IS 551

September 26, 2006

Sharing Time

· Collaborative experiences

Beth and Becky

Management in Action

· Your library assistant has started coming to work 5-10 minutes late every morning. She is responsible for opening the library for early checkout. What do you do? (room 1)

· Your middle school library uses open access and flexible scheduling. One of the social studies teachers complains to you that the English teachers take up all the “good” research times and her class can never come to the library. What do you do? (room 2)

· A classroom teacher tells the principal that he has a problem with the way you disciplined one of his students in the library. The principal asks you about the situation which surprises you since the teacher never spoke to you about it. What do you do? (room 3)

· The mother of an elementary student complains about the book her son checked out. She says that her family does not celebrate Christmas in any way and she objects to the book because it is about Santa. What do you do? (room 4)

· The head of the science department in your high school is insisting that she be allowed to select the nonfiction science related materials that the library purchases. She believes she is more qualified to choose materials that support the curriculum. What do you do? (room 5)

· Your principal informs you that the school budget has been cut and that she is going to cut the library budget to save money. You will only have half the budget you had the previous year. What do you do? (room 6)

· Your principal asks you to help with the textbook inventory in your school. You know that many textbooks are lost each year because of poor inventory procedures and that you have the skills and technology to solve the problem. You also know that this task will take lots of time. What do you do? (room 7)

Collection Management

Principle 5 The collections fo the library media

program are developed and evaluated collaboratively to support the school’s curriculum and to meet the diverse learning needs of students.

Information Power, p. 90

The collection should…..

· Offer a wide range of instructional and informational resources that all students need to meet their curriculum goals

· Reflect the developmental, cultural, and learning needs of all students

· Promote active, authentic learning by providing a variety of formats and activities for linking information literacy with curricular objectives

Goals for SLMS in collection development

· Maintain current and comprehensive knowledge of the curriculum, students’ characteristics and needs, and of instructional and informational resources in a full range of formats

· Collaborate with teachers and others to develop policies that govern selection and deselection of resources as well as reconsideration of challenged resources

Goals for SLMS continued

· Maintain and use a variety of appropriate, up-to-date tools and techniques to locate and select materials

· Promote learning resources - circulate evaluations of materials, provide preview opportunities to teachers, ask for student and teacher feedback on resources

· Post-September 11 generation of readers need recently published, high quality books as the first books they read about a topic if they are to be fully engaged (Carnegie Foundation).

· Providing very best, most recently published literature can significantly increase the amount of time in which students engage in reading (Block & Mangieri, 2003)

Where do you start?

· Get to know your current collection - warts and all

· Analysis tools in library management software· Publication dates for nonfiction· Analysis by Dewey number· Electronic resources/internet?· State curriculum standards

http://www.tennessee.gov/education/ci/standards/blueprint/index.shtml

· Create a collection development plan - especially for updating nonfiction

· Consider a collection development committee - publicize your needs, get teachers, community involved

· Look for $$$ other than regular budget· Donham ch 8 - dewey maps, curriculum mapts,

evaluation forms· Know your school system’s policies on collection

development· Purdue Univ -· http://eduscapes.com/sms/mapping.html

· Source of collection mapping, development tools

· Book jobbers offer help too· “opening day” collections are good baselines· Online services include review sources· http://www.btsb.com/· http://www.ebsco.com/home/· http://www.follett.com/· http://www.btol.com/

Collection Maintenance

· Don’t be afraid to WEED!!!· http://www.sunlink.ucf.edu/weed/howTo.html

· SunLink provides tools to help LMS in Florida

· Create a Weeding plan - be sure to check state standards for minimum numbers of items

· Donham ch 8, p. 158 - weeding timetable

Reconsideration

· Due process - standard procedures that are followed in all cases of reconsideration

· Check your school or system’s policies for Reconsideration policy

· Establish one with your principal if your system does not have a policy

· My personal tip: choose your battles· Age appropriateness· Parental supervision vs removal· Right to complain vs censorship

Collection management and fostering lifelong readers

· Purposes of reading:· For pleasure - the literary experience· For information - nonfiction, reference· For task completion - manuals, recipes,

forms

· Balance reading for pleasure and reading for information

· Independent reading - 20 minutes minimum per day

· Two book rule - read two books back to back about a topic or genre; first one is a read aloud, second one child read

· Readers become better writers; sentence structure, vocabulary

· Point of view, fact vs opinion, infer/imply, opinion - all information literacy skills

· Choosing books to read for oneself - even choice within limits is better than dictating

· Book talks; readers advisory · Peer recommendations· Parental influence - newspaper, magazines· Providing time to read

· Voluntary reading of at least one chapter in a book (non-text book) declined from 61% in sixth grade to 29% in eight grade. 32% of sixth graders read for enjoyment, by eight grade only 20% reported doing so (Ley 1994)

· Summer reading programs - Allington’s research suggests that children need to read at least 6 books over the summer to maintain their current levels

· Provide a print rich environment; surround kids with books on their levels and about subjects they are interested in

Middle School Visits

· Do we need different questions?· Be sure to watch the PBS video clip on

sleep before you make your visit· From “Zzzzzz’s to A’s” - web site is now

an external link on Black Board· “Use it or lose it” years in brain

development