Justified censorship or overly sensitive?

There’s been a great discussion on the Tassie school library listserv this week regarding the book “Six White Boomers” and whether, in light of Rolf Harris’s recent incarceration for sexually abusing a number of young girls, this book should be removed from the shelves.

Wow, this is tricky. There is no excuse, ever, for abusing children. (Or adults for that matter).

But.

Puzzle

Do we judge each book and resource in the Library by the personal lives of each person involved in its creation? At what point should external factors determine the inclusion or exclusion of an item? Secondary students studying the events of the 20th century read speeches by Hitler and other war criminals. I remember the furore when evidence was presented against Lance Armstrong, and some particularly clever responses reclassified his various biographies as fiction. Similarly the book “Three cups of tea” has since been proven to be more of an idealised parallel universe than a factual recount of Greg Mortenson’s charity work in Afghanistan.  In contemporary biographical works I find it difficult to locate titles concerning great sportsmen which are suitable for a primary school readership – many recent publications are too revealing of the warts-and-all details to be appropriate for younger readers. Thus the book content is the key factor in disqualifying these titles – give me some which skilfully skate past those more adult troubles and I will joyfully purchase them for my shelves!

It seems to me, then, that my key criteria is what is appropriate for my students to encounter first-hand. Our youngest readers, who most enjoy “Six White Boomers”, are not likely to have unrestricted or unsupervised access to the internet to search for and find distressing details of Rolf’s disgrace, therefore I see no harm in keeping one of the few fun, Australian Christmas songs that do not rely on out-dated outback imagery and Strine. If we were looking at a book for older readers, such as Year 6, and searching for the author were to result in a great deal of information/pictures that would be inappropriate and upsetting for that age group, then I would certainly think long and hard about whether that specific title should be purchased.

Refreshing Library Services

I spent some time this morning catching up on my professional reading, and I am mulling over two posts in particular.

8 ways to rescue public school libraries from becoming obsolete

This article discusses environment, services, programs, resources and outreach as methods for engaging young people and remaining relevant.
Library of the future: 8 technologies we would love to see
By contrast this article is about imagining possibilities – digital interfaces that work on your printed page, drone book delivery, geolocation on your library card that takes you to the book you want… and an augmented reality app that guides you through the library.

Old books
With our JS library having a makeover at the end of this year, the idea of reinvention is uppermost in my mind. What kinds of spaces should we have? Should we be changing how we shelve, display and promote resources? Is it time to introduce a makerspace program?

At the same time as looking forwards, I am looking back: scanning the shelves, looking at the state of our non-fiction collection, it is time for a serious re-evaluation of our physical resources in terms of relevance to the curriculum, readability for the students most likely to need them, currency of materials on topics like digital technologies, political issues and modern day heroes. Where do I need to cut back? Where do I need to increase physical resources? Where do I need to develop more comprehensive pathfinders for digital resources?

This is a somewhat daunting prospect for a drizzly Monday morning, but once I plot out a plan of attack, I will feel more confident.

 

ALIA day 3 – experiences reviewing the library

Image courtesy of Wikimedia Commons

The question for today was:

  • What has been your experience with reviewing your school library?

I found this to be more thought-provoking than expected, because my first response – thinking of the document – was ‘none’! But then I realised that reviewing services happens all the time, sometimes purposefully and sometimes on an ad hoc basis.

My first review activities would have been completed as part of my masters degree in Teacher Librarianship, awaaaay back between 2002 and 2007. I remember completing various assignments on reviewing and creating policy and procedure documents, collection mapping and reviewing online services.

Having moved to Tasmania and taken up this position at Hutchins,there have been different kinds of reviews: position descriptions, staff roles within a team, collaborative curriculum planning…

When I worked in Hong Kong I helped with a redesign of the school library, so that involved a lot of consideration of use of floorspace, flexible shelving and furniture options, placement of immovable IWBs to avoid glare, traffic flow…

In the last two years our school underwent a minutely detailed, comprehensive self-evaluation as part of gaining accreditation as an international school, included in which was of course analysis of library services and curriculum. That analysis was more about perception and use of the school library by the wider school community, so there are areas in these self-reflection and evaluation guidelines that were not touched upon in that process.

So now that I have thought about this a bit more deeply, I would say that I am involved in review processes of different aspects of library management at different points throughout the year, sometimes in response to external factors and sometimes as part of our internal annual cycles.Image courtesy of Wikimedia Commons

Perhaps what I should be aiming for is a combination:

  • regular/term reviews of things such as library program and collection development to support the curriculum
  • small annual reports (Dianne Mackenzie is eloquent in her explanations here)
  • 3 to 5 yearly major reviews, which would provide support for a 3-5 year strategic plan for the library

Looking just at the third point is too daunting, but if divided into term-by-term and year-by-year activities, I think I can see it becoming more a process of analysing data that has been collected all along, plus updating documentation, and then from there creating goals for the future.

