ETL503

Resourcing
the
Curriculum
Assessment 1
The curriculum
resourcing of the
teacher librarian
Leigh Gregerson
11494741
Word Count: 2243

PART A
A year 10 Visual Art class in an all-girls private secondary school requires resources to
support a 4 week theory unit that accompanies their practical units for the semester. The art
class comprises students with normal abilities as well as gifted and talented students.
The chosen unit is Appropriation in Modern and Contemporary Art (Gregerson, 2010, p.41),
located within the Art Essential Learning Achievements (ELA) (ACT DET, 2007, pp.79-80).
The unit requires students to explore appropriation by analysing Modern and Contemporary
artworks and considers how an artworks meaning can change over time. The analysis and
critique of artworks requires students to develop their art vocabulary.
The library collection has a limited range of print resources covering appropriation in art.
There are more resources for Modern and Contemporary Art. The library has textbooks,
monographs and 3 films to support the art unit. Several resources are over ten years old.
While age may not always indicate the relevance of a resource the units focus on
Contemporary art requires discussion about art created within the last ten years.
Currently the suggested resource list for this unit are all student resources, it contains no
teacher resources. There is a range of formats including textbooks and monographs. There are
also websites, but, the URL for some are broken. Many of the resources are broad in nature
and provide a limited amount of information on appropriation in Modern and Contemporary
Art.
E-resources including websites and databases should be included because the continual
updating of content can accommodate the rapid evolution of Contemporary Art. The school
has the infrastructure to support database use and already provide access to several databases.
The school can support websites use with a wireless network, computer labs, interactive
whiteboards and staff laptops. The student population of the school is keen to use electronic
resources, which often form a starting point when seeking information (Bosco, 2010, p.253).
The school recognises these working habits and is focused on incorporating technology to
enhance learning. The collection would also benefit from some print resources that provide
quality images that can be used by students for individual research.
The art theory unit does require additional print and e-resources to enhance the existing
collection. This will further support the schools aim to incorporate technology into teaching
and learning.

Leigh Gregerson 11494741

PART B
A Teacher Librarian (TL) must use a variety of selection tools and selection criteria to select
and acquire resources for the Visual Art unit. The TL must also consider the teaching and
learning needs of the class. It is important that the TL collaborates with teaching staff to
ensure appropriate resources are added to the library collection.
The collaboration between a TL and teacher begins with preliminary research. The TL needs
to undertake preliminary research that involves collaboration with the art teacher. They must
analyse the Visual Art program and curriculum documents (Lamb& Johnson, 2010b, para.8)
to gain an understanding of the content and curriculum requirements of the unit. The TL also
needs to assess the existing library collection to ascertain the strengths and weaknesses of the
collection (Tucker & Torrence, 2004, p.403; ASLAPR, 2012b, para.4). Furthermore
discussions of student learning needs and curriculum requirements will inform the type of
resources selected (Copeland, 2011, p.68). Suggestions by the art teacher should be regarded
as they are the expert in the field (Hill,2012, p.29; Tucker & Torrence, 2004, p.403; Lamb &
Johnson, 2010b, para. 37).
Databases and websites are desirable as they reflect the student information-seeking habits
that the school wants to strengthen. These types of resources also provide current and updated
information for student use on an evolving topic (Bosco, 2010, p.243; Gold, 2011, p.5;
ASLAPR, 2012b, para.8; Wall & Ryan, 2010, p.21). Networking with other TLs on forums
such as OZTL_net Digest (School of Information Studies, 2012) is a useful method of gaining
insight from professionals. Journals such as Reference Reviews (Gold, 2011, p.6) should be
used to gain a balanced evaluation of resources to determine their value to the school.
Supplier websites such as Tltlewave (Follett Library Resources Inc., 2012) and MagCloud
(Hewlett-Packard development company. 2012) can also be used to find e-resource relevant to
the art unit.
Print resources can be found by searching publishers, such as Larence King (Laurence King
Publishing, 2012), a specialist in creative arts resources or online retailers to find more
information about items found through bibliographic resources such as Trove (National
Library of Australia, 2012). Publishers and retail websites often provide previews of resource
content, enabling the TL to better judge its suitability. Advertising selection tools must be read
with caution as they are often biased. A balanced assessment of products can be achieved by
cross-referencing resources with reputable reviews is (Brisco, 2004, p.35; Lamb & Johnson,
2010b, para.39).
The library should also have selection criteria to guide the evaluation process that relates to
curriculum and student needs (Hill, 2012, p.29; Bosco, 2010, p.251) and format specific
criteria for print (ASLAPR, 2012b, para.11) or e-resources (Latham and Poe, 2008, p.262264) These criteria ensure that key aspects specific to the school and student needs are
fulfilled by the resources selected for acquisition. After resources have been found they need
to be evaluated to ensure the most appropriate are selected. Selection tools including the ones
used to find the resource can be used to review the merits of the resource to ensure the TL
makes an informed choice. The TL should focus on the identified student needs and
Leigh Gregerson 11494741

