Building a 21st Century Library Program
Nuts & Bolts:
The Practical Side of Library
Programs
Keep this question in mind as we go through the day --How do the issues raised in this article
impact collection development, your
approach to reading motivation and a 21st
century library program?
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Needs Assessment
Weeding
Collection Development Policy
Challenged Materials
Selection Tools
Purchasing
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Purpose of the collection
Use of the collection – Destiny reports
Alignment with school curriculum
Interest
Appropriate
Needs of the school community
Age of the collection – Titlewise
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M = Misleading; factually
inaccurate
U = Ugly; book is worn and torn,
in disrepair
S = Superseded by a newer
edition (think of almanacs, etc.)
T = Trivial; of no real discernable
value
I = Irrelevant to the needs and
interests of your community
E = Elsewhere available
Do make sure you read the donation policy – often these organizations want
books in good condition – “gently used” and have cut off copyright dates.
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Better World Books
http://www.betterworldbooks.com/Info-BooksWe-Accept-m-11.aspx
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International Book Project
http://www.intlbookproject.org/inv-donbks.php
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Book Ends
http://www.bookends.org/donate_books.htm
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Instructional materials in classroom vs. library
materials
Defined process helps during a crisis
Have evidence (i.e. professional review,
curriculum, etc.) to back up purchasing decisions
Review ALA Intellectual Freedom Toolkits and
AASL’s Interpretation of the Library Bill of Rights
Collection Development Policy
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Protects against challenges
Provides framework for developing a quality
collection
Purchases based on sound professional
reviews or professional recommendations
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Magazines and Journals
– (including many features available via e-mail)
◦ School Library Journal, Horn Book, Booklink, VOYA,
Booklist, etc.
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Specialized Reviewing Sources
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NCTE, NCST, NCTSS, Wilson’s, etc.
Bank Street’s Best Children’s Books of the Year
American Association of School Librarians
Association for Library Services to Children
Public library book lists
NEW
ordering procedure and tools for library
personnel to build collection lists and place orders.
Signing in
back button
bread crumbs
Examples:
In order to use the 0338 budget code for non-contracted
library procurements of magazines and databases
schools should use the following purchasing options:
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Micro Purchase/No Bid: Purchases $250.00 or less when
procuring Magazines and or databases for the School’s
Central Library only.
Simplified Procurement/3 Proposals (Telephone Quotes):
Purchases from $250.01 - $5,000.00 of magazines and
or databases for the School’s Central Library only
Simplified Procurement/3 Proposals (Written Quotes):
Purchases from $5,000.01 - $15,000.00 of magazines
and/or databases for the School’s Central Library only.
Sole Vendor: This procurement method should be used
only when the procured item(s) is/are unique and
proprietary to the vendor. Items procured using the Sole
Vendor method cannot be available in the open market.
Library and Reference Materials Budget
Quick Code___________ Total Budget____________
Library and Reference Materials
Books
Periodicals
Electronic Subscription Databases
Total Expenses
Object Code
Library and Reference Materials
Object Code
Total Expenses
Object Code
Budget
338 $
1,000
338
250
199
1,250
Budget
$
2,500
Actual
$
997
231
1,250
Actual
$
2,478
Difference ($)
$
Budget
Actual
Difference ($)
Budget
Actual
Difference ($)
Difference ($)
$
(3)
(19)
(22)
Activity: Your annual library allocation is $2,500. How will you
spend your annual budget? First, create an annual budget of
expenditures. Then develop a list in Books in Print 2.0 using the
collection development tools we reviewed.
Enjoy your lunch!
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What is reading motivation?
How is it different from reading instruction?
What is the special role of the library program
and the librarian?
“Reading ability is positively correlated with the
extent to which students read recreationally.”
National Center for Education Statistics
http://nces.ed.gov/
"I don't read because it is boring." --boy, age 15
“I usually don't read because it gives me
headaches trying to focus my eyes on the
words.” –boy, age 14
“I don't really have time to read during school
days and I don't really know which books are
worth reading.” –girl, age 15
Adapted from Power Point presented by Patrick Jones at AASL
2005
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Non-fiction (especially boys)
Graphics
White space
Freedom of choice
Thin (no page number
requirements)
Audio books
Magazines
Online format
Web 2.0 – Social networking
Online Book sites
Graphic
Novels
Teaching Books
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Gender
English Language Learners
Reader Behavior
Teacher Behavior
Technology
School Climate
Skill Development
Confidence
Adapted from Reading and the Secondary School Library Program by Pam Berger, 2008
Reflect:
• What are the common elements present
among all of the reading issues?
