Kris presentation

SCHOOL LIBRARY PROGRAM
STANDARDS – RESOURCES

CDE

Collection Development – the GOT-TO-HAVE-
PLAN
10TH Annual Library Summer Camp, Aug. 7, 2012
Kris Cannon, Coordinator, School Library Services, SMCOE
kcannon@smcoe.k12.ca.us. kriscannon1@yahoo.com

Intro

Determine Needs

Connect to Standards and Focus

Weed

Review, Select and Purchase

Conclusion

SUBJECTS FOR SELECTING LIBRARY RESOURCES – GR. K - 8

This list has been developed for the purpose of helping library staff in selecting library
materials to support the K-8 curriculum.
K. Cannon, Coordinator School Library Services, SMCOE, 4/12.

Curriculum – Kindergarten
HISTORY AND SOCIAL SCIENCE
Learning and Working Together (rules, problem solving, behaviors, relationships)
National and State Symbols
Working Now and Long Ago
Geography of the Neighborhood
Calendar
Continuity and Change

SCIENCE
Physical Science: Physical Properties and Characteristics of common objects;
Life Science: Plants and Animals
Earth Science: Weather conditions; Landforms; Connection between Materials & Resources.

ENGLISH LANGUAGE ARTS
Alphabet and its role in reading
Phonetic awareness
Comprehension and analysis

Curriculum – Grade 1

Rights and Responsibilities of Citizenship
Geography of the Community
Symbols, Icons, and Traditions of the United States
Life Today and Long Ago
Cultural Literacy: One Nation, Many People
Economics: Goods and Services

SCIENCE
Physical Science: Physical Properties and Characteristics of common objects.
Life Science: Plants and Animals
Earth Science: Weather Conditions; Landforms, Connection between Materials and Resources.

Decode words; Increase vocabulary
Identify major events, setting, and characters
Understand central message or lesson

Families Today and in the Past
Geography and Mapping Skills: People, Places, and Environments
Government Institutions and Practices
Economics: People Who Supply Our Goods and Services
Biographies: People Who Made a Difference

SCIENCE
Physical Sciences: Motion and Force, Gravity, Magnets
Life Sciences: Plant and Animal Life Cycles, Organisms and Genetic Inheritance, Plants (Effects
of environment, germination and reproduction)
Earth Sciences: Earth’s Crust, Geologic Time and Fossils concepts introduced.

Develop fluency, comprehension, and analysis
Ask and answer clarifying questions
Learn to Use Reference Materials
Read Informational Texts


Geography of the Local Region
American Indians of the Local Region
Development of Local Community: Change over Time
American Citizens, Symbols and Government
Economic of Local Region: Choices, Costs, and Human Capital

SCIENCE
Physical Sciences: Energy and Matter, Light
Life Sciences: Ecology and Evolution concepts, Earth Habitats & plants and animals living there,
Effects of Environmental changes on organisms,, Extinction, Fossils.
Earth Sciences: Sun, Moon, Starts, Solar System, Telescopes.

Vocabulary acquisition, comprehension strategies
Read fables, folktales and myths from around the world
Distinguish between literal and non-literal language


Physical and Human Geography of California
American Indians
Explorers of New World and Colonial History
Missions, Ranches, Mexican War for Independence
Gold Rush and Statehood (and Biographies)
CA as Agricultural and Industrial Power
Modern CA: Immigration, Technology, and Cities
Local, State, and Federal Governments

SCIENCE
Physical Science: Electricity and Magnetism and practical applications.
Life Science: Ecology- food chains, webs; components of ecosystem; microorganisms.
Earth Science: Rocks and Minerals; Waves, Wind, Water, Ice.

