Assignment+3

Collection Evaluation & Report  ﻿ LIBE 463 - Assignment 3 Collection Evaluation

“Evaluating the collection allows librarians to know what resources are already available, what may be needed, and whether future collection development can be filled most effectively with print or electronic resources” (Agee, 2005, p. 95).

The focus of my collection evaluation was the Grade 3 Science. Below are the Government mandated Prescribed Learning Outcomes that the Grade 3 team uses in order to complete their science units.

- compare familiar plants according to similarities and differences in appearance and life cycles - describe ways in which plants are important to other living things and the environment - describe how plants are harvested and used throughout the seasons
 * Life Science: Plant Growth and Changes**
 * PLO’s:**

- describe shapes that are part of natural and human-built structures (e.g., domes, arches, pyramids) - compare the effects of different materials, shapes, and forces on the strength and stability of different structures - conduct investigations into ways to improve the strength and stability of structures
 * Physical Science: Materials and Structures**
 * Prescribed Learning Outcomes:**

- describe characteristics and movements of objects in our solar system - compare familiar constellations in seasonal skies - demonstrate awareness of the special significance of celestial objects for Aboriginal peoples
 * Earth and Space Science: Stars and Planets**
 * Prescribed Learning Outcomes:**

[|**http://www.bced.gov.bc.ca/irp/plo_db.php**]


 * __Quantitative Data__**

Quantitative data is the process of collecting numerical and physical data to analyze and measure the size of a collection. Bishop (2007) explains that by using collection centered techniques such as checking lists; examining collections directly; age analysis; compiling comparative statistics; applying collection standards; and collection mapping, gives a good overview of the quantity of resources in the library (p. 144). This data collection can then be presented to the district, administrators, and teachers for justification and allocation of funding for the renewal of resources and/or additional resources.

The quantitative data collected for this particular assignment is based on my current school library. As the school has only been opened for five years, the collection is new. As I am currently a teacher at this school, the TL was willing to let me “snoop,” “gather” and use her expertise for all the following information.

Due to the massive influx of children every year at our new school, quantitative data is one avenue that the TL could use to compare the number of resources to the number of students. According to the //Canadian Association For School Libraries// (2006)//,// an acceptable number of items per student for the school our size (667) is estimated at 22 per student (p. 28). By presenting the quantitative data with the appropriate authorities could act as an incentive for the allocation of extra funding.

The total number of titles in the library is 6,657. Of that number, the titles that fall into the categories of //Life Science, Earth and Space Science, and Physical Science// is 425. A budget allocation for these three categories of the Grade 3 science curriculum was not determined at the beginning of the year. The TL determined and collected resources using a culmination of verbal and written requests by the staff, as well as using the traditional methods of catalogs, information from other TL’s, etc.


 * Checking Lists, Catalogs, and Bibliographies**

Checking lists, catalogs, and bibliographies is a procedure that allows TL’s to compare, add, and edit their collection to external standards (Bishop, p.114).

According to the //School District No. 36 (Surrey) Teacher-Librarian Handbook// (2007)//,// Teacher-Librarians are recommended to use identified curricular resources to meet the provincial or district Prescribed Learning Outcomes (p. 8).


 * Link: Recommended Resources **

Choosing the collection of resources for our library was a mammoth undertaking. The TL was instructed to purchase a “core” or “base” selection of resources according to the Surrey School District’s new school start-up collection guide. As more funding became available and the school community developed, she was able to widen her search to other areas.

A discussion of what methods the TL now uses to build and develop the school collection revealed that the best resource is human resource. Connecting with other TL’s in the district or other districts is her chosen method of acquiring new resources. Using the expertise of others, helps direct her to the most current and relevant resources for our school needs.


 * Examining the Collection Directly**

Examining a collection directly allows the TL to physically see and touch materials in order to determine the condition and extent of resources. In her book //The Collection Programs in Schools// Bishop (2007) states that “an assessment of the timeliness of materials and their physical condition can help identify which items need to be mended, repaired, bound, replaced, removed, or discarded” (p. 145).

Of the three science units I began my assessment perusing the non-fiction section on plants. Due to the fact that the Grade 3’s had not begun their unit (or any other teachers), the shelf was full. Upon examination of the titles I noted some wear and tear of the books, but on the whole they were in good condition. The books that I randomly choose contained only a few dirt smears, and no ripped pages.

I then focused on the fiction resources. Once again the books were in good condition with only some dirt markings and a small water stain. However, according to the supply left on the shelves, the students of the school enjoy reading the fiction books all year round.

