Collection Development and Management

Ramirez, Carmina

Collection Development and Management

Part2: Planning and Policies

By Annette Lamb

Recorded Webinar:13:54 min 

https://vimeo.com/56456154

Mrs. Lamb discusses the importance of a collections plan for all libraries. As a first step, she says to look at the state department of education for guidelines for school library media programs. Then, create library committee that will participate in its creation. She says that when you have a policy it decrease bias both personal and political.  The plan can be used for training of new staff to understand the culture of the library, working tool for selectors, continuity and institutional memory can be preserved, rationale budget request, over selection in certain areas, written in a way that it can measure success. For example it can be written that 85% of the collection will be published within the last 10 years to ensure currency. Lack of forward thinking may be dangerous for the collection. Who are the users of the collection? What are strengths of collection? What are immediate needs? The plan is the ideal. It should be written as a 3-5 year plan. It should address intellectual freedom and be specific to the library needs.

Selecting for the School Library Collection

Ramirez, Carmina

Selecting for the School Library Collection

Page Bredenkamp School Library Consultant at Wyoming State Library

Recorded Webinar 41:16 minutes 

https://www.youtube.com/watch?v=vnIr_UtLZJ0

Summary: School Library Consultant at Wyoming State Library

Ms. Bredenkamp records a webinar to help school librarians develop their collections. She identifies students, teachers, administrators and parents as the focal community member when thinking about the collection. The school librarian must know the age group and interest levels of students. She must understand the curriculum and standards teachers build their lessons from. Understanding that teachers and administrators look for books on professional development helps the librarian make purchasing decisions. She also recommends having a parent shelf in the library with topics such as Internet safety as well as other resources that helps them communicate with their kids.

She emphasizes having a selection policy by updating or creating a new one. The most valuable section of this webinar was the section on reputable review resources. She listed several resources that help librarians purchase books for their libraries and why she found them useful.

Reputable review sources: GOWYLD.net, School Library Journal, Booklist Online, Horn Book, kidsread.com, teensread.com, Follett, Amazon, goodreads, novelist plus and novelist plus K-8Publishers and vendors-Junior Library Guild, Follett, Mackin (collection development packages   

Thinking Outside the Bin

Ramirez, Carmina

Parrott, K. (2017). Thinking Outside the Bin. School Library Journal, 63(8), 42–45. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=124436664&site=ehost-live&scope=site 

Kierra Parrott discusses the dangers of labeling books by reading levels. She cites different authors who think the practice is the formula for failure. Matching children with books solely by reading level removes the teacher’s responsibility for knowing much about children’s literature or teaching children meaningful strategies for self-selecting books.  The author believes that children must learn the skills of reading at the same time they develop a positive reading identify. She admits that it takes more time to teach students how to self select books within their reading capabilities. But in the long run they use those skills to become life long readers. Finally, she states that removing, defining, limiting, or rejecting children’s reading choices disempowers them and creates negative attitudes toward reading and most likely school.

This article includes some of the views of author Pernille Ripp who opposes labeling books because the practice also labels kids. I find this article very interesting and one to take extremely serious. Many students who have participated in reading programs such as Accelerated Reading figure out that if they fail their reading test, their reading level will be lower and therefore they would have to read less. Participating in the program, for many, is a way to destroy the love of reading.

Where Are the Children in Children's Collections?

Ocampo, Lissete

Aggleton, J. (2018). Where are the children in children’s collections? An exploration of ethical principles and practical concerns surrounding children’s participation in collection development. New Review of Children's Literature and Librarianship, 24(1), 1-17. doi:10.1080/13614541.2018.1429122

"Where Are the Children in Children's Collections" is an article about allowing children to be a part of the collection development process for children's collections. Aggleton (2018) argues that children should be seen as a cultural group separate from adults and should acknowledge their rights to have a role in the development of children's collections. Although the librarian should have the main control and responsibility of the collection, children should absolutely participate in the process. Librarians should consult children on their information needs and find out what they want to see in children's collections. Children and adults should work together to build a collection that children will use and enjoy. A children's collection created solely by adults is biased and reflect what adults think children will enjoy or should read.

