and clearly marked.  Further to this is the necessity to index the collection, collating metadata that allows the collection to be searched through an online public access catalogue (OPAC). It allows users to access their libraries catalogue outside opening hours via the Web.  Some are also integrated with circulation records and items can even be accessed and/or reserved when the user is not onsite (Hider, p41).

Metadata standards, like the Schools Catalogue and Information Service (SCIS) in Australia and New Zealand, allow records to be shared between library systems.  This reduces duplicating the creation of catalogue entries by different libraries which is unnecessarily time consuming, and therefore costly.  Standards assist in the creation of consistent records across institutions. Since July 2013 new standard of metadata creation, RDA, has been implemented.   This new standard retains some aspects of the previous standard (AACR2), but endeavours to be user and computer friendly, and better able to accommodate online resources as well as the variety of physical resources.  School libraries can serve their communities best by maintaining a well organised collection, both physical and online, which has been selected according to user needs.

SCIS uses the Dewey Decimal Classification (DDC) system to organise library collections for information retrieval purposes. SCIS adopts the current editions of DDC as they become available. The current editions are the 23rd edition of the full classification, DDC23, which SCIS started using in October this year, and the 14th edition of the abridged classification, ADDC14.

Initially ETL505 was challenging due to the vast amount of terms that were unfamiliar to me. It was an area outside my comfort zone. I had a basic understanding of the Dewey Decimal System and limited knowledge of the role that SCIS plays in assisting Australian school libraries to provide their school community with access to their collections resources. I had no knowledge at all about how to build DDC numbers, classify items and organise resources so they are easily, consistently and systematically found.

As a result of studying ETL505, I now have an understanding of how to effectively create SCIS subject headings using the SCIS Guidelines to Using SCIS Subject Headings, Overview and Principles of SCIS Subject Headings and SCIS Subject Headings documents. I also understand the value of using the notes area of the records to add topic names to support access needs to resources that have been deemed suitable for units of work or reading programs in a specific school.

I have learned how to use the SCIS Standards for Cataloguing and Data Entry to create DDC23 classification numbers using WebDewey. I have come to value the assistance that websites like OCLCs Classify and Trove can provide when creating DDC23 classification numbers.

As information professionals, it is important to have a foundational knowledge of the above processes even if we are not doing it, for the most part, ourselves.

ETL507 Sydney 1 :July 2014 Study Visit Report

The State Library of New South Wales

Reflection
The State Library works in partnership with all the shire and municipal libraries in NSW. It was interesting to learn about the scope of object collection and that some of the libraries treasures and exhibitions actually travel throughout NSW. I was fascinated how the library collects information, in the form of brochures and other media, from some unusual locations, for example cafes. This is to ensure that future generations learn about the history of NSW. The library appeals to all demographics and there is a great deal of collaborative space. The library has not remained in the past and makes great use of new technologies as they arise to continually update its collection so that it is accessible to as many people as possible.
Evaluation                                                                                                                  Rating 5/5
The main session was well presented with general as well as specific information related to the library. The presentation about WW1 diaries was a good example of the specific pride the presenter took in the collection. The small group tour was very informative and I was able to observe the varied use of spaces within the library. Each presenter and guide promoted their specific role within the library. The staff do not only work there but are expected to share their expertise with specific groups like ours and the general public.

The University of New South Wales Library

Reflection 

As the University is a research university the library supports its students. The library is mostly digital with legacy print. The library provides easy access to content through long operating hours and services that are scalable and sustainable. There are mostly self-service facilities. The library staff are encouraged to do research as well.  The spaces within the library provide for various learning styles: from individual to group work.
Evaluation                                                                                                                 Rating 4/5
The main presentation was well executed with great detail. The power point suported the presenters points. It was easy to see the interconnection between the University and the library.

When we broke up into two groups I noticed that there seemed to be a difference in what the groups were shown. My group stayed mainly in the foyer for quite some time, then we were taken to two floors . The other group seemed to be moving around more. I felt as if I were a research student to discover things for myself.  A person who worked at this library would be prepared to have limited face to face time with its users.  This was the only library that did not have many of the traditional concepts of a library.

The Australian Museum Research Library

Reflection
As  a research library within a museum I was amazed that the librarians actually were responsible for the preservation of its resources. Museums, by their nature, have a history of preservation and one would think that there would be experts within that area to address print preservation. At the museum there seems to be more importance on the preservation of artefacts as opposed to print. The library space itself was not very suitable to adhere to the needs of the collection. It was linked to the main museum and there was no way to isolate it. There were a variety of cataloguing systems within the library. In many cases a scientist would need to rely on the librarian to locate some resources
Evaluation                                                                                                               Rating 3/5
The visit was not really suitable for such a large group of people. Maybe in the future it could be listed as one of the preferences. There was not enough space and the librarian spoke in a quiet voice. Many people had to go behind the stacks in order to hear. At one stage the other person decide to explain another area of the library. It was hard to concentrate with two people speaking at the same time

       .