The second and third set of resources of the Grade 3 science curriculum (space and structures) was more difficult to examine. The shelves were almost empty. A search of the current resources signed out was enormous. The majority of the resources are currently signed out by the teachers (for classroom use), however, there was a good percentage signed out by the students. Both non-fiction and fiction resources were of high demand. Those remaining on the shelves were in relatively good condition, but a little wear and tear was noted.


 * Age Analysis/Compiling Comparative Statistics**

Age analysis is used to determine the average age of the resources and the information it contains. Comparative statistics focuses on patterns of use and subject balance of a collection (Bishop, p. 147).


 * Link: Age/Comparative Statistics**

The average age (2007) of the resources in this particular library is very current. Due to the newness of the school, the dates of publication are more recent compared to those of more established libraries. Unfortunately, the downside of a new school library is that the current number of books does not reflect the national standard set out by the //Canadian Association For School Libraries// (2006, p. 28).

The total number of books in each category along with the dates of circulation was of particular interest to me. After compiling and analyzing the data, I needed to find out why there was such a discrepancy of the number of resources between the three sciences. After a few inquiries from the Grade 3 staff, the method for allocating the resources in this fashion became clear. Due to the large number of students in Grade 3 (91), the teachers decided that they would divide and rotate the Space and Structures units in the fall. Plants needed to be taught in the spring due to the growing season. By doing this, the resources from the library could be distributed equitably, without having to purchase as many resources in two areas of the curriculum. The staff communicated this to the TL, and she was able to focus and purchase the number of resources needed by the teachers. However, it should be noted that the limited amount of resources for the structures unit, is partly due to the fact that it is a relatively new curriculum mandate by the B.C. Ministry of Education.


 * The Teacher resources are combined with student resources and focus on extra-curricular activities, art, math, and reading.


 * Qualitative Data**

Bishop (2007) states, “ merely counting the number of circulated science titles does not measure how adequately the collection supports the science curriculum. One must interpret additional quantitative data and perhaps consider some qualitative assessments before beginning to evaluate” (p. 142).


 * Circulation Studies**

A circulation study is a method of determining which resources are used the most often to those that sit on the shelf. By examining the results of the study, a TL can focus on strengthening the weak areas or areas that have satisfied the users (Bishop, p. 150).

My first objective was to look at the physical qualities of the science collections. As there are four Grade 3 classes currently using the resources for space and structures, the shelf was quite empty. However, the remaining books were in its self a tell tale sign of their qualitative value. Opening and perusing the content of the few selections, it was apparent that the reading level, as well and the photographs were beyond the level for a grade 3. The next step was to “rifle” through the resources the teachers had signed out. The books in the classroom represented different reading levels and contained various text features.

As the teachers were as yet not preparing for the plant science unit, I was able to complete both a physical and circulation search. The physical quality of the plant resources was better represented. The books were multi-leveled, had large quantities, and contained many different text features. However, the circulation search for the plant resources became a tedious and lengthy process. Using the computer in the library I downloaded and printed the circulation of each book listed in our library catalogue on plants. This amounted to 158 pages (fiction-non-fiction). To find out how many times the book had been used, I had to weed through copious amounts of information. This consisted of Title Copy, Copy Barcode, Call Number, Title, Author, LCCN, ISBN, Material Type, Publication Years Status, Date Last Accounted For, Date Acquired, Purchase Price, Circulation Type, Total Circulations, Circulation This Year, Circulation Last Year, Circulation Today, and Site Short Name. After completing the circulation information, I asked the TL if there was a faster way to gather this information. She informed me that this was what she used to find out the circulation of resources in this library. Although this information told me how many, and which books were utilized by both the students and teachers, it did not inform me how they used these resources or if the users found the desired information. The one thing that did stand out was the circulation of resources coincided with the teaching of the units.


 * In-House Use Studies**

The method of in-house use studies is a way to analyze the use of resources by recording the returned materials before they are shelved, as well as searching statistics on which databases were accessed (Bishop, p. 151).

Due to the length of both of the science units at this time (Space and Structures), I was unable to use this strategy.


 * User-Opinion Surveys and Shelf-Availability Studies**

Surveys, questionnaires, or interviews are used to gather information and evaluate the currency, appropriateness, and availability of resources to determine the needs of both the students and teachers (Bishop, p.151).

