Katherine Blackwelder LIS Fall 2012

Collection Development Analysis

Introduction

W.R. Odell Elementary School is one of the largest elementary schools in Cabarrus County. There were approximately 971 students enrolled at W.R. Odell Elementary School located in Concord, NC for the 2010-2011 school year – the most recent year with posted data (Cabarrus County Schools Report Card). The current student population is approximately 1060 students.

Odell is significantly larger than other schools within Cabarrus County as well as when compared with state averages. Cabarrus County averages 679 students per school and North Carolina state averages are even lower at 497 students per school. However, although student numbers at Odell are higher than at other schools, class sizes remain comparable in all grades, but still averages about 2-3 students more per class when compared with county averages.

A measure of the number of needy students at the school includes those who qualify for free or reduced lunch. At Odell 161 or 15.20% of the student population meets the qualifications. This percentage is well below the percentage of other schools in the district. This is very enlightening, especially when so many conclusions can be made about student access to technology and books based on the estimated family income that qualifies the students for free or reduced lunch. If we assume that a low rate of students qualifying for free and reduced lunches means that students come from a household that may have access to books and technology, then the media center must find alternate means to be vital to the students and the community.

The school’s mission statement is “to model respect and responsibility in a caring environment, to promote high achievement for everyone, and to continually improve as a community of learners.” Based on this statement, Odell places a high priority on student achievement. This can be seen in their End of Grade test scores, which are some of the highest in the county. The mission of the media center, however, is “to provide students with the means, knowledge, and ability to be effective and ethical users of information and to foster a lifelong love of reading.” With both of these mission statements, there is a strong emphasis on the importance of information and for students to be good users of information, both that they are able to locate and use a

variety of sources, but also that they are ethical about the choices which they make. In this way, the media center serves as a hub of learning for both teachers and students, making resources available for each and providing materials to grow a love of reading. Most importantly, with the movement towards Common Core, students and teachers are in need of library materials which support Common Core needs and complement the curriculum maps for ELA and math which the county has established as a standard for all schools. Additional support is needed for science and social studies Essential Standards as well. This is the time for the media center to prove itself and show that we have the resources that are needed by taking the time to weed out the outdated materials and replace them with new materials that match what students are learning in the classroom.

Collection Sampling

Collection sampling is a method of examining a media center’s collection using a small sample of the collection to make generalizations about the collection as a whole. According to Impact (2005), “it is neither necessary nor practical to evaluate every item in the collection. Instead, a small portion of the total collection can and should be used.” Twenty books from the following areas were selected to be part of the sample: fiction, 300s, 500s, and 900s, for a total of eighty books. These books were examined based on the condition of the book, the copyright date, and the circulation statistics. Please see the appendix for a chart of all sampling data.

One of the most important criteria for examining a book for weeding purposes is the physical condition of the book. Each book that was sampled was examined and given a rating based on the condition. The books were rated as: new, good, worn, or poor. Books marked as “new” appeared to have little to no wear and spines that had hardly been cracked. Books marked as “good” have obvious use, but are not torn or worn. Books marked as “worn” have obvious signs of use, including dirty or bent covers, pages that have perhaps been torn and taped, and generally show that they have been loved. These books will eventually need to be replaced, but are not a priority. Books that are marked as “poor” are books that need to be discarded. They have pages that are loose or covers that are falling apart and dirty, and are in general disrepair. The chart below demonstrates the breakdown of the sample by physical condition. As can be seen, the majority of the books are either “new” or “good” regarding their condition. The main reason for this is that the nonfiction section of the media center was recently weeded based on physical condition and most items that could be discarded were.

WornPoorNewGood

Figure 1 - Physical Condition of Sample

When the collection is broken down by sample areas, the following results on physical condition are evident.

In the Fiction section, there are almost an equal number of “good” and “new” sample items. There are few items marked as “worn” and none that are in “poor” condition. The following chart demonstrates the condition breakdown.

GoodNewWornPoor

Figure 2 - Fiction Physical Condition

In the 300s, there are equal “good” and “new” books from the sample. There are no items marked as “poor.” The following chart shows this breakdown.

NewGoodWornPoor

Figure 3 - 300s Physical Condition

In the 500s, the majority of the books are coded as “good.” There are very few ones that are “poor.” Ratios of “new” and “worn” books are almost equal.