•What common strategies can be used to
address these issues?
• What is the librarian’s role in addressing
these issues?
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Choose an issue: Gender, ELL, Reader
Behavior, Teacher Behavior, Technology,
School Climate, Skill Development,
Confidence
Discuss (in your group)
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One person from each table share out.
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◦ What is the reading issue?
◦ What strategies/methods have worked? Brainstorm
new strategies
◦ What is the role of the librarian in addressing the
issue?
Berger, 2008
Take various forms . . .
 Whole
 Small
school
group
 Individual
 Contests
 Competitions
 Student
reviews
 Author visits
 Celebrations
 Displays
 Partnering with your public
library
 Book Fairs
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Booktalks
Book clubs
Readers’ theater
Puppets
Spur of the moment (fly-by
booktalks)
 Connecting YA book to classic title
 Next in series advice
 “If you liked this, you might like . .
.”
 Movie to book connection
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Links in PortaPortal lead to sites that give book
lists based on the above criteria plus many
more.
Engages students
 Brings library program into 21st
Century
 Utilizes need of students to be
social, to connect to peers
 Helps create community
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 Wikis
 Blogs
 Podcasts
 Audio
books
 Wordle
 Comix
 eBooks
 Book
trailers
 Shared book reviews (Shelfari,
etc.)
 Author
motivational sites
 TeachingBooks.net
◦ Teacher’s Guide to Wikis
http://www.teachersfirst.com/content/wiki/
◦ Collaborative
◦ Editable
◦ Easy to set up and use
◦ Can trace contributions
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Free Wiki programs:
◦ http://www.wikispaces.com
◦ http://pbwiki.com
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Why Let Our Students blog
http://www.teachertube.com/viewVideo.php?video_id=838&title=Why_Let_our_Students_Blog_
◦ Better than a book report
 A running commentary
 More personal than a book report
◦ Self-expression
◦ Real-life writing experience
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Free Blog-hosting Sites
◦ WordPress http://wordpress.org/
◦ Blogger http://blogger.com
Podcasting sites
 http://audacity.sourceforge.net/
 http://voicethread.com/#home
Collaborative podcasting
 http://voicethread4education.wikispaces.co
m/Library
 Support different learning modalities
 Allow challenged readers to participate
 Help English Language Learners with English
Wordle: http://www.wordle.net
◦ A fun way to provoke thinking outside of the box
◦ Accentuates frequent words (concepts?)
◦ A different way to arrange a presentation
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Comic Creators
◦ Students create own comic strip
◦ Another way to do a final project
Comix: http://makebeliefscomix.com
TOONDOO: http://www.toondoo.com
Professor Garfield: http://www.professorgarfield.com
Book Trailers
Book Trailers:
 YouTube Book Trailers
 Digital Book Talk (University of Central
Florida)
http://digitalbooktalk.com/
 One True Media
http://www.onetruemedia.com/otm_site/vie
w_shared?p=7e2298c79f1fbe0c280791
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Book Hive: http://www.bookhive.org
TeenReads: http://www.teenreads.com
Shelfari
http://www.shelfari.com
GoodReads
http://www.goodreads.com
Guys Read: http://www.guysread.com
Read Kiddo Read:
http://www.readkiddoread.com
TeachingBooks.net:
http://teachingbooks.net
You Are What You Read
http://youarewhatyouread.scholastic.com/
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Who is the target audience and what are
the reading issues that need to be
addressed?
What kind of activity?
How does this activity connect with
what’s currently going on in the school?
What are the materials that you need?
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Estimated cost (if any)?
Where will the money come from?
Who are the other key players
involved in rolling this activity out?
What impact do you expect to see
and how will you measure it?
How will you “brand it” or make it
stick?
◦ Tween to Teen
◦ New Yorkers Read
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Plan two reading motivational activities:
1. Plan a small group activity
2. Plan a school-wide campaign
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Integrate some use of technology into each of
the activities
◦ Use this time to explore the sites I have introduced
you to
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Share with group
And this means teachers
will have to stretch as well!
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May not be ready right now
But need to know what is out there
Don’t plunge ahead just to be ahead
But do think about how you could use one
of these techniques to teach better
Start slowly; choose one
When have reached comfort level on one,
consider another technique
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Please make sure to schedule a visit.
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Don’t hesitate to e-mail me with questions.
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Use NYCSLIST to request help from your
colleagues and share information.
See you March 30th!