Collection Development: Research Project

Serena Ramirez

Professor Gray

December 5, 2021
Serena Ramirez

December 5, 2021

Professor Gray

Curation Research Project

District Statement Vision:

“CSD 10 serves as the beacon of light fueled by rigorous instructional practices, safe and
nurturing school environments, and collaborative communities that illuminates the path towards
college and careers for Our Leaders of Tomorrow.”

Public School X’s Vision:

“Our mission is to educate the whole child, develop his/her self-esteem, social responsibility;
sense of community; values, mental and physical health, citizenship, and instill a life-long love of
reading and learning. We will accomplish our mission through cooperative planning, both short
and long-term, parent and community involvement, and respect for all members of the PS X
community. It is our goal to make our school an exciting place to learn and work.”

The vision of Public School X’s library is “all learners will have access to diverse

learning materials and programming to meet their academic and social emotional needs through

rich literacy to develop a curiosity for life long learning.” This vision aligns to both District 10

and Public School X’s mission statements providing a nurturing and safe learning environment

that fosters a rigorous learning experience for all learners. Our library supports these visions by

providing students with quality literacy (both print and electronic), programming to foster STEM

learning, professional support for the school community as well as teacher collaboration to

support integrated units as well as inquiry based learning.

All resources in the library provide students with an equitable learning experience.

Literacy incorporated into the library is curated based on the school's curriculum, cultural

representation, student interests and social emotional learning. The three mission statements all
emphasize on providing learners with an educational experience that will develop them into

socially well rounded educated individuals.

To meet the expectations of both PSX’s and Library X’s Mission Statement, goals must

be carefully created and implemented with fidelity.

Library Goals:

1. Students feel safe and motivated to learn in this valuable learning space.
2. Students are aware this learning space belongs to them.
3. Students have access to materials to help support and develop their learning.
4. Students have voice in their library as well as the materials and programs incorporated
into this learning space
5. Students are supported within the library to find resources they are interested in.
6. Students have a space to work independently or collaborate with peers.
7. Students use the library as a resource to support the learning they are receiving in class.

Alignment to ALA Core Values:

Access: Library X’s Mission applies to the various core values of ALA: American Library

Association. Library X provides various access for learners with both opportunities to engage

with literature as well as technology. Library X is a modern and organized library center with

both print books and ebooks that are carefully chosen based on Next Generation Standards,

school curriculum, latest award winning books as well as student high interest books that provide

new learning opportunities and opportunities to see themselves and classmates within their

reading. Library X also provides students and the school community with the latest technology in

STEAM (bots, coding, circuits, 3-d printing, etc) in addition to professional development for

faculty.
Democracy and Intellectual Freedom: Library X meets the needs of Democracy by holding the

values of The First Amendment “the right of all persons to free expression, and the corollary

right to receive the constitutionally protected expression of others.” Library X tries its best to

meet the needs of it’s learning community providing materials and opportunities to promote

equity in learning. Library X provides learners accessibility to books respecting student privacy

as well as providing students access to literature regardless of censorship concerns.

Diversity: Library X is located in the city Bronx, New York. The population is very diverse

consisting of 61.7% Hispanic, 19.6% Asian/Pacific Islander, 9.5% Black or African American

and 7.1% white. The population of the student body is almost evenly divided in regards to

gender. The percentages are 48% females and 52% male. To embrace and respect the diversity of

our school community, literature chosen provides opportunities for students to see their culture

within the books they read. Students are also provided with exposure to their fellow classmates'

cultures providing an opportunity of “windows and mirrors.” In addition to providing diverse

print and ebook exposure, students of different languages are provided with book exposure in

their first language through book, audiobook and device translators.

In addition to cultural diversity, students have access to literature that supports inclusion

by gender to reach the exposure and acceptance of LBGTQ community. Providing students with

resources that students can relate with or learn from will help support our learners to have a

perspective and acceptance of others in the world.

Social Responsibility: Library X makes it a priority to provide learners with critical thinking

skills to identify problems in today’s society to better understand and take a stance on these
challenges.Through rich literature, articles and web database access students will be able to

identify challenges and devise solutions to make a difference in the world.

Professionalism: Library X meets the core values of ALA by providing the school community

with a librarian who is certified and trained in Library Sciences. The librarian is up to date with

all new policies, literacy and inquiry pedagogy. The librarian is also consistently learning and

attending professional development to support the school community in literacy, technology,

inquiry and the science of literacy.

Demographic and Achievement Data Analysis:

Public School X is a Kindergarten through fifth grade elementary school within school

district 10 in the Bronx, New York. The student population is 677. As stated above, the student

body is very diverse including Hispanic, African American, Asian and White. 22.6% of the

population are second language learners. As of the 2018 and 2019 snapshot 27% of the student

body has an individualized educational learning plan.

Public School X is a Title 1 school which means most of the population receives free

lunch due to household income.Prior to the pandemic many students did not have a device or

internet in their home for distant learning, this posed as a major challenge during this time frame.

