2008 day 2 isll resource cycle info res access
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Slide Show for Day 2 of the Introduction to School LIbraries and Learning National Library of New Zealand Professional Development Program for school library staff.TRANSCRIPT
Introduction to School Libraries and LearningDay Two 2008
The resource cycle
Information Resources and Access
Before we begin…
Self Assessment Forms
Professional Learning Circle - BLOG
Report back - Task Two,Three and Four
• Workplace
• Orientation Exercise
• Education Gazette Article
Mt Albert Grammar
Library Excellence
• Committed principals
• Graphic novels for boys
• Male authors as guest speakers
• Involve students in buying plan
• Library in central position
• Survey students at beginning of year
• Read more library books
• Senior literature club/ kids lit. quiz
• Librarian – good connection with children
Guiding principle Information Resources
The school library is a provider of information resources
selected to meet the curriculum and information needs of
the school.
Bairds Mainfreight
The Resource Cycle
SelectionAcquisition
Cataloguing
Processing
Circulation
Maintenance
De-selection
Selection Preparation
Assess your users’ needs
The best collection in the world is useless if it is irrelevant to
the users of the school community for which it was ‘built’.”
Dillon, 1998, page 154
Activity: Report back to the group on homework exercise
A description (bullet points) of your library users’ needs.
Collection management statement
• Guiding document to ensure that the library resources
collection supports the school’s education goals
• Documents standards, principles and managements
strategies for effective collection management
• Needs to be reviewed regularly
Weeding and Assessment
Why assess your collection?
It enables you
• To familiarise yourself with the collection (new staff) and to
identify its strengths and weaknesses
• To be responsive to changing needs and user feedback
• To form the basis of library’s buying plan and budget
submission
• To make best use of available funds by planning and
prioritising expenditure.
Weeding the collection
Deciding what to remove from the collection is just as
important as deciding what to add to the collection.
Activity - Discuss in your groups.
1. When was your collection last weeded?
2. What difficulties have you/ would you face with weeding
your collection?
3. Discuss the reasons for weeding the book you brought
Categories
Buying Plans
I think it’s very important to have a buying plan. We’ve got
a three- year buying plan that is aligned with all curriculum
plans. Before, the books were just bought in an ad hoc
way from visiting booksellers. Now we are really targeting
our buying, and it ensures that the collection is relevant to
classroom learning programmes. I’m also getting a
suggestions box going for the children and the staff
Linda Nevill, TLR, Lyall Bay School
Managing your library budget
• Resources
• Consumables
• Library automation costs
• Professional development and subscriptions
• Environment
Budgeting methods
• Lump sum
• Needs – based budget
e.g. Books at all levels on shapes/patterns,
fractions, graphs and maths puzzles
10 books @ $30 = $300
Benefits of needs-based programme budgeting
• targets real / identified needs
• increases effective use of funds
• ensures accountability
• is systematic
• provides flexibility
Primary School Resource Budgets
Documenting your budget to ensure accountability
The Board could ask:
• Did the library really need $3000?
• Was the money spent appropriately?
• What was bought with the money?
• How did this expenditure benefit the learning of our
students?
• How did the library budget assist with curriculum delivery?
Resource Selection
Activity
What are the criteria you use
when selecting a resource?
A Balanced Collection
• Print and electronic resources
• Reference
– providing accurate, up to date information, in concise systematic format
• Non fiction
– for curriculum related and general reading at all levels
• Fiction
– broad ranging selection for all levels, covering a range of genre and formats
A balanced collectionNon- book resources
Non book resources
• Videos, tapes,
• Games, and pictorial resources
• Magazines, newspapers, comics –
• Catalogued websites
(download SCIS pre catalogued websites)
• CD Roms and DVDs
• On-line databases –EPIC
Waimauku
Does your reference section include Māori resources?
• Dictionaries Dictionaries
• Atlases and Place Names
• Proverbs, Idioms & Sayings
• Māori Concepts
• Encyclopaedias
• The Treaty of Waitangi
The library’s information resources and also those it provides
access to through online services:
• Are selected to support the curriculum, foster the student’s
information literacy skills, and encourage them to develop as
readers;
• Are relevant to the library users’ needs in content, level, and
approach;
Information Resources Electronic Format
E Resources accessible through National Library
Create Readers Blog
eResourcing the school
curriculum: the role of the school library
National Library courses will be held at Mt Albert Grammar on:
17 June - Primary schools
18 June - Secondary schools
EPIC
• Collaboratively purchased and funded for schools by the Ministry of Education
• Collection of 18 databases
• Contains full text articles, images, video, sound, biographies, reference works, reviews…
• Teacher Toolboxes
• Accessed through Te Kete Ipurangi or National Library
www.tki.org.nz/r/epic
www.natlib.govt.nz
EPIC Databases
• Australia / New Zealand
Reference Centre
• MasterFILE Premier
• Encyclopaedia Britannica –
School edition
• Oxford English Dictionary
• Grove Art Online
• Grove Music Online
• History Resource Centre
• InfoTrac OneFile
• Literature Resource Centre
• Opposing Viewpoints
Resource Centre
• Student Resource Centre
• Discovering Collection
• What Do I Read Next?