Read & analyze stories, dramas and poems, narrative, prose, and informational texts
Compare and contrast cultures and themes
Become independent readers

Land and People before Columbus
Age of Exploration
Cooperation and Conflict in North America
Colonies
American Revolution
Development and Significance of US Constitution
Daily Lives (1789-1850)
Westward Expansion

SCIENCE
Physical Science: Elements, Matter, Chemical Reactions.
Life Science: Internal Structure of Plants & Animals; Circulation, respiration and digestion
system of humans.
Earth Science: Water Cycle, Weather, Solar System

Figurative Language – metaphors and similes
Point of view
Compare and contrast literature (stories, drama and poetry)

Curriculum - Grade 6
HISTORY SOCIAL SCIENCE
Early Humans and Development of Human Societies
Early Civilization of Mesopotamia, Egypt and Kush
Ancient Israelites (Hebrews)Ancient Greece
Early Civilizations of India and China
Development of Rome

SCIENCE
Earth Science: Plate Tectonics and Earth’s Structure
Physical Science: Heat (Thermal Energy); Energy in the Earth System
Life Science: Ecology

Read and Analyze Literature from different times and cultures.
Read and Analyze informational texts

Roman Empire
Civilizations of Islam
China in Middle Ages
Sub-Saharan Civilizations of Medieval Africa
Medieval Japan
Medieval Europe
Meso-American and Andean Civilizations (Maya, Aztecs, Incas)
Renaissance
Reformation in Europe
Scientific Revolution (Galileo, Copernicus, Kepler, Newton, Descartes, Bacon)
Political & Economic Change in 16th, 17th, 18th Centuries

SCIENCE
Life Science: Cell Biology; Genetics; Evolution; Structure and Function in Living Systems;

Read variety of literature, including novels, drama, and poetry which supports close reading,
deep analysis and thoughtful discussion.
Read from and about different cultures, with varied themes and in several genres.
Read and analyze informational texts.

Development of American Constitutional Democracy
American Political System
Early Republic
Divergent Path American People 1800-1850 (Northeast, South, West)
Industrialization and technology; Immigration; Women’s sufferage; Slavery
Civil War and Reconstruction
Industrial Revolution (1877-1914)
New Nation Struggles to Achieve Ideals

SCIENCE
Physical Science: Motion; Forces; Structure of Matter
Earth Sciences: Earth in Solar System
Life Sciences: Chemistry of Living Systems; Periodic Table

Read variety of literature, including novels, drama, and poetry which supports close reading,
deep analysis and thoughtful discussion.
Read from and about different cultures, with varied themes and set in different time periods..
Read modern fiction in context of myths, traditional stories an religious works.
Look for common themes, pattern of events, types of characters.
Connect literature to history.
Close and critical reading of informational texts.
Evaluate evidence, facts, and interpretations.

Hello Library Colleagues,

School Library Survey Time!

Education Code Section 18122 directs local governing boards to report to the California
Department of Education (CDE) on the condition of school libraries. This survey was
created to meet the requirements.

While answering this survey is required of us, it also presents an opportunity to let the
decision makers know the reality of our school libraries.

As I work with you and schools throughout San Mateo County, I recognize the same
problem issues: hours open for students, staffing, funding, collection size and
currency, and resources available.

By submitting this survey you are sending your library’s data, which will be combined
with others, to develop an accurate picture of the condition of school libraries in CA.
This can be one of your most important pieces of library advocacy information.

Survey Questions I suggest you print out the questions from here so you can have
your answers ready when completing the survey online.

Begin Survey - Password is @YourLibrary (2 capitals, no spaces)
THIS IS THE IMPORTANT PART TO SUBMIT. The survey will close April 30, 2012.
http://www.cde.ca.gov/ci/cr/lb/schoolibsurvey2010.asp

Survey Results from Current Year and Prior Years – Finding your school’s answers
from last year may be helpful for some of the questions.
https://www3.cde.ca.gov/LibrarySurvey/pages/cdsselection.aspx?k=1

A Statistical Snapshot of California School Libraries Here is a 1 page collection of data
compiled from these surveys. This can be very helpful in advocating for your library,
new books, more hours, etc.
http://www.cde.ca.gov/ci/cr/lb/schoollibrstats08.asp

Please complete the survey now. It closes April 30, 2012
If you have any questions or concerns, contact me. If you are new to this survey, I am
glad to help you.

