LIBE 463 Theme 5: Acquiring Resources for Your School Library

Theme 5 – Acquiring Resources for Your School Library

Chapter 6: Selection

 “The school librarian’s professional responsibility is to ensure that appropriate policies are in place” (Mardis, 2016, p. 57). This includes both a policy for selection, and a process for reconsideration for challenged materials. Mardis points out once again the importance of a team-based approach in creating these policies. “This process presents an opportunity to explain the school library’s role in the educational process, to emphasize the importance of a commitment to intellectual freedom, and to discuss the process of providing access to information” (Mardis, 2016, p. 57).

Chapter 6 outlines elements to include in the selection policy document including; statement of philosophy, selection objectives, responsibility for selection, selection criteria, gifts, policies on controversial materials, and request for reconsideration of materials (Mardis, 2016, p. 58-64). I found the extended discussion and request for reconsideration of material forms helpful.  I also realized that I need to educate myself more fully on the principals of intellectual freedom (this should be internalized, as it is the starting place in discussions in addressing challenged materials).

The TL’s role also includes choosing materials for the library collection. Mardis includes information about the selection process as well as outlines potential selections tools (and the strength and weakness of each) (Mardis, 2016, p. 73). I think my preference would be to personally examine as many of the items as possible. Mardis notes that “this can be done at conferences, special exhibits, examination centers, and by requesting materials for preview” (Mardis, 2016, p. 73). I have also found social media to be a valuable resource to consider in choosing library materials. Many people who are dedicated to expanding library collections post amazing resource reviews (linked to curriculum) on Twitter, Facebook or their blogs. For example, I love following Adrienne Gear to find out about the latest in picture books.

Chapter 9: Acquisitions and Processing

Mardis writes that “the acquisition plan for school library materials must match curricular priorities. The school librarian must be able to show that the selection of new materials meets the collection development plan” (Mardis, 2016, p. 126). Policies and procedures on both the acquisition and processing of new items for the collection ensure items purchased fit the selection criteria, consider budget constraints, utilize district procedures for specific purchasing agents/vendors, and consider input from teachers, administrators, and students (Mardis, 2016, p. 126).

Mardis lists details of distribution systems including jobbers and then lists the steps necessary to acquire a new item (from ordering to receiving), and in preparing the item for circulation (Mardis, 2016, p. 128-133). I appreciate the detail in this chapter as it will be a handy reference when I move into a TL position. I’ve noticed some cataloging discrepancies in my school’s cataloging system with the graphic novel collection. Some books are in the 741.5 section and others are marked GN, I wonder if this will be changed at some point.

Mardis also notes that “another way in which materials can be acquired (temporarily) is by borrowing them from another library” (Mardis, 2016, 137). Interlibrary loans are used quite frequency in our school to borrow titles not readily available in our own collection. Teacher borrowing limits are also increased to 60 items at the public library with a special teacher loan card update (all you need to show is your school ID). The TL at the school where I used to work would frequently borrow items from the public library on behalf of teachers in the school and would pick-up and drop-off the items.

Chapter 16: Fiscal Issues Related to the Collection

Mardis writes that “very few persons become school librarians because they have a special interest in developing budgets; however, budgeting is an important part of the program administration role of school librarians” (Mardis, 2016, p. 259). The list, outlining Dickinson’s three-point cycle (knowledge, planning, and implementation), creates great questions for consideration in collection development (Mardis, 2016, p. 259-260). Mardis also includes a variety of alternative funding ideas including fund-raising, grants, and crowdfunding (Mardis, 2016, p. 263-266). This year our school used Scholastic Book Fairs to raise funds for our library and we also acquired items through a LLC Innovation Grant geared towards ADST.

Selection Tools/ Reviewing Sources to Guide Purchasing Decisions

I have not yet had the opportunity to make purchases using selection tools or reviewing sources. However, I have (as a teacher) been involved in several “panic-driven” material purchases over the years (when there is money left in the budget at the end of the school year that needs to be spent or we lose that money for next year). Items to be considered were brought in (mainly textbooks and student books) and we needed to “examine” the materials and make a decision by the end of the school day. Unfortunately, snap decisions like this were often poor and the materials were largely unused within a year, or teachers were upset that they had to use materials that didn’t work. We had no time to use proper selection tools or reviewing sources. To me, better planning would have resulted in a better allocation of funds and in purchasing materials that would be used for many years. Piloting some of these items would have also allowed teachers to try them out before “the big purchase” was made.

