Standard 5: Program Management and Administration
5.1.1. Collections: Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators.
Artifacts:
Materials Order
Curriculum Chart
The Materials Order for my McDaniel Selection and Use class was a tease. We spent time and fake money compiling a list of 75 resources, and two months later we did not have any boxes to unpack! However, this project was certainly one of the assignments in the graduate program that had me salivating to apply for any and every school librarian vacancy.
To create my Materials Order, I used two resources: the Curriculum Chart I had completed earlier in the semester and a number of professional selection tools and book lists. I evaluated hundreds of titles using over 20 professional selection tools to hypothetically add a myriad of items to a current school library. I also utilized my Curriculum Chart because it outlines the major topics covered in all core classes and many of the elective classes offered in Frederick County high schools. Once I finished, I had a diverse list of 75 current print and audio-visual items for inclusion into a current collection. The titles included in my order all together meet the diverse curricular and personal needs of a community of high school students and teachers. |
As I mentioned, I created my Curriculum Chart early in the semester, and this chart proved to be a valuable resource once I began my Materials Order. Initially, English and social studies were the only two curricular areas with which I was familiar. Once I finished, I had a fuller understanding of what topics within all subject areas a school librarian can support within her collection. For example, I sought out the foreign language teachers during their lunch period to ask for their input. The Latin teacher indicated she would like library items on Ancient Greek and Roman culture and Latin expressions in English. The German teacher expressed that she would like more materials on classical and modern German music. The Spanish teachers shared that they have a unit on Spanish cuisine, and the French teacher teaches an entire section on the French Revolutions of the eighteenth and nineteenth centuries. Wow! They almost completed my entire Foreign Language row for me, and I barely had to glance at their online curricula! The teachers I interviewed in other curricular areas were equally as helpful.
My Curriculum Chart is a comprehensive yet succinct list, and I will most certainly use it as a resource once I enter into the profession. As I was referencing my curriculum chart during my internship about a month ago, my mentor librarian took one look and asked for a copy! She said that ever since she had moved up to high school from elementary school, she had been looking for a resource such as this one. I was happy to oblige – already my little ol’ assignment from Selection and Use serves its purpose.
As I began to compile resources for my Materials Order in the latter half of the Selection and Use course, I felt confident in my ability to select texts that cover a diverse range of curricular reading needs because of what I had learned while creating my Curriculum Chart. Many of the teachers I spoke to truly want to utilize library resources, but are unaware of titles that support their curricula indicators. In completing my order, I also made sure to draw on my own understanding of the reading needs of high school readers (and self-proclaimed non-readers) as I began to select pleasure reading titles to add to my Materials Order. As aforementioned, I used a number of professional resources to assist me in my selection of the texts. Books in Print was certainly high on my list. However, I also referenced Voice of Youth Advocates (VOYA) quite a bit.
As indicated above, I began by focusing on curricular areas of need. I found multiple texts for science classrooms (i.e. The Big Necessity: the Unmentionable World of Human Waste and Why it Matters – Environmental Science), art classrooms (i.e. Digital Art: Painting with Pixels – Digital Art/Photography), health classrooms (i.e. Food as Foe: Nutrition and Eating Disorders), social studies classrooms (i.e. No Choirboy: Murder, Violence, and Teenagers on Death Row – Government), music classrooms (i.e. Ballou – nonfiction documentary for band), and others. I then focused on fiction and reading for personal fulfillment. Included in my Materials Order are many science fiction, fantasy, historical fiction, realistic fiction, family dramas, horrors/thrillers, memoirs, and mysteries. Some are for high-level, mature readers (City of Thieves by David Benioff – an Alex Award winner recommended for grades 10 – 12); others are for reluctant readers of all grades (Jumped by Rita Williams-Garcia – reviewed in four reliable publications). I made sure to include graphic novels (Life Sucks by Jessica Abel) and poetry (The Surrender Tree: Poems of Cuba’s Struggle for Freedom by Margarita Engle). I also “purchased” many multicultural titles, especially because the high school where I previously worked as an English teacher educated a rapidly-growing Latino student population. In addition to the Latino literature, I sought out a number of fiction and nonfiction items about current Middle Eastern and African struggles because of how prevalent the conflicts in these areas are on the international level. I also made sure to compile multiple audio-visual fiction and nonfiction materials (videos, eBooks, and audio books). Throughout the process, I used simple selection criteria: the books and audio-visual materials needed to have been reviewed as appropriate for a middle or high school audience. All books needed to have at least two positive reviews from reliable sources (Booklist, School Library Journal, VOYA, etc.). All audio-visual materials were to have at least one positive review.
My materials order, however, does not include professional reading. The inclusion of professional texts for teachers and administrators was not a requirement of the assignment, thus I did not dedicate any of my 75 items to professional reading. In the future, I want to consider these items as part of my yearly materials orders; one way in which to consider items to include for the betterment of my school’s staff is to have a meeting with the administration to determine what texts may support the school’s mission and vision statements and the goals for the school year. For example, at my current school, our primary focus this year is on preparing students for the SAT. There are a number of professional resources I can order as a school librarian to aid teachers as they integrate SAT preparation into their classroom instruction.
