Group items tagged

I think there are just as many instances where weeding can reveal some of the larger and powerful influences that might hinder a librarian’s effort to continually craft a relevant and meaningful collection

As we Tweeted some of our weeding insights (we noticed that our teens did not seem to read many of the Printz winners), we involved thinking from our peers outside of our building and engaged in some truly thoughtful conversations and debates with other school and young adult librarians about the purposes and values of award winners and how to contextualize the purpose of those awards in purchasing decisions.

  We knew that every book had a “story” in how it came to be in the fiction collection, and it was important for us to weigh each book’s merits together—at times, we felt very uncomfortable about this as we questioned what “power” we might be wielding and if there were more democratic or more participatory ways to do so

Our intent was not to devalue the importance of a print collection, but instead, we wanted to rethink how we approach collection development to better meet the needs of our students and faculty and to better support the library as a learning studio.  We also felt that getting “knee deep” into the collection would allow us to see patterns of usage that sometimes aren’t readily visible with traditional reports

doing a wholesale weeding where you feel there is administrative level support to be aggressive with the weeding is a very different experience from weeding sections for the purpose of maintenance and updating.

I thought I knew how to weed. I was wrong. I’ve weeded this very collection several times, but this time was different. I guess I just never realized how powerful this process can be and how beneficial it is to intimately know your collection.

Carving out time to do this sort of work ultimately helps us contextualize the work of our other roles in our schools and the ways a library might function as a hub of learning.

 The rise and availability of digital content on a particular topic through web resources, databases, and eBook acquisition also are factors in the use (or lack thereof) of nonfiction print materials.  

We also were able to identify pockets of this part of the collection that needed updating and began a new book order to address these needs; in some instances, we decided to weed the print copy of the book and replace it with the eBook format in our Gale Virtual Reference Library.

it is important that young children hear language, and that they need to hear it from people, not from screens.

serious disparities in how much language children hear

reading picture books with young children may mean that they hear more words, while at the same time, their brains practice creating the images associated with those words

The myth that all students are carrying a library in their pocket and “we don’t need a library”, as BYOD becomes increasingly the norm,

The myth that all students are carrying a library in their pocket and “we don’t need a library”, as BYOD becomes increasingly the norm, does nothing to support, prepare or scaffold students into a world that will expect them to know how to wisely navigate and contribute in a world digital-by-default.