Assignment6LIB463Finalreflection


 * Final Reflection**

As I reflect back over the assignments and the issues related to the selection of resources I cannot help but think about the complexity of this aspect of a teacher-librarians job. I know I am doing a good job at both my schools and my experience and common sense typically guides my practice. I have been working as a teacher-librarian for five years and every year the job has become more complex. Now, after completing this course I realize why I am feeling this way. With each theme I was filled with a little more insight about how each component of resource selection fit together. From a personal perspective this insight made me feel that if given the sufficient amount of time I could be doing a much more effective job. However, that is not the reality so consequently I must figure out a way to be effective in the time allocated.

At the onset of this course we were asked to identify and focus on a particular curriculum area and grade area as we worked through the assignments. The area I chose was based on a legitimate need that I had recognized in attempting to service teachers. Consequently, the process for me was an authentic learning experience and I was able to work on my collection in conjunction with the course work. This process helped me to see where my current practice has been effective yet more importantly, where I could modify and improve my practice.

The initial assignment involved looking at the specific curriculum guides helped me to recognize one aspect of my current practice where improvement would make me more effective. Prior to this exercise I had not realized how helpful it could be to closely know the curriculum goals, particularly in the areas of social studies and science. I feel I know a bit about the various curriculum areas but I realize taking the time to become more closely acquainted with the socials and science learning outcomes could help me. I am going to make it a goal to look more closely at the PLO’s for each of the grades in the topics of socials and science. Then choose one grade for each curriculum area to focus on for each term and implement a focused collection analysis. I will be putting the plan in the handbooks at both my schools. By recording or documenting the plan the next teacher-librarian can determine what work has been done and hopefully carry on the work. As mentioned by Michelle Martinez “Each librarian leaves his or her mark on a collection over a period of time” [1 1 and I want to leave a positive mark. Although Michelle was referring to the potential for our personal likes and dislikes to impact the collections we work in, her quote resonated with me as I have worked in so many libraries. In two of the libraries I have taken over, my predecessors had worked there for a number of years. In both libraries not only could I identify their likes and dislikes but also neither one of them had left a collection plan. I recognize the benefit of a written plan and have set a goal to start a collection development plan using the work from this course and move forward from here.

The second assignment required us to look at the community we are serving in order to determine how we can best support them. Martinez mentions the obvious that “the important thing to do is support the community” [2 2. However, I believe it is easy to loose sight of that essential goal. In my situation, my primary day to day task is to teach library classes for students in order to allow classroom teachers to receive the preparation time entitlement. Consequently, there is very little time left for the collection development piece and very little time left to think about the specific needs of the community of students and teachers. The community analysis assignment forced me to stop and think about my job in the big picture. Working in two schools is very challenging because I have two sets of staff and two sets of students. Although, the two schools are in close proximity to one another, the specific needs of each community are very different. Additionally, I am only in each school two and a half days of the week. I feel I am not supporting their day to day needs in the classroom as I only have a handful of teachers that come to me on a regular basis. Also, I only ever have a handful of students that will ask about materials for their projects. Primarily, the students ask for leisure reading materials. Although, I do invite input from the teachers and students I receive very little feedback. I believe my goal to more closely examine the curriculum goals for each grade may help me to understand the challenges faced by the teachers. I may be able to approach the teachers with ideas about the resources we have that will support them in their classroom. This will be an ongoing work in progress as I consider ways to show them I can support them.

The final assignment invited us to play with an extremely generous budget to find resources. Thinking about the amount of resources I was able to acquire with that amount made me realize how tiny my own budget really is. Additionally, the readings also made me think about my budgeting process. I have never been asked to submit a budget. However, I have come to realize, as Doug Johnson states “I have an ethical obligation to submit a budget even if it has not been requested or the chances of it being fully funded are slim.” [3 3 Up to now I spend as needed and I do believe I make wise choices. I discover areas that are lacking in the collection and attempt to fill them in each ordering year. However, I realize that having a budget or a plan would be beneficial for my libraries. As Bishop mentions “budget allocations are based on student enrollment” [4 4 In our district the learning resource budget is based on student enrollment and the library budgets come out of the learning resource budget. Additionally, some schools receive additional funding from the parent group.

So far in the schools I have worked in the principals have not asked me for a budget or a breakdown of expenses. I have been given the professional autonomy to spend as needed. However, after working through the collection analysis process I can see how creating a budget and a spending plan would be beneficial. One of my schools does have a parent group that could be open to allocating additional money. As Bishop mentions “budget request related to student learning are likely to be successful” [5 5. If I present a report similar to what we used in the collection analysis assignment highlighting deficiencies the parent group and possibly the principal may be open to allocating some additional funds.

Previously, I had not thought about collection development as a cyclical process beginning with weeding. Formerly, experience and common sense guided my practice. I would weed resources based on appearance or age and I would make a note of what should be replaced. Prior to this course I had not completed a focused weed. Additionally, I could relate to some of the justifications for “avoiding” weeding that Bishop mentions. For example “Someone may need this in the future” [6 6. However, after I had completed the circulation statistics and reflected upon the findings I came to realize that if no one had used the resource in the last five years it is unlikely that anyone would use them in the next five. After closely looking at the resources and knowing they had not circulated I felt more secure making to weed.

