EDSL 503: MEDIA SELECTION AND EVALUATION
Summer 2011
Instructor: Audrey P. Church, Ph.D.
Office: Hull 232
Office Telephone: 434.395.2682
Office Hours: Tuesdays, 10:00 to Noon;
Home Telephone: 434.736.8204
Thursdays, 1:00 to 3:00;
Fax: 434.395.2148
And by appointment
Email: churchap@longwood.edu
Home email: church@moonstar.com
School Mailing address: Longwood University, Hull 232
201 High Street, Farmville, VA 23909
Home Mailing address:
5900 Cabbage Patch Road
Keysville, VA 23947
Meeting Times and Locations:
The course will meet on Saturdays, May 21, June 18, July 16, and Friday, July 29 from
9:00 AM to 4:00 PM. The remainder of the coursework will be completed using
Blackboard.
Course Description:
Theories and principles of analysis, selection, evaluation, and management of media
material and equipment for a school library media center. Includes a survey of
guidelines, review sources, selection aids, and equipment evaluation sources.
Required Texts:
Bishop, K. (2007). The collection program in schools: Concepts, practices, and
information sources. 4th ed. Westport, CT: Libraries Unlimited.
Recommended Text:
Empowering learners: Guidelines for school library programs. (2009). Chicago:
American Association of School Librarians.
COURSE OBJECTIVES:
Course objectives are coded to Longwood University’s Department of Education
Conceptual Framework and to the 2010 ALA/AASL Standards for Initial Preparation of
School Librarians:
Conceptual Framework (CF):
I=Content Knowledge
II=Planning
III=Learning Climate
IV=Implementation/Management
V=Evaluation/Assessment
ALA/AASL Program Standards;
1. Teaching for Learning
1.1
1.2
1.3
1.4
VI=Communication
VII=Technology
VIII=Diversity
IX=Professional Dispositions
Knowledge of Learners and Learning
Effective and Knowledgeable Teacher
Instructional Partner
Integration of 21st Century Skills and Learning Standards
4. Advocacy and Leadership
4.1 Networking with the Library Community
4.2 Professional Development
4.3 Leadership
4.4 Advocacy
Church—EDSL503--1
2. Literacy and Reading
2.1
2.2
2.3
2.4
5. Program Management and Administration
Literature
Reading Promotion
Respect for Diversity
Literacy Strategies
5.1
5.2
5.3
5.4
Collections
Professional Ethics
Personnel, Funding, and Facilities
Strategic Planning and Assessment
3. Information and Knowledge
3.1
3.2
3.3
3.4
Efficient and Ethical Information-Seeking Behavior
Access to Information
Information Technology
Research and Knowledge Creation
Course Objectives:
Knowledge: The student will be able to
1. define collection development [CF I, AASL 4-1]
2. explain the steps in the collection development process [CF I, AASL 5-1]
3. identify and explain the criteria for selection aids [CF I, VII, IX; AASL 5-1]
4. identify basic selection aids commonly used for school library programs [CF I,
AASL 5-1]
5. identify major categories/formats of materials found in school library collections
[CF I, AASL 5-1]
6. identify and explain the criteria for selecting various formats of materials [CF I,
VIII; AASL 2-3, 5-1]
7. identify criteria for weeding/deselecting materials from the collection [CF I, AASL
5-1]
8. identify major prizes awarded in the fields of children’s and young adult literature
[CF I, AASL 2-1, 2-2]
9. distinguish between selection and censorship [CF I, IX; AASL 3-2, 5-1, 5-2]
Skills: The student will be able to
1. utilize Internet acquisitions sites [CF I, VII; AASL 5-1]
2. write a book review [CF I, AASL 5-1]
3. analyze and evaluate an existing collection [CF I, V, VII; AASL 5-1, 5-4]
4. using selection aids, construct an annotated bibliography of materials to add to
an existing collection [CF I, IV, V, VII, VIII; AASL 2-1, 2-3, 5-1]
5. locate supporting reviews for challenged materials [CF I, VII, IX; AASL 3-2, 5-1,
5-2]
