Curriculum Connections: Chapter 6

This article focused on curriculum mapping as well, but also included collection mapping and discussed the relationship between the two topics. The basic premise is that school who has spent time developing curriculum maps for all grade levels should have a library media center where a teacher librarian has developed a collection map that supports that curriculum map.

I see where this fails so often. When I took over my library, there were many non-fiction books that had no correlation to middle school curriculum. While it is nice to have a collection of books on the fifty states, that is not taught at the middle school level. There were many similar examples.

Curriculum maps ensure that what we are teaching are actually aligned with state standards. With curriculum mapping, the teacher librarian has the ability to become an expert at what is taught at all levels in the school.

To create a curriculum map, it takes a great deal of work from all concerned parties, but it also can mean that some people must step out of their comfort zone. When you are completed, it can become the driving force behind academic achievement at a school.

Curriculum maps can have many different looks and that is acceptable. The only outcome from creating a curriculum map should be in having one that works best for your school. The one key is that there should be a "seamless curriculum flow between all grade levels." Duplication of content should be gone.

One way to ensure that everything works as it should is to create a curriculum committee with a grade-level representative, the teacher librarian, an administrator, and whomever else is necessary for success.

The second piece of creating a curriculum map, though, is how it is used by the teacher librarian. When the curriculum map is done, then the teacher librarian should begin the work of mapping the library's collection to the curriculum. Easier said than done. The author uses the example of weeding 75% of her collection because it did not relate to the curriculum and/or was outdated.

The author discusses Loertscher's model for collection mapping. Basically, you:

1. Divide the collection into several small segments that relate to your curriculum.
2. Build, weed, or maintain each segment based on the needs of the school that is outlined in the curriculum map.
3. Create a graph that shows how many items are in each area. This is now easily done using modern systems like Follett's Destiny.
4. Rate each section from Poor to Exemplary. Fix the Poor areas first.
5. Determine if the collection has current information. Where it is not current, weed.
6. Weed heavily, if necessary.

The author does not recommend sever weeding unless there are immediate plans for rebuilding and there is funding attached to that rebuilding. The author also stresses working with grade levels and helping to write units and plan projects. Being part of the process ensures that teachers are using the curriculum maps, but also that your collection continues to reflect real needs of the school.

The advantage to having a collection map is that you can immediately know, graphically, if your current collection supports the curriculum of the school.


Related Articles
Franklin, P., & Stephens, C. (2009, May). Use Standards to Draw Curriculum Maps. School Library Media Activities Monthly, 25(9), 44-45. Retrieved August 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Bushing, M. (2006, August). Collection mapping - An Evolving Tool for Better Resources and Better Access. Signum, Retrieved August 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.