frit 7134 collection development

8/14/2019 FRIT 7134 Collection Development

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professional books. The daily average of circulation is between 450-500 books. There is a

literary criticism database for Gwinnett County schools available to the middle and high school

students, but none for the elementary level. This database can be accessed by all students

through an Online Research Library site that contains all of the databases from GALILEO.

Curriculum review/mapping

Grade: 3rd

Topic:Rocks, Minerals and Fossils

GA Performance Standards: Earth Science

S3E1.Students will investigate the physical attributes of rocks and soils.

a. Explain the difference between a rock and a mineral.

b. Recognize the physical attributes of rocks and minerals using observation (shape, color, andtexture), measurement, and simple tests (hardness).

c. Use observation to compare the similarities and differences of texture, particle size, and color

in top soils (such as clay, loam or potting soil, and sand).

d. Determine how water and wind can change rocks and soil over time using observation andresearch.

S3E2.Students will investigate fossils as evidence of organisms that lived long ago.a. Investigate fossils by observing authentic fossils or models of fossils or view information

resources about fossils as evidence of organisms that lived long ago.

b. Describe how a fossil is formed.

AASL Standard for 21stCentury Learner:

1 Inquire, think critically, gain knowledge

1.1 Skills

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make thereal-world connection for using this process in own life.

1.1.2 Use prior and background knowledge as context for new learning

1.1.3 Develop and refine a range of questions to frame the search for new understanding.

2 Learners use skills, resources, & tools to draw conclusions, make informed decisions,

apply knowledge to new situations, and create new knowledge.

2.1 Skills2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis,

synthesis, evaluation, organization) to information and knowledge in order to construct new

understandings, draw conclusions, and create new knowledge.2.1.2 Organize knowledge so that it is useful.


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2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular

areas, real-world situations, and further investigations.

Common Core Georgia Performance StandardsELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.ELACC3RI4:Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 3 topic or subject area.

ELACC3RI7: Use information gained from illustrations (e.g., maps, photographs) and the wordsin a text to demonstrate understanding of the text (e.g., where, when, why, and how key events

occur).

Key Units of Study

Standard Unit Activities Assessment

Product

Teacher Data

GPS: S3E1a.,

S3E1b.

AASL 21st

Century: 1.1.1,1.1.2, 2.1.2

Common Core

GPS:ELACC3RI4,ELACC3RI7

Rocks and

Minerals

Compare and

Contrast Key

Vocabulary and

find 2informational

resources

Illustration of the

Rock Cycle

including a

complete sentencedescribing each

step.

Gifted

Students

complete

product withadditional

vocabulary.

GPS:S3E1.c,S3E1.d

AASL 21st

Century: 1.1.3,

2.1.1,2.1.2, 2.1.3Common CoreGPS: ELACC3RI4

Rocks and Soil Begin a K partof KWL Chart on

Soil and find 2

informational

resources

Complete KWLchart making at

least 2-4 L

statements

GiftedStudents will

complete

KWL with a

Q forQuestions

GPS: S3E2.a,

S3E2.b

AASL 21st

Century: 1.1.1,1.1.2

Common Core

GPS:ELACC3RI4,ELACC3RI7

Fossils Create a four

square to

sequence how

something turnsinto a fossil and

find 2

informationalresources.

Construct one

sentence and

illustration per

square in the orderin which

something

becomes a fossil.

Gifted

Students work

in pairs to

compare andcontrast how a

print, plant,

and organismbecome a

fossil


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Collection Evaluation

My collection evaluation on 3rd

grade Earth Science was chosen based on my fond

memories from teaching this grade level for 3 years. This was the Science unit I looked forward

to teaching each year knowing there were materials available to complete exciting science

experiments in the classroom. The Earth Science state standards focus on rocks, minerals, soil

and fossils. I do not recall there being many literacy resources at the school where I taught, so I

curious about the materials available at Camp Creek Elementary.

The media center is divided into 4 distinct sections. The 1stsection is the Everybodys

books/Fiction. There is a space is the center for classes to read, on the left is the Everybodys

section and on the right are general fiction books. The 2nd

space is a classroom set of computers

where the media specialist teaches classes one daily for Kindergarten students and one at the

beginning of the school year for Accelerated Reader basics. These computers are available to

teachers for to sign up their classes. This section also has six additional computers for students to

complete AR quizzes or complete individual research. The 3rd section is a set of tables with an

overhead screen for classes or small groups. The walls surrounding this section contain Braille

books and machines for the Parkview School cluster, biography, and reference materials. The 4th

section is filled with non-fiction books, a small sitting area for students and magazines. The AV

materials are located in a separate room. The 5th

grade students have their own laptop computer

room shared among the nine classes.