Kris Cannon
School Library Services Coordinator
San Mateo County Office of Education
101 Twin Dolphin Drive
Redwood City, CA 94065-1064
650-802-5653, kcannon@smcoe.k12.ca.us

Model School Library Standards for California Public Schools,
Kindergarten Through Grade Twelve

Organization of the Standards for Students

1. Students Access Information
The student will access information by applying knowledge of the organization of
libraries, print materials, digital media, and other sources.
1.1 Recognize the need for information.
1.2 Formulate appropriate questions.
1.3 Identify and locate a variety of resources online and in other formats by
using effective research strategies.
1.4 Retrieve information in a timely, safe, and responsible manner.

2. Students Evaluate Information
The student will evaluate and analyze information to determine what is appropriate to
address the scope of inquiry.
2.1 Determine the relevance of the information.
2.2 Assess the comprehensiveness, currency, credibility, authority, and
accuracy of resources.
2.3 Consider the need for additional information.

3. Students Use Information
The student will organize, synthesize, create, and communicate information.
3.1 Demonstrate ethical, legal, and safe use of information in print, media, and
online resources.
3.2 Draw conclusions and make informed decisions.
3.3 Use information and technology creatively to answer a question, solve a
problem, or enrich understanding.

4. Students Integrate Information Literacy Skills into All Areas of Learning
The student will independently pursue information to become a lifelong learner.
4.1 Read widely and use various media for information, personal interest, and
lifelong learning.
4.2 Seek, produce, and share information.
4.3 Appreciate and respond to creative expressions of information.

Adopted by the State Board of Education, September 16, 2010

Collection Development – the GOT-TO-HAVE-
PLAN
10TH Annual Library Summer Camp, Aug. 7, 2012
Kris Cannon, Coordinator, School Library Services, SMCOE
kcannon@smcoe.k12.ca.us. kriscannon1@yahoo.com

Intro
Goal- You leave with enough ideas & support to create a Col. Dev. Plan.
CD Plan good because
1. Planning is effective in achieving results.
2. Accountability as librarian – measureable, reportable.
3. Visible – through involving others, & reports to administration.
4. Builds respect for library and you – you are seen as important and supportive.
5. Strengthens relationships.
6. Attracts funding.
Talk with your administrator about ideas for a plan.

Determine Needs
Some obvious (replace, update etc).
Not-so-obvious (new curriculum, sports, clubs, focus on literacy, reading by Gr3
initiative, new cultures, reading non-fiction, local health or family issues, etc)
Use CDE survey and snapshot of statistics.
CDE Lib Prog Standards: 28 bks/st; add 1 per stud/per year.; 2/3 coll < 15 yrs
old.
Get input from teachers! Surveys, planning forms, requests in all forms – paper,
person, electronic, meetings. PERSONAL is best. And again, and again.
Evaluate existing holdings. Inventory, bit at a time, when needed. Ask “for
what purpose is this inventory?” Inventory time vs. student time??
Use library management system to evaluate collection.
Present specific needs to specific funders. Ask everyone at some time during
year.
See Where Do I Start?
Talk with your administrator about needs and findings. Create and use report.

Connect to Curriculum Standards and Focus
Big job – collaborate with someone, or dept/grade/subject people.
Be included in curriculum meetings.
Consider School & District’s Focus or Goals. Efforts such as: WASC, PQR,

School Improvement, Sustained Silent Reading, IB, Magnet School, Parent
education.
See Notes listing topics from K-8 Content Standards.
Public Library – Use their collection to supplement one-time assignments.
Get teacher’s card and tell your teachers about it.
Talk with your administrator about standards and focus. Create and use
report.

Weed
Why? Space, up-to-date, reliable info, easy to use, appealing.
See Where Do I Start? Less is More, cde brochure on Weeding.
Must have a system, criteria, and district policy before starting to weed.
Consider: partnering with another librarian; step carefully with weeding;
choose wisely where you offer discards.
Undecided? Box for now.
Talk with your administrator about weeding and why. Create and use report.

