The selection of resources for a library is a fundamental aspect of the teacher librarian role (Evans & Saponaro, 2012). Despite Education Queensland’s confident assertion that, "(t)he school library… ensures each student has equitable access to resources, irrespective of home opportunities or constraints” (Department of Education, 2019), the competing demands of school budgets makes this unrealistic. The collection at the site is made up exclusively of print resources, which is contrary to best practice (Standard 2.6, 3.2, 3.4, 4.5, AITSL, 2014). Ideally a range of eBooks, audiobooks, websites, databases, digital videos and apps would also be available to allow exposure to digital objects (Kenny, 2013). As in many other schools, the acquisition of digital resources (particularly databases) is seen as simply too costly (Commonwealth of Australia, 2011, p. 26). However, there is much free or low-cost digital content which could add benefit to teaching and learning if accessible through the OPAC (Haughey & Muirhead, 2005). Digital curation is a priority for improving alignment with best practice, with the ethical issue of the digital divide making the support of such access a pressing concern (Mardis, 2016). Best practice is also lacking regarding the selection of print resources, which is undertaken through a generic subscription to Scholastic. Although this supplies many high-quality texts, they are not necessarily representative of, or relevant to, the school community. The library is part of a coeducational secondary school that serves a culturally and linguistically diverse community experiencing a high level of socioeconomic disadvantage and their specific needs are not being accounted for. Significantly, Lance, Schwarz & Marcia (2012) have found that disadvantaged students, such as those at the site, benefit proportionally more than other students from access to qualified teacher librarians. Indeed, best practice models explicitly urge teacher librarians to "Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds" (Standard 1.3). A selection process which reflects the community context, resources the curriculum as enacted at the school, is relevant to teaching and learning needs, and aligns with the school vision would ensure compatibility with the AITSL Standards for teacher librarian practice (2014). At this site, reflecting the diverse student population (Standards 1.3 & 1.4, AITSL, 2014), supporting their specific literacy challenges (Standards 1.5, 2.1 & 2.2, AITLS, 2014), and selecting and organising content aligned to the teaching and learning sequences (Standard 2.2, AITSL, 2014) would have great value to the school community. An example of a proposed collection aligned to user needs, and a bibliographic database developed using ContectDM can be found below, along with There is certainly vast potential for improvement in aligning collection management at the site with best practice models.