6. write a collection development policy for a school library [CF I, II, III, IV, V, VI, VII,
VIII, IX; AASL 1-1, 2-1, 2-3, 3-2, 4-1, 4-3, 4-4, 5-1, 5-2, 5-3]
Dispositions: The student will be able to
1. understand the connection between the curriculum and collection development
[CF I, IV, IX; AASL 5-1, 5-4]
2. understand the function of selection for school libraries [CF I, IX, AASL 5-1]
3. appreciate that the school library collection involves both internal and external
resources [CF I, VII; AASL 4-1, 5-1]
4. understand and appreciate the principles of intellectual freedom as defined in the
ALA Library Bill of Rights and its interpretation by AASL [CF I, IX; AASL 3-2, 5-2]
Church—EDSL503--2
5. understand current legislation and other factors affecting the selection of
materials in school libraries [CF I, IX; AASL 3-2, 5-1]
6. understand the importance of having a Board-approved collection development
policy [CF I, IV, VI, IX; AASL 5-1, 5-2, 5-3, 5-4]
7. appreciate the evolving nature not only of the school library collection but also of
the formats contained therein [CF I, VII, IX; AASL 3-2, 3-3, 5-1]
COURSE SCHEDULE:
Session #1: May 21
 Introductions
 Review of syllabus and assignments
 Blackboard and Longwood Library access
 Collection Development in Empowering Learners
 Collection Development Process
 Step 1-Community Analysis
 Curriculum Charting
 Step 2-Selection Policy
 Book reviews
 Ethical Issues (Censorship/Intellectual Freedom)
Readings for Session #1:
1. Bishop, Chapters 1-3, 5, 14
2. Empowering Learners--Mission; Common Beliefs; Roles; Teaching for Learning
II, III, IV; Building the Learning Environment I, IV, V, VI
Readings for Session #2:
1. Bishop, Chapters 6-8, 13
2. Adams, H. (2007, November/December). Intellectual Freedom 101. Knowledge
Quest, 36(2), 12-15.
3. “Annual Policy Statement”School Library Journalhttp://www.schoollibraryjournal.com/article/CA6296495.html?q=annual+policy+st
atement
4. Asheim, L. Not Censorship But Selection, originally published in the Wilson
Library Bulletin, 28 (September 1953), 63-67. Available from
http://www.ala.org/ala/aboutala/offices/oif/basics/ALA_print_layout_1_388256_38
8256.cfm
5. Asheim, L. (1983, November). Selection and censorship: A reappraisal. Wilson
Library Bulletin, 58 (3), 180-184.
6. Skim Intellectual Freedom Document(s) on the list posted in Blackboard. Read
and be prepared to briefly discuss the document you chose from the list.
Assignments:
1. Assignment #1 Curriculum Chart due Monday, June 6 via Assignments in
Blackboard.
Church—EDSL503--3
2. Assignment #2 Book Reviews due by Monday, June 13 via Assignments in
Blackboard.
3. Collection Development Policy (Assignment #8) Before class on June 18,
complete items A-C, F, G, and O (Gift Form).
Session #2: June 18
 Censorship/Intellectual Freedom
 Step 3-Selection
 Selection criteria and selection tools
 Consideration file

Step 4-Acquisitions
 Vendors
 Acquisition sites
Readings for Session #3:
1. Bishop, Chapters 9, 10, 12
2. Lowe, K. R. (2001, November/December). Resource alignment: Providing
curriculum support in the school library media center. Knowledge Quest, 30(2),
27-32.
3. Evaluating Library Collectionshttp://www.ala.org/Template.cfm?Section=interpretations&Template=/ContentMa
nagement/ContentDisplay.cfm&ContentID=164129
4. Anderson, M. A. (2010, May/June). Weeding, From Alphabet Books to Zip
Drives. MultiMedia & Internet @ Schools 17(3), 28-30.
Assignments:
1. Assignment #3 Collection Analysis due via Assignments in Blackboard by
Monday, June 27.
2. Assignment #4 Selection Aid Evaluation summary due to the Discussion
Board in Blackboard by Monday, July 4. Selection aid show and tell (2-3
minutes) due in class on Saturday, July 16.
3. Assignment #5 Acquisitions Sites due by Monday, July 11 to the Discussion
Board in Blackboard.
