collection evaluation & development plan

frances fitzpatrick

georgia southern university frit 7134 ~ spring 2012

jackson county, georgia

• Jackson County is located in northeast GA, 70 miles northeast of Atlanta and 20 miles north of Athens.

• Jackson County is historically an agricultural community, although the population has greatly increased in the past 10 years due to urban sprawl.

• Statistics of Jackson County:

• 2010 population: 60,485

• population under the age of 18: 26%

• population of whites: 84%

• population of blacks: 6.8%

• population of Hispanic descent: 6.2%

• households with language other than English: 7.5%

• median household income: $51,506

• percentage of population completing high school: 79%

east jackson elementary school • EJES is located near Commerce, GA

• EJES is one of 7 elementary schools in Jackson county

• EJES Statistics:

• Grades~ Pre-K to 5th grade

• Students ~ 490

• Teachers ~ 44

•Support staff ~ 15

•Administration ~ 6

•School vision: EJES is committed to the relentless pursuit of educational excellence.

ejes second & fourth grades

• EJES second grade ~ 5 classrooms

• 105 students

• EJES fourth grade ~ 4 classrooms

• 86 students

• 2010 CRCT second grade reading scores:

• Level 3 ~ 63% met or exceeded expectations

• Level 2 & 3 ~ 98% met or exceeded expectations

• 2010 CRCT fourth grade reading scores:

• Level 3 ~ 37% met or exceeded expectations

•Level 2 & 3 ~ 91% met or exceeded expectations

curriculum review

• Key units of study:

• development of early Native American cultures

• early Native Americans' use of environment to meet physical needs

• effects of European exploration on Native Americans

• westward expansion of early 1800s and the impact on Native Americans

• relationships between physical geographic systems and Native American groups

GA Performance Standards Grade 2 ~ Social Studies

•

• Georgia, My State

• "In second grade, the various social studies strands

become more woven around the historical strand. The history strand focuses on important historical figures in Georgia and the Creek and Cherokee cultures in Georgia. The geography strand emphasizes the geography of Georgia and relates that to the historical study."

geographic understandings *2

• SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface.

• a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.

• b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.

• SS2G2 The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.

• a. Identify specific locations significant to the life and times of each historic figure on a political map.

• b. Describe how place (physical and human characteristics) had an impact on the lives of each historic figure.

• c. Describe how each historic figure adapted to and was influenced by his/her environment.

GA Performance Standards Grade 4 ~ Social Studies

•

• United States History to 1860

• "Students begin their study of U.S. history with the

development of Native American cultures and conclude with the antebellum period ending in 1860. The geography strand emphasizes the influence of geography on early U.S. history. The civics strand emphasizes concepts and rights developed during the formation of our government. The economics strand uses material from the historical strand to further understanding of economic concepts."

historical understandings *4 • SS4G2 The student will describe how physical systems affect human

systems.

• a. Explain why each of the native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not

• SS4H1 The student will describe how early Native American cultures developed in North America.

• a. Locate where the American Indians settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole).

• b. Describe how the American Indians used their environment to obtain food, clothing, and shelter.

• SS4H2 The student will describe European exploration in North America.

• a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.

• b. Describe examples of cooperation and conflict between Europeans and Native Americans

historical & geographic understandings *4

• SS4H3 The student will explain the factors that shaped British colonial America.

• b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women indentured servants, slaves, and Native Americans.

• SS4H6 The student will explain westward expansion of America between 1801 and 1861.

• a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

• c. Describe the impact of westward expansion on Native Americans.

• SS4G2 The student will describe how physical systems affect human systems.

• a. Explain why each of the Native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.

historical understandings *2

• SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

• a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).

• b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

• SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.

• a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.

• b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.

collection evaluation

• Overview of collection evaluation:

• Destiny search

• location of materials in media center

• material formats

• condition of materials

• adequacy of materials

• evaluation of materials

destiny search

• Online search of

• existing library

• materials:

• keywords included "Native American" as well as the names of individual tribes mentioned in the Ga Standards, such as "Creek", "Inuit", and "Seminole".

location of materials

• Non-fiction materials are located on a side wall of the media center

• Fiction materials are

• located on open shelves

• in the center of the

• media center

• Biography materials are

• located at the end of the

• fiction section

material formats

• media addressing Native Americans for 2nd and 4th graders currently in the media center are print only

• there are currently no audio, video, or interactive media on the topic of Native Americans for elementary students

• available print materials on the topic of Native Americans are minimal; the collection is undeveloped, does not stimulate interest in readers, and lacks creativity

adequacy of materials

• the non-fiction selection is very small with few choices

• there are more choices in the biography section, but these books focus on the leaders of each tribe rather than the tribe itself and are written in similar styles to one another

• there are a few fiction titles, but they are interspersed with other fiction titles and are are hard for students to recognize or find

• most of the collection is in good physical condition, although most of the books were published before 2000

• since the collection is small and still in good condition, this suggests that the books are not heavily used or very popular

evaluation of materials

• fiction book numbers should be increased and books should rotate through a grouped display for easier accessibility

• non-fiction book numbers should be increased and the books should include a greater range of topics as well as writing and informational styles

• biography section should be improved with a greater range of subjects and points of view

evaluation of materials

• Interactive materials need to supplement print materials in the media center

• Audio (CD) materials will be added to the collection

• Video (DVD) materials, appropriate for various age levels, will be added to the collection

• Informational Ebooks will be added to the collection

materials order

•

•

Materials Order

click link below to go to materials

order

budget summary

• Fiction: $628.25

• Non-Fiction: $2289.99

• Audio/Video/Ebooks: $1075.32

• Audio: $132.85

• Video: $105.47

• Ebooks: $837.00

• Total: $3993.56

resources

• a list of web resources can be viewed at

• Native American Research Link