Previous by Date | Next by Date | Date Index
Previous by Thread | Next by Thread
| Thread Index
| LM_NET
Archive
| |
In a message dated 7/5/02 12:01:08 PM Eastern Daylight Time, pdd2002@OPTONLINE.NET writes: << Does anyone know how many pieces of information, should be found in a library media center's collection to properly do a resource-based learning unit. In addition, what are these numbers based on? Is there research to back-up these statistics? >> Information Power (1998) includes a focus on both resource-based learning and student centered learning but the main focus is on the student and his or her learning needs. There was much debate when our guidelines were being written over whether quantifiable collection statistics should be included in the document. Many LMS lobbied against such statistical guidelines because these are impossible to establish when the curriculum is student centered. There are so many variables when a LMS does collection development based on student centered learning using multiple resources rather than a dependence on textbooks. There is the number of students who might be studying a topic together, the unique learning needs of those students, the specific focus each student might take during the unit, etc. I believe collection mapping in conjunction with curriculum mapping present a more effective approach. The Information-Powered School (AASL, 2001) has a good chapter about collection mapping that would be very helpful if this is the approach you decide to take. David Loertscher, Blanche Woolls, and Janice Felker have written another book that also looks at collection mapping. [Building a School Library Collection Plan, LMC Source, 1998]. Sandra Hughes and Jacqueline Mancall have begun writing and speaking about collection development based on student centered learning. They wrote an article, Meeting the Resource Needs of the Learning Community, that was included as a chapter in the book Student Centered Learning in an Information Age, edited by Barbara K. Stripling. (Libraries Unlimited, 1999). I also believe you can gather interesting statistics over time using the reports function of your automation software. These statistics will show student use of resources by topical area and, used in conjunction with a log of teacher units throughout the year, would give you useful information for collection development. Marjorie Marjorie L. Pappas, PhD Library Science Combs 112, EKU 521 Lancaster Ave. Richmond, KY 40475-3021 859-622-8087 marjorie.pappas@eku.edu mlpappas38@aol.com =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. To quit LM_NET (or set-reset NOMAIL or DIGEST, etc.) send email to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST 4) SET LM_NET MAIL * Please allow for confirmation from Listserv. For LM_NET Help see: http://ericir.syr.edu/lm_net/ Archives: http://askeric.org/Virtual/Listserv_Archives/LM_NET.shtml See also EL-Announce for announcements from library media vendors: http://www.mindspring.com/~el-announce/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=