Course Syllabus
Title: Developing and Organizing School Library Media Center Collections/EDLI 273 (formerly EDLI 200)
Credits: 3
Instructor: Staff
Meeting dates and times: Spring 2014
Location: UVM, Vermont Interactive Television Sites, Blackboard Online
Course Description:
This course examines the fundamental principles and issues for developing and organizing School Library
Media Center collections. Emphasis is placed on evaluation, selection, and acquisition of resources appropriate
for students, staff and other patrons in 21st Century schools. Equity of access to information resources supports
a variety of collections available in School library Media Centers, and is a guiding principle for this course. The
course reflects ALA/AASL Standards established for School Library Media Specialist Preparation
Programs(2003).
Goals:
To develop a balanced collection, students explore collection policy development, evaluation, selection, and
acquisition of print and non-print materials including books, periodicals, audiovisuals, computer software, and
other instructional materials. Students learn to consult review media and bibliographies that cover a full range of
student ages and ability levels, and to evaluate the benefits of shared resources such as interlibrary loan and
district planning. Participants study the methods used to organize school library media center collections,
including sources of bibliographic information and MARC records, standard cataloging practices, Sears subject
headings, and the Dewey Decimal Classification system. In addition to researching the general applications of
microcomputers in technical services, students discuss how to select and use automated catalog and circulation
systems.
Learning Outcomes:
Upon completion of this course, students will:
 be acquainted with philosophies and issues in collection development.
 identify criteria with which to evaluate materials in all formats, for all ages and abilities.
 be acquainted with a wide variety of professional selection tools, both current and retrospective.
 demonstrate knowledge of acquisition policies and procedures.
 understand the role of cataloging and the essential tools of cataloging and classification in school library
media centers.
 demonstrate knowledge of practical “how to” skills and hands-on experiences in cataloging and
classification.
 understand concepts of shared cataloging.
General Course Information
Course Policies:
 Students are expected to be active and engaged learners.
 Students are expected to conduct themselves and complete their work in a professional manner.
Attendance Expectations:
 Students will consistently and regularly attend face to face, videoconferencing classes

Participate in all Blackboard online informational sessions by signing on at least four times a week
during the course, reading content materials, and posting to the discussion board or blogs, or doing
collaborative work as prompted through weekly assignments.

If there is a reason to be excused, contact the instructor before class.
The official policy for excused absences for religious holidays: Students have the right to
practice the religion of their choice. Each semester students should submit in writing to their
instructors by the end of the second full week of classes their documented religious holiday
schedule for the semester. Faculty must permit students who miss work for the purpose of
religious observance to make up this work.
Contributions in Class:

Be prompt for VIT and on campus classes, participate fully, and be prepared with the assignments for the
day.

Students will log-on [no set time] and spend approximately 3 hrs. participating in weekly online sessions.
Academic Honesty & Professionalism:
All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures”
delineated in the most recent edition of “The Cat’s Tale”. (http://www.uvm.edu/~dosa/handbook/).
Accomodations:
Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation
letter from the ACCESS office and see one of the instructors early in the course to discuss what
accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at
http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living
Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay),
Fax: 802-656-0739, Email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours:
8:30am – 4:30pm Monday through Friday. Call to make an appointment.
Required and/or recommended readings:
Required texts:
The Collection Program in Schools: Concepts, Practices, and Information Sources Fourth Edition (Library and
Information Science Text Series) by Kay Bishop (2007). Libraries Unlimited
Beginning Cataloging by Jean Weihs and Sheila Intner (2009). Libraries Unlimited
RDA Primer: Guide for the Occasional Cataloger by Amy Hart (2010). Linworth
Recommended text (to be used in class):
Abridged Dewey Decimal Classification and Relative Index by Melvil Dewey. OCLC Online Computer
Library Center; 14 edition (January 2004). Abridged Web Dewey available as free 30 day trial may be used.
Anglo-American Cataloguing Rules: 2002 Revision (Anglo-American Cataloguing Rules) by The American
Library Association (ALA). Preferred American Library Association; 2nd Unbound edition (2005), but any 2002
Revision + updates may be used.
Sears List of Subject Headings edited by Joseph Miller and Barbara A. Bristow
H. W. Wilson. Preferred 19 edition (2007), but 18th edition published in 2004 may be used.
Supplemental Readings:
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Adamich, Tom. “RDA and School Libraries: Where are We Going and Why Can’t We Keep AACR2?”
Technicalities Nov./Dec. 2009 pp 12-15.
Brisco, Shonda. The Ultimate Librarian Cheat Sheets: Wilson's Core Collections are more valuable than
ever. School Library Journal, 6/1/2008.
Houston, Cynthia R. The Use of Reading Levels as Alternate Classification in School Libraries. Cataloging
and Classification Quarterly. Vol 45(4), 2008.
McElfresh, Laura Kane. Cataloging and Classification in a Small Library: The Good, the Bad and the
Challenging. TECHnicalities, July/August 2009.
Shaw, Jonathan. Gutenberg 2.0. Harvard Magazine. May/June 2010.
http://harvardmagazine.com/2010/05/gutenberg-2-0?page=0,3
Valenza, Joyce. On finding Education and involving learners in research. School Library Journal:
NeverEndingSearch Blog. Oct. 13, 2009.
Electronic Submissions/Internet Use:

