Course Materials: Course Guide 4: Collection Use

Sprout # 11: Management (Points Possible: 2 for posting, 1 for reply)
[Complete one of the following options and post your discussion and reply at Oncourse]

11.1: Procedures - (Complete both parts) Go to the Acquiring, Cataloging & Processing Materials page at Multimedia Seeds. Compare the procedures for print and nonprint materials. Discuss differences in the procedures.

Also visit the Vendors, Distributors, and Suppliers page at Multimedia Seeds. Compare two of the services available from two different vendors as they relate to the purchase of audio or video materials.

11.2: Maintaining an Audio and Video Collection - Go to the Housing and Circulating Materials page at Multimedia Seeds. Explore information about the storage of materials. Also visit the Preserving, Maintaining, and Weeding Materials page at Multimedia Seeds. Explore information about preserving, maintaining, and weeding the collection.

Visit a library and examine their audio and video collection. How is it housed? How do they handle circulation and security? Examine their audio and video procedures and policies. How do they handle weeding, maintaining, and preserving the collection. Share your experiences and include your insights.

11.3: Data Gathering - (Complete two of the three following tasks) Collection mapping (Multimedia Seeds) is a method of collection evaluation that many school library media specialists use to explore the strengths and weaknesses of their collection. Discuss how you might adapt this technology for a special collection such as audiobooks, music CDs, or video weblinks. Provide some specific examples of what might be found as strengths or weaknesses.

Circulation statistics (Multimedia Seeds) can play an important in role in center and collection evaluation. Discuss a way that you think circulation statistics could be used to revise collection development or management practices for audio and video. How would you put this idea to practical use? Provide an example.

Patron surveys (Multimedia Seeds) often focus on general topics making it difficult to apply the results to specific collection needs. Identify a problem(s) you see in the online surveys provided or others you've seen. Discuss a strategy you think might work to collect patron data. Explain how this would be useful in making decisions about your audio and/or video collection.

Sprout # 12: Collections Use (Points Possible: 2 for posting, 1 for reply)
[Complete one of the following options and post your discussion and reply at Oncourse]

12.1: Supporting Children - (Complete both parts) Explore several of the topic articles at Kids - Teens and Media from Child Development Institute. What experiences have you had with the use and misuse of audio and video materials? What is the role of audio and video for children and young adults? What can and should libraries do to promote positive uses of media? In your discussion, provide specific guidance and examples.

Download (PDF) and read the online publication Thinking Critically About Media: Schools and Families in Partnership from Cable in the Classroom. Choose one chapter to read in-depth. Do you agree or disagree with the author? Select three points of interest. Include library connections and provide ideas and examples from your experiences.

12.2: Making the Media Literacy Case - Read the off-site article, Making a Case for Media Literacy in the Curriculum: Outcomes and Assessment by Erica Scharrer (Journal of Adolescent & Adult Literacy, Dec 2002) from Reading Online, or Media Literacy: An Alternative to Censorship (2003) by Marjorie Heins & Christina Cho from the Free Expression Policy Project. Go to the Media Literacy - Overview webpage and skim the articles from the Media Literacy Review.

Using an article(s) as a starting point, select some aspect of media literacy such as evaluating advertisements, identifying bias in news coverage, increasing diversity, examining the accuracy of a historical fiction movie, etc. Focus your discussion on the related issue(s) and ideas and involve libraries. List specific skills that are associated with your literacy topic. Describe an activity(ies) that would help address this area. What resources could be used to support this activity?

12.3: Media, Children, and Society - (Complete one of these two activities) Explore the materials at Media, Children, and Society from Multimedia Seeds. Read the off-site article Guidelines for Rating Children's Television from PBS's Ready to Learn for another side of the issue. Read the off-site article The Impact of Television & Video Entertainment on Student Achievement in Reading and Writing by Ron Kaufman. It's only one of many articles focusing on video and children. Where do you stand on the issue of television, children, and teens? Make your case and provide examples and citations where possible.

