Quality Multicultural Materials

This article discussed the importance of having multicultural materials in every library collection, and what Lincoln, Nebraska did to ensure that they purchased quality titles for their students. The endeavor is titled Mosaic, Multicultural Book Collection and it started out as a small book exhibit and has evolved over the years to remain relevant with new and improved technology. The first major change incorporated QR codes attached to titles that link to book trailers or “snippets of historical videos in hopes of igniting interest and expanding learning.”  Multicultural makerspace materials, audio files of music from all over the world, and virtual reality headsets were also included. The project then further developed to be a virtual display so that anyone can access it at any time: https://lms.lps.libguides.com/MOSAIC2018    The project is committed to using materials that are high quality and do not confirm negative stereotypes. Haeffner & Harvey outline the process of how materials are chosen “many hours of research and consideration are involved in the review process to ensure that titles do not perpetuate stereotypes or misinformation” (p. 19). I love the idea of this resource and can’t wait to use it in my own school library and share it with my colleagues. 

References

Haeffner, C., & Harvey, J. (2019). Mosaic: One district's approach to maximizing use of multicultural collections. Teacher Librarian, 47(1), 18-21. Retrieved from https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=140246715&site=ehost-live&scope=site. Accessed March 14, 2020.

The Importance of Databases

This was a great article on collection development that focuses on databases and the essential role they serve in a school library. The article states “databases provide learners with a one stop shop for cross-curricular, up-to-date, vetted information in a structured and easy to manipulate format for class projects” (Ivory & Viens, 2019)  The article discusses the importance of collaboration with classroom teachers and the public library when it comes to choosing databases, “collaboration with teachers on their recurring research projects is a critical factor in determining which databases we purchase each year” (Ivory & Viens, 2019). When classroom teachers share their curriculum, the library teacher can subscribe to corresponding databases that will give students access to the information they will need in their courses. The articles also notes the importance of collaboration with the public library so that efforts are not duplicated, and funds can be spent on databases the public library does not carry. The article also gives useful suggestions such as making a bookmark with the various databases and passwords so that kids can access the databases outside of the school. The article also recommends schools purchase a domain license for $12.99 per year and then create a link with an easy to remember name such as “databases.colganlibrary.com” that goes directly to the databases which saves users from having to go through several pages before locating the databases. 

References

Ivory, A. I., & Viens, L. (2019). Databases, collection development, and student learning. Knowledge Quest, 48(2), 16-23. Retrieved from https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=139376352&site=ehost-live&scope=site.

Collection Programs in Schools

Rodriguez, Olivia
Bishop, Kay. The Collection Program in Schools: Concepts and Practices. 5th ed. Santa Barbara,

CA: Libraries Unlimited, 2013.

Summary: This Library and Information Science Textbook analyzes the definition of a collection in the 21st Century. It discusses the changing definition of a school library’s collection. This book defines a school media center’s collection as a “group of information sources, print, non print, and electronic” (2007, Bishop, p.1). It includes books, magazines, ebooks, databases, and materials available through interlibrary loan. In addition, this textbook discusses the importance of becoming knowledgeable about the existing library collection and becoming familiar with the school, the community, the school curriculum and the needs of the user. This reminds me of the needs assessment I conducted while analyzing the library I work at, The Winters Community Library. This book also offers general selection criteria for developing a school library collection  including appropriateness of content, scope, high-interest, and support materials for instruction. This text also touches upon fiscal issues relating to the collection and looks at the budget process. The author suggests grant writing, alternative funding, and fundraising. Lastly this book looked at the process of weeding and offered reasons for weeding decisions including poor condition, poor circulation record, biased or stereotypical portrayals, inappropriate reading levels, and outdated information. Evaluation: I thoroughly enjoyed reading this book. It was published in 2007 so it is a modern, relevant book for school librarians and school media specialists. Topics for collection programs in schools are well organized into 17 Chapters for 17 different topics. Many of the ideas presented by the author, Kay Bishop, have been discussed in INFO 266 so it connected well with my current studies. For example, I have been analyzing my school’s collection for Presentation 4 and after reading the chapter on weeding, I have added new reasons to weed our series collection. Some of our books in our series collection are outdated and have low circulation such as Hardy Boys and Nancy Drew. It is hard to get rid of them because I have so many fond memories of reading them as a child, but this book re-emphasized the importance of creating and maintaining an “attractive collection” and some of these books are in poor physical condition.

Checking out tomorrow’s school library collections

Gates, Angela

Stephens, W. (2014). Checking out tomorrow’s school library collections. Young Adult Library Services, 12(3), 17-19.

I thought this was an interesting article on collection development trends in school libraries. The author interviewed three library professionals—a university faculty member, an instructional media/technology coordinator, and a school librarian—to assess their thoughts on the future of collection development.

One of the points made in the article that I found particularly relevant to what we have been studying lately was the idea that rather than trying to represent everything, school libraries should develop collections based on the unique needs and requirements of the schools that they serve. One of the interviewees is quoted in the article as saying that a school library’s collection should be “unbalanced”—meaning that the school library should not attempt to devote equal resources to all parts of the collection.  For example, a school library that serves a high population of students without access to books (either at home or through a public library) might want to devote more of its resources to the fiction collection.  The school library that I volunteer in serves an elementary school that has a quarterly science or social studies thematic curriculum (e.g. Geology, Immigration etc.), studied by all the grades in the school, so our library needs a depth of resources in these particular topical areas.

Other important points made in the article were very much in line with what we have been discussing this semester: for example, looking beyond purchasing print materials, particularly for non-fiction materials, and the impact of Common Core standards on school libraries.

Digital Storytime

Mitchell, Ruth

Paganelli, Andrea. (2016). Story Time for Learning in a Digital World. Knowledge Quest, 44(3), 8-17.

School librarians can enrich and enliven storytime and engage students with digital storytime.  Kids are growing up in this digital world and don't see the difference between digital books and traditional books.  Using digital books can revitalize traditional storytime.  This article provides tables comparing traditional storytime with digital storytime and links to recommended titles and sources.

Evaluation - I was a naysayer about digital storytime until I read this article; now I am excited to try it. If it will engage those "blase" fifth-graders then it is worth a try!

Corporate Social Responsibility Initiatives for Promotion of Public Libraries

Christina Perris
INFO 266
Fall 2015

Corporate Social Responsibility Initiatives for Promotion of Public Libraries

Kumar, P. V. (2013, January). Corporate social responsibility initiatives for promotion of public libraries. DESIDOC: Journal of Library & Information Technology, 33(1), 29-31.

 

This journal article explores the ways in which corporations are becoming involved in the different parts of the world to help establish and promote in freestanding libraries, establishing libraries in government-run schools, the purchase of books and even assisting with the renovation of older or decaying libraries. 

It is clear that this new sense of corporate social responsibility many corporations are now adopting appears to be a potentially mutually beneficial arrangement for libraries, especially for cashed-strapped public libraries.  Where these corporations have money and the time and willingness of their workers to contribute to help out these libraries, the libraries are understaffed and underfunded, in near-constant need of help and resources to keep their doors open to their patrons.