Review, Select and Purchase
See Resources pg for some review ideas. Many more good authorities available.
Choose 1 or 2 review sources as favorites
Selection policy imperative. Keep it handy.
Selecting carefully keeps books from being challenged.
Consider sel. committee – include teachers, use curriculum as guide,
professionals.
Be organized in selection; have form, wish list, match with needs and standards.
Publishers’ Representatives-WHY?: For knowledge of new and good; For specific
subjects, formats or reading levels; For large amount of $$$; For hard to find;
For value – often no shipping, processing; Sales; Saves time; BE LOYAL IF
USING.
Funding/Budget; ALWAYS use up total budget.
Seek more funding from appropriate (related to request) sources
Seek regular line item budget for library. If only $250. Increase amount
requested each year.

Talk with your administrator about selection process. Create and use report,
include data.

Conclusion
You can start this plan at any step. Just START.

Do one thing in each area. Can be minimal.
Collection Development Plan is absolutely a people part of the library job.
Short talk with your administrator monthly. Create and share reports.
KISS (Keep it simple) and enjoy.

Resources for Collection Development Plan
Library Summer Camp, Aug. 7, 2012, K. Cannon

1. Determine Needs
Publications:
Where Do I Start?: A School Library Handbook, 2nd edition, SCCOE, 2012

Websites:
Ca Dept of Ed. Survey http://www.cde.ca.gov/ci/cr/lb/schlsurvwelcompage.asp
On this page see also: Survey Results from Current Year and Prior Years ,
A Statistical Snapshot of California School Libraries
School Library Policies http://www.cde.ca.gov/ci/cr/lb/policies.asp

2. Connect to Standards and Focus
Websites:
Common Core State Standards http://www.cde.ca.gov/re/cc/
School Library Standards http://www.cde.ca.gov/ci/cr/lb/schlibrarystds.asp
CA Model School Library Standards - Curriculum Frameworks
http://www.cde.ca.gov/ci/cr/lb/documents/schlibstandccrevfeb2012.doc
CA Learning Resource Network (Find specifics in standards) http://www.clrn.org/search/standards.cfm

Notes
“Content Standards as Guides for Selection of Materials (K-8) “See attached.

3. Weed
Publications:
Less is More: A Practical Guide to Weeding School Library Collections. Baumbach, Dana J and Linda
L. Miller, American Library Association, 2006.

Websites:
Weeding the School Library brochure pdf. www.cde.ca.gov Search brochure title.

4. Review, Select and Purchase

Ca. School Library Association Annual Conference http://www.csla.net/ Nov. 16-19, 2012 San Jose, CA.
Conferences, Workshops

What’s New in Children’s Literature. Dr. Peggy Sharp,  October 30, 2012, @ SCCOE.
Best Books for Young Adults. Patti Tjomsland,  November 9, 2012, @SCCOE.

Publishers representatives
Kathy O’Kane Okanebooks@aol.com
Sandi Rowe sandi@librarybooks.us

Publications:
Where Do I Start?: A School Library Handbook, 2nd edition, SCCOE, 2012
Book List. Periodical received with ALA membership.

ALSC Children’s Notable Lists http://www.ala.org/alsc/awardsgrants/notalists
Websites:

www.ala.com Banned Books
www.booklistonline.com You can get a free 14 day trial to Book List
CDE Recommended Literature (K-12) http://www.cde.ca.gov/ci/rl/ll/
American Library Association
Book List

http://www.mymcpl.org/books-movies-music/juvenile-series
New York Public Library kids.nypl.org/reading/recommended_favorites.cfm
Mid-Continent Public Library Mid-Continent Public Library (Juvenile Series and Sequels)

School Library Journal www.schoollibraryjournal.com – See Best Books for 2011.