Assignments will be submitted through the UVM email system and Blackboard online interface
Student Evaluation/Assessment
Required Assignments:

Class participation: attendance, discussion board, final refection (15%)
Students will complete the following assignments:
Collection Development Projects :

Know Your Community-Community Analysis: (10 %)
Using resources available from within your host school community (Town Meeting reports, Chamber of
Commerce, community agencies/service/civic groups) and those available online
(http://www.census.gov , etc.), create a community profile for your host school community.
Criteria: Analysis should identify relevant characteristics that may impact the school library program
and the school library collection. Identify data that provides insight into the community and its needs,
and not every element from the Bishop textbook (pp19-20) needs to be completed, if it is not relevant to
your community. In broad strokes, at least, consider the community's geographical location, political
leanings, economic resources and challenges, and significant cultural and social issues.
Using Bishop's school analysis information checklist (p 21), include as detailed a description of the
school community as possible. School or District Annual Reports, standardized testing results and
online school/community review sites are all possible resources for this data. School personnel- your
host school librarian, school counselor or administrative assistant- are all good resources for this data
as well.
After examining the data provided by your community analysis, what implications are there for the
school library collection program for that school?

Curriculum Map: (10 %)
Using curriculum and instruction resources available from your host school (district curriculum
documents, action plans, etc.) and Vermont's curriculum available online, Framework of Standards and
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Learning Opportunities (http://education.vermont.gov/new/html/pubs/framework.html.),
curriculum map that relates to an area of need as identified by your community analysis.
create
a
Criteria: Curriculum map should identify:
Essential Understandings
Skills/Content Knowledge ("students will be able to…", "students will know…"
Assessment plan
Reference standards to be addressed and assessed as part of the course of study
The following questions will be addressed:
How does the information provided from this curriculum map inform your collection development plan
for the school? What action steps can/should you take? How does your understanding of the
curriculum goals for the community/school population impact your collection development plan?

Collection Analysis (10%)
Using data available from a collection analysis, either provided by an electronic service such as Follett's Titlewise
or Mackin, or performed by an examination of the collection by a random sampling from the collection "shelf list"
inventory and materials examination, identify possible areas of need for the collection.
Criteria: While analyses can take many forms, pay particular attention to age of the collection rates for areas of the
collection related to your curriculum map's unit of study. If the tool you are using can provide a focused
examination (list of titles outside the suggested range of acceptable age) for areas of the collection that include
your curriculum map content, be sure to select those reports as well.
Address the following questions: After examining the data provided by your collection analysis, what are some
possible next steps for the school library collection program for that school? Is all of the data valid? Are there
considerations from how the collection has been organized (special collections, etc.) that might impact the
findings? As you review the collection analysis data, be sure to consider the information you have already
gathered regarding the school community, and the school curriculum.
Are there local community or curriculum factors that may counter the recommendations provided by the
commercial collection analysis programs, even though they are based on your library's data and considered
against national library standards? Weighing all of the information available (community analysis, curriculum map,
and your collection analysis), what would you propose as priorities? In particular, what percentage of the library
budget might you propose allocating to new materials to support content addressed in your curriculum map? In
broad strokes, what percentage of the budget would you propose allocating to other areas of the collection?
Please explain your rationale.

