Keith,j Cedp3

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Collection Evaluation and Development Plan

Georgia Southern University - Georgia OnMyLineFRIT 7134: Collection Development and Organization- Spring 2012

Dr. S.A. Jones


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FRIT 7134: Collection Evaluation and Development Plan Justin Keith

DESCRIPTION OF SITE AND LEARNERS

South Effingham High School is a high school located in Guyton, Georgia. It is one of two high

schools in Effingham County. In this school district, there is also a high school career academy, three

middle schools, eight elementary schools, and a Pre-Kindergarten program. At South Effingham High

School, there are currently 1,437 students enrolled 155 of which are special education students, and 3

ESOL students. It is located in a rural community with approximately 27% percent of students

qualifying for the free or reduced lunch program. There are 6 administrators, 4 counselors, 2 media

specialists, 82 teachers, and 50 support staff. The schools media center is located to the right of the

main school entrance and has a collection of approximately 17,000 books, which gives the school an

average of about 12 books per student. The media center houses approximately 500 titles in its

audiovisual collection. Approximately 1,000 items are checked out from the library each month. There

are approximately 70 computers in the media center and another 30 computers in the adjoining media

center computer lab. There are also a number of television/LCD projector/DVD/VCR/Laptop/etc

Multimedia carts and other technology available for check out from the media center.

Guyton, GA, is located in Effingham County, which is in coastal Georgia. Effingham County

has a total population of 52,436. Guyton, GA has a population of 1,232, however many of the

surrounding cities and towns are zoned to attend South Effingham High School. Before the revolution,

Effingham County was once named St. Mathews Parrish and was one of the eight original Georgia

counties created by the state constitution in 1777. The county is named after Lord Effingham, who was

ordered to take up arms against the colonists, but he refused to do so. While the structure and county

seat of Effingham changed much during the first 25 years of the countys existence, it has remained very

much the same for the last 200 years. In 2010, twenty-eight percent of the population was under the age

of 18. Eighty-two percent of the population was white, thirteen percent was African-American, and


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three percent was Hispanic. The remaining two percent is Asian, American Indian, and Pacific Islander

or those reporting more than one race. The statistics from 2010 claim that the percent of people not

speaking English in their home is 3.4%. Because there are only three ESOL students in South

Effingham High School, the need for multicultural books is not very strong. The median household

income in 2009 was $52,156. The top three employers in this community are: The Effingham county

Board of Education, Georgia Pacific, and Georgia Power.

There are a number of Engineering and Technology courses offered at SEHS, the courses include

Foundations of Engineering and Technology, Engineering Concepts, Engineering Applications,

Engineering Internship, Energy and Power Technology, Appropriate and Alternative Energy

Technologies, Energy Systems Internship, Introduction to Engineering Drawing and Design,

Architectural Drawing and Design I, and Architectural Drawing and Design II. There are two teachers

that teach these courses and they typically teach four class periods a day with classes containing 28

students each. The classes are pre-requisite based, but any student can take these courses. Many

students will go on to take advanced classes at the Effingham College and Career Academy, which has

one teacher and receives students from South Effingham High School and Effingham County High

School.

South Effingham High School does not subscribe to any resources that would be considered

above and beyond the generally offered resources. The county does subscribe to the Georgia Career

Information System (GCIS), which offers career and education guidance. Recently, the county Special

Education department has purchased MECA (Microcomputer Evaluation of Careers and Academics),

which is also used as an age-appropriate transition, career exploration, career assessment and vocational

assessment system related to training, education and employment, but it is just now in the process of

beginning to be implemented.


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Measurement

English

Language

Arts

Reading Mathematics ScienceSocial

Studies

2010 Number of Students 339 0 338 339 339

Did Not Meet Standards 16 0 8 21 50(4.72%) (0%) (2.37%) (6.19%) (14.75%)

Meeting Standards126 0 139 155 177

(37.17%) (0%) (41.12%) (45.72%) (52.21%)

Exceeding Standards156 0 191 129 69

(46.02%) (0%) (56.51%) (38.05%) (20.35%)

Meeting and Exceeding Standards323 0 330 318 289

(95.28%) (0%) (97.63%) (93.81%) (85.25%)

Honors41 0 0 34 43

(12.09%) (0%) (0%) (10.03%) (12.68%)

2009 Number of Students 335 0 335 334 328

Did Not Meet Standards25 0 14 29 36

(7.46%) (0%) (4.18%) (8.68%) (10.98%)

Meeting Standards117 0 127 140 140

(34.93%) (0%) (37.91%) (41.92%) (42.68%)

Exceeding Standards137 0 194 128 152

(40.9%) (0%) (57.91%) (38.32%) (46.34%)

Meeting and Exceeding Standards310 0 321 305 292

(92.54%) (0%) (95.82%) (91.32%) (89.02%)

Honors56 0 0 37 0

(16.72%) (0%) (0%) (11.08%) (0%)

2010 Percentage of Students Meeting and Exceeding Standards

minus 2009 Percentage of Students Meeting and Exceeding Standards

This Represents a Gain

Number of Students only includes those students who were continuously enrolled from the October

FTE Count Day through the end of the state testing window, i.e. Full Academic Year or FAY, andparticipated in the test.


