Amanda Deems 1

Collection Evaluation and Development Plan

FRIT 7134

Spring 2010

Amanda Deems
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Description of the Site

I performed my collection evaluation in the media center at Pearson Elementary School

which is located in Pearson, Georgia, the county seat of Atkinson County. Atkinson County is

located in rural southeast Georgia, and slightly more than eight thousand people reside there.

According to county statistics, the unemployment rate is 13%. Approximately 24% of the

residents live below the poverty line. The ethnic makeup of the county is 58% Caucasian, 18%

African-American, 23% Hispanic, and 1% Multiracial and other ethnicities based on U. S.

Census Bureau statistics.

There is one school district that currently consists of two elementary schools containing

grades pre-kindergarten through seven and one high school containing grades eight through

twelve. Beginning next school year there will be a new middle school building to house grades

six through eight. The two elementary schools will house pre-kindergarten through fifth grades,

and the high school will house ninth through twelfth grades.

Pearson Elementary is the larger of the two elementary schools in the county. There are

831 students of whom 44% are Caucasian, 39% are Hispanic, 14% are African-American, and

3% are Multiracial and other ethnicities. The school staff consists of 62 certified and 38

classified personnel. The school media center is located in the center of the building. Its

collection totals 19,981 items, which averages to approximately 24 items per student. The media

center staff consists of one full-time certified media specialist and one full-time paraprofessional.

Only three computers are available for student use in the media center. The school computer lab

is located in a separate classroom.

I chose to evaluate the portion of the media center collection that pertains to the

American Revolution, which is included in the fourth grade social studies curriculum. Currently,

there are 96 fourth grade students of the following ethnicities: 41% Caucasian, 36% Hispanic,
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19% African-American, and 4% Multiracial. Four regular education teachers serve these

students in four classrooms. One is a regular education classroom, two are regular education

classrooms that contain special education inclusion students, and one is a regular education

classroom that contains Early Intervention Program (EIP) students. An EIP teacher provides

reading and math support to 16 EIP students in the EIP classroom. A special education teacher

provides inclusion special education services in the two regular education inclusion classrooms.

There are 15 special education students in fourth grade. Of these students, 2 are mildly

intellectually disabled, 2 are moderately intellectually disabled, 6 have specific learning

disabilities, 3 have other health impairments, and 1 has traumatic brain injury. The two

moderately intellectually disabled students receive most of their academic instruction in a self-

contained special education classroom instead of the regular education classroom. Nine of the

special education students also have speech/language impairments, and one student has

speech/language impairment as her sole disability. There are 6 students who receive support

through the English Speakers of Other Languages (ESOL) program. They are pulled out to a

resource room to receive reading instruction from the ESOL teacher.

An analysis of the fourth grade students’ STAR Reading results revealed that their

reading skills vary significantly. The most recent STAR Reading grade equivalent scores ranged

from 1.1 to 8.8. The scores in each fourth grade classroom were analyzed to obtain average

reading scores. Three of the classrooms had averages below the fourth grade level (2.6, 3.1, 3.5),

and one classroom had an average above the fourth grade level (5.1). Based on this information,

these fourth grade students require reading materials ranging from a first grade level through an

eighth grade level.

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I also examined the students’ results on the Criterion Referenced Competency Test

(CRCT) that was administered to them as third graders in April, 2009. As a whole, this group of

students demonstrated the following levels of performance:

Reading Subtest: Exceeded the standard 19

Met the standard 71
Did not meet the standard 11

Social Studies Subtest: Exceeded the standard 8

Met the standard 71
Did not meet the standard 21

This information confirmed that some of the fourth graders have definite weaknesses in reading

skills. The data also indicated that some students have not acquired the necessary skills in social

studies.

The Pearson Elementary School media center holds no subscriptions to databases that

charge for their services, and very few local resources are available for students beyond the

school media center. There is a small public library in Pearson as well as the Huxford

Genealogical Library in nearby Homerville, Georgia. The Huxford Library contains

genealogical records that date back to the Revolutionary War period. A small chapter of the

Daughters of the American Revolution is still active in the area. According to the media

specialist, this chapter can be contacted to speak on the topics of American heritage or lineage

research.

