Collection Development Narrative

7/29/2019 Collection Development Narrative

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Curriculum Review

For my collection evaluation and development plan, I have chosen to focus on several

standards from the U.S. History GPS that cover World War II, the Cold War, womens roles, and

the Vietnam War:

SSUSH16 The student will identify key developments in the aftermath of WW I. a. Explain how rising communism and socialism in the U.S. led to the Red Scare

and immigrant restriction.

b. Identify Henry Ford, mass production, and the automobile.

c. Discuss the impact of radio and movies.

d. Describe modern forms of cultural expression; include Louis Armstrong and the

origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin

Pan Alley.

SSUSH19 The student will identify the origins, major developments, and the domestic

impact of World War II, especially the growth of the federal government.

b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese-

Americans, German-Americans, and Italian-Americans.

d. Describe war mobilization, as indicated by rationing, war-time conversion, and

the role of women in war industries.

SSUSH20 The student will analyze the domestic and international impact of the Cold War

on the United States.

b. Explain the impact of the new communist regime in china and the outbreak of the

Korean War and how these events contributed to the rise of Senator Joseph

McCarthy.

c. Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.

d. Describe the Vietnam War, the Tet Offensive, and growing opposition to the war.

SSUSH21 The student will explain the impact of technological development andeconomic growth of the United States, 1945-1975.

b. Describe the impact television has had on American culture; include the

presidential debates (Kennedy/Nixon, 1960) and news coverage of the Civil

Rights Movement.

SSUSH24 The student will analyze the impact of social change movements and

organizations of the 1960s.

b. Describe the National Organization of Women and the origins and goals of the

modern womens movement.

c. Analyze the anti-Vietnam War movement.

SSUSH25 The student will describe changes in national politics since 1968.

g. Analyze the response of President George W. Bush to the attacks of September 11,

2001, on the United States, the war against terrorism, and the subsequent American

interventions in Afghanistan and Iraq.

The following chart briefly outlines the U.S. History teachers lesson plans based on the above

standards:


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Standard Concept Tasks/Activities/Projects Resources

SSUSH16 Red Scare

Henry Ford

mass production

rise of automobile

musical influences -Louis Armstrong,Irving Berlin, Tin PanAlley

Explore the Essential Question: Canan idea change the world?

Describe the rise of US socialism andcommunism along with government

policies to restrict the movement Analyze Henry Fords mass production

factory and its impact on US culture Describe the cultural impact of radio

and movies Explain the impact ideas such as

Communism, the Red Scare, Fordsassembly line, Lindbergs transatlanticflight, and radio will have on Americanculture.

Discuss how the jazz age and othermusic helped Americans relieve thetensions and frustrations of the time

period. Working in groups, students will createtheir own art form (painting, song,poem) explaining the frustrations ofbeing a teenager.

Power Pointnotes

United

Streamingvideos

Textbook

Poems andsongs of thetime period

SSUSH19 Japanese-Americaninternment camps

role of women in warand war industries

Analyze the domestic impact of WWIIincluding wartime rationing andJapanese internment.

In a Think-Pair-Share, students willcomplete multiple DBQs on Americasoutlook to Japanese-Americansfollowing Pearl Harbor, the reasoningfor Executive Order 9066, and theconsequences of JapaneseInternment.

View United Streaming video onwomen and role in WWII and discussand how it has changed in comparisonto modern day military.

Textbook

Handouts

UnitedStreaming

Books on roleof women inmilitary

SSUSH20SSUSH21

Cold War

Cuban Missile Crisis

Bay of Pigs

Sen. JoesphMcCarthy

Vietnam War

Write a paragraph explaining what you

think is the best way to make friends.

How could you be sure they were

real friends? Discuss answers. After

student discussion, teacher will

explain how the Cold War will be abattle between the US and USSR to

make friends in an effort to show the

superiority of their country and

economic system. Complete notes on post-WWII

conditions and US policies leading to

the Cold War.