4. Collection Development Policy (Assignment #8) Before class on July 16,
complete items D, H, I, N, and O (Reconsideration forms for complainant and
committee; Materials Suggestion/Request form).
Session #3: July 16
 Selection aids show and tell
 Step 5-Deselection
 Weeding criteria
 Weeding schedule
 Step 6-Evaluation
 Collection mapping
 Collection analysis
Church—EDSL503--4
Readings for Session #4:
1. Bishop, Chapters 4, 11, 15-17
Assignments:
1. Assignment #6, Annotated Multimedia Bibliography due via Assignments in
Blackboard by Monday, July 18.
2. Collection Development Policy (Assignment #8) By Monday July 23,
complete items E, J, K, L, M, O (Sample purchase order form), and P.
3. Assignment #7 Censorship/Intellectual Freedom due in class Friday, July 29.
Session #4: July 29
 Oral presentations of challenged/censored materials
 Vertical File
 Newspapers, periodicals, online databases
 Equipment
 Selection and sources for special groups
 Students with special needs
 Gifted and talented
 Diversity
 Poor/reluctant readers
 Gay/lesbian
 ESL/LEP/ELL
 Others?
 Professional collections
 Retrospective collections
 Publishing/marketing of books and library materials
 Book bindings
 Circulating and promoting the collection
 Opening, closing, moving, or shifting collection
 Trends/issues
Assignments:
1. Assignment #8 Collection Development Policy due by Monday, August 1 via
Assignments in Blackboard.
2. Exam due by Friday, August 5 via Assignments in Blackboard.
COURSE REQUIREMENTS:
1. Attend all class sessions and actively participate in activities and discussions.
2. Submit assignments in Word format unless instructed otherwise; include your
name, date, and course number.
3. Submit assignments on or before their due date. Credit may be deducted for
unexcused late submission.
4. Check your Longwood email and Blackboard Announcements regularly.
ASSIGNMENTS:
Church—EDSL503--5
1. Curriculum Chart: Choose a school and examine the curriculum (SOL plus any
local curriculum). Create a Curriculum Chart that includes the key curriculum
topics for each subject area and each grade level. The chart should be a
maximum of two pages. Also include a brief reflective statement on the process
of creating the chart. The reflective statement should include the following:
a. a summary of professional resources used to create the chart,
b. the information gleaned from teachers and librarians with whom you spoke
in order to create the chart for your specific school,
c. challenges encountered in creating the chart, and
d. the most significant thing you learned through the process.
Submit the Curriculum Chart via Blackboard Assignments by Monday, June 6.
[CF I, II; AASL 1-1,1-2, 1-3, 1-4, 4-1, 4-3,5-1]
2. Book Reviews: The instructor will furnish books from which you should choose
two. Write reviews for these recently published children’s books for the
Longwood Literature Page
(http://www.longwood.edu/longwoodlitpages/llpmain.htm). Each review should
be submitted as a separate Word document in the format provided by the
instructor. Submit via Blackboard Assignments by Monday, June 13. [CF I, V,
VI, VII; AASL 5-1]
3. Collection Analysis: Take a look at your school’s report card
http://www.doe.virginia.gov/statistics_reports/school_report_card/index.shtml
and analyze it for areas of lower performance or areas in need of improvement.
If you have access to disaggregated test data (perhaps through your school
principal or guidance department), use that to drill down further. The purpose of
this assignment is to determine how well the library collection supports
curriculum and instruction in an area in need of improvement.
This assignment requires that you become somewhat familiar with Dewey
classes, divisions, and sections
(http://www.oclc.org/dewey/resources/summaries/deweysummaries.pdf). Most
likely, you’ll be correlating SOL with Dewey areas. For example, if your students
are weak in History/Social Science SOL 3.1 which deals with the contributions of
ancient Greece and Rome in architecture, government, and sports, you’ll be
examining the collection in the 900s for history but also the 300s for government
and the 700s for architecture and sports.
You should utilize various means to analyze the library collection. If a vendorprepared collection analysis is available, use it. Additionally, check the online
catalog. Walk the shelves and examine resources. Analyze the library Web page
for relevant links. Analyze online databases available (encyclopedias as well as
periodicals). Seek to discover what materials the library has (both print and
nonprint) to support this area of the curriculum.
