Kris presentation
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Kris presentation

on

  • 382 views

 

Statistics

Views

Total Views
382
Views on SlideShare
382
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Kris presentation Document Transcript

  • 1. SCHOOL LIBRARY PROGRAMSTANDARDS – RESOURCESCDE
  • 2. Collection Development – the GOT-TO-HAVE- PLAN 10TH Annual Library Summer Camp, Aug. 7, 2012 Kris Cannon, Coordinator, School Library Services, SMCOE kcannon@smcoe.k12.ca.us. kriscannon1@yahoo.comIntroDetermine NeedsConnect to Standards and FocusWeedReview, Select and PurchaseConclusion
  • 3. SUBJECTS FOR SELECTING LIBRARY RESOURCES – GR. K - 8This list has been developed for the purpose of helping library staff in selecting librarymaterials to support the K-8 curriculum.K. Cannon, Coordinator School Library Services, SMCOE, 4/12.Curriculum – KindergartenHISTORY AND SOCIAL SCIENCELearning and Working Together (rules, problem solving, behaviors, relationships)National and State SymbolsWorking Now and Long AgoGeography of the NeighborhoodCalendarContinuity and ChangeSCIENCEPhysical Science: Physical Properties and Characteristics of common objects;Life Science: Plants and AnimalsEarth Science: Weather conditions; Landforms; Connection between Materials & Resources.ENGLISH LANGUAGE ARTSAlphabet and its role in readingPhonetic awarenessComprehension and analysisCurriculum – Grade 1HISTORY AND SOCIAL SCIENCERights and Responsibilities of CitizenshipGeography of the CommunitySymbols, Icons, and Traditions of the United StatesLife Today and Long AgoCultural Literacy: One Nation, Many PeopleEconomics: Goods and ServicesSCIENCEPhysical Science: Physical Properties and Characteristics of common objects.Life Science: Plants and AnimalsEarth Science: Weather Conditions; Landforms, Connection between Materials and Resources.ENGLISH LANGUAGE ARTSDecode words; Increase vocabularyIdentify major events, setting, and charactersUnderstand central message or lesson
  • 4. Curriculum – Grade 2HISTORY AND SOCIAL SCIENCEFamilies Today and in the PastGeography and Mapping Skills: People, Places, and EnvironmentsGovernment Institutions and PracticesEconomics: People Who Supply Our Goods and ServicesBiographies: People Who Made a DifferenceSCIENCEPhysical Sciences: Motion and Force, Gravity, MagnetsLife Sciences: Plant and Animal Life Cycles, Organisms and Genetic Inheritance, Plants (Effects of environment, germination and reproduction)Earth Sciences: Earth’s Crust, Geologic Time and Fossils concepts introduced.ENGLISH LANGUAGE ARTSDevelop fluency, comprehension, and analysisAsk and answer clarifying questionsLearn to Use Reference MaterialsRead Informational TextsCurriculum – Grade 3HISTORY AND SOCIAL SCIENCEGeography of the Local RegionAmerican Indians of the Local RegionDevelopment of Local Community: Change over TimeAmerican Citizens, Symbols and GovernmentEconomic of Local Region: Choices, Costs, and Human CapitalSCIENCEPhysical Sciences: Energy and Matter, LightLife Sciences: Ecology and Evolution concepts, Earth Habitats & plants and animals living there,Effects of Environmental changes on organisms,, Extinction, Fossils.Earth Sciences: Sun, Moon, Starts, Solar System, Telescopes.ENGLISH LANGUAGE ARTSVocabulary acquisition, comprehension strategiesRead fables, folktales and myths from around the worldDistinguish between literal and non-literal language
