2.3+Library+and+information+services+management


 * Library and information services management**


 * Excellent teacher librarians:**


 * 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.**

In order to develop and maintain 'a relevant, dynamic and responsive collection' which effectively supports the curriculum, caters for the developmental needs and interests of students, and enables teachers to access recent curriculum and professional materials, it is essential for teacher librarians to carefully plan and implement procedures for collection development ( // Learning for the future, // 2005). Explicitly expressed in the Mission Statement, and in line with best practice, teacher librarians at site 1 "provide services and curriculum resources of the highest quality and relevance" to support curriculum needs and the competencies of all students.



The Head of Information Services has identified the need to update the policy at site 1, as the current policy was produced in 2006. This will is one task I will endeavour to complete this year, in collaboration with the other teacher librarians at site 1. A policy that is 'developed collaboratively as part of the school's ongoing planning and review process' should ensure information resources meet the curriculum needs of the school, and effectively contribute to improvement in student learning (//Learning for the future,// 2005). Policies are essential for assessing the library and its performance, identifying its users, assigning responsibilities, missions and objectives and determining strategies to improve it. (Boyd, 2006). In my professional practice, I would look to develop a policy that is used and amended on an on-going basis to ensure the reference and information services continue to enrich and support the curriculum, and meet the recreational, educational and professional needs of staff and students.

The collection at site 1 includes books, periodicals, newspapers, kits, audiovisual resources, posters and prints, maps, games, computer software, internet sites, and online electronic databases. The size of the collection (48,000) is far in excess of the recommendations made in //Learning for the Future (2005)//, and although these benchmark figures are rather dated, they suggest that students at this site have access to a diverse and comprehensive collection of information resources. The Head of Information Services at site 1 is responsible for selecting online databases and these are reviewed every year. A brochure detailing accessibility to online databases is issued during orientation sessions at the beginning of the year, and made available to the wider school community via the school newsletter. Currently students have access to Electric Library, Expanded Academic, and Echo.

Maintaining a collection of relevant resources is an ongoing and essential component of collection development. At site 1, the teacher librarians strive to ensure there are quality resources specific to curriculum and individual requirements, and the library budget of $68,000 supports this more than adequately. The collection is developed collaboratively, with the various Heads of Departments, teachers and the teacher librarians working together to ensure the quality and relevance of the information resources. The objectives for resource selection at site 1 are outlined in the collection development policy, and on the whole, reflect the guidelines stated in //Learning for the Future (2005).// The non-fiction and teacher reference collections at site 1 are both well over-due for weeding; it has been over 3 years for teacher reference, and at least 4 years for non-fiction. The fiction collection was thoroughly weeded in 2009, culminating in a large book sale with proceeds donated to charity. A strategy I would employ in my professional practice would be to enlist the help of departmental heads to identify any outdated items in the collection that are of no further value at this site. I would look to weed the fiction, non-fiction, and teacher reference collections in rotation, thus ensuring all items are appraised every 3 years.


 * 2.3.4 apply information management practices and systems that are consistent with national standards.**

As stated in //Learning for the Future// (2005), 'Efficient systems, effective use of technology and the availability of staff with the appropriate expertise contribute to a user's ability to gain access to information.' If users are to benefit from developments in technology, there are minimum standards with which to comply (Learning for the Future, 2005). Despite the lack of an official 'collection management' policy at site 1, the teacher librarians ensure the accessibility of information resources for all users. At present there is adequate access to the OPAC (Online Public Access Catalogue) at designated enquiry terminals, with 8 available in the site 1 library, but often students are unable to initiate a catalogue search without going through a logging on process. This problem can be rectified quite simply by incorporating this procedure into the morning routine, thus ensuring equitable access for all users. In my professional practice I would seek to develop my knowledge of information management practices to enable me to produce a policy that will effectively and efficiently facilitate access to information.

In terms of staffing at site 1 ; there are 2.5 teacher librarians, a full-time (38 hours per week) qualified library technician and a full-time library aide with a wealth of knowledge and expertise in children's and young adults literature. This falls below the recommended minimum staffing guidelines as stated in //Learning for the Future// (2005); this literature suggesting 3.3 teacher librarians and 126 support staff hours per week as the benchmark figures based on the number of teaching staff at this site. Having made this statement, there is always a library staff member available to offer assistance to students and teachers, and accessibility to information is further enhanced as the library is open from 7.45-5.00 pm Monday to Thursday, closing at 3.30 pm on Friday afternoons.

Centralised records of all information resources within the school are catalogued using e-Library, including both print and electronic resources. e-Library provides access to information resources through author, title, subject and keyword searching. Furthermore a search may be made for a specified media or a sub location within the library itself, thus ensuring enhanced access and retrieval of information. Resources that have been purchased from various departmental budgets are also required to be catalogued in the library. A qualified library technician is largely responsible for cataloguing resources at site 1, utilising SCIS (School Catalogue Information Services) where possible. The teacher librarians are also very competent with the cataloguing process; having a sound knowledge of both curriculum and information services. I would like to increase my level of expertise in the area of information management and develop a policy to provide guidelines that can be followed by all library staff to ensure the effective and efficient cataloguing of resources. This would include developing a procedure manual for the management of audiovisual resources, to include guidelines for recording, editing and inserting into Clickview; currently the responsible of one of the teacher librarians at site 1.

The school library at site 1 effectively connects with the school learning community through v-Knowledge, available to all members of the school community via a link from the library website. From here, the availability of resources can be viewed, and reserves may be placed if an item is unavailable. What is lacking at this site is the development of staff and student competencies in using v-Knowledge, and this is one area I would address through professional development opportunities and collaboration with teachers.