Steven T.

Sapere Collection Development Assignment FRIT 7134 Spring 2011 March 8, 2011 Description of Site and Learners Creekview High School, located in Canton, Georgia, is a grade 9-12 high school of approximately 1,700 students. It is part of the Cherokee County school system, which consists of six high schools, seven middle schools, and twenty two elementary schools, as well as two centers, one alternative school and one night school. The district serves more than 38,000 students in the 29th fastest-growing county in the nation (with a population of 10,000 or more). The school district is the largest single employer in Cherokee County, with more than 4,500 employees, including some 2,500 teachers. 75.5% of the students served by the district are white, 12.8% are Hispanic, and 6.9% are African-American. The remaining 4.8% of students are American Indian, Asian/Pacific Islander and Multi-Racial. 32.6% of the students in the district are eligible for free or reduced lunch, 13.4% are gifted, 13.3% are classified as students with disabilities, and 3.4% are classified as ESOL. Creekview High is staffed by 106 certified teachers, 72% of whom hold a Masters degree or higher, four administrators, three guidance counselors and thirty five classified personnel. Demographically, 89% of the students in the school are white, 5% are Hispanic, and 3% are African-American, while the remaining 3% are classified as Asian or Other. 15% of the student population is eligible for free or reduced lunch, while 11% of all students are eligible for

special education services. Overall, students in the school perform well on high-stakes testing measures. In 2010, the average SAT scores of students in the school exceeded county, state and national averages, while 74% of 408 students taking one or more of twelve Advanced Placement exams achieved a score of 3 or higher. The school has also received the Platinum Award from the Governor's Office of Student Achievement. Culturally, the school is an interesting mix of upper-middle class suburban students and lower-income rural students. What it lacks in ethnic diversity, it more than makes up for in economic diversity. The broad focus of this collection development plan is the Career, Technical, and Agricultural Education (CTAE) curricular area, with a specific focus on the Healthcare Sciences area. Creekview High School currently offers four of the seven courses in the state curriculum guide among those included in the Healthcare Science Pathways. The school offers three of the four courses listed in the Therapeutic Services/Nursing category. These elective courses are among the most popular courses offered at the school, with a total enrollment of 244 students across ten sections of the three different courses; over 14% of the current student population is currently enrolled in courses falling under the broad umbrella of Healthcare Sciences. There are 132 students currently enrolled in Introduction to Healthcare Sciences, the level one course, including 32 9th graders, 49 10th graders, 21 11th graders and 30 12th graders. The level two course, Applications of Therapeutic Services, has a current enrollment of 77 students, including 25 10th graders, 31 11th graders, and 21 12th graders. The current enrollment of the level three course, Nursing Essentials, is 35 students, including 11 11th graders and 24 12th graders. Across all sections of Healthcare Sciences elective courses, there are seven special education students and one ESOL student. Based on an analysis of standardized testing results, 52% (127) of the total number of students in the program read at the level 2 level of

performance. The remaining 48 % (117) of students in the program read at the level 3 level of performance or higher. In terms of ethnicity, across all sections in the Healthcare Sciences program there are 217 Caucasian students, 14 African-American students, 9 Hispanic students and 4 multi-racial students. Creekview High School has developed an accountability model focusing on student achievement. Creekviews vision and mission emphasize five components for exemplary practice: Planning, Curriculum, Instruction, Assessment and Organization. The goal of Creekview High School is to consistently and pervasively utilize best practices and instructional strategies that through research are proven to be effective. The Creekview High School Media Center, also known as The Unquiet Library, aims to help students become young adults who can access, evaluate, and interpret information by providing them with a well balanced and rich collection of print materials, databases, and digital books. Furthermore, as part of its stated mission, the Creekview Media Center encourages academic excellence by providing service and instruction to students and staff members and collaborates with staff in designing learning opportunities with resources, information, and technologies that enhance learning and teaching, and to promote life-long reading. Through the efforts of an outstanding media specialist, the Creekview library media program uses technology in creative and innovative ways to teach information literacy skills and improve student learning and performance across all curricular areas. The Creekview High School Media Center was honored in 2010 as an Exemplary High School Media Program by the state of Georgia. The Creekview Media Center contains 63 desktop computer stations. 32 of these computers are housed in a separate computer lab, while the remaining 31 units are distributed in other areas of the media center. Two LCD projectors, one in the presentation area and one