Sample COLLECTION DEVELOPMENT PLAN
PROJECT
Determine Needs What When

Standards and Focus Which standards/focus With whom

Weed What section When

Review, Who When

Select, Who What

Purchase Who With what

FOR FURTHER

MUSTY *
INFORMATION

M Misleading Can occur more
WEEDING THE
The CREW Method; Expanded
rapidly in technology than
mythology. Look for:
Guidelines for Collection Evaluation and
Weeding for Small and Medium-Sized
SCHOOL
Weeding the School
ƒ “Dated” popular fiction
ƒ Obsolete information
Public Libraries, Texas State Library,
1995
LIBRARY
Library Collection
ƒ Books containing racial,
cultural or sexual stereotyping Weeding Library Collections, Stanley J.

U Ugly Refers to the physical
Slote, Libraries Unlimited, 1997
The Counterpart to Selection

condition of the book. Where Do I Start? A School Library
ƒ Antiquated appearance Handbook, Santa Clara County Office
ƒ Worn-out, frayed, dirty of Education, Linworth, 2000
ƒ Unable to mend
California School Library
S Superseded There may be Information
newer copies available. www.cde.ca.gov/ci/cr/lb/index.asp
ƒ Duplicate copies
ƒ Almanacs, yearbooks, Norfolk Public Schools, VA
encyclopedias superseded by Library Media Center Handbook
newer editions www.nps.k12.va.us/aaa/media/manual/
T Trivial Look for
Sunlink Weed of the Month Club
appropriateness for the
http://www.sunlink.ucf.edu/weed/
collection. Check for poor
writing, inaccurate information,
an inappropriate interest or
reading level for students.

Y Your collection has no use for
Why Weed?
the book. It is irrelevant to your
It does not matter how many
curriculum. California Department of Education books you may have, but
* Coined by the American Library Association in
Curriculum Frameworks and
Instructional Resources Division
whether they are good or not.
cooperation with the Texas State Library, 1976 www.cde.ca.gov/ci/cr/lb/index.asp
Office: 1430 N Street, Suite 3207 — Epistolae Morale
Sacramento, CA, 95814 Lucius Annaeus SENECA
3 B.C.-65 A.D

WEEDING THE

COLLECTION
INFORMAL WEEDING
CONSIDER KEEPING

An ongoing process that often occurs as ƒ Classics, award winners
DEFINITION materials are checked-in or checked-out.
ƒ Local History
Weeding is the removing of materials from
a library collection in a systematic and ƒ Annuals & School Publications
deliberate way. It is an ongoing part of FORMAL WEEDING
collection development, a planned and A planned process that is not superseded ƒ Titles on current reading lists
thoughtful action that will ensure library by informal weeding. A rotation schedule
materials are current and enticing. ƒ Out of print titles that are still
can be established allowing for systematic
useful
weeding over time.
DEVELOP A WEEDING ƒ Biographical Sources
POLICY AND CRITERIA
A part of the district selection policy COPYRIGHT PROCEDURE
should include a plan for weeding the These are suggested copyright markers to
school library collection. This weeding ƒ Design a plan that includes a
consider. Utilize other criteria as well as schedule and a goal for the
policy should include a justification, these guidelines.
rationale, a plan for teacher evaluation of weeding process.
materials being considered for discard and Dewey Classifications ƒ Schedule weeding during an
a process for disposal. 000 2-10 years 500 5-10 years uninterrupted time.
100 10 years 600 5-10 years
The following criteria should be 200 2-10 years 700 5-15 years ƒ Have post-its, carts and boxes
considered in developing such a policy: 300 5-10 years 800 flexible available.
400 10 years 900 15 years
ƒ Copyright: a clue to look more ƒ Look at each book and apply your
carefully at the content. criteria.
Biographies flexible
ƒ Content: look for relevance to the Fiction 10 years ƒ If pulling the book, note the reason
needs and curriculum of the school. Encyclopedia 5-7 years and place on a cart for mending or in
Reference: evaluate on a box for disposal.
ƒ Physical condition: look for ease
individual basis
of repair. Is there sufficient time
Periodicals 5 years ƒ Remove records from circulation
and staff to complete major repairs?
Almanacs/Yearbooks 3 years in system.
ƒ Number of circulations including reference, 3
last circulation. If not circulated for additional years in
5-10 years determine why. circulation
ƒ Superseded: is there newer
information available?

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