Reflections week 5, Saturday Edition

Due to the Easter weekend and family commitments, I’m writing my usual Friday post on Saturday.  I will copy across the plan from Monday’s post and annotate it to reflect my progress towards these goals.

  • Ideally I would like to have my assignment for ETL503 completed today to submit for review by the ALLAN team. My husband proofread it for me last night and I have a few more changes I would like to make before submitting.  Completed and submitted after review.
  • I need to work on my literature review for ETL401 and ideally have that ready for submission to the ALLAN team by the end of tomorrow. Completed and submitted after review.
  • I have Module 4 to begin for ETL401 and Module 3 to begin for ETL503, ideally I would like to have those modules both half completed by the end of the week.  Both modules are roughly half completed.
  • Both assignments revised after ALLAN team feedback (this may happen on Saturday).  Done and submitted,
  • One GLAM podcast episode listened to.  I listened to the latest Turbitt n Duck episode with Sally Pewhairangi.
  • A review post on Saturday (instead of Friday).  This is it!

I worked really hard on Monday, getting my assignments completed and ready for review, so I took Tuesday off and went for a 9km bushwalk instead.  I then spent Wednesday and Thursday making minor changes to my assignments in response to the feedback, working on the modules, and engaging in parenting activities.

Also, in the interests of continuing professional learning and pursuing my own digital literacy, I created an infographic that summarises my literature review, that will be published on this blog in the coming weeks.  I was initially daunted by the process but found it pretty easy in the end, and I’m happy with the result.

Next week is also a short week due to Easter Monday, however I am hoping to get at least a little uni work done that day.  Then we are technically on to mid-semester break, although only one of my subjects allows for the break!  I am hoping to be well ahead on coursework before the school holidays arrive as I simply won’t have the time to focus on uni work to the same degree while I have a house full of children and the play dates and outings and the like that come with holidays.  Now that my first two assignments are in, so the pressure is off a little, I also want to focus on making sure I’m getting regular exercise, which is falling by the wayside in the pressure of uni and family life.

Collection Measurement and School Library Suppliers Checklist

Collection Measurement

There are many ways to measure a collection – input and output are the most common measures used.  I would argue that a combination of these, and a few other measurements, are worthwhile when evaluating the collection. The use of many values would strengthen any budget application more than bare facts.

An input value could be the number of resources in the collection or their monetary value (Tenopir, 2011). For example, my local library, Penrith City Library, has 200,000 resources in its collection(, n.d.).

An output value would be how many items were borrowed or how many times resources were borrowed or (in the case of electronic resources) accessed (Tenopir, 2011). Again, as an example, Penrith City Library has 735,164 individual ‘transactions’ per year (, n.d.).  Another worthwhile output value is a ‘gate count’ – counting how many people come through the door each day (CLIR, n.d.).  In a school library that could be counting the number of students in the library at lunchtime (and perhaps comparing previous counts to current ones), the number of classes that have booked additional time in the library and the number of student and teacher reference questions answered.

Another method of evaluating library collection and value is by user satisfaction (CLIR, n.d.).  Surveys could be taken, or feedback given by students and staff using the library (Valenza, 2015).

Increase in standardised test scores can be used as evidence, however, it is not possible to prove that an increase in library resources in a single year was responsible for an increase in test scores.  If the library has been invested in over several years and those years and subsequent ones have seen an increase in test scores, it would be worth highlighting, along with research studies on a wider scale that back that up (Johnson, 2006-07).

Anecdotal evidence can also be powerful to illustrate the benefits the library has brought to the students and teachers (Valenza, 2015).

Edited to add: I have posted an update to my thoughts on collection development.


CLIR (n.d.) APPENDIX D Traditional Input, Output, and Outcome Measures. Retrieved from:

Johnson, D. (2006-07) Demonstrating Our Impact: Putting Numbers in Context Part 1
Media Matters column, Leading and Learning, 2006-07, #2 Retrieved from: (n.d.) Penrith city library Retrieved from:

Tenopir, C. (2011) Beyond usage: Measuring library outcomes and value. Retrieved from:

Valenza, J. K. (2015). Evolving with evidence: LEVERAGING NEW TOOLS FOR EBP.Knowledge Quest, 43(3), 36-43. Retrieved from

School Library Supplier Checklist

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Monday Morning Week 5

This week will be very full since we have only four normal weekdays (before the Easter Long Weekend starts), I have module work to do AND two assignments to complete.

