Professional Documents
Culture Documents
Portfolio Collectionmanagement
Portfolio Collectionmanagement
reflects the needs of the curriculum and the requirements of the learners (Wall &
Ryan, 2009). Effective collection management requires continual reflection and the
ongoing evaluation of resources to identify areas of deficit and provide a framework
for strategic decision making to address weaknesses through the purchasing of new
resources and weeding of the collection (Tenenbaum, 2005).
The core goal of collection management by highly accomplished TLs is the equitable
provision of resources to all members of the school community irrespective of
ethnicity, sexual orientation, race, faith, or socio-economic status (IFLA/ UNESCO
School Library Manifesto, 2009). The TL at Site 1 believes she has an excellent
collection despite not having any collection management policies or documents. The
TL has a guiding principle that she uses to manage the collection; if someone asks
for something, she will buy it. There seems to be little understanding of the complex
and interrelated activities that underpin effective collection management (Bishop,
2007). The Site 1 TL appears to view collection management as simply the
purchasing of novels. This narrow view supports the suggestion by Bishop that many
teacher-librarians believe collection development involves only selecting the items
that become part of a media centre collection (2007, p.9). Collection management
is an area of great concern at Site 1 as there are no underpinning documents that
have analysed the needs of the community or any consideration of the core values of
the profession as outlined by ALIA (ALIA, 2007). Equity cannot be asserted when
the unofficial collection development policy at Site 1 relies on the requests of a
minority of students.