Good NewWornPoor

Figure 4 - 500s Phyiscal Condition

For the 900s, the majority of the books are coded as “new,” something not seen for any other sample area. The is most likely due to low circulation statistics in this area, which will be examined later.

GoodNewWornPoor

Figure 5 - 900s Physical Condition

The most important criteria for weeding is the publication date, especially with nonfiction. According to Lowe (2009), there are five areas of the library, called the “Big Five,” which are nonfiction areas of the library which are out of date within five to ten years. These areas are “areas of science (500s), health and technology (600s), geography and history (900s), government and economics (300s), and reference.” There are some exceptions to this rule, such as folktales and fairy tales. Three of these areas were used for sampling purposes. The copyright dates for each of the items in the random sample were examined. The copyright dates ranged from 1978 to 2011. The average was 2000. According to Impact, the majority of these materials (nonfiction) are in date if they have a copyright date of between 2012 and 2002. From the random sample, out of eighty items, only thirty-five are in date. That is a ratio of 43.75%. If only the nonfiction portion of the sample is used, then out of sixty items sampled, only 18 are within the ten year copyright range. This is a ratio of 30%. When each sample area is examined, approximately 50% of the 900s are out of date, compared with 75% of the 500s and 80% of the 300s. It is however important to note that portion of the 300s sampled were from the 398s, or fairy tale area. These items do not have the ten year date range that other nonfiction items have. The fiction area works in much the same way and does not have a copyright that makes it out of date, other factors are in play here, such as outdated covers or subject matter that is no longer relevant. What this does show is that when the entire nonfiction sample is taken into account, 70% of the collection needs to be weeded simply based on the collection’s age.

The circulation statistics for an item document how many times the item has moved outside of the library – i.e. – has been checked out. Circulation statistics are important for areas such as fiction because they are oftentimes more telling than copyright dates as to how useful an item is. Basically this statistic tracks an item’s popularity. For example, for the fiction sample includes checkout numbers ranging from 2 to 58.

Obviously items that have checked out 58 times with a two week check out period are very popular items. They should be examined for physical condition simply from every day wear and tear and perhaps additional copies should be ordered as their seems to be a fairly high demand.

Collection Analysis

The total collection at W.R. Odell Elementary is approximately 12,484, including 12,292 items in the printed collection and 192 DVDs. If the DVDs and professional collections are removed from this number, there are approximately 10.8 items per student. The minimum North Carolina Department of Public Instruction (NCDPI) requirement for a school is 10 items per student. Odell barely meets this mandate. In addition various requirements for all areas of the library are listed in Impact as percentages, based on the size of the entire collection. When these areas are broken down and examined, the library at Odell does not meet the NCDPI requirements. The chart below shows a breakdown of all areas of the library into percentages of the entire collection.

Figure 6 - Collection Analysis by Percentages

The chart shows that the largest part of the collection is that of the Easy section. This section makes up 26.41% of the total collection and is actually over the recommended percentage of 14-25% (NCDPI, 142). The next largest section is the fiction collection. This section makes up 24.84% of the total collection, once again over the 20-23% recommended (NCDPI, 142). The areas where the collection is lacking are nonfiction areas, including the 900s, 800s, 700s, 600s, 200s, 100s, and 000s. Most significantly lacking are the 900s and 800s. The 900s make up 12.09% of the collection, including the Biographies. The recommended percentage for this Dewey Decimal range is 20.5-24.8% (DPI, 142). Currently, the 800s make up 1.41% of the collection and not the recommended 4-10.8%.

Titlewave analyses also compare the library’s collection with the recommended percentages given by Follett. The chart below illustrates this comparison. The data basically demonstrates exactly the same problems noticed in the collection when compared to NCDPI recommendations. However, many of the areas that are lacking in the collection are not as lacking with the Follett comparisons as with the NCDPI percentages. For example, in the Follett comparisons, the recommended percentage for the 900s, including the Biographies is 14.5%, not the 20.5-24.8% recommended by NCDPI.

Figure 7 - Balanced Dewey Comparisons

According to Titlewise, the average age of the collection is 1997. Titlewise is then able to chart the copyright dates for the entire collection and then break the collection down into Dewey Decimal ranges showing the average age of the collection for each. Sadly, according to the general age of the collection, the majority of materials have a copyright of between 2000 and 2009 or 1990 and 1999. This means that almost half of the collection is at least ten years old.

