Marcie Jackson Collection Development Assignment FRIT 7134-Y03 Spring 2012 March 4, 2012

DESCRIPTIN OF SITE AND LEARNERS

I work at Adamsville Elementary School which is located in Atlanta, GA. It is one of 100 schools. The Atlanta Public school system has a total of 100 schools: 59 elementary schools (three of which operate on a year-round calendar), 16 middle schools, 10 high schools, and 7 charter schools. The school system also supports two alternative schools for middle and/or high school students, two community schools, and an adult learning center. The system has an active enrollment of 54,956 students. At Adamsville Elementary School there are currently 394 students. This elementary school has approximately 30 certified teachers, 15 classified staff, and 1 administrator. Adamsville Elementary School is located in the school reform district of SRT1 and services students from Pre-K through 5th grade. This school is a Title 1 school with 99% of students receiving free or reduced lunch. Based on a 2012 demographic study, the community has an average household income of $48,154, an average family size of 3.93, and average number of college graduates 26%. The community population consists of 33,723 males and 28,098 females. The Adamsville Elementary student population is 95.9% African American, 3.6% Latino, 0.5 % White. The total number of students in the Early Intervention Program (EIP) is 132. The number of students in Special Education is 40. The number or students who qualify for the Gifted and Challenge programs is 10.

There are three Kindergarten teachers at Adamsville Elementary School this year. There are 2 regular Kindergarten classes that contain 22 and 24 students. There is one Kindergarten class that houses the EIP students. This class consists of 17 students. Each of the Kindergarten classes has one paraprofessional assigned to assist the teacher. There are a total of 63 Kindergarten students this year. Of the sixty three, eight are being tested for gifted, fifteen are EIP, and 1

student receiving ESOL services. Adamsville has an EIP pull-out teacher who assists with reading for all grade levels and Math for K-2. The teacher pulls identified students daily for one-on-one skill building and content practice activities. The ethnic breakdown for Kindergarten students is as follows:

African American: 56 students Multi-racial: 4 students Hispanic: 3 students Caucasian:0 students Asian: 0 students

CURRICULUM REVIEW
For this activity, I have chosen to focus on life science. The subject is introduced at the Kindergarten grade level. The following standards are addressed within this unit:

SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.
a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc.

SKL2. Students will compare the similarities and differences in groups

of organisms.
a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants.(color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Matchpicturesofanimalparentsandtheiroffspringexplainingyourreasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) Standard SKL1 Concept Living/non living Tasks/ Activities/ Products Determine if objects are living or nonliving Show in multiple ways how things can be sorted Recognize the difference between living and nonliving things Complete class tcharts comparing living things and nonliving material Group objects brought in from home Group projects ; Culminating Activity: GRASPS: Zoo/ Museum Group pictures of animals showing their similarities and differences. Choose two physical attributes Resources 1. United Streaming videos 2. Animal artifacts/ photos/sorting cards 3. Chart Paper 4. CD: Music : Are you living? 5.Fiction and Nonfiction books on living and nonliving things 6. Web resources: www.epa.gov/kids/ www.nsta.org/publications.ostb/

SKL1 SKL2

Animals: similarities and differences

1. Science Journal 2. Graphic Organizers 3. Inquiry based activities 4. Fiction and Non-fiction books, e-books, websites, for a variety of animals

SKL1 SKL2

Animals: comparing similarities and differences of parents and offspring

to sort the pictures Identify similarities and differences between you (student) and other children Log information in a science journal Write and included drawings in a Me book to discover how each student is an individual-size, features, names, where you live, parents, etc.) Match pictures of animal parents and their offspring explaining the observable features that help you know what to match Observe animal life cycles. Understand how animals grow and change Make connections between parent and baby Make a collage of pictures and /or drawings of parents and their babies.

