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I appreciate all the input from all the seasoned experts on how to evaluate a high school collection for the first time by a beginning library media specialist. The former science teacher in me has distilled, condensed, and synthesized the suggestions into the following list. If a recommendation was given more that once, the total number of times it was suggested in given in brackets. Craig Jenkins Media Specialist, Western Alamance High School, Elon College, NC craig_jenkins@abss.k12.nc.us CONSIDER PURCHASING ------------------ These first three can be ordered from: Hi Willow Research and Publishing, San Jose. E-mail: davidl@wahoo.sjsu.edu. Phone: 800-873-3043. World Wide Web: http://www.lmcsource.com Collection Mapping in the LMC by David Loertscher. Outlines how to evaluate collection step-by-step. [2] Building a School Library Collection Plan: A Beginning Handbook by Loertscher and Woolls Reinvent your school's library in the age of technology: a guide for principals and superintendents. ------------------- High School Catalog (H.W. Wilson). Suggests a core collection for library. [3] Best Reference Materials by Hamilton Collection Assessment and Management for School Libraries by Debra E. Kachel, 1997 Greenwood Press Use Booklist to fill in gaps. ADDING TO THE COLLECTION Consider the requests teachers and students made during the year that couldn't be filled. When classes came in, what topics sent you into a panic. Consider adding to these areas. WEEDING THE COLLECTION Follow the suggestions at www.sunlink.ucf.edu/weed/. Does a weed of the month. Takes one area of the library to weed. Pick a critical Dewey area, sit down to develop weeding criteria (currency/accuracy of information, usage, relevance to the curriculum, physical condition. Health, astronomy, or careers might be good places to start. Using the Senior High School Library Catalog to justify weeds: if it isn't in there and it hasn't circulated within a given number of years, out it goes. Use the CREW method. Weed only about 3 areas a year (ex. 500's, 600's, 800's). This allows for beefing up on those sections the next year when materials are ordered. [2] Weed the crummy looking stuff...it covers up the good stuff. No one wants to dig through the junk to find the attractive books. COLLECTION DEVELOPMENT Do collection mapping. In this system, you categorize all your resources (books, videos, periodicals, etc) by subject in order to tell where your strengths and weaknesses are. Then look at the curriculum and see which parts of the collection support it well and where you need to develop the collection. From here write (or edit) a collection development policy. Keep the policy on hand is case there are challenges to the materials. FACULTY AND STUDENT INPUT Ask department heads and faculty to make suggestions. [5] Look at what teachers are having students use in the library as well as what is not being used. [3] Check the curricula. Dwell on the curricula. Determine the materials from the library that are used and the areas that need materials they are unable to find in the library. [2] Do not discard anything until you get to know the students, staff and the collection. Even things which don't circulate may have heavy in-library use patterns. Watch and see what gets used and show well the assignments can be met. In an automated collection, where there is no record of what does or doesn't get used, have volunteers insert dated dummy cards. If these dummy cards are pulled whenever a book is circulated, than at the end of the year the cards will remain only in the books that no one wanted to use. [2] REPORTS TO RUN To see if you are balanced: analyze acquisitions and holdings by Dewey number. [4] Analyze circulation by Dewy number. High circulation should have higher percentage of materials. [2] See which books don't circulate. Are these obsolete or no longer part of the curriculum? Are they unattractive? If they SHOULD be used perhaps the cataloging needs to be "tweeked" so they are listed under the subject the students and teachers are most likely to look for them. Analyze interlibrary loan statistics. An indication where the collection has inadequate holdings. Run a materials report for the number of nonfiction books by copyright date to determine what percentage of collection is (probably) obsolete. Preview the report before printing, it lists each book. If this is too much data try narrowing down to a ten or 5 year period. May have to check volume by volume if copyright dates are not available (especially for the oldest materials). [2] If administration will not budget for new books and will not allow you to discard books, evaluate the age of the collection and then go before administrator to request funding. If you are not automated, then sample every tenth book in a given Dewey section, do the math, and come up with an estimate. MAGAZINES For magazines, keep a back issue chart (a record of use - check marks next to title and date). Helps determine how long to keep back issues. INVENTORY Do a complete inventory to become acquainted with the collection. Weed dated materials at this time and determine gaps or weak places in collection. [2] SPECIFIC AREAS/SUGGESTIONS The 520's (space/planets) and low 600's (technology & vehicles, space travel) are probably the most critical. Dinosaur books may receive heavy usage and may need updating as well as anything on "early man." Check geography books on other countries and reference materials like atlases, esp. Eastern Europe (former U.S.S.R.) and African areas. Several encyclopedia companies have announced they will offer only online versions. Except in high tech areas, encyclopedias are usually useful for at least ten years. If the set(s) you have now look like they get lots or use, consider buying more while you still can, especially if you don't have a lot of Internet access. Use standard bibliographies such as HS Library Catalog, Fiction, Catalog, Best Books for Teen Aged Readers, etc. to compare to your collection. Do not discard anything that was useful for assignments and the curriculum or recommend by the bibliographies. =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. 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