Although housing situations are a bit stable with most children living in an apartment or house

within walking distance of the Norwood Community. Unfortunately, several of the students are

currently living in shelters within the five boroughs.

The NYS proficiency exams are greater than most of the schools within the school

district. According to the 2017-2018 NYC DOE Snapshot grades 3, 4 and 5 scored 58% literacy

proficiency and 56% math proficiency. Public School X performed higher than its comparison
group (50%), district (34%) and city (48%). As for math, Public School X scored higher than its

comparison group (51%), District 10 (33%) and city (50%). Students in the White and Asian

subgroups scored higher in reading than both Hispanic/LatinX and Black. As for math, the

outcomes were similar but significantly lower for the African American subcategory.

After a thorough analysis of the demographic data it is essential for students to have

access to diversity in literature to nurture a love of learning, increase reading interest,

opportunities to apply critical thinking and deepen reading comprehension. All of these essential

literacy skills in addition to having proper representation in the books they have access to.

Students would also benefit from additional books in the library collection especially after the

loss of over 500 books due to the immediate pandemic shut down. After carefully reviewing

Public School X’s Destiny account many of the high interest books are no longer available for

the students. As for the English Language Learners, Special Education population and struggling

readers, they would benefit from technological applications that provide translation, accessibility

to adjust for Dyslexic readers and opportunities for literature to be read to students.

Curriculum:

Curriculum, Research Standard and Research Area:

Curriculum Research Area: (Unit of Study):

In New York City, the Department of Education created a Social Studies program called

``Passport” for grades Kindergarten through 12th grade. In 4th grade, the final unit is Unit 5

“Making the Empire State: Immigration, Industrialization, and Westward Movement.” Over the

past 20 years P.S.X has been successful creating their own units of studies which integrate
literacy and the content areas. The units have adapted based on the standard shifts as well as

scope and sequence expected by the grade level based on the state. The NYC Department of

Education released their social studies program Passport in 2014-2015. Over the last 5 years each

grade has been easing the Passport curriculum into the units of studies. For 4th grade the first 4

units seemed to align seamlessly with what was already in place. The resources were rich and

provided thoughtful and purposeful activities to build on the school's created units of study.

Unfortunately, Unit 5 did not transition as easily. The goal this year was to at least cover a

minimum of 7 of the lessons within the unit.

This unit is very important because it focuses on the many reasons people immigrated to

the United States to start a new life. This topic is introduced in 2nd grade as well as revisited in

5th grade during the Human Rights unit. This unit is also very important because it introduces

the Harlem Renaissance. Many of our students are unaware of the struggle African Americans

faced after being free by their slave owners as well as the important contribution they made

during this timeframe. After much review and careful consideration this module would align

perfectly in the months of May and June. This time period would be a perfect opportunity to

incorporate a research project because the state testing cycle would be completed and teachers

can teach and take their time to implement rich literacy experiences as well as opportunities for

collaboration and inquiry.

Curriculum: Research Project:

It is very important for students to be knowledgeable about their culture and the history

behind their background. It is equally as important for students to have an understanding and
respect of their classmates' cultures. To better support multicultural education and reflect

culturally responsive learning, the research project that will be incorporated into the unit is

“Why did the people of my culture immigrate to the United States?”

This specific unit is especially important to implement in our curriculum due to the

extreme diversity in both the student and staff population. It is essential for students to

understand why many cultures immigrated to the United States, especially since many of our

students’ families have come to America for the same reasons as the immigrants in the 1800s.

With education taking a multicultural shift this is the perfect learning opportunity for inquiry.

This curated collection will not only focus on the cultural groups focused on within the Passport

curriculum but I would like to integrate the cultures that make up our student population.

Throughout the Social Studies Passport Unit, students will have been exposed to

immigration within countries including Europeans (Swedish, Dutch, Jews, Italians and Irish) as

well as African American and Black during the time of the Harlem Renaissance. This will be

their opportunity to build on this knowledge and share their findings as to why the cultures they

are familiar with made a similar decision to come to the United States.

Standards:

The Passport Module/Unit 5 was created by the New York City Department of Education.

The standards that apply to this unit are:

History of the United States and New York State

Key Idea 1.1: The study of New York State and United States history requires an analysis of the
development of American culture, its diversity and multicultural context, and the ways people
are united by many values, practices, and traditions.
Key Idea 1.2: Important ideas, social and cultural values, beliefs, and traditions from New York
State and United States history illustrate the connections and interactions of people and events
across time and from a variety of perspectives.
Key Idea 1.3: Study about the major social, political, economic, cultural, and religious
developments in New York State and United States history involves learning about the important
roles and contributions of individuals and groups.
Key Idea 1.4: The skills of historical analysis include the ability to: explain the significance of
historical evidence; weigh the importance, reliability, and validity of evidence; understand the
concept of multiple causation; understand the importance of changing and competing
interpretations of different historical developments.