Cognizant of the fact that teachers were beginning their assessments (report card time), I approached the Grade 3 staff members individually to ask for permission to conduct surveys. Aware of the time constraints, I proposed both methods of a written questionnaire or an interview. Two of the four teachers responded that they would prefer a written questionnaire to that of an interview, as they could complete it at their own convenience. The remaining two declined. As it turned out, one of the groups was working on space and the second group was working on structures.


 * Link: Survey One – Teachers**


 * Results Of Survey From Both Teachers**

The teacher currently working on space indicated that she would like to see a few more fiction resources to introduce and hook the students, as well as teacher resources. She wrote that more DVD’s on this subject area would benefit her unit studies. She also mentioned that she would like to see more multi-leveled, non-fiction resources to aid those students with different literacy needs. Another concern was the lack of resources available for the Aboriginal portion of the PLO’s.

The teacher that is working on the structures unit indicated that there was a lack of both fiction and non-fiction resources for this science unit. She felt that the resources were so limited that her projects were dictated by the amount of resources in the library. She indicated that she had to rely heavily on the Pan-Canadian Science kit provided by the school. However, she did state that she understood that this was partly due to the fact that this unit of the science curriculum is new, and that resources are limited due to this fact.


 * Student Survey**

I created a student survey that was quick and simple for both the students and the teacher. The students only indicated if they agreed or disagreed with a statement allowing for quick analysis of user needs.


 * Link: Student Survey**


 * Results of Survey From Both Classes**

This survey was fascinating. The one thing that stood out most for me upon the completion of this survey was that children don’t hold back. They were very clear with their opinions, and enjoyed having a voice.

According to the survey, 45% of the students found it difficult to find the non-fiction books in the library. They claimed that the numbers (call) were too small to locate on the shelves. They also indicated that there were not enough books to go “around,” and they often found the ones available or left a “little too hard.” They were very enthusiastic about the on-line resources and enjoyed (94%) using //World Book Kids// and //World Book Student.// The results also showed that 62 % of the students at this school would like to have more fiction books on the subject of space and space travel.


 * Analysis of Interlibrary Loan Statistics**

This is the analysis of the requests of resources from other libraries by both the students and teachers (Bishop, p.153).

Due to the population of the school, interlibrary loans for students are not an option. The TL stated that the volume alone would be tremendous, and due to the growth in all the other schools in the district this becomes quite complicated. However, requests by teachers are always accommodated. So far this year there has been 24 requests by teachers. The TL logs into First Class (Library Conference) and requests the resources that are then couriered as quickly as possible.


 * Collection Mapping**

“Collection mapping is the process of examining the quantity and quality of your collection and identifying its strengths and weaknesses” (The School Library Media Specialist, 2004-2010).

For the purpose of this assignment I completed a graphic mini-map of the resources available for Grade 3 science.

**Cambridge Elementary** **School Population = 667** **Curriculum Area – Plants, Space, Structures** **Grade 3 Student Enrollment = 91** **February 2011**


 * **Category** || **Suitable for Grade 3 Science** || **Circulation** || **Average Date** || **Quality** ||
 * **Non-fiction** ||  ||   ||   ||   ||
 * Plants || 25 || High || 2008 || Good ||
 * Structures || 15 || Very High || 2007 || Good ||
 * Stars and Planets || 21 || Very High || 2008 || Good ||
 * **Teacher Resources** ||  ||   ||   ||   ||
 * Plants || 4 || High || 2008 || Good ||
 * Structures || 3 || Very High || 2007 || Good ||
 * Stars and Planets || 7 || Very High || 2008 || Average ||
 * **Total** || 75 || High || 2007-2008 || Good ||


 * Total Number of Resources In Both Sections Suitable For Grade 3 = 75**
 * Books Per Student = .82**
 * Average Age of Categories = 2007**


 * Summary**

Bishop (2007) states in //The Collection Program In Schools// that “the collection evaluation process provides an opportunity to work with students, teachers, and administrators to ensure that a collection meets their needs” (p. 157).

Upon completion of the quantitative and qualitative assessment, it became apparent that both methods needed to be utilized in order to get a complete “picture” of the library resources. If the information in one area was taken in seclusion of the other, it gave skewed results.

The quantitative assessment showed right at the start that the school falls below the national standards of the ratio of books per student. This could be useful in presenting a case for future or additional funding for the library. By searching through catalogues and using human resources this method also gave a standard of the number of books for each of the science categories. This type of assessment shows the areas that are lacking and may need support. This method also confirmed that the resources in the library were current.

However, the quantitative assessment did not show or confirm the qualitative value of each of the resources. Large numbers do not necessarily reflect the “value” of those resources. Although the school showed a high percentage of resources in the Plant Science area, it did not reflect the qualitative value to all of the 6 grades that use these resources.