connected to a SmartBoard in the computer lab, are available for instructional use. Additionally, another 32 computers are available for student use in the form of laptops stored on two portable carts in different locations in the facility. The media center has access to over 10 subscription databases, including products from GALE and EBSCO host. There are currently over 15,000 titles in the media center collection, in addition to those texts already available via K - 12 GALILEO suite. The media center collection is managed using Destiny software. Curriculum Review As should be apparent from the previous section, I have chosen to focus on the Healthcare Sciences curriculum for this activity. This elective course of study is offered to high school students in grades nine through twelve, and consists of three different courses: Introduction to Healthcare Sciences, Applications of Therapeutic Services, and Nursing Essentials. The three courses must be taken in sequence, as each course is a prerequisite for the following course. Even though the three courses are unique, there are certain curriculum standards that are common themes in all of them. Among these are: infection control/microbiology/safety procedures, applied anatomy and physiology/pathophysiology, community first aid and safety, and medical assisting/nursing skills. Following is a sampling of standards from each of the three courses. It should be noted that for the first standard listed, in this case the standard covering infection control (HS-HIS-11 from the Introduction to Healthcare Sciences curriculum), there are corresponding/overlapping standards in the curricula of each of the other two courses. In this case, those corresponding standards are HS-ATS-4, from the Applies Therapeutic Services curriculum, and HS-NE-9 from the Nursing Essentials Curriculum. This same principal of correspondence and overlap among the selected standards from the three courses applies to all of those listed in the following sampling:

HS-IHS-11: The student will utilize the principles of infection control. a. Evaluate the need for asepsis in the health environment. b. Differentiate between cleaning, disinfecting, and sterilizing. c. Analyze ways microorganisms are spread using the chain of infection model and analyze methods to destroy or control the spread of pathogenic microorganisms. d. Identify risk factors associated with nosocominal infections and evaluate their impact on client and employee health. e. Define, demonstrate, and use standard precautions as described in the rules and regulations set forth by the Occupational Safety and Health Administration (OSHA). HS ATS 8: The student will analyze the anatomy, physiology and basic pathophysiology of each of the bodys systems and apply knowledge in performance of evaluating, monitoring, and treatment of client(s) and/or simulations. a. Analyze anatomical structures in relationship to their physiological functions. b. Analyze the interdependence of the integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body. c. Assess the integration and coordination of body functions and their dependence on the endocrine and nervous systems to regulate physiological activities. d. Analyze the interdependence of the bodys systems as related to wellness, disease, and disorders. e. Discuss the goals of therapy and care rehabilitation. f. Discuss the etiology of two common diseases in each body system and how to treat and/or prevent them. HS ATS 10: The student will demonstrate the performance of first aid procedures meeting and/or exceeding all standards of the American Red Cross (ARC) and/or American Heart Associations (AHA) utilizing personal protection devices and equipment in compliance with all OSHA regulatory guidelines. Simulations may be used when necessary. a. Demonstrate the assessment of a victim requiring first aid, identification of the signs and symptoms, and how to locate the victims injuries.

b. Demonstrate the ability to adapt resources at the scene of injury for the provision of first aid techniques as necessary. c. Perform basic triage techniques for emergency situations involving multiple victims. Successfully complete the American Red Cross (ARC) and/or American Heart Associations (AHA) First Aid Training HS-NE-12: The student will perform basic nursing skills within the scope of practice for a nursing assistant while maintaining resident/patient/client rights. Beginning and ending procedures (i.e. wash your hands, gather equipment, identify client, provide for privacy, etc) will be performed with all resident/patient/client care. a. Measure and record vital signs including blood pressure using manual and electronic equipment. b. Measure height and weight accurately. c. Care for residents/patients/clients environment. d. Demonstrate understanding of body systems while recognizing abnormal changes in body function and reporting changes to supervisor. e. Assist in maintaining fluid balance. f. Provide care for various types of urinary catheters. g. Collect specimens according to facility policy and procedure. h. Follow facility guidelines for caring for residents/patients/clients with various drainage tubes. i. Demonstrate the care of the resident/patient/client when death is imminent and post-mortem care (may simulate as necessary). j. Provide care for resident/patient/client receiving oxygen therapy.