Figure 8 - Age of the Collection

According to the age sensitivity analyses, 100% of the 003-007 (Systems Data/Computer Programs) and 570-579 (Life Sciences/Biology) are aged, meaning that they are outdated. In addition, 98% of the 610-619 (Medical Sciences/Medicine) section as well as the 520-529 (Astronomy and Allied Sciences) is considered aged. Clearly, all of these areas need to be emphasized for collection development, but the reality is that none of the ranges given by Titlewave analysis is aged by less than 75%.

Figure 9 – Percent of the Collection Beyond Age Range

When the age of the collection is examined by Dewey Decimal age range, the average age for every hundreds division is over ten years, the recommended age range for many areas, according to NCDPI. Specifically, the 900s, 600s, and 500s need the most attention because they are the basis of many Common Core standards and because they are areas that quickly become out of date in the media center. Currently, the average copyright of the 900s is 1996. Because this area includes Geography and History, it is vital that the collection be current. The average copyright for the 600s is 1998. Although slightly better this area includes both Technology and Medicine/Human Anatomy it is vital that these areas be kept up-to-date. The last section that needs careful examination based on the age of the collection is the 500 range. The 500s cover Natural Sciences, a topic found in the Common Core Essential Standards for all grade levels. The average copyright for this range is 1997. As stated earlier, all nonfiction areas of the collection have an average copyright that is over ten years old. However, many areas do not need to be weeded automatically simply because there are materials in the collection which have an older copyright. For example, because the 200s and 300s cover religion, folktales, fairytales, and holidays, they do not need heavy weeding based solely on the age of the collection. Here materials do not go out of date because the information is generally constant. See the chart below for additional information regarding the average age of the library’s collection.

Figure 10 - Average Age of the Collection by Hundreds

The format of the collection is very important. It is important to consider the available print and online materials as well as magazine subscriptions and audiovisual items. According to Empowering Learners (2009, 39), “when making choices between print and digital resources, the school librarian must decide which format best suits curricular purposes, student needs, the budget, and the particular circumstances of the school library.” This being said, Odell Elementary has a variety of resources, both print and online, but no ebooks. Because the print collection for nonfiction is so dated, it is important that there be online sources available to fill in gaps or to mitigate the use of outdated materials. The school has access to NCWiseOwl, a state-wide databases sponsored by the State Library. Here students have access to journal articles, encyclopedias, and videos, among many others. Cabarrus County Schools pays for access to Discovery Education and Culturegrams, two additional databases. Discovery Education is a compendium of videos, photographs, lesson plans, among others, available for teachers. Culturegrams is a database which provides culture and statistical information about each state in the United States and each country in the world. This database is available to both teachers and students. These databases are great because students have access to materials from home, twenty-four hours a day, seven days a week. Beyond the online databases and print collection, the library has a DVD collection of 192 items. There is not a push to purchase additional DVDs because of the subscription to Discovery Education and Scholastic Bookflix. There is also a

subscription to ten different magazines for students that are available in the library, but not available for checkout.

Curriculum-related Areas

Perhaps one of the most important goals that the LMC has when making purchasing decisions is making sure that the collection aligns with state standards. Currently North Carolina has made the transition to Common Core Standards. As such the library has the unique opportunity to become the center of Common Core resources. Lowe (2009, 6) states that “more and more, the school library media center has become the textbook and resource-based learning the mode of instruction.” To do so however means that the collection must be closely examined for gaps in the collection and areas which need help so that the library can offer the materials necessary for both teachers and students. Once an area is selected the resulted analysis can provide insight into new materials to purchase based on what is needed and comparing the resulting data with core collection data such as what is found by running the Titlewave analysis.

Two areas from the second grade Common Core were examined for gaps in the collection and then new materials were suggested for purchase. The additional materials were compared against FLR core collection data that is contained in Titlewave analyses. The results are contained below.

Social Studies Essential Standard 2.C&G.1 – “Understand the roles and responsibilities of citizens.”