• Biography Resource Centre
Strategies to aid selection• Read, read, read, and share, share, share
• Maintain a file of recommendations / lists…
• Subscribe to specialist book review and childrens’ literature magazines
e.g. Magpies, Around the Bookshops
• Read and file reviews in newspapers and magazines
• Specialist websites and listservs which include reviews of children’s &
young adult literature
e.g. Story-go-round, http://homepages.ihug.co.nz/~l.orman/
Get on publishers and bookshop mailing lists
e.g. Scholastic, Children’s Bookshop, Wheelers
• Attend network meetings, events
Acquisitions - who do you buy from?
• Pros and cons of sale-shopping
• “Quality” issues in relation to number of books
for your $$
• Which booksellers/book reps?
• Discounts
• How to make book fairs work for you
Access
Guiding Principle
The school library is a hub and interface
with organised systems for accessing
and managing information and
resources
The library has standard systems and procedures that are simple, efficient, effective, and well documented, that meet users’ needs…….
Ponsonby Primary
Critical Success Factor 3
Upper Harbour School
Upper Harbour Primary
Rototuna
Effective School Library ‘Access’
• supports students to become independent,
confident, lifelong learners
• provides the tools and the physical access to
information and resources
• Is an integral role in the school’s ICT
infrastructure
Staff ICT Skill Levels
Core ICT skills
• Gap analysis:– What skills do I have?
– What skills do I need?
• Priorities for self-development:– Decide three skill areas to work on
from the checklist…
– http://www4.boardofstudies.nsw.edu.au/specTest.cfm?courseID=6000
Botany Downs Secondary College
Cataloguing - Introduction
1. Access - to enable users to find resources
2. Show - information about the collection
3. Provide - a record of the collection
accuracy and consistency are important
Cataloguing Tools SCIS
www.curriculum.edu.au/scis
All schools:
– Library database
– Catalogue records
– subject headings
– Dewey 14th Abridged
Processing
Preparing the item for use in the library
• can eliminate mending & maintenance later
• weigh up cost of processing materials with cost and value of the item
• Some vendors of materials provide training workshops and guides
• If volunteers are used, it is vital to get those with a real commitment to doing the job really well
• Investigate “shelf ready” pre-processed book purchase
Processing Steps
• School ownership stamp/remove price labels
• Spine hinges
• Labelling
• Barcode and date due slips
• Covering & reinforcing
• Suppliers’ guidelines e.g. Raeco
Labelling - fiction
• Albany Junior High– Spine out shelving
• Upper Harbour Primary– Face out shelving
Labelling – picture books
• Upper Harbour Primary – Sophisticated picture books
– Face out shelving
• Kaingaroa School (Kaitaia)– Picture books
– Spine out shelving
Labelling – non-fiction
• Waiheke Primary
Circulation
Includes:
• Issues & returns
• renewals
• reserves
• recalls
• overdues
• reports & statistics
Efficient circulation systems ensure that material is made available.
Borrower records
• different methods of provision of barcodes– system generated
– commercial suppliers
• different methods of storage, depending on
appropriateness for the school & students
Circulation
Maintenance
Procedures within the library to maintain the
collection adequately & monitor its use.
• Mending
• Stock-checking
• Weeding & withdrawal
This is best done on an ongoing basis, to
avoid a backlog of work for someone
else…..
The Resource Cycle
SelectionAcquisition
Cataloguing
Processing
Circulation
Maintenance
De-selection
Tasks for day 3
Task One – Library Visit With your buddy visit a well run library .Complete the checklist while you are there. Task Two - Outline of Buying planInclude:
a) a curriculum area/s that classes are studying this year that needs strengthening b) An area of recreational reading that could be strengthened e.g. more picture books with Pacific Island themes / characters. c) An area in your reference section that needs strengthening
Task Three – Promote e- resourceDescribe how you showed/ promoted one e- resources eg -EPIC, Te Ara to a
student or a teacher