Collection+Evaluation+&+Report+Assignment+3

=﻿Assignment #3 Collection Evaluation and Report = When approaching this assignment, I really did a lot of jumping around, as was expected. I found some information, and worked with that for a while. Then I looked for more, and worked with that. Interspersed with studying the reports, was time spent at the shelves, looking at individual books. Then I tried to re-organize my findings according to the assignment requirements. This helped me to sort out what all the information would mean to me, and my library, and its clients.



Quantitative Data
When looking for quantitative data, I wanted to find some general data about the whole collection, and then about the specific curriculum areas that I was interested in. I printed some reports c﻿ontaining information that I felt would be useful in understanding the state of the resources relevant to the Grade 3 science curriculum. The areas studied in Grade 3 include:

I. Processes of Science

IV. Earth and Space Science: Stars and Planets
==== At the end of this assignment is some of the raw data that I used in finding out about my collection in general, and then about the specific units for Grade 3 Science. The first table, "Collection," is only a partial document, as for this project, I needed only 6 of the 25 pages generated. It shows that I have 20 877 items catalogued in my library. Of these, 14 465 are Non-Fiction. This works out to about 70%. This seems like a high percentage to me so obviously lots of purchasing has been done in the Non-Fiction section before I began at this school. This also works out to about 48 Non-Fiction resources per student. ==== ==== When looking for the specific resources for Grade 3 science, I began by searching by Call Number, but then realized that this would only give me Non-Fiction resources. Since I would like to include Fiction resources, I began to serach using OPAC and some subject headings that I thought would be appropriate. However, this can be confusing, as the Collection Data shows that I have 189 Non-Fiction resources at Call Numbers 520 - 523, yet my OPAC search lists 364 resources. When again looking at the OPAC search lists, I went back to cross-reference books that were listed under 2 different subjects, but this should not have affected the totals, as the OPAC searches only found the books under the first subject listed. However much of the discrepancy can be attributed to French books being listed in the OPAC with English subject headings. (I have chosen to focus on English resources.) Still it is confusing to see what students would find upon using different subject searches. ====

Qualitative ﻿ Data
==== When beginning to look at the quality of this part of the collection, I spent considerable time at the shelves, looking at each book. At first glance, the books appear to be in good shape. However, on closer inspection, it appears that there are books that could be pulled and replaced. The average age of the books in the curricular sections I looked at is 1993 and above, however I came across some books that were dated 1972, 1977 (2), and even one listed as 1944. On looking though, this book could not be located, as it was loaned out to a teacher who is on leave, so I am unsure if that is only the first printing date or if that is the date of the copy that I have. ==== ====As in most libraries, I found that the tops of the spines of the books were almost all looking worn. There were a few exceptions, for newer sets of books. But quite a few of the books will definitely need to be pulled.====

There were no specific books dedicated to questioning, or processes of science. I believe that this is covered while learning about other specific science topics. However, teachers need to be sure that it is being addressed, so I will check to see what resources are available for teachers in this area.

The building and structures section is in relatively good condition, as these books don't tend to be borrowed except by the teachers during these units of study. However, we have very few resources in this area, so I would definitely consider purchasing more.

For the plant section, the information has not become dated, so most of the weeding there will be based on condition.

In the space section, there have been a few notable changes, especially with the declaration that Pluto is no longer considered a planet. So some updating of that material will definitely be necessary.

I. Processes of Science
No books were found specifically about "the processes of science." I tried key words like "Question;" "Questioning;" "Science Process;" and "Science Processes." There may be books there, but I was unable to find them, and so my students and teachers will also be unable to find them.

II. Life Science: Plant Growth and Changes

 * ===Key Words=== ||= ===Number of Books=== ||= ===Average Age=== ||
 * Flowers ||= 44 ||= 1997 ||
 * Flower ||= 2 ||= 1997 ||
 * Plants ||= 65 ||= 1994 ||
 * Plant ||= 118 ||= 1995 ||
 * Trees ||= 76 ||= 1993 ||
 * Tree ||= 59 ||= 1997 ||
 * ===Total Collection=== ||= ===364=== ||= ===1995=== ||
 * Fiction ||= 97 total: 27% ||=  ||
 * Non-Fiction ||= 267 total; 73% ||=  ||