Civics, Citizenship, and Government

Key Idea 5.2: The state and federal governments established by the Constitutions of the United
States and the State of New York embody basic civic values (such as justice, honesty,
self-discipline, due process, equality, majority rule with respect for minority rights, and respect
for self, others, and property), principles, and practices and establish a system of shared and
limited government.
Key Idea 5.3: Central to civics and citizenship is an understanding of the roles of the citizen
within American constitutional democracy and the scope of a citizen’s rights and responsibilities.
Key Idea 5.4: The study of civics and citizenship requires the ability to probe ideas and
assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable
arguments, evaluate evidence, formulate rational conclusions, and develop and renew
participatory skills.

Reading Standards:
Reading Standards for Informational Text
Key Ideas and Details
4R1: Locate and refer to relevant details and evidence when explaining what a text says
explicitly/ implicitly and make logical inferences.
4R2: Determine a theme or central idea of text and explain how it is supported by key details;
summarize a text.
4R3: In informational texts, explain events, procedures, ideas, or concepts, including what
happened and why, based on specific evidence from the text.
Craft and Structure
4R4: Determine the meaning of words, phrases, gurative language, academic, and content
specific words.
4R5: In informational texts, identify the overall structure using terms such as sequence,
comparison, cause/effect, and problem/solution.
4R6: In informational texts, compare and contrast a primary and secondary source on the same
event or topic.
Integration of Knowledge and Ideas
4R7: Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, illustrations), and explain how the information contributes to an
understanding of the text.
4R8: Explain how claims in a text are supported by relevant reasons and evidence.
4R9: Recognize genres and make connections to other texts, ideas, cultural perspectives, eras,
personal events, and situations.

**This unit also meets writing standards and speaking and listening standards.**

With the implementation of this research project the following two National School Library
Standards will be applied as well.

AASL: National School Library Standard: I Shared Foundation 1: Inquire

Think:

Learners display curiosity and initiative by:

1. Formulating questions about a personal interest or a curricular topic.
2. Recalling prior and background knowledge as context for new meaning

School librarians teach learners to display curiosity and initiative when seeking information by: 1. Encouraging learners to formulate questions
about a personal interest or a curricular topic. 2. Activating learners’ prior and background knowledge as context for constructing new
meaning.

The school library enables curiosity and initiative by: 1. Embedding the inquiry process within grade bands and within disciplines. 2. Using a
systematic instructional-development and information search process in working with other educators to improve integration of the process
into curriculum.

Create:

Learners engage with new knowledge by following a process that includes:

1. Using evidence to investigate questions.
2. Devising and implementing a plan to fill knowledge gaps.
3. Generating products that illustrate learning.

School librarians promote new knowledge generation by:

1. Ensuring that learners probe possible answers to questions.
2. Devising and implementing a plan to fill knowledge gaps.
3. Facilitating the development of products that illustrate learning.

The school library enables generation of new knowledge by:

1. Providing experiences with and access to resources, information, ideas, and technology for all learners in the school community.
2. Supporting flexible scheduling to provide learner and educator access to staff and resources at the point of need.
 Share:

Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by
others. 2. Providing constructive feedback. 3. Acting on feedback to improve. 4. Sharing products with an authentic audience.

School librarians guide learners to maintain focus throughout the inquiry process by: 1. Assisting in assessing the inquiry-based research
process. 2. Providing opportunities for learners to share learning products and reflect on the learning process with others.

The school library provides learners opportunities to maintain focus throughout the inquiry process by: 1. Creating and maintaining a teaching
and learning environment that is inviting, safe, adaptable, and conducive to learning. 2. Enabling equitable physical and intellectual access by
providing barrier-free, universally designed environments. 3. Engaging with measurable learner outcomes and with data sources to improve
resources, instruction, and services.

Grow:

Learners participate in an ongoing inquiry-based process by:

1. Continually seeking knowledge.
2. Engaging in sustained inquiry.
3. Enacting new understanding through real-world

School librarians implement and model an inquiry-based process by:

1. Leading learners and staff through the research process.
2. Constructing tasks focused on learners’ individual areas of interest.
3. Enabling learners to seek knowledge, create new knowledge, and make real-world connections for lifelong learning

The school library ensures an inquiry-based process for learners by:

1. Establishing and supporting a learning environment that builds critical-thinking and inquiry dispositions for all learners.
2. Reinforcing the role of the school library, information, and technology resources in maximizing learning and institutional effectiveness.

Collection Analysis:

After creating a search on Destiny for immigration and the Industrial Revolution I received 44

items in the search. I attempted other keywords including immigrant, Harlem Renaissance, migration,

assimilation and deportation. Either the search came up with no results or they were similar to the initial

search.After reading each book synopsis on Destiny, I was able to organize the books by genres including

nonfiction, picture book and realistic fiction chapter books. The books with the “x” means it met the

needs of the time frame. The books without the “ x” focused more on trying to assimilate to an unfamiliar

place rather than the struggle immigrating to the United States disregarding the Push and Pull factors.

