Jada Braun Collection Development Assignment FRIT 7134 Spring 2011 March 2, 2011

DESCRIPTION OF SITE AND LEARNERS

I work at L.W. Burnett Elementary School which is located in Douglasville, GA. It is one of twenty elementary schools in Douglas County. In this school district, there are also eight middle schools, four high schools, and several private schools. At Burnett Elementary, there are currently 393 students enrolled. It is located in a low socioeconomic community with 99% percent of students qualifying for the free or reduced lunch program. There are 24 certified teachers, 2 administrators, 2 Instructional lead teachers, 3 resource teachers, 2 interrelated teachers, 3 resource teachers, 5 special area teachers, 1 gifted teacher, 1 counselor, 1 parent outreach facilitator, 1 special needs pre-k teacher, and 1 media specialist. There are a total of 42 classified staff members at Burnett. The schools media center is advantageously located at the center of the school and holds a collection of over 11,211 books, which gives the school an average of about 28.5 books per student. The media center also houses 30 school laptops, 9 desktop computers for research, AR, and looking up resources on Destiny; VCRs for showing movies on the closed-circuit channels; and a media room in which students present a daily morning newscast displayed on classroom televisions. Douglasville, GA, is located in Douglas County, which is located in Metro Atlanta. According to the 2007 Census Bureau estimate, Douglas County had a total population of 124,495. Douglas County was incorporated on October17, 1870 during the Reconstruction period after the Civil War, and was originally named for Fredrick Douglass. Later the name of the county was changed to honor Stephen A. Douglas, the Illinois Senator who opposed Abraham Lincoln for the Presidency. Based on the 2000 census, seventy-seven percent of the population was Caucasian, eighteen percent was African-American, and about two percent is Hispanic. The remaining three percent are Asian, American Indian, and Pacific Islander. I believe that these percentages have changed drastically since 2000. The median household income is $50,108.

There are four 3rd grade teachers at Burnett Elementary School this year. There is one special education collaboration room and one gifted resource class. Two of the classes have 20 students, one class has 19, and one has 16. All classrooms serve EIP students, and two classrooms serve special education students. There are a total of 75 students in the grade level. There are nine gifted students, seven ESOL students, five special education students, and eighteen EIP students mixed throughout the grade level. We have a pull-out reading and math resource teacher that works with the EIP children, along with other students who need extra help. This resource teacher sees a total of 34 third grade students everyday of the week, for one hour, to assist with interventions. The student enrollment percentages by race: African American: 76.6% Caucasian: 12.2% Hispanic: 5% Asian: 0.2% American Indian: 0.2%

CURRICULUM REVIEW
For this activity, I have chosen to focus on economics, and in specific goods and services. This subject is taught thoroughly in the third grade. The following standards are addressed within this unit: SS3E1 The student will describe the four types of productive resources: 1 a. Natural (land) 2 b. Human (labor) 3 c. Capital (capital goods) 4 d. Entrepreneurship (used to create goods and services) SS3E2 The student will explain that governments provide certain types of goods and services in a market economy, and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military.

SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties. 1 a. Describe the interdependence of consumers and producers of goods and 2 services. 3 b. Describe how goods and services are allocated by price in the marketplace. 4 c. Explain that some things are made locally, some elsewhere in the country, and 5 some in other countries. 6 d. Explain that most countries create their own currency for use as money. SS3E4 The student will describe the costs and benefits of personal spending and saving choices. Standard SS3E1 Concept Types of Resources Tasks/Activities/Products Identify the benefits and sources of natural resources Identify how human resources affect productivity. Identify the advantages of capital resources. Learn about how entrepreneurship is used to create goods and services. Resources 1. United Streaming videos 2. Current media center resources books, videos 3. Social Studies textbook, leveled readers 4. Various websites about the four types of resources. 1. United Streaming videos 2. Various websites about the government provided goods and services. 3. Books about the various services such as schools, libraries, roads, fire/police protection, and military. United Streaming videos Social Studies textbook Various websites Different types of currency used in

SS3E2

Government

and taxes

Define goods and services. Identify the goods and services provided by the government in a market economy. Identify the use of taxes on goods and services. Identify different services such as schools, libraries, roads, fire/police protection, and military.

SS3E3

Interdepen dence and Trade

Describe how consumers and producers depend upon each other when selling/creating goods and services. Describe how the price of a good or service depends upon

1. 2. 3. 4.

