Medowie Public School

Library Collection Policy

2013

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M.P.S Library Collection Policy

Respect, Responsibility and Quality

Library Collection Policy
A Collection Policy is:
A formal written statement of the principles guiding a librarys selection of
books and other materials, including criteria used in selection, de-selection,
and acceptance of gifts. It may also address intellectual freedom, future goals,
and special areas of attention.
The Medowie Public School Collection Policy is a blueprint and provides clear
and systematic guidelines for the development and maintenance of the library
collection. The policy identifies strengths and weaknesses in the current
collection and goals for the future direction of the collection. The Collection
Policy is a public document, accessible to the community, which sets out
selection guidelines to justify collection choices and provide accountability for
how funds are spent. This policy is a unified collection policy which
encompasses both print and digital resources.
The purpose of the collection is to support the teaching and learning needs of
staff and students through the equitable provision of quality print and digital
resources. The collection must cater to the recreational reading, informational
and technology needs of students and teachers. To adequately achieve this,
the collection must encompass all Key Learning Areas from the current NSW
primary curriculum and those of the incoming Australian National Curriculum.
This policy will focus on:

Implementing collection development practices

Strengthening weaknesses in the current physical collection
Developing and managing online and digital collections
Modernising library resources overall

(Dawson, 2010; Jackson, 2007; Kennedy, 2006; ..)

For NSW K-6 Syllabuses and Australian Curriculum refer to NSW Board of
Studies:
http://www.boardofstudies.nsw.edu.au/k-6/
This policy is directed by:
The Joint Statement on Library and Information Services in Schools
http://www.alia.org.au/policies/services.in.schools.html
The School Library Bill of Rights
http://www.asla.org.au/policy/bill-of-rights.aspx
AIA/ASLA Policy on School Library Resource Provision
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http://www.alia.org.au/policies/school.library.resourcing.html
Statement on School Library Resource Provision
http://www.asla.org.au/policy/school-library-resource-provision.aspx
NSW Department of Education Library Management Policy
https://www.det.nsw.edu.au/policies/curriculum/schools/libraries/PD20050221.s
html?level=Schools&categories=Schools%7Cfacilities+%26+assets
%7Clibraries
Nature of the School
Medowie Public School is located in a semi-rural setting close to the
Williamtown Royal Australian Air force (R.A.A.F) Base and caters to the needs of
approximately 450 students. Currently the school is made up of 15 composite
classes and employs 20 teachers and three office staff. The area is one of midto-high socioeconomics with a predominantly Caucasian population. The
school has a higher than average number of ASD (Autistic Spectrum Disorder)
students, small percentage of Indigenous students and a Multi-categorical
class catering to students with disabilities. The school has a variety of
information and recreational needs that must be addressed by the library
collection.
For more information on Medowie Public School:
http://www.medowie.ps.education.nsw.gov.au/
Nature of the Collection
The Medowie Public School Library Collection, while containing both print and
digital resources, is largely a print-based library collection.
Goals of Collection
The aim of the Medowie Public School Library Collection is to ensure that
resources available are current, appropriate and accessible.
The specific goals of the collection are:
To support NSW K-6 Syllabus
To support the implementation of the K-6 Australian Curriculum from
2013

(Cresaro, 2006, 3;

Resources
The library collection comprises of a variety of resources including;
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Print Resources junior fiction books (picture books), fiction books, nonfiction books, magazines, ephemera, teacher reference books, home
readers, guided readers, Accelerated Literacy kits, big books and
reference books such as dictionaries and encyclopaedias.
Visual Resources posters, picture kits, maps, charts, photos and
displays
Realia kit boxes, artefacts, dioramas
Audio Visual Resources videos, cassettes, CDs and DVDs
Digital Resources computer software, CD-ROMs, computer programs,
site licences, online subscriptions and websites
Games board games, Lego, puzzles, Wii console and games
(Kennedy, 2006; )

Access
The majority of the library collection is available through the libraries
circulation system. Students have access to borrow from the junior fiction,
fiction and non-fiction sections and a small number of CDs attached to picture
books. They have access to the libraries games during lunchtimes and can
utilize the schools computer software, site licenses and online subscriptions
during school hours. Students also have access to bookmarked websites
through the schools intranet which is available both at school and home.
Teachers can make use of all of the resources accessible to students, as outline
above. Teachers also have access to the Teacher Reference collection which
consists of print resources, visual resources, realia, audio visual resources and
digital resources. Currently, the broader community does not have access to
the library collection.