Common Core Essential Standards require all second graders to know and understand the roles of citizens in the United States. Clarifying objectives for this standard includes “explain how governments establish order, provide security, and create laws to manage conflict,” “exemplify characteristics of good citizenship through historical figures and everyday citizens,” and “explain why it is important for citizens to participate in their community.” It is the role of the library to provide materials which support these areas of the curriculum. A standards search of the library’s catalogue (a subscription service offered by Follett) shows that the media center currently has ten items which match the 2.C&G.1 standard. The library currently has very view items which directly relate to this standard. Accordingly, a short sample of suggested titles is provided below to help support this standard.

Suggested Citizenship Materials to Purchase

Title Author Format Level Qty Price Acting responsibly Parker, Vi print book K-3 1 20.04 Being a good citizen Vigliano, print book K-3 1 19.04 Constitution Day Griffin, M print book K-3 1 16.95 Elections Bamaton, print book K-3 1 16.95 George Washington Gosman print book K-3 1 16.95 Good relationships Parker, print book K-3 1 20.04 I am a good citizen Hoffman, print book K-3 1 17.00 Making choices Parker, print book K-3 1 20.04 Molly the Great Marshall, print book K-3 1 16.00 We are citizens Falk, Lain print book K-3 1 15.45

At a total cost of approximately (not including processing and cataloguing) $180.00 ten additional books may be purchased. Currently, according to Titlewave’s FLR Balanced Dewey Analysis, the social sciences section of the media center comprises 5.04% of the collection. It should comprise 10% of the collection. If the ten new books on citizenship are added to the collection, the items in the social sciences section of the library would increase its percentage to 5.12%. In order to meet the 10% recommended by FLR, the 300s would have to increase in size from 619 items to over 1,000. Obviously this is not practical. In addition, it does not take into account that the 300s covers additional areas such as fairy tales and holidays, not simply social sciences. Therefore adding 1,000 new items this area is not practical. However, adding new items that follow Common Core will help teachers and students grasp the content area more fully.

Science Essential Standard 2.L.1 – “Understand Animal Life Cycles.”

Common Core Science Essential Standards for second graders mandate that all second graders understand animal life cycles. Clarifying objectives for this standard include “Summarize the life cycle of animals” and “Compare life cycles of different animals…” Because this standard is required of all individuals in the second grade it is vital that the media center have materials that assist in the teaching of this subject and that materials on this subject pertain to the grade level at which it is being directed. Currently the library has around 135 items that meet the standards search for Science Essential Standard 2.L.1. This means that the library already has a relatively stable collection of materials. However, this library can always use additional resources and especially resources that are more current. Below is a sample list of items to be purchased to add to the collection for animal life cycles.

Suggested Animal Life Cycle Materials to Purchase

Title Author Format Copies Price Level All about life cycles, Greg Rozen print book 1 30.00 K-3Explore life cycles, Kathleen Reily print book 1 17.81 K-3From beginning to end: print book 1 19.54 K-3 a song about life cycles, SalasHow living things grow, Anita Ganeri multi-volume set 1 set 159.54 K-3Watch it grow, Nancy Dickman multi-volume set 1 set 181.47 K-3

At a total cost of approximately $456.00 the library can greatly increase its collection for animal life cycles by 17 items. In addition, the new materials make certain that the resources available are current and on the target grade level. Currently the 500s, which includes Natural Sciences and Mathematics, makes up 9.20% of the collection. The Titlewave FLR Balanced Dewey recommendation is 11%. If the new items are added to the collection, the percentage of the collection for the 500s increases to 10.7%. To increase the collection to the recommended 11%, an additional 221 items would need to be purchased, not including items that would need to be weeded. This purchase, although a strain for any budget would be a practical purchase meant to help the students and teachers better understand one of the many elements of the Common Core. The issue will be discussed further as part of the five year collection development plan.

Analysis of Data Collection

An analysis of the collection shows that the current collection only reaches the minimal requirements for a library according to Impact, as mandated by NCDPI. This means that the collection only has 10 books per student and the collection’s average age is 16 years from the current year (Impact, 110). Currently there are 10.8 books per student at Odell and the average age of the collection is 1996, or 16 years old. The chart below demonstrates additional strengths and weaknesses of the collection. Obviously there are more weaknesses than strengths in the collection. The major weaknesses are the need for weeding of the collection and then subsequent purchasing of new materials. This will be addressed later during the development of the five year collection development plan.

