Collection Management for Youth

Equity, Inclusion, and Learning

With a renewed emphasis on facilitating learning, supporting multiple literacies, and advancing equity and inclusion, the thoroughly updated and revised second edition of this trusted text provides models and tools that will enable library staff who serve youth to create and maintain collections that provide equitable access to all youth. Les mer
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Paperback
Legg i
Vår pris: 655,-

(Paperback) Fri frakt!
Leveringstid: Sendes innen 7 virkedager
På grunn av Brexit-tilpasninger og tiltak for å begrense covid-19 kan det dessverre oppstå forsinket levering.

Om boka

With a renewed emphasis on facilitating learning, supporting multiple literacies, and advancing equity and inclusion, the thoroughly updated and revised second edition of this trusted text provides models and tools that will enable library staff who serve youth to create and maintain collections that provide equitable access to all youth. And as Hughes-Hassell demonstrates, the only way to do this is for collection managers to be learner-centered, confidently acting as information guides, change agents, and leaders. Based on the latest educational theory and research, this book:

presents the argument for why collection management decisions and practices should focus on equity, exploring systemic inequities, educational paradigm shifts, developments in the information environment, and other key factors;
lays out the theoretical foundation for developing and managing a library collection that facilitates learning, supports the development of multiple literacies, and provides equitable access to an increasingly diverse group of young learners;
touches upon current competencies and standards by AASL, YALSA, and ALSC;
uses a learner-centered and equity perspective to cover core issues and criteria such as selection and removal of materials, budgeting, and cooperation among libraries;
shows how a business viewpoint can assist the learner-centered collector in articulating the central significance of the collection to learning;
discusses how library staff can work collaboratively to create policy and negotiate budgets; and
includes customizable tools and templates, including a Stakeholder Contact/SWOT Analysis, Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance Equity, and Collection Development Analysis Worksheet.

This resource will be as useful to current school librarians and supervisors, youth librarians in public libraries, and educators as it will to LIS students.

Fakta

Innholdsfortegnelse

List of Figures
List of Tables
AcknowledgementsIntroduction


The Library as a Place for Learning
Part One: Theoretical FoundationsChapter 1: Why a Focus on Equity


Chapter 2: Changing Theories and Frameworks of Practice
Chapter 3: Models of Collection Development
Chapter 4: Collector BehaviorsPart Two: Strategies for Learner-Centered Equitable Collection Management

Chapter 5: Policy as the Foundation for the Collection


Chapter 6: Selecting Resources That Support Learning
Chapter 7: Budgeting for Maximum Impact
Chapter 8: Collaboration and Collection Planning
Part Three: Tools for Equity, Inclusion and LearningTool 1 - Stakeholder Contact/SWOT Analysis


Tool 2 - Identifying Resources in Your Community
Tool 3 - Identifying Learner Characteristics
Tool 4 - Preparing a Strategic Learner-Centered Equitable Access Environment Vision and Collection Goals
Tool 5 - Learner-Centered Equitable Access Environment Policy Critique
Tool 6 - Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance Equity
Tool 7 - Matrix for Gathering Data About the Curriculum
Tool 8 - Matrix for Gathering Data about Learning Outcomes in Public Libraries
Tool 9 - Collection Development Analysis Worksheet
Tool 10 - Shelf Audit for Diversity and Inclusion
Tool 11 - Identifying Funding Sources in Your Community
Tool 12 - Budget Justification Plan
Tool 13 - Checklist for Planning Promotional Efforts for an Equitable Access Environment Collection Development PlanAbout the Author


Index

Om forfatteren

Sandra Hughes-Hassell, Ph.D., is a professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. In her 25-year career she has been an elementary school teacher, a school library media specialist, and director of the Philadelphia Library Power Project. In her current research she focuses on social justice issues in youth library services and the role of school library media specialists in education reform. Dr. Hughes-Hassell has experience as both an editor and author. Her most recent edited volume, School Reform and the School Library Media Specialist: Principles and Practices (with Violet H. Harada, Libraries Unlimited, 2007) was named the most important school library book of 2007 by Teacher Librarian. Recent journal publications include articles in Library & Information Science Research, School Library Media Research, Journal of Adolescent and Adult Literacy, and Knowledge Quest. She teaches courses related to materials and services to children and youth, and school library media programs.