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Robin Thompson Collection Development Assignment FRIT 7134 - Spring 2012 February 19, 2012

Description of Site and Learners Richmond Hill High School is located in southern Bryan County and is a fast-growing suburb of Savannah, GA. In Richmond Hill, three elementary schools feed into one middle school, which then feeds into the high school. Of the 1650 current students enrolled, 70% are White/Caucasian, 19% are African-American, 5% are Hispanic/Latino, and 3% are Asian. The student population is 51% male and 49% female. The students are predominantly middle class with 24.77% enrolled in the free/reduced lunch program. A significant percentage of the

population of Richmond Hill serves at military bases in the area. At least 10% of the student population is identified as children of military stationed at Fort Stewart and Hunter Army Air Field. The current facility houses grades nine through twelve and was built in 1994 right next door to the middle school. The media center was originally housed in the middle school, but a media center specifically for the high school was added to the current structure in 1995. When the media center opened its doors to the students, the enrollment at RHHS was less than 400 students. 16 years later, our school now serves 1650 students and 103 certified teachers with the same 3425 sq.ft. facility. Additionally, 22 portable classrooms are located on the campus. Next year, the high school will acquire additional space at the middle school facility which is located directly behind the high school as the middle school will move to new facilities. On staff at Richmond Hill High School, there are four full-time administrators, seven support personnel (four counselors, two media specialists, one technology support specialist), and 103 certified teachers. The school functions on a 4 x 4 block schedule. Students and faculty are always welcome at the media center. We currently staff two full-time media specialists. The media center’s collection of 16,016 items represents a variety of media formats, including books, videos, CDs, DVDs, kits, and software to meet the educational needs and interests of students at Richmond Hill High School. In keeping with the philosophy of providing students and teachers with the best information resources, the media center continually updates its collection of print materials, audio-visuals, multi-media, and electronic resources. The media center also houses 38 laptop computers, 5 desktop computers, and an 2 LCD projectors - one mounted for media center use and one that is portable. InfoCentre is the

current circulation software used, but plans are already in place to convert to Destiny over the summer. The media center has also already invested in about 100 E-book titles that are cover a variety of topics that our English department assigns for research papers. In the past, if a 10th grade English teacher assigned Controversial Issues as the research paper topic and a student chose assisted suicide, the material in the media center was limited to one or two titles and not current with changing laws. E-books has allowed us to get current material on such topics, and with unlimited access, multiple students can use the title(s) at the same time and even from home. Our media center also has 15 Spanish young adult novels that were requested last year by many of our Latino students. We will continue to add to these as titles that they request become available. U.S. History is an 11th grade level class and RHHS currently has 366 students classified as 11th graders. The ethnic breakdown of 11th graders is: White/Caucasian - 260, African American - 76, Hispanic/Latino - 17, Asian - 8, and Multi-racial - 5. There are six U.S. History teachers with 12 regular education U.S. History classes, two A.P. U.S. History classes, and two “skinny” U.S. History classes being taught among them. The “skinny” classes began last year when administration and counselors realized that many students were falling behind in credits and would benefit from a year long course in some subjects rather than the block courses that the school operates on. Students were selected for the “skinny” classes based on grades, EOCT scores, and teacher recommendation. U.S. History is paired with an American Literature course, so students attend 45 minutes of U.S. History and then 45 minutes of American Lit. everyday for the entire school year instead of a 90 minute course for only half of the year. The teacher to student ratio is very low so that teachers can truly give individualized instruction for these struggling learners. There are currently 13 students out of the 366 11th graders in a “skinny” U.S. History. The same GPS standards apply to “skinny” classes, and they still complete the EOCT for U.S. History as does reg. ed. and AP U.S. History classes. Of the 366 11th graders, 12 have an IEP and receive services through the Special Education department. Those on an IEP are receiving services for either a learning disability or a behavioral-emotional disability. The services they receive range from having a SPED teacher that checks in with them weekly in an after school tutoring session to having a SPED teacher co-teaching in the classroom with a regular education teacher to monitor behavior issues and to assist in differentiating instruction. Many of the students on IEPs also receive additional time on tests and opportunities for retesting. These students still take the EOCT for each course that offers one and these tests are not allowed retesting situations.

