MEDT 6465


MEDT 6465




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.



Students will:

  1. identify and use recognized selection aids (Van Orden, 1995);
  2. understand the basics of building a collection (Van Orden, 1995);
  3. list the components and design an effective selection policy (Van Orden, 1995);
  4. discuss and evaluate strategies for dealing with censorship (Jones, 1983);
  5. list the criteria for selection of print and non-print materials (Van Order, 1995);
  6. recognize stereotypes in all material formats (Hack, Hepler & Hickman, 1997).


Required Text:

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.





  1. Read the text and be prepared to discuss topics on the dates indicated in the Tentative Course Outline.
  2. Examine ten selection tools, and complete the provided Evaluation Guide for Selection Tools form for each. Your ten must include: four titles from the double starred group listed on the Selection Tools for Examination handout, one title specifically assigned to you, and five other choices from the handout or other sources. Give an oral report on the tool assigned to you. Reports should last 5 – 10 minutes, exemplify speaking techniques described in "Oral Skills", and include visual and/or audience participation components and a handout.
  3. Prepare for your handbook: 1) a selection policy, and 2) procedures for handling complaints. You may begin with one already written and update and edit that document. The original must be included with the update and the changes clearly marked with a highlighter.
  4. Develop a $500 order for materials useful to you in your situation. Select items to support a theme, topic, or idea approved by your instructor. For any item costing more than $50, use the following formula: $500 + (item cost - $50) = new amount allowed for order.
  5. Develop a group presentation on criteria for selection of nonbook materials. Possible topics include magazines, equipment, videos, computer software, maps/globes, models/realia, prints/pictures, kits, sound recordings, filmstrips/slides, or an optional format approved by your instructor. Presentations should last 5 – 10 minutes and follow oral report guidelines from # 2 above. Give your instructor a list indicating the responsibility of each group member, and provide classmates with a handout of important points. All group members must be involved in the oral presentation.
  6. Read or view ten books or other resources. All should be new to you and as recent as possible. Five should be materials that reviewers consider outstanding. Five should be materials that might bring a request for reconsideration from the school or community. Choose your titles by reading reviews. Include both fiction and non-fiction as well as at least one item appropriate for elementary, middle, and high school. List each set of five on separate pages with an identifying heading. Give complete bibliographic information in APA format for each item. Follow with an annotation of one or two pithy sentences (not "it was good" or "I liked it"). Be prepared to report orally on two titles from each list. Oral reports should last two to five minutes and be memorable for your classmates.
  7. 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.

  8. Complete the midterm examination in class.
  9. Complete the final examination discussing application of course concepts and practices learned in your anticipated job setting.


Evaluation Procedures:

Weights of assignments will be as follows:

  1. WebCT and class participation 5%
  2. Selection tool reviews & presentation 20%
  3. Selection policy 10%
  4. Materials order 5%
  5. Non-book selection group presentation 10%
  6. 10 reviews, comparative review, & double review 20%
  7. Midterm exam 15%
  8. Final exam 15%

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.



Grading Policy:

Grades will be assigned according to State University of West Georgia standards:

A = 100-92%; B = 91-82%; C = 81-70%; F = below 69%




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 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.