Although I think it is necessary to have both types of books so the students can see the challenges after

this life changing decision, to further support this research we need to incorporate additional books
regarding immigration, student cultural representation and interesting literature to provide deeper

comprehension on the subject.

Nonfiction Picture Book Realistic Fiction

x Irving Berlin:The Immigrant x Two Write Rabbits 1.7 Return to Sender 5.5
Boy Who Made America Sing Jairo Buitrago Julia Alvarez
3.9
Nancy Churnin

Vietnam Veterans Memorial : The Quiet Place 2.8 Heat 5.6

Remembering a Generation and Sara Stewart Mike Lupica
a War 7.0
Joseph Ferry

x Anna and Soloman 5.8 Nora’s Chicks 2.3 Same Sun Here 5.1
Elaine Snyder Patricia Maclachlan Silas House

X One Land Many Cultures 2.9 X Fiona’s Lace 3.8 Ask Me No Questions
Maureen Picard Robinson Patricia Polanco 4.8
Marina Budhos

x Cartoon Nation Presents U.S. X The Keeping Quilt 4.4 x The Day of the
Immigration 5.8 Patricia Polanco Pelican 5.2
Liam O’Donnell Katherine Peterson

Cartoon Nation Presents x In a New World: A Family in Two X Until I Find Julian.4.0
Citizenship 5.8 Centuries 5.6 Patricia Reily Giff
Jason Skog Gerda Raidt

x Ellis Island (National x Silent Movie 1.7 x Inside Out and Back
Geographic Level 3) 4.3 Avi Again 4.9
Elizabeth Carney Thannha Lai

x What was Ellis Island? 5.6 Good Bye, Havana! Hello, New York! x Shooting Kabul 5.8
Patricia Demuth 2.8 N.H. Senzai
Edi Colon

x New Americans 4-8 x Naming Liberty!3.0 x The Turtle of Oman

Geoffrey Harrison Jane Yolen 6.3
Naomi Shihab Nye

x The Great Gift: Courage, Pancho Rabbit and The Coyote : A x A Bandit's Tale : The
Sacrifice and Hope 2.9 Migrant's Tale 3.3 Muddled
John Coy Tonatiuh, Duncan Misadventures of a
Pickpocket 5.9
Deborah Hopkinson

x Migration from Africa 5.0 x Dreamers 2.9 x City of Orphans 4.5

Kevin Cuningham Yuyi Morales Avi

x Ellis Island 5.5 One Green Apple 2.6 x Current 6.1

 Bob Temple Eve Bunting Jane Smolik

Jefferson Memorial: A My Name is Sangoel 2.3 Changes for Rebecca

Monument to Greatness Karen Williams 4.6
(Patriotic Symbols of Jacqueline Dembar
America)8.4 Greene

Joseph Ferry

x The development of U.S. Wishtree 4.6

industry : 1870 to 1900 4.8 Katherine
Applegate

x My Life as an Immigrant 3.4 Sanctuary

Nancy Kelly Allen Somewhere 4.1
Brenna Dimming

x Brave Girl: Clara and the Save Me a Seat 4.8

Shirtwaist Makers' Strike of Sarah Weeks
1909 K-3
Michelle Markel

x Life During The Gold Rush 5.8 Water Steps 5.3

Janey Levy A. La Faye

Pieces of the past : the

Holocaust diary of Rose
4.5Rabinowit
Carol Matas

Denied, Detained,Deported
8.6

K 1 2 3 4 5 Middle School

1 2 8 5 10 15 6

After reviewing the reading levels of the books 21 out of the 43 books were above fourth grade

reading level. 7 out of the 10 fourth grade books were mid fourth grade and above. For a struggling fourth

grader this would pose a challenge because the readability level may be too challenging for the student.

Although this project is taking place during the last two months of the school year and we would hope the
students are somewhere in the 4th grade level we have to provide resources for our students who are

slightly below in addition to significantly below grade level reading level.

Digital Materials:

Currently the only two digital materials the librarian and educators are implementing in their classrooms

are Brainpop and Reading A-Z.

Brainpop/Brainpop Jr/ Brainpop ESL:

● Animated videos for grades Pre-K to 12th Grade
● Based on the software you login to information on immigration is adjusted to the
developmental needs of the audience.

Reading A-Z/Raz Kids:

● A leveled library. Students can read at their reading level or browse and made a search
for topics that interest them
● There are opportunities for fiction representation and nonfiction background on
immigration based on developmental needs. (The lower the reading level the friendlier
the content, the higher the reading level the more indepth the content)

Deselection of Resources: (removal of no longer relevant or appropriate for student population):

Due to the library being fairly new (6 years old) most of the books available were published

within the last 20 years. From my search I could see students are showing an interest in these books

because 6 of the books were checked out. All of the books are in fairly new condition with no sign of

damage. Currently book circulation has been a problem due to the pandemic only allowing grades 3-5

opportunities to change their books twice a month. In addition to the Covid library schedule in November

the school had an in-house book fair which closed the library for circulation for about 2-3 weeks.Overall

it would be interesting to see the circulation history of these books. I personally think there are not enough

books covering this topic.