Skim the off-site materials available for Taking Charge of Your TV from Cable in the Classroom. You'll need to download the PDF files. This page contains links to a guide for parents and children and connects to a series of Video Clips (you need Windows Media Player to view these clips). Develop a "parent's night" activity plan that would focus on helping parents "take charge of the TV."

12.4: Movie Guides - Read the following off-site articles: FILM and the Young Adult Novel by Harold Foster (The ALAN Review, 21(3), Spring 1994) and Teaching Tomorrow's CLASSICS by Mary Ann Tighe and Charles Avinger (The ALAN Review, 21(3), Spring 1994). Many educators and publishers have created viewing guides to accompany films. Evaluate the following guide for the film Of Mice and Men from the AFI Screen Education Center screen literacy project: A Novel Look At Film: Of Mice And Men (524k PDF) from American Film Institute. What criteria, what type of things do you look for in a good film guide for viewers? Are there any additions or revisions that you would recommend? How might you use these in a library - be specific in identifying purpose, audience, etc.

12.5: Auditory Literacy - Skim through some of the sections of Sound Learning from Minnesota Public Radio. Check out some of the ideas for various subject areas. Select some aspect of auditory literacy such as listening to music, stories, or oral directions. List specific skills that are associated with an area. Select one and describe an activity for public or school libraries that would help address this area. What resources could be used to support your activity?

Project #3: Collection Use Project [Complete one of the following options]
(Project 3 - Collection Use: 20 Total Points Possible)

This is your chance to build your own project. Select an area of professional interest and design a project that uses audio and/or video sources and collections as part of a project, program, or event. You must develop the materials for the project (i.e., survey, lesson, promotional posters) and implement some aspect of the project in a "realistic" situation. In other words, you might not be able to send a survey to the "real patrons" but you could solicit a dozen people to try it. You may not be able to implement an entire media literacy unit, but you could work with a teacher to implement some aspect of the unit.

Choose from ONE of the following options or build your own:

Option 1: Patron Survey
Work with a librarian (or use your own library) to develop a patron survey related to some aspect of audio and video collections. Be specific. What will help you build a more effective library? You must design

Required Elements and Checklist
Completion of a full-blown survey is not required. Rather you may design and develop a survey, administer and collect data from a small group of friends or colleagues as a test of procedures . .
* Identify setting and description / overview (1 Point)
* Population (1 Point)
* Need / purpose (1 Point)
* Procedure for developing survey (2 Points)
* Survey tool (2 Points)
* Procedures including time frame, steps for completion, etc. (3 Points)
* Survey Results (4 Points)
* Analysis of the Results (2 Points)
* Specific conclusions / detailed recommendations for next steps such as purchases or programs (2 Points)
* Professionally presented document(s) layout and presentation (i.e., professional, logical structure) (2 Points)

Option 2: Media Literacy Lesson(s)
Combine a media literacy standard with a content area of standard. Choose a specific area such as "the history of advertising", "music and society", or "separating fact and fiction in news programs". Develop a media literacy lesson(s) for a particular grade level and content area. Be sure to include audio and video in the lesson presentation and learner activity.

Required Elements and Checklist
* Described need, purpose, setting, audience, description / overview (2 Points)
* Provided lesson components (i.e., motivation, content information, strategies, activities, assessment) (8 Points)
* Incorporated audio and video components plus Media Literacy aspects (4 Points)
* Provided sample components (i.e, handout(s), presentation material, related documents) (4 Points)
* Professionally presented document(s) layout and presentation (i.e., professional, logical structure) (2 Points)

Option 3: Media Integration
Many existing resources can be integrated into library promotion and classroom activity materials. Develop a unit or set of event materials that contains existing audio and/or video clips. Be sure that you cite the resources you use. Or, you may combine existing materials with audio and video you create. This should be a collection of materials, not just a single document. You should describe the entire set of materials and create the required materials. If students will be developing audio and video materials for their projects, you should provide an example you've developed.