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CURRICULUM REVIEW

For this activity, I have chosen to focus on career development in Engineering. CTAE has its

own set of Foundation Skills associated with the Georgia Performance Standards (GPS) that deal with

Engineering courses in addition to the Engineering course GPS.

CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue thefull range of careers for all pathways in the program concentration.

In the Engineering Pathway, the first standard in the Foundations of Engineering and Technology course

states

ENGR-FET1Students will describe the career pathways that are encompassed by

Georgia Engineering and Technology Education.

(a) Identify potential career opportunities related to engineering and technology.(b) Explain the educational requirements and professional expectations associated with a chosentechnological career path.(c) Participate in co-curricular and extracurricular activities related to career interests.(d) Participate in hands-on activities related to multiple engineering and technology pathways.

Standard Concept Tasks/Activities/Products Resources

CTAE-FS-1 Careers

preparationaccording toPathway

Identify Careers in the field of Engineering.

Identify skills in Engineering Develop skills in Engineering

1. Discovery Education

2. Current media centerresourcesbooks,videos

3. GCIS4. Engineering textbook5. Various websites about

EngineeringENGR-

FET1

EngineeringCareer Paths

Identify potential career opportunitiesrelated to engineering and technology.

Explain the educational requirements andprofessional expectations associated with a

chosen technological career path. Participate in co-curricular and

extracurricular activities related to careerinterests.

Participate in hands-on activities related tomultiple engineering and technologypathways

1. Discovery Education2. Current media center

resourcesbooks,videos

3. GCIS4. GaCollege4115. Engineering textbook6. Various websites about

Engineering7. Student Organizations

such as TSA, SkillsUSA,VEX robotics, FIRSTrobotics


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While CTAE-FS-1 covers careers in Agriculture, Architecture, Construction, Communications,

Transportation, Business, Computer Science, Culinary Arts, Education, Engineering, Technology,

Family & Consumer Sciences, Government, Public Safety, Healthcare, Marketing, and more, this plan

will only focus on Engineering and Technology, which have a very vast subgroup of career possibilities.

As an additional note, each of the other CTAE pathways has a similar standard to ENGR-FET1.

One of the assignments that is frequently used has students complete various components within

GCIS to assess occupational, career, and educational possibilities for students. After completing the

research within GCIS, students are asked to create a resume that they would use to apply for a job in

their career field of choice. Students may also be asked to create a presentation about their chosen

career and the educational path that they will need to take to achieve their career goals. These projects

quite often open students eyes to career possibilities that they had not considered. In some cases,

students may also change pathways so that they can begin to follow a career path different than the

course pathway in which the project was initially completed in. At the end of the Foundations in

Engineering and Technology course, all students should be able to identify and explain a number of

different engineering and technology related career opportunities and they should be able to explain the

educational pathway involved in those careers. Students should also be able to discuss appropriate

topics related to different career opportunities and they should be able to complete hands on projects

related to engineering and technology.

COLLECTION REVIEW

The first thing I did was to make a cursory evaluation of the SEHS media center. The books

along the outer walls and on the back shelves are all fiction books and are organized by authors last

name. Shelves in the middle are labeled according to subject and the Dewey Decimal System. Research


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materials are also labeled in one of the middle area shelves. The layout and shape of the library area is

very odd and not conducive to easy organization, but in my opinion the organization is good and well

labeled.

The second step was for me to search for all books related to engineering careers. Using the

schools Online Public Access Catalog (OPAC), Destiny, I completed a keyword search for engineer

and 130 results were returned. I did a keyword search for career and 524 books were returned. A

subject search for engineer returned 72 results, and a subject search for career returned 21 books. A

key word Power Search for engineer and career returned 25 results, while a subject Power Search

for engineer and career returned zero results. I chose to focus my review on the 25 results found by

completing the key word Power Search for engineer and career as these seemed to be the most

relevant. This specific group of books had an average publishing date of 2004. The books are as

follows:


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Most of these books were located in the special career section denoted as CC, however I found

books in many different places throughout the library. Some of the books were in fiction, some were in

non-fiction in the 0-99s, 300s, 500s, 600s, and 700s, and a few were in the reference area. Some books

were almost brand new, while others had been purchased from other school districts or public library


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book sales. The new books While there were quite a few books on careers in general or in other areas,

there were only 5 books dealing specifically with engineering careers.