Curriculum Review For my collection evaluation and development plan, I have chosen to focus on several standards from the U.S. History GPS that cover World War II, the Cold War, women’s roles, and the Vietnam War: SSUSH16 The student will identify key developments in the aftermath of WW I. a. Explain how rising communism and socialism in the U.S. led to the Red Scare and immigrant restriction. b. Identify Henry Ford, mass production, and the automobile. c. Discuss the impact of radio and movies. d. Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley. SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. b. Explain the Japanese attack on Pearl Harbor and the internment of JapaneseAmericans, German-Americans, and Italian-Americans. d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries. SSUSH20 The student will analyze the domestic and international impact of the Cold War on the United States. b. Explain the impact of the new communist regime in china and the outbreak of the Korean War and how these events contributed to the rise of Senator Joseph McCarthy. c. Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis. d. Describe the Vietnam War, the Tet Offensive, and growing opposition to the war. SSUSH21 The student will explain the impact of technological development and economic growth of the United States, 1945-1975. b. Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon, 1960) and news coverage of the Civil Rights Movement. SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s. b. Describe the National Organization of Women and the origins and goals of the modern women’s movement. c. Analyze the anti-Vietnam War movement. SSUSH25 The student will describe changes in national politics since 1968. g. Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq. The following chart briefly outlines the U.S. History teachers’ lesson plans based on the above standards:

Standard SSUSH16

Concept Red Scare Henry Ford mass production rise of automobile musical influences Louis Armstrong, Irving Berlin, Tin Pan Alley

Tasks/Activities/Projects ● ● ● ● ● Explore the Essential Question: “Can an idea change the world?” Describe the rise of US socialism and communism along with government policies to restrict the movement Analyze Henry Ford’s mass production factory and its impact on US culture Describe the cultural impact of radio and movies Explain the impact ideas such as Communism, the Red Scare, Ford’s assembly line, Lindberg’s transatlantic flight, and radio will have on American culture. Discuss how the jazz age and other music helped Americans relieve the tensions and frustrations of the time period. Working in groups, students will create their own art form (painting, song, poem) explaining the frustrations of being a teenager. Analyze the domestic impact of WWII including wartime rationing and Japanese internment. In a Think-Pair-Share, students will complete multiple DBQs on America’s outlook to Japanese-Americans following Pearl Harbor, the reasoning for Executive Order 9066, and the consequences of Japanese Internment. View United Streaming video on women and role in WWII and discuss and how it has changed in comparison to modern day military. Write a paragraph explaining what you think is the best way to make friends. How could you be sure they were “real” friends? Discuss answers. After student discussion, teacher will explain how the Cold War will be a battle between the US and USSR to make “friends” in an effort to show the superiority of their country and economic system. Complete notes on post-WWII conditions and US policies leading to the Cold War.

Resources Power Point notes United Streaming videos Textbook Poems and songs of the time period


Japanese-American internment camps role of women in war and war industries

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Textbook Handouts United Streaming Books on role of women in military


Cold War Cuban Missile Crisis Bay of Pigs Sen. Joesph McCarthy Vietnam War

Textbook Power Point notes United Streaming Handouts Additional book resources on Cold War

Analyze Mao Zedong and the creation of Communist China, Korean War, the Second Red Scare leading to the rise of the House of Un-American Activities (HUAC) and Senator Joseph McCarthy, Fidel Castro’s Cuban Revolution along with its implications on the Bay of Pigs and Cuban Missile Crisis, the Domino Theory, the Vietnam War, and the Tet Offensive impact on the Vietnam War in Power Point notes. Watch a Discovery Streaming Video (13 minutes) and discuss questions pertaining to the Bay of Pigs and Cuban Missile Crisis. Discuss the good and bad of technology and explain the impact of technology during the Cold War. View and discuss television’s impact on presidential debates (Kennedy v. Nixon in 1960).


