2008 Day 2 Isll Resource Cycle Info Res Access

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Slide Show for Day 2 of the Introduction to School LIbraries and Learning National Library of New Zealand Professional Development Program for school library staff.

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  • 2008 Day 2 Isll Resource Cycle Info Res Access

    1. 1. Introduction to School Libraries and Learning Day Two 2008 The resource cycle Information Resources and Access
    2. 2. Before we begin… <ul><li>Self Assessment Forms </li></ul><ul><li>Professional Learning Circle - BLOG </li></ul><ul><li>Report back - Task Two,Three and Four </li></ul><ul><li>Workplace </li></ul><ul><li>Orientation Exercise </li></ul><ul><li>Education Gazette Article </li></ul>Mt Albert Grammar
    3. 3. Library Excellence <ul><li>Committed principals </li></ul><ul><li>Graphic novels for boys </li></ul><ul><li>Male authors as guest speakers </li></ul><ul><li>Involve students in buying plan </li></ul><ul><li>Library in central position </li></ul><ul><li>Survey students at beginning of year </li></ul><ul><li>Read more library books </li></ul><ul><li>Senior literature club/ kids lit. quiz </li></ul><ul><li>Librarian – good connection with children </li></ul>
    4. 4. Guiding principle Information Resources <ul><li>The school library is a provider of information resources selected to meet the curriculum and information needs of the school. </li></ul>Bairds Mainfreight
    5. 5. The Resource Cycle Selection Acquisition Cataloguing Processing Circulation Maintenance De-selection
    6. 6. Selection Preparation Assess your users’ needs <ul><li>The best collection in the world is useless if it is irrelevant to the users of the school community for which it was ‘built’.” </li></ul><ul><li>Dillon, 1998, page 154 </li></ul><ul><li>Activity: Report back to the group on homework exercise </li></ul><ul><li>A description (bullet points) of your library users’ needs. </li></ul>
    7. 7. Collection management statement <ul><li>Guiding document to ensure that the library resources collection supports the school’s education goals </li></ul><ul><li>Documents standards, principles and managements strategies for effective collection management </li></ul><ul><li>Needs to be reviewed regularly </li></ul>
    8. 8. Weeding and Assessment <ul><li>Why assess your collection? </li></ul><ul><li>It enables you </li></ul><ul><li>To familiarise yourself with the collection (new staff) and to identify its strengths and weaknesses </li></ul><ul><li>To be responsive to changing needs and user feedback </li></ul><ul><li>To form the basis of library’s buying plan and budget submission </li></ul><ul><li>To make best use of available funds by planning and prioritising expenditure. </li></ul>
    9. 9. Weeding the collection <ul><li>Deciding what to remove from the collection is just as important as deciding what to add to the collection. </li></ul><ul><li>Activity - Discuss in your groups. </li></ul><ul><li>1. When was your collection last weeded? </li></ul><ul><li>2. What difficulties have you/ would you face with weeding your collection? </li></ul><ul><li>3. Discuss the reasons for weeding the book you brought </li></ul>
    10. 10. Categories Withdrawal Replacement topic Replacement title Transfer to teacher resources Mending Reclassify
    11. 11. Buying Plans <ul><li>I think it’s very important to have a buying plan. We’ve got a three- year buying plan that is aligned with all curriculum plans. Before, the books were just bought in an ad hoc way from visiting booksellers. Now we are really targeting our buying, and it ensures that the collection is relevant to classroom learning programmes. I’m also getting a suggestions box going for the children and the staff </li></ul><ul><li>Linda Nevill, TLR, Lyall Bay School </li></ul>
    12. 12. Managing your library budget <ul><li>Resources </li></ul><ul><li>Consumables </li></ul><ul><li>Library automation costs </li></ul><ul><li>Professional development and subscriptions </li></ul><ul><li>Environment </li></ul>
    13. 13. Budgeting methods <ul><li>Lump sum </li></ul><ul><li>Needs – based budget </li></ul><ul><li>e.g. Books at all levels on shapes/patterns, fractions, graphs and maths puzzles </li></ul><ul><li>10 books @ $30 = $300 </li></ul>
    14. 14. Benefits of needs-based programme budgeting <ul><li>targets real / identified needs </li></ul><ul><li>increases effective use of funds </li></ul><ul><li>ensures accountability </li></ul><ul><li>is systematic </li></ul><ul><li>provides flexibility </li></ul>
    15. 15. Primary School Resource Budgets