A Selection Committee

I have not had the opportunity to include others in the selection process or work with a selection committee. I have, however, worked with other teachers to promote materials discovered during a course or Pro-D Day that we’ve put forward for consideration for school purchase. Materials for “6+1 Traits”, “Reading Power”, “Café”, “Daily 5”, “Words-Their-Way”, and math resources created by Carole Fullerton were all recommended by teachers and then purchased as teacher resources. Because the teachers saw these materials in action and were taught how to use them, they were much more likely to be utilized in the classroom.

Sometimes the TL would get samples of books from different publishers and the teachers would be invited to review these samples before purchases were made. An entire collection of fantastic nonfiction science resources on simple machines were purchased in this manner. The TL was aware of the curriculum and knew there were gaps in the upper-intermediate science resources, so she was always on the lookout for books in these areas.

I think the pros of working with others is that those who will be actually using the materials (or have students that will be using the materials) will be more likely to select appropriate items that will be utilized. Because of the redesigned curriculum, I think it is especially important for teachers to have a voice in selection as they begin to discover gaps in the collection based on the new content and emphasis on competencies. The shift in curriculum should be reflected in library selection. The potential cons of including others in the selection process is always the “time” factor.

Selecting Materials

I think some of the ideas mentioned above (using a selection committee) can help guide good fiscal choices in making library budget and purchasing decisions. Knowing teacher unit plans may also help see what areas should be prioritizes (ie. if all the grades 5-7 classes are participating in the fall Student Vote experience, checking the government section would be a great place to start). I think systematically weeding of the collection would help the TL know the library resources and get an idea of where there are gaps based on curricular needs. Working with teachers as they plan units can also help direct money in the right direction.

Inventory

I interviewed our TL to find out a bit about how inventory works in our district. Because of the TL cutbacks, a proper inventory of our library has not been done in over 10 years. Lack of a FT TL, no library technicians, a heavy workload, and often the help of only students and parents have made the inventory process difficult. Even with automation, it’s important to inventory the collection on a regular basis because some books end up in resource or teacher rooms and may not be counted in the collection. Knowing your collection helps you get a feel for what you have and helps you make better choices in future selection.

Purchasing

Our TL purchases many of our books from the United Library Warehouse. She says they give us a 20% discount, have a huge warehouse (with two sales a year), free shipping, and if you want something and they don’t have it, they will find it and bring it in. They also have an Adrienne Gear wall which is updated frequently. Our TL also uses local bookstores like Blackbond Books and KidsBooks. She notes that KidsBooks does an exceptional job of helping you choose a book based on a specific interest and criteria (no matter how obscure). She also uses Scholastic, but mainly during the book fairs. One interesting piece of information is that TL’s are generally discouraged from buying from Amazon, and are not supposed to use their personal credits cards for large purchases.

Sources our TL has used for purchasing non-print materials includes Presse Commerce (a company based in Quebec).  They offer great discounts for magazine subscriptions because they sell extra copies or copies that are one month late. This year our TL bought magazine subscriptions in bulk, but ended up buying an adult magazine by mistake called “Thrasher”. She thought it was a teen skateboard magazine, but it had inappropriate language and images. She is not too sure if she will deal with the company next year mainly because they are difficult to get ahold of because of the time difference. Our school carries magazines like Chirp, Chickadee, and National Geographic, but our TL is planning to purchase more subscriptions for next year.

Digital Databases

Our district has 15 databases accessible to staff (and many to students).

Clicking on “Other Online Databases” reveals the following….

Students frequently use Tumblebooks, and I have tried using the encyclopedia and National Geographic sites with my own class for research projects. NoveList is a new resource to our district, and our TL introduced it to our grades 4-7 classes this last week of school to encourage them to use it over the summer. I feel that many of the databases are underutilized.

Promotion of Databases

Our TL has used library blocks to introduce all classes to these online resources. Our district librarian consultant came to our school to do a workshop for teachers about all the databases and how to access and use them (including the strengths and weaknesses of each database). We have also had access to our TL to collaborate with teachers and classes during class time to use different online resources/databases and learn how to use them. I have tried using many of them, but find that time is the biggest issue. It’s often easier to do an internet “Google” search than to find information on the database. Also, if you want access to the information again, you need to create an account so you can make folders. I would like to explore these databases more over the summer months to try to really understand how they work.