I was at a recent CPD event with school librarians and
the discussion turned to book banning in US schools. It was interesting how
many of them had never heard about this but, I guess, if you don’t spend a lot
of time on social media then it’s possible the current situation may not have
crossed your radar. However, I was also surprised at the number of librarians
who didn’t have a collection development policy. There were lots of reasons
given for this: they had never felt they needed one; they used to have one but no
one looked at it; nobody had asked for one; and, the most common, they didn’t
know how to write one or what to include. Hence this blog …
It is understandable that, if you are never asked about
your collection development policy and any mention of “maybe we need a
collection development policy” is met with blank looks, you are unlikely to spend
time writing one when you have a myriad of to-do things on your list. But a robust policy will guide the strategic
development of the library, providing clear guidelines and criteria for the
selection of material as well as allowing you to make informed decisions
regarding deselection, funding and purchasing. It will align the library goals
with those of the school, ensuring resources are diverse, inclusive and of
relevance to the school community, support intellectual freedom, reduce bias
and censorship, and give you a clear structure to follow in the case of any
challenges to resources, taking into account both legal and ethical respects.
So what do you include in your policy? Some considerations:
A clear and concise mission
statement: this should reflect the educational values and objectives of the
school, and determine the purpose and goals of the library collection. Such as:
“The mission of the school library is to foster a love of reading, inspire
intellectual curiosity and engender students to become critical thinkers and
lifelong learners. The library supports the academic, social and emotional
growth of all students, providing an inclusive environment that celebrates
diversity and respect for different perspectives with material that allows
students to explore a wide range of ideas and voices.”
“The mission of the school library is to provide a welcoming and inclusive
space where students can explore, discover and learn. It supports the academic
and personal growth of all students by providing a wide range of resources,
fostering a love of reading and supporting the development of media and information
literacy skills.”
The selection
criteria for all resources. This should state that the collection will
reflect the school curriculum and interests of the students as well as
providing resources for recreational and academic reading, wellbeing and social
development that are relevant, accurate, up-to-date and current. It should also
say that resources will support cultural diversity and a wide range of ideas,
opinions and viewpoints.
Incorporating the Equality Act 2010 into your policy ensures it aligns with the
principles of equality, diversity and inclusion – be specific and identify the
protected characteristics as not everyone may be aware of what they are; the
DfE have produced useful
information relating to the Equality Act and schools. You can then say that
resources will cover and represent all protected characteristics. The Equality
Act 2010 states that a school cannot “discriminate in the way it provides
pupils access to any benefit, facility or service.” It also cannot employ
indirect discrimination, for example, by not having any books with LGTBQ+
characters or that mention LGBTQ+ relationships, as this has the effect of
putting people with a protected characteristic at a disadvantage with the
school is failing to provide equitable access to information. Nor can one group
deny the needs of another.
Librarians use their professional judgement and experience when buying
resources, taking into account the needs of the school community to ensure that
they have a wide range of material for all ages and abilities. Maintaining this book knowledge requires continual
CPD as well as an awareness of resources that are being promoted on social
media amongst teens and young people and what may be deemed controversial but
this can change with time. The rewriting of Roald Dahl books is evidence of
this; my Year 1 grandson told me that his class reader was Matilda but “the old
one not the new one” – I’m not sure if he is even aware that they’ve been
rewritten but his teacher obviously felt that she needed to emphasise this in
case parents questioned which version was being used.
Format
of resources held such as hard copy and ebooks, audio and
visual resources. These will vary from school to school.
Access
to the collection. This section will detail how students and
staff can access library materials and, again, will vary in each school. It
will depend on how library resources are categorised within the library and the
ages of your students. In some libraries, resources are kept within one large collection
allowing students to borrow from anywhere in the library whilst others have
books in different sections, such as a sixth form collection, senior fiction,
Year 9 and above, etc. and restrict borrowing to those groups, with exceptions
being made if the student has parental permission. Some schools operate an opt-out
rather than opt-in system for this. In other libraries, stickers are used on
books to denote more mature content and the Library Management System (LMS) can
be used to restrict access to any resource. Regardless of what system you use
there will always be anomalies but you may find it useful to include a
statement such as “The library will not
knowingly hold resources that are felt to be discriminatory or inappropriate
but parents should recognise that material with challenging content or adult
themes will not be censored or excluded.”
I used to have a senior fiction collection which
contained books for older readers, some of which were published as adult books,
for example, Stephen King. However, I had two copies of some books - for
example, Lord of the Rings – one in the main collection and one in senior
fiction, and I also placed my classics in senior fiction as I felt they put off
younger and reluctant readers from browsing the shelves but allowed any
students to borrow them.
School librarian, Carol Webb, has
created a book plate that she uses in the front of possible problematic classic
texts, for example, The Secret Garden, acknowledging content and providing a
range of questions for discussion. This is done with the hope of creating
awareness and discourse.