    16. 16. Documenting your budget to ensure accountability <ul><li>The Board could ask: </li></ul><ul><li>Did the library really need $3000? </li></ul><ul><li>Was the money spent appropriately? </li></ul><ul><li>What was bought with the money? </li></ul><ul><li>How did this expenditure benefit the learning of our students? </li></ul><ul><li>How did the library budget assist with curriculum delivery? </li></ul>
    17. 17. Resource Selection <ul><li>Activity </li></ul><ul><li>What are the criteria you use when selecting a resource? </li></ul>
    18. 18. A Balanced Collection <ul><li>Print and electronic resources </li></ul><ul><li>Reference </li></ul><ul><ul><li>providing accurate, up to date information, in concise systematic format </li></ul></ul><ul><li>Non fiction </li></ul><ul><ul><li>for curriculum related and general reading at all levels </li></ul></ul><ul><li>Fiction </li></ul><ul><ul><li>broad ranging selection for all levels, covering a range of genre and formats </li></ul></ul>
    19. 19. A balanced collection Non- book resources <ul><li>Non book resources </li></ul><ul><li>Videos, tapes, </li></ul><ul><li>Games, and pictorial resources </li></ul><ul><li>Magazines, newspapers, comics – </li></ul><ul><li>Catalogued websites </li></ul><ul><li>(download SCIS pre catalogued websites) </li></ul><ul><li>CD Roms and DVDs </li></ul><ul><li>On-line databases –EPIC </li></ul>Waimauku
    20. 20. Does your reference section include Māori resources? <ul><li>Dictionaries Dictionaries </li></ul><ul><li>Atlases and Place Names </li></ul><ul><li>Proverbs, Idioms & Sayings </li></ul><ul><li>Māori Concepts </li></ul><ul><li>Encyclopaedias </li></ul><ul><li>The Treaty of Waitangi </li></ul>
    21. 21. <ul><li>The library’s information resources and also those it provides access to through online services: </li></ul><ul><li>Are selected to support the curriculum, foster the student’s information literacy skills, and encourage them to develop as readers; </li></ul><ul><li>Are relevant to the library users’ needs in content, level, and approach; </li></ul>Information Resources Electronic Format
    22. 22. E Resources accessible through National Library Create Readers Blog                                                              
    23. 23. National Library website www.natlib.govt.nz
    24. 24. National Library website www.natlib.govt.nz
    25. 25. eResourcing the school curriculum: the role of the school library <ul><li>National Library courses will be held at Mt Albert Grammar on: </li></ul><ul><li>17 June - Primary schools </li></ul><ul><li>18 June - Secondary schools </li></ul>
    26. 26. EPIC <ul><li>Collaboratively purchased and funded for schools by the Ministry of Education </li></ul><ul><li>Collection of 18 databases </li></ul><ul><li>Contains full text articles, images, video, sound, biographies, reference works, reviews… </li></ul><ul><li>Teacher Toolboxes </li></ul><ul><li>Accessed through Te Kete Ipurangi or National Library </li></ul><ul><li>www.tki.org.nz/r/epic </li></ul><ul><li>www. natlib .govt. nz </li></ul>
    27. 27. EPIC Databases <ul><li>Australia / New Zealand Reference Centre </li></ul><ul><li>MasterFILE Premier </li></ul><ul><li>Encyclopaedia Britannica – School edition </li></ul><ul><li>Oxford English Dictionary </li></ul><ul><li>Grove Art Online </li></ul><ul><li>Grove Music Online </li></ul><ul><li>History Resource Centre </li></ul><ul><li>InfoTrac OneFile </li></ul><ul><li>Literature Resource Centre </li></ul><ul><li>Opposing Viewpoints Resource Centre </li></ul><ul><li>Student Resource Centre </li></ul><ul><li>Discovering Collection </li></ul><ul><li>What Do I Read Next? </li></ul><ul><li>Biography Resource Centre </li></ul>
    28. 30. Strategies to aid selection <ul><li>Read, read, read, and share, share, share </li></ul><ul><li>Maintain a file of recommendations / lists… </li></ul><ul><li>Subscribe to specialist book review and childrens’ literature magazines e.g. Magpies, Around the Bookshops </li></ul><ul><li>Read and file reviews in newspapers and magazines </li></ul><ul><li>Specialist websites and listservs which include reviews of children’s & young adult literature </li></ul><ul><li>e.g. Story-go-round, http://homepages.ihug.co.nz/~l.orman/ </li></ul><ul><li>Get on publishers and bookshop mailing lists </li></ul><ul><li>e.g. Scholastic, Children’s Bookshop, Wheelers </li></ul><ul><li>Attend network meetings, events </li></ul>
    29. 31. Acquisitions - who do you buy from? <ul><li>Pros and cons of sale-shopping </li></ul><ul><li>“ Quality” issues in relation to number of books for your $$ </li></ul><ul><li>Which booksellers/book reps? </li></ul><ul><li>Discounts </li></ul><ul><li>How to make book fairs work for you </li></ul>
    30. 32. Access <ul><li>Guiding Principle </li></ul><ul><li>The school library is a hub and interface with organised systems for accessing and managing information and resources </li></ul>
