I’ve just been through a fairly intense process of identifying a variety of resources suitable for a very specific curriculum topic. A greater emphasis was given to resources being available in digital format. Amongst the plethora of information growing with improved digital access to created materials, the concern is then the choices we make. [I’ve heard it’s not information overload – but ‘filter inefficiency’ that we suffer!] We then have to ask: Is the information freely available through a reputable website; does it need to be purchased as a CD-ROM or through subscriptions to databases; are there licences and limitations on use? Knowing what your school’s already got and reassessing its relevance, and knowing what is currently available that fits the criteria of your search – are the factors that will influence choice. As teachers and teacher-librarians we then use various tools that enable us to connect with our networks (of people and data/review sites), so we can search-out the options and make decisions. Those decisions are often closely related to budgetary constraints – we need to share the expense across all areas. It really is a complex process of connecting your knowledge of the curriculum and the desired pedagogy, the current collection and what may also be of use and available online. It really does seem to be the crux of the role of a teacher librarian – maintaining a relevant collection and then ensuring the client community has access as needed. An extremely dynamic process that constantly goes through a cycle of evaluation to ensure educational relevance.