Strengths Weaknesses1. Strong Everybody Collection 1. Dated nonfiction collection

2. Strong Fiction Collection 2. Weeding needed in 900s

3. Collection previously weeded for physical condition

4. Weeding needed in 600s

5. Weeding needed in 500s

6. No ebooks

7. Small collection size compared to the size of the student population (10.8 books per student)

Figure 11 - Strengths and Weaknesses of the Collection

The analysis of the media center collection at W.R. Odell Elementary shows a collection that at its core is not a poor collection, but a collection that is outdated and below the numbers that a school this size should have. The media center at some point had a collection that supported the students, but over time the library has suffered from a lack of weeding as well as a lack of funding. Many Library Media Coordinators (LMC) find it difficult to weed their collections, many suffer from an overprotective feeling about “their” books or simply think that the minute they get rid of something, it will be needed (Lowe, 2009). I however have always taken a stance that it is better to have no information on a subject than it is to have old or false information. When I came to Odell from a public library setting I was appalled at the age of the collection and the lack of maintenance of the collection as a whole. It is irresponsible for an LMC to allow their collection to get so outdated. The first thing that I was able to do is weed the nonfiction collection based simply on physical condition. At that point, around 200 items were weeded from the collection. However, because the media center receives no yearly budget the replacement of these materials is a slow process. In the meantime, students and teachers have access to several databases that serve to fill in the gaps in the collection.

Currently it is impossible for the collection to meet the needs of students and teachers. In fact, many teachers have classroom libraries and deem the media center unnecessary because they have survived so long without the needed resources. The easiest solution to this would be to have a budget that allows for the purchase of new materials, however at the current moment, this seems unlikely. Instead the I must supplement what the library is lacking by either supplying alternate means of information, such as the internet, or by providing materials which although they are not an exact title match to what a teacher wants the book demonstrates the same needed skill. To be able to adequately meet the needs of students and teachers the library needs to be weeded extensively and the collection size in all areas needs to be increased. Although it may seem that the library has a large collection, when the size of

the student population (1060) is considered, the collection size is suddenly put into perspective. With the introduction to new Common Core Standards and Common Core Essential Standards, it is more vital now than ever that the collection reflect what is being taught in the classrooms.

On a basic level the collection serves to meet the needs of diverse learners. All levels of books are included in the collection which serves all reading levels, regardless of the grade level of the individual. Various formats serve to assist different learning styles. The media center has print materials as well as access to online materials and visual formats such as DVDs. To create a more extensive collection that meets the needs of diverse learners, the library would need to expand the formats in the collection that include ebooks, and audio materials, such as books on cd or playaways. Ideally the media center needs to also purchase ebooks. However, given the state of the current collection and the fact that the school does not have any ereaders or tablet devices for students to use, it is more practical for the library to spend resources on building up the print collection at the current moment.

Throughout this experience it was amazing to look more closely at a collection which I see every day. Being around the collection every day means that not only did I overlook areas which are in need of major collection development, but I discounted areas which on paper meet all recommendations and requirements. It is not easy for a LMC to take a critical eye to the library collection, many times the books are more like children than inanimate objects, but once the process has begun it is cleansing to see the library’s future potential and how it can better serve the students and teachers.

Five Year Plan

Year 1The primary focus for year 1 is the desperate need to weed and increase the number of volumes in the 900s (including Biographies). This area is one of the vital areas needed for the new Common Core initiative. The average age of the collection is 1996. Nothing in the collection should date over 10 years. There are 1487 items in this range. Approximately 25% of these should be weeded. This amounts to 372 items. To reach the maximum percentage recommended by NCDPI, 1562 items need to be purchased, including replacements for the items weeded. At $21.55 per book, this would amount to a budget of approximately $33,662.00.

Year 2The focus for the year will be weeding and increase the number of items in the 800s. Currently the 800s only make up 1.41% of the collection. The area does not really need to be weeded for out of date items as the Literature and Rhetoric section does not

generally house materials that go out of date. This area simply needs to be weeded based on physical condition, which was already done in the 2012/2013 school year. Instead the collection size needs to be increased to match the NCDPI recommendations of 4-10.8%. 10% of the collection would be approximately 1,249 items. Currently there are 173 items in the collection. The collection needs an increase of about 1,076 items. At $21.55 per book, the budget for year two would be $23,188.00.

