Library Book Selection

Submitted by: Steven Benjamin, Nicholas Long, Madelyn Roberts

Madiison Smart, and Thomas Stewart

Salt Lake Community College

Communications 1010-402
November 2, 2015

Table of Contents

Executive Summary ... 2

Project Description 3
Methods 4
Problem Question 4
Analyzing the Problem 4
Analyzing Solutions 6
Conclusion 6
Works Cited 7

Appendices

Appendix 1: Team Contract 8

Appendix 2: Comparison Chart 9
Appendix 3: Participation Points 10

October Book Selections

Salt Lake Community Library Book Selection Committee

Executive Summary
The Salt Lake Community Library Book Selection Committee will be purchasing a
selection of new childrens books with the help of a generous, anonymous $1,000 donation.
These new books will capture the imaginations of library patrons 15 and under. The committee
considered community recommendations, along with the insights of local educators, in an effort
to purchase entertaining and growth promoting titles. After we had finished our polling, the
committee found affordable sources for the most popular and valuable suggestions, prioritizing
quality and community preferences over quantity. The committee hopes that its purchases
reinforce this library's goal of providing appropriate, appealing and educational resources for
children of all ages.

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Project description
For this project, we as a group had to work together in order to come up with a solution
to our problem. The problem we were solving was a situation in which we were a committee of
library members who had $1,000.00 to spend on childrens books the library purchases were
not taxed, so all the money will go toward the cost of the texts. Books had to be bought new, not
used and our purchases should represent the interests of four age groups: 0-4; 5-8; 9-11; 12-15.
We as a group had to figure out a way to maximize our budget in order to get the widest
range and selection of books for our library. In order to solve this problem we had to work
together as a team and create a solution that would better our library in actuality as well as in

our community. Some of the steps that were necessary to reach this goal included doing
research on what characteristics, policies, ethics and history are involved when going into a
project such as this one.
Each member did a part of this research and when we we grouped up again discussed
how these factors affected our solution. After doing our research, the group started
brainstorming ideas on how to maximize budget, gain a wide selection of genres, appeal to our
community, etc. After brainstorming these ideas all group members worked together to narrow
our options down to eventually find a solution to our problem.
The solution we came up with was one that covered a lot of our brainstormed topics as
well as fell within the restrictions we had found in our research. The solution came out to be
that we would take a poll of patrons and educators to find out where the demand is so we knew
where to set our priorities. After we understood the needs of the community we would look at
popular trends in literature to get an idea of what popular books would be wanted in our library,
in order to maximize the budget we would contact wholesalers and find the cheapest possible
book option while still buying them all new.

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Methods
The group started with making a chore/task list of responsibilities (Group meeting #1).
We started to brainstorm and use to come up with solutions to solve our problem of spending
$1000 on educational material. Our group did come across a couple of Risky shift Ideas, but in
the end got shot down. We mostly used a Reflective thinking process and brainstorming with
constructive criticism.
Part I: Problem Question:
As a cohesive unit we discussed the issue that we all faced. How should we spend this
money/how can we capitalize on our overhead, while utilizing our capital. The group decided

that the hardest task at hand would be how to cover the diversity of the educational material we
need to acquire.
Part II: Analysis of the problem
Lack of proper educational materials is a growing concern in our country, 50.1 Millions students
are expected to attend public and secondary school this fall 2015 (National center for
educations statistics. Back to school. Internet article. ) Out of these 50.1 Million students only
4.9 Millions students will attend private school. That means 45.2 of adolescent students in this
country depend on public funding for their educational requirements. Now we must identify the
problem at hand. Who is at risk? Who are stakeholders? What had been the solution in the past
and what have been the Future results?
A. Characteristics
1. Economical Issues: Raising funds for Public schools has been a common issue for
generations, with the growth of the population educational resources become scarce. The
common solution has always been tax hikes; with a larger population higher revenue is
produced. Currently this method is not working.
2. Economical Issues: If this issue continues workers will lack the proper education to perform
first world duties in a work environment. This will result in a economical and workforce polar
change, workers will conduct physical labor duties that require less of an educational hierarchy.
Other countries will import their physical labor duties to turn a profit.

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3. Future educational issues: Individuals will lack the proper educational tools to learn basic
communication skills for future work environments. Students will lack the mathematics to
balance bank accounts I.e. Debit cards, interest rates on credit cards, Home and loans rates.
Students currently suffering from insufficient educational materials will pass this issue onto their
children. Children who become parents will lack funds for proper education for their children and
this situation will spiral out of control.
B. Stakeholders
1. The current youth. The adolescents in the educational system current face a pinch on the
educational system funding. They may lack an extra field trip, new materials or have to use
second hand books which are still up to date but weathered.

2. Parents of current youth: Most of these parents see no big deal in the little pinches here and
there for current students. The world keeps turning.
3. Future youth of present students: These students will be the ones to face the harsh
educational cut backs. Books will be 20 years out of date, materials will be a rare commodity.
High school dropout rate will be higher than they are today, which is around 8%-9.5% (National
Center for educational statistics. Statue drop out rates. Internet article.) 8%-9.5% doesnt seem
high, but only 39.4% of Americans have a two year of higher college degree. (Politifact.
Americans dont have college degree. Internet Article. )
C. History of educational system
1. American education: During the great depression only 30% percent of Americans graduated
from High school. (NYTIMES.com. Students of the Great Depression. Internet Article) that is
close to the current number of Americans who obtain a two year degree or higher in their
lifetime in this present day.
2. The way the funding is currently going for educational materials in this country will fall
towards an educational depression, children will lack the appreciation for proper education and
lack the mental tools to pull their economical situation out of poverty.