When assessing the circulation of the 25 selected books, reports indicated that they had only

been checked out an average of 0.32 times in their existence in the collection. Only two of the books

had been checked out in the current year. None of the books had been checked out in the previous two

years.

The third step in my review was to make a comparison between the two county high school

library collections. The comparison of South Effingham High Schools library collection to the

Effingham County High School library collection was surprising. The ECHS library has far fewer

books overall and the age of the material is much older in comparison to the SEHS collection. It is

obvious that the SEHS library has done a much better job trying to grow its collection, while providing

newer more attractive books. ECHS had not run a Titlewave assessment since the Follett representative

demonstrated how to run an assessment in 1993. South Effingham had a much better overall career

collection than ECHS, but both schools were lacking in engineering and technology specific material.

The next step was to run a Titlewave assessment of South Effinghams collection. A Titlewave

assessment of South Effinghams library collection showed that when looking at careers overall their

collection was actually exemplary. They had an appropriate number of books that were recently

published, however when searching for engineering the results were not as good. There were very few

books that were actually about engineering and technology careers.

The fifth step was to interview the Engineering and Technology course instructors. When

speaking with instructors, it was obvious their opinion of the library collection. Both teachers were

quick to tell me that they do not take students to the media center to do research. They said that the only

reason a student goes to the media center in their class is if they want to go individually to find


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something to read unrelated to the courses. They explained that they would like to see more material in

the media center related to engineering and technology and that they would use the library more if they

felt as though their students could all find usable material that was related to the courses.

The sixth step was to speak with various engineering and technology students. The students

echoed the same thoughts as their teachers. Most students thought that the library was a great place to

go if you wanted to find a book to read for fun or a book for an English or history class, but that there

wasnt anything really related to engineering and technology. Students thought that it would be great if

the media center had more books on engineering especially in the areas of aerospace engineering and

robotics.

The seventh and final step was to speak with the media specialist. She told me that the previous

media specialist believed that books dealing with careers should be kept within other sections. For

example, if someone wanted to be a member of the clergy, then a book about a career in the clergy may

be found in the religion section. The media specialist explained that while many books dealing with

careers are still within those separate groups, she has developed a section specifically for careers.

Summary of collection needs:

1. Choose resources that are as new as possible. While some areas of engineering have been

around for quite some time, others are very new and will only be found in the newest resources.

2. Choose many non-fiction books since there is such a small selection of these resources.

3. Choose as many audio and video resources as possible since the current collection of these

materials is so small. These resources can also be used to help account for Special Education

and ESOL needs.


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BUDGET SUMMARY

I thoroughly researched this topic using several book vendors; however in the end I have chosen

to purchase the titles mainly from Follett through Titlewave. I also bought some titles from

Amazon.com and Barnes and Noble. In order to complete this materials order, I used NoveList,

Titlewave, and various catalogs from vendors that were sent to the SEHS library Media Specialist.

While some of the books returned in the searches were really good, some were not really great examples

that would help students and teachers with the GPS. NoveList provided a number of Engineer and

Engineering related Fiction choices, while Titlewave provided Non-fiction and DVD formats. I believe

that I have found a good combination of fiction, non-fiction, Audio books, and DVDs. The chard below

shows the Title distribution according to their placement section.

The following breakdown shows how much money was spent on each individual format.


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In my original book lists, I had selected books in Spanish and books in large print to accommodate

special student populations, unfortunately where NoveList put the books in Spanish into a category that

looked like young adult, Titlewave did not. While I do not show any books in Spanish in my order, you

will notice that there are quite a few books on CD. It is my hope that ESOL students will be able to use

the books on CD to help them learn English as they read along with the CDs. While I did not exceed the

$4,000.00 on the books, I chose to have my books automatically marked for cataloging as a time saver

when the books arrive. This put me over my $4,000.00 limit, but if this were the case in reality I would

ether make my order smaller, find money in a separate account, or raise money for the few extra dollars

as I believe that this service is worth the extra money. I have found several websites that can be used as

resources while working within this unit. I have added these to a WallWisher that can be found here:

http://www.wallwisher.com/wall/engcareerresources.
http://www.wallwisher.com/wall/engcareerresourceshttp://www.wallwisher.com/wall/engcareerresourceshttp://www.wallwisher.com/wall/engcareerresources

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