  • 5. Curriculum – Grade 4HISTORY AND SOCIAL SCIENCEPhysical and Human Geography of CaliforniaAmerican IndiansExplorers of New World and Colonial HistoryMissions, Ranches, Mexican War for IndependenceGold Rush and Statehood (and Biographies)CA as Agricultural and Industrial PowerModern CA: Immigration, Technology, and CitiesLocal, State, and Federal GovernmentsSCIENCEPhysical Science: Electricity and Magnetism and practical applications.Life Science: Ecology- food chains, webs; components of ecosystem; microorganisms.Earth Science: Rocks and Minerals; Waves, Wind, Water, Ice.ENGLISH LANGUAGE ARTSRead & analyze stories, dramas and poems, narrative, prose, and informational textsCompare and contrast cultures and themesBecome independent readersCurriculum – Grade 5HISTORY AND SOCIAL SCIENCELand and People before ColumbusAge of ExplorationCooperation and Conflict in North AmericaColoniesAmerican RevolutionDevelopment and Significance of US ConstitutionDaily Lives (1789-1850)Westward ExpansionSCIENCEPhysical Science: Elements, Matter, Chemical Reactions.Life Science: Internal Structure of Plants & Animals; Circulation, respiration and digestion system of humans.Earth Science: Water Cycle, Weather, Solar SystemENGLISH LANGUAGE ARTSFigurative Language – metaphors and similesPoint of viewCompare and contrast literature (stories, drama and poetry)
  • 6. Curriculum - Grade 6HISTORY SOCIAL SCIENCEEarly Humans and Development of Human SocietiesEarly Civilization of Mesopotamia, Egypt and KushAncient Israelites (Hebrews)Ancient GreeceEarly Civilizations of India and ChinaDevelopment of RomeSCIENCEEarth Science: Plate Tectonics and Earth’s StructurePhysical Science: Heat (Thermal Energy); Energy in the Earth SystemLife Science: EcologyENGLISH LANGUAGE ARTSRead and Analyze Literature from different times and cultures.Read and Analyze informational textsCurriculum - Grade 7HISTORY SOCIAL SCIENCERoman EmpireCivilizations of IslamChina in Middle AgesSub-Saharan Civilizations of Medieval AfricaMedieval JapanMedieval EuropeMeso-American and Andean Civilizations (Maya, Aztecs, Incas)RenaissanceReformation in EuropeScientific Revolution (Galileo, Copernicus, Kepler, Newton, Descartes, Bacon)Political & Economic Change in 16th, 17th, 18th CenturiesSCIENCELife Science: Cell Biology; Genetics; Evolution; Structure and Function in Living Systems;ENGLISH LANGUAGE ARTSRead variety of literature, including novels, drama, and poetry which supports close reading, deep analysis and thoughtful discussion.Read from and about different cultures, with varied themes and in several genres.Read and analyze informational texts.
  • 7. Curriculum - Grade 8HISTORY SOCIAL SCIENCEDevelopment of American Constitutional DemocracyAmerican Political SystemEarly RepublicDivergent Path American People 1800-1850 (Northeast, South, West) Industrialization and technology; Immigration; Women’s sufferage; SlaveryCivil War and ReconstructionIndustrial Revolution (1877-1914)New Nation Struggles to Achieve IdealsSCIENCEPhysical Science: Motion; Forces; Structure of MatterEarth Sciences: Earth in Solar SystemLife Sciences: Chemistry of Living Systems; Periodic Table ENGLISH LANGUAGE ARTSRead variety of literature, including novels, drama, and poetry which supports close reading,deep analysis and thoughtful discussion.Read from and about different cultures, with varied themes and set in different time periods..Read modern fiction in context of myths, traditional stories an religious works.Look for common themes, pattern of events, types of characters.Connect literature to history.Close and critical reading of informational texts.Evaluate evidence, facts, and interpretations.
