EDCI 549 Module 3 Evaluating Literature
This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.
Module 3: Selecting Literature
Selecting literature for the school library can be a complex task. There are many factors to consider. Libraries must consider the interests of their learners, lived experiences of their population, the diversity of the school community, and the needs of both educators and learners. This module will introduce (or review) some of the methods librarians can use to evaluate and select literature for their libraries to ensure a collection that meets the needs of all learners and inspires learners to read for pleasure and growth.
Module Objectives
Identify strategies for selection that will improve learners’ attitudes toward reading.
Think
- Hughes-Hassell, S. (2020). Understanding the world of resources. In Collection management for youth: Equity, inclusion, and learning (pp. 91-95). Chicago, IL: ALA Editions.
- Hughes-Hassell, S. (2020). Selection tools. In Collection management for youth: Equity, inclusion, and learning (pp. 95-98). Chicago, IL: ALA Editions.
Additionally, read one or more of the following:
- Halse, K., & A., Conner. (2020, Jul 25). What are the seven literary standards? Reference.
- ALA Office for Intellectual Freedom. (2018). Select criteria. Selection & reconsideration policy toolkit. American Library Association. https://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria
- Becnel, K., & Moeller, R. A. (2020). "I'm conflicted about my shelf of censorship": High school library graphic novel collection development in North Carolina, USA. School Libraries Worldwide, 26(1), 124+. https://link-gale-com.proxybz.lib.montana.edu/apps/doc/A672359521/LitRC?u=mtlib_1_1123&sid=bookmark-LitRC&xid=0f7ab758
- Stewart, M. (2018). The five kinds of nonfiction: A look at the distinctions in informational books, with recommended titles. School Library Journal, 64(5), 12-13. https://trails-msu.primo.exlibrisgroup.com/permalink/01TRAILS_MSU/1ibi966/cdi_proquest_reports_2031487155
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Hughes-Hassell (2020, pp.100) sums up chapter 6 with the following.
“In this chapter, I have challenged some of the sacred cows associated with selection. For example:
- We used to believe that selection was the sole responsibility of library staff. We now know that collection development must become a shared process.
- We used to believe that our job was to collection the best resources, just in case. We now know that our job is to collect the most appropriate resources and to reserve funds for just-in-time purchases.
- We used to believe that expert judgment should guide selection. We now know that the teaching-learning context and the characteristics of our specific learners dictate what is collected on-site and what is suggested for access. Although reviewers can sort and describe parts of the proliferating information world, they cannot be the primary judges of what should be purchased or made available for any one setting.
- We used to believe that the library should contain all the resources and information that learners need. We now know that partnerships are critical to the creation of an information-rich environment for learning and that technology plays a key role in connecting learners with resources.
Post at least twice in the #3selection channel by choosing one (or more) of the threads in the challenge (matching the bullet points mentioned above) and listing three or four concrete steps you will take to make sure you implement that practice. Cite evidence from the module reading(s) to support your assertions.
Grow
Complete the self-assessment checklist.