Year 3Weed and increase the collection size for the 600s. The collection is out of date and below the recommended range. Currently there are 540 items in this Dewey Decimal range. This is a ratio of 4.39% of the collection. The recommended number of items for the 600s would be approximately 1,229 items. According to the Titlewise analysis, approximately 97.94% of the Dewey Decimal range from 610-619 (Medical Sciences/Medicine) is dated. In addition, the average age of the entire hundreds range is 1998 – approximately 14 years old. The entire collection needs to be weeded with around 50% of the collection weeded. Some parts of the 600s range are stable as they include the areas for pets and home economics. Others, such as manufacturing and medicine need to be completely weeded. If 50% of the collection is weeded, then 270 items need to be weeded. In addition, 959 items need to be purchased to reach the 10% of the collection that is recommended by NCDPI. At a cost of $21.55 per book, the approximate budget needed would be $20,666.00.

Year 4The goal for year four is to weed and increase the collection size for Fiction. The collection needs to be weeded, not based on the age of the collection but based on items that are unappealing because they have outdated covers or contain outdated plot elements. Circulation statistics will also be important so that books that are not circulated and meet the additional outdated requirements can be weeded. These collections are part of year four because the need is not as urgent as the other areas of the library. Approximately 75 items will need to be weeded. Around 200 items will need to be added to the collection. This collection meets the recommended NCDPI percentages, but they also need to have a more core collection as many standards are missing. With the new items and the replacements for the weeded items, 275 new items will need to be purchased. At $21.55 per book the total budget needed is approximately $5,926.00.

Year 5Similar to year four, year five focuses on weeding and increasing the collection size for Everybody. The same criteria used for Fiction will be used for weeding and collection development here. Approximately 75 items will need to be weeded. Around 200 items will need to be added to the collection. This collection meets the recommended NCDPI percentages, but they also need to have a more core collection as many standards are

missing. With the new items and the replacements for the weeded items, 275 new items will need to be purchased. At $21.55 per book the total budget needed is approximately $5,926.00.

Appendix A – Random Sample of Materials from W.R. Odell Elementary School

TitleCall

Number Cond.Circulation Statistics Copy.

900sOn the Court with Michael Jordan (Christopher) 921 Jor Good 16 1996

Finding the Titanic (Ballard) 910.4 Bal Poor 43 1993How They Croaked (Bragg) 920 Bra New 6 2011

NASCAR: Today's Top Drivers (White and Kinrade) 920 Whi Worn 47 2005

Buried in Ice (Beattle and Geiger)919.804

Bea Worn 29 1995The Mississippi River (Olson) 917.7 Ols New 0 2004

Political Maps (Mahaney) 912 Mah New 2 2007How the Sphinx Got to the Museum (Hartland) 932 Har New 1 2010

Harriet Tubman (Rustad) 921 Tub Good 27 2002Dale Earnhardt (Benson) 921 Ear Good 31 2001

Chasing Lincoln's Killer (Swanson) 921 Boo Good 16 2008We Were There Too! (Hoose) 973. Hoo Good 13 1995

Celebrate the 50 States! (Leedy) 973 Lee New 4 1999Oklahoma (Thompson) 976.6 Tho New 8 1996

Valley Forge (Stein)973.334

Ste Good 4 1994Italy (Cassidy) 945 Cas Good 11 2002

Ireland (Sexton) 941.5 Sext New 1 2011Train of States (Sis) 973 Sis New 2 2004

The Boy's War (Murphy) 973.7 Mur New 9 1990The Great Fire (Murphy) 977.3 Mur Good 13 1995

500s

I Didn't Know that People Chase Twisters (Petty)551.55

Pet Good 32 1998The Magic School Bus Gets Eaten (Cole) 574.4 Col Good 6 1996

Tornadoes (Simon)551.55

Sim Good 40 1999

Garter Snakes (Wechsler)597.96

Wec Worn 50 2001Bats - Creatures of the Night (Milton) 599.4 Mil Good 7 1993Zipping Zapping Zooming Bats (Earle) 599.4 Ear Worn 38 1995

Spinning Spiders (Berger) 595.4 Ber Worn 9 2003What Makes a Reptile (Stone) 597.9 Sto Good 26 1997

Crustaceans (Llamas) 595.3 Lla Good 21 1996

Beavers (Labella) 599.3 Lab New 9 2005Birds (Cooper) 598 Coo Good 18 1997

The Best of Times (Tang) 513.2 Tan New 9 2002Summer (Stone) 508 Sto New 3 1994

Autumn Leaves (Robbins) 581.4 Rob Good 18 1998The Egg (Gill) 591.4 Gil New 7 2001

