It occurs to me that there is plenty of cross-over with aspects of collection management and the selection criteria used for acquiring resources. In fact many of the website evaluation tools are a simple extensions of those employed in selecting traditional resources (see Kennedy, 2006, pp. 50 - 53).
As was discussed in ETL 503 and raised by authors such as Hughes-Hassal and Mancall (2010) and Bishop (2007) when conducting any sort of evaluation of resources the purpose of the resources and the intended users and their characteristics must be the primary focus. In this way I agree with Herring's (2011, p. 39) assertion that educational criteria must be afforded the highest consideration.
In looking at the criteria available for use it is also worthwhile considering for whom the criteria is developed? Is it for a teacher or T-L to use in evaluating resources for students or is it designed for use by students. This distinction should colour the language and depth of evaluation required by the criteria.
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.
Herring, J. (2011) Improving Students' web use and information literacy: A guide for teachers and teacher librarians. London: facet Publishing
Hughes-Hassell, S., and Mancall, J., (2005) collection Management for Youth: Responding to the needs of Learners. Chicago, IL: American Library Association.
Kennedy, J. (2006). Collection Management: A concise introduction. (2nd ed). Wagga Wagga NSW: Centre for Information Studies.
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