Examples:
History of Radio Project - webpage with archived streaming audio clips, audio clips in Timeliner software, and audio comments in Word for student evaluation
Books, Movies, and Fairytales Promotion - PowerPoint with video clips from movies, Word document with audio-rich story links, audio recorded on KidPix
Rap and Urban Society - PowerPoint presentation, Word document, and Inspiration document

This is a technology-rich project that should include at least three different software or website tools that incorporate audio/video components such as:
Microsoft Word (i.e., insert audio and/or video clips, record original audio directly into the document)
Microsoft PowerPoint (i.e., insert audio, video, and/or CD-audio, link to clips on the web, record original audio directly)
Web Page (i.e., link to audio and/or video clips, embed audio or video into the page)
Other Development Software such as KidPix, Kidspiration, Inspiration, and Timeliner
Other Website Software such as online video or audio editor

Required Elements and Checklist
* Described need, purpose, setting, audience, description / overview (2 Points)
* Incorporated audio and video components into library promotion or student activities (4 Points)
* Provided technology components (i.e., motivation, content information, strategies, activities, assessment) (12 Points)
* Professionally presented document(s) layout and presentation (i.e., professional, logical structure) (2 Points)

Option 4: Library Promotion
Develop, plan, implement, and reflect on a library promotion project including an event or events along with promotional materials such as handouts, banners, brochures, or posters. The events should be related to a topic such as "banned movies", "critical viewing", or "movie classics". Consider connecting the event to a national activity such as audiobook month or the Academy Awards.

The program should be aimed at a particular audience with a specific need such as a parent program focusing on "watching television with your children", "audiobooks at bedtime", or "choosing videos for teens".

Required Elements and Checklist
* Identify setting, need(s), purpose, description / overview (4 Points)
* Promotional activities plan; description, details, timeline, assigned responsibilities, etc. (4 Points)
* Sample materials (Emphasis on quality, attractive and professional appearance) & evidence of activities (6 Points)
* Focus on audio and/or video components (2 Points)
* Budget spreadsheet (2 Points)
* Professionally presented document(s) layout and presentation (i.e., professional, logical structure) (2 Points)

Option 5: Audio or Video Club
Develop, plan, implement, and reflect on a new library "audio or video" discussion group or club. For instance, you might promote a Friday Evening "open mic" event focusing on a mix of live music. You might support this club with a podcast, wiki project, or other ongoing activity.

Required Elements and Checklist
* Identify setting, need(s), purpose, description / overview (4 Points)
* Program activities plan; description, details, timeline, assigned responsibilities, etc. (4 Points)
* Sample materials (Emphasis on quality, attractive and professional appearance) & evidence of activities (6 Points)
* Focus on audio and/or video components (2 Points)
* Budget spreadsheet (2 Points)
* Professionally presented document(s) layout and presentation (i.e., professional, logical structure) (2 Points)

Option 6: Collection Development
Build a digital audio and/or video collection that could easily be accessed by patrons. It could be available on a website, CD, or DVD. It must have an audio and/or video emphasis, but might also include other items such as documents or photographs. A library collection is much more than a bunch of CD or the web. You should create a consistent format for storing and access the materials. Each audio or video item should be part of a physical collection, database, or standard web page format that can be easily accessed using keywords, multiple indexes, or other user-friendly interfaces using your electronic catalog or your own system. Each item should contain a separate entry with useful information. The interface should be effective, efficient, and appealing.