  • 8. Hello Library Colleagues,School Library Survey Time!Education Code Section 18122 directs local governing boards to report to the CaliforniaDepartment of Education (CDE) on the condition of school libraries. This survey wascreated to meet the requirements.While answering this survey is required of us, it also presents an opportunity to let thedecision makers know the reality of our school libraries.As I work with you and schools throughout San Mateo County, I recognize the sameproblem issues: hours open for students, staffing, funding, collection size andcurrency, and resources available.By submitting this survey you are sending your library’s data, which will be combinedwith others, to develop an accurate picture of the condition of school libraries in CA.This can be one of your most important pieces of library advocacy information.Survey Questions I suggest you print out the questions from here so you can haveyour answers ready when completing the survey online.Begin Survey - Password is @YourLibrary (2 capitals, no spaces)THIS IS THE IMPORTANT PART TO SUBMIT. The survey will close April 30, 2012.http://www.cde.ca.gov/ci/cr/lb/schoolibsurvey2010.aspSurvey Results from Current Year and Prior Years – Finding your school’s answersfrom last year may be helpful for some of the questions.https://www3.cde.ca.gov/LibrarySurvey/pages/cdsselection.aspx?k=1A Statistical Snapshot of California School Libraries Here is a 1 page collection of datacompiled from these surveys. This can be very helpful in advocating for your library,new books, more hours, etc.http://www.cde.ca.gov/ci/cr/lb/schoollibrstats08.aspPlease complete the survey now. It closes April 30, 2012If you have any questions or concerns, contact me. If you are new to this survey, I amglad to help you.Kris CannonSchool Library Services CoordinatorSan Mateo County Office of Education101 Twin Dolphin DriveRedwood City, CA 94065-1064650-802-5653, kcannon@smcoe.k12.ca.us
  • 9. Model School Library Standards for California Public Schools, Kindergarten Through Grade Twelve Organization of the Standards for Students1. Students Access InformationThe student will access information by applying knowledge of the organization oflibraries, print materials, digital media, and other sources. 1.1 Recognize the need for information. 1.2 Formulate appropriate questions. 1.3 Identify and locate a variety of resources online and in other formats by using effective research strategies. 1.4 Retrieve information in a timely, safe, and responsible manner.2. Students Evaluate InformationThe student will evaluate and analyze information to determine what is appropriate toaddress the scope of inquiry. 2.1 Determine the relevance of the information. 2.2 Assess the comprehensiveness, currency, credibility, authority, and accuracy of resources. 2.3 Consider the need for additional information.3. Students Use InformationThe student will organize, synthesize, create, and communicate information. 3.1 Demonstrate ethical, legal, and safe use of information in print, media, and online resources. 3.2 Draw conclusions and make informed decisions. 3.3 Use information and technology creatively to answer a question, solve a problem, or enrich understanding.4. Students Integrate Information Literacy Skills into All Areas of LearningThe student will independently pursue information to become a lifelong learner. 4.1 Read widely and use various media for information, personal interest, and lifelong learning. 4.2 Seek, produce, and share information. 4.3 Appreciate and respond to creative expressions of information. Adopted by the State Board of Education, September 16, 2010
  • 10. Collection Development – the GOT-TO-HAVE- PLAN 10TH Annual Library Summer Camp, Aug. 7, 2012 Kris Cannon, Coordinator, School Library Services, SMCOE kcannon@smcoe.k12.ca.us. kriscannon1@yahoo.comIntroGoal- You leave with enough ideas & support to create a Col. Dev. Plan.CD Plan good because1. Planning is effective in achieving results.2. Accountability as librarian – measureable, reportable.3. Visible – through involving others, & reports to administration.4. Builds respect for library and you – you are seen as important and supportive.5. Strengthens relationships.6. Attracts funding.Talk with your administrator about ideas for a plan.Determine NeedsSome obvious (replace, update etc).Not-so-obvious (new curriculum, sports, clubs, focus on literacy, reading by Gr3initiative, new cultures, reading non-fiction, local health or family issues, etc)Use CDE survey and snapshot of statistics.CDE Lib Prog Standards: 28 bks/st; add 1 per stud/per year.; 2/3 coll < 15 yrsold.Get input from teachers! Surveys, planning forms, requests in all forms – paper,person, electronic, meetings. PERSONAL is best. And again, and again.Evaluate existing holdings. Inventory, bit at a time, when needed. Ask “forwhat purpose is this inventory?” Inventory time vs. student time??Use library management system to evaluate collection.Present specific needs to specific funders. Ask everyone at some time duringyear.See Where Do I Start?Talk with your administrator about needs and findings. Create and use report.Connect to Curriculum Standards and FocusBig job – collaborate with someone, or dept/grade/subject people.Be included in curriculum meetings.Consider School & District’s Focus or Goals. Efforts such as: WASC, PQR,
