Mary “Nicole” Wingate
Collection Development Plan
FRIT 7134 – Spring 2010
March 3, 2010
Wayne County High School is the only high school located in Wayne County, which is
settled in southeast Georgia. The community is located forty miles northwest of Brunswick and
the Atlantic Coast, and sixty-six miles south of Savannah. Wayne County, created in 1803, was
named after General “Mad Anthony” Wayne. General Anthony was a leading southern general in
the Revolutionary War. The county, whose county seat is Jesup, is also comprised of the
communities of Odum, Screven, Mt. Pleasant, Madray Springs, and Gardi, and encompasses a
total of 645 square miles. According to the US Census Bureau, the county had a 2008 population
estimate of 29,509 people. At that time, it was 77% Caucasian, 20% African American, and
roughly 3% Hispanic. The median household income in the county is approximately $37,500,
and just above 20% of the population lives below the poverty level. Just short of 6% of the
homes in the community speak a language other than English at home. And finally,
approximately 70% of the population has received a high school diploma, while just shy of 12%
has a bachelor’s degree.
The county is the home to one of the few remaining drive-ins in the state and has the
Altamaha River running through it for entertainment. Also, Rayonier is the county’s leading
employer. The Pulp Mill, which was the largest paper mill in the world when it was built, is the
heart of the community and its livelihood. Salaries at other local businesses cannot compare to
the elevated salaries of this big corporation. As a result, many students have only the desire to be
hired as a manual laborer at the mill upon graduation.
The public school system includes eight schools. The high school houses students from
Jesup, Odum, Screven, and the other communities in the county. The system has two middle
schools, which are located in Jesup, one alternative school, which is also located in Jesup, and
five K-5 schools, located throughout the county. The community has one public school Pre-K
program, and several private Pre-K programs in various churches. At the high school, there are
143 people on staff. Of those, 6 are administrators, 89 are teachers, and 4 are counselors. The
breakdown of this staff shows that 68% of the employees are certified Caucasians, 3% are
certified African Americans, 22% are classified Caucasians, and 7% are classified African
Now, for a look at the students of WCHS. Wayne County High is home to 1,501 students
for the 2009-2010 school year. The racial makeup of the student population is 70% Caucasian,
25% African American, 4% Hispanic, and 1% multi-racial. We will take a closer look at the
makeup of the eleventh graders at the school, as the standards addressed in this collection
development plan are standards taught in the 11th grade. Of the 1,501 students at the high school,
376 of them are in the 11th grade. Of those 376, 263 are Caucasian, 84 are African American, 19
are Hispanic, 6 are Multiracial, 3 are Asian, and one is Indian. Of these eleventh graders, 31 are
classified as “students with disabilities,” and 165 are considered to be economically
disadvantaged. There are also six 11th grade students in the ESOL program, one of which speaks
little to no English at all.
All of these students are served through one media center, which is supervised by one
certified media specialist and her para-professional. The media center is centrally located in the
school, right next to the lunchroom and “commons” area, where students spend most of their
time in between classes. The three instructional hallways in the school meet right outside of the
media center, so it is easily accessible to all students. The media center has sixteen computer
workstations available for student use. However, the media specialist has requested more
workstations, totaling thirty, so that she can accommodate an entire class without having students
partner up or share computers. She hopes for these additional computers to be added by the end
of the 2009-2010 school year. In addition to the computers in the media center, the media
specialist is in charge of three computer labs, each located down an instructional hall. The labs
have between twenty and thirty computer workstations, depending on which lab you visit, and
each has a color printer for student and teacher use. The labs also have LCD projectors and a
In addition to the computers offered in the media center, the media specialist oversees a
total of 17,018 copies of print and non-print items. This number includes fiction, nonfiction,
reference, and video titles. The number has grown since inventory was completed at the end of
the 2009 school year, when the collection included 16,924 copies. The media center averages
having approximately 250 items checked out at a time. The computer workstations serve as the
center of the library, where a LCD projection screen is also available for instructional purposes.
