Building and Evaluating Juvenile Collections in Academic Libraries

Abstract

Although many college and university libraries support teacher education programs, relatively little attention has been paid to developing juvenile literature collections that support these programs. This paper discusses needs of education students and characteristics of juvenile literature which academic librarians should consider when developing collections. It examines standard tools for selecting children's and young adult materials and analyzes their usefulness for building collections that support teacher preparation programs. Finally, it provides practical advice for evaluating juvenile collections and selecting materials to fill gaps in support for teacher preparation programs in mathematics, art, and other subjects. This manuscript has not been published elsewhere and has not been submitted simultaneously for publication elsewhere. 2 Building and Evaluating Juvenile Collections in Academic LibrariesVirginia K. Williams ABSTRACT. Although many college and university libraries support teacher education programs, relatively little attention has been paid to developing juvenile literature collections that support these programs. This

Promoting a Juvenile Awards Approval Plan: Using Collaboration and Selected Projects for Improved Visibility and Findability to Promote Juvenile Collections in Academic Libraries

“…He also gives recommendations for resources related to reference books, awards, and selection tools. Williams (2011) describes common information needs of education students and the general characteristic of juvenile literature. She provides several tips and recommendations for planning collection development, assessing the collection, and selecting items.…”

Remote reading: a shelf list analysis of an academic library’s juvenile collection

“…Their results provide a snapshot of the range of policies and procedures within a set of institutions with similar core values. Williams (2011) centers the needs of education students when building collections of juvenile literature. Wegmann et al (2021) expand beyond centering the needs of education students and collaboratively assess the children’s collection in partnership with students and faculty in Sonoma State University’s School of Education.…”

La place du bibliothécaire intégré dans la perspective d’approche-programme adoptée par les facultés d’éducation québécoises

“…Dans ces recommandations, comme dans plusieurs autres articles que nous avons examinés, le bibliothécaire intégré n'est donc pas explicitement nommé. Par contre, il apparaît que les bibliothécaires des didacthèques accordent une importance à la collaboration dans l'élaboration des services de formation et d'information (Clarke,1991 ;Dickinson, Cogdell et Gavigan, 2004 ;Walker, 2012) ainsi que dans le développement des collections (Gelber et Uhl, 2012 ;Locke, 2007 ;Madray et Catalano, 2010 ;Meyer, 2012 ;Shipman, 2014 ;Teel, 2008 ;Williams, 2011).…”