  • 11. School Improvement, Sustained Silent Reading, IB, Magnet School, Parenteducation.See Notes listing topics from K-8 Content Standards.Public Library – Use their collection to supplement one-time assignments.Get teacher’s card and tell your teachers about it.Talk with your administrator about standards and focus. Create and usereport.WeedWhy? Space, up-to-date, reliable info, easy to use, appealing.See Where Do I Start? Less is More, cde brochure on Weeding.Must have a system, criteria, and district policy before starting to weed.Consider: partnering with another librarian; step carefully with weeding;choose wisely where you offer discards.Undecided? Box for now.Talk with your administrator about weeding and why. Create and use report.Review, Select and PurchaseSee Resources pg for some review ideas. Many more good authorities available.Choose 1 or 2 review sources as favoritesSelection policy imperative. Keep it handy.Selecting carefully keeps books from being challenged.Consider sel. committee – include teachers, use curriculum as guide,professionals.Be organized in selection; have form, wish list, match with needs and standards.Publishers’ Representatives-WHY?: For knowledge of new and good; For specificsubjects, formats or reading levels; For large amount of $$$; For hard to find;For value – often no shipping, processing; Sales; Saves time; BE LOYAL IFUSING.Funding/Budget; ALWAYS use up total budget.Seek more funding from appropriate (related to request) sourcesSeek regular line item budget for library. If only $250. Increase amountrequested each year.Talk with your administrator about selection process. Create and use report,include data.ConclusionYou can start this plan at any step. Just START.
  • 12. Do one thing in each area. Can be minimal.Collection Development Plan is absolutely a people part of the library job.Short talk with your administrator monthly. Create and share reports.KISS (Keep it simple) and enjoy.
  • 13. Resources for Collection Development Plan Library Summer Camp, Aug. 7, 2012, K. Cannon1. Determine Needs Publications: Where Do I Start?: A School Library Handbook, 2nd edition, SCCOE, 2012 Websites: Ca Dept of Ed. Survey http://www.cde.ca.gov/ci/cr/lb/schlsurvwelcompage.asp On this page see also: Survey Results from Current Year and Prior Years , A Statistical Snapshot of California School Libraries School Library Policies http://www.cde.ca.gov/ci/cr/lb/policies.asp2. Connect to Standards and Focus Websites: Common Core State Standards http://www.cde.ca.gov/re/cc/ School Library Standards http://www.cde.ca.gov/ci/cr/lb/schlibrarystds.asp CA Model School Library Standards - Curriculum Frameworks http://www.cde.ca.gov/ci/cr/lb/documents/schlibstandccrevfeb2012.doc CA Learning Resource Network (Find specifics in standards) http://www.clrn.org/search/standards.cfm Notes “Content Standards as Guides for Selection of Materials (K-8) “See attached.3. Weed Publications: Less is More: A Practical Guide to Weeding School Library Collections. Baumbach, Dana J and Linda L. Miller, American Library Association, 2006. Websites: Weeding the School Library brochure pdf. www.cde.ca.gov Search brochure title.4. Review, Select and Purchase Ca. School Library Association Annual Conference http://www.csla.net/ Nov. 16-19, 2012 San Jose, CA. Conferences, Workshops What’s New in Children’s Literature. Dr. Peggy Sharp,
 October 30, 2012, @ SCCOE. Best Books for Young Adults. Patti Tjomsland,
 November 9, 2012, @SCCOE. Publishers representatives Kathy O’Kane Okanebooks@aol.com Sandi Rowe sandi@librarybooks.us Publications: Where Do I Start?: A School Library Handbook, 2nd edition, SCCOE, 2012 Book List. Periodical received with ALA membership. ALSC Children’s Notable Lists http://www.ala.org/alsc/awardsgrants/notalists Websites: www.ala.com Banned Books www.booklistonline.com You can get a free 14 day trial to Book List CDE Recommended Literature (K-12) http://www.cde.ca.gov/ci/rl/ll/ American Library Association Book List http://www.mymcpl.org/books-movies-music/juvenile-series New York Public Library kids.nypl.org/reading/recommended_favorites.cfm Mid-Continent Public Library Mid-Continent Public Library (Juvenile Series and Sequels) School Library Journal www.schoollibraryjournal.com – See Best Books for 2011.