The weeding process then in a way became an inspirational process. After getting rid of the ‘dead wood’ I was motivated to find new items to fill the shelves. In my situation I do have budget money remaining and I will be ordering some of the items from my shopping list for the focus library as well as my second library. The process of acquiring new resources is the best part of the job, yet it can also be the most stressful. It is fun to shop, yet it becomes stressful as I am trying to meet the needs and desires of so many people. The elementary schools have limited budgets especially the smaller ones. Yet we face tremendous challenges making selection choices given our limitations.

Of all the assignments I felt most comfortable with acquisitions assignment. I know the text style and features I want in any of the new non-fiction books that I purchase. Additionally, I am very familiar with the typical ordering process. As Bishop states, “dealing with jobbers has many advantages”. [7 7 I know my situation is almost perfect when it comes to purchasing and processing. However, reading the many posts about finding books on Amazon and acquiring titles through online books sellers made me appreciate my desirable situation even more. Bishop mentions in the list of benefits “the provision of processing and cataloguing services” [8 8 In my opinion this benefit is extremely important. Bishop mentions ‘some jobbers offer online services” [9 9. I have recently started using this option and am very impressed with the convenience of the service.

Bishop refers to each step of the process in acquiring resources; ordering, receiving, record keeping and processing. These activities take a great deal of time and organization. I often hear comments from fellow colleagues mentioning that I have the best job because I don’t have report cards. My response is always the same; yes, but I have book orders. Bishop outlines the process of each step necessary in acquiring materials. As I was reading through the necessary steps for acquiring materials my feeling that ordering materials is equally an onerous task as writing report cards was affirmed. I am certain many of my colleagues feel I have a ‘fun’ job shopping for books. However, I am equally certain many of them do not consider the responsibility we have for spending district funds and maintaining the tremendous inventory of resources.

Bishop’s chapter on acquisition briefly mentions ‘processing activities.’ [10 10 In my opinion the processing piece is an equally daunting aspect of the entire collection development cycle. My experience includes seven years as head cataloguer for the Surrey School District. Cataloguing and preparation of materials for circulation as stand alone teacher librarian would be very challenging. Acquiring resources through suppliers such as Amazon for the sake of cost seems very misleading. I believe new teacher-librarians should be encouraged to make use of book jobbers rather than retail suppliers. Although retail suppliers such as Amazon may seem cheaper, the benefit of receiving processing and MARC records would considerably out weigh the small savings. The freedom to choose unlimited resources during the selection assignment did help to move me out of my shopping ‘comfort zone’. Formerly, I used a particular set of publishers. During my hunt for resources I discovered the fabulous resources produced by Weigl. I have made a request to receive the catalogue and look forward to incorporating their resources into my collections.

I appreciated Bishop’s comment regarding circulation and promotion of the collection. “The best school media collection is of little use unless the materials in the collection are being promoted and circulated to staff and students” [11 11 For me, this statement sums it all up. I could do a really great job of buying resources and maintaining the collection, but if nobody is using them what is the point.

As previously mentioned my primary responsibility is teaching library classes to allow for teacher prep. time. The benefit to this schedule is that each student from Kindergarten to Grade 5 is guaranteed forty minutes each week in the school library. The downside is that the students in Grades 6 and 7 as well as the teachers have limited access to the library and to me. The upper intermediate students have weekly book exchanges scheduled but the time is limited. The students that I see on a weekly basis receive plenty of information about new titles and series. However, in my opinion, the older students do miss out due to the lack of time available for book promotion. I make an effort to get around to the classes to do book talks but it is very challenging to schedule these in. I agree the one way to reach all the students is via an active exciting website. [12 12 Yet, I believe that too needs ongoing promotion. The students check it out for a while and then I think they forget about it. I am not sure how to keep the interest going given my limited time in each school.

I really liked some of the reading promotional ideas Bishop presents. The “Where is the principal reading?” [13 13 would be a fun event. I would consider involving many people and invite staff and students to submit pictures of themselves reading in different places. Other students could submit guess to identify the locations. As I reflect back over the goals I have identified I feel somewhat overwhelmed. The teacher-librarians job is incredibly rewarding and exciting. Yet, it can also feel as though the work is never ending. The collection development aspect of the job is really only one component of a very complex job. However, as discussed by doing it effectively and efficiently the entire library program will benefit. I am looking forward to implementing my goals and witnessing the patrons reap the benefits of my work.

Bibliography Bishop, Kay. //The Collection Program in Schools : concepts, practices and information sources.// Fourth edition. Westport, CT : Libraries Unlimited, c2007.

Johnson, Doug. Budgeting for mean, lean times. Retrieved from [] April 10, 2011.

Martinez, Michelle. The Collection isn’t yours : balancing personal agendas with library adgendas. LIScareer.com. Career strategies for librarians. Retrieved from [] April 10, 2011.

[1 1 Martinez, Michelle. The Collection isn’t yours : balancing personal agendas with library adgendas. (LIScareer.com. Career strategies for librarians.) Retrieved from [] April 10, 2011. [2 2 Martinez [3 3 Doug Johnon. Budgeting for mean, lean times. Retrieved from [] April 10, 2011. [4 4 Kay Bishop. //The Collection Program in Schools : concepts, practices and information sources.// Fourth edition. (Westport, CT : Libraries Unlimited, c2007). p.207 [5 5 Bishop p. 208 [6 6 Bishop p.124 [7 7 Bishop p.108 [8 8 Bishop p.108 [9 9 Bishop p.108 [10 10 Bishop p.115 [11 11 Bishop p. 129. [12 12 Bishop p. 135. [13 13 Bishop p. 137