Feminist Movement Anti-Vietnam War movement

Write responses to the following questions: “Do you think people have the right to protest the ways of government? Do you think people have the right to protest the social norms of society? (Ex: Men don’t wear dresses, women should take care of the children)” Discuss and explain answers in groups. Explain how people and the Supreme Court challenged the political and social norms of society during the 1960s. Take notes on and discuss the Feminist Movement and the role of NOW, the Anti-Vietnam War Movement including counterculture and the Kent State University Protest. View a Discovery Streaming Video (18 minutes) and discuss questions on a handout regarding to the Anti-Vietnam Movement. Video will include the rise of hippies and major university protests including Kent State University. Listen to important speeches of the time period and music that was

Text book Power Point notes United Streaming Handouts

inspired by events surrounding the Vietnam War. SSUSH25 9/11 terrorism War on Terror Afghantistan Iraq Operation Enduring Freedom ● ● ● ● Write a paragraph about where you were on 9/11 and how your life has changed since then. Explore the Essential Question: “Do people have the right to protest the rules of the government?” Discuss connection to Vietnam War protests. Discuss and complete notes on events between America and Middle East leading up to 9/11. Group discussions on where we are now and where we will be in 5 years, 10 years, 20 years with regards to effects of 9/11 and War on Terror. Text book Power Point notes Handouts

Collection Review Because our Media Center for our high school did not exist on its own until 1995, our collection is in relatively great shape. There were very few books that were brought to this facility from the space that was shared with our middle school. By looking at our shelves, there are few books that appear “old” and outdated. The books have been well taken care of (which is surprising knowing teenagers like I do!). Though we are definitely a tight fit for space, our media center is well-organized and the shelves have ample space so that the books are not overcrowded. Our non-fiction books start on the far left side of our media center and wrap around our facility’s walls to the far right side (making a U-shape). The shelves are clearly labeled by Dewey numbers to make it easy for the students to find titles. The signage is a little dated (yellowed) and we are in the process of making/acquiring new labels for the shelves. Our shelves are adjustable and I would like to go in and adjust the non-fiction shelves to better shelf the larger books that have to be turned on their side in order to fit. Students are not able to see the spine of the book and sometimes overlook a title that they are looking for. This is not a oneday job, so carving out the time on several pre- or post-planning days is the plan. The fiction section is on shelves in rows in front of the non-fiction section on the far left side. There are three rows of shelves that contain the fiction, which is arranged alphabetically by author’s last name, and then the reference section begins where fiction ends. It has been spaced accordingly so that the fiction ends at the end of one of the rows and the reference begins on the next set of shelves top row. The fiction is clearly marked and the signage for