curriculum when using their selection criteria as these are the students who will be
specifically using the resources (Copeland, 2011, p.68; Brisco, 2004, p.35).
The art teacher should be informed of the proposed resources prior to acquisition.
The acquisitions process includes assessing the resource, selecting a supplier, ordering,
receiving and payment for the resource. This process does vary depending on the format of
the resource.
The first step when acquiring resources is checking bibliographic information to ensure the
correct resources are acquired. The TL must also confirm that the resource is necessary by
checking that the library does not already have access to the same or similar resources
(Kennedy, 2006, p.62; ASLAPR, 2012a, para.22). The resource may be reappraised with art
staff to ensure it is appropriate for the intended purpose (Tucker & Torrence, 2004, p.403).
This is particularly poignant for expensive items such as databases to ensure school funds are
spent wisely.
For web resources TLs must ensure the school network can support the website. Once a
website is linked to the school website the acquisitions process is complete (Kennedy, 2006,
p.62). The link and contents of the site need to be continually reviewed given this formats
constant updating.
The acquisition of databases can be more complex as it is in the form of a subscription. The
TL needs to ensure that the schools infrastructure can support the database as inadequacies
here may result in limited or no access to the resource by students at the time of need. TLs
need to select a supplier and consider the extras they provide, such as support and assistance
with licencing agreements (Lamb & Johnson, 2010a, para.14; Wilson, 2004, pp.25-26). These
added extras ensure the resources are available to the art class when required.
There are different procedures for receiving physical and electronic resources. Physical
resources require receiving the product and following the schools receiving policy (Kennedy,
2006, p.69; Lamb & Johnson, 2010a, para.13) This receiving process ensures the intended
resources are in good working condition. In the case of e-resources, receiving requires gaining
access to the resource and linking the database to the library webpage (Kennedy, 2012a,
para.26). All of the school databases are accessed via a webpage in the library website as this
approach provides consistent and easy access to this type of resource for students and
teachers.
Once the school has received the resource payment to the supplier must be organised.
The selection and acquisition process does vary depending on the resource format; however, it
should always be approached in a collaborative way with the intended purpose of the resource
guiding decisions.

Leigh Gregerson 11494741

PART C

Format and content are priorities for a private girls school with a focus on using e-resources.
The budget is another area of concern, particularly when purchasing e-resources and ensuring
that these expensive items fit within existing budget structures. Finally accessing resources in
their various forms is an issue that needs to be addressed to ensure information can be used
effectively by the school community.
In the current technological environment the format of resources needs to be considered.
Ferguson (2008, p.29) and ASLAPR (2012b, para.8) have agreed e-resources have already
superseded print due to currency, storage and processing concerns. Whereas Hugehs-Hassell
& Mancall (2005, p.43) and Gray (2010, p22-24) assert that the format of information should
be driven by the intended purpose for the resource, regardless of format. Ultimately, student
and curriculum needs should be the guiding criteria when deciding resource format.
The content of resources is another priority as information provided in schools must be age
appropriate whilst providing a balance of perspectives on subjects. Often contemporary art
explores a variety of contentious issues and artists may express their perspective in
controversial ways. It is important for the library collection to not unduly censor resources
because some school members feel the resource is inappropriate (Moody, 2005, para.8-20).
Instead, as Jenkinson (2002, p.23) suggests, the school needs a policy to outline censorship
issues and the schools stance. In order to combat this issue, it would also be effective to
ensure the teachers using the resource are aware of the content and implementing a senior
section of the library for more sensitive material may alleviate issues surrounding appropriate
material acquisitions.
There is a tendency to want the best resources on the subject when acquiring resources.
Alternately resources can be selected based on user needs and how the resource supports the
existing collection (Ferguson, 2008p.29-32; Hugehs-Hassell & Mancall, 2005, p.43). The
latter ensures the resource caters to the age and developmental level of the intended student
use in addition to fulfilling the curriculum requirements. It is better to provide a good resource
that is used rather than the best resource that is never used.
The library budget is a primary concern for TLs to ensure funds extend across the school year
and all areas of the school are sufficiently resourced. The choice of provider can affect
resource costs. Other considerations are exchange rate, extras, technical assistance for eresources, package deals or individual titles and print versus e-resources (Kennedy, 2006,
p.64-66; Latham & Poe, 2008, p.260; Polanka, 2010, p.106; Bosco, 2010, p.243). Each
organisation will provide different cost benefits and the TL needs to determine which is the
best option for their needs.
For e-resources there are additional purchasing options, including, outright purchasing,
subscription and pay-per-use.. The one off purchase eliminates ongoing expenses but the
resource will date in a similar way to print resources. When subscribing to resources there is a
Leigh Gregerson 11494741

