Assignment+3

=Collection Evaluation & Report =

Bishop states that the purpose of evaluating a collection is to determine it's // worth // (2007). It is important to take the information and statistics we gather to determine the strengths and weaknesses in order to improve. The evaluation also lets us know about the quantity and quality of our collection - // the worth //. The Arizona State Library website points out that "library staff can also benefit by having a better understanding of the collection, a basis for more selective collection development, improved communication with similar libraries, and enhanced professional skills in collection development" (2012) Due to the fine details of an evaluation, it informs the T-L of what there is. I hope to demonstrate the Biology 12 collection currently at LA Matheson. I will start with the quantitative analysis first providing the data in the raw data page. Afterwards I will move on to the qualitative analysis where I have included a sample set of ten books representing the collection. And finally, I will conclude with recommendations and a reflection of my evaluation.

Quantitative Analysis
According to the Destiny Catalogue System by Follett, the library at LA Matheson has a total of 18,352 copies of print, audio and visual media resources. Out of that total, 10,472 are non fiction. There are 1,532 active patrons at the school (students, teachers, SEAs, office staff and admin). From the Community Analysis, we know that there are 1389 students in the school which means there is an average of 7.5 non fiction resource per student. As noted in Bishop, this is a low number but it doesn't take into account of the entire collection, just the non fiction area. Below is a chart of the library. The non fiction collection is broken down by the Dewey Decimal Classification. The average age of the Non Fiction collection is from 1998. This also corresponds to the Biology 12 collection age. A pie chart was made to show a visual representation of the number of resources there are in the each category. The non fiction area takes up 57.1% of the entire collection. The Science and Applied Sciences categories take up about 16.2% of the total amount of resources. Most of the non fiction materials are related to Social Studies.


 * Classification ||  ||   || Collection || Percentage || Average Age ||
 * 000 || General ||  ||   || 167 || 0.9% || 2004 ||
 * 100 |||||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Philosophy and Psychology || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">205 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1.1% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">2001 ||
 * <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">200 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Religion ||  ||   || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">287 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1.6% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1996 ||
 * <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">300 |||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Social Science ||  || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1872 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">10.2% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">2000 ||
 * <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">400 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Language ||  ||   || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">131 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">0.7% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1995 ||
 * <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">500 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Science ||  ||   || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1563 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">8.5% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1998 ||
 * <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">600 |||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Applied Science ||  || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1416 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">7.7% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1999 ||
 * <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">700 |||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Arts and Recreation ||  || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1411 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">7.7% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1997 ||
 * <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">800 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Literature ||  ||   || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">790 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">4.3% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1996 ||
 * <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">900 |||||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">History and Geography || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">2630 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">14.3% || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">1998 ||
 * || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Fiction ||  ||   || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">7880 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">42.9% ||   ||
 * |||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Non Fiction ||  || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">10472 || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">57.1% ||   ||
 * |||||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Total Number of Books || <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">18352 ||  ||   ||


 * |||||||||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Total Number of Non Fic Resources Per Student = 7.5 ||  ||
 * |||||||| <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Average Age of Non Fic Categories = 1998 ||  ||   ||

<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;"> <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">The last inventory was completed in 2011 where 683 were unaccounted for. The high number of unaccounted resources is mainly due to the fact that certain departments keep a small selection of videos in their prep rooms for convenience. However, all new video purchases are now kept in the library along with the others. Since the 2010-2011 school year, an additional 1,111 pieces were added. All of this does not include the wide selection of magazines we subscribe to in the library that vary from Popular Science to Seventeen. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">In addition to the physical materials, the Surrey School District has a bank of online resources that is accessible to students both at home and at school. Surrey School District has subscribed to a variety of online databases such as Thomson Gale, World Book Encyclopedia, EBSCO, etc. We also have access to video content that can be streamed online from Learn360, Discovery Education, CBC and NFB. Finally our school has an online subscription to the Province and Vancouver Sun newspaper as well as a paper copy of the Province in the library. We even have a stack of the free 24Hours newspaper for students to take daily.

<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">.

<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">The resources pertaining to the biology 12 curriculum at L.A. Matheson Secondary Library are between the sections 570-574, 576, 610-612, and 616 of the Dewey Decimal System. The cell biology section falls into 570-574 and 576. It is a small collection of 181. According to the collection statistics report from Destiny, the average overall age dates back to 1999. Certain parts of the section is newer averaging 8 to 10 years. It has circulated a total of 16 times this year and 101 times since 2007. It is apparent from the report that the collection is rarely circulated.