fiction is a little more updated and not yellowed. The signs were replaced about three years ago. This is by far the most popular section in the media center for our students, so we daily straighten and tidy any stray books or leaning piles. We also have a separate book shelf closer to the entrance of the media center with a continual display of our most recent arrivals and award nominees/winners. This way the students have faster access to the more popular books. The reference is in a great location because as soon as the shelves for the reference materials ends, our large seating area with tables and chairs begins. Students are able to access these shelves quickly when visiting as a class. We also have additional, open shelves at the end of the reference section that we use to shelve books for “teacher pulls.” The shelves are labeled with the teacher’s name and books are kept there for use before and after school for the duration of the project or assignment. Our reference collection is somewhat dated. Many of the volumes that we have have been donated and were accepted by former media specialists whether they were relevant or not and with no regard to copyright dates. This is definitely a section that needs to be weeded. The strongest portion of our reference collection would have to be our literary series. Because our English department uses the media center so often, criticisms for both American and British literature have remained current and in good shape. Our biography section fills the fourth wall of our facility and is clearly labeled as well. This is probably the least used section, and the books remain in good shape and neatly organized. Our DVD and VHS materials are shelved behind our circulation desk for teacher use only. Many departments purchase their own videos, but when their budget runs thin, we have gladly taken requests, especially from our science department, and made beneficial purchases. Our Media Center does not currently have materials labeled with the reading level, nor do we participate in the Accelerated Reader program. Reading level can be found in InfoCentre if there is a need to help a student determine titles based on reading level. I also feel that I need to mention that our media center has had a higher than normal media specialists turn-over rate. The first media specialist that this current facility had seems to have had very little training in ordering or cataloging materials. Since he was filling a brand new space, he may have been eager to quickly order and not consider factors such as reading level or relevance. Also, with the switch from QCC to GPS, the material in many classes has changed. Many of the materials that I inspected were too juvenile, outdated (even for 1995), or not well written/published. This little tidbit made me realize how important it is to have reviewed materials or at least a basis for selection other than that it if fits the bill for a topic. We have had four other media specialists since the first one, so weeding out and cleaning up the mistakes has taken quite some time. These situations may contribute to my findings with this collection project.

Before I narrowed my search down for this project, I decided to run a Collection Analysis using Title Wise through Follett to help me see where our collection’s strengths and weaknesses were based on numbers. The average age of our entire collection is 1995. This is not surprising since that is the first year our facility existed. The breakdown of the collection by category can best be illustrated in the following chart:

The Hundred Divisions
000 - Generalities 100 - Philosophy 200 - Religion 300 - Social Sciences 400 - Language 500 - Natural Sciences/Mathematics 600 - Technology 700 - The Arts 800 - Literature and Rhetoric 900 - Geography and History

Average Age
1997 1995 1992 1998 1994 1992 1996 1996 1992 1991

No. of items
170 187 171 1861 86 818 927 990 1798 1341

% of Collection
1.06% 1.17% 1.07% 11.62% .54% 5.11% 5.79% 6.18% 11.23% 8.37%

Additional Category Listings
General Fiction Reference Biography Story Collection Paperback Professional DVD VHS 1996 1994 1995 1991 1989 1998 2002 1995 1995 4427 1641 1175 223 8 191 276 196 16016 27.64% 10.25% 7.34% 1.39% .05% 1.19% 1.6% 1.2% 100%


This analysis did not count the addition of our new E-books as the purchase had not been processed when the report was run. I initially had considered the Social Sciences area for

this project as many of our 10th grade research papers use topics from this area and we struggled to have recent material for quite some time, but this report clearly showed me that this is not a weak area that constituted a $4,000 purchase right now. I looked next at using the history section as the average age of the 900s is 1991. Desert Storm was in 1990, and we all know how many more significant events have taken place since then, 9/11 and Operation Iraqi Freedom just to name two major ones. The Title Wise report also showed a Balanced Dewey Comparison Report. This report takes information from the H. W. Wilson Company, which is a publishing company that creates recommended core lists for libraries. In this comparison, the report showed a -1.23% deficit in the 900s from what Wilson recommends, and our reference collection showed a whopping -10.85% deficit. Only one other section had a negative percentage and that was in the 500s Natural Sciences/Mathematics with a -2.4%. A higher, positive percentage shows a stronger collection. A negative in this part of the report shows that our current 900s and reference collections could use both weeding and a selection of new material. The beneficial information from the collection analysis helped me to see a focus for my budget. Next, I needed to check what our media center had to offer related to the standards that I chose for this project. I chose the U.S. History standards based on a project that I collaborated on last semester. One of the U.S. History teachers approached me about an end of the year project that would tie many of the events that they had covered together, plus mean something to the students. We chose to have students research their family tree and create a Prezi that would show their discoveries, plus events related to their family members birth and/or death dates/years. We used as a jumping point, as well as The students also had to interview or talk with relatives to find names and dates. Once the family details were in place, the students looked to the materials in the Media Center to find events that would correlate with their family dates. This was an eye-opener as we realized the holes in our collection pretty quickly. U.S. History is taught chronologically and the early details of our nation are always covered - the settlers, the 13 colonies, Revolutionary War, etc. Depending on the teacher, many of the more current events, really from the 1960s to current times, may only get touched on briefly as teachers scramble to finish up their semester. This seems to have correlated to our media center’s collection too. I did not choose to do all of World War II because our collection has a large selection of general World War II titles, over 200, and many on the Holocaust, 101 hits on a key word search, though many of these titles overlap with the World War II titles. I chose standards based on topics that students searched for but found minimal or irrelevant information such as women’s roles in World War II. Their grandmothers or