During the completion of my Materials Order, I adhered to the selection criteria and was conscientious about making sure to support all curricular areas (including electives). Throughout my internship semester, I have observed how little time my mentor has to herself. As soon as she finds time to work on an administrative product like a materials order, a teacher or student finds a way to pull her away from her task. Once I become a school librarian, I doubt I will have the luxury of time when compiling a list of items I want to order. Reading through multiple reviews and cross-listing prices with my budget is time-consuming and will probably need to be completed at home or over the summer. I am realistic in understanding how much time a materials order requires and how much work goes into ensuring the items I order are designed to meet the diverse curricular, personal, and professional needs of the school community. However, I also know that Christmas will come early when those boxes start rolling in. I can’t wait.
My Curriculum Chart is a comprehensive yet succinct list, and I will most certainly use it as a resource once I enter into the profession. As I was referencing my curriculum chart during my internship about a month ago, my mentor librarian took one look and asked for a copy! She said that ever since she had moved up to high school from elementary school, she had been looking for a resource such as this one. I was happy to oblige – already my little ol’ assignment from Selection and Use serves its purpose.
As I began to compile resources for my Materials Order in the latter half of the Selection and Use course, I felt confident in my ability to select texts that cover a diverse range of curricular reading needs because of what I had learned while creating my Curriculum Chart. Many of the teachers I spoke to truly want to utilize library resources, but are unaware of titles that support their curricula indicators. In completing my order, I also made sure to draw on my own understanding of the reading needs of high school readers (and self-proclaimed non-readers) as I began to select pleasure reading titles to add to my Materials Order. As aforementioned, I used a number of professional resources to assist me in my selection of the texts. Books in Print was certainly high on my list. However, I also referenced Voice of Youth Advocates (VOYA) quite a bit.
As indicated above, I began by focusing on curricular areas of need. I found multiple texts for science classrooms (i.e. The Big Necessity: the Unmentionable World of Human Waste and Why it Matters – Environmental Science), art classrooms (i.e. Digital Art: Painting with Pixels – Digital Art/Photography), health classrooms (i.e. Food as Foe: Nutrition and Eating Disorders), social studies classrooms (i.e. No Choirboy: Murder, Violence, and Teenagers on Death Row – Government), music classrooms (i.e. Ballou – nonfiction documentary for band), and others. I then focused on fiction and reading for personal fulfillment. Included in my Materials Order are many science fiction, fantasy, historical fiction, realistic fiction, family dramas, horrors/thrillers, memoirs, and mysteries. Some are for high-level, mature readers (City of Thieves by David Benioff – an Alex Award winner recommended for grades 10 – 12); others are for reluctant readers of all grades (Jumped by Rita Williams-Garcia – reviewed in four reliable publications). I made sure to include graphic novels (Life Sucks by Jessica Abel) and poetry (The Surrender Tree: Poems of Cuba’s Struggle for Freedom by Margarita Engle). I also “purchased” many multicultural titles, especially because the high school where I previously worked as an English teacher educated a rapidly-growing Latino student population. In addition to the Latino literature, I sought out a number of fiction and nonfiction items about current Middle Eastern and African struggles because of how prevalent the conflicts in these areas are on the international level. I also made sure to compile multiple audio-visual fiction and nonfiction materials (videos, eBooks, and audio books). Throughout the process, I used simple selection criteria: the books and audio-visual materials needed to have been reviewed as appropriate for a middle or high school audience. All books needed to have at least two positive reviews from reliable sources (Booklist, School Library Journal, VOYA, etc.). All audio-visual materials were to have at least one positive review.
My materials order, however, does not include professional reading. The inclusion of professional texts for teachers and administrators was not a requirement of the assignment, thus I did not dedicate any of my 75 items to professional reading. In the future, I want to consider these items as part of my yearly materials orders; one way in which to consider items to include for the betterment of my school’s staff is to have a meeting with the administration to determine what texts may support the school’s mission and vision statements and the goals for the school year. For example, at my current school, our primary focus this year is on preparing students for the SAT. There are a number of professional resources I can order as a school librarian to aid teachers as they integrate SAT preparation into their classroom instruction.
During the completion of my Materials Order, I adhered to the selection criteria and was conscientious about making sure to support all curricular areas (including electives). Throughout my internship semester, I have observed how little time my mentor has to herself. As soon as she finds time to work on an administrative product like a materials order, a teacher or student finds a way to pull her away from her task. Once I become a school librarian, I doubt I will have the luxury of time when compiling a list of items I want to order. Reading through multiple reviews and cross-listing prices with my budget is time-consuming and will probably need to be completed at home or over the summer. I am realistic in understanding how much time a materials order requires and how much work goes into ensuring the items I order are designed to meet the diverse curricular, personal, and professional needs of the school community. However, I also know that Christmas will come early when those boxes start rolling in. I can’t wait.