Church—EDSL503--6
You are assessing
 Quantity—how many resources?
 Quality—physical condition? Age?
 Diversity— of formats? In reading/interest levels?
 Adequacy and appropriateness—are there sufficient quality resources to
meet the instructional needs of the students in this area?
The submission format of this assignment should be a report to your principal,
detailing the process you have followed as well as a report of your findings in
each of the areas listed above. Your conclusion should reflect your suggestion
for what should happen next.
Submit via Blackboard Assignments no later than Monday, June 27. [CF I, II, V,
VII; AASL 3-2, 5-1, 5-4]
4. Selection Aid Evaluation: Choose a selection aid from the list distributed in
class. No duplications are allowed. Using the Criteria for Evaluating Selection
Aids, evaluate your selection aid. Post your evaluation summary addressing each
of the required criteria to the Selection Aid Evaluation Forum in the Discussion
Board of Blackboard by Monday, July 4. Briefly (2-3 minutes) showcase your
selection aid in class on Saturday, July 16. Keep in mind content, cost of the
selection aid, and its value to a school librarian for selecting materials. Be sure to
conclude with a recommendation to your classmates regarding the purchase of
your resource. [CF I, VI; AASL 5-1]
5. Acquisitions Sites: Choose two acquisition sites from the list distributed in
class. No duplications are allowed. Explore your sites and evaluate them using
Criteria for Evaluating Acquisition Resources. Post an evaluative summary
addressing each of the criteria to the Acquisitions Sites Evaluation forum of the
Discussion Board by Monday, July 11. Conclude with a ranking of Highly
Recommended, Recommended, or Not Recommended as an acquisition
resource for school librarians working to develop the collection. If you feel it is
not useful or is of limited use, explain. If you feel it would be useful, tell how. [CF
I, VII, IX; AASL 5-1]
6. Annotated Multimedia Bibliography:

You may use the same topic you chose for the collection analysis
assignment or you may choose another topic. Prepare an annotated
bibliography of materials that you would purchase/suggest to support the
SOL.

Include four books (print), two nonprint items (DVD, audiobook, map, kit
etc.), one software/online subscription service, two free Web sites, and one
periodical title (do not list an article or citation, but rather information on the
periodical, i.e. Ranger Rick)

For each item, include complete bibliographic information in APA format:
author, title, publisher/producer, place of publication, publication date, cost,
ISBN, ISSN, or URL, and a brief summary of the item.
Church—EDSL503--7

As you select, keep in mind budgetary restrictions and be realistic in your
choices.

Use up-to-date basic professional selection aids and current reviewing
sources, and credit the source that you used for each item. (When no
reviews of appropriate resources can be located, examine the item and write
your own review as you did for the Book Review Assignment #2.)
Submit via Blackboard Assignments by Monday, July 18. [CF I, II, IV, V, VI, VII,
VIII, IX; AASL 2-1, 2-3, 4-1, 5-1, 5-4]
7. Censorship/Intellectual Freedom: Select a challenged book from the Top 10
Banned/Challenged Books list for 2010, 2009, 2008, 2007, or 2006. Sign up for
your book in the Banned Book Sign-up Forum of the Discussion Board.
Selections are on a first-come, first-served basis and duplications are not
allowed. Try to locate two reviews of your book and any challenges/censorship
cases involving your book. Bring your book to class on Friday, July 29 and be
prepared to discuss (3-5 minutes):
a. The contents of the book,
b. The part(s) that could be considered controversial
c. Any disagreements you found among the reviews
d. Whether or not you would choose the book for your library and why/why
not
Turn in to the instructor copies of the reviews and official challenges you located.