great-grandmothers were born or lived in this time period. We have eight Asian students in the 11th grade and the material for the Japanese-American internments was limited. I chose Henry Ford because the city of Richmond Hill changed its name because Ford lived here with his wife as a winter retreat in the 1930s and 1940s and made significant changes to the economy of this little town. I also chose the Red Scare, the Cold War, the Vietnam War, 9/11, and the War on Terror because we have a large population of military students whose families are/were a part of these significant time periods. I searched InfoCentre using the following key words for all of the standards that I chose and received these results: Henry Ford - 1 non-fiction, 2 biographies, 1 reference, 1 DVD, and 1 fiction Automobile (history) - no hits when I include “history” as keyword, 2 non-fiction in “automobile” search that are relevant to history of automobile Mass production/ Assembly line(s) - 1 biography (which is a biography of Henry Ford); many general history and reference materials had relevant information though they did not show with key word search Japanese Americans - 7 non-fiction, 11 fiction, 2 biographies Women in war/ women in World War II/ women in Vietnam/ women military - 8 non-fiction Feminist movement/ feminism- 11 non-fiction, 4 biographies, 1 fiction, 1 DVD Cuban Missile Crisis - 4 non-fiction, 2 fiction, 1 DVD Cold War - 26 non-fiction, 2 fiction, 2 biography, 2 DVDs, 1 reference Joseph McCarthy/ McCarthyism - 4 non-fiction, 2 biography Red Scare - 1 non-fiction Vietnam War - 41 non-fiction, 19 fiction, 3 biographies, 1 reference, 1 DVD (When I added “resistance” to the key word search, I received no hits, but many of the materials just on Vietnam War contain information on the resistance movement as well.) 9/11/ September 11 - 2 non-fiction Iraq/ Taliban/ Osama bin Laden - 5 non-fiction, 2 reference Oeration Iraqi Freedom/ Operation Enduring Freedom/ Irag War/ Afghanistan War - 7 nonfiction, 1 biography, 4 fiction, 4 references Though we have titles for each topic, relevancy and copyright dates need to be explored to assure that the material is beneficial for the class. Once I identified these titles, I checked these titles for copyright date and relevance to the standards and curriculum. I first checked the materials that I was able to find through my key word searches for average copyright date age. The following are the results based on my key word searches:

Key words searched Henry Ford Automobile Japanese Americans Women in war/ women in World War II/ women in Vietnam/ women military Feminist movement/ feminism Cuban Missile Crisis Cold War Joseph McCarthy/ McCarthyism Vietnam War 9/11/ War on Terror/ Iraq (all related titles)

