Approved by Coordinating Council, Feb, 24, 2011
This Curriculum Collection Development Policy shall serve as a supplemental guide for selecting materials for the College Libraries' curriculum collections; the criteria and policy outlined in the College Libraries' Collection Development Policy apply unless otherwise noted in this supplement.
The College Libraries' collection of curriculum materials serves to make sample instructional materials available for study, for evaluation, and for use with children from preschool through secondary school. Following the guidelines set out in the College Libraries Collection Development Policy, the curriculum materials primarily support the educational programs of the School of Education and Professional Studies and serve the needs of the students and faculty of those programs.
The Collection Development Coordinator and the library liaison(s) to the teacher education department(s) of the School of Education and Professional Studies are responsible for selection of curriculum materials. Suggestions and recommendations shall be sought on a regular basis from faculty representing the teacher education programs to help develop the collection and keep them relevant to current course offerings.
The Curriculum Collection encompasses two types of materials:
The Curriculum Collection contains media and resources appropriate for preschool through secondary education which meet the following parameters:
Weeding of the Curriculum Collection shall be governed by the weeding criteria in the College Libraries Collection Development Policy. Additional weeding criteria for curriculum materials include the following:
1 Textbooks remain an important component for the Curriculum Collection. School districts continue to purchase them for the major subject areas (literacy, mathematics, science, and social studies). Therefore students preparing to be teachers should have access to examples of the kinds of materials which they may be expected to use in K- 12 classrooms. Textbooks also assist students in understanding how learning standards are incorporated into a curriculum in terms of scope, sequence, and assessment.
2 Textbooks are marketed as one component of a curricular "program" that also includes an array of supplementary materials. Given the cost of textbooks and supplementary materials, the number of publishers in the market, and the resources of the College Libraries, it is not possible to have a comprehensive collection.
3 Teachers' editions provide the broadest view of a particular program in a single volume, and therefore, the most cost-effective way to provide the type of information of likely use to Teacher Education students.
4 There is no simple mechanism for choosing between publishers as New York State allows each school district to choose their own textbooks, neither prescribing nor recommending particular publishers. Selecting 2-3 different publishers for each subject at different grades in the three levels (elementary, middle, and secondary) provides an opportunity for comparison among the publishers.
5 For example, in Mathematics, there are both "traditional" and "alternative" approaches to teaching K-12 mathematics. Typically a publisher offers either one or the other. It is important, however, to have both approaches represented in the collection. Each subject area has a Coordinator—a faculty member in the School of Education and Professional Studies—who can serve as a resource for recommending specific publishers and describing any special considerations in the subject area.