The plan for this week:

  • Ideally I would like to have my assignment for ETL503 completed today to submit for review by the ALLAN team. My husband proofread it for me last night and I have a few more changes I would like to make before submitting.
  • I need to work on my literature review for ETL401 and ideally have that ready for submission to the ALLAN team by the end of tomorrow.
  • I have Module 4 to begin for ETL401 and Module 3 to begin for ETL503, ideally I would like to have those modules both half completed by the end of the week.
  • Both assignments revised after ALLAN team feedback (this may happen on Saturday).
  • One GLAM podcast episode listened to.
  • A review post on Saturday (instead of Friday).

Friday Reflections – Week 4

It’s hard to believe we’re at the end of week four already (and in other ways wrapping my head around the fact that we’ve only been at it 4-5 weeks).  This week I had almost nothing in the way of appointments and commitments during the week, which was just as well as I had sick kids and husband home three days this week.

This week I wanted to (with update notes).

  • Finish module 3 for ETL401 (that is, complete 3.3 and 3.4). Done!
  • Finish module 2 for ETL503 (that is, complete 2.5 and 2.6) Done!
  • We have a meeting for ETL503 tomorrow (Tuesday).  Done! This totally freaked me out because I felt like I had this assignment under control when I discovered that I had misunderstood the section about selection aids and basically had to start again.  As stressful as this was at the time, I believe it’s given me a better, more up to date list of resources.
  • We have a meeting for ETL401 on Wednesday. Done! This was a big relief as it clarified something I had been quite concerned about.
  • For my literature review I would like to do a mind map of my readings to work out linking themes. Done! Although as I’ve done some more reading and research I’ve (yet again) shifted the scope of my literature review ever so slightly, to narrow my focus.
  • I would then like to “map out” my literature review. Done!
  • I need to continue the chapter of reading I started at our local uni library. I’ve read a bit more of this chapter and am a little over halfway through.
  • I need to start work on parts A and B of the Annotated Bibliography. These are complete in first draft, as is Part C.
  • I would like to have the Annotated Bibliography complete (to submit for review by the ALLAN Team) by Monday 26.3.18.  I’ll get someone to proof read the assignment before submission for review.
  • I would like to have my Literature Review complete by Tuesday 27.3.18, also to be reviewed by the ALLAN team. This is well on the way, although I’ve written 1,999 words (of a 2500 word assignment) I feel like I still have a lot to write.  I will have to condense them some more!
  • I would ideally like to have time to listen to a library/GLAM podcast.  I listened to the GlamCity episode: Cathedrals of Industry: Re-purposing industrial heritage sites.
  • I would like to listen to the recording of the From Start to Submit workshop I missed last week. It turns out I didn’t have a recording but a copy of the slide show to click through which took a lot less time than an hour and was ultimately a better use of my time as it covered content I had already covered in the Essay Writing subject I completed through Study Link.

In other news, I also installed and learnt to use some basic functions of TweetDeck :-)!  Three cheers for continuing education in digital literacy!

Early next week I anticipate polishing my annotated bibliography, finishing writing my literature review and sending them both to the ALLAN team, as well as working on the next two modules (which I hope are uploaded by Monday as I’ve run out of course content!).

Selection Criteria For EResources

I will be condensing and combining selection criteria for e-resources into one list.  I will not attribute each criteria to a particular source as there is so much overlap, however, I will provide a bibliography of sources used at the bottom of this post.  These top ten criteria are in no specific order and are in addition to broad and general selection criteria.