5. United Streaming videos on animals 6. Paper, craft materials (markers, stickers, glitter, glue, etc.) to create Me books

1. United Streaming videos 2. Books, e-books, websites on various animal life cycles, various animal habitats, animal babies 3. Graphic organizers 4. Paper, craft materials (markers, stickers, glitter, glue, etc.) to create collages 5. Kidspiration cards with animals and habitats for matching

COLLECTION REVIEW
The first phase of the collection review began with a visual assessment of the collection. First the non fiction science books were evaluated. These books were clearly labeled and were found in the 500-599 section. The books were all in good physical condition. The nonfiction book section contained several series of books on animals. Upon close evaluation, I noticed that this portion of the collection lacked books about animals lifecycles. Books on the life cycle of butterflies and frogs could be found easily but books about the life cycles of other animals were lacking. The fiction section contained many books about animals. I discovered that the fiction section of our library had a large number of picture books that showed physical signs of wear and tear. Several of the books appeared to have dirty covers, binding that was loose, pages that were hanging onto the book literally by a thread, some that needed to have the author/call number label reprinted or replaced. These books are used mostly by our primary students and must be examined frequently to correct repairs in a timely manner.

The second phase of the collection focused on the age of the books and data collected from the Capstone collection wiz collection assessment. The Adamsville Elementary School media center houses approximately 5,335 books. Of the collection, 647 books are science books. The books that addressed the curricular needs for this project were found in the 590-599 section. This section specifically focuses on animals. This section represents 2.68% of the library collection. There are approximately 143 books in this section. Of the 143, 107 of these books are considered aged items. The average age of the books in this section 17 years old. Many of the books in this section were published between 1994 and 1996. The fiction section has a total of 2,344 books. This represents 43.94% of the collection. This section contains 1,496 aged items. These books also have an average age of 16-17 years and were published between the years of 1995 and 1996. Some f the books in the fiction section even dated back to the 1980s.

These books will be replaced with new updated materials that fit the curricular needs of the students.

The third phase of the collection review focused on assessing the video, DVD, and equipment resources. The Adamsville Media Center houses nearly 300 video (VHS) tapes. The collection contains 44 DVDs. Of the VHS tapes, 61 related to science. Only a small portion of the videos related to Life Science and were appropriate for the Kindergarten grade level. I noticed several duplicate copies of The Magic School Bus. These videos are great but are often extremely long and loose the interest of our younger students. I noticed many videos dated from 1988-1994. The limited selection of DVDs related to science were less than 10. It is obvious that the media (video, DVD) collection needs to be updated. This collection lacks the critical visual aids needed for students to master science concepts. The equipment in this collection was also evaluated. This collection has 8 functional LCD projectors, 4 Overhead projectors, 2 functional iPods, and 4 stereos. The collection lacked e-book readers. There was no evidence that plans were being made to purchased e-Readers. Todays learners need access to resources on the go. It is critical that this media center incorporate e-books and e-readers into its collection.

The fourth and final component in the collection review was the evaluation of multicultural resources related to my focus standards. Although the student population is predominately African American, other races and ethnicities are present in the school building. The library collection should reflect the cultures of all students. The collection should be as diverse as the learners. I examined the collection for multicultural text (both fiction and nonfiction). I noticed that there were 3 books in the nonfiction section that were written in Spanish. These books were dated. They were published before 1996. Most books or book series should now be paired with a duplicate of the book written in Spanish.

Collection Needs:
1. Increase in the number of fiction picture books and nonfiction books related to animals (animals and their babies, how animals grow and change, and animal life cycles. 2. Increase in science related DVDs. The DVDs purchase will be current, address life science ,and will be age appropriate for young learners. 3. Increase the number of multicultural books to reflect the diverse needs of the student population. Texts written in Spanish will be added for our ESOL students whose home language is Spanish. 4. E-books and e-Readers will be added to the collection. Some versions of the physical books will be duplicated as E-books when possible.

BUDGET SUMMARY In an effort to update the collection, I determined the collection needs based on various assessments and have determined that the above listed criteria should guide the acquisition of resources. The goal in updating the collection is to provide learners with the most current, effective, relevant, and culturally respectful resources as possible. The total amount spent to improve the effectiveness of this collection was $3,842.07. The breakdown of funds is as follows: Fiction / Nonfiction books: $754.30 e-books: $275.91 e-Readers: $2980.00 DVDs/Videos/ CDrom:$107.77 Multicultural resources: $319.49

*More information on the topic can be found on my Livebinders site. Click the link below to explore some of the wonderful web resources Ive found. http://www.livebinders.com/edit?id=334162