5+Collection+Management

=Collection Management=

Excellent Teacher Librarians...
An effectively managed library will enable students and teachers to access resources and services that have been discerningly selected and developed to meet their educational needs and interests. To do this, TLs must develop and implement processes and procedures that ensure: library staff are available to assist students and teachers with their needs; the selected and stored resources are relevant, current, appropriate and engaging; the resources are easily searched for and located in order to facilitate maximum use (ASLA, ALIA, 2001, p. 35 ); the library budget is developed and allocated with keen insight and good judgment; resources and services are evaluated so as to assure their quality and meet the changing demands of students, teachers and the curriculum.
 * 1.4 || // have a specialist knowledge of information, resources, technology and library management // ||
 * 1.4.1 || //understand that professionally managed and resourced school libraries are crucial to the achievements of the school community// ||
 * 1.4.2 || //have a rich professional knowledge of national standards for library and information management// ||  ||
 * 1.4.3 || //have a comprehensive understanding of national standards for information retrieval// ||
 * 2.1.2 || //provide access to information resources through efficient, effective and professionally-managed systems// ||
 * 2.3 || //provide exemplary library and information services consistent with national standards// ||
 * 2.3.1 || //ensure that the library's policies and procedures implement the school's mission// ||
 * 2.3.2 || //provide exemplary reference and information services to the school community// ||
 * 2.3.3 || //strategically plan and budget for improvement in library and information services and programs// ||
 * 2.3.4 || //apply information management practices and systems that are consistent with national standards// ||  ||
 * 2.4 || //evaluate student learning and library programs and services to inform professional practice// ||
 * 2.4.3 || //measure library resources, facilities, programs and services against current policies, standards documents and benchmarks// ||
 * 2.4.4 || //use evidence to inform programs and services// ||

Utilisation of library management policies enable TLs to demonstrate “systemic, efficient and economic stewardship of library resources” (Johnson, 2004, p. 2) and thereby, strive to exhibit exemplary professional standards. The development of the “Smart Goals” and strategic plan documents at site 1 contribute towards this endeavor. These documents were developed through the collaborative efforts of all the library staff and identify the need to employ formal and informal planning strategies. As a consequence, the library staff meet each term to discuss the management processes and procedures in order to meet desired outcomes. These meetings complement the daily planning and decision making that normally occurs (Johnson, 2004, p. 65 ).

One of the key areas of need identified within the strategic plan at site 1 is the development of library management policies. To date, there have been no policies regarding collection management or development, however, an awareness of the importance for these policies has led the TL to consider developing these this year. The TL claims that there has never been the time nor a real need for collection management policies, stating the reasons that: no resource at the school has ever been challenged; there is a very generous budget that allows her to “effectively resource the library”, meeting the demands for the curriculum as suggested by the class teachers; she has never had to justify her spending of the budget to the school council or finance department; she utilises one local, reputable bookstore for almost all book acquisitions; the library technician is capable and experienced in using Oliver and SCIS catalogues; and new library staff learn the management procedures “on the job.”

Low library staff turnover and a generous budget are the prerequisites of such an ad hoc approach to library management. At site 1, the use of the management software “Oliver” that allows the “ultimate flexibility, efficiency and control” over information (Softlink, 2010 ), the development of a well-designed intranet and the “application of national standards to the cataloguing of information sources” (ASLA, ALIA, 2001, p. 35 ) based on SCIS, which “ensures the quality and consistency of access to curriculum resources” (Queensland Government, 2010 ) are familiar to most experienced TLs and library technicians. The procedures in organising the resources for cataloguing, preparing and shelving are easy to employ and the use of a modern scanning system, student barcode cards and automatically generated overdue notices make the circulation process simple to implement.

The procedures and services that are unique to the school pose the greatest challenge for staff and are in need of clarification through policy. Such policies “provide control and consistency” and a clear and carefully articulated rationale that demonstrate accountability, present a plan for the careful management of resources and justify the funding of the resources (Johnson, 2004, p .74 ). Currently, there are no processes to evaluate the effectiveness of the resources and services on improving student outcomes. Utilising some of the features of “Oliver” to access data on borrowing preferences is the extent of evaluative procedures employed. The TL was unable to describe how the collection was comprised and although she was aware of how to access data to assist her in culling, she relied on yearly stocktaking which usually targeted only certain sections of the very large collection. As a consequence, the collection is not assured of its currency and quality. Resources purchased through the library may be stored in various places throughout the school, including classrooms. These “satellite resources” are borrowed through the library and the class teacher is responsible for the stocktake of these items and are not followed up by the TL each year.

In a very busy library, it is essential that clear and concise policies that govern the management of the library are implemented by all staff. This will ensure that the outcomes are supportive of the philosophies of the school and that the quality of the services and resources are maintained. Henri’s (2010) suggestion that “the vast majority of independent schools showcase great, well-staffed and well funded libraries... they sell their schools this way” is true for site 1. The library is likened to the science labs, performing arts complex or sporting facilities: monuments which demonstrates the school’s “quality”. The measurements used to evaluate the impact of the library on student outcomes are quantitative: how many books are borrowed; how many computers are available; the size of collection - all a factor of financial input due to a generous budget. There is a need to identify the “value added” by the library resources and services to the students’ outcomes. Only through careful and explicit library management and planning via clear policy development and implementation can the library services be improved and the question “to what extent does this library make a difference” be explored.