Yet a collection evaluation can make an invaluable contribution to the teaching and learning goals of the school through evaluation of resources and effective use of budget money. A collection evaluation shows clearly where a collection is in deficit and in need of development. It can show where to place precious funds in order to maximize learning impact (Hughes-Hassell & Mancall, 2005, p.40). The collection strengths and weaknesses should be evaluated against library standards and educational goals and mission of the school.

An evaluation can be conducted on on a particular area of the collection rather than the whole collection. This way the teacher librarian can concentrate on particular focus points each year as part of the overall library planning and goal setting. Once an area has been identified as a focus teachers, students and volunteers can participate in the evaluation process. Also as part of the annual library plan time, resources and possible methods can be allocated to the evaluation process. The area of the collection under scrutiny will dictate the methods chosen for the evaluation.

Two areas on our collection spring to mind when reading about evaluation. The hardest one for me is the International Languages Collection (known as Mother Tongue resources in International Baccalaureate schools). Our school has many students who are learning in English language but for whom English is not their first language. research is showing that the more years of education in first language the better the students are at their own language and the target (in our case, English) language (Skutnabb-Kangas & Phillipson, 2009).  We have been developing our Mother Tongue collection throughout the time I have been at the school but in a haphazard way of simply receiving donations from generous families who are moving overseas. I need to try to evaluate this part of our collection and then work on a plan to purchase high quality resources. I cannot complete this evaluation on my own as I am only fluent in English language. I will need to create an evaluation guide for parent or student volunteers.

The other area is the 500’s section of the PYP nonfiction. Our primary years Programme units of inquiry are developing towards more units on caring for the planet and including \resources about endangered animals, habitats and plants from Pre School level through to grade 4. One way I will do this is to look at the final programme of inquiry units for next year and see which grades focus on topics that will include resources from the 500’s. I will then evaluate the precise areas of the 500s to look into and the grade levels needing support, looking at reading age and possible activities in particular. I will use a Titlewave analysis as we use Follett Destiny as our library management system. Thorugh this I can evaluate specific areas of the collection strengths and weaknesses in terms of age, use and recommended titles. I will then create a buying plan which would involve asking teachers and students to contribute possible titles and topics to focus on.

By identifying key areas of the collection to evaluate and develop then adding these as goals in the library plan for the academic year it is more likely that the precious resources of time and staff attention will be given to this activity.

References

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth: 
     responding to the need. Chicago: ALA editions

Karabush, C., & Pleviak, P. (2011). Talk me off the ledge:surviving solo 
     librarianship. Knowledge Quest, 40(2), 48-53.

Skutnabb-Kangas, T., Prof., & Phillipson, R., Prof. (2009, January). The 
     language is the learning (Interview by C. Inugai-Dixon & A. Flory) 
     [Transcript]. Retrieved May 4, 2014, from International Baccalaureate 
     Organisation website: http://www.ibo.org/ibworld/jan09/ 
     languageisthelearning.cfm

TitleWise collection analysis. (2014). Retrieved May 4, 2014, from Follett 
     Titlewave website: http://www.flr.follett.com/main/ 
     titlewise?SID=6d9b1c286884f0db867f7f2736b195b6