continual drain on library funds and some of the resources in the subscription may not be
appropriate for high school students (Polanka, 2010, p.99). However, subscriptions are
constantly maintained by the provider that ensures current information for school use
(Ferguson, 2008, p.39; Burnette, 2008, p.19) and enables the TL to undertake other library
duties. Alternately with pay-per-use the library only pays for resources that are accessed. This
is cost effective for low demand resources (Burnette, 2008, p.21). A combination of
subscription and pay-per-use would fulfil the requirements of the Visual Art unit given the
need for current resources by a small number of students.
The time TLs spend in selecting new resources also costs money. TLs can undertake the
process themselves or outsource parts or all of it to vendors, aggregates and library staff.
Outsourcing can streamline the acquisitions process as the TL is only dealing with one
company instead of many publishers (Polanka, 2010, p.108; Harrell, 2012, p.8; Burnette,
2008, p.18). The drawback of outsourcing is that the external person does not have an indepth understanding of the schools student and curriculum needs. While outsourcing reduces
the workload of the TL, it also decreases their control over resources incorporated into the
collection.
Ensuring the school community can access information is a crucial concern for TLs. The
school needs to provide appropriate infrastructure to support the resource. Both print and eresources need to be catalogued correctly. There are additional concerns for e-resources
including additional technical infrastructure and access options (Harrell, 2012, p.7; Ferguson,
2008, p.35; Premchand-Mohammed, 2011, p.321). Without the appropriate systems in place
acquired resources are inaccessible and thus useless.
Another e-resources issue surrounds flexible access. Within a school setting e-resources need
to be accessed by multiple people at any given time. This issue extends to access beyond the
school grounds to access of e-resources offsite via remote desktop (Armstrong & Lonsdale,
2005, p.45). The long-term access and archiving of e-resources also needs to be ensured.
When e-resource subscriptions are cancelled often all access to associated resources are
revoked (Kennedy, 2006, p.74). Polanka (2010, p.110), Burnette (2008, p.17) and Ferguson
(2008, p.37) all indicate access to e-resources as an issue that needs to be addressed in the
licencing agreement. Given the schools expectation of students to undertake homework and
the use of their own electronic devices at school for learning, flexible multi-access is required
to ensure students can use e-resources effectively from school and home.
Resource format and content, the library budget, and access to information are priorities to
consider when selecting resources. Some of these priorities are different depending on the
resource format. The approach to satisfy these issues will vary depending on the individual
needs of the school that the resource is for.

Leigh Gregerson 11494741

References
ACT Department of Education and Training (ACT DET), (2007). Every chance to learn:
Curriculum framework for ACT schools. Retrieved November 18, 2012 from
http://acecqa.gov.au/storage/ECTL_Framework.pdf
Arizona State Library, Archives and Public Records (ASLAPR). (2012a). ASLLAPR
Collection development training - Acquisitions. Arizona State Library, Archives and
Public Records, a division of the Secretary of State. Retrieved November 28, 2012 from
http://www.azlibrary.gov/cdt/acquis.aspx
Arizona State Library, Archives and Public Records (ASLAPR). (2012b). ASLLAPR
Collection development training Selection: Books (Print and electronic). Arizona
State Library, Archives and Public Records, a division of the Secretary of State.
Retrieved November 28, 2012 from http://www.azlibrary.gov/cdt/slrbooks.aspx
Armstrong, C. & Lonsdale, R. (2005). Challenges in managing e-books collections in UK
academic libraries. Library Collections, Acquisitions & Technical Services, 29, 3350.
Retrieved from CSU library.
Bosco, C. (2010). Choice, choice: Selection issues in independent school libraries. In D. Hand
(Ed.), Independent school libraries: Perspectives on excellence (pp. 241-254). Santa
Barbara:Libraries Unlimited.
Brisco, S. (2004). Online material selection. Teacher Librarian, 32(2), 35-35. Retrieved from
Retrieved from CSU library.
Burnette, E. (2008). Budgeting and Acquisitions. In M. Collins & P. Carr (Eds.), Managing
the Transition from Print to Electronic Journals and Resources (pp.3-29). Retrieved
from EBook Library.
Copeland, C. (2011) School librarians of the 21st century. Knowledge Quest. Vol.39(3), p6469. Retrieved CSU library.
Ferguson, C. (2008). Budgeting and Acquisitions. In M. Collins & P. Carr (Eds.), Managing
the Transition from Print to Electronic Journals and Resources (pp.29-45). Retrieved
from EBook Library.
Leigh Gregerson 11494741