I foresee some quality time being spent with my calendar….

ALIA Schools National Online Forum

Yesterday was the first day of the ALIA Schools National Online Forum – School Library Resource Centre guidelines – an 8 day exploration of this document which was jointly produced by ALIA Schools and the Victorian Catholic Teacher Librarians (VCTL).

Stephens Library view over tuckshop

View from teaching area out over the steps to the roof of the tuckshop

I had seen the announcement of this online forum over the weekend, and had the blog bookmarked ready to start, when on Monday afternoon it was announced that a long-awaited and much-needed extension to our Junior School would begin in September this year, including the extension of my Library by several metres and a tuckshop roof!

I began working here in April 2008, and it quickly became apparent to me that the combination of layout, fixed cabinetry, immobile shelving, and insufficient space was limiting students’, teachers’ and classes’ use of theLibrary. By swapping the location of fiction and non-fiction collections I was able to improve some aspects, but limitations of space and built-in bookshelves could not be changed.

Now with an extension to the Library happening, I have a very clear timeframe for looking at all the aspects of the Library, from physical space to books on shelves to virtual collection to types of services offered to ways we communicate with and engage with the school community.

Today’s questions were:

  • Why should schools take the time to complete this document?
  • Could this document be useful in conducting a review of your library?

My answers were:

A1) I think that school libraries should be continually reflecting on their services in order to know which direction to take – keep going straight ahead or make a turn in a different direction? This document is a useful tool to guide that reflective process as it has already laid out a logical structure and itemised things to consider during the review.
I also think that the specifically Library-designed questions are more helpful than using a more general tool such as a SWOT analysis.

A2) This kind of review document is definitely going to be helpful in conducting a review of my Library! I think that this online forum, combined with the immediate plans to refurbish our junior/middle school library, are a match made in heaven – now I don’t have to wonder where to start, I’ll just grab a section and get going.

So, taking the plunge – I would like to use the SLRC guidelines for self-reflection and evaluation over the course of the next 3 terms to form the basis of a report on the state of my Library and future plans.

 

Gloves, facemask, printouts – time to weed

This weekend I sat down with the newest version of the CREW Weeding Manual, an excellent guide to the ins and outs of weeding a library collection. Since starting at this school I have rearranged the layout, done displays, bought new resources, played with technology, had a stocktake, but I have not done a comprehensive weeding. Some areas are crying out for attention (eg ten shelves of VHS off-air recordings, or the Teacher Reference shelves where extracting one tightly inserted title invites an avalanch), others aren’t too bad. I need to set myself a plan of attack, thus my reading matter as an instant refresher course.

Background info: the CREW method means Continuous Review and Evaluation – the idea being that you do not destroy your own sanity by attempting to weed an entire collection in one hit, but tackle it in pieces throughout the year. Ideally you would simply begin at 000 (the CREW method is based on the Dewey Decimal System) and keep going until you ran out of numbers at 999.9999. I am not going to do that this year – I really need to target areas of immediate importance and usefulness, so I will plan a full-year program based around incipient units of work. For instance, I know that Year 3 will be looking at Tasmania in Term 1, so an examination of the 994 sections (non-fiction, TR, posters and AV) in the next week will be useful in identifying MUSTIE resources and planning new purchases.

?MUSTIE? Yes, that’s right – MUSTIE is the second part of the method. When deciding whether a resource adds value to the library collection, we need to consider quality, accuracy, physical condition, authority, relevance, currency and so on. MUSTIE is a brilliant acronym for the main reasons to consider removing a resource:

Misleading

Ugly

Superseded

Trivial

Irrelevant

Elsewhere

The other factors that must be considered are age and popularity – anything too old or unpopular adds no value to the collection, so the CREW method includes suggested timeframes for these two factors for each non-fiction section: areas which undergo rapid development, eg digital technology, require more frequent review than classic fairytales for instance, and titles that have sat untouched on a shelf in the decade since they were purchased are unlikely to suddenly become popular in the next few years.

Planning this comprehensive review of an entire collection is a little daunting, but I’m hoping that I can allocate myself a lesson each week to tackle this task, and get through it in bite-sized pieces. I think that this is also going to turn out to be something of a collection mapping exercise – another technique that I need to review as I plan this out.

Last but not least, I am keeping as my compass points Ranganathan’s Five Laws of Library Science:

  1. Books are for use.
  2. Every reader his book.
  3. Every book its reader.
  4. Save the time of the reader.
  5. A library is a growing organism.