final word ETL503

Just a final note on the last assignment, apparently the marks ranged from fails - both in the assignment and the course to "a couple of HDs" with the average being about 56%.
I'm not suite sure what this says, but thought i'd share it anyway.

ETL503 final assignment notes

Just for any future students of this unit i thought I'd note down some of the points that came back from the final assignment.

Part A
- not just about comments on collection need to state what the implications of previous collection decisions are.
- also note what type of school it is in this section

A ii)
- need to identify the effectiveness and efficiency of the collecting practices
- focus on selection, acquisition and weeding and any initiatives that require working on
- relate any analysis to your readings

B Policy
- don't put in procedures
- purpose - don't put in school or library mission as about purpose of the COLLECTION
-goal - what do you wan the collection to do
- nature - benchmark the current situation and how might want to change it. Include in this bit the library Bill of Rights and statement of Freedom to Read
- resources - make sure you understand the difference between a type of resource and format of resource
- access - not the opening hours but how/where people can access the digital/online resources
- funding - who, when, who for and style (line, program etc) and how reported on (eg. to P&C)
- selection - be specific for the different resource types. Add in the copyright info here
- acquisition - what is the criteria for suppliers
- weeding - who has final responsibility and what do you do with the weeded material
- challenges to materials - the process should be complete in 2 weeks. Roy advises against parent or student involvement

hope this helps

ETL 503 assignment 2 reflection

As the blog is a reflective process and tool, i thought i'd share an abridged version of PART C.

This exercise has proved a great focal tool for assessing and examining collecting practices and the way in which these can purposely or inadvertently affect the collection, its development and ability to adequately support teaching and learning in a specific school context.

My understanding of resource management and its facets has been widely extended and the interrelationship between the collection and a comprehensive policy that inherently links to the needs of the school was both developed and reinforced. Developing the purpose and goals of the collection forced me to consider the role, aims and priorities of the collection, and if, or how, these priorities aligned with the needs and expectations of the School and library users. This consolidated concepts raised in assessment 1 and Hughes-Hassell and Mancall (2005) and Bishop’s (2007, 2007a) approach and focusing on understanding the user and their needs.

The importance of gaining a thorough understanding the collection and its strengths and weaknesses was reinforced as essential to assessing what the collection priorities need to be. This is linked to an increased understanding of the relationship between evaluation, priorities for the collection and learning and teaching outcomes and the way in which knowledge of these are imperative to writing effective policy, without which the policy simply reflects the current status rather than providing a framework for the future.

Perhaps the most profound outcome of undertaking the assessment of the School collection and policy (or lack thereof) was the absolute necessity to weed the collection and the importance of having this as a key element of collection management (Baumbach and Miller, 2006) which again highlighted the need to evaluate the collection, an area of collection management that until completing this task I had neither adequately considered nor assigned the central role in collection management it deserves.

REFERENCES

Baumbach,D & Miller, L. (2006). Less is More: A Practical Guide to Weeding School Library Collections. Chicago: ALA Editions.

Bishop, K. (2007). Community analysis and needs assessment. In The collection program in schools : concepts, practices and information sources (4th ed.) (pp. 19-24). Westport, Conn.: Libraries Unlimited.

Bishop, K. (2007a). Evaluation of the collection. In The collection program in schools :

concepts, practices and information sources (4th ed.) (pp. 141-159). Westport, Conn. : Libraries Unlimited.

Hughes-Hassell, S., & Mancall, J. (2005). Collection Management for Youth: Responding to the needs of Learners. Chicago, IL: American Library Association.