Funding
The school library must have adequate and sustained funding for trained
staff, materials,
technologies and facilities, and its access shall be free of charge
Currently, while well-funded, the Medowie Public School Library has no specific
budget. The current funding of the library appears to be a combination of both
the lump-sum budget and line-item budget, as described by Hughes-Hassell
and Mancall. The library receives funding from the school budget, under the
authority of the school principal, a yearly donation of $1000 from the school
P&C and profits from an annual book fair. The budget fluctuates and is largely
determined by expenditure from the previous year. The budget is divided into
the following areas:
Books to purchase books for the main collection (junior fiction, fiction,
non-fiction)
Teachers Reference to purchase general resources for teachers

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Materials to purchase general materials to maintain the library

collection/library
PD to cover the cost of Professional Development
Staff to cover the cost of casual staff
The majority of funds are designated to the purchase of new resources.
However, the budget is flexible and funds are can be pulled from one area to
fund another and can also come from another curriculum area, with permission,
where necessary. This occurs when the library is purchasing resources for a
specific curriculum area such as literacy or math, as all are individually funded.
(ALIA and VCTL, 2007; Hughes-Hassell and Mancall, 2005

Selection
The purpose of selection is to collect materials of relevance, interest and
currency. Resources selected need to be varied in format and include a range of
materials such as books, audio visual, computer software and magazines.
Selection is an essential role of the Teacher Librarian, who shapes the library
collection through their choices making it essential that resources are carefully
considered against criteria to meet the needs of users and achieve outlined
policy goals.
For more information refer to:
The Handbook for School Libraries (Department of Education and Training,
1996)
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/ppub/index.
htm
A Manual for Developing Policies and Procedures in Australia School Library
Resource Centres (ALIA and VCTL, 2007).
http://www.alia.org.au/groups/aliaschools/policies.procedures.pdf
Selection Responsibility
The Teacher Librarian (TL), as the information, technology and literature
specialist in the school, has the overall authority (as delegated by the Principal)
to co-ordinate and manage the selection of resources added to the library
collection. However, selection is a collaborative process and all stakeholders
including; teachers, students, parents and other interested community
members contribute to the development of the library collection through
suggestions or requests to the TL. It is necessary that the TL consults with and
acknowledges the expertise of colleagues, takes into consideration the
interests and requests of students and shares authority of collection decisions
to ensure the collection is current, relevant and used. Final responsibility for
selection decisions will rest the TL who will evaluate all purchases against the
selection criteria and budget allowances.
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(Pollock, 2007; Credaro, 2006; Kennedy, 2006; Hughes-Hansell and Mancall,

2005)
Selection Criteria
The objective of the selection criteria is to ensure that resources provide
optimal value in terms of curriculum relevance, accuracy, authority, reliability
and accessibility. The following criteria is to be used to ensure selection
choices meet the needs of teachers and students, meet curriculum
requirements, add scope and depth and address goals for the collection. The
criterion is developed from selection principles described in the Handbook for
School Libraries (Department of Education and Training, 1996) and A Manual
for Developing Policies and Procedures for Australia School Library Resource
Centres (ALIA and VCTL, 2007). As this is a unified policy, the general criteria
may be applied to both print and non-print resources.
*Note: It is not necessary for a resource to meet all requirements

Selection must consider to following:

Relevance - to curriculum and recreational needs of users
Does the resource meet an existing or anticipated need?
Relevant to syllabus?
Will the resource be well used?
Is the cost justified in terms of the potential use and value to the
collection?
Up to date
Is the information current?
Is the information and presentation in keeping with the current
educational practice?
Are the tables, charts and other relevant data in the resource recent?
Accuracy in presentation of information
Is the content correct?
Are the facts and opinions presented impartially?
Does the content reflect the Australian situation or can it be adapted to
do so?
Accurate in presentation of Aboriginal and Torres Strait Islander issues?
Authority
Is the author/editor/publisher qualified in the field and recognised as
having specialist knowledge
Have they produced other work in the same area?
Accessibility
Is the resource currently available?
Is the content clear, understandable and effective?
Is the item compatible with existing resources?
Does it require any supplementary materials?
Are instructions and support materials easy to understand, useful and
comprehensive?
Does the resource/site have ongoing maintenance?
Appropriateness
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Is the content, language, symbols of the resource at an appropriate level