Average age 1996 1991 1992 1999 1995 1997 1999 1998 1992 2005

I reviewed the CREW (Continuous Review, Evaluation, and Weeding) Guidelines for Weeding and used the formula that offers a “rule of thumb” for acceptable age spans for Dewey categories. Since the majority of the titles in my search were from the 900s, I looked at the CREW suggestion for the 930-999 Dewey Class and it suggested 10 years as an acceptable age span for the material’s latest copyright date for this category. Looking at the average age of the key word searches shows that as a whole, our titles in this area are outdated. Because 9/11 was in 2001, the titles are obviously going to be more current, but still 2005 is on the lower end of material for this topic knowing that events continue to happen even today. This will be a major focus in my budget plan in order to replace the outdated materials that we currently have. I also checked for relevance of material since many of the books seem juvenile or poorly written. For the most part, the very specific searches that I did find material on, such as Henry Ford, Women in military/war, and Feminist Movement, contain very relevant ideas for the topics. The broader topics such as general information on World War II, Vietnam War, and the Cold War showed less relevance in about one-fourth of the titles. They were either too juvenile for the high school level, only providing very surface level information, or so poorly laid out and/or written that it would discourage students from using them. Though the more juvenile titles may benefit the struggling learners in the “skinny” classes, the material still needs to be relevant and with a more current approach.

I was most impressed with the Japanese American titles that I found in that 11 were historical fiction. Our 10th grade English curriculum has included The Good Earth by Pearl S. Buck in the past, and I believe that students who enjoyed that particular title have requested similar reads which has lead our collection to have that many historical fiction titles. I feel that this helps strengthen our collection’s multicultural range, but I would still like to add additional titles in the Japanese-American category, as well as Spanish titles since we have had requests for Spanish titles in the past. Since the standards that I chose for this project also include information related to Cuba, Spanish titles would also seem beneficial for my budget plan. In choosing materials for my budget plan, I wanted to take into consideration as many formats as possible. With the key word searches that I did, 6 DVDs came up, with one of those DVDs being under the same key word search, so technically 5 DVDs cover the standards that I have chosen. Many of the teachers access United Streaming on a weekly basis, so I will be very selective in choosing additional DVD/video formats in my budget by thoroughly checking for reviews and copyright dates. Since many of the standards that I have selected deal with war times, CDs with music related to the war times will also be explored. We currently have no CDs in our collection, yet as a teacher, I would often use music in my literature class, and the history teacher that I worked closely with does to. Our media center is in the process of adding ebooks to our collection, but I will include more titles relevant to the chosen standards for use with the U.S. History classes. We currently only purchase e-books that have unlimited access so that every student can use the book any time, any where. Our e-book titles also have text-tospeech capabilities which assist our weaker readers. I would like to incorporate more fiction in my budget as this project for U.S. History could easily connect to American Literature which is also taught to all 11th graders. If students have more historical fiction choices, a collaboration between the departments could happen very easily. In considering format, I also want to take into account the age weakness of the reference section. More updated reference selections are a must in my budget.

Summary of collection needs: ● Using the CREW suggestion for the Dewey Class of 930-999, select materials that have been published within the last ten years and that will help fill the gaps in our collection as determined by amount of materials, age, and relevance to U.S. History standards. ● ● Continue strengthening our multicultural selection by adding Spanish language materials and additional historical fiction that is relevant to the chosen standards. Add more e-book titles that have unlimited access and text-to-speech capabilities.

Select a few CDs with music that explores the time periods as many of our students show an interest in this area and it will help them get a better “feel” for the history of our nation.

Budget Summary I decided to use three vendors for the selection of my materials: Follett, Junior Library Guild, and Barnes & Noble. Follett is our media center’s main vendor, but we do receive books from Junior Library Guild as well. Barnes & Noble was an okay source for this project, but the sites lack of an advanced search option made it difficult to find material at times and they do not have as many editorial reviews listed as the other vendors do. Overall, I am very happy with the selection of materials for this project. I feel that I selected very worthwhile books, e-books, DVDs, and CDs based on the standards used while keeping in mind all levels of learners with a variety of formats and new multicultural connections. My materials order may be found in the submitted Google Doc. My final budget total came to $3980.40. In addition to the materials selected, I researched several reliable Internet sources to assist the U.S. History teachers in the teaching of these standards. I have linked these sites to our school’s Media Center web page which can be reached at this link:'Library'.