Professional Resource Pathfinder: (10 %)
This is an open-ended inquiry-oriented activity, designed to help you identify what professional
collection development tools are best for you, as you work to build a quality collection of resources for
your school library. Your pathfinder should include selection tools that review materials in all the major
formats/resources that are part of your host library collection, or that you anticipate providing in the next
year or two (based upon identified community/curricular need).
Criteria:
For each selection tool you include in your resource pathfinder, please identify: title; contact
information; scope of materials addressed; price; and frequency/mode of publication. For each
selection tool you include, please include a short annotation- "what makes this resource valuable." As
most school library have finite budgets and finite time available for collection development, please
develop a reasonable list of resources you would choose to consult.
Your PRP may also provide information/links to information that is important or relevant to your
collection development plan (statewide contracts, budget code information, local school or district
policy/procedures, etc.)
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Your PRP should include a brief summary reflecting on your choices-what considerations were the
deciding factors for inclusion or exclusion of resources (e.g. weighing community needs, curriculum
needs, budget and personal preferences).
While a pathfinder with hyperlinks to online resources is highly recommended, this assignment is
designed to be personally relevant; you may choose to organize and present your selected collection
development tools as you see fit.

Grant Proposal Project: (10%)
Scenario:
As the academic year draws to a close, your administrator finds a small pocket of "learning materials
resources" unspent money. He is offering it to the teacher who presents the strongest rationale for how
it will be spent. Because you have been a staunch advocate for your library program, you are invited to
apply for the funds.
Request for Proposal (RFP):
Grant amounts can range from $300-$1000.
Criteria: Using data from your community analysis, curriculum mapping assignment, and collection
analysis, develop a proposal. Your proposal may be no longer than 2 pages, including all supporting
documentation. Successful proposals will include the following elements:
§ Identify amount requested
§ Identify need (Connect data from first 3 assignments)
§ Itemized budget
Supporting documentation, as appropriate.
Your proposal should also include an addendum (this may be in addition to the 2-page maximum)
reflecting on your strategy and rationale in building your proposal (e.g. "I opted to request $350 to
support need XYZ, as resources to meet it are a clear and present necessity for my host school
community. I believe a small, specifically targeted amount is more likely to be successful, until I have
developed a proven track record of success" or "I choose to request the full $1000 because the library
has been severely underfunded for several years and…")
Cataloging and Organization of Resources:

2 quizzes; Sears/Dewey, MARC…(20%)