The fiction collection occupies the right side of the library. In this section books are labeled with
“FIC” and the author’s last name. The shelves in this section are labeled fiction and are marked
with the letters of author last names that are housed in that row. The reference and nonfiction
sections occupy the left side of the media center. This section is labeled using the Dewey
Decimal System and the author’s last name, while the reference section is also marked with an
“R.” There is also a biography section, where three smaller bookshelves house biographies and
autobiographies at the back of the library. They are also labeled using author’s last name and the
Dewey Decimal System. Side rooms house print magazine titles, which are organized, stored,
and labeled based on magazine name, and a video collection, which is labeled with a VC and
then in numerical order. All resources are available for student checkout, except for the video
and magazine collection.
This collection development plan will focus on the Roaring Twenties and the Great
Depression in US History. The reason for focusing on these topics and time periods is the fact
that they are addressed in the 11th grade standards in both Language Arts and US History.
Therefore, the library could be used for these topics in various content areas, and by various
teachers. Also, because there are standards on this topic for various subjects, there is a greater
need for material covering these areas in the library. The following is a list of the primary
standards that address the Great Depression and the Roaring Twenties, and the instructional
approaches that teachers at WCHS take to meet these standards.
Social Studies Standards Addressed:
SSUSH17 The student will analyze the causes and consequences of the Great Depression.
a. Describe the causes, including overproduction, underconsumption, and stock market
speculation that led to the stock market crash of 1929 and the Great Depression.
b. Explain factors (include over-farming and climate) that led to the Dust Bowl and the resulting
movement and migration west.
c. Explain the social and political impact of widespread unemployment that resulted in
developments such as Hoovervilles.
SSUSH18 The student will describe Franklin Roosevelt’s New Deal as a response to the
depression and compare the ways governmental programs aided those in need.
a. Describe the creation of the Tennessee Valley Authority as a works program and as an effort
to control the environment.
b. Explain the Wagner Act and the rise of industrial unionism.
c. Explain the passage of the Social Security Act as a part of the second New Deal.
d. Identify Eleanor Roosevelt as a symbol of social progress and women’s activism.
e. Identify the political challenges to Roosevelt’s domestic and international leadership; include
the role of Huey Long, the “court packing bill,” and the Neutrality Act.
Language Arts Standards Addressed:
ELAALRL3 The student deepens understanding of literary works by relating them to their
contemporary context or historical background, as well as to works from other time periods.
The student relates a literary work to primary source documents of its literary period or historical
setting; the student:
a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its
i. Native American literature
ii. Colonial/Revolutionary/National literature
b. Relates a literary work to the characteristics of the literary time period that it represents.
iv. Modernism (including Harlem Renaissance)
Content Area Standard Concept Activities Resources
Social Studies SSUSH17 Great -Students create -Textbook
Depression timelines of major -Current Events
events leading up to and from local and
during the Great national
-Students compare the -Cinderella Man,
Great Depression to the movie (have
2008-2010 used teacher’s
-Students watch personal copy)
Cinderella Man -Websites with
-Create a shadow box of descriptions of
a Hooverville Hooverville
Social Studies SSUSH18 New Deal -Jigsaw Activity: In -Textbook
groups, students identify -collective
a different part of the biographies from
New Deal, then students time period
rotate around the room -Set of
to share about their Encyclopedias
component and learn -Websites on
about their classmate’s Eleanor Roosevelt
New Deal component and her
-Do a biographical contributions to
sketch of one of US during 1930s
-Presidential Profile of
-Research and present
one major impact
Eleanor Roosevelt had
on the US during era
Language Arts ELAALRL3 Modernism - Students read The - Textbook
Great Gatsby - Computer Time
- Jigsaw activity to to access various
introduce students to websites on
different aspects of the authors during the
- Students create a Renaissance
historical timeline for - The Great
the events of the time Gatsby
period - The Great
- Students research an Gatsby Video
author from the “Harlem - The Great
Renaissance” Gatsby Study
- Students read one short guide
story from the - Websites
Modernist period and focusing on
label the Modernist different aspects
elements in it of the 1920’s
When beginning to analyze the collection in the media center with a focus on the Great
Depression and Roaring Twenties, I first took a “stroll” through the shelves. I looked for some
notable fiction titles that I knew were set in the time period, and browsed through the titles in the
nonfiction section. The media specialist pointed out to me that the 970s made up the nonfiction
collection material on US History. Some of the books in this section focused directly on the
Great Depression and/or the twenties, while the majority of the books in this section focused on
many issues in American history, and only included a section on the Depression and twenties.
