Collection Evaluation and Weeding

Completed by Rene' Bridgewater

Why Choose Astronomy?

The current standards for Kindergarten, Second Grade, and 4th Grade all contain significant science content relating to this section of the collection. While each of the grade levels covers a slightly different topic in astronomy, they all need an adequate selection to support the curriculum.


This is also an area that is of general interest to many elementary students, especially when they are asked to complete a research report for an assignment. It needs to be kept current and contain a variety of reading levels to make it accessible to a diverse group of students. Our population includes a large number of special needs students, with low reading ability who still need to access the content.

Evaluation of 523's Using Data

The Astronomy section (523's) of the media center is not very large. There are only 154 titles in this section, however it does occupy 73% of the 520 section in general. The Average Publication date of this section is 2007. This 523 section has seen 399 circulations within the last year, so it see a moderate amount of activity for a non-fiction area.
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Evaluation of 523 For Curriculum Needs

As is evident below, the elementary curriculum relies heavily on this section of the media center to support teaching and learning in grades K, 2, and 4. It is important that the content stay current and contain a variety of materials to address multiple reading levels, topics, and books that appeal to students. When looking at the standards below, it is evident that the majority of the curriculum is supported by books in the 523.4 section, and that is where the bulk of our titles fall. Topics in sections 523.1, 523.2, 523.3, 523.7, and 523.8, are also of import, and the graph showing circulation of materials in the past year supports which areas see the most use.


In addition to the main 523 section in the Non-Fiction area of the media center, I maintain a much smaller non-fiction section labeled as Easy Non-Fiction, where titles that are accessible to early readers are available to support the younger grades needs. There is an additional 523 section her for Kindergarten and sometimes 2nd grade.



Gwinnett County Science Academic Knowledge Skills (AKS)

Kindergarten

· 7. analyze time patterns and objects (sun, moon, stars) in the day and night sky

· 7a. describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day

· 7b. classify objects according to those seen in the day sky and those seen in the night sky

· 7c. explain that the sun supplies heat and light to Earth

· 11b. recognize that the sun, moon and stars are in the sky but do not come down

Second Grade


· 7. describe the universe as including the moon, sun, other stars and planets

· 7a. describe the physical attributes of stars (size, brightness and patterns)

· 7b. identify gravity as the force that pulls objects towards the center of Earth and as a force that exists between Earth and the moon and Earth and other planets

· 8. investigate the position of the sun and moon to show patterns throughout the year

· 8a. compare how the sky is different at various times of the year

· 8b. investigate the position of the sun in relation to a fixed object on Earth at various times of the day

· 8c. determine how shadows change through the day by making a shadow stick or using a sun dial (Aligns to Math AKS 25.MD.10, 16.MD.1, 19.MD.4, and 20.MD.5)

· 8d. relate the length of the day and night to the change in seasons (days are longer than nights in the summer)

· 8e. use observations and charts to record the shape of the moon for a period of time (Aligns to Math AKS 25.MD.10)

Fourth Grade

· 8. analyze the components of our solar system and their relationship to one another (GPS, ITBS).

· 8a. compare and contrast the physical attributes (number, size, color, patterns) of stars in the night sky (GPS)

· 8b. compare the similarities and differences of planets to the stars in appearance, position and number in the night sky (GPS)

· 8c. explain why the pattern of stars in a constellation stays the same but a planet can be seen in different locations at different times (seasons) (GPS)

· 8d. compare and contrast the earth and other planets in our solar system

· 8e. explain how technology is used to observe the universe (telescopes, sensors) (GPS)

· 9. analyze the role of relative position and motion in determining the sequence of the phases of the moon (GPS, ITBS)

· 9a. model the position and motion of Earth in the solar system (GPS)

· 9b. explain the day/night cycle using a model (GPS)

· 9c. explain and illustrate the sequence of the phases of the moon (GPS) (Aligns to Math AKS 5.OA.5)

· 9d. demonstrate how Earth's tilt and orbit around the sun rather than Earth's distance from the sun that causes seasonal changes (GPS) (Aligns to Math AKS 30.MD.5)

· 9e. illustrate the relative size and order from the sun of the planets in the solar system (GPS)

· 9f. explain how hemispheres and other characteristics of Earth's surface cause seasonal and climate variations

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Items To Be Weeded

Disposal Policy For Weeded Items

Gwinnett County Policy for weeding materials is straight forward and follows standard practices as noted below. The policy does state that materials should be pulled, noted as weeded in the catalog, all labeling removed and markings covered when materials are removed. The official policy is that materials are to be boxed and sent back to the Media Services department at the Instructional Support Center. I do however make any accurate, usable materials that I pull available to teachers within our school for use in the classrooms.


Weeding Process

School Media Programs

Revised - June 2011


WEEDING PROCESS


Weeding should be a continuous evaluative process to discard obsolete and worn out materials. Inventory is a good time to catch many such items you may have overlooked. The faculty should be included in the weeding process to avoid removing materials that may be useful.When materials are discarded:


  • Remove all identification marks
  • Remove the copy record from Destiny
  • Be sure to check the "Track as Weeded" box when deleting copies from Library Manager if you want to count them as weeded.



WEEDING GUIDELINES


Carefully planned weeding will ensure that the collection in the school library media center contains accurate, current, and relevant materials to support the curriculum and meet the needs and interests of the students. The collection of materials which is appealing in content as well as appearance will result in greater utilization of resources.



Collection analysis from sources such as Follett TitleWave, Mackin, and Capstone Collection Wiz are also useful when making weeding decisions.




Materials Which Should Be Removed


  • Worn and damaged titles
  • Damaged/missing pages, cover, binding
  • Scratched/torn audiovisual materials
  • Damaged/torn study prints

Superseded titles

Previous editions of almanacs, directories, yearbooks

Encyclopedias should considered for weeding at least every five years


Duplicate Titles

  • All unnecessary duplicates not circulating
  • Retained copies, if not circulated in two years


Other Criteria

  • Outdated and inaccurate materials
  • Poorly written materials or improved editions
  • Materials no longer appropriate for reading/interest level of current student body
  • Materials no longer in demand or which do not support the curriculum
  • Materials that are condescending, stereotyping, patronizing or biased
  • Materials which have not circulated in three - five years


Materials Which Should Be Retained


  • "Classics," award winners, and titles in standard bibliographies
  • Out of print materials which continue to have value to the curriculum or are of interest to students
  • Local histories and materials of local interest
  • Materials which are needed to balance a specific subject area
  • Expensive items