[CF I, VI, VII, IX; AASL 3-2, 5-1, 5-2, 5-3]
8. Collection Development Policy: Develop and write a collection development
policy for a hypothetical school library. Be sure to include all elements of the
policy as discussed in class:
 Introductory analysis of school
 Philosophy statements—school
 Philosophy statements--library
 Selection statement
 Acquisitions statement
 Gifts statement
 Cooperative resources and networking statement
 Intellectual freedom statement
 Policy/procedures for handling challenges
 Technology statement
 Evaluation of collection
 Weeding/deselection statement
 Policy for revision of the policy
 Appendices
 Forms
 Bibliography of tools used to construct manual
Submit via Blackboard Assignments no later than Monday, August 1. CF I, II, III,
IV, V, VI, VII, VIII, IX; AASL 1-1, 2-1, 2-3, 3-2, 4-1, 4-3, 4-4, 5-1, 5-2, 5-3]
Church—EDSL503--8
**Submit your final exam via Assignments in Blackboard no later than Friday,
August 5.
COURSE EVALUATION:
Attendance and Participation
Curriculum Chart
Book Reviews
Collection Analysis
Selection Aid Evaluation
Internet Acquisition Sites
Annotated Bibliography
Censorship/Intellectual Freedom
Collection Development Policy
Exam
8 points
8 points
8 points
11 points
8 points
8 points
11 points
8 points
20 points
10 points
The following grading scale will be used:
A 94-100
B 86-93
C 78-85
ATTENDANCE:
Attendance at all class sessions is required. If you find that you cannot attend a
session, notify the instructor before the class meets.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a
physical, psychological, medical, or learning disability should contact the Office for
Disability Services (109 Graham Building, 434-395-2391) to register for services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students
to reach User Support Services, the Library Reference Desk, and the College of
Graduate and Professional Studies.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the
course instructor.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code.
See the latest edition of the Longwood University Graduate Catalog, available online at
http://www.longwood.edu/graduatestudies/
PROGRAM REMINDER INFORMATION:
Beginning with the Fall 2005 semester, prospective applicants are allowed to enroll in
up to nine credit hours (3 courses) prior to being admitted to a degree or licensure only
Church—EDSL503--9
program and have those hours apply to the admitted program. Students should submit
an Application for Graduate Admission promptly (no later than the completion of six
credit hours [2 courses]) to avoid having course work in excess of the nine credit hours
not apply once admitted. Application materials are available by contacting the Office of
Graduate Studies (434-395-2707 or graduate@longwood.edu) or on our Web site at
http://www.longwood.edu/graduatestudies/10314.htm
RESOURCES
WEB SITES
Acquisitions Sites:
1. Resources for School Librarians: Publishers and Vendors
http://www.sldirectory.com/libsf/resf/vendor.html (Some notable ones not on this
list are Baker and Taylor (http://www.btol.com), Bound to Stay Bound
(http://www.btsb.com) Follett (http://www.flr.follett.com), and Mackin
(http://www.mackin.com) which are huge in the school library market).
Audiobooks:
1. Free Classic Audiobooks http://freeclassicaudiobooks.com/
2. Storynory http://storynory.com/
Ebooks:
1. Digital Book Index http://www.digitalbookindex.com
2. Search Ebooks.com http://www.searchebooks.com
3. Bartleby.com Great Books Online http://www.bartleby.com
4. Children’s Books Online (Rosetta Project) http://childrensbooksonline.org
5. International Children’s Digital Library http://en.childrenslibrary.org/ (“a library for
the world’s children”)
6. IPL2 Online Texts http://www.ipl.org/div/subject/browse/hum60.60.00/ (links to
online texts through the IPL2)
7. Literature @ SunSITE http://sunsite.berkeley.edu/Literature/
8. Online Literature Library http://www.literature.org/
9. Project Gutenberg http://www.gutenberg.org/wiki/Main_Page
General Sites:
1. AASL Essential Links: Resources for School Library Media Program
Development http://aasl.ala.org/essentiallinks/index.php?title=Welcome! (use
the table of contents to access links to various collection development resources)
2. Virginia Department of Education, SOL
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml (the latest
versions of the SOL, curriculum frameworks, test blueprints, etc.)
3. The School Library Media Specialist-Overview: Collection Development
Resources http://eduscapes.com/sms/overview/selectiontools.html (collection
development resources including online selection aids, journal-based selection
aids, jobbers, supply vendors, furniture vendors, etc.)
