Rebuilding a High School Library Collection by Incorporating Service Learning and Traditional Method

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Introduction
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Library Mission

• The mission of the Benjamin Franklin High School
  Library is to ensure that students and staff are
  effective users of ideas and information. A wide
  range of library resources and a collection of
  materials will be provided to implement, enrich,
  support, complement, and extend the school
  curriculum and to meet the individual
  educational, emotional, and recreational needs of
  students, faculty, and staff. Since our students
  possess high intellectual abilities, we emphasize
  research and enrichment skills integrated into
  the curriculum that will enable them to reach
  their maximum potential as scholars, creators of
  information and ideas and productive citizens.

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Belief Statements

• A strong library media program impacts student
  achievement. (Lance, 2000, 1993)
• Our library has proper staffing so that the
  librarian collaborates with teachers to enhance
  students learning experiences.(Information Power
  AASL, 1998)
• Our library has a strong library collection which
  includes supplemental resources and multimedia
  production tools that enhance students
  presentation skills. (Loertscher, 2000)
• Our library has production resources for students
  that combine research and practice to enhance
  learning opportunities.(Loertscher Lance, 2003)
• Our students access, process, manage, integrate
  and communicate information in all formats
  effectively. (Information Power AASL, 1998)
• The librarian collaborates with teachers to teach
  research and information literacy skills to
  complement specific units of study.
• Our students use the following learning and
  thinking skills critical thinking and problem
  solving, communication, creativity, innovation,
  collaboration, contextual learning and media
  literacy including the ability to define and
  solve artistic problems with insight, reason, and
  technical proficiency.
• Our students are productive citizens in a global
  society. Information Power Building Partnerships
  for Learning, AASL,1998
• (Chapter 2 Information Literacy Standards for
  Student Learning applicable for 1-8 also AASL
  2006 Draft for New Information Literacy Standards
  for Student Learning)
• Our students are life-long learners and readers.

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Analysis of the Problem

• Reaction
• What happens after a disaster
• Rebuilding process
• Hindrances / Obstacles
• End results

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After the Disaster

• Overview of situation
• Demographic changes
• Immediate library services
• Materials, books, equipment and technological
  tools

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Assessment

• Past collection Present collection
• Teacher and Administrator collaboration
• Curriculum based needs
• Recreational and Leisure reading interest
• Other needs
• Recommendations and Selection Tools

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Planning Process

• Organize
• Prioritize
• Strategize
• Validity of records
• Variety of possibilities
• Assistance
• Evaluation
• Final Plan

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• Establishing Collaborative
• Partnerships
• Community
• Professional Organizations
• Universities
• Service Learning
• Field Experience
• Resource Sharing

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Louisiana State University
School of Library and Information Science
Service Learning is a teaching and learning
strategy that integrates meaningful community
service with instruction and reflection to enrich
the learning experience, teach civic
responsibility, and strengthen communities. -
http//www.servicelearning.org
- National Service Learning Clearing House
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Collection Development
LIS 7102, Media and Services to Young Adults
Assignment 5 29 students at 8 locations in
Louisiana were divided into 5 groups/teams. Each
team was to select about 40 titles in a
pre-assigned category.
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• Group III (6 students) Applied Sciences
• Research in medicine and health
• Bioethics
• Human Body Systems
• Diseases
• Food Analysis (nutrition)
• Agriculture
• Drugs
• Health issues
• Biographies related to above
• Fiction related to above

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Review Sources / Selection Tools

• ALA RUSA
• - Notable Books
• - Outstanding Reference Services
• ALA YALSA
• - Outstanding Books for the College Bound
• - Best Books for Young Adults
• - Best DVD/VCs for YAs
• ALA Booklist
• American Association for the Advancement of
  Science Science Books and Films
• - Resources for Teachers
• - Current Issues
• - Content Feature

• H.W. Wilson Catalogs
• - Senior High Catalog (Archives)
• - Public Library Catalog (Archives)
• Library Journal
• - Reviews
• - Best Books, Best Reference
• School Library Journal
• - Latest Reviews

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Information Power Building Partnerships for
Learning

• Learning Standards
• Teaching and Learning
• Information access and delivery
• Program administration
• Provide resources and materials needed to
• increase and support students enabling skills,
• social responsibility, attitudes, and empowering
  
• skills

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Field Experience
At least 30 states require some form of field
experience, practicum, or internship in a school
library media center as a qualification for
school library media certification.
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In Louisiana, students are required to work with
certified school library media specialists for a
total of 120 hours, in public school buildings in
which they are not employed. At LSU, LIS 7902 is
Field Experience in School Libraries. Field
Experience Guidelines
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LSU Graduate Students