Textbook

Power Pointnotes

United

Streaming

Handouts

Additionalbookresources onCold War


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Analyze Mao Zedong and the creation

of Communist China, Korean War, the

Second Red Scare leading to the rise

of the House of Un-American Activities

(HUAC) and Senator Joseph

McCarthy, Fidel Castros CubanRevolution along with its implications

on the Bay of Pigs and Cuban Missile

Crisis, the Domino Theory, the

Vietnam War, and the Tet Offensive

impact on the Vietnam War in Power

Point notes. Watch a Discovery Streaming Video

(13 minutes) and discuss questions

pertaining to the Bay of Pigs and

Cuban Missile Crisis. Discuss the good and bad of

technology and explain the impact oftechnology during the Cold War.

View and discuss televisions impact

on presidential debates (Kennedy v.

Nixon in 1960).

SSUSH24 Feminist Movement

Anti-Vietnam Warmovement

Write responses to the followingquestions: Do you think people havethe right to protest the ways ofgovernment? Do you think peoplehave the right to protest the social

norms of society? (Ex: Men dont weardresses, women should take care ofthe children) Discuss and explainanswers in groups.

Explain how people and the SupremeCourt challenged the political andsocial norms of society during the1960s.

Take notes on and discuss theFeminist Movement and the role ofNOW, the Anti-Vietnam WarMovement including countercultureand the Kent State University Protest.

View a Discovery Streaming Video (18minutes) and discuss questions on ahandout regarding to the Anti-VietnamMovement. Video will include the riseof hippies and major universityprotests including Kent StateUniversity.

Listen to important speeches of thetime period and music that was

Text book

Power Pointnotes

UnitedStreaming

Handouts


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inspired by events surrounding theVietnam War.

SSUSH25 9/11

terrorism

War on Terror

Afghantistan

Iraq

Operation EnduringFreedom

Write a paragraph about where youwere on 9/11 and how your life haschanged since then.

Explore the Essential Question: Dopeople have the right to protest therules of the government? Discussconnection to Vietnam War protests.

Discuss and complete notes on eventsbetween America and Middle Eastleading up to 9/11.

Group discussions on where we arenow and where we will be in 5 years,10 years, 20 years with regards toeffects of 9/11 and War on Terror.

Text book

Power Point

notes

Handouts

Collection Review

Because our Media Center for our high school did not exist on its own until 1995, our

collection is in relatively great shape. There were very few books that were brought to this

facility from the space that was shared with our middle school. By looking at our shelves, there

are few books that appear old and outdated. The books have been well taken care of (which

is surprising knowing teenagers like I do!). Though we are definitely a tight fit for space, our

media center is well-organized and the shelves have ample space so that the books are not

overcrowded. Our non-fiction books start on the far left side of our media center and wrap

around our facilitys walls to the far right side (making a U-shape). The shelves are clearly

labeled by Dewey numbers to make it easy for the students to find titles. The signage is a little

dated (yellowed) and we are in the process of making/acquiring new labels for the shelves. Our

shelves are adjustable and I would like to go in and adjust the non-fiction shelves to better shelf

the larger books that have to be turned on their side in order to fit. Students are not able to see

the spine of the book and sometimes overlook a title that they are looking for. This is not a one-

day job, so carving out the time on several pre- or post-planning days is the plan.

The fiction section is on shelves in rows in front of the non-fiction section on the far left

side. There are three rows of shelves that contain the fiction, which is arranged alphabetically

by authors last name, and then the reference section begins where fiction ends. It has been

spaced accordingly so that the fiction ends at the end of one of the rows and the reference

begins on the next set of shelves top row. The fiction is clearly marked and the signage for


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fiction is a little more updated and not yellowed. The signs were replaced about three years

ago. This is by far the most popular section in the media center for our students, so we daily

straighten and tidy any stray books or leaning piles. We also have a separate book shelf closer

to the entrance of the media center with a continual display of our most recent arrivals and

award nominees/winners. This way the students have faster access to the more popular books.

The reference is in a great location because as soon as the shelves for the reference

materials ends, our large seating area with tables and chairs begins. Students are able to

access these shelves quickly when visiting as a class. We also have additional, open shelves

at the end ofthe reference section that we use to shelve books for teacher pulls. The shelves

are labeled with the teachers name and books are kept there for use before and after school for

the duration of the project or assignment. Our reference collection is somewhat dated. Many of

the volumes that we have have been donated and were accepted by former media specialists

whether they were relevant or not and with no regard to copyright dates. This is definitely a

section that needs to be weeded. The strongest portion of our reference collection would have

to be our literary series. Because our English department uses the media center so often,

criticisms for both American and British literature have remained current and in good shape.