AIM library. (Australian Institute of Management)
Reflection
The vision of the library was: Better Managers and Leaders for a Better Society. The libarian metioned that it was important to daily remember the vision of the organisatiion, where one worked or studied, and to align your goals with it.  In this way you can cater better for the needs of the customers. It was also important to build realationships at the level of decision makers. The librarian mainly linked its clientele to digital resources or purchased resources after discussion with managers and leaders or through reading reviews related to new publications. The library catered for clients from a very wide field of occupations.
Evaluation                                                                                                                  Rating 4/5
This visit showed how a library supports its organisation. The libarian showed her passion for the Institute and addressed the need to show how the library could be beneficial. The librarian should not wait to be told what to buy but to be a leader in the field. It was important not to make your job obsolete.

Historic House Trust library

Reflection
The core collection of the library was related to the History of houses, interiors and gardens in New South Wales. It was mainly a research library with the provision of inter-library loans. Throughout the librarian’s 4-5 years at the library she gained a great depth of knowledge related to various historical aspects of houses within Sydney and some country areas. The visit showed a great example of providing suitable resources to cater for the specific needs of the clientele.
Evaluation                                                                                                                 Rating 5/5
The librarian was extremely well prepared for our visit, considering she was a last minute replacement. It shows that most people in this library have a common vision for the library.

The person, in the area where the artefacts were stored, was also very knowledgeable in the area. It was good to compare this research library to that of the Australian Museum. It showed how a research library can be successfully organised.

 The UNILINC Library

Reflection
The UNILINC library is mainly a research management system. Three of its key staff had never worked in the library before. One of the librarians attempted to explain behind the scenes of how PRIMO works. She also explained that UNILINC customises the way information is dispalyed in accordance with the clients needs. As a result of this part of the presentation I realised that CSU has quite an advanced way for its students to locate information. We are able to more readily choose resources that have been recommended by other people and we can see abstract view as well as full-view. The CSU library allows the student to search for resources with a greater depth of accuracy, relevance and reliability. CSU has actually 102 databases.
Evaluation                                                                                                                           Rating 3/5
The presentation was very technical . It would have been better for CSU students to view some of the presentation when learning how to search for information. I personally find the CSU module more useful. The people spoke in code and used many acronyms which needed to be explained. I was very  conscious that the presenters had a time limit and were more concerned with their meeting about ALMA later in the day

Sydney Institute of TAFE –Ultimo College Library
Reflection
The main presenter proved that there was value in this library. The TAFE library was very proactive and greatly catered for its vast clientele.The librarians constantly researched ways how to make the library a more dynamic place. They not only surveyed their clients but also were able to gain insights to what their competitors were providing for their clientele. This is important in that you need to stay relevant in order to be competitive. There are many collaborative spaces within the library and various areas are devoted to specific needs and learning styles. Up to date technology is provided for as many people as possible.

Evaluation                                                                                              Rating 10/5

This was a very informative and enjoyable experience. All the personnel were enthusiastic about their library. Most areas of the guidelines for the library visit were addressed in the powerpoint presentation. The guided tour was very thorough. All areas were presented in detail and we were introduced to various staff and their roles. Sometimes the specialist staff contributed to the general information provided by the librarian leader of the group. The observer could readily imagine the wonderful interaction of students with the variety of spaces and the librarians. TAFE provides for individual learning as well for the support of library staff.

 Summary Reflection

A great library has a Vision/Mission that is shared by  most of the staff. When this occurs there is a great deal of cohesion between the staff and the library’s clientele. The main purpose is to provide the best service for its clientele. I was exposed to a variety of libraries: reseach libraries, academic libraries and a research management centre.

A good cataloguing system is also important for a library to function well. In libraries where there are many cataloguing systems or where one person has most of the knowledge there is a great deal of disorganisation.

 The use of space within a library needs to be considered in order for the clients to make the best use of the library. Libraries need to cater for diverse learners and their learning styles. There needs to be opportunity for individual as well as group sharing. The library should be us much to date with its resources as possible and use new technology as it arises. It is then more relevant to a wider clientele.

 The best libraries are those that are constantly seeking to promote themselves and change with the needs of their clientele, while at the same time staying true to their Vision/Mission or what is required of them as is the case with the State Library of NSW, the TAFE library at Ultimo and the Universityof NSW library.

 

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.

 References:
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.
http://www.ifla.org/files/assets/acquisition-collection-development/publications/Key%20Issues%20for%20E-Resource%20Collection%20Development%20-%20AUG%2016%202012_5.pdf

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. http://det.wa.edu.au/curriculumsupport/schoollibrarysupport/detcms/navigation/resourcing-the-curriculum/selecting-resources/#toc2

Young, R.R. (2008). Eight easy steps to maintain and increase the library media center budget. Library Media Connection, 26(4), 26-27. http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/detail?sid=f59ed026-3872-4c11-af01-c985f17c022d%40sessionmgr12&vid=1&hid=28&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=f5h&AN=28105985