After doing a quick visual inventory, I dug deeper by using the card catalog.
When searching in the card catalog, I searched for keywords such as “The Great
Depression,” “1920s,” and “The Roaring Twenties.” These keywords returned 161 search
results. Of these titles, some were videos, some were nonfiction, others were reference
materials, and still others were fiction books. However, these simple searches of the collection
returned titles that would be useful in a unit on the Roaring Twenties and Great Depression, and
others that were not. For example, when using the keyword “1920s,” several results were simply
books written by authors that were born or died in 1920. Therefore, after completing a search of
the catalog, I had to examine the results to see if they were actually connected to the units on the
Roaring Twenties and the Great Depression. After doing so, I found that only 88 of the 161
search result titles actually pertained to the unit being examined. Of these 88 titles, 47 were
nonfiction titles, 20 were fiction titles, 4 were reference titles, and 17 were titles in the video
collection. There were no titles in the form of e-books. From these results I can see that e-books
should be added to the media center’s collection, as students are becoming more computer-savvy
and several prefer to work on the computer rather than in print books. Also, it is concerning that
only four reference books are available that focus solely on these major time periods in US
history. Sure, these topics can be researched in comprehensive reference books, like
encyclopedias, but then relatively small articles provide only the bare facts. To provide students
and teachers with more in-depth information on the topics, my materials order should include
reference materials that focus solely on the 1920s and/or the Great Depression.
After determining the relevant titles available in the media center for a Great Depression
and Roaring Twenties unit, I took a look at how much these collections were checked out. I
learned earlier that only roughly 1.5% of the collection is checked out at any given time. When
examining the resources available for the unit at hand, only one of the 88 titles was currently
checked out. I was alarmed to find that several of the titles had never been checked out. In fact,
54 of the 88 titles pertaining to the units had never left the library. I do want to add here,
however, that I think this number is slightly higher than it actually is. None of the videos had
been recorded as being checked out, and I think this is because of the video checkout policy.
Only teachers are allowed to checkout videos, and they do so by signing them out. Because of
this, they videos are never actually “scanned out” using the cataloging system when they leave
the library. Therefore, I would guess that these videos have been checked out, and the records
just do not show it. However, there is no excuse for the remaining 71 titles being analyzed.
Even the research materials are available for overnight checkout. Perhaps even more alarming
than the overall checkout number is the fact that these titles have only been checked out thirteen
times in the 2008-2009 school year, and only three times in the 2009-2010 school year. This
would suggest that teachers and students do not find the available materials very useful or have a
hard time finding them. Therefore, it will be of top priority in my materials order that I acquire
new resources that are easily accessible and inviting for students and teachers.
In addition to looking at the number of times the books were checked out, I also
examined the date of publication to see how current and up to date the books were. The
following charts show my findings:
Nonfiction Reference Fiction Video Collection
Average 1982 1986 1988 1988
Great Depression 1920’s/Roaring Twenties
Average Publication Date 1984 1986
These charts prove that the titles in the media center are in need of an update. However, the
average publication dates do look “worse” than they really are, because of a few older titles that
are figured into the total and bring down the averages. Also, the topics being researched, the
Great Depression and the 1920s, are not topics that are being updated or changed today.
However, the main average that needs uplifting is the average publication for the video
collection. With the constant updates and new capabilities in the video world, today’s students
will be bored watching videos produced in the 1980s. One video was even produced in the 70’s.
Therefore, my materials order must also focus on adding newer videos to the collection.