Top Ten Questions To Ask When Selecting EResources

  1. Is it legal? Does it meet relevant copyright laws, legal restrictions on what is suitable for children and laws regarding use in libraries, educational settings and on multiple devices?
  2. Is it compatible with current hardware and software within the school? Will it conceivably still work if our computer systems are upgraded? Is an update of the resource likely to require significant upgrades to our systems? Will it work across a variety of platforms (computers, smart boards, phones, tablets) and across operating systems (Apple, Microsoft, Android)? Does it require specific software to work?
  3. Is an electronic format the best format for this resource? Is it a born digital resource or a digital reproduction of an analogue resource?
  4. Is the listing of the eresource able to be integrated with our current catalogue so that it is easily able to be found?
  5. Does this eresource improve access for those with print- and other disabilities? Is the font able to be enlarged, or changed to a dyslexic friendly font? Is there a read-aloud option?
  6. Is the eresource easy to access? Does the eresource come with support from the provider if issues are encountered?
  7. What is the licensing agreement? Will the school own a copy or are they subscribing? Is there an ongoing cost? How long is the contract? Will the school retain ownership and access to resources purchased outright if the contract is terminated?
  8. Does the eresource allow for sharing and printing? Can it be annotated (for example, highlighted) and can those annotations be shared with others?
  9. Does this resource, or the multiple resources contained within have authority? Is that authority easily verified?
  10. Are the images, videos and other multimedia resources clear and not overly burdensome on the school network to download or access?


Ardtornish Primary School Library  (n.d.) Resource selection and access policy. [Word document] Retrieved from:

Braxton, B (2013, Sept 16) Sample collection development policy. Retrieved from:

International Federation of Library Associations (2012) Key issues for e-resource collection development: A guide for libraries Retrieved from:


Selection Aids

Reading Time

Reading Time is the children’s book review blog of the Children’s Book Council of Australia.  It provides good quality reviews of children’s books, categorised by age and type.

A Mighty Girl

A Mighty Girl is a website specialising in books, toys and movie reviews for girls, although these media would be just as good for boys.  It is easy to search for books on a particular topic, such as women in science or Environmental issues, however some topics provide more information than others, it would be a good starting point to become more aware of books on a particular topic.  Bear in mind, the website probably gets payment (or at least free copies for review) from the publisher and probably a small commission on the books sold after clicking on the purchasing links on the site.

New York Times

The New York Times has a book review section, with a subcategory for children’s book reviews. It provides essays and book reviews on children’s books but it is unclear on whether the authors are paid for the review by the publisher.

Principals and Teacher Librarians

The principal has the key leadership role and has enormous influence over all areas of the school.  A good Teacher Librarian should align the vision and mission of the school library with the school’s mission and the vision of the Principal (Haycock, 2007).  Teacher librarians should gain the support and trust of their principals by helping the principals (Ray, 2013) and by a proven track record of consistent work that supports the school, the teachers and the students (Hughes, 2013).  Teacher librarians can be involved in the curriculum planning by asking to be on planning committees (Haycock, 2007) at staff meetings (McKeever, Bates & Reilly, 2017) and promote good teaching that they see in other staff (Ray, 2013).  The can keep their principals up to date with the work that is going on in the library (Gordon, 2017) so as not to remain ‘invisible’ (Oberg, 2006).  They also need to learn to speak the language of principals, promoting the library in terms of achieving the goals set for the school, and the vision of the principal (Bonanno, 2011).

Principals can support their teacher librarians by giving them adequate time and resources to manage the functions of the library, teach and collaborate with teaching staff (Haycock, 2007) and by allowing them to attend professional development programs (Oberg, 2006).  Principals who encourage or require collaboration between teachers and teacher librarians naturally see more collaboration occurring (Haycock, 2007) and better outcomes for their school (Hughes, 2013). A good relationship between the principal and teacher-librarian will only serve to improve outcomes for everyone (Ray, 2013).


Bonnano, K. (2011) ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan. [Video file]. Retrieved from:

Gordon, C. A. (2017) Making your school library essential: An advocacy guide for teacher librarians. Synergy. Vol 15(1). Retrieved from:

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Hughes, H. (2013). Findings about Gold Coast Principal’s views of school libraries and teacher librarians. Chapter 8, School libraries, teacher librarians and their contribution to student literacy development in Gold Coast schools. Research report.

McKeeverm, C., Bates, J., and Reilly, J. (2017) School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy. 11(2), pp 51-68.

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18..

Ray, M. (2013, Jan 31) Making the principal connection. School Library Journal. Retrieved from: