W-FL BOCES SLS. Tips for inventory and weeding. Katherine Hammill, W-FL SLS Coordinator, May 2014

Transcription

1 W-FL BOCES SLS Tips for inventory and weeding Katherine Hammill, W-FL SLS Coordinator, May 2014

2 Table of Contents I. Library Collections and the APPR A. SLMPE Rubric B. NYSED Rubric/Standards II. Best practices for inventory A. What is inventory? 1. When to complete inventory? 2. Who can complete inventory? 3. How frequently should I do inventory? B. Getting ready C. Inventory Quick Start 1. Mandarin M3 2. Mandarin OASIS D. Uploading data 1. Mandarin M3 2. Mandarin OASIS E. Running reports III. Best practices for weeding A. Why weed? B. Weeding criteria C. Book conditions To access guides & information for Mandarin (M3 and Oasis) tools and reports, go to the Mandarin site: Note: Username: wfl Password: boces In order to assist in the process of inventory, the W FL BOCES SLS has purchased one new tricode scanner for each district. Tricode scanners will be housed in one school library at each district, but is intended to be shared with all schools in the district. Additional scanners are available to borrow or purchase through the W FL BOCES SLS. Please contact Sue Marcano smarcano@edutech.org or Toby Gardner tgardner@edutech.org for inventory needs, or call the Edutech Help Desk at If you have any further questions, please contact Kate Hammill, SLS Coordinator, at khammill@wflboces.org or

3 I. Library Collections and the NYSED rubrics A. SLSA & NYLA SSL School librarian rubric leaders/practicerubrics/docs/nyla rubric.pdf In this rubric (adopted from Danielson), the need for active collection development, and thereby inventory and weeding, is referenced in the following standards/categories: 1.3, 1.4, 1.5, 6.3 & 6.4: Independent Reading: Librarian provides materials and fosters independent reading to support the curriculum, reading for enjoyment, and lifelong learning 1.1, 12 & 1.3: Differentiated Materials and Instruction: Librarian effectively embraces all learning models (and builds collections) to reach all students 4.1, 4.3, 4.4 Library Facility: Librarian plans instruction, library space, and resources to meet students cognitive, language, social, emotional and physical needs 4.2 Equitable Access: Library provides equitable access to information, literature, and resources and extends the access beyond the school day through technology 4.3 Collection Management: Librarian develops and manages the collection to provide access to multiple perspectives and complex text and to meet diverse student interests, needs, languages, and cultural backgrounds B. NYSED SLMPE Rubric Distinguished Proficient Basic Below Basic Examples Resources and Materials Student needs for learning resources are met through well developed collections of materials in a variety of formats Comprehensive up-todate collections in multiple formats are built collaboratively on Board-approved policy and evaluated continuously to support Standards, curriculum and diverse learning needs; weeded collection holds print or electronic titles per student. Up-to-date collections in multiple formats are developed with Boardapproved policy to support the Standards and curriculum, with some faculty and student input; the weeded collection holds print or electronic titles per student, including resources for students with special needs. The collection is built following a districtapproved selection policy and weeded regularly; average age of non-fiction materials is less than 15 years old; the weeded collection holds 5-9 print or electronic titles per student. Aged collections in disrepair do not support Standards, curriculum or diverse needs, with little weeding, analyses, or collaboration in development; average age of non-fiction is over 20 years old; the weeded collection holds fewer than 5 print or electronic titles per student. publicized policies governing selection and deselection student and teacher evaluations of collections published collection analyses cooperative purchasing resource sharing automated circulation system library catalog on Internet What do these rubrics tell us? Distinguished and Proficient libraries have resources and materials that are up to date, support curriculum, are diverse, and are regularly weeded and that Highly effective and Effective librarians select materials, conduct inventories, analyze collection data & practice regular weeding in order to maintain relevant and useful collections that positively impact student achievement and promote literacy it s good librarianship, and helps to promote our libraries & library programs

4 II. Best Practices for Inventory A. What is inventory? Inventory is the process of checking the library's actual holdings against the online catalog to make sure that the catalog is accurate. It allows the library to eliminate from the catalog items that have been lost, stolen or misplaced When to complete inventory? Inventory can be approached in different ways, and should be done in the way that best needs of you and your library. Some librarians choose to complete inventory at the end of the school year. Other librarians choose to complete inventory, in chunks (partial inventories), throughout the year. 2. Who can do the inventory? Inventory schedule/needs should be determined and planned by the librarian, but actual scanning can be completed by the librarian, library staff, such as TA s or clerks, parent/community volunteers, and/or other school support staff. 3. How frequently should inventory be done? Inventory should be completed at least every two years, although you may choose to conduct an inventory yearly, in order to maintain accurate records. B. Getting Ready for Inventory Step One: Create an inventory schedule 1. Determine who will be conducting inventory (i.e. librarians, aides, parent volunteers, etc.). 2. Determine when you are going to conduct inventory. 3. Decide if you want to inventory part(s) of your collection, or your whole collection Step Two: Prepare your collection 1. Return all items to their proper places. 2. Catalog any new books or items, so they will be in the system. 3. Review the resources below in order to get an overview of the basics for performing inventory. Step Three: Prepare your equipment Identify how you will scan barcodes. The options are: Tricode scanner (wireless) Barcode scanner attached to a computer or laptop Wand C. Conducting Inventory Inventory should be integrated into the regular activity of managing a library collection. Inventory does not have to be an overwhelming task. Section the collection into manageable portions. Choose a portion of the library to inventory. For example, select the picture book

