Teresa Maddox

Collection Evaluation and Development Plan

ITEC 7134- Spring 2009
Dr. Repman

Description of Site
Bleckley County consists of five schools: Bleckley County Pre-K, Bleckley County Primary, Bleckley
County Elementary, Bleckley County Middle, and Bleckley County High. Bleckley County Middle School
(BCMS) is located in Cochran, Georgia and serves 513 students (269 girls, and 244 boys). The make-up of the
school consists of 132 African Americans, 357 Caucasian, 7 Asians, 5 ESOL’s, 7 multi-racial, and 11
Hispanics. Forty-four students are served in the gifted program and 70 students are served in the special
education program. BCMS is located in a small tight knit rural community forty miles southeast of Macon.
Because the school is located in a low socioeconomic community, 58 percent of students qualify for free and
reduced lunch. BCMS has 46 certified teachers on staff with two administrators. Other certified staff members
include one counselor, one graduation coach, one half-day nurse, and one media specialist. Fifteen non-certified
staff members also make up the staff of BCMS. These members consist of three secretaries, nine
paraprofessionals, and three custodial staff members. The school prides itself on its focus on student
achievement whether it is in academics or other activities. Test scores are often the top in the RESA area.
The media center is located in a building that is attached to other buildings by open walkways. This
building was an addition to the original building. A media specialist, student helpers (during their connection
times), and a paraprofessional work in the media center. Seven computers are located on a carousel type desk as
you walk in the media center. A teacher resource room is located in two different rooms. Audiovisuals are in
one room while paperback resources are in another. The media center contains 6,300 books with an average
1985 publishing date. The media specialist uses Titlewise yearly to evaluate her inventory, but only has 4,494 of
the total books listed in this service.
After speaking with the media specialist, she and I decided I should do a collection development plan on
sixth grade social studies objectives for several reasons. One our scores have been declining, and two the
objectives changed but it wasn’t textbook adoption for this subject. Other reasons were teacher request and our
school is working on a literacy grant which incorporates all subject areas into reading and writing. I then began
to analyze our current selection using quantitative data analysis. The 900 section is comprised of the 900 – 990
Dewey numbers and contained 1,329 books with a 1985 average publication date. Keep in mind that our
complete library’s average publication date is 1985, so this didn’t shock me. The geography and history (900)
section had 25 books with a 1978 average publication date. The geography and travel (910) section had 186
books with a 1979 average publication date. The biography and genealogy insignia (920) section had 13 books
whose average age was 1977. The history of ancient world (930) section contained 66 books whose age
averaged to be 1988. The history of Europe (940) section had 184 books with an average age of 1986. The
history of Asia (950) section had 123 books with an average age of 1989. The history of Africa (960) section
had 35 books with an average age of 1994. The history of North America (970) had 632 books with an average
age of 1986. The history of South America (980) section contained 37 books whose average age was 1983.The
history of other areas (990) section had 28 books with an average age of 1977. This surprised me because I
thought we would have a weakness in the 900’s since our books were so old.
Dewey Number Number of books Average Age
900 25 1978
910 186 1979
920 13 1977
930 66 1988
 940 184 1986
950 123 1989
960 35 1994
970 632 1986
980 37 1983
990 28 1977

I then analyzed the quality of this section. The media specialist had the books divided by major Dewey
sections with oversized yellow markers that designated the sections which made sections easier to find. The top
shelves of this section housed three 16x20 sized portraits of two former principals and one former librarian. The
books were clearly labeled with the Dewey numbers and were by no means overcrowded which made them
easily accessible. The books in this section looked as if they were rarely used. I looked at 15 of the 20 books
and all seemed in great condition even though some had a copyright date of 1966.
I then began to wonder how often these resources were used, so I decided to analyze this section from a
user-centered approach. As of this year no one had checked out any of these books, but last year 275 books
were checked out from this section. This made me wonder if teachers assigned reports using these books. I then
decided to talk to the social studies teachers to see how and when they use these resources. All five told me they
would use the books from the library but the books were too old and the information was outdated. I then asked
the other teachers in the school if they used these sources. The gifted teacher used these sources when she asked
her students to do a research paper. This may account for the number from last year and the lack of check outs
so far this year. This then made me question why I was told to do this section if the teachers didn’t even use the
library for research, but then again this may be the perfect section for me to do to help them use these resources
or to find ones that better suit their needs. This act of collaboration would help them see that the media
specialist is vital to the school’s success.
To ensure that I was doing a plan on the needs of our school, I decided to have a conversation with the
social studies teachers about their needs. They wanted more up-to-date resources with some being motivational
and possibly hands on or technology oriented. They also wanted readings such as fiction that could tie into their
subject as well as to other GPS objectives. They also didn’t want to lose the resources that they already had.
They were adamant about keeping the Edhelper and Study Island subscriptions so I knew I had to include these
in my plan along with different types of resources to ensure I met their needs.
After speaking with the social studies teachers I knew I had to evaluate the biography and fiction section
of our library to find titles that could relate to their areas of study and could cover reading objectives as well. I
did a search on our Patron’s catalog and found five fiction books dealing with Latin America, no biographies,
and no poems. I also knew after looking at the school demographics that we needed to have Spanish books for
our five students in sixth grade as well as the other six in the other grades. After searching for these I found no
books written in Spanish. I also needed to search for videos or hands on materials that could teach the needed
Latin American objectives. I found six videos covering geography topics but only one on Latin America, but it
had a copyright date of 1995. I found no other videos or hands on materials. I also searched the teacher resource
room and found one book, but it only had a map of Latin America.