Cold, Colder, Coldest (Dahl) 591.4 Dah Good 6 1995Planet Earth Inside/Outside (Gibbons) 550 Gib Good 6 1995

King Cobras (Murray)597.96

Mur Good 48 2002

Wildcats (Market)599.74

Mar Poor 34 1991

Into the Volcano (O'Meara)551.21 Ome New 6 2005

300sMine Hunting Ships (Abramovitz) 359.8 Abr Good 74 2001

Scary Stories - 3 More Tales to Chill Your Bones398.25

Sch New 2 2011Nuclear Submarines (Burgan) 359.9 Bur Worn 80 2001

Military Police (Green) 355.1 Gre Worn 108 2000

The Classic Grimm's Fairy Tales (Egan)398.21

Bet Worn 43 1990Rapunzel (Zelinsky) 398.2 Zel Good 39 1997

the History of Money (Armentrout) 332.4 Arm Worn 8 1996

Gorilla Doctors (Turner)333.95

Tur New 2 2005The Airport (Kallen) 387.7 Kal New 1 1997

Mummies Made in Egypt (Aliki) 393.3 Ali Good 11 1979Some From the Sun Some From the Moon (Zemach) 398. Zem New 13 2001

Christmas Around the World (Kelly) 394.2 Kel Worn 13 1986Southern Lighthouses (Roberts and Jones) 387.1 Jon Poor 13 1998

Castle and Knight (Star) 392.3 Sta Good 17 2005Petite Rouge (Artell) 398.2 Art Good 21 2001

The First Strawberries (Bruchac) 398.2 Bru Good 16 1993

The Legend of the Poinsetta (DePaola)398.24

DeP New 17 1994Pecos Bill (Kellogg) 398.2 Kel Poor 19 1986

The Bill of Rights (Burgan)342.73

Bur New 1 2002

FictionGossamer (Lowery) Fic Low Good 10 2006

See You Around Sam (Lowery) Fic Low Good 13 1996We the Children (Clements) Fic Cle New 4 2010

Ghosthunters and the Incredibly Revolting Ghost (Funke) Fic Fun Good 20 2006Ivy and Bean and the Ghost that Had to Go (Barrows) Fic Bar New 6 2006

Talent Show from the Black Lagoon (Thaler)) Fic Tha Good 32 2003The Lion the Witch and the Wardrobe (Lewis) Fic Lew Good 34 1978

Sent (Haddix) Fic Had New 5 2009Soltra the Stone Charmer (Blade) Fic Bla New 3 2008

Seer of Shadows (Avi) Fic Avi New 12 2008Hardy Boys - The Ocean of Ostna (Lobdell) Fic Lob Good 32 2006

Captain Underpants and the Preposterous Plight of Professor… (Pilkey) Fic Pil Worn 20 2006

Judy Moody M.D. the Doctor is In (McDonald) Fic McD Good 21 2004The Mysery at Dracula's Castle (Marsh) Fic Mar New 28 2008

Kayman the Gorgon Hound (Blade) Fic Bla Good 9 2010Captain Underpants and the Wrath of the Wicked

Wedgie… (Pilkey) Fic Pil Worn 58 2001Where the Mountains Meets the Moon (Lin) Fic Lin Good 2 2009

Cody (Puppy Place) (Miles) Fic Mil New 2 2008Clementine's Letter (Pennypacker) Fic Pen Good 26 2008

Frankie Pickle and the Closet of Doom (Wright) Fic Wri New 13 2009

Works Cited

American Association of School Librarians. (2009). Empowering Learners. Chicago: American Library Association.

Cabarrus County Schools Report Card http://www.ccsweb.cabarrus.k12.nc.us/education/components/layout/default.php?sectiondetailid=115567&

Lowe, Karen. (2009). Resource Alignment: Providing Curriculum Support in the School Library Media Center. Miller’s Creek: Beacon Consulting.

North Carolina Department of Public Instruction. (2009). IMPACT: Guidelines for North Carolina Media and Technology Programs. Raleigh: North Carolina Department of Public Instruction.

W.R. Odell Elementary. Titlewise Analysis. Retrieved October 2012.