Module 2.1 Selection in the school context
Definitions of selection
Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: responding to the needs of learners [ALA Editions version]. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=289075
Review the model (p. 34) developed by Hughes-Hassell and Mancall (2005) – Chapter 4, Selecting resources for learning.
Note that it presents selection as a series of YES or NO decisions. In reality, many selection decisions are not this black and white, and involve a process of prioritising across a range of criteria.
Attempt to draft your own selection decision-making model or flowchart that considers a more complex set of choices and criteria.
Resource being considered —>
Test 1: Apply selection criteria regarding Curriculum Relevance and Authority and Fit —> 90 – 95% = hold for second look, < 90% = NO
> or = 95% on Test 1 —> Test 2: Apply selection criteria regarding resource fitting the needs of the learning community (fits program units/themes/priorities) —> 75 – 85% = hold, , 75% = NO
> or = 85% on Test 2 —> Test 3: Apply selection criteria regarding learner characteristics, reading levels, scope, appropriateness of language, illustration, etc. —> 85-90% = hold, <85% = NO
>or = 90% on Test 3 —> Test 4: Consult teachers regarding whether resource fits into their teaching-learning context, fitting pedagogical and methodological planned usage —> < 90% = NO
> or = 90% on Test 4 —> Test 5: Value and budget testing —> check cost relative to budget, compare with scores received by resource going through various tests and enthusiasm of teachers for resource… if within budget and rated well for value, recommend — if not, bring to committee for further comparison with other resources, if beyond budget or scored low along the testing for value and low on teacher enthusiasm = NO.