by Sue Kowalski, May 2016

As librarians, we know that collaboration is the name of the game. We understand that running our program in a silo is ineffective. Partnerships with teachers, support staff, administrators, students, instructional specialists, other librarians in the district, and vendors play a significant role in the decisions we make about collection development.

Are we doing enough? I know that librarians are working in collaboration with others before deciding what to purchase for the good of the entire school community. I also believe that others are deciding what to purchase for their individual departments, teams, projects, content areas, or grade levels.

Is there enough coordination between all these decision makers to avoid duplication of purchases and most effectively use available funds? Are we building a collection of resources that reflects the global needs of the entire school and supports the differentiation that specific areas require?  

We each need to take an honest look at our collection and identify what is being used effectively and what is being underutilized. Where are the gaps? How do the resources in which we invest support the teaching and learning that is happening and needs to happen? What evidence do we have that the resources are being used and have been effective for the users? Are they positively impacting student achievement? Do we have evidence of success?

When resources aren’t being used: Why? Are the resources being strategically marketed and promoted? Are there multiple points of access to the digital resources? Do users feel comfortable with the tool? Has training been provided? Is remote access easy? Have teachers and students had a chance to see the tools and resources embedded in their instruction? Do administrators and curriculum leaders have a solid awareness with what is available through the library (and regional/state consortium collections) to promote it and model for others?  

As much of our purchasing is in a digital world, it’s harder to “see” what resources others already have before we buy something. Though it’s still realistic to see a physical collection of books, a set of magazines, manipulatives, and media, times are shifting. If I walk into a department office or staff area and I see shelves full of various novels or magazine sets, that is an easy reminder of what is already “in house.” In the world of digital resources, it is harder to “see” what people already own in their collections. Conversations to find out “who has what” and “who needs what” are critical and librarians need to initiate this.

Librarians are poised perfectly to be leaders with collection development and resource purchasing through the library and beyond. By increasing awareness and impact of what resources and materials are already available, we can help departments, teams, and instructional specialists make informed decisions about what is still needed.

It may not be realistic for each of us to be involved in purchasing decisions for an entire district. We can, however, offer significant guidance and make connections that influence collective purchasing. The librarian is in a unique position to see the bigger picture and this expertise is incredibly valuable as purchasing decisions are made.

If you are a school librarian concerned about underutilized resources, lack of communication between instructional leaders regarding purchasing, or gaps in what is needed for teaching and learning, it’s time for you to put your expertise and leadership to work.

Consider the following as you reflect on shifting your program:

• Are the resources purchased through the library being used to their potential?
• Are instructional specialists, administrators, and teachers aware of what is available and how it can impact teaching and learning?
• Is there duplication or gaps between what teachers want and what the library offers?
• Does the school librarian offer expertise for others’ purchasing decisions?

Good intentions are not enough. Step up, speak up, and do what you do best—lead the way.