for the users?
Does it cover a broad or specific area?
How are cultures, religions, ethnic diversity, gender and disabilities
presented?
Format and Presentation
Is the resource attractive and appealing?
Do resources encompass a variety of print and non-print formats?
Is the resource sturdy and made from quality materials?
Does the resource have special features to assist use?
Are ideas developed clearly?
Are the print, pictures, multimedia and sound well-presented and
intelligible?
Is the resource the most appropriate format for its expected use?
Paperback or hardcover?
Price
Does the resource represent value for money?
How does the price compare with other similar resources in the area?
How long will the content be relevant?
(ALIA and VCTL, 2007; Credaro, 2006; Kennedy, 2006)

For additional general selection criteria refer to:

A Manual for Developing Policies and Procedures in Australia School Library
Resource Centres Page 5
http://www.alia.org.au/groups/aliaschools/policies.procedures.pdf
CMIS Selection Policy, School Library Support, Western Australia Department of
Education
http://www.det.wa.edu.au/education/cmis/eval/library/selection/sel22.htm#allre
sources
Department of Education, Training and Employment, Queensland Government,
Library Services
http://education.qld.gov.au/library/support/collection-dev.html#plan

For specific selection criteria refer to:

CMIS, School Library Support, Department of Education Western Australia
Fiction Print

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http://www.det.wa.edu.au/education/cmis/eval/library/selection/sel23.htm#ficti
on
Non-Fiction Print
http://www.det.wa.edu.au/education/cmis/eval/library/selection/sel23.htm#non
fiction
Electronic
http://www.det.wa.edu.au/education/cmis/eval/library/selection/sel23.htm#elec
tronic
Graphic
http://www.det.wa.edu.au/education/cmis/eval/library/selection/sel23.htm#grap
hic
Audio-visual
http://www.det.wa.edu.au/education/cmis/eval/library/selection/sel23.htm#audi
ovisual

For additional specific selection criteria refer to:

Caboolture State School Library Collection Policy Resource Selection and
Selection Criteria, 2006, Debbie Orr p 7-15
http://cabooltuss.eq.edu.au/wcms/images/stories/ourschool/documents/library_
resource_selection_policy.pdf
*The final decision regarding the school library collection rests with the Teacher
Librarian

Selection Aides
Selection Tool
Curriculum

Organisation

Website

NSW Board of Studies

www.boardofstudies.nsw.edu.au/

NSW Department of
Education and Communities

www.det.nsw.edu.au/

Core Curriculum
List

NSW Department of
Education and Training

https://detwww.det.nsw.edu.au/directorates
/profcurr/schoollib/pdf/corecollectionlist.htm

Resource Review
Program

School Libraries and

Information Literacy NSW
DET

http://www.curriculumsupport.education.ns
w.gov.au/schoollibraries/resrev/index.htm

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Resource
Suppliers/
Publishers

Macmillan Publishers

www.macmillan.com.au/

Scholastic

www.scholastic.com.au/

Curriculum Press

www.curriculumpress.edu.au/

SCIS: Schools Catalogue and

Information Service

www.curriculum.edu.au

Booktopia

www.booktopia.com.au/

Fishpond

www.fishpond.com.au/

MacLeans Books - Hamilton

http://www.macleans.indies.com.au/

MacDonalds Books Maitland

N/A

Premiers Reading
Challenge
Booklists

Premiers Reading Challenge

https://products.schools.nsw.edu.au/prc/ho
me.html

SCAN Magazine

NSW Department of
Education and Communities

www.det.nsw.edu.au/schoollibraries

Childrens Book Council CBC

www.cbc.org.au

Australian Standing
Orders/Scholastic

https://www.scool.scholastic.com.au/standi
ngorders/jadehttp.dll?StandingOrders

The Library of Congress

http://www.loc.gov/rr/program/bib/bibhome.
html

Connections
SCIS Database
Online Book
Sellers
Local Bookstores

Magazine
-Reading Time
Standing Order
Bibliography

NSW Department of
Education and Communities

The Bibliography of
Australian Literature
Fergusons Bibliography of
Australia

http://www.austlit.edu.au/specialistDatasets
/BAL
http://www.timebooksellers.com.au/Ferguso
n.html

The outlined selection aides are used in conjunction with input from teachers,
students and the broader community. The Teacher Librarian will also utilise
professional relationships with other librarians i.e. listservs to help inform
purchasing decisions.