5 collection (Call number E). Many libraries remove selected Circulation types (Equipment, Bookroom). Portions of the collection can be scanned and inventoried in a timely manner. For helpful information about conducting an inventory with a tricode scanner, please go to the W FL BOCES website and click on the following link on the Automation page: ure.pdf 1. For additional information for M3 inventory, go the MLA solutions website and click here: nvventory%20weeding%20collection%20management.pdf 2. For additional information for Oasis inventory, click here: %20Using%20Inventory.pdf D. Uploading data For information about uploading data, please go to the W FL BOCES SLS webpage and click here E. Running reports Both Oasis and M3 Inventories allow you to conduct a full or partial inventory of your library s holdings. Once the inventory procedure is complete, the Inventory module compares the results to the contents of the holdings database, producing nine reports. These reports detail all aspects of your library s collection and provide in depth statistical information. After the reports are compiled, they can be printed to reconcile the inventory. If inventory cannot be completed at one time, the items that have already been processed can be saved and retrieved in order to continue the inventory process at a later time. ( ( m3 inventory) Newly Found Items Missing Items Items with Invalid Barcodes Misplaced Items Loaned Shelved Items No Barcode Items Duplicate Barcode Items Out of Range(s) Items Inventory Statistics For assistance with inventory and/or inventory reports, contact Sue smarcano@edutech.org or Toby tgardner@eductech.org or call the Edutech Help Desk,

6 III. Best practices for weeding A good library collection is like a good haircut. It s not what you cut it s what you leave. Anne Felix, Grand Prairie (Texas), Public Library System (

7 A. Why weed? Six benefits: Adapted from 1. YOU SAVE SPACE. Good practice says that shelves should never be more than 85% full (and 75% is even better). Weeding allows you to maintain the open, friendly appearance that is the hallmark of a good library. 2. YOU SAVE THE TIME of patrons, staff, and best of all, yourself. Shelves crowded with ragged books with illegible markings cost time. 3. YOU MAKE THE COLLECTION MORE APPEALING by replacing ragged, smudged books and unattractive rebinds with attractive new books. It is better to have fresh air and empty space on the shelves than to have musty old books that discourage investigation. 4. YOU WILL ENHANCE YOUR LIBRARY'S REPUTATION for reliability and currency and build trust. Patrons expect that library materials are selected by experts and that the information is up todate and reliable. 5. YOU WILL KEEP UP WITH COLLECTION NEEDS. Library staff that weed continuously have greater knowledge of the collection. 6. YOU HAVE CONSTANT FEEDBACK ON THE COLLECTION'S STRENGTHS AND WEAKNESSES. This information can be helpful when making decisions about purchases. B. Criteria for Weeding The decision by the library staff to weed materials will take into consideration the following criteria: obsolescence of the content; physical state of the material; availability of hardware and software to support the item; adequate use for curriculum support. C. Book conditions 5 conditions listed below should help in weeding library materials: Adapted from tory%20 Weeding%20 Collection %20 Management.pdf 1. Condition: If a book is in poor condition, it may be considered for removal depending on your ability and willingness to mend it. Problems to watch for include: broken spine fragile or brittle paper or bindings bent corners, torn or missing pages defaced pages or covers insect or mildew infestations and books that are just plain worn out.

8 2. Age: Evaluating an item's usefulness based on its age is a tricky issue for books. Some questions to ask when considering age as a reason to withdraw an item: Is the book so fragile that it can't withstand normal library use? Does this item have local historical value? If so, perhaps it should be given to the local historical society. 3. Frequency of Use: When was the last time an item circulated? How often is it used in the library? If you want to keep the item, perhaps it could be moved to a more visible or attractive location. 4. Multiple Copies: Sometimes you will discover that you have many more copies of an item than you realized. 5. Currency/Accuracy: When evaluating currency, the key issue is relevance. History books may not be especially current, but if they are still relevant they should be kept. Materials on computers, law, science, technology, health and travel on the other hand, need to be current to be useful. Fiction can become outdated, too. Please call the SLS Department, with any further questions & thank you for all hard work that you do! Katherine Hammill, SLS Coordinator, khammill@wflboces.org