Our biography section fills the fourth wall of our facility and is clearly labeled as well.

This is probably the least used section, and the books remain in good shape and neatly

organized. Our DVD and VHS materials are shelved behind our circulation desk for teacher use

only. Many departments purchase their own videos, but when their budget runs thin, we have

gladly taken requests, especially from our science department, and made beneficial purchases.Our Media Center does not currently have materials labeled with the reading level, nor

do we participate in the Accelerated Reader program. Reading level can be found in InfoCentre

if there is a need to help a student determine titles based on reading level. I also feel that I

need to mention that our media center has had a higher than normal media specialists turn-over

rate. The first media specialist that this current facility had seems to have had very little training

in ordering or cataloging materials. Since he was filling a brand new space, he may have been

eager to quickly order and not consider factors such as reading level or relevance. Also, with

the switch from QCC to GPS, the material in many classes has changed. Many of the materialsthat I inspected were too juvenile, outdated (even for 1995), or not well written/published. This

little tidbit made me realize how important it is to have reviewed materials or at least a basis for

selection other than that it if fits the bill for a topic. We have had four other media specialists

since the first one, so weeding out and cleaning up the mistakes has taken quite some time.

These situations may contribute to my findings with this collection project.


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Before I narrowed my search down for this project, I decided to run a Collection Analysis

using Title Wise through Follett to help me see where our collections strengths and

weaknesses were based on numbers. The average age of our entire collection is 1995. This is

not surprising since that is the first year our facility existed. The breakdown of the collection by

category can best be illustrated in the following chart:

The Hundred Divisions Average Age No. of items % of Collection

000 - Generalities 1997 170 1.06%

100 - Philosophy 1995 187 1.17%

200 - Religion 1992 171 1.07%

300 - Social Sciences 1998 1861 11.62%

400 - Language 1994 86 .54%

500 - Natural Sciences/Mathematics 1992 818 5.11%

600 - Technology 1996 927 5.79%

700 - The Arts 1996 990 6.18%

800 - Literature and Rhetoric 1992 1798 11.23%

900 - Geography and History 1991 1341 8.37%

Additional Category Listings

General Fiction 1996 4427 27.64%

Reference 1994 1641 10.25%

Biography 1995 1175 7.34%

Story Collection 1991 223 1.39%

Paperback 1989 8 .05%

Professional 1998 191 1.19%

DVD 2002 276 1.6%

VHS 1995 196 1.2%

TOTALS 1995 16016 100%

This analysis did not count the addition of our new E-books as the purchase had not

been processed when the report was run. I initially had considered the Social Sciences area for


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this project as many of our 10th grade research papers use topics from this area and we

struggled to have recent material for quite some time, but this report clearly showed me that this

is not a weak area that constituted a $4,000 purchase right now. I looked next at using the

history section as the average age of the 900s is 1991. Desert Storm was in 1990, and we all

know how many more significant events have taken place since then, 9/11 and Operation Iraqi

Freedom just to name two major ones. The Title Wise report also showed a Balanced Dewey

Comparison Report. This report takes information from the H. W. Wilson Company, which is a

publishing company that creates recommended core lists for libraries. In this comparison, the

report showed a -1.23% deficit in the 900s from what Wilson recommends, and our reference

collection showed a whopping -10.85% deficit. Only one other section had a negative

percentage and that was in the 500s Natural Sciences/Mathematics with a -2.4%. A higher,

positive percentage shows a stronger collection. A negative in this part of the report shows that

our current 900s and reference collections could use both weeding and a selection of new

material. The beneficial information from the collection analysis helped me to see a focus for

my budget.

