SELECTION OF MATERIALS
3 semester hours
Summer Semester, 2001
Instructor: Dr. Kathy T. Brock
Office Location: Education Annex, Room 142
Office Hours: Monday 11:30 – 2:30; Tuesday 10:00 – 4:00; Wednesday 11:30 – 2:30; additional times by appointment
Telephone: 770-836-6564 (office) 770-537-4960 (home) Fax: 770-838-3088
An introduction to the criteria of evaluation and the tools and techniques used in selecting all types of materials for school library media centers. This course is GSAMS 60% and WebCT 40%.
Through this course students will demonstrate progress in the achievement of two NBPTS propositions that form the conceptual framework for advanced preparation programs in the College of Education. This course will enable the student to begin the development of a portfolio that could be submitted for National Board certification.
Proposition 2. Educators know the subjects they teach and how to teach those subjects to students. Students will develop critical thinking in evaluating materials for purchase and in recommending materials to students.
Proposition 4. Educators think systematically about their practice and learn from experience. Students will learn from experience and research to make appropriate selections and handle reconsideration situations.
TEXT, READINGS AND INSTRUCTIONAL RESOURCES
Van Orden, P. (1995). The collection program in schools (2nd ed.). Englewood, CO: Libraries Unlimited.
Denman-West, M. (1998). Children’s literature: A Guide to information sources. Englewood, CO: Libraries Unlimited.
Gillespie, T., & Folcarelli, R. (1998). Guides to collection development for children and young adults. Englewood, CO: Libraries Unlimited.
Huck, C., Hepler, S., & Hickman, J. (1997). Children’s literature in the elementary school. Madison, WI: Brown & Benchmark.
Jones, F. (1983). Defusing censorship. Phoenix: Oryx.
Norton, D. (1999). Through the eyes of a child. Upper Saddle River, NJ: Prentice-Hall.
Reichman, H. (1993). Censorship and selection (rev. ed.). Chicago: American Library Association.
Standard selection tools in the collections of the Ingram Library, Teaching Materials Center, and other libraries accessible to class participants will also be used extensively.
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
Double Review - Choose one title from the above and write two annotations for it. One should be addressed to fellow media specialists and one to age-appropriate readers.
Comparative Review – Choose one other title from your list and locate at least two published reviews for it. DO NOT READ THEM. Write the best review you can as if it were to be printed in SLJ. After you have written your review, read and photocopy the published reviews. Write a paragraph comparing your evaluation with those published. Turn in the complete package---your review, the published reviews, and your comparison.
Weights of assignments will be as follows:
All components must be completed to receive a grade. Classroom activities missed due to absence must be made up. Deductions will be made for late work. Please call the office if you are ill and unable to attend class. On the first day of class, arrange with a classmate to take notes for you if you miss class. The instructor will not be able to go over all the material with you but will help you with make-up arrangements for absences due to illness or other emergencies.
All assignments will be evaluated on the quality of the content, style of presentation, appropriateness of selection, and adherence to directions.
Grades will be assigned according to State University of West Georgia standards:
A = 100-92%; B = 91-82%; C = 81-70%; F = below 69%
TENTATIVE CLASS OUTLINE
Each class will involve discussion of assigned chapters in the text and of materials presented in the prior class as well as presentations by class members. Assignments may be turned in early but must be turned in by at least the dates indicated below. Oral reviews may be given at any time. Group and selection tool presentations will be given on dates assigned.
June 11 Introductions; overview of course, resources, & assignments; introduction to selection tools; example of selection tool evaluation
June 13 The collection (Van Orden chapters 1-3); non-book selection (organize for group presentations); awards and award winners
June 18 Selection procedures & criteria (Van Orden chapters 7 - 8, Appendix B); selection tool presentations
June 20 Collection development (Van Orden chapters 10-12); selection tool presentations
June 25 Intellectual freedom (Van Orden chapters 4-5, Appendix C); selection tool presentations; DUE: ten selection tool evaluations
June 27 Midterm Exam
July 2 Selection policies & procedures (Van Orden chapter 6), continued discussion of intellectual freedom (Dr. Phyllis Snipes)
July 4 HOLIDAY – NO CLASS MEETING
July 9 Acquisition & resource sharing (Van Orden chapters 13, 14, & 17); non-book group presentations
July 11 Intellectual freedom, policies & procedures, & non-book selection—more practical considerations (Dr. Phyllis Snipes)
July 16 Evaluating the collection (Van Orden chapter 16); non-book group presentations; DUE: selection policy and procedures
July 18 Creating, shifting, & closing collections (Van Orden chapter 17); web sites for selection, reading guidance, & weeding; non-book group presentations; DUE: materials order
July 23 Panel discussion; DUE: final date for ten reviews, double review, & comparative review (may be submitted as completed during the semester)
July 25 Final Exam due
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The UnCatalog, Undergraduate Catalog , and Graduate Catalog.
In all classes, students are expected to conduct themselves in a way that contributes to a positive classroom environment and supports the learning of their classmates.