Church—EDSL503--10
4. ALA Workbook for Selection Policy Writing
http://www.ala.org/Template.cfm?Section=dealing&Template=/ContentManagem
ent/ContentDisplay.cfm&ContentID=11173
Intellectual Freedom Sites:
1. American Library Association Office for Intellectual Freedom
http://www.ala.org/Template.cfm?section=oif
2. Banned Books Week
http://www.ala.org/ala/issuesadvocacy/banned/bannedbooksweek/index.cfm
3. Censorship in School
http://www.ala.org/Template.cfm?Section=ifissues&Template=/ContentManagem
ent/ContentDisplay.cfm&ContentID=31680
4. Family Friendly Libraries http://www.fflibraries.org/ (home page of the Northern
Virginia group which is considered a censorship site)
5. First Amendment First Aid Kit
http://www.randomhouse.com/teens/firstamendment/
6. KidSpeak http://www.kidspeakonline.org/ (where kids speak up for free speech)
7. Parents Against Bad Books in Schools http://www.pabbis.com (focuses on “bad”
books found in K-12 schools)
8. People for the American Way—Schools and Censorship: Banned Books
http://www.pfaw.org/issues/freedom-of-speech/schools-and-censorship-bannedbooks
9. VEMA Intellectual Freedom Links
http://www.vemaonline.org/site/templates/vema.aspx?articleid=66&zoneid=4
Library Curriculum and Input Standards by State:
http://schoollibrarydata.pbworks.com/w/page/15011996/Standards
Reviewer Guidelines:
1. Library Media Connection Reviewer Guidelines http://www.abcclio.com/uploadedFiles/Content/promo/LMCReviewerGuidelines_082010.pdf
2. Write a Book Review with Rodman Philbrick (Scholastic)
http://teacher.scholastic.com/wrItewIt/bookrev/index.htm
3. Writing Book Reviews (Indiana University)
http://www.indiana.edu/~wts/pamphlets/book_reviews.shtml
Used and Out of Print Books:
1. Abebooks http://www.abebooks.com (used, rare, out-of-print books)
2. Alibris http://www.alibris.com/ (used and out-of-print book service)
3. BestBookBuys http://www.bestwebbuys.com/books/ (new and used books)
4. Bookfinder http://www.bookfinder.com (new, used, rare, and out-of-print books)
Weeding Sites:
1. Weed It!: For an Attractive and Useful Library Collection-(Prepared by Karen
Klopfer, formerly WMRLS Regional Librarian, Berkshire Subregion, Western
Church—EDSL503--11
Massachusetts Regional Library System)
http://www.wmrls.org/services/colldev/weed_it.html
BOOKS
Adams, H. R. (2008). Ensuring intellectual freedom and access to information in the
school library media program. Englewood, CO: Libraries Unlimited.
American Library Association, Office of Intellectual Freedom Staff. (2006). Intellectual
freedom manual. 7th ed. Chicago: American Library Association.
Barr, C. (2008). Best new media, K-12: A guide to movies, subscription web sites, and
educational software and games. Westport, CT: Libraries Unlimited.
Baumbach, D. J. (2006). Less is more: A practical guide to weeding school library
collections. Chicago: American Library Association.
Becker, B. C., & Stan, S. M. (2002). Hit list for children 2: Frequently challenged books.
Chicago: American Library Association.
Disher, W. (2007). Crash course in collection development. Englewood, CO.: Libraries
Unlimited.
Doll, C. A. (2002). Managing and analyzing your collection: A practical guide for small
libraries and school media centers. Chicago: ALA.
Doyle, R. P. (2007). Banned books: 2007 resource guide. Chicago: American Library
Association.
Evans, G. E. (2005). Developing library and information center collections. 5th ed.
Englewood, CO: Libraries Unlimited.
Guide to writing CMC collection development policies. (2007). Chicago: Association of
Collection and Research Libraries. Available from
http://www.ala.org/ala/mgrps/divs/acrl/about/sections/ebss/ebsscommittees/curric
ulummaterials/guidetowritingcmc.pdf
Hoffmann, F. & Wood, R. J. (2007). Library collection development policies: School
libraries and learning resource centers. Lanham, MD: Scarecrow Press.
