Presentation on theme: "Nonfiction Collection Development We will consider: Weeding Text Complexity Selection/Purchasing."— Presentation transcript:
Nonfiction Collection Development We will consider: Weeding Text Complexity Selection/Purchasing
Why weed? 1. Save space 2. Save time 3. Make the collection more appealing 4. Enhance library’s reputation (for reliability, currency) 5. Keep up with collection needs 6. Constant feedback re: strengths and weaknesses If you’re hesitant about weeding, this presentation is probably not for you.
More important – Common Core shifts emphasis from literary to informational content as the student moves up through the grades. It also focuses on building vocabulary that is shared across many content areas. We want to purge content that is “a mile wide and an inch deep” to make room for increasingly complex text. It also wouldn’t hurt to have more space to set up displays for low circulating high quality books that would benefit from exposure.
Common Core standards: ELA Shift in collection development: GradeShare of Literary Content Share of Information Content 450% 845%55% 1230%70%
Collection Development Plan Every school should have a policy in place for selection of materials. Such a policy will help explain the school library program to the community. It’s also helpful when an item is challenged. And it serves as a guide when weeding. See: http://aasl.ala.org/essentiallinks/index.php?title=Collection _Development_-_General http://aasl.ala.org/essentiallinks/index.php?title=Collection _Development_-_General
CREW Guidelines Continuous Review, Evaluation, and Weeding A weeding manual for modern libraries: https://www.tsl.state.tx.us/ld/pubs/crew/index.html Example: 10/3/MUSTIE = 10 years from copyright Not used in 3 years MUSTIE Warning: Do NOT carve guidelines in stone. Be flexible!
Overview Chart of CREW Formulas From the Appendix:
Sirsi-INFOhio Reports CAT: Shelf List (Spreadsheet) Sort by: Number of checkouts Publication year
CAT: Shelf List (spreadsheet) Sort on publication year: Sort on total number of checkouts:
Shared responsibility Teachers outside the Language Arts department have a role in developing students’ literacy skills. Keyword = Collaboration
Informational Text Grades 1-5Grades 6-12 Historical, scientific, and technical texts. Includes (auto)biographies, books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts, or maps. Includes the subgenres of exposition, argument, and functional text in the form of essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical or economic accounts.
Text types Argument Supporting a claim with sound reasoning and relevant evidence (e.g., US founding documents) Informational / Explanatory Increase subject knowledge Explain a process Enhance comprehension Narrative Conveys experience, e.g., fictional stories, memoirs, anecdotes, autobiographies
Measuring Text Complexity There are three considerations: 1. Quantitative measures – computer generated readability score 2. Qualitative measures - levels of meaning, structure, language conventionality and clarity, and knowledge demands measured by human reader (educator analysis). 3. Reader and task considerations - background knowledge of reader, motivation, interests, and complexity generated by tasks assigned made by educators (professional judgment).
Quantitative - Updated text complexity grade band
Qualitative Measures Because the factors we consider represent continual rather than discrete levels or stages, numeric values are not used. It’s about the educator’s analysis. Once the qualitative measures are factored in, the text complexity band assigned to a given resource might change, more than likely upward.
Lexile = starting point College Board’s 101 Great Books for College- Bound Readers http://wcpscollegeandcareer.weebly.com/uploads/7/7/1/1/7711918/college_board_recommended_books.pdf
Reader and task considerations Teacher’s response to individual student’s cognitive capabilities, reading skills, motivation, and engagement. Consider: Knowledge and experience Purpose for reading Complexity of task assigned Complexity of questions asked regarding text In other words, what does the student bring to the table? And will this work be suitable for what you intend to teach?
What now? First, determine the quantitative level of the work, if given. If not, do the reverse – search for resources by grade band and/or Lexile score and/or AR, etc. Second, evaluate the text for qualitative measures. Third, consider how well the text is suited to your lesson plan, purposes for the text, and your students. Fourth, place in the appropriate text complexity band.
Example – Grapes of wrath Quantitative measures put the text at 3 rd grade level, but it’s taught in high school because of qualitative considerations – historical context and depressing storyline. Reader and task considerations prove to be the deciding factor: studying the plot, characters, and themes make this a high school challenge.