Learner
Since my objectives specifically deal with sixth grade students, I chose to analyze this group of learners.
The sixth grade consists of 163 students (84 girls and 79 boys). The racial make-up of the students is as follows:
31 African Americans, 5 Hispanic, 123 Caucasian, 3 Asian, 5 Hispanic, 2 ESOL, and one multi-racial. There
are 19 students served in either gifted math or reading, and 20 served in a special education inclusion social
studies setting. The average class size is 15. This took a great deal of planning from the administration. They
made classes smaller by utilizing connection teachers as content area teachers, but this meant five different
people teaching social studies with no common planning time. There are two sixth grade teams. One team has
one teacher per content area, and the other has a content area for each subject but social studies. Social studies
on this team is taught by four different people.
Bleckley County Middle Sixth Graders Total
Students 163
Girls 84
Boys 79
African American 31
Caucasian 123
Hispanic 5
Asian 3
Multi-racial 1
ESOL 2
Gifted 19
Special Education 20
Reading CRCT Exceeds 55
Reading CRCT Meets 107
Reading CRCT Does Not Meet 1
Social Studies Exceeds 32
Social Studies Meets 112
Social Studies Does Not Meet 19

Curriculum Review
6th Grade Social Studies
Pacing Guide

Area Estimated Time to Complete Tentative Completion Date

Europe 11 weeks Oct. 21, 2008
Latin America
& Canada 10 weeks Jan. 23, 2009
Australia 7 weeks Mar. 7, 2009

Area Estimated Time to Complete Tentative Completion Date

Europe 16 weeks Dec. 14, 2008
Latin America
& Canada 7 weeks Feb. 20, 2009
Australia 1 week Feb. 27, 2009
Personal Money 1 week Mar. 6, 2009
Management
 o We are required to teach geography, government/civics, economics, and history for each continent.
o By finishing in March, there will still be time for review before CRCT.
o After CRCT, we plan to work on current events that relate to these continents and to continue to build
social studies skills for 7th grade.
After looking at the pacing guide, I spoke with the sixth grade social studies teachers so I could understand how
they teach these concepts. They teach geography of the regions, and then they teach the history. None have
done outside projects and use study guides, worksheets, and united streaming videos. I will address the
following standards in my collection development plan specifically focused on Latin America per teacher and
media specialist request.
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific
Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti,
Mexico, Panama, and Venezuela.

SS6G2 The student will discuss environmental issues in Latin America.

a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City,
Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela.

SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Latin America and the Caribbean.
a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and
how they trade.
b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how
they trade.

SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the
Caribbean.
a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.
b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.
c. Evaluate how the literacy rate affects the standard of living.

SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean.
a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican
States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the
role of the citizen in terms of voting and personal freedoms.

Other Resources
SS6G1
https://www.georgiastandards.org/_layouts/GeorgiaStandards/Unitbuilder/SearchResults.aspx?
viewmode=details&StandardIDSelected=1473
SS6G2
https://www.georgiastandards.org/_layouts/GeorgiaStandards/Unitbuilder/SearchResults.aspx?
viewmode=details&StandardIDSelected=1474
SS6G3
https://www.georgiastandards.org/_layouts/GeorgiaStandards/Unitbuilder/SearchResults.aspx?
viewmode=details&StandardIDSelected=1475
SS6G4
https://www.georgiastandards.org/_layouts/GeorgiaStandards/Unitbuilder/SearchResults.aspx?
viewmode=details&StandardIDSelected=1476
United Streaming Video
http://streaming.discoveryeducation.com/index.cfm
Paid subscriptions
www.studyisland.com
www.edhelper.com
www.galileo.usg.edu (including SIRS also)

Conclusion
Based on the analysis of the library materials, school demographics, learners, and teacher input, I need
up-to-date information that will interest students from a hands on, content integrated, or technological approach.
When designing this collection development plan, I will need to address the following concerns:
• Up-to-date nonfiction materials
• Fiction, biographies, poems, magazines addressing Latin American people and culture
• Up-to-date videos
• Online subscriptions
• Books written in Spanish
• Hands on materials
• Updated teacher resources
• Set up Latin American wiki for free resources and ideas for projects, webquests, etc.

Budget Summary
After thorough investigation of materials covering the topic of Latin America, I chose several different
vendors to meet the needs of my learners and teachers. I purchased most of the books for the library from
Follett because this is the major source of our library books. I then had to use many resources to cover the
other needs. For the teacher resources I used Amazon, Teacher Created, and Steck Vaughn websites. Up-to-
date videos were a challenge, but I finally found some from Educational Video Network. I used three other
websites to meet the hands on and technology aspects of my plan. These three websites were academic
superstore, global conflict, and fat brain toys. For the Spanish resources I chose to use Follett and Barnes
and Noble. I liked the books from Barnes and Noble because it had a page written in Spanish and the
accompanying page written in English. This resource could even be used for enrichment for the gifted
students if they wanted to learn to speak Spanish. It would also help the ESOL students see how the
language is translated. Of course I had to subscribe to two online subscriptions based on teacher request and
use. These two online subscriptions were Study Island and Edhelper. As you can see, my goals have been
accomplished even though I had to thoroughly search to find the resources the teacher’s requested. I also did
buy more than one of the resource because so many teachers teach this subject, don’t have a common
planning time, and are located across campus from each other.