Johnson, P. (2009). Fundamentals of collection development and management. 2nd
ed. Chicago: American Library Association.
Kerby, M. (2006). Collection development for the school library media program: A
beginner’s guide. Chicago: American Library Association.
Kovacs, D. K. & Robinson, K. L. (2004). The Kovacs guide to electronic collection
development: Essential core subject collections, criteria, and guidelines. New
York: Neal-Schuman.
LaGuardia, C. L. (2003). Magazines for libraries: For the general reader and school,
junior college, college, university, and public Libraries. New York: Bowker.
Loertscher, D. L. (1996). Collection mapping in the LMC: Building access in a world of
technology. San Jose: Hi Willow Research.
Lowe, K. (2001). Resource alignment: Providing curriculum support in the school library
media center. Miller’s Creek, NC: Beacon Consulting.
Lukenbill, W. B. (2002). Collection development for a new century in the school library
media center. Westport, CT: Greenwood.
Lukenbill, W. B. (2004). Community resources in the school library media center:
Concepts and methods. Englewood, CO: Libraries Unlimited.
Church—EDSL503--12
Nebraska Educational Media Association. (2010). Guide for developing and evaluating
school library media programs. 7th ed. Englewood, CO: Libraries Unlimited.
Pistolis, D. R. (1996). Hit list: Frequently challenged books for children. Chicago:
American Library Association.
Reichman, H. (2001). Censorship and selection: Issues and answers for schools. 3rd
ed. Chicago: American Library Association.
Simmons, J. S. & Dresang, E. T. (2001). School censorship in the 21st century: A guide
to teachers and school library media specialists. Newark, DE: International
Reading Association.
Symons, A. K. & Reed, S. G. (Eds.) (1999). Speaking out! Voices in celebration of
intellectual freedom. Chicago: American Library Association.
Van Orden, P. (2000). Selecting books for the elementary school library media center: A
complete guide. New York: Neal-Schuman Publishers.
Young Adult Library Services Association. (1996). Hit list: Frequently challenged books
for young adults. Chicago: American Library Association.
Young Adult Library Services Association. (2002). Hit list for young adults 2: Frequently
challenged books. Chicago: American Library Association.
SPECIALIZED DATABASES: GREENWOOD LIBRARY
Book Review Index Online
Books in Print--Global Books in Print
Children’s Core Collection
Children’s Literature Comprehensive Database
Choice Reviews Online
Graphic Novels Core Collection
Horn Book Guide Online
Library, Information Science & Technology Abstracts
Middle & Junior High Core Collection
Nonbook Materials Core Collection
Senior High Core Collection
Ulrichsweb Global Serials Directory
JOURNALS
All journals are available in print form except School Library Media Research Online.
Information on the Web sites listed below varies from subscription information to tables
of contents to selected articles to full text. This list is given primarily for subscription
information and journal browsing. To locate specific articles in these journals, use the
Journal Finder link (http://py8en6ee7p.search.serialssolutions.com/) or the Databases
A-Z link (http://www.longwood.edu/library/research/db/azlist.htm) from the Longwood
Library.
Booklist
http://www.ala.org/ala/aboutala/offices/publishing/booklist_publications/booklist/booklist.
cfm
Church—EDSL503--13
Bulletin of the Center for Children’s Books
http://bccb.lis.uiuc.edu/
The Horn Book Magazine
http://www.hbook.com
Knowledge Quest
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledge
quest.cfm
Library Journal
http://www.libraryjournal.com/
Library Media Connection
http://www.librarymediaconnection.com/
Multimedia & Internet@Schools
http://www.mmischools.com/
Publisher’s Weekly
http://www.publishersweekly.com/
School Librarian’s Workshop
http://www.facebook.com/group.php?gid=57409801076
School Library Journal
http://www.schoollibraryjournal.com
School Library Monthly (Former School Library Media Activities Monthly)
http://www.schoollibrarymonthly.com/
School Library Media Research Online
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/schoollibrary.cfm
Teacher Librarian
http://www.teacherlibrarian.com/
Young Adult Library Services
http://www.ala.org/ala/mgrps/divs/yalsa/yalsapubs/yals/youngadultlibrary.cfm
Church—EDSL503--14