In addition to analyzing the circulation and average publication date of materials, I
evaluated the collection in the media center by looking at the multicultural aspects of what was
offered. While this topic does not lend itself very easily to multicultural titles and outlooks, the
collection did bring in the thoughts and issues of different cultures through works such as
Minorities in American History and Negroes and the Great Depression. These two titles,
included in the nonfiction section of the media center, were not the only titles that stretched
across cultural lines. Titles in the fiction section do an excellent job of showing how the Great
Depression affected young people across the country in a variety of different atmospheres and
from equally as many different cultural backgrounds. Novels like Sunday’s Dust bring in
characters of different nationalities and cultural backgrounds, as one of the main characters in
this story is Italian. However, one area that the media center lacks in is that none of the materials
are offered in Spanish. With the Hispanic population growing in the community and school,
some of the most commonly taught novels and research materials should be offered in Spanish.
For example, The Great Gatsby is taught in all 11th grade Language Arts classes. While there are
copies of the novel in the media center, none of them are in Spanish. Six 11th grade students are
classified as ESOL students and speak limited English; therefore, it is essential that these
commonly taught titles are available in Spanish. The need for Spanish literature will be
important in my materials order.
The fourth way that I analyzed the collection was on reading levels. The content
concerning the Great Depression and the 1920s is taught in 11th grade Language Arts and History
classes. There are four teachers teaching 18 sections of American Literature. There are two
sections of AP American Lit offered, two sections of remedial American Lit taught, and five
sections of American Lit that are inclusion classes. On the Social Studies side of the content,
there are five teachers teaching 17 sections of US History. Of these classes, there are also two
sections of AP US History, five sections of Inclusion US History, and one remedial US History
class taught. Therefore, even though all of the students being taught these concepts are 11th
graders, not all of them are taught in the same way, at the same speed, or have the same abilities.
According to the English department head, the reading levels of the 11th grade students in
American Literature classes ranges from a fourth grade reading level, to a freshman in college
reading level. Because of this large gap, the media center needs to provide students with
information on the Great Depression and 1920s in formats that accommodate all of these reading
levels. While not all of the materials in the media center are labeled with their appropriate
reading level, most of the titles that are labeled are at least on a middle school grade level.
Therefore, it is important that more lower-level materials are added to the collection for use in
the remedial and inclusion classes. Overall, though, the media center does an excellent job of
providing a variety of materials to students at different reading levels.
After an in-depth look at the needs of students at WCHS, and an analysis of the current
collection in the library, I have created a materials order that I feel will best help the media
center supplement meaningful curricular units on both the 1920s and the Great Depression.
Because of the low number of checkouts on already available materials, I have included sources
that are attention-getters. Several sources have pictures, are bright-colored, up to date, and
interesting for students and teachers alike. I also included several fiction titles from the time
period in the materials order. Some of these titles are ones commonly taught in 11th grade
classes, but others are there for individual reading purposes. Several of these titles were also
purchased in Spanish, so that the ESOL students have access to the books in their native
language. The purpose of this is to give students access to interesting reads that are set within
the framework of the time period. Next, I included several reference materials that focus solely
on the 1920s and the Great Depression. These sources allow readers to get a much more detailed
description of the time period and happenings of the era than if they read only a paragraph
summary of the events in a comprehensive US history book.
Not only were reference and fiction books included in the materials order, but
biographies and nonfiction books focusing on key people from the time period are also included.
These selections were made because several key people of the era are addressed in standards.
Books were also added to address other major aspects of the standards, such as the New Deal,
the 1929 crash of the stock market, and the Dust Bowl. These books were added to assist
teachers in meeting the 11th grade US History standards. And finally, cds, videos, and DVDs
were added to give teachers audio/visual options when teaching the units. All of these resources
are current and up-to-date. This currency is important since the current average publication date
for videos in the media center is 1988.
I have created this materials order after doing much research to find appropriate and
adequately priced materials on various websites and from various venders. The total amount
needed to purchase materials for this collection development plan is $3,780.93. However, I feel
that after these resources are added to the collections, teachers and students will be adequately
equipped and prepared to master the 11th grade standards in both US History and American
Literature for the 1920s and the era surrounding the Great Depression. Included along with these
materials for the collection is a list of helpful websites. These websites build upon the collection
materials to offer a deeper understanding of the concepts and people from the time periods being
studied. All aspects of the standards have been addressed through a fiction book, nonfiction
book, reference book, video, and/or website. A wiki with a resource list of helpful websites can
be found at: http://wingatecollectiondevelopmentplan.pbworks.com/.