Karen Breeden
Lisa Mire
Lolita Chatelain
Service Learning in Action
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Volunteers Partnerships with Other Schools
Lawrenceville School, New Jersey
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ALA
LIBRARIES BUILD COMMUNITIES
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ALA
Libraries Build Communities
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Resources Disaster Websites

• U.S. Department of Education (Hurricane Help for
  Schools)
• http//wdcrobcolp01.ed.gov/CFAPPS/disasterrelief/s
  chools/school-form.cfm
• http//hurricanehelpforschools.gov/index.htmledre
  sources
• ALA Adopt a Library Program
• http//ala.org/ala/cro/katrina/adoptedlibraries.ht
  m
• http//www.ala.org/ala/cro/katrina/katrina.htmado
  pt
• Professional organizations, foundations, etc.
• - Louisiana Library Association
• - American Library Association
• - National Education Association
• - Laura Bush Foundation

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Louisiana Library Association
LLA Disaster Relief Fund http//www.llaonline.org/
fp/files/ forms/disasterforms.pdf 16,000 grant
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AASL Beyond Words Dollar General
Grant http//www.ala.org/ala/aasl/aaslawards/ doll
argeneral/disasterrelief.cfm
10,000 grant
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Laura Bush Gulf Coast Recovery Initiative
70,000 Grant
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Laura Bush Gulf Coast Recovery
Round Table Discussion
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Collection Development

• Review Library Collection Development Policy
  Manual
• Adjust and change as needed
• Consideration of AP course requirements
• Review specific collection areas
• Projection of future need
• Technology, equipment, multimedia, software
• Evaluate need by Dewey category, fiction, and
  biography
• Other support materials

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Selection Process

• Guidelines for Library Media Services in
  Louisiana Handbook (High school collection
  chart)
• Information Power Building Partnerships for
  Learning standards as a guide
• State and national technology standards
• Teacher recommendations and school reading lists
• Identify highly recommended resources
• Prioritize material and resources for purchase

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Curriculum

• Review curriculum by department
• Order material required for each discipline
• Research topic lists by discipline
• Consult district and state curriculum
  guidelines
• Review GLEs (grade level expectations) by
  discipline

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Selection Tools

• General and subject specific
• Textbook references
• Professional Journals and Periodicals for all
  disciplines
• Online selection aids

• Professional review databases
• Supplementary resources and media
• Government resources and databases
• Titlewave (reviews)

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Ordering Process

• Identification of vendors
• Online database publishers
• Follett Library Resources - Online Titlewave
• Baker and Taylor
• Gale
• H. W. Wilson
• Tandem Library Books - Online
• Collection analysis (Titlewise monthly)
• Online MARC records
• Direct orders from publishers of various media,
  equipment, and electronic resources

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Summary

• Lessons learned
• Student experiences and comments
• Presenter comments
• Questions and answers

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References
American Association of School Librarians and
Association for Education Communications
Technology. Information Power Building
Partnerships for Learning (Chicago American
Library Association, 1998).   Everhart, Nancy.
Evaluating the School Library Media Center,
(Englewood, CO Libraries Unlimited
1998).   Fitzgerald, Kathleen A., Project
Director. Program Evaluation Library Media
Services. Publication developed by the NSSE in
collaboration with the Alliance for
Curriculum Reform and representatives from the
American Association of School Librarians.
(Schaumburg, IL National Study of School
Evaluation 1998). Herald, Diana Tixier. Teen
genrereflecting A guide to reading interests.
2nd ed. Westport, CT Libraries Unlimited,
2003. Loertscher, David V. and Blanche Woolls,
Building a School Library Collection Plan A
Beginning Handbook with Internet Assist, (St.
Jose, CA Hi Willow Research and Publishing
1998).
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McDonald, Dana and Melvin Bowie, Information
Services for Secondary Schools, (Westport, CT
Greenwood Press 1998).Rubin, Hank.
Collaborative Leadership Developing Effective
Partnerships in Communities and Schools (Thousand
Oaks Jossey- Bass, 2001) Stefl-Mabery,
Joette and Jennifer Goodall Powers.
Collaborative, Problem-Based Learning
University and K-12 Partnerships.
Knowledge Quest. (vol.33.No.4, (2005)14-16.  Uni
versity press books selection for public and
secondary school libraries. New York
Association of American University Presses,
(Annual.) http//www.aaupnet.org/librarybo
oks/index.html Woolls, Blanche. The School
Library Media Manager. 3rd edition.
(Englewood, NJ Libraries Unlimited, 2004).
YALSA Booklists, Awards, Audiobooks, DVDs ,
Videos and other listshttp//www.ala.org/ala/yals
a/booklistsawards/booklistsbook.htm
 
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Production designed by Nicholas A. Gish, School
of Library and Information Science Louisiana
State University Baton Rouge, LA