Although engaging children in the collection development process is a challenge, Aggleton (2018) makes a great point about acknowledging them as a valuable resource for the development of children's collections. It is true that the opinions of adults and children on books are very different, even if adults try to put themselves into children's shoes. Other studies support this, arguing that children would rather read what other children recommend instead of what parents and teachers recommend. Librarians should figure out more ways that children can be a part of the process--and not just using a request box!

Rebuilding a High School Library Collection After Hurricane Katrina

Ramirez, Carmina

Washington, I. (2006). Rebuilding a High School Library Collection After Hurricane Katrina. Public Library Quarterly, 25(3/4), 159–178. Retrieved from

http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=502971690&site=ehost-live&scope=site

Librarian Idella Washington discusses her plan to rebuild Benjamin Franklin High School Library after the devastation that Katrina brought to New Orleans. Her first step was to assess the damage by looking at the materials that could be saved and what had to be discarded including computers and furniture. He next step was to ask who was the community that she was serving. After the hurricane many people were displaced. Half of the students attending had left to other cities and the needs had shifted. To develop her rebuilding plan, she focused on organization and re-thinking library services. She began with a complete assessment, consideration of options, locating funding sources, seeking and training volunteers, and developing partnerships with the community. She prioritized by determining the specific order to carry the needs assessed while maintaining flexibility. Her next steps were to evaluate the total process, pre-assess planning process, make changes and then finalize planning process. After accessing in-kind donations and grants, she followed the acquisition plan, which involved feedback from staff and students. She also checked review recommendations, and intellectual freedom statements as well as reputable current and backlists of books and materials.

This article is extremely helpful for all librarians even without experiencing a disaster. The plan follows collection development plans that are helpful to focus on the community that is being served, prioritize their needs and do everything possible to make partnerships and look for funding.

Makerspaces for All: Serving LGBTQ Makers in School Libraries.

Ramirez, Carmina

Moorefield-Lang, H. hmoorefield@gmail. co., & Kitzie, V. kitzie@mailbox. sc. ed. (2018). Makerspaces for All: Serving LGBTQ Makers in School Libraries. Knowledge Quest, 47(1), 46–50. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=131625597&site=ehost-live&scope=site  

Heather Moorefield and Vanessa Kitzie list in this article the questions librarians should be asking themselves to provide MakerSpaces for all. These learning spaces are locations for problem solving, creativity, critical thinking and collaboration. But they can also become safe spaces for LGBTQ youth. Librarians can reflect about their MakerSpces and think about the rules in the library to see if they include respect for all visitors and makers. Also, does the librarian intervene when there is bullying either in person or online. Does the library offer LGBTQ books, and other media for its makers? Is diversity exhibited across the library in displays, posters or bulletin boards? Other recommendations to encourage LGBTQ making is to allow students to run making activities and for them to create a code of conduct for the MakersSpace. Also, recognize that different types of making might be considered gendered (ex. sewing is for girls; engineering is for boys).  Therefore create spaces where students are encouraged to pursue the activities that are in their interest.

This is an extremely useful guide to reflect on library spaces and MakerSpaces. It is important to be aware of our own guidelines and rules so that they are inclusive. All students should feel safe at school no matter where they are but as librarians we can provide safe spaces for students and makers.

Weeding by Committee: Involving Faculty in the Deselection Process

Megan McCarthy

DeMars, J. M., & Roll, A. (2016). Weeding by committee: Involving faculty in the deselection process. Retrieved from IFLA 2016 Conference website. http://library.ifla.org/1570/1/100-demars-en.pdf

Summary
This conference paper detailed the "deselection" or weeding process at the Pollak Library, the library for CSUF. A formal plan was created for a large scale deselection that responded to concerns identified in the literature review. Subject specialists were trained in the use of GreenGlass and Excel to identify un- and under-circulated resources. An innovative web-tool was developed to allow faculty to identify resources to be removed or saved. After running a pilot program, the tool was improved to discourage faculty from "saving" all of the resources while allowing for additional input to justify why an item remained useful despite its circulation numbers.

Evaluation
This paper provides important insight into the process of a large-scale weeding process and includes how the program was both implemented and improved. Furthermore, the authors addressed the emotional side of deselection, ways to overcome the anxieties of faculty, as well as how to overcome obstinate faculty that attempt to prevent removing a single item from the collection. It is a useful resource for others planning a similar deselection program in academic libraries.