Final Project : Choice of two options. (15%)
Research and Writing: Choose a topic that piques your curiosity in an area of interest that relates to
topics addressed in cataloging and organization in school libraries. Reflect on ideas introduced in the
weekly assignments that you wish to explore in more depth. You may have an interest in cataloging
websites for patron access, or the advantages of one automation system over another, but most of all,
find something that will be not only interesting, but useful to you in your career.
Criteria: Use print and online resources to support your learning in a 5 page paper, double spaced.
Include citations-APA format. Reflective essay rubric.
Site Evaluation:
For this assignment, you will need to visit one library of your choice. The purpose of the assignment is
to evaluate the effectiveness of the library catalog and organization of materials. Does the library
catalog meet the objectives of the library? Does the physical organization provide easy access by
patrons? What tools are there to assist patrons (signage, help screens, etc.) How do these tools assist
access issues?
Criteria:
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Written summary of your site evaluation will be due on the last day of class. Summaries may be short
(approximately 2-3 pages); include any visuals, samples of searches, etc. that will illustrate your
evaluation. Informal sharing of highlights from your site visit will be the final product for sharing on our
final day of classes, on site at UVM. A computer with MS Office 2003, as well as LCD projectors will be
available, if you wish to bring visuals on a flash drive.
Checklist:
Search the catalog for materials by author, title, and subject. What materials are located as a result of
your search? What level of description is available for the majority of records you found? What
classification system is used? Is the catalog integrated? How are the materials accessed? How are
non-book materials treated? How are special collections treated? Are materials inter shelved
regardless of physical format? What attributes of the library affect its cataloging decisions?
Does the library catalog meet the objectives of the library?
Grading:
97-100 points=A+; 94-96=A; 90-93=A-; 87-89=B+; 84-87=B; 80-83=BFormat for Expected Work:
Graduate level written communication
Scoring Rubrics:
Checklists, performance assessment rubrics
Percentage Contribution of Each Assignment:
Noted above
Instructional Sequence:
Class #1: 11am-4pm UVM Bailey Howe Library, (Downstairs) Media Classroom
Introduction and overview; Course expectations and operations; Technology training: Blackboard, VIT. What is
the role of the SLMS as program administrator in collection development? Why is it important to have policies
and procedures that support collection development?
Readings for discussion:
Bishop, K. (2007) The Collection Program In Schools: Concepts, Practices, and Information Sources.
Chapters 1-4, pp1-32:
Links posted in Blackboard
Class #2: 9am-12pm, VIT Community Analysis as a tool for collection development: What data reveals a
profile for a community that reflects the economic and social values which might impact the school library
collection program for schools in the community? Introduction: Community analysis project, due 2/11/11.
Readings for discussion:
The Collection Program In Schools: Chapters 5-7, pp33-68:
Links posted in Blackboard
Class #3: Blackboard Ethical Issues in Collection Development: What are the overarching ethical issues that
impact collection in schools? How are intellectual freedom and student rights to information balanced with community
values to make a collection accessible to all students? What policies are necessary to protect accessibility of
information for students? How does a media section policy provide a framework for collection development?
Readings for discussion:
The Collection Program in Schools: Chapter 13-15, pp 161-206.
Links posted in Blackboard
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Class #4: 9am-12pm, VIT Curriculum Mapping Introduction: How does knowledge of curriculum drive collection
development? Introduction: Curriculum mapping project, due 2/23/12.
Readings for discussion:
The Collection Program In Schools: Chapters: 9-11, pp 107-139; and 16 pp 207-214.
Read and explore: "Curriculum Mapping" available at:
http://www.educationworld.com/a_curr/virtualwkshp/virtualwkshp004.shtml
Links posted in Blackboard
Class #5: Blackboard Collection analysis: Why is the evaluation of the existing materials in a library collection critical
in the collection development cycle? What selection criteria are used to judge the quality, quantity, and format for
materials within a collection? How does collection analysis inform the budget building process? Introduction:
Collection analysis project, due 3/3/12.
Readings for discussion:
The Collection Program in Schools: Chapter 8: Criteria by Format pp 69-105; Chapter 12: Evaluation of the
Collection pp 141-160
Links posted on Blackboard
Class #6: 9am-12pm, VIT Selection of resources for both physical and virtual libraries : Collection
development includes library resources that are available on site or accessible 24/7 through a virtual library
website, including online databases or electronic references, and websites selected and managed by the library
media specialist. How is the selection of virtual or electronic resources alike or different from selection
processes for print or other non-print materials? What are the professional selection tools that support both
physical and virtual collections? Introduction: Pathfinder for Resource Selection Project, due 3/10/12
Readings for discussion:
Minkel, Walter. Pew Study: Students Prefer 'Virtual Library' . School Library Journal. Oct 1, 2002.
http://www.schoollibraryjournal.com/article/CA246147.html?q=virtual+libraries
Maney, Jen. Database Licensing - How Much is Too Much? School Library Journal. Apr., 2009.
http://www.schoollibraryjournal.com/article/CA6647835.html?q=subscription+databases
Links posted in Blackboard