Curriculum Review

The topic of the American Revolution is addressed completely in the fourth grade Social

Studies Georgia Performance Standards (GPS). A few historical figures from the American

Revolution are also included in the Social Studies GPS for first grade and third grade. The
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relevant GPS are listed below with the fourth grade key units of study, activities, and assessment

products.

SS1H1 The student will read about and describe the life of historical figures in American
history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/
statesman), Thomas Jefferson (Declaration of Independence), Meriwether Lewis and
William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad),
Theodore Roosevelt (National Parks and the environment), George Washington Carver (science).
b. Describe how everyday life of these historical figures is similar to and different from everyday
life in the present (food, clothing, homes, transportation, communication, recreation).

SS3H2 The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s
rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War
II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights),
Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome
and describe how they overcame them.

SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority

SS4H4 The student will explain the causes, events, and results of the American Revolution.
a. Trace the events that shaped the revolutionary movement in America, including the French
and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation
without representation,” the activities of the Sons of Liberty, and the Boston Tea Party.
b. Explain the writing of the Declaration of Independence; include who wrote it, how it was
written, why it was necessary, and how it was a response to tyranny and the abuse of power.
c. Describe the major events of the American Revolution and explain the factors leading to
American victory and British defeat; include the Battles of Lexington and Concord, Saratoga,
and Yorktown.
d. Describe key individuals in the American Revolution with emphasis on King George III,
George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and
John Adams.
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Concept Tasks/Activities/Products Resources

SS1H1:  Trade books

 Identify contributions of Ben  Graphic organizers
Historical Figures in Franklin & Thomas Jefferson  United Streaming
American History  Identify character traits videos
 Discuss facets of everyday life  Various web sites
for each figure (Enchanted Learning,
 Complete a graphic organizer homeschooling.about.c
about each figure om)
 Process writing on one figure  Teacher-made booklets
 Teacher-made assessments using information from
the Internet
SS3H2:  Graphic organizers
 Explain social barriers,  Newspapers
Americans Who restrictions, and obstacles Paul  United Streaming
Expanded People’s Revere had to overcome & how videos
Rights and he overcame them  Media center videos
Freedoms in a  Trade book series on
Democracy historical figures
 Describe impact of place on  Multimedia maps
physical & human characteristics  Traditional wall maps
SS3CG2: of Paul Revere (PR)  Teacher-made
 Describe how PR adapted to and Jeopardy game used
Character of Above was influenced by his with overhead
Historical Figures environment projector
 Trace travel and movement of PR  Rubric for poster
over time project
 Examine character traits of PR
 Find locations significant to PR
on maps
 Create poster on a historical
figure and orally present it to
class
 Research paper on a different
figure
 Teacher-made tests
SS4H4:  Create timeline of events leading  Horizons Social
to the AR Studies textbook
American  Complete cause/effect chart of  United Streaming
Revolution (AR) events leading to AR videos
 Research 3 battles and create 3-D  Graphic organizers
model of 1 battle  Maps
 Examine political cartoons of AR  Various web sites
period and infer point of view (Brain Pop, Study
 Examine Benedict Arnold’s role Island,
in the AR GeorgiaStandards.Org)
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 Book reports  Media center books

 Create artifact from AR period and videos

SS4H4:  Discuss advantages &  Horizons Social

disadvantages of declaring Studies textbook
Declaration of independence from Great Britain  United Streaming
Independence  Discuss various types of protest videos
(DI) used by Sons of Liberty &  Graphic organizers
possible side effects  Various web sites
 Write letter to King George (Brain Pop, Study
 Examine George Washington’s Island,
contributions to the GeorgiaStandards.Org)
Revolutionary War  Media center books
 Examine how the DI was and videos
developed
 Book reports

Collection Evaluation

I began the collection evaluation by searching the online catalog, Sagebrush Info Centre,

to locate the materials relevant to the American Revolution and the identified historical figures.