III. Physical Science: Materials and Structures

 * ===Key Words=== ||= ===Number of Books=== ||= ===Average Age=== ||
 * Buildings ||= 10 ||= 1988 ||
 * Building ||= 35 ||= 1994 ||
 * Structure ||= 9 ||= 1996 ||
 * Structures ||= 3 ||= 2000 ||
 * ===Total Collection=== ||= ===57=== ||= ===1994=== ||
 * Fiction ||= 15 total; 26% ||=  ||
 * Non-Fiction ||= 33 total; 74% ||=  ||

IV. Earth and Space Science: Stars and Planets

 * = ===Key Words=== ||= ===Number of Books=== ||= ===Average Age=== ||
 * = Planets ||= 45 ||= 1996 ||
 * = Planet ||= 88 ||= 1997 ||
 * = Space ||= 125 ||= 1997 ||
 * = Solar System ||= 26 ||= 1994 ||
 * = Stars ||= 8 ||= 1994 ||
 * = Star ||= 2 ||= 1994 ||
 * = ===Total Collection=== ||= ===294=== ||= ===1996=== ||
 * = Fiction ||= 64 total; 28% ||=  ||
 * = Non-Fiction ||= 230 total: 72% ||=  ||

Summary of Report Findings
It was interesting to note some strong recommendations that became apparent when looking back at the findings.

I was shocked and disappointed to find that all of the resources that we have for Grade 3 Science are in print form.. There are no VHS movies or DVDs. Upon looking in a back room where the VHS/DVD resources are kept, I was quite surprised to find lots of Franklin, Berenstain Bears, and other young children's literature videos, and I do see some merit in these. However, there are very few science materials. Most of the Non Fiction video resources have to do with music and composers. Also we have almost no DVD resources. This is definitely an area that is in need of consideration.

I was pleased to see some consistency in the ratios of Fiction to Non-Fiction. For each curriculum area, I had about 1/4 fiction resources and 3/4 non-fiction resources. This would be a comfortable amount for me to work with if I was studying one of these areas in the classroom, as students would need non-fiction books to learn and do research, but they would also need some fiction books, to keep things light.

I found that when searching for resources, I became frustrated, as I couldn't find the "right" key words to locate books on the subject areas that I was looking for. I now have a much better understanding of the frustration that my students and the school staff feel when trying to find resources. Until now, I have just directed students to use OPAC, and type in what they want in the "Subject" search bar. Sounds simple? However, when trying this myself, I became increasingly frustrated. I know the books were on the shelf, having encountered them on other occasions. But when I or a student needed them, we couldn't find an easy way to locate them.

Reflection
This was definitely a good learning experience for me. I learned a lot about generating reports, though I had some trouble re-generating them to attach to this wiki page.

When I first began to look into the Grade 3 curriculum areas, I began by looking under the specific Dewey numbers that were relevant. However, after looking at these, I realized that they did not take into account the Fiction resources that were also in our library. So I began to also look under key words. This was very frustrating, because key words are not consistant, and I now know my students' frustrations when trying to locate resources. (One day I was looking for a book about parakeets for a student. The OPAC system said we had no books for that subject. Then, upon going to the pet section on the shelf, we found a book titled "Parakeets." !!) As such, I am not sure that this assignment contains an exhaustive report, but I have been as accurate as I could.

I'm not sure why there is such inconsistency in the MARC records and the subject headings in our records. For some of our books, we purchase MARC records for a flat rate of $15 for however many books we are ordering. For other books, we generate our own MARC records. I think that the purchased records may not necessarily reflect our curriculum subject areas. Also, there has been some turnover in our library assistant staff, and not all assistants have had the same level of training. I am hoping to establish more consistency in our records so that students and teachers can more easily find the materials they need.

I was interested in the quantitative data, but most important for me was the qualitative data. It was really important for me to actually go to the shelves and look at each book. As has been noted, students will not take out a book that is "ugly" or "old." It saddens me to feel that a book needs to be weeded because it has become ragged, but at least it is comforting to know that it has been well used.

I have much appreciated to chance to do some "real" work with this assignment. I feel much more in touch with my collection, especially the parts specifically studied, but I found myself glancing at other curricular areas as well. I am looking forward to weeding, and more especially, "virtual upgrading" of the collection.