Examples:
- Children's audiobook collection
- Adult documentary DVD collection
- Religious music CD collection
- Historical events "key moments" web-based video collection
- How-to podcast collection

Required Elements and Checklist
* Described the need, purpose, setting, audience, description / overview (4 Points)
* Specified the selection criteria (3 Points)
* Detailed written explanation of audio and/or video components (4 Points)
* Described other material components (2 Points)
* Discussed collection maintenance / support (3 Points)
* Provided specific budget spreadsheet (if the collection includes subscription or purchased items) OR a detailed description of how the collection will be updated as new items are available (2 Points)
* Professionally presented document(s) layout and presentation (i.e., professional, logical structure) (2 Points)

Option 7: Action Plan
If you'd rather focus on something more academic, deal with a particular issue at work, or want to investigate a technical issue highlighted this semester, consider writing a paper on a current topic. This should not be a duplicate of a paper for another class. It must contain an "action plan" component that highlights how the information will be used in a particular situation. For instance, you might explore the topic of cybersafety and develop a plan for a family library night program on this topic. Some ideas are listed below:

* webcasting and streaming for libraries
* cataloging digital library collections
* off-air digital recording
* grant writing for digital audio and video collections
* digital audio and video libraries for a specialized collection

Required Elements and Checklist
* Described the need, purpose, setting, audience, description / overview (2 Points)
* Provided a well-written report on a specific topic of inquiry (6 Points)
* Contained timely, well-cited professional literature (4 Points)
* Provided a detailed action plan (6 Points)
* Professionally presented document(s) layout and presentation (i.e., professional, logical structure) (2 Points)

Option 8: Your Own Design. Develop, plan, implement, and reflect on another type of project related to audio and video.

Required Elements and Checklist
* Need / purpose, setting, description / overview (4 Points)
* Content aspects; explain who, how, what, and when and how (4 Points)
* Technical aspects (4 Points)
* Audio and/or video components - detailed written explanation (4 Points)
* Sample component(s) (2 Points)
* Document layout and presentation; i.e., professional, logical structure, etc. (2 Points)

Project Sharing / Submission
Although it is suggested that you provide feedback for classmates, it is not required for this assignment.

Your final product can be submitted in any form, however be sure that it is accessible to others. If you use Microsoft Word, please SAVE AS a .doc extension (Windows 98-XP) rather than a .docx extension so everyone can read it. A PDF file is the preferred format for written documents.

Share your project in an Oncourse message in the Project 3 area.

This selected list is intended to give a sense of the types of projects that were completed in previous classes.

A Survey of the Attitudes of Patrons of the Bethel College Library to the Audio-Visual Collection (Blowers)
This project involved a survey of faculty, staff, and students of Bethel College. The purpose of the survey was to determine patrons' perceptions of the audio-visual collection.

Audiobook Collection Promotion (Frondorf)
A promotion program for the media center's new audiobook collection had been developed. Included in this promotion are newsletters, flyers, brochures, posters, booktalks, bulletin board idea, announcements, and a powerpoint presentation.

Audiovisual Collection Survey (Burns)
Asked my colleagues at our middle school to share their thoughts, opinions, and ideas about the existing collection--its development, maintenance, and circulation. Their reflections will aid in a plan for the collection as the media specialist position is being eliminated due to budget cuts.

Audio-Visual Patron Survey (Millis)
The survey I prepared was designed to get a general feel for the types of audio-visual materials both used and wanted by patrons of my local branch library as well as their feelings regarding number of checkout days and fines for overdue materials. I compiled results from 37 completed surveys and presented the findings to library management for their consideration in budgeting for new materials. My biggest findings: patrons requested more DVD movies and more books on CD.

Audio Visual Survey at Kitley Intermediate (Cross)
The Kitley Staff was surveyed on the use of audio books, videos, and DVDs in our media center. The staff was also asked if they wanted to order their own videos departmentally. The survey found the staff to be pleased overall but many are not using the card catalog on their teacher workstations to find what we have. As we are a new school, I found teachers might want to order their own videos depending on the subject area, and we need an inservice on the card catalog.

Color in Animation (Wininger)
I created a lesson plan that uses Disney animated movies to study the emotional power of color in films. I geared the plan towards 7-8th grade. After analyzing how color affect the mood in animated films, students will create their own storyboards using colors.