Class #7: Blackboard Budget preparation, acquisition, and organization for access: Developing budgets for
the acquisition of materials and resources is central for collection improvement and maintenance. What are the
challenges for generating income to support library collections? What are some alternative sources of funding?
Introduction: Grant proposal project, due 3/24/12
Readings for discussion:
Miller, Marilyn L. & Shontz, Marilyn L. The SLJ Spending Survey: Despite the recession, media
specialists are making the best of a bad situation . School Library Journal, 4/1/2009
http://www.schoollibraryjournal.com/article/CA6648082.html
Class #8: Blackboard Standards and principles for organization of resources: Rules for cataloging and
describing resources are changing with the advent of digital media. Why do we need standards for bibliographic
control? How will the new rules for resource description and access (RDA) effect the existing established
Anglo-American Cataloging Rules? How do we maintain consistency during periods of change?
What are some professional tools for purchased or open source cataloging for library collections?
Introduction: Final Project due 5/5/12
Readings for discussion:
Pattee, Amy. Up for Discussion: Expedient, But at What Cost? How vendor tools can fit into best
practice. School Library Journal, 1/1/2009.
http://www.schoollibraryjournal.com/index.asp?layout=articlePrint&articleID=CA6624884
Brisco, Shonda. The Ultimate Librarian Cheat Sheets: Wilson's Core Collections are more valuable than
7
ever. School Library Journal, 6/1/2008.
http://www.schoollibraryjournal.com/article/CA6566225.html?industryid=47061
Kaplan, Allison G. and Ann Marlow Riedling. Catalog It! A Guide to Cataloging School Library
Materials. Linworth Publishing, Inc., 2006. Chapter 1, "A Brief History of Cataloging" pdf
Adamich, Tom. “RDA and School Libraries: Where are We Going and Why Can’t We Keep AACR2?”
Technicalities Nov./Dec. 2009 pp 12-15.
Class #9: 9am-12pm, VIT Bibliographic records and Descriptive Cataloging: Bibliographic Control through
encoding and formats. How do the guidelines from AACR2, FRBR, ISBD assure access for a variety of
print, non-print, and electronic materials in a database? How are aspects of metadata incorporated within
descriptive cataloging? Practical applications for descriptive cataloging will be analyzed with attention to
access points.
Readings for discussion:
Weihs, Jean and Sheila Intner. Beginning Cataloging: Chapters 1-3 pp 1-32.
Everything You Always Wanted to Know about CIP " Cataloging in Publication " (and More!)
http://cip.loc.gov/
Links posted on Blackboard
Class #10: Blackboard Subject Cataloging: Entry points for access through both Sears and Library of
Congress subject headings. What are the current issues reflected in both formats for subject cataloging? What
do we mean by authority control? Why is it necessary to understand the details and schema for Sears subject
headings in school libraries? Practical applications for creating original cataloging using Sears will be
addressed. Introduction: Sears quiz, due 4/14/12
Readings for discussion:
Beginning Cataloging, Chapters 4-5: Access, Subject Headings
Class #11: 9am-12pm, VIT Classification (Dewey): Dewey Decimal Classification (DDC) System-choice of
small public libraries and school libraries. Why do most schools choose to organize collections using DDC?
What are the guiding principles in the classification system? What resources are available to help library media
specialists create bibliographic records with DDC? Introduction: DDC quiz, due 4/21/12
Readings for discussion:
Beginning Cataloging: Chapter 6: Classification Complete Beginning Cataloging Chapter 6 Exercises
(pp104-105).
Hatcher, April M. Standardized Subject Headings and School Curricula.pdf . Knowledge Quest. pdf
McElfresh, Laura Kane. Cataloging and Classification in a Small Library The Good, the Bad and the
Challenging.pdf . TECHnicalities, July/August 2009. pdf (Challenges in Small Libraries p 5 on is
especially relevant).
OCLC's Introduction to Dewey Classification
http://www.oclc.org/dewey/versions/ddc22print/intro.pdf
DDC intro oclc.pdf
Browse Abridged Dewey, 14th ed., becoming familiar with Summaries, Tables (especially Tables 1 and
2), Schedules, Relative Index and the Manual.
Dewey 2010 updates ( Dewey Changes Jan 2010.pdf - Dewey Changes Feb 2010.pdf - Dewey Changes
March 2010.pdf , 2010: http://www.oclc.org/dewey/updates/new/default.htm (also attached as pdfs for
convenience).
Class #12: 9am-12pm, VIT MARC 21 format for bibliographic records: What is the standard for MARC
records for data? How do library media specialists keep current with changes to MARC formatting. Practical
application with creating MARC records. Copy cataloging as a resource for records. Changes with introduction
of RDA.
Readings for discussion:
8
Beginning Cataloging: Chapter 7: Computer Coding pp 109-124: Chapter 8: Copy Cataloging pp 127133.
Understanding MARC Bibliographic -- Betty Furrie Library of Congress, 2003
Hart, Amy. RDA Primer: Guide for the Occasional Cataloger. Linworth (2010).
Class #13 9am-12pm, VIT Automation systems; Migration/Conversion: What integrated library systems,
both purchased and open source provide access for library resources? What is required to convert a paper
catalog to a digital one? What are the costs, and how does one plan for the project?
Readings for discussion:
Andrew Osborne's Library Automation Systems and Vendors Site
http://libinfo.com/libauto.html
Marshall Breeding's Library Technology Guides
Library Automation Companies:
http://www.librarytechnology.org/companies.pl?SID=20100501726501464&code=vend
Discovery Interfaces layered over Library Automation Systems (ILS)
http://www.librarytechnology.org/discovery.pl?SID=20100501726501464
Key resources in the field of Library Automation
http://www.librarytechnology.org/discovery.pl?SID=20100429861938476
OPALS @ CHMS
http://chms.opalsinfo.net/bin/home
Click on Top "Search Tab" to explore interface options 1
Class #14 11am-4pm UVM, Memorial Lounge Waterman
Presentation of final projects. Final reflection due.
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