If I had to deselect several titles. I would remove the books below:

Wishtree4.6 Katherine Applegate

Sanctuary Somewhere4.1 Brenna Dimmig (Character is 17 years old) Realistic Fiction

Denied, Detained,Deported 8.6

Water Steps 5.3 A. La Faye

Current 6.1

Vietnam Veterans Memorial : Remembering a Generation and a War 7.0

Joseph Ferry

Jefferson Memorial: A Monument to Greatness (Patriotic Symbols of America) 8.4

Joseph Ferry

I would remove the books above because I felt it was a Young Adult book that focused on the

upper Middle School population. Another reason would be to bring in additional realistic fiction chapter

books that had better reviews. All the books in this collection are in good condition with very little wear

so these books would either be offered to classroom teachers or placed in literacy resources for a mobile

reading station within the school.

Ethical Decision Making:

After going through Library X’s collection of books on immigration, I realized the school

community would benefit from additional reading materials that meet the entire grade four student body.

All students from Tier 1, Tier 2 and Tier 3 as well as ENL learners would benefit from opportunities that

support their reading levels. By providing text in the K-2 range we are reaching the needs of all our

learners. Although there were a few picture books available for K-2 levels, it did not really express the

reasoning why immigrants came to America- the topics focused on friendship and assimilation. The

library would benefit from additional picture books to support themes of inclusion and diversity but cover

more groups of people.

 Although several of the books reached out to our diverse learners (2 books focused on characters

from Bangladesh and several books focused on Mexican characters) most books were fiction and did not

tell the stories of Dominican, Ecuadorian, Iraqi, Arabic and the times of the Harlem Renaissance. (I did do

a search on slavery but most of the books spoke specifically on the slavery period as oppose to the time

after slaves were freed - 59 books on slavery and 1 book on Juneteenth).

To better support this research project I needed to curate a list of resources both fiction and

nonfiction to share the reasons why many cultures immigrated to America. Through fiction literacy

students can read text with characters they can relate to (by age, gender, culture, experience) to deepen

their understanding as to why people immigrate or migrate. Through nonfiction literature students are

learning about these key events and topics covered in their social studies learning providing a deeper

understanding of the events.

Resource Selection:

K-3 3-6 5-8

8 15 7

When selecting books I wanted to make sure I provided the students with a range of

books with diverse readability levels in addition to providing resources for various grade levels.

Since the school collection has many nonfiction and realistic fiction in the mid 4th grade -fifth

grade range, I tried to find nonfiction text that covered across 3-6 as well as K-3. Although one

of my main goals was to provide text for the various levels, nonfiction books focusing on the
students’ specific cultures were in the 3-6 grade band. I figured with a supplementary application

the students can have the material read for them if they need additional support.

Titlewave Print Out Summary

 Realistic Fiction Chapter Books:

Title: Amal Abound (Paperback)

Author: Aisha Saeed
Publisher: Puffin Books
Copyright: 2020
Level: AR 5.2 UG 11 505303EN; RC 5.2 17; F&P Y
ISBN: 9781432873691
Price: $5.75
Synopsis: Amal is a Pakistani girl with big ambitions, unfortunately one decision changes her life
entirely. Amal has to persevere to try to gain back her freedom as well as make more opportunities for the
people in her village.

Title: Efren Divided (Paperback)

Author: Ernesto Cisneros
Publisher: Quill Tree Books
Copyright: 2021
Level: AR 4.5 MG 6 508863EN; LEX 710L
ISBN: 9780062881700
Price: $5.11
Synopsis: Efren is a Mexican boy whose mother is deported leaving Efren’s father to try his best to bring
his mother home. Efren has to step up and help younger siblings to adjust to the uncertainty of his
mother’s return.

Title: Emma’s New Beginning (Paperback)

Author: Jessica Gunderson
Publisher: Stone Arch Books
Copyright: 2016
Level: AR 3.8 MG 2 175050EN; LEX 550L; F&P V
ISBN: 1-49650-501-8
Price: $5.09
Synopsis: Emma and her family immigrate from Germany to escape harsh living conditions to start a new
life in North Dakota. Unfortunately the trip from Germany to America has many challenges.

Title: My Family Divided (Paperback)

Author: Diane Guerrero
Publisher: Square Fish/Henry Holt and Company
Copyright: 2019
Level: AR 5.4 MG 8 195886EN; RC 4.5 14; LEX 730L
ISBN: 9781496505019
Price: $5.75
Synopsis: Actress Diane Guerrero shares her story of growing up and persevering after both her parents
were deported to Columbia.