Film Festival Promotion (Blanton)
http://mywebpages.comcast.net/carlyann23/ffindex.html
Promotional web site including flyers, calendars, and descriptions of the yearly Friends Film Fest. Topic was The Cost of Freedom. Films included from Bosnia, Africa, China, Italy, and India.

Holes Mania! (Highley)
http://www.quia.com/pages/crestonholes.html
I purchased the Holes audiobook for school, and some teachers used it. I found Holes for $0.95 on the February Carnival book order form (Scholastic), and sold about 250 copies at school! I created Holes trivia contests for both the book and movie, and for the three winners, I had Louis Sachar autograph copies of Holes when he spoke in Indianapolis on April 25 (I even got a few brief seconds to talk to him and he asked for a sample question.) I have periodic book clubs meet after school, and this week it will be Holes, of course. Students will be able to create videos of their own movie reviews, and we will listen to part of the book and compare/contrast the book/tape/movie. I have also created a webpage with Holes resources for kids to use.

Media Literacy/Advertising: Is Seeing Believing? (Peachey)
This unit of study uses commercials to analyze advertising concepts, stereotypes, and persuasive techniques. Students then create their own effective, bias-free, positive commercials.

Middle School Survey (Graham)
I completed a patron survey among middle school surveys to examine how often the library is used by them and if they were aware of the different types of media available to them. Very few students used the library to access videos, cd's and other non-print material.

Movie/Book Connection (Crain)
http://blueblazers.org/kcrain/project3.htm
I adapted a current program to include movies students have seen and books students have read. They prepare a comparison sheet for titles they choose and place it in a spiral ring notebook for other students to peruse. It lets them share what they've read/watched and they receive a "Blazer Buck" for participation, good for use in the Media Center or cafeteria.

"Movie Mania" (Durkel)
Languages Arts/Literacy lesson using movies; student compare historical accuracy in the movie to the actual historic facts.

"Moving Words INSPIRE Moving Pictures" (Knueven)
The idea for this promotional project came from a strong interest in books that are made into movies and a poster I once saw in a catalog which read "Moving Words Inspire Moving Pictures." Many students in our middle school are very excited to read books once a movie has been made, so I decided to capitalize on that by visiting reading classes, promoting books and their movies, creating book/movie displays, and sponsoring a drawing for "Holes" movie tickets and books.

Nature Center (Distler)
I purchased many new audio/video materials to help teachers plan their instructional lessons involving the Nature Center. Bookmarks and flyers are included for teachers!!

Parents and Programming (Boone)
As parents, how can we impact our children's education, more especially literacy development, over the summer? Can we do it on a shoestring budget. Field trip suggestion coupled with audio and visual materials from the collection of the Westfield Public Library.

Survey of Teachers at Westside Christian School Regarding Video and Audiobook Needs and Uses (Roesler)
The purpose of this project was to develop the library audio and video collection. The responses were very helpful and will be used in making purchases for the next year.

Streaming Video via Webcasting (Wilson)
http://teacherwebs.com/shs/collaboration/video.htm
The Username is: south The Password is: shsfaculty
You will have to contact me to set up a time to view this project. I can stream live personal video, live television broadcasts, or pre-recorded video using this system. This system could easily be adapted to offer virtual reference services to patrons of any library.

Video Promotion: “Classics Collection” (Costides)
This is a promotion campaign for a monthly film series. This series is for the month of March in honor of Oscars month. Four Classic films will be shown.

The Wright Brothers: From Dayton to Kittyhawk (Clingman)
This was an existing Webquest for 6th-8th grade students that I had created, but this course gave me the opportunity to change the original focus that was print-based. The new focus changed to the students creating online Newsletters about the Wright Brothers that would incorporate movie clips about the Wright Brothers. I added the movie clips links in the Webquest and also added several Wright Brothers videos that students could check out for further viewing that are owned by the Dayton Metro Library.