Johnson is standing on one leg

I found the whole concept of a post – literate society as Johnson defines it ‘as those who can read but who choose to meet their primary information and recreational needs through audio, video, graphics and gaming’ ( Johnson,2010, p.1) as tragic. While I completely agree that that is indeed what many people do, to me it’s not a balanced diet. With the exception of perhaps audio, what they are consuming is about instant gratification – but they are not feeding their imagination. There is such a wonderfully creative process in reading words and then using your imagination to create the accompanying scenario. Yes the author describes the characters and events but it is the reader who transforms that into their own ‘movie’ scenario and fleshes out the scenes. When you watch a DVD instead of reading a book, you are looking at someone else’s depiction and interpretation of the plot. It’s the realisation of their imagination – not yours. Personally I think it should be about balance. I love watching DVDs, I love going to the movies but I also love reading books and using my imagination to flesh out how I think the characters look and the scenes in which they find themselves. Then again my sons –who only read nonfiction and love biographies of sporting and political figures wouldn’t see what I am making a fuss about! Viewing post-literacy as ‘a return to more natural forms of multisensory communication – speaking, storytelling, dialogue, debate and dramatisation’ ( Johnson,2010, p.2) is fine but don’t deny the richness that comes from reading as having value. I have always felt extremism in any form can be dangerous. Johnson is standing on one foot - just as I would be if I didn't see the value in online reading and pursuits like gaming. I do see their value - all of their value but I prefer more of a balanced approach to life personally and would always promote reading whether it is through an e-book or a p-book. Libraries For A Post literate Society by Ben Johnson: http://www.doug-johnson.com/dougwri/libraries-for-a-post-literate-society.html

What Do I Know About Collection Development?

As this topic officially starts today at CSU I thought it might be useful to reflect on what I know about Collection Development. I have only been in my job for 14 months, but I know the following: *resources 10 years and older, resources in poor condition and resources evaluated as no longer useful undergo 'deselection' -also known as weeding. (We usually offer them to charity.) I choose the resources for 'deselection' but don't do the process myself, this is done by a Library Officer. *through collaboration with Heads of Year and Heads of Curriculum I know what resources are needed by each year group. They sometimes make suggestion for the acquisition of resources for collection development, but it is more likely that when I evaluate a collection before it is about to be taught and determine a need, I investigate and acquire the resources. *some new topics - like Ancient China and India are a nightmare to resource because it is hard to find resources at the appropriate language level for those year groups. Very little is written for children on those topics. So I have to ask why were these topics decided upon wthout considering how difficult they would be to resource? It was before I arrived, but I think the people choosing the topics should have considered availability of resources before making their decision. *It's really hard to consider collection development. There are so many areas to evaluate and then develop. Reading this I realise a change plan is needed which systematically assesses and devlops the library collection and I don't have one! *technology and its apps/ebooks need to be considered for collection development. I have very little in the way of technology and everytime I ask for something I am told the budgets have been cut and there is no money available. This is a big problem for me and for the library. *I think I need to learn alot about collection development because at the moment - apart form the new topics- I have a pretty ad hoc system of collection development. That's what I enjoy about this course - what I am learning usually applies directly to my work!

Revised Version of Reflection on iPads in my library.

In my last post I mistakenly inferred that all children in our school had been given an iPad. In actual fact it is just the Year 6 students (approx. 200) in the Junior School who have received them and Year 7 and 8 in the Senior School. That will teach me not to click 'preview'. Here is the amended blog. We have 8 classes per grade. This year each Year 6 child was given an iPad. One benefit I hadn't thought of before, was that the children no longer need to queue at the OPACS to search for resources. Library staff emailed the OPAC link to the students and in a library lesson it took just seconds for the children to create a shortcut to Olly. More and more children are choosing to read on a Kindle or iPad. Next year I am hoping to have some iPads for library use. We currently just have one iPad which is mainly used for admin purposes and 4 are on order, due to arrive in the next few weeks. The acquisition of iPads then impacts collection acquisition and management. Money previously spent on books now needs to be spent on iPads, iPad cases to prevent them being damaged and apps. Apps need to evaluated and installed. Apps need constant maintenance as children inadvertently delete them. iPads needs to be regularly charged. It all takes time. I love my own iPad - and I don't know how I survived before I got it. Recently a friend, Sarah, went to visit her father in Canada. Her husband told me he wasn't sure which he missed more, Sarah or the iPad!