The following chart offers a sampling of key units of study as well as student tasks, end products and instructor assessment strategies based on the selected standards: Standard HS-IHS-11 Concept Infection Control Sample Tasks/Assessment Strategies/End Products y Explain the need for asepsis in the healthcare environment. y Identify the chain of infection and opportunities to break the chain in the clinical setting.

y y

y HS ATS 8 Applied Anatomy and Physiology and Pathophysiology y y

y
y

HS ATS 10

Community First Aid and Safety

y y y

y y y

Discuss the cause and effect of nosocomial infections on the health environment and the importance of hand hygiene. Discuss, observe and practice aseptic techniques including but not limited to hand washing donning and removing gloves with return demonstrations. Define, demonstrate and utilize standard precautions as outlined in OSHA guidelines. Demonstrate aseptic hand washing and donning and removing non sterile gloves with return performance. Role-play scenario using standard precautions in clinical setting analyze anatomical structures in relationship to their physiological functions. analyze the interdependence of the integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body. assess the integration and coordination of body functions and their dependence on the endocrine and nervous systems to regulate physiological activities. Plan Autopsy of a dill pickle to reinforce anatomical terms and directions Identify and label anatomical structures on a variety of diagrams/models/cadavers Identify emergency situations Prioritize care for multiple victims based on assessment results Identify equipment/devices used for personal protection during first aid treatment according to OSHA regulatory guidelines Determine first aid treatment based on victims signs/symptoms Demonstrate ability to control bleeding, clean and dress a wound Create a First Aid booklet, encompassing all important principles and procedures and addressing all potential first-aid situations and use booklet to teach First Aid to elementary students Demonstrate ability to treat, wrap and splint a variety of bone and joint injuries

HS-NE-12

Medical Assisting and Nursing Skills

y y y

Successfully demonstrate CPR technique for an adult and use an AED and successfully complete CPR Competency Exam (practical and written test) Demonstrate measurement of fluid intake and output including documentation Obtain blood glucose samples correctly and record and report findings to the nurse. Demonstrate techniques for urinary catheterization, catheter care and catheter removal including documentation. Demonstrate techniques for enema administration including documentation. Demonstrate techniques for collecting urine and stool specimens including documentation. Demonstrate ostomy care procedures Students will demonstrate advance techniques in wound care, assessment and associated equipment, including non sterile and sterile techniques for dressing changes. Monitor vital signs and recognize normal and abnormal vital signs measurements

y y y y

Collection Review The first part of my evaluation of the collection was to make a visual inspection of the media center, with particular focus on the 610 619 section of the non-fiction area (the Dewey segment containing titles on medical science and medicine), as well as the reference area. Before going any further, however, it should be noted that we are in a unique situation at Creekview in that our facility is relatively new, having just opened in 2005. As a result, our collection is fairly new as well. Materials for our media center were purchased expressly for our collection, as opposed to being imported or recycled from other district schools.

All of the non-fiction books in the media center are located on a series of long, low shelves bordering several sets of tables and chairs in the instructional area. This set of shelving is clearly marked as the non-fiction area by means of overhead, hanging signage. Each row of shelving is clearly labeled with the appropriate Dewey range for the materials stored on that shelf. Reference materials are stored along the wall which is located perpendicular to the nonfiction shelving, bordering the instructional area on the other side. This creates a convenient place for students to sit and do research work with easy access to both non-fiction and reference print resources. I then set about the task of physically inspecting the books in the collection that related to my curricular area, Healthcare Sciences. Because the focus of this curriculum is fact-based, career and technical information, my inspection and evaluation of materials focused on nonfiction and reference materials, including books, DVD/video and computerized databases. I did conduct a search of the collection (via the media centers Destiny OPAC software program) for fiction titles in this curricular area. However, I found only eight titles, each of which dealt vaguely with some aspect of medicine (one was about a Mayan medicine woman), none of which fit any of the curriculum standards for this area. Because of this, the focus of my evaluation switched entirely to non-fiction and reference materials. In visually inspecting and browsing though a number of the books in this curriculum area, I was not surprised to find them all in excellent condition. In fact, many of the books appeared not to have been opened more than a handful of times. At this point in the process, I attributed the excellent condition of the books more to their chronological newness than anything else. The next step in my evaluation was to analyze some relevant statistics regarding the media center collection in general, and the holdings in my curricular area in specific. The total