Example – Waiting for Godot Lexile code = NP (non prose) - used for poetry, plays, etc. AR = interest level UG, reading level 5.4
Finding appropriate texts Teachers and librarians need to locate more informational text around topics and themes that are part of the curriculum. Use available resources to evaluate complexity and grade band: Your school library catalog Other school library catalogs Recommended reading lists from credible sources Electronic resources Vendors
http://sirsi1.lnoca.org/opac/ Search other OPACS
http://leeca5.leeca.org/opac/ Search other OPACS
Finding a Lexile measure http://www.lexile.com/fab / Or, use the Lexile Analyzer for texts not in the Lexile database: http://www.lexile.com/analyzer/ Enter text up to 1,000 words in length.
Flesch Kincaid in Microsoft Word Careful! Results vary with the amount of text tested. For instructions, Google the following: How do I find readability statistics in word?
Recommended reading lists Choose an excerpt of text from Appendix B (Exemplars) Exemplar materials need not be used; they are suggestions. Think of the Common Core not as a curriculum guide, but as a guide to instructional design.
Recommended reading lists Text Exemplars, Appendix B: Note: More than 30 of these exemplars can be found in the INFOhio eBook collection.
Recommended reading lists Chicago Public Schools recommended purchasing lists aligned to the Common Core: http://cpslibraries.wikispaces.com/purchasinglistscurrent Lists organized by grade level: K-2 3-5 6-8 9-10 11-12
Recommended reading lists Cleveland Area Independent School Library Network’s Recommended Reading List: https://sites.google.com/site/caislnlists/2011- recommended-reading-list/2012-recommended-reading- lists - Fiction and nonfiction, by grade level
Recommended reading lists Made for each other: paired texts for the Common Core standards in middle and high school classrooms - groups works of fiction with informational texts http://www.education.wisc.edu/ccbc/books/made%20for%20ea ch%20other%20bibliography.pdf See also: Cooperative Children’s Book Center http://www.education.wisc.edu/ccbc/ Got text complexity? http://www.education.wisc.edu/ccbc/books/detailListBooks.asp?idBookLists=549 http://www.education.wisc.edu/ccbc/books/detailListBooks.asp?idBookLists=549
Recommended reading lists Outstanding science trade books at http://www.nsta.org/publications/ostb/ http://www.nsta.org/publications/ostb/ The mathematics bookshelf at http://ohiorc.org/for/math/bookshelf/default.aspx STEM trade books weblinks at http://www.stemresources.com/index.php?option=com_weblin ks&view=category&id=52:stem-trade-books&Itemid=126 http://www.stemresources.com/index.php?option=com_weblin ks&view=category&id=52:stem-trade-books&Itemid=126
Other resources Junior Library Guild http://www.juniorlibraryguild.com/services/commoncore/correlations
Other Resources Learning A-Z - http://www.learninga-z.com/index.html
Other resources I have one "preview" company I work with that sends 2 boxes of books, which is nice but I don't have a lot of input on the subjects they send, but in some cases it does give me an opportunity to actually have a book to share with teachers. I only utilize one company as our district requires me to encumber the entire amount of all the books, before I can preview them. A few years ago I worked with Children's Plus and the rep actually did a book preview for me, for the whole day, and I had the teachers come in and browse, and then use post-its to note books they would like to have purchased. Perhaps World Book, Children's Plus, and others would be still be willing to do this? And of course, there's always the trip to the local public libraries to check out what they have and bring it back to share with teachers at school. - Betsey Lee, Orange City Schools
Other resources – iMatrix at http://educators.infohio.org/imatrix/http://educators.infohio.org/imatrix/
Other resources Tasks, units, and student work - From NYC Department of Education - Search growing assortment of CC-aligned tasks, units and student work by keyword, grade level, subject area or CC Learning Standard. Or browse. - Texts included http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUn itsStudentWork/default.htm
Other resources ELA and Literacy Resources for the Kansas Common Core Standards http://www.ksde.org/Default.aspx?tabid=4778 Register and search “text complexity analysis” 33 hits of titles with recommended complexity band - analysis included
Other resources Library of Congress - http://www.loc.gov/teachers/http://www.loc.gov/teachers/ Teaching with primary sources – classroom materials include lesson plans, themed resources, primary source sets, activities, etc. See also: The Teaching with Primary Sources Journal at http://www.loc.gov/teachers/tps/journal/ http://www.loc.gov/teachers/tps/journal/
The End The Common Core State Standards are at: http://www.corestandards.org/ This PowerPoint prepared by: Greg.Perciak@nccohio.org