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D. Policies
1. The past solutions have always been raise taxes, this solution works in neighborhoods where
lack of financial funds isnt a big concern. If you raise taxes in neighborhoods where they cant
even pay rent,food,clothes. They most likely will not worry about paying state taxes. Which is a
catch 22 cause their children will suffer in the future from lack of workforce/educational training.
E. Resources for finding a solution:
1. Government funding from a federal organization, which can pull state funding from another
area/state other than those dealing with lack of funding.
2. Donations, Fund raisers, Charity organizations can raise money, or book donations from
wholesale companies.

Conclusion
In conclusion, with the generous donation of $1,000 received, we did our best to select
economical yet educationally challenging and creatively enticing books that would excite
children of all ages to learn and grow through the medium of the written word. We faced a few
challenges such as discovering the best book selection, obtaining a diverse collection, and
doing it in an economic manner. By taking a poll among members of the community and
appealing to the expertise of local educators, we discovered some of the needs and desires of
this specific area as far as good children's literature is concerned. By listening to the people, our
job was made easier in selecting good, quality books that we knew would be utilized and
appreciated. We also researched different authors to make sure we got a variety of books. We
wanted kids with all sorts of diverse interests and reading levels to find some books to enjoy. In
the end we were more inclined to purchase books of quality, not focusing on quantity. By doing
so, we hope to see educational successes rise amongst the good children from these targeted
age groups.

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Works Cited

Barbara Z. Kiefer Charlotte (2010) Hucks Childrens Literature, 10th edition. A section about
evaluating books for young children:
http://facweb.northseattle.edu/jclapp/Children's%20Literature/Criteria%20for%20ABC
%20123%20MotherGoose.htm
Adler, R., Elmhorst, J., & Lucas, K. (2013). Communicating at work (11th ed). New York:
McGraw-Hill
Amy Daybert (2012). How Your Librarians Pick Their Books
http://www.heraldnet.com/article/20120617/news01/706179959

Dr. Donna Celano & Dr. Susan B. Neuman (2001). The Role of Public Libraries in Childrens
Literacy Development http://www.ifpl.org/Junior/studies/Role%20of%20Libraries.pdf

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Appendix 1: Team Contract
Class: Comm 1010-402
Semester: Fall 2015
Date Submitted: 11-02-15

Team Member Contact Information

Steven Benjamin
Phone: (385) 252-2830
Email: sbenjam2@bruinmail.slcc.edu
Nicholas Long
Phone: (385) 299-2977
Email: Comm10102015@Gmail.com
Madelyn Roberts
Phone: (801) 661-8659
Email: MadelynRoberts12@gmail.com

Madiison Smart
Phone: (801) 657-9581
Email: madi.sun7@gmail.com
Thomas Stewart
Phone: (801) 885-6318
Email: thomascstewart87@gmail.com

Relational Norms
1. Everyone has a voice and we all agree to contribute.
2. Everyone agrees that work should be divided equally
3. We agree to communicate openly and provide each other useful feedback.

Task Norms
1.Contact the Meeting Manager by PM or text if you are unable to attend.
2. Set aside at least an hour a week for personal work.
3. Have tasks from the previous meeting submitted before the next one.

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Assign Relational Roles
1. Harmonizer - Madiison
2. Tension-Reliever: Steven
3. Praise-giver: Mady
4. Empathetic Listener: Tom
5. Participation Encourager: Nick

Assign Task Roles

1. Researcher - Madiison
2. Scribe: Mady
3. Meeting Manager: Tom
4. Task Manager: Steven
5. Editor: Nick

Appendix 2: Solution Analysis Chart

The following chart was used during our brainstorming process to evaluate each of our solutions
based on how well they followed our criteria.

Solution 1

Solution 2

Solution 3

Solution 4

Solution 5

Solution 6

Criterion 1

Criterion 2

Criterion 3

Criterion 4

Criterion 5

Totals:

13

17

12

17

17

18

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Appendix 3: Member Participation Points

Members

Points

Steven Benjamin

10.75

Justification for this allocation

Steven contributed by coordinating tasks in and out of meetings
and directed discussions by asking open questions and seeing
that tasks were assigned and completed in a timely manner.

Nicholas Long

10.75

Nick contributed to group discussion, showed up to meetings,

and he contributed the Methods section of the final report.

Madelyn Roberts

10.75

Mady was at every meeting and put forth her fair share of ideas
while contributing her share of work. She submitted the Project
Description portion of the final project

Thomas Stewart

10.75

Thomas attended all four meetings on time and contributed his

ideas to the group. He submitted Works Cited and Appendices
to the final report.

Unfortunately, Madiison could not make it to all of the

Madiison Smart

meetings but tried to help out where she could. She looked over
the final paper and tried to edit where need be as well as
writing the table of contents and conclusion.

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