Follett Library Resources Inc. (2012). Titlewave: Follett library resource. Retrieved
November 25, 2012 from https://www.titlewave.com/index.html
Gold, N. (2011). Less is more - Essential web resources that eliminate clutter and enhance
service. Reference Reviews, 25(4), 4-11. Retrieved from CSU library.
Gray, M. (2010). I-tune, e-book, e-learn with laptops. Scan, 29(4), 22-24. Retrieved from
CSU library.
Gregerson, L. (2010). Creative arts faculty curriculum 7-10: Visual art. Canberra Girls'
Grammar School curriculum document.
Harrell, J. (2012). Literature of acquisitions in review, 2008-9. Library Resources &
Technical Services, 56(1), 4-13. Retrieved from
http://search.proquest.com/docview/916925750?accountid=10344
Hewlett-Packard development company. (2012). HP MagCloud:
Contemporary art. HP MagCloud. Retrieved November 25, 2012 from
http://www.magcloud.com/browse/search?q=contemporary art
Hill, R. (2012). All aboard! Implementing common core offers school
librarians an opportunity to take the lead. School library journal.
58(4), 26-30. Retrieved from CSU library.
Hughes-Hassell, S & Mancall, J. (2005). Collection management for youth: Responding to
the needs of learners. Retrieved from EBook Library.
Kennedy, J. (2006). Collection management: A concise introduction. Wagga Wagga: Centre
for Information Studies.
Jenkinson, D. (2002). Selection and censorship: Its simple arithmetic. School libraries in
Canada, 2(4), 22. Retrieved from CSU library.
Lamb. A and Johnson. (2010a). The school library media specialist: Program administration
Acquisition. The school library media specialist. Viewed November 28, 2012 from
http://eduscapes.com/sms/administration/acquisition.html

Leigh Gregerson 11494741

Lamb. A and Johnson. (2010b). The school library media specialist: Information access and
delivery Materials review and selection. The school library media specialist. Viewed
November 28, 2012 from http://eduscapes.com/sms/access/selection.html
Latham, B. & Poe, J. (2008). Evaluation and selection of new format materials: Electronic
resources. In Kennedy, J., Vardaman, L. & McCabe, G. (Eds). Our new public, a
changing clientele: Bewildering issues or new challenges for managing libraries. (pp.
257-265). Westport, Conn: Libraries Unlimited.
Laurence King Publishing. (2012). Laurence King. Retrieved November 25, 2012 from
http://www.laurenceking.com/
Moody, K. (2005). Covert censorship in libraries: A discussion paper. Australian Library
Journal, 54(2), 138-147. Retrieved November 19, 2012 from
http://www.alia.org.au/publishing/alj/54.2/full.text/moody.html
National Library of Australia. (2012). Trove. Retrieved November 23, 2012 from
http://trove.nla.gov.au/
Polanka. S. (2010). No shelf required: E-Books in libraries. Retrieved from EBook library.
Premchand-Mohammed, S. (2011). Bridging the gap between print and electronic resources at
a multi-campus university library. VINE, 41(3), 315-333. Retrieved from CSU library.
School of Information Studies, Charles Sturt University. (2012). OzTL_Net: Australian
teacher librarian network. Retrieved November 20, 2012 from http://oztlnet.com/news/
Tucker, J & Torrence, M. (2004) Collection development for new librarians: Advice from the
trenches. Library Collections, Acquisitions, and Technical Services, 28(4), 97-409.
Retrieved from CSU library.
Wall, J. & Ryan, S. (2010). Resourcing for curriculum innovation: Learning in a changing
world. Camberwell: ACER Press
Wilson, L. (2004). Bringing vision to practice: Planning and provisioning the new library
resource center. Teacher Librarian, 32(1), 23-27. Retrieved November 25, 2012 from
http://search.proquest.com/docview/224879918?accountid=10344

Leigh Gregerson 11494741