3)+Resources

__ Resources __  Collection development has always been a component of teacher-librarianship. However, the type and quantity of resources has significantly increased and the need for 21st century learners to have ready and easy access to these resources has changed how these resources are organized and presented. Teacher-librarians are also cognizant of the fact that “once students understand that the school library belongs to them, communicated through the collection, teacher librarians can continue to open students up to the worlds all kinds of books can offer.” (Friese, 2008) Teacher-librarians cater to a diverse group of learners with varying needs. They must provide print, audio, and digital resources that support the curriculum and allow students to read, listen, and view for enjoyment. These resources include fiction books, non-fiction books, magazines, newspapers, reference books, websites, web 2.0 tools, and databases. Teacher-librarians make thoughtful decisions when selecting resources. These are based on recommended resources such as those in provincial documents like the [|British Columbia Integrated Resource Packages], award winning websites and books like those from the [|Canadian Library Association], reviewed resources from journals such as [|Teacher Librarian], or suggested resources from colleagues and students.