Title: Other Words For Home (Paperback)

Author: Jasmine Warga
Publisher: Square Fish/Henry Holt and Company
Copyright: 2021
Level: AR 5.3 MG 5 504111EN; RC 6.6 10; LEX 930L
ISBN: 9780062747815
Price: $5.11
Synopsis: A young girl named Jude is forced to leave her father and brother in Syria to start a new life in
Cincinnati due to massive changes in her home country. Jude is not ready to leave her family and all she
knows behind to start over and assimilate in an unknown place.

Title: When Stars and Scattered (Paperback)

Author: Victoria Jamieson
Publisher: Dial Books for Young Readers
Copyright: 2020
Level: AR 3.7 MG 4 508950EN; LEX GN530L
ISBN: 9780525553908
Price: $3.83
Synopsis: A young boy and his brother become orphans after his family is killed. They are forced to
become refugees and wait patiently to have a new start in America.

Picture Books:

Title: Where Butterflies Fill the Sky --a Story of Immigration, Family, and Finding Home
(Hardcover)
Author: Zahra Marwan
Publisher: Bloomsbury Children’s Book
Copyright: 2022
Level:NA
ISBN: ‎1547606517
Price: $11.93
Synopsis: Zahra and her family are forced to leave Kuwait and come to the United States. She moves to
New Mexico and little by little she feels at home.
Title: The Arabic Quilt: An Immigrant Story (Hardcover)
Author: Aya Khalil
Publisher:Tilbury House Publisher
Copyright: 2020
Level:AR 3.7 LG .5 513274EN; LEX 710L; F&P P
ISBN: ‎978-0884487548
Price: $10.77
Synopsis: Kanzi moves to America from Egypt. In her best efforts to fit in she tries to deny her culture,
unfortunately her mother comes to school to drop off her lunch and her classmates make fun of her. Kanzi
goes home and cuddles herself in a quilt made by her grandmother. Her teacher finds out about the quilt
and closes the divide between Kanzi and her classmates with a life changing activity.

Title: Between us and Abuela :A family story from the border (Hardcover)
Author: Mitali Perkins
Publisher:Farrah Straus Giroux
Copyright: 2019
Level:AR 2.9 LG .5 505454EN
ISBN: ‎0374303738
Price: $11.39
Synopsis: Maria and her brother visit her grandmother at the fence on the Mexican border to visit their
grandma for Christmas.

Title: I Wish You Knew (Hardcover)

Author: Jackie Azua Kramer
Publisher:Roaring Brook Press
Copyright: 2021
Level:AR 2.9 LG .5 505454EN
ISBN: 1250226309
Price: $10.79
Synopsis: Children share their worries including deportation, broken homes, not having a home and other
challenging situations children are living through.

Title: Sugar In Milk (Hardcover)

Author: Trithy N.Umrigar
Publisher:RP Kids
Copyright: 2021
Level:-E-; Int Lvl: K-3; Rd Lvl: 2.3 LEX AD740L
ISBN: 9780762495191
Price: $10.79
Synopsis: A young girl immigrated to the United States and is devastated leaving her home country. Her
Aunt shares a story that helps the young girl except her circumstances.

Title: Tani's New Home : A Refugee Finds Hope & Kindness in America (Hardcover)
Author: Tani Adewumi
Publisher: Tommy Nelson
Copyright: 2020
Level: Dewey: 794.1; Int Lvl: K-3; Rd Lvl: 3.6
ISBN:9781400218288
Price:$17.09
Synopsis: Tani and his family were forced to leave Nigeria to avoid persecution. Although everything
seemed different in his new home New York, he is able to turn to chess to assimilate easier.

Title: Watch Me : A Story of Immigration and Inspiration (Hardcover)

Author: Doyin Richards
Publisher: Feiwel and Friends
Copyright: 2021
Level: Dewey: -E-; Int Lvl: K-3; Rd Lvl: 2.2
ISBN:9781250266514
Price:$16.57
Synopsis: This picture book shares different stories about different people who chose to immigrate to the
United States.

Title: Mango Moon (Hardcover)

Author: Diane De Anda
Publisher: Albert Whitman Company
Copyright: 2019
Level: -E-; Int Lvl: K-3; Rd Lvl: 3.3 AR 3.3 LG .5 502985EN
ISBN:0807549576
Price:$10.19
Synopsis: This book shows the perspective of young Marciela whose father is deported.

Harlem Renaissance:

Title: What was the Harlem Renaissance (Paperback)

Author: Sherri L. Smith
Publisher: Penguin Workshop
Copyright: 2021
Level: NA
ISBN: 9780593225912
Price: $3.83
Synopsis: This book gives a breakdown of the HarlemRenaissance.