SS3E4

Spending and Saving

supply and demand. Explain how some goods are made locally and others are made in other states and countries, and that objects are made based on the materials of a certain region. Describe how most countries have their own currency that they use for money, and that the currency is based on that countries individual needs. Identify the cost and benefits of making personal spending choices. Identify the cost and benefits of personal saving choices.

5.

6.

7. 1.

2. 3.

certain regions. Books about the importance of interdependence on trade. Materials produced in regions based on materials popular to that region. Map to show regions. Various websites and DVD resources about importance of personal spending and saving choices. Books about personal spending and saving choices. Social studies textbook

COLLECTION REVIEW
To begin my collection review, I visually inspected our schools media center. The media center is organized and differentiated very logically. The non-fiction books are located by topic on one side of the media center. They are organized by the Dewey decimal system. The shelves are labeled with the Dewey decimal numbers that can be found on that shelf. Fiction books are located against the wall on the other side of the media center. They are organized alphabetically by the authors last name. The books are labeled with the book level and points. Also the books that are part of the accelerated reader program are marked accordingly with a sticker. Reference books are located on short shelves next to the computer and research station. I like the placement of the reference books, because it allows children to conduct their research in one designated area.

Next, I searched for all of the books related to economics, and glance through these books in their designated sections. I found that our libraries collection of books based on economics is very limited, and a student researching this topic would have a difficult time gathering resources. I could only find approximately 10 books that would be beneficial to use as a teaching tool for my students, and the majority of books were nonfiction. Since there are fiction, non-fiction, and reference books in this curriculum area, they are located in various spots throughout the media center. Overall the books were in very good condition. Most of the books were published in the 2000s, and the oldest book had been in circulation since 1993. Even the older books seemed to be in good condition which leads me to believe that they are not checked out much. This may be a reason for the limited number of books on the topic of economics. As I stated before, I did notice through my search of the media center that there was a very limited number of non-fiction books on this subject. I used the terms economics, economy, taxes, and productive resources as my keyword searches, I only found 6 non-fiction books. I found 4 fiction books and 2 reference books as well. I found five videos and other non-print resources on this topic, but they seemed to be focused more on teaching students about the types of money rather than the actual idea of economics. This will be something I focus on in my budget plan. The limited resources in our schools media collection are something that I want to focus on in my budget plan. Next I wanted to determine the circulation of the economic based books in the media center. The total number of assets in the media center is 11,211. These items have been checked out a total of 74,542 times this year. This creates a checkout average of about 6 times per book. I found that since the majority of the books based on Economics are nonfiction, I found my search to be fairly simple. As I concluded my review of my schools media collection, I wanted to determine how well these books corresponded with the required performance standards. The fact that books written on the topic of economics are very limited, I feel as though my students are not benefiting from the resources available to them. The collection contains books about taxes and trade. There were also a couple of books focusing on government workers. However there were no books that focused on the broad sense of economics and what all it entails. Also, I thought that I would find more titles on good and services and

consumers and producers since that is such a significant part of the standards taught. This will be another main part of my research to develop a collection that relate to the standards. The final phase of my search focused on the multicultural books in our media collection. There was not a single multicultural resource in the collection. I understand that economics is not the simplest topic to find diverse literature, but to have nothing is very bothersome to me. I was surprised that I was also unable to find any books in Spanish or any other foreign language. I teach in a particularly diverse school, so I believe that I need to focus on adding multicultural literature into my collection to benefit the entire students population. Having said that, I will make this a significant focus in my budget plan. Summary of collection needs: 1. Choose a wide variety of resources that focus on economics, so that my collection corresponds with the performance standards taught. 2. Choose books and other resources that are multicultural in nature. Choose resources that show students trade and interdependence in other countries. Also include Spanish language books. 3. Choose fiction books that teach students about economics since they are a limited resource in the collection. 4. Find websites that can be used as modifications for students that may struggle with the concepts surrounding economics.

BUDGET SUMMARY
I spent a great deal of time researching book vendors to figure out how to maximize my budget. I feel confident that the collection that I have created will adequately teach the subject of economics to the students. To complete the order for my collection, I have determined that I will need $1,749.97. Relevant titles represent topics such as the types of productive resources, government, taxes, interdependence, personal spending, personal trading, goods and services, and many other topics centered on the

standard. I have found numerous websites that can also be used as useful resources on these topics. I have added these to my pbworks.com profile (www.portaportal.com,. I made a well thought out attempt to cover every portion of the standards with a book, a video, a website, or a reference book. See the Excel spreadsheet for specific titles.