number of holdings in the media center is 15,296. This number is reflective of all available resources including, but not limited to fiction, non-fiction, reference, biography, and audiovisual. There are a total of 556 non-fiction titles in the 610-619 Dewey range (the range relevant to my curricular area), representing 3.63% of the total collection. There are only four reference titles in the collection relevant to the curriculum, a four-volume series of common ailments and their treatments. In addition, there are a total of 17 DVDs relevant to the curriculum. I then conducted an analysis of my chosen segment of the collection by age sensitivity, using five years as my acceptable age range. Not surprisingly, given the fact that we are in our fifth year of operation since opening, the majority (554 out of 556) of the books in this area fell into this age sensitivity range. The oldest title found was 1995 (there was only one), while the most recent title found was dated 2005. As far as making purchasing decisions for improving this segment of the collection, the age of current holdings is important relative to their connection to the curriculum. For example, the anatomy of the human body has not changed since man first walked the Earth. As such, the age of books dealing with human anatomy may not be a significant factor. However, in terms of medical treatments, healthcare careers and nursing techniques, these are topics that change and evolve daily. Updating dated holdings on these topics is a more likely possibility. In addition to age, I did an analysis of circulation totals for the total collection as well as for titles in my chosen Dewey range. For the current school year (2010-2011) to date, there have been a total of 7,191 circulation transactions. By comparison, since the Creekview Media Center opened in August of 2006, there have only been a total of 471 transactions of non-fiction titles in the Dewey range I have selected for this assignment. Additionally, the 17 DVDs in this range have only been circulated a total of 17 times in this same time frame. This is a

disproportionately small number of transactions relatively speaking, and it probably does a better job than chronological age of explaining the like new condition of this part of the collection. This number is best explained by the manner in which the courses in the Healthcare Sciences curriculum have been administered here since the opening of the school. This instructional methodology has not taken advantage of the media center and its resources as an integral partner in effectively meeting curriculum standards, promoting student inquiry in the broad field of medicine, or improving the information literacy skills of students in this course of study relative to their course of study. Current administrative plans are to change this situation in this and other curricular areas in the school. Another factor I considered as part of my analysis was how well the current collection in this Dewey range covered the curriculum in a comprehensive manner. I found the current holdings of the media center to be lacking in a few key areas, while other facets of the curriculum were well-covered. Of the total number of media center resource holdings in this range of the collection, only fifteen of them (ten books and five DVDs) covered the topic of anatomy. Even though (as was previously mentioned) the age of these holdings is not reason for replacement, the low number of these items makes this an area where supplementing the current collection is a valid option. Age of titles is a factor, however, with many of the only eighteen titles that deal with medical and healthcare careers. This information is constantly changing, and in light of current changes to our nations healthcare system, more change is likely imminent. Updating materials in this area is a must. In the area of nursing and nursing practice/technique (a major focus of the curriculum), there is a dearth of holdings only five. This is clearly an area of the collection that needs to be improved. Another area in which there is a notable lack of holdings is topic of first aid. There are currently only four titles that remotely relate to this key

area of the curriculum, making this another need area. Finally, in the area of pathophysiology (infections, diseases, illnesses, etc.), the collection currently contains numerous and varied holdings. While this is the strongest area of this segment of the collection, there are still some gaps to fill, as well as some updating of information that needs to be done. The final component of my review focused on how well and to what degree current library holdings in my curricular area met the needs of a diverse group of learners. Even though the actual number of ESOL students at Creekview is quite small (currently there is only one ESOL student enrolled in the Healthcare Sciences program), there are currently no Spanish language holdings in this curricular area of the media center collection. This is an area that needs to be addressed, even if only at a minimal level. In addition, the needs of our special education population, which represents 11% of our total student body, should be addressed. Knowing that a great many of our special needs students perform better when presented with materials in multiple formats, especially visual media, improving the DVD/video holdings of the collection in this curricular area is another priority. Augmenting the collection in this area will undoubtedly benefit the schools special needs and ESOL population alike. Budget Summary Finding resources for this curricular area that were suitable for a high school library media center proved to be a challenge. A great many of the sources I found were geared toward an adult or professional audience, or at least a post-secondary audience. It took quite a bit of searching through a number of vendors. Ultimately I feel that I was able to find resources in a number of formats, including books, DVDs and CD-ROMs that will enhance the collection and make up for any current deficiencies. I was able to find multiple sources covering the primary

need areas I had identified, including anatomy, nursing, nursing practice/technique, and first aid. The total cost of the resources I have selected is $3,928.88. The listing of resource titles, organized by vendor, can be viewed on the Excel spreadsheet, which is the second of the two files I have submitted for this assignment. In addition to the print and audiovisual resources I selected, I have also found a number of reputable websites that are excellent resources to use in conjunction with this curricular area. I have listed these at the following Delicious link: http://www.delicious.com/stevesapere/healthcarescience