The materials for my selection were mostly found in the Everybody or Non-Fiction

section of the library. There were very few books in the Easy or Fiction section of the media

center. The condition of the books was good each indicated the correct dewey number, section

and was labeled for AR. The selection has a series of books created by State Standards


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Publishing that completely aligns with the curriculum for 2nd

and 3rd

grades. These books are

from Capstone Press a popular vendor in Gwinnett County who handles many publishers. These

books are available in both print and eBooks are more recent publication in the collection in

2011 compared to the average age of the media centers collection. The series is non-fiction and

each book has a AR test for students to complete.

The media center uses the Destiny Follect system to make reports on the collection. The

chart below summarizies the circulation and totals of library section where the majority of books

for Earth Science materials can be found.

Range Copy with

date

Average Age Circulation

Total

Collection

Copy Count

500-599 1,828 2001 (12yrs) 23,452

(4.25%)

1,828

(5.87%)

600-699 841 2001 (12yrs) 13,761

(2.49%)

841

(2.70%)

FIC 4,048 1997 (16 yrs) 101,198

(18.32%)

4,048

(13.00%)

ENF 2,983 2001 (12 yrs.) 77,651

(14.06%)

2,984

(9.58%)

In looking at the collection for my topic I discovered that many of the resources were

geared towards the upper grades, mostly for grades 4-6 including titles and series. For example

the book Fossil Fuels by Marcia Zappa has a reading level for 5th

grade, but is geared toward 3rd


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through 6th

grade. There are titles in the selection targeted for the lower grade levels K-3rd

, but

the AR quizes are geared towards 5th

grader or higher. This can be challenging for the students

and teachers to choose an appropriate title in the selection due to the publisher not aligning the

reading level with the interest level. For example Rocks and Minerals by Caroline Bingham is

targeted for grades K-3, but the reading level is 4.3. This is a school that encourages students to

read for many purposes and embraces the Accelerated Reading program to further student

reading goals.

Materials Order and Budget Summary

For my materials order I used Titlewave, Perma-Bound and Bound to Stay Books. This

was an extremely lengthy process and I had trouble finding enough materials to complete my

budget. I found a majority of titles were for reading levels of at a middle school level. I choose

some materials that went to a reading of 5.5 due to the large number of gifted students in the 3rd

grade. The majority of DVDs were either geared toward middle school grades or had an old

publishing date. I tried to find fictional materials for my topic, since this is a topic typically only

found in the non-fiction books. I feel I did an excellent job selecting materials making sure I

chose a variety including Spanish and Multicultural books. I found additional resources on

variety of websites which can be on the web 2.0 site:

http://www.scoop.it/t/collection-development-rocks-minerals-soil-and-fossilsn-fiction

Resources
http://www.scoop.it/t/collection-development-rocks-minerals-soil-and-fossilsn-fictionhttp://www.scoop.it/t/collection-development-rocks-minerals-soil-and-fossilsn-fictionhttp://www.scoop.it/t/collection-development-rocks-minerals-soil-and-fossilsn-fiction


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Perma-Bound https://www.perma-bound.com/library/

Titlewave http://www.titlewave.com/index.html

Bound to Stay Bound Books http://www.btsb.com/index.php

Camp Creek Elementary Schoo l http://www.campcreekschool.com/home.htm

AASL

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_L

earningStandards.pdf

Common Core Standards http://www.corestandards.org/resources

Georgia Common Core Standards

https://www.georgiastandards.org/Common-

Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade3_Standards.pdf

Georgia Deparment of Education https://www.georgiastandards.org/Pages/default.aspx

Scoop It http://www.scoop.it/#pg=1&mi=posts&si=0&panel=followedPanel
https://www.perma-bound.com/library/https://www.perma-bound.com/library/http://www.titlewave.com/index.htmlhttp://www.titlewave.com/index.htmlhttp://www.btsb.com/index.phphttp://www.btsb.com/index.phphttp://www.campcreekschool.com/home.htmhttp://www.campcreekschool.com/home.htmhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.corestandards.org/resourceshttp://www.corestandards.org/resourceshttps://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade3_Standards.pdfhttps://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade3_Standards.pdfhttps://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade3_Standards.pdfhttps://www.georgiastandards.org/Pages/default.aspxhttps://www.georgiastandards.org/Pages/default.aspxhttp://www.scoop.it/#pg=1&mi=posts&si=0&panel=followedPanelhttp://www.scoop.it/#pg=1&mi=posts&si=0&panel=followedPanelhttp://www.scoop.it/#pg=1&mi=posts&si=0&panel=followedPanelhttps://www.georgiastandards.org/Pages/default.aspxhttps://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade3_Standards.pdfhttps://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade3_Standards.pdfhttp://www.corestandards.org/resourceshttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.campcreekschool.com/home.htmhttp://www.btsb.com/index.phphttp://www.titlewave.com/index.htmlhttps://www.perma-bound.com/library/

frit 7134 collection development

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