Title: Black Stars of the Harlem Renaissance (Paperback)

Author: J. Wiely
Publisher: Penguin Workshop
Copyright: 2002
Level: Int Lvl: 5-8; Rd Lvl: 7.2
ISBN: 0-471-21152-4
Price: $11.52
Synopsis: This book introduces various African American stars of the Harlem Renaissance.

Title: Harlem Renaissance

Author: Dona Rice
Publisher: Teacher Created Materials
Copyright: 2020
Level: Lvl: 5.9
LEX 880L; GR X; F&P X
ISBN: 1-42585-067-7
Price: $7.03
Synopsis: This book gives an overview of the Harlem Renaissance.

Title: Harlem Stomp! A Cultural the History of Harlem Renaissance

Author: Laban Carick Hill
Publisher: Little Brown and Company
Copyright: 2020
Level: Int Lvl: YA RC 6.5 9; LEX 1270L; F&P Z
ISBN: 0-316-49633-2
Price: $12.79
Synopsis: Many newly freed African Americans travelled north to New York during this amazing time
period. This story is told in a poetic format.

Title: African American Migration

Author:Tracee Sioux
Publisher: Rosen
Copyright: 2004
Level:Int Lvl: 3-6; Rd Lvl: 5.9 AR 6 MG .5 71181EN; DRA 40; GR R
ISBN: 0-8239-8953-4
Price: $8.93
Synopsis: Many newly freed African Americans travelled north to New York during this amazing time
period. This story is told in a poetic format.

Immigration:
Title: Famous Immigrants and their Stories
Author: Sara Howel
Publisher: Powerkids Press
Copyright: 2015
Level: Int Lvl: 3-6; Rd Lvl: 7.2 LEX 890L
ISBN: 1-47776-751-7
Price: $7.84
Synopsis: Stories of well known famous Immigrants.

Title: The History of U.S. Immigration:Data

Author: Cathay D’Alessandro
Publisher: Teacher Created Materials
Copyright: 2018
Level: Int Lvl: K-3; Rd Lvl: 2.2 GR R; F&P R
ISBN: 1-54905-095-8
Price: $16.57
Synopsis: This book focuses on the history of immigration using a mathematical point of view.

Title: Immigration Through Ellis Island

Author: Christopher Forest
Publisher: Pogo Books
Copyright: 2021
Level: Int Lvl: K-3; Rd Lvl: 3.4 AR 2.9 LG .5 510061EN; LEX 540L
ISBN:1-64527-432-2
Price: $4.47
Synopsis: This book gives an overview of the immigration experience and process within Ellis Island.

Title: An Ellis Island Time Capsule: Artifacts of the History of Immigration

Author: Rachel Henel
Publisher: Capstone
Copyright: 2021
Level: Int Lvl: 3-6 AR 5.7 MG 1 511827EN; LEX 850L; F&P T
ISBN: 1-49666-627-5
Price: $5.73
Synopsis: A book on the artifacts found regarding the history of immigration.

Title: Ellis Island and Immigration For Kids

Author: Jean Daigneau
Publisher: Chicago Review
Copyright: 2021
Level: Int Lvl: 5-8 LEX 1120L
ISBN: 1-64160-468-9
Price: $11.51
Synopsis: A kid friendly overview of the immigration process.

Direct Connection to Student Populations:

Title: Immigrants from Afghanistan and the Middle East
Author: Nelson Yomtov
Publisher: Capstone Press
Copyright: 2019
Level: Int Lvl: 3-6; Rd Lvl: 6.6 AR 5.9 MG .5 196186EN; LEX 930L; F&P V
ISBN: 1-54351-384-0
Price: $20.99 (2 copies: $41.98)
Synopsis: This book focuses on immigrants from Afghanistan and the Middle East and why they chose to
immigrate from their country.

Title: Immigrants from India and Southeast Asia

Author: Nelson Yomtov
Publisher: Capstone Press
Copyright: 2019
Level: Int Lvl: 3-6; Rd Lvl: 6.8 AR 5.6 MG .5 196187EN; LEX 880L; F&P V
ISBN: 1-54351-382-4
Price: $20.99 (2 copies: $41.98)
Synopsis: This book focuses on immigrants from India and Southeast Asia and why they chose to
immigrate from their country.

Title: Immigrants from Somalia and other African Countries

Author: Jessica Gunderson
Publisher: Capstone Press
Copyright: 2019
Level: Int Lvl: 3-6; Rd Lvl: 6.9 AR 6.3 MG .5 196189EN; LEX 950L; F&P V
ISBN: 1-54351-381-6
Price: $20.99 (2 copies: $41.98)
Synopsis: This book focuses on immigrants from Somalia and African Countries and why they chose to
immigrate from their country.

