Dark Matter: Collection Development in School Libraries

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RUSA CODES panel 7/12/2009

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Dark Matter: Collection Development in School Libraries

  1. 1. Dark Matter: Using Collection Data in Schools<br />Buster<br />Free<br />Marcia A. Mardis, Ed.D.<br />Assistant Professor<br />Associate Director, Partnerships for Advancing Library Media (PALM) Center<br />College of Information & Communication <br />The Florida State University<br />July 12, 2009<br />
  2. 2. No trees (or dogs) were harmed in the creation of this presentation.<br />Woody<br />
  3. 3. In humble beginnings…<br />Detroit Catholic Central HS<br />The Keystone School of San Antonio<br />University of Michigan School of Information (UM SI)<br />Merit Network, Inc.<br />Wayne State University SLIS<br />
  4. 4. Then and now…<br />
  5. 5. Core values remain:<br /><ul><li>Teach children skills for now and for a lifetime
  6. 6. Support and share in the craft of instruction
  7. 7. Help children feel safe, happy, challenged, and supported
  8. 8. Create a collection of resources that are the basis for everyone’s learning
  9. 9. Be an advocate for what you and your library do to make a difference</li></ul>Lead with your collection<br />
  10. 10. Collections<br />(genres, age levels, subject balance, currency, community)<br />Instigate<br />booktalks, book clubs, battle-of-books<br />Facilitate<br />Collecting for children is different<br />Programming<br />Telenovela, Fandom, Gaming<br />Battle-of-the books, author visits, poetry reading<br />
  11. 11. What do we know?<br />Large collections correlate significantly with strong student achievement in reading and science (Lance 1993-2005; Mardis 2005)<br />Large budgets correlate significantly with strong student achievement (Lance 1993-2005; Mardis 2005)<br />Collection development is the perceived hallmark of school librarianship (Mardis 2006; Mardis 2007)<br />Collections are strong in areas of librarian “topical confidence” (Webster, 1999; Mardis 2005; Mardis & Hoffman, 2007)<br />Kids need to activate and build upon prior knowledge (Hirsch, 2007)<br />External factors influence resource selection (Mardis, 2009)<br />
  12. 12. What do SLMS need to do?<br />Link subject area collections to standards and benchmarks<br />Link circulation statistics to student achievement<br />How are your strong library users doing in class?<br />How are your class users doing overall?<br />How are do your non-users compare?<br />Be able to show the need of each expenditure<br />Create an environment of resource equity<br />What is the school’s proportion of students with IEPs to students not on a caseload?<br />How does the collection content reflect that? (differentiation)<br />Do you balance formal and informal information needs?<br />Do you promote digital resources? How?<br />
  13. 13. Where can they find data? <br />Catalog data<br />Circulation data<br />Collect qualitative data from all stakeholders(includingkids) to surface issues in addition to preference<br />Suggestions<br />Focus groups and interviews<br />Surveys<br />SHARE THE DATA, TOO.<br />TitleWave/TitleWise<br />
  14. 14. How is access ensured?<br />
  15. 15. What else would be helpful?<br />Have preparation courses or continuing ed specific to subject areas<br />Integrate cataloging and collection development for SLM (rhetorical metadata)<br />Understand and be involved in infrastructure (e.g., bandwidth)<br />Make annual reports mandatory and revisit policies in them.<br />Ensure that SLMs have the skills to make use of TitleWave and TitleWise data<br />Link to student achievement and ROI<br />Create tools to make integration of digital learning objects with physical objects easier (new IMLS project)<br />Stay young!<br />

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