Books
have no legal age rating; they are simply published as either children’s or
adult books. Some of the former may have recommended ages on them but, unlike
videos, these are not legal requirements and there are many adult books that
would be perfectly suitable for children assuming they had the reading maturity
and stamina to get through them. Additionally, parents and carers need to
understand that, in a school where students range from 11 – 18 years and share
the same library space, there will be resources aimed at older students that
may not be suitable for the younger ones. Assessing each book’s suitability can
be difficult involving the reading level of the book, the contents, the themes
covered and in how much detail, inferences within the text, as well as taking
into account the individual student and their maturity and personal
circumstances. Those who are part of any school librarian community will know
that there are constant discussions about age appropriateness for various
titles and, as it’s not possible to read every single book, we need to rely on
the knowledge of other professionals in the field. The placement of a book is
also not set in stone and many librarians will move books from one section to
another.
Collection maintenance.
Any collection needs to be evaluated and weeded regularly to ensure it meets
the evolving needs of the school community, which do not remain static, as well
as societal and cultural changes regarding language and ideas. Students’
interests change, authors wane in popularity, and every year there are new
books published and award winners to be read. Genres also go through phases of
popularity as those in school libraries during the Twilight films will attest
to. The criteria for purchasing items should be applied when you are weeding
your collection; is it relevant, accurate, up-to-date and current?
The
procedure and criteria for accepting donations
needs to align with that of selecting resources. Most school librarians are
happy to accept donations; in fact, with some budgets being almost non-existent
many rely on these to increase their stock. However, not all donations are
suitable – many is the time I’ve been presented with a large box of books, all
published over thirty years ago or they’ve been titles that I know will just
sit on the shelves and never borrowed. School libraries have limited shelf
space and every book needs to earn its place. It is, therefore, important to
state that unsuitable donations will be given to charity or recycled.
The procedure for book challenges should be
part of the policy. If a parent/carer is unhappy with a book their child has
brought home and they feel it is inappropriate or unsuitable for their child they
need to know who to contact and what will be done about their concerns.
Communication should be open, with everyone able to express their viewpoints
and perspective but, whilst individual values and beliefs should be respected,
the library has to provide a diverse range of books and one person should not
be able to dictate what other students can or cannot read and you may have to explain
the Equality Act to them, referencing the school’s policy on Equality,
Diversity and Inclusion (EDI). There are options: often the assurance that
their child will not be able to borrow such books in the future is enough to
reassure them but you may want to assess the book to determine whether it
should be moved to another, restricted, section of the collection or removed.
Whatever decision is made should be based on educational and professional
judgements not personal bias and the rationale should be given. This process
needs to be fair and consistent – even if your favourite book is challenged!
Things to consider:
·
Ensure you are familiar with the Equality
Act and how it relates to resources and services in schools.
·
Ensure you, as the librarian, have
responsibility for collection development and management but also consider who
makes the final decision in the event of any challenges. Will your professional
judgement and experience (and that of other school librarians) be taken into
account?
·
Ensure you are familiar with the CILIP, CILIP
SLG and SLA joint
statement on censorship and intellectual freedom in school libraries. Add
it to your library handbook and put a link on your library website. The SLG & SLG are running a series of webinars on censorship in May which will be available to members on their websites; these will provide useful CPD on this area.
·
Think carefully about adding trigger
warnings. Some books have these already on the back and they can be added to
the LMS as keywords or noted in the front of the book. However, it is likely
that you will miss some and so students need to be aware that not all trigger
warnings may be covered in every book.
·
Decide what your policy is for students who
bring in their own books from home that are not suitable for their age group.
This has become more of an issue since the popularity of BookTok and most
librarians ask them to bring something else to read.
·
Involve stakeholders in creating your policy.
This gives them ownership and the multiple sources of input will likely result
in a more balanced document. If you can include a member of your SMT, even
better! But don’t worry if you don’t get much interest – don’t let this stop
you from writing your policy.
·
If you already have a policy, review it and
revise, if necessary, to incorporate commitment to an inclusive collection that
underpins the school’s commitment to diverse perspectives and intellectual
freedom.
·
Put your collection development policy on the
school website. This is where other school policies can be found and, likely,
will be the first place parents look when wanting to contact the school about
an issue.
Remember, writing a collection development policy should
not be a long and complicated process; in fact, it should be clear and concise
document. It can (should) be revised and updated so it is better to have
something rather than redraft and redraft until you feel you have the perfect
policy for publication. If you wait until you think it’s perfect, it will never
get done (a bit like this blog – I’m sure there are other things I should and
could have mentioned)! It’s also easier to engage people if you have a draft
for them to work with.
Finally – I’ve occasionally met the attitude “I don’t
want to mention book challenges in case it gives people ideas” – a sort of
hide your head in the sand approach. However, recently a school librarian said
that they mentioned the US situation to their Head who was appalled and
immediately got on board with having a collection development policy; forearmed
is better than being unprepared.