Showing posts with label MLST. Show all posts
Showing posts with label MLST. Show all posts

Friday, April 18, 2008

BC Books for Vancouver Kids

Hot News!


By now, all Vancouver teacher-librarians will have received the good news! We are going to celebrate the BC Sesqui-Centennial (150th Anniversary) this year with books, thanks to a successful collaboration of community experts, district personnel, MLST, and the School Library Resource Centre Consultative Committee. The annual district purchase will provide $500 to each school to buy books that build collections that are rich and dynamic places for young British Columbians to learn about and celebrate our BC culture, history, writing, landscape -- in short, TLs are ordering recently published books about BC or by BC authors, illustrators, or publishers.

We thank Margaret Reynolds of BC Book Publishers who worked with Phyllis Simon of Vancouver Kidsbooks and Elizabeth Graves of ULS to prepare extensive discounted lists of "BC books" from which TLs may choose. The Kidsbooks list includes Fiction, Poetry, and Legend; ULS lists are non-fiction only (not including poetry and legends). NOTE: Orders are to be received by May 2. Should we challenge other districts to take on such a project?


Extraordinary Canadians

Literacy Meredyth and I became Literary Meredyth and Moira last night as we headed off to the evening of Extraordinary Canadians at the Planetarium. "Speech Path" Jean was there as well, so the district was well represented in the local launch of Penguin's new series of 18 books about 20 outstanding Canadians. We were treated to Hal Wake's artful queries and an evening of some of Canada's best raconteurs: the clever historian and biographer Charlotte Gray, the rumpled and witty Maritimes writer David Adams Richards, and the urbane and engaging Lewis DeSoto.

What a clever series this promises to be! No typical biography, each closes the distance between author and subject, carefully matching one to the other. The book that results is described as personal and idiosyncratic; each suggests a "dark thread" in the life of the subject.

Richards grew up in the same town of Newcastle, NB, as Max Aitken, the larger-than-life and much maligned Lord Beaverbrook who often found himself a colonial at odds and out of sorts with the British aristocratic class into which he had climbed. Richards describes him as outspoken, ruthless, and lacking a moral compass. Perhaps for missing out on the love of a father, his being a stern Presbyterian, Aitken found his place at the side of R B Bennett, David Lloyd George, Boner Law, Churchill, and Stalin.

DeSoto was, in his youth, an art student who had had no time for the dark art of Emily Carr. Yet he knew instantly that he was the best to write the account of the woman he describes as "uncoventional, forthright, and spiritual." Carr didn't suffer fools; eccentric, exploring, full of the creative principle, she found her way to the portraits of Western Canada that hadn't existed through reflecting upon the work of the Group of Seven and by travelling and studying in England, France, and San Francisco. The "dark thread" is the stuff of the myths about Carr and her family, about the mysterious and missing love in her life.

Gray began by stating unequivocally that she would like to have "throttled" Nellie McClung's daughter, the one who burned all her diaries and papers when she died. Nellie had a strong sense of her own Crusade and of the collective; she was determined to have an impact. Gray describes her as witty, outspoken and strategis, a woman who grew up the youngest on the family's centre-stage. She was funny; of the five women who advanced the case for persons, Nellie was the best for quotes, the funniest. The dark thread is exposed: Nellie worked hard to preserve the image of the perfect home life, papering over the depressed husband and the four alcoholic sons, one of whom committed suicide, with writing and humour.

The Penguin Extraordinary Canadians series is a must-have for secondary schools. These are the first three titles. Order from Kidsbooks: Emily Carr by Lewis DeSoto; Nellie McClung by Charlotte Gray; and Lord Beaverbrook by David Adams Richards.

Friday, February 29, 2008

Weeding 1 Was Wonderful by Any Analysis

If you were one of the 15 or so TLs (and one keen teacher named Yvette) who came to Dickens learn how to weed and discuss the challenges of weeding, you would have had fun!


It was a great event ... and by the end, Cheriee was weeding with enthusiasm. Amazing what a little light refreshment does at the end of the day. More help could be used next week.
Are you considering a serious weed of one or more sections, likely preparing for inventory or making room for new resources? While Cheriee is preparing to move her collection to the new school and knows on a rational level it is better not to move one more book than is absolutely necessary, we saw a TL working with what we all recognize as the emotional attachment to a collection she has helped build. We agreed it is much easier to weed a collection that belongs or has belonged to someone else. But let's review the Dickens weeding process, to date ...


Analysis by IGE: Thyrza and Irina from MLST and I went to Dickens on Wednesday morning. We brought an IGE (a Horizon report where a particular group of items has been defined by parameters and identified in a printout) -- all books with copyright older than 2000 that had never (since automation) been signed out. Cheriee had already run an IGE for all books not circulated since 2000, a different list. Guess how many books were on these lists.

Irina had also run a count of "New Items" and of Items Missing, Missing Inventory, and Lost. If Cheriee were to check in all New Items, they would be added into the collection numbers and exactly offset the removal of the list of missing and lost items! Put another way, removing the lost items didn't accomplish any reduction in the collection size and it's really important to remember to check in all items that are added to your collection, both when you copy-catalogue and when you send them in to MLST. Remember that New Items do not exist for inventory purposes until they have been upgraded to Checked In.

While we were pre-assessing the collection, we checked collection size reports -- for Dickens and for other single-track schools of a similar size (500 students). Dickens had the largest collection but not by much -- and there would be reason to expect this, given that this school doesn't use textbooks. The range in collection size amongst these similar-size schools indicated that at least one collection was only two-thirds the size of Dickens', suggesting some considerable leeway for de-selecting!

Analysis by Professional Development and Collaboration: When we had resolved the refreshment shortages and pondered the reports, we began the weeding discussions. I provided an article "Weed!" by Doug Johnson (Head for the Edge, Library Media Collection, Sept/Oct 2003). The handout also included pages III, 35-37, from the district Handbook (2007; see portal) and pp. 92-3 from the Ministry document Evaluating, Selecting, and Managing Learning Resources: A Guide (2002).
Other "weeding resources" included in the package were:
Analysis by Doing: Cheriee had taken pages from the IGE prepared at MLST and grouped them. TLs paired up -- experienced with inexperienced -- to undertake an analysis by doing the work: find the volumes identified as being older than 2000 and as never being circulated and verify they were ready for discarding. While on that shelf, identify other volumes to consider for discard. It soon became clear that it would be a time-consuming process -- that it would be just as easy to pull the books for Cheriee to check before discarding. Piles began to appear all over the school library.

Next Week: finish weeding; learn how to create the Discard IGE, as well as box and label the materials.

Analysis for Long-term Planning: We have had a look at the inventory records for the district. We are compiling the information on collection size for each school and will correlate it with information about school size (annex, small, medium, large; single-track, dual-track, etc.) and inventory. But why? you ask, given that the limited amount of staffing at some schools makes it impossible to do the "annual" inventory. The union catalogue is a primary concern: how accurate the records for your school are depends upon the adjustments following inventory. The records of books lost and missing, as well as the value of these items, are a useful measure of the importance of staffing, security systems, supervision, shared knowledge and professional qualifications, as well as consistent practice.

Workshop for April: Embracing Inventory!