Next, I needed to check what our media center had to offer related to the standards that

I chose for this project. I chose the U.S. History standards based on a project that I collaborated

on last semester. One of the U.S. History teachers approached me about an end of the year

project that would tie many of the events that they had covered together, plus mean something

to the students. We chose to have students research their family tree and create a Prezi that

would show their discoveries, plus events related to their family members birth and/or deathdates/years. We used EllisIsland.org as a jumping point, as well as FamilySearch.org. The

students also had to interview or talk with relatives to find names and dates. Once the family

details were in place, the students looked to the materials in the Media Center to find events

that would correlate with their family dates. This was an eye-opener as we realized the holes in

our collection pretty quickly. U.S. History is taught chronologically and the early details of our

nation are always covered - the settlers, the 13 colonies, Revolutionary War, etc. Depending

on the teacher, many of the more current events, really from the 1960s to current times, may

only get touched on briefly as teachers scramble to finish up their semester. This seems tohave correlated to our media centers collection too. I did not choose to do all of World War II

because our collection has a large selection of general World War II titles, over 200, and many

on the Holocaust, 101 hits on a key word search, though many of these titles overlap with the

World War II titles. I chose standards based on topics that students searched for but found

minimal or irrelevant information such as womens roles in World War II. Their grandmothers or


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great-grandmothers were born or lived in this time period. We have eight Asian students in the

11th grade and the material for the Japanese-American internments was limited. I chose Henry

Ford because the city of Richmond Hill changed its name because Ford lived here with his wife

as a winter retreat in the 1930s and 1940s and made significant changes to the economy of this

little town. I also chose the Red Scare, the Cold War, the Vietnam War, 9/11, and the War on

Terror because we have a large population of military students whose families are/were a part

of these significant time periods. I searched InfoCentre using the following key words for all of

the standards that I chose and received these results:

Henry Ford - 1 non-fiction, 2 biographies, 1 reference, 1 DVD, and 1 fiction

Automobile (history) - no hits when I include history as keyword, 2 non-fiction in automobile

search that are relevant to history of automobile

Mass production/ Assembly line(s) - 1 biography (which is a biography of Henry Ford); many

general history and reference materials had relevant information though they did not show with

key word search

Japanese Americans - 7 non-fiction, 11 fiction, 2 biographies

Women in war/ women in World War II/ women in Vietnam/ women military - 8 non-fiction

Feminist movement/ feminism- 11 non-fiction, 4 biographies, 1 fiction, 1 DVD

Cuban Missile Crisis - 4 non-fiction, 2 fiction, 1 DVD

Cold War - 26 non-fiction, 2 fiction, 2 biography, 2 DVDs, 1 reference

Joseph McCarthy/ McCarthyism - 4 non-fiction, 2 biography

Red Scare - 1 non-fictionVietnam War - 41 non-fiction, 19 fiction, 3 biographies, 1 reference, 1 DVD (When I added

resistance to the key word search, I received no hits, but many of the materials just on

Vietnam War contain information on the resistance movement as well.)

9/11/ September 11 - 2 non-fiction

Iraq/ Taliban/ Osama bin Laden - 5 non-fiction, 2 reference

Oeration Iraqi Freedom/ Operation Enduring Freedom/ Irag War/ Afghanistan War - 7 non-

fiction, 1 biography, 4 fiction, 4 references

Though we have titles for each topic, relevancy and copyright dates need to be explored toassure that the material is beneficial for the class.

Once I identified these titles, I checked these titles for copyright date and relevance to

the standards and curriculum. I first checked the materials that I was able to find through my

key word searches for average copyright date age. The following are the results based on my

key word searches:


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Key words searched Average age

Henry Ford 1996

Automobile 1991

Japanese Americans 1992

Women in war/ women in World War II/ womenin Vietnam/ women military

1999

Feminist movement/ feminism 1995

Cuban Missile Crisis 1997

Cold War 1999

Joseph McCarthy/ McCarthyism 1998

Vietnam War 1992

9/11/ War on Terror/ Iraq (all related titles) 2005

I reviewed the CREW (Continuous Review, Evaluation, and Weeding) Guidelines for Weeding

and used the formula that offers a rule of thumb for acceptable age spans for Dewey

categories. Since the majority of the titles in my search were from the 900s, I looked at the

CREW suggestion for the 930-999 Dewey Class and it suggested 10 years as an acceptable

age span for the materials latest copyright date for this category. Looking at the average age of

the key word searches shows that as a whole, our titles in this area are outdated. Because 9/11

was in 2001, the titles are obviously going to be more current, but still 2005 is on the lower end

of material for this topic knowing that events continue to happen even today. This will be a

major focus in my budget plan in order to replace the outdated materials that we currently have.

