Part B – Reflection
The use of ‘selection aids’ to resource a library was a key area of discovery. I stated in my blog, “I was unaware until this unit of the possibilities of any library using Pinterest to curate content!” (Blaich, 2014). Through further examination and reading I discovered the infinite resource of library-oriented voices on social media. It became rapidly apparent that there was an immense reserve waiting to be tapped. Social media, viewed through the selection criteria and specific curriculum/patron demands of the school, have the potential to enrich the collection immensely. Using this professional learning network does not replace “local judgement” (Hughes-Hassell & Mancall, p.48) and a plot summary, which does not analyse, synthesise or evaluate a text is not useful (Hughes-Hassell & Mancall, 2005, p.46) but if one wisely and widely selects from the “platforms and materials” (Palfrey, 2013, par.18) out there it can only enhance the selection process. Having such a rich professional resource, extending and embracing the wealth of information available enhances the school library collection (Bayliss, 2013, par.15). Social media’s inter-connectivity has an incredibly positive influence if thoughtfully applied and the essential role of the library is to connect people to resources. As I have learnt we lead by example developing, embracing and nurturing “new types of learning communities” (O’Connell, 2012, par. 8).
A significant issue for teacher librarians, and one which I under-estimated is the issue of copyright and how it directly affects the role of the teacher librarian. I commented, “There is so much to learn about copyright! A veritable minefield.” (Blaich, 2014) Being aware of DRM and its role in “managing downstream rights” (Iannella, 2008, p.2) is key to understanding what one can do with e-resources – copying, printing and transmitting. A teacher librarian is placed in the role of promoting and educating staff and students on copyright, especially digital resources (ASLA, 2014, par. 5). Creative commons, has become the most useful tool for students, where they can easily see how they can use a resource, if at all. Digital natives have a passion for uploading, copying, and sharing with impunity. They require as a matter of course an education in copyright and it helps if they see this through the point of view of a creator (Valenza & Johnson, 2009, par.12). Smartcopying and the Creative Commons website are critical to read and disseminate in schools – this an area of the teacher librarian’s role that is not so obvious but essential.
The rapid changing trends in technology and ubiquitous access to information is a major issue for libraries; “to resource the students with a balanced reading environment – not only from fiction to non-fiction but across all platforms, devices” (Blaich, 2014) is challenging. Learning about the scale of this technological change, how this affects school libraries and in particular how the collection is affected was significant. The IFLA Trend report (IFLA, 2013) highlights the need for information literacy and questions the roles of the library in joining patrons and information together. The provision of digital resources is a significant issue facing libraries – ebooks, the platforms used to access the resources and the minefield of licences and regulations that surround these items. Libraries have to consider not only what titles are provided to their clientele but also the cost of supporting an e-lending technological infrastructure (ALIA 2014 p.31) and how they make these demands known to management. The variety and requirements of so many different technologies is a key issue now and going forward for school libraries.
ASLA (2014) Policy Statement – School Library Bill of Rights. In ASLA- AustralianSchool Library Association. Retrieved from http://www.asla.org.au/policy/bill-of-rights.aspx
Bayliss, S. (2013, December 13). Librarians Use Social Networking Professionally More than Teachers and Principals, According to Report – The Digital Shift. Retrieved May 21, 2014, from http://www.thedigitalshift.com/2012/12/k-12/librarians-use-social-networking-professionally-more-than-teachers-and-principals-according-to-report/
Blaich, K. (2014) “Re: Libraries Curating on Social Media.” Web log Kblaich@wordpress.com. N.p., 17 Mar. 2014. Retrieved from: https://kblaich.wordpress.com/2014/03/17/libraries-curating-on-social-media/
Blaich, K (2014, April 21) Copyright questions [Online forum comment] Retrieved from: http://interact.csu.edu.au/portal/site/ETL503_201430_W_D/page/7811535f-7379-4999-007a-e8f8c8a01189
Blaich,K (2014) “Re: ETL 503” Web log comment. Kblaich@wordpress.com. N.p., 3Mar. 2014. Retrieved from: https://kblaich.wordpress.com/2014/03/03/etl-503/
IFLA (2013) IFLA Trend report. Retrieved from http://trends.ifla.org/
Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth: Responding to the needs of learners: American Library Association.
Iannella, R. (2008) Digital Rights Management Technology. Retrieved from http://www.nicta.com.au/pub?doc=764
Mount, D. (2014) Elending landscape report. Retrieved from Australian Library and Information Service website: https://www.alia.org.au/sites/default/files/publishing/ALIA-Elending-Landscape-Report-2014_0.pdf
O’Connell, J. (2012) Building a vibrant future for school library collections. In SCIS Connections. Retrieved 21 May 2014 from http://www2.curriculum.edu.au/scis/connections/issue_83_2012/articles/building_a_vibrant_future.html
Palfrey, J. (2013) The DPLA and School Libraries: Partners Focused on Digital- EraLearners. Retrieved 22 May 2014 http://www.thedigitalshift.com/2013/01/digital-libraries/the-dpla-and-school-libraries-partners-focused-on-digital-era-learners/
Valenza, J. & Johnstone, D. 2010 Things that keep us up at night. In SCIS Connections, Issue 73. Retrieved from: http://www2.curriculum.edu.au/scis/connections/things_that_keep_us_up_at_night.html