Reflection on the Evaluation of My Library Collection

Recently I had to evaluate my (library) collection for a CSU assignment and reflect on what I had learnt. I found this assignment to be so useful that I decided to post up my reflections. My reflections on my evaluation of the collection follow: After much reflection, my learning at Charles Sturt University (CSU) and subsequent evaluation of the Junior Library Collection led to many insights, resulting in beneficial changes to some library practices. For example, while inter-library loans are commonplace in our library, until my reading on selecting resources I hadn’t realised the benefits of using inter-library loans to ‘review a title’ (Chapman, 2004, p.93) before selection which ensures resources better . New to this library role, my selection process was previously ‘ad hoc’ (Crotty, 2013, CSU Podcast Assignment 2 Part A). I selected resources when I saw those which matched curriculum topics. I have learnt the valuable role the systematic evaluation of a collection plays in informing the TL of the collection’s ‘strengths and weaknesses’ (Crotty, 2013, CSU Podcast Assignment 2 Part A) before selection takes place. This ensures selected resources will better meet learners’ needs. Previously, reading levels were considered, but I purchased whatever I thought was appropriate whenever I saw it. Through my readings, as I evaluated the library collection, I realised that my collaboration with staff for selection had been somewhat tokenistic. Now I understand the true value of collaboration, not just with staff but the whole community. According to Mitchell (2011, p.12) ‘the top priority …is ensuring that your school community is well served by a locally relevant collection of resources’ and for this collaboration is essential. This insight has resulted in a mailbox being prominently displayed for physical requests from the community and an interactive component for community resource requests being currently designed for the library homepage on Firefly in addition to the TL attending curriculum planning meetings. Through my learning of the collection evaluation process I gained insights into aspects of my collection that needed to be prioritized for development (e.g. Junior Fiction). I realised that my Learner Profile Picture Book Collection was not ‘balanced’ (Mitchell, 2013,CSU ETL503 Module 2, p.2) and, as that it is essential, according to Wall & Ryan (2010, p.10), ‘that priority be given to areas where innovation is occurring’ as the LP is in our school. Through the evaluation it was realised too that last years’ stocktake had overlooked the Audio/Visual Collection. This has prompted the staff to re-evaluate the stocktake procedure where future stocktaking will be done on a staggered basis, rather than trying to stocktake the whole collection at once which can lead to mistakes. The evaluation made me confront other previously unrealised issues – e.g. that the Audio Visual Collection was in part under utilised because it was in a low-traffic area. After reflection, inter-shelving successfully addressed that issue and traffic patterns analysed to ensure maximum expose of resources. I hadn’t realised too until reading in the policy (TTS LCDP, 2013, p.8) that resources must be ‘current’ this also meant technology resources. After evaluating the itouches in our library it was established they were first generation resources, without even a camera to read QR Codes. Recent collaboration with the ICT Department has rectified this issue with new resources to better meet learning/teaching needs.