I also checked for relevance of material since many of the books seem juvenile or poorly

written. For the most part, the very specific searches that I did find material on, such as Henry

Ford, Women in military/war, and Feminist Movement, contain very relevant ideas for the topics.

The broader topics such as general information on World War II, Vietnam War, and the Cold

War showed less relevance in about one-fourth of the titles. They were either too juvenile for

the high school level, only providing very surface level information, or so poorly laid out and/or

written that it would discourage students from using them. Though the more juvenile titles may

benefit the struggling learners in the skinny classes, the material still needs to be relevant and

with a more current approach.


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I was most impressed with the Japanese American titles that I found in that 11 were

historical fiction. Our 10th grade English curriculum has included The Good Earth by Pearl S.

Buck in the past, and I believe that students who enjoyed that particular title have requested

similar reads which has lead our collection to have that many historical fiction titles. I feel that

this helps strengthen our collections multicultural range, but I would still like to add additional

titles in the Japanese-American category, as well as Spanish titles since we have had requests

for Spanish titles in the past. Since the standards that I chose for this project also include

information related to Cuba, Spanish titles would also seem beneficial for my budget plan.

In choosing materials for my budget plan, I wanted to take into consideration as many

formats as possible. With the key word searches that I did, 6 DVDs came up, with one of those

DVDs being under the same key word search, so technically 5 DVDs cover the standards that I

have chosen. Many of the teachers access United Streaming on a weekly basis, so I will be

very selective in choosing additional DVD/video formats in my budget by thoroughly checking

for reviews and copyright dates. Since many of the standards that I have selected deal with war

times, CDs with music related to the war times will also be explored. We currently have no CDs

in our collection, yet as a teacher, I would often use music in my literature class, and the history

teacher that I worked closely with does to. Our media center is in the process of adding e-

books to our collection, but I will include more titles relevant to the chosen standards for use

with the U.S. History classes. We currently only purchase e-books that have unlimited access

so that every student can use the book any time, any where. Our e-book titles also have text-to-

speech capabilities which assist our weaker readers. I would like to incorporate more fiction inmy budget as this project for U.S. History could easily connect to American Literature which is

also taught to all 11th graders. If students have more historical fiction choices, a collaboration

between the departments could happen very easily. In considering format, I also want to take

into account the age weakness of the reference section. More updated reference selections are

a must in my budget.

Summary of collection needs:

Using the CREW suggestion for the Dewey Class of 930-999, select materials that havebeen published within the last ten years and that will help fill the gaps in our collection as

determined by amount of materials, age, and relevance to U.S. History standards.

Continue strengthening our multicultural selection by adding Spanish language materials

and additional historical fiction that is relevant to the chosen standards.

Add more e-book titles that have unlimited access and text-to-speech capabilities.


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Select a few CDs with music that explores the time periods as many of our students

show an interest in this area and it will help them get a better feel for the history of our

nation.

Budget Summary

I decided to use three vendors for the selection of my materials: Follett, Junior Library

Guild, and Barnes & Noble. Follett is our media centers main vendor, but we do receive books

from Junior Library Guild as well. Barnes & Noble was an okay source for this project, but the

sites lack of an advanced search option made it difficult to find material at times and they do not

have as many editorial reviews listed as the other vendors do. Overall, I am very happy with the

selection of materials for this project. I feel that I selected very worthwhile books, e-books,

DVDs, and CDs based on the standards used while keeping in mind all levels of learners with a

variety of formats and new multicultural connections. My materials order may be found in the

submitted Google Doc. My final budget total came to $3980.40. In addition to the materials

selected, I researched several reliable Internet sources to assist the U.S. History teachers in the

teaching of these standards. I have linked these sites to our schools Media Center web page

which can be reached at this link:http://rhhs.bryan.k12.ga.us/?PageName='Library'.
http://rhhs.bryan.k12.ga.us/?PageName=%27Library%27http://rhhs.bryan.k12.ga.us/?PageName=%27Library%27http://rhhs.bryan.k12.ga.us/?PageName=%27Library%27http://rhhs.bryan.k12.ga.us/?PageName=%27Library%27

Collection Development Narrative

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