    31. 33. Critical Success Factor 3 The library has standard systems and procedures that are simple, efficient, effective, and well documented, that meet users’ needs……. Ponsonby Primary Upper Harbour School Upper Harbour Primary Rototuna
    32. 34. Effective School Library ‘Access’ <ul><li>supports students to become independent, confident, lifelong learners </li></ul><ul><li>provides the tools and the physical access to information and resources </li></ul><ul><li>Is an integral role in the school’s ICT infrastructure </li></ul>
    33. 35. Staff ICT Skill Levels <ul><li>Core ICT skills </li></ul><ul><li>Gap analysis: </li></ul><ul><ul><li>What skills do I have? </li></ul></ul><ul><ul><li>What skills do I need? </li></ul></ul><ul><li>Priorities for self-development: </li></ul><ul><ul><li>Decide three skill areas to work on </li></ul></ul><ul><ul><li>from the checklist… </li></ul></ul><ul><ul><li>http://www4.boardofstudies.nsw.edu.au/specTest.cfm?courseID=6000 </li></ul></ul>Botany Downs Secondary College
    34. 36. Cataloguing - Introduction <ul><li>1. Access - to enable users to find resources </li></ul><ul><li>2. Show - information about the collection </li></ul><ul><li>3. Provide - a record of the collection </li></ul><ul><li>accuracy and consistency are important </li></ul>
    35. 37. Cataloguing Tools SCIS www.curriculum.edu.au/scis <ul><li>All schools: </li></ul><ul><ul><li>Library database </li></ul></ul><ul><ul><li>Catalogue records </li></ul></ul><ul><ul><li>subject headings </li></ul></ul><ul><ul><li>Dewey 14th Abridged </li></ul></ul>
    36. 38. Processing <ul><li>Preparing the item for use in the library </li></ul><ul><li>can eliminate mending & maintenance later </li></ul><ul><li>weigh up cost of processing materials with cost and value of the item </li></ul><ul><li>Some vendors of materials provide training workshops and guides </li></ul><ul><li>If volunteers are used, it is vital to get those with a real commitment to doing the job really well </li></ul><ul><li>Investigate “shelf ready” pre-processed book purchase </li></ul>
    37. 39. Processing Steps <ul><li>School ownership stamp/remove price labels </li></ul><ul><li>Spine hinges </li></ul><ul><li>Labelling </li></ul><ul><li>Barcode and date due slips </li></ul><ul><li>Covering & reinforcing </li></ul><ul><li>Suppliers’ guidelines e.g. Raeco </li></ul>
    38. 40. Labelling - fiction <ul><li>Albany Junior High </li></ul><ul><ul><li>Spine out shelving </li></ul></ul><ul><li>Upper Harbour Primary </li></ul><ul><ul><li>Face out shelving </li></ul></ul>
    39. 41. Labelling – picture books <ul><li>Upper Harbour Primary </li></ul><ul><ul><li>Sophisticated picture books </li></ul></ul><ul><ul><li>Face out shelving </li></ul></ul><ul><li>Kaingaroa School (Kaitaia) </li></ul><ul><ul><li>Picture books </li></ul></ul><ul><ul><li>Spine out shelving </li></ul></ul>
    40. 42. Labelling – non-fiction <ul><li>Waiheke Primary </li></ul>
    41. 43. Circulation <ul><li>Includes: </li></ul><ul><li>Issues & returns </li></ul><ul><li>renewals </li></ul><ul><li>reserves </li></ul><ul><li>recalls </li></ul><ul><li>overdues </li></ul><ul><li>reports & statistics </li></ul>Efficient circulation systems ensure that material is made available.
    42. 44. <ul><li>Borrower records </li></ul><ul><li>different methods of provision of barcodes </li></ul><ul><ul><li>system generated </li></ul></ul><ul><ul><li>commercial suppliers </li></ul></ul><ul><li>different methods of storage, depending on appropriateness for the school & students </li></ul>Circulation
    43. 45. Maintenance <ul><li>Procedures within the library to maintain the collection adequately & monitor its use. </li></ul><ul><li>Mending </li></ul><ul><li>Stock-checking </li></ul><ul><li>Weeding & withdrawal </li></ul><ul><li>This is best done on an ongoing basis, to avoid a backlog of work for someone else….. </li></ul>
    44. 46. The Resource Cycle Selection Acquisition Cataloguing Processing Circulation Maintenance De-selection
    45. 47. Tasks for day 3 <ul><li>Task One – Library Visit </li></ul><ul><li>With your buddy visit a well run library . </li></ul><ul><li>Complete the checklist while you are there. </li></ul><ul><li>  </li></ul><ul><li>Task Two - Outline of Buying plan </li></ul><ul><li>Include: a) a curriculum area/s that classes are studying this year that needs strengthening b) An area of recreational reading that could be strengthened e.g. more picture books with Pacific Island themes / characters. c) An area in your reference section that needs strengthening </li></ul><ul><li>  </li></ul><ul><li>Task Three – Promote e- resource </li></ul><ul><li>Describe how you showed/ promoted one e- resources eg -EPIC, Te Ara to a student or a teacher </li></ul>

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