Title: Immigrants from Mexico and Central America

Author: Emma Carlson Berne
Publisher: Capstone Press
Copyright: 2019
Level: Int Lvl: 3-6; Rd Lvl: 6.8 AR 6.1 MG .5 196188EN; LEX 930L; F&P W
ISBN: 1-54351-383-2
Price: $20.99 (2 copies: $41.98)
Synopsis: This book focuses on immigrants from Mexico and Central America and why they chose to
immigrate from their countries.
Both hardcover and paperback books were chosen during this curation. Due to the lack of

materials in this subject area,I wanted the range of materials to vary. I also wanted to obtain the

most resources with the budget provided. The two genres of books I wanted were the picture

books and the nonfiction books focusing on student population representation.The picture books

chosen were all hardcover because younger students tend to borrow picture books for leisure

reads. As for the immigration books focusing on our student populations, I figured these books

will be circulated frequently to support the research for the project.

Supplementary List:

Industrial Revolution:

Title: Industrial Revolution (Cornerstones Of Freedom)

Author: Melissa McDaniel
Publisher: Children’s Press
Copyright: 2012
Level: Lvl: 3-6; Rd Lvl: 6.7 AR 6.6 MG 1 147543EN; RC 7.3 5; LEX 940L; GR W
ISBN: 0-531-26562-5
Price: $5.73

Title: Life as a Child Laborer during the Industrial Revolution

Author: Andrew Coddington
Publisher: Cavendish Square
Copyright: 2017
Level: Int Lvl: 3-6; Rd Lvl: 4.7 AR 4.7 MG .5 185574EN
ISBN: 1-47776-751-7
Price: $6.77
Digital Materials:

Sora:
● A citywide ebook library that provides students and pedagogues access to different books,
magazines, audiobooks
● After performing a search I was able to find an abundance of materials on immigration.
● 420 ebooks (both fiction and nonfiction)
● 114 audio books
● Harlem Renaissance 25 ebooks and 2 audiobooks
● African American Migration 9 ebooks 1 eReadalong (many of the books were YA)
● They also had books that focused on students’ cultures
● Cost: FREE (Principal can create a collection for the school)

Libby
● Ebook library systems that you borrow books with your NYC library card
● Links you to you New York Public Library Branch
● Cost: FREE

Epic!
● Ebook library that has options for students to read independently or can read to the students
● Large selection on Immigration, Ellis Island
● Teachers create class for students but students are unable to use the program after 3:00p.m
● Program can only be used after school hours if parent purchases a subscription

Kids Britannica Subscription:

● Although NY provides free access on gale

● Has 3 level formats Kids, students and scholars
● Brtannica Kids and Britanica Premium: $99.00

Culturegrams:
● Provides information on the various countries all over the world
● Provides both primary and secondary sources
● Consist of different forms of media pictures, graphs, reports, videos, recipes, etc.)
● Cost: Researching

Total for supplementary materials:

Britannica Subscription:$99.00
Culturegram: Unknown
 Reflection:

After completing this curation, I realized how important it is to prioritize your students’ needs

when given a budget. It is very easy to go over the allotted budget because we want our students to have

as many resources they need to support their learning. I also learned that when creating a project it is very

important to really focus on the specific topic. Since I chose to support the Passport Unit in addition to

incorporating a new research project there were many materials needed that the library did not have for

the students. I wound up focusing more on the immigration focus of the unit since the research project

was to understand why people immigrate to the United States.

In a perfect world I would have provided books in different languages as well as research

thoroughly for audiobooks and ebooks. Lucky for New York City we have a well stocked ebook library

with Sora and it definitely provides students with so many rich literacy opportunities. I do believe this is a

tool that needs to be implemented in all New York City schools and as the librarian I would definitely

work with both students and staff to buy into using this beneficial tool.

Overall, this curation project made me really see the diverse needs of our students as well as

familiarize myself with the Destiny automatic system and the Titlewave book ordering system. This

project also made me realize that the librarian’s role is beyond essential advocating to the needs of the

students and we cannot wait around for principals to allot us money to a budget. We need to pay attention

to all grants available to stock our media centers with treasures our students would learn and grow from. I

am very lucky to have come from a school that has a new library but this project proved that even new

libraries are lacking in areas and librarians have to truly know the library, their populations and the

curriculum.
 Appendix:

“AASL Standards Framework for Learners.”American Association of School Librarians,

https://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-
Learners-pamphlet.pdf.

“Culturally Responsive-Sustaining Education Framework.” New York State Education

Department, www.nysed.gov/crs.

“The Empire State Information Fluency Continuum.” Empire State Information Fluency

Continuum, https://nycdoe.libguides.com/librarianguidebook/esifc.

“NYCDOE: Passport to Social Studies - grade 4, unit” New York City Department of

Education,
https://www.weteachnyc.org/resources/resource/passport-social-studies-grade-4-
unit-3-ce8eff97-ab78-4b2c-a205-3b7d82a3be61-copy/

“Scope and Sequence Science.” New York City Department of Education,

https://www.weteachnyc.org/resources/collection/scope-and-sequence-science/

“2017-2018 School Quality Snapshot.” New York City Department of Education,

https://tools.nycenet.edu/snapshot/2018/10X056/EMS/