My search yielded the following results: 171 books, 7 DVDs, and 1 VHS tape. Of the 171

books, 143 were non-fiction and 28 were fiction. All of the non-fiction books that were not

biographies were assigned call numbers of 973.3. There was one book with a call number of

329.3. Only one easy book was identified. When I calculated the percentage that these materials

comprise of the entire collection, I found that they account for only 0.9% of the total holdings in

the media center.

I also calculated the average age of each type of book identified in the catalog search.

The biographies had an average age of 1986, and the other non-fiction books had an average age

of 1988. Fiction books had an average age of 1989. The average age of all of the identified

books taken as a whole was 1987. There is a difference of more than twenty years between this

average age and the current year, 2010. As I surveyed the publication dates, I was surprised and
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dismayed to find a few publication dates from the 1930s and 1950s. There were several books

with publication dates from the 1960s. I will definitely purchase newer materials to help

improve the currency of this collection.

Using information generated from the online catalog, I also examined the circulation

statistics for the non-fiction materials pertaining to the American Revolution. I found that of the

32 books with 973 call numbers, there have been 52 total checkouts this school year. The

average check-out per book was 1.6. There are 92 biographies, and these books have been

checked out a total of 44 times this school year. This yields an average check-out per book of

0.6. For the number of students attending this school, this check-out rate seems very low.

Next, I conducted a visual inspection of the materials that were identified as relevant to

my topic. I first looked at the biography section to see the condition of these books. Several of

the biographies had covers with a worn, dingy appearance. Many of the covers of the older books

were drab gray in color. The corners of some book covers were bent and smashed, and the spine

of one book had been partially removed. The older books generally had pages that were in good

condition but yellowish in color due to the aging process. The appearance of most of the books

was not colorful or inviting. The oldest books that I found were among the biographies,

particularly Benjamin Franklin.

In the non-fiction section, the books were very old in appearance. Some of the spines

were covered with tape, which made the titles hard to read. These books would be very easy to

overlook during a visual search. Most of the non-fiction books were dated but in fair condition.

The fiction books also seemed to be in fairly good condition with some signs of wear. One book

had loose pages, and the spine was peeling off the book. Another book’s spine was so worn that
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the complete title was not visible. These books did not invite me to pull them off the shelf for a

closer look.

Finally, I examined the relevant materials to determine how they matched the curriculum

content. I listed the different subtopics that were identified in the curriculum review and then

recorded the number of materials available to address each subtopic. According to the results,

there are only two items that significantly address any of the battles of the Revolutionary War.

There is one book devoted to the French and Indian War, and one book covers Valley Forge in

detail. The Boston Massacre is the primary topic of two books. There seems to be a fair number

of biographies for most of the historical figures, but there is little material available about

Benedict Arnold and Sam Adams.

I noticed that the reading levels of most materials were fourth grade or higher. This is a

problem for first and third grade students who need materials on the historical figures as required

by the GPS. Also, younger students who are interested in the American Revolution and those

seeking materials for pleasure reading would have trouble reading most of the books pertaining

to this topic.

Throughout the assessment of the collection, I noticed a lack of multicultural materials.

Of the materials identified for this assessment, there are no materials written in Spanish even

though there are many students for whom Spanish is considered the primary language. Also, I

found few books addressing the role of women, African Americans, and Native Americans in the

American Revolution. This is definitely an area of weakness in the existing collection.

Materials Order

When developing the consideration file, I will definitely focus on finding more current

materials to replace the older items in the existing collection. Finding books that are appropriate
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for younger readers and older students with below level reading skills will be a priority since

there are few items below a fourth grade reading level. Additionally, I will try to select materials

that are visually attractive so that students will be more likely to pull the books from the shelves

and consider reading them. Another priority will be selecting multicultural materials so that the

students will have access to materials that are relevant to them and that expose them to other

perspectives.

The items that I have selected for purchase with the allotted $4,000.00 are organized in a

separate spreadsheet document. Some DVDs were chosen for addition to the collection, but

purchasing items in this format was not a priority since there are many quality videos available

on the Internet. Items are recommended for purchase from four different vendors. I have also

created a wiki of web resources that teachers will find useful when teaching standards that

involve the American Revolution. This wiki can be accessed at

http://americanrevolutioninfo.wikispaces.com/.