  • 14. Titlewave www.flr.follett.com
  • 15. Sample COLLECTION DEVELOPMENT PLAN PROJECT Determine Needs What WhenStandards and Focus Which standards/focus With whom Weed What section When Review, Who When Select, Who What Purchase Who With what
  • 16. FOR FURTHER MUSTY * INFORMATION M Misleading Can occur more WEEDING THE The CREW Method; Expanded rapidly in technology than mythology. Look for: Guidelines for Collection Evaluation and Weeding for Small and Medium-Sized SCHOOL Weeding the School ƒ “Dated” popular fiction ƒ Obsolete information Public Libraries, Texas State Library, 1995 LIBRARY Library Collection ƒ Books containing racial, cultural or sexual stereotyping Weeding Library Collections, Stanley J.U Ugly Refers to the physical Slote, Libraries Unlimited, 1997 The Counterpart to Selection condition of the book. Where Do I Start? A School Library ƒ Antiquated appearance Handbook, Santa Clara County Office ƒ Worn-out, frayed, dirty of Education, Linworth, 2000 ƒ Unable to mend California School LibraryS Superseded There may be Information newer copies available. www.cde.ca.gov/ci/cr/lb/index.asp ƒ Duplicate copies ƒ Almanacs, yearbooks, Norfolk Public Schools, VA encyclopedias superseded by Library Media Center Handbook newer editions www.nps.k12.va.us/aaa/media/manual/T Trivial Look for Sunlink Weed of the Month Club appropriateness for the http://www.sunlink.ucf.edu/weed/ collection. Check for poor writing, inaccurate information, an inappropriate interest or reading level for students.Y Your collection has no use for Why Weed? the book. It is irrelevant to your It does not matter how many curriculum. California Department of Education books you may have, but* Coined by the American Library Association in Curriculum Frameworks and Instructional Resources Division whether they are good or not. cooperation with the Texas State Library, 1976 www.cde.ca.gov/ci/cr/lb/index.asp Office: 1430 N Street, Suite 3207 — Epistolae Morale Sacramento, CA, 95814 Lucius Annaeus SENECA 3 B.C.-65 A.D
  • 17. WEEDING THE COLLECTION INFORMAL WEEDING CONSIDER KEEPING An ongoing process that often occurs as ƒ Classics, award winnersDEFINITION materials are checked-in or checked-out. ƒ Local HistoryWeeding is the removing of materials froma library collection in a systematic and ƒ Annuals & School Publicationsdeliberate way. It is an ongoing part of FORMAL WEEDINGcollection development, a planned and A planned process that is not superseded ƒ Titles on current reading liststhoughtful action that will ensure library by informal weeding. A rotation schedulematerials are current and enticing. ƒ Out of print titles that are still can be established allowing for systematic useful weeding over time.DEVELOP A WEEDING ƒ Biographical SourcesPOLICY AND CRITERIAA part of the district selection policy COPYRIGHT PROCEDUREshould include a plan for weeding the These are suggested copyright markers toschool library collection. This weeding ƒ Design a plan that includes a consider. Utilize other criteria as well as schedule and a goal for thepolicy should include a justification, these guidelines.rationale, a plan for teacher evaluation of weeding process.materials being considered for discard and Dewey Classifications ƒ Schedule weeding during ana process for disposal. 000 2-10 years 500 5-10 years uninterrupted time. 100 10 years 600 5-10 yearsThe following criteria should be 200 2-10 years 700 5-15 years ƒ Have post-its, carts and boxesconsidered in developing such a policy: 300 5-10 years 800 flexible available. 400 10 years 900 15 years ƒ Copyright: a clue to look more ƒ Look at each book and apply your carefully at the content. criteria. Biographies flexible ƒ Content: look for relevance to the Fiction 10 years ƒ If pulling the book, note the reason needs and curriculum of the school. Encyclopedia 5-7 years and place on a cart for mending or in Reference: evaluate on a box for disposal. ƒ Physical condition: look for ease individual basis of repair. Is there sufficient time Periodicals 5 years ƒ Remove records from circulation and staff to complete major repairs? Almanacs/Yearbooks 3 years in system. ƒ Number of circulations including reference, 3 last circulation. If not circulated for additional years in 5-10 years determine why. circulation ƒ Superseded: is there newer information available?