At first glance 218 plant resources appears to be a healthy number, until it was broken down into different grade levels and support for different learning needs. How many audio and visual resources were there for the students who need support? Were there multi-leveled books with proper text features? Were these books in reasonable shape? These are the questions that were answered with the qualitative assessment.

By using the qualitative assessment I was able to search the appropriateness of content, organization of materials, aesthetic quality, and the support of curricular standards.

Perusing the shelves enabled me to observe the physical shape of the resources and placement. Due to the fact that our school is new the resources were in exceptional shape. The placement of the resources was of particular interest. There were limited markings both on the shelves, and on the books themselves. Physically going through the resources also allowed me to look at text features, photographs, and different leveled text.

The qualitative assessment method of surveys was for me the most informative. In a relatively short amount of time I was able to identify the strengths and weaknesses in the Grade 3 Science resources. Although checking the government resource lists, catalogues, and human resources was informative, the surveys revealed the true needs and gaps. It revealed what our community of learners wanted and needed (in the case of the teachers), in order to meet their educational needs. From the student’s point of view, more leveled materials and visual displays to find resources would be welcome. According to the teaching staff, more Aboriginal resources would be beneficial.

After compiling and comparing both the quantitative and qualitative assessments I was amazed at how comprehensive this evaluation was to the educational needs and gaps of the staff and students. It not only “described” the collection, it gave information for future goal areas. Completing a collection evaluation report is also a valuable and informative tool to clarify or “justify” the needs to an administrator for extra funding, as well as indicating if the funds are being used wisely.

Living in the age of cut backs and limited funding in every area of the education system, a collection evaluation is necessary for adapting, managing, and planning the success of a school library collection.


 * Reflection**

After the first reading of the outline for Assignment 3, a sense of anxiety settled in like that of a mountain climber viewing Mount Everest for the first time. I am not a TL, and there were so many questions that needed to be answered. Do I have the appropriate equipment (strategies)? Am I prepared for this? Do I have enough background knowledge to conquer this quest? However, during the process I realized that if I followed the path (outlined by Bishop), I could indeed accomplish my first evaluation of a library collection.

Like all good mountain climbers I began by making sure I had the appropriate equipment, and incorporating different techniques to be successful in completing the task. I began by reading and rereading Chapter 12 on the //Evaluation of the Collection// by Kay Bishop, along with the additional readings.

My quest of evaluating a collection began by using the quantitative methods given by Bishop. The numerical data and information of where to order and obtain resources entailed; searches on databases, catalogues, physical examinations, as well as verbal exchanges. I found this method fast and user friendly. It gave me a good “snapshot” of the amount and currency of resources in each of the three sciences.

The techniques and process for measuring a library collection using the qualitative method was definitely more time consuming, and required more participants. Although it was labour intensive, it gave me a better view of the types of usage and value of the resources. After the student and teacher surveys, it was apparent that the number of resources means little, if the users are having difficulty finding or reading them.

As I am going to be the “new kid on the block” in the library system, following the same path (evaluation method) would be very beneficial. At this point of my career, I wouldn’t change any aspect of this method, as it will be a good foundation for me to build upon and perfect as I gain experience.

Although the evaluation process often felt frightening or overwhelming, the sense of accomplishment soon outweighed the fear. This assignment reminded me that when you are “standing” at the base of any “mountain” you need only to refer and rely on your “equipment and techniques,” until you are confident to accomplish your task.

“A little library, growing larger every year, is an honorable part of a man’s history. It is a man’s duty to have books. A library is not a luxury, but one of the necessaries of life.” Henry Ward Beecher

[]

References

Agee, J. (2005). //Collection evaluation: a foundation for collection development.// Volume 24 (3), 92-95. Retrieved from [|www.emeraldinsight.com/0160-4953.htm]

Bishop, K. (2007). //The Collection Programs In Schools.// Concepts, Practices, And Information Sources (4th ed.). Westport, CT: Libraries Unlimited

Canadian Association For School Libraries. (2006). //Achieving Information// //Literacy.// Standards for School Library Programs in Canada. Ontario: Canadian Association For School Libraries

School District No. 36 (Surrey), (2007). //Teacher-Librarian Handbook.// http://fcweb.sd36.bc.ca/~guilmant_s/Documents/Handbook%2007-06-22%203.pdf

The School Library Media Specialist//. (2004-2010). Library Media Program: Collection Mapping.// Retrieved from []