Acquisition
Once a resource is selected the selection aides outlined above will be used to
assist in the acquisition of resources. The TL will acquire resources from
approved suppliers who have demonstrated knowledge/expertise, reliability,
customer service (accuracy, discounts, communication, prompt delivery) and
value for money. The TL must adhere to the selection criteria and budget
constraints when purchasing resources.
Where possible the TL will:
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request sample copies prior to placing subscriptions

request an option of return
purchase the resource in the most suitable, cost effective format
choose a reliable supplier - preferably local
arrange for subscription renewals to be due on a common, predetermined
date
purchase resources in the most suitable, cost effective format
Suppliers need to demonstrate:

accuracy in filling orders

accuracy in accounting
willingness to discount
speed in service
promptness in rectifying mistakes
speed and accuracy in reporting the status of items

(NSW DET, 1996)

Gifts and Donations
Resources donated to the school library are welcomed and will be added to the
library collection if:
they are compatible with the Collection Development Policy
adhere to the selection criteria, and
fulfill a need or enhance the collection.
Donors are informed that their donations undergo the same selection process
as any other resources under consideration for inclusion into the collection.
Those items not selected, or returned to the donor, will either be donated to
local charities or discarded where necessary. The TL has the authority to make
the decision regarding acceptance, refusal, return, donation or disposal of
donated items.
Duplicate Copies
Duplicate copies of resources are only purchased in limited circumstances
including:
Class Sets Accelerated Literacy Fictions, COGs relevant non-fiction
and resource, Science and Technology
To meet high-demand for popular titles a maximum of 3 copies may be
purchases of a title in the main library collection
Copyright
Copyright must be considered when purchasing
For information on copyright:
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The Handbook for School Libraries

https://detwww.det.nsw.edu.au/directorates/profcurr/schoollib/pdf/hbkcopyright.
pdf

Evaluation of Collection
Collection evaluation is a good way to make sure that the needs of the
students and staff of the school are being met and resources are being kept
up-to-date. The purpose of collection evaluation is to ensure that the collection
reflects the reasons it was established and maintained.
The process of collection evaluation will be ongoing, systematic and must take
into account the following:

Capacity of the collection to meet the schools needs

Need to maintain up-to-date resources
Age and condition of the resources
Resources which are no longer relevant to the schools needs
Resources are in a variety of formats
Technological developments
Online subscriptions versus hard copy
Access to computers versus access to hard copy materials
Library staffing, space and funding levels
License and access conditions for online resources

In order to effectively evaluate the library collection, the Teacher Librarian will
Damaged/Lost Items
Library users will be held responsible for any resources borrowed under their
names. The period of borrowing is one fortnight for students and a school year
for teachers. If books are not returned by the due date borrowers will receive
an overdue notice.
If the borrower receives two overdue notices the TL will then send a final
notice, signed by the Principal, to the borrowers home. Requesting
replacement costs be paid to the school.
Ongoing decisions will be made to mend damaged books. Resources of highcirculation will be have minor damage repaired and continue in the collection.
Resources will be assessed on an individual basis to determine if they are to be
repaired, replaced or deselected.
If books are lost or damaged beyond repair it is the responsibility of the
borrower to reimburse the school for the cost of replacement. Borrowers with
lost items will be given restricted borrowing rights until the book is returned or

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replacement costs met. Repeated damage and loss will result in permanent
borrowing restrictions.
Deselection/Weeding
Weeding is the systematic removal of old, worn and irreparable materials

Challenged Materials
Relevant Documents and Websites
Library Support, Department of Education and Training, Western Australia
http://www.det.wa.edu.au/education/cmis/librarysupport/selecting.htm

References
Appendix A

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