CHOOSING AND USING
Teaching and learning materials
By Department of Education and Children's Services
Goverment of South Australia
Summary by: Sandra Liliana Moncayo
1. PRINCIPLES FOR SELECTION AND ACCESS
Materials should be directly related to a preschool’s
or school´s curriculum policy and program, based on the department’s framework
of standards and accountability, and include, where relevant, support for the
recreational needs of children and students.
Materials should support an inclusive curriculum, thus
helping children and students to gain an awareness of our pluralistic society
and the importance of respectful relations with others.
Materials should motivate children, students and
educators to examine their own attitudes and behavior and to comprehend their
duties, responsibilities, rights and privileges as citizens in our society.
Materials should be relevant for the age of the
children or students for whom they are selected and for their emotional, intellectual,
social and cultural development.
Materials should provide opportunities for children
and students to find, use, evaluate and present information and to develop the
critical capacities to make discerning choices, so that they are prepared for
exercising their freedom of access, with discrimination, as informed and
skilled adults.
2. SELECTING
AND REVIEWING MATERIAL
3. ACCESS
TO RESOURCE CENTRE MATERIALS
In resource centres3 it is appropriate that children
and students exercise some freedom of choice in selecting texts. However, in a
large collection of resources it is important that children and students
receive guidance in making such selections. Sites, therefore, need to develop a
clear process to guide the borrowing of and access to materials. Considerations
which might inform such a process include:
In developing and implementing a process for the selection
of teaching and learning materials and providing access to them, education
communities should be informed by the premises and the principles for selection
and access detailed in these guidelines. They should also consider the
following:
• The preschool’s or school’s principles of selection and
access.
• The range of perspectives informing the criteria for
selection.
• The expertise available within the preschool or school
to support the selection of materials.
• The criteria for selection; for example:
– Educational value within the context of the learning
program
– Consistency with department policies and guidelines
– Consistency with other preschool or school policies
– Appropriateness for the children or students
– Degree to which material is likely to be controversial
– Physical quality and suitability of materials
– Aspects related to the particular medium (eg print,
film, online access).
• The person, or persons, who will make the selection.
• The procedures for the selection of materials.
• The review procedures which are in place for responding
to changes in preschool, school or department policies, parent or caregiver
concerns, new legislation, the obsolescence of some materials, and the
development of new materials and new media.
In resource centres3 it is appropriate that children
and students exercise some freedom of choice in selecting texts. However, in a
large collection of resources it is important that children and students
receive guidance in making such selections. Sites, therefore, need to develop a
clear process to guide the borrowing of and access to materials. Considerations
which might inform such a process include:
• Ensuring that children and students do not access materials,
intentionally or otherwise, which are inappropriate for their age and maturity.
• Supporting the curriculum needs of senior students by
ensuring their access to a broad range of texts.
• Providing opportunities to extend the reading and viewing
preferences of children and students.
4. RESPONDING
TO CONCERNS
Despite the care taken to select materials for child, student
and educator use, concerns about a selection will be raised occasionally by a
member of the public.
Preschools and schools are required to have a process for
responding to concerns about the selection of particular materials in learning
programs. This process should enable open communication, information giving and
consultation to occur, with sensitivity to differing values, and support
members of the education community in their understanding of:
• The preschool or school selection policy
• The principles upon which it is based
• The selection and access procedures adopted within
the preschool or school
• The reasons for
selecting and/or limiting the use of particular materials
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