<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">For the human biology section (610-612, 616), the average overall age is 1998 but the 616 section averages to 2003. There are 397 resources in this area alone.The human biology collection has circulated 170 times this year and 365 times since 2007. As the statistics show, these two sections of the library are not circulated very often.



<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">The raw data shows the details of all the titles in the Biology 12 collection as well as summary of the number of times the titles have circulated in the past 2 years.

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Qualitative Analysis
<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">

<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">The non fiction print resources take up five book shelves placed at the back of the library next to the tables. Each shelf is labeled with a list of its subjects according to their Dewey Decimal number. The cell and human biology books are found in the same aisle but on opposite ends. The collection is small enough that it is not necessary to use the Destiny online library catalogue to find the books, however, it would expedite the process. The first impression of the collection is that it looks barely used. The books that have the most wear and tear are The Key Study Guides for Biology 12. After searching the top ten books of that area, The Key, is the most circulated book there. As noted in the circulation report, the materials are barely taken out by the students. The students at the school who come into the library generally avoid books and head straight to the computers unless the books are mandatory. For Biology 12, the classes rarely come into the library, which would account for the lack of use. When classes do come in for project work, the books are used during class time and are not signed out by the students. If the data reflected the in-library usage, the statistics would show a higher circulation number. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">In the raw data, there are pictures of the Biology book shelves. The collection of our focus is small compared to other areas. Half of the books are about general biology and not cell biology. The books range in size and thickness. There are multiple copies of certain titles and half of the books are fairly recent. The books generally have a colorful and interesting cover. The human biology collection is bigger but the portion on body system is quite small compared to the diseases section. The expansion of the disease section of 616 is due to the increased number of Science and Technology 11 classes incorporating the library in their assignments. The body system section is very limited and inadequate for a full class to use. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">The raw data shows a sample set of ten different books taken from the collection. Observations of the samples are written in the caption of the pictures. The ten books are analyzed using the Selection Criteria outlined by Bishop in chapter 8 regarding books. Figures 1,3,6, and 8 are samples of good quality books. They are newer additions so they all have colour on thick, glossy pages. The text size and spacing is proportionate and there are many diagrams reflecting the content. The page layouts are well organized and appealing to read. Figure 1 involves two books in the 616 section. They are both regarding illnesses, Gonorrhea and Skin Cancer. Considering the selection criteria from Bishop, the Skin Cancer book seems to be more suitable for the age group as it has better page layouts and colour. The Gonorrhea book is plain inside with mainly text and no colour. Content wise, they are appropriate but Gonorrhea is much heavier in text making it less appealing to reluctant readers. Due to the high number of immigrants in this community, there are many students who struggle with text. As a result, a balance between diagrams and text is preferred. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Figures 4 and 9 are organized in the form of picture books. They are both very thin, flimsy and have very colorful pictures. The text is written in paragraph form with no headings. They have fairly attractive covers but the content is not well organized and the format makes it difficult for students to find relevant information. They would be more suitable for younger ages or for showing examples of translational activities. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Figure 10 is an example of a study guide for students. It is thicker than the normal books and it contains questions and summaries on all biology related material. The inside is in black and white. There are few diagrams compared to text. There are also other study guides available for Biology 12 like The Key that are more frequently used. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Figures 1c,2,5 and 7 are examples of books in the collection that are older. They range in size and thickness. The content is dated although still relevant in terms of facts. The illustrations in figure 7c are simplified drawings of DNA that can now be better depicted with computer graphics. Overall these books are less appealing. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">There is a wide variety of VHS videos and DVDs. These are used regularly by the teachers. The Biology 12 teachers show at least one video per body system so the collection is extensive and well used. There is a mixture of older VHS videos that are rather outdated and no longer appealing to the age group. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">The online video content like Learn360 has a lot of video clips on the subject matter but there are no specific online databases for sciences. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Strengths of the Collection
<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">The collection is small but the T-L has been adding more to it over the years. The books on the shelf are generally age appropriate and have attractive jacket covers. The content is related to the subject area and easy to read. The study guides offer students an extra option for reviewing. The videos are used frequently due to their focus on each specific body system making them ideal to show in the class. The Destiny webpath express is a search engine that provides students with websites that are reliable to use for research on their topics. There is much potential for growth.

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Weaknesses of the Collection
<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Although the collection has improved over the years, the area receiving the most new books are the 616s (diseases). There needs to be more books on body systems to ensure that all the students in a class can use the books. As shown in the chart of the collection map, the average age of the collection is 1998, which is over 10 years old. A lot of the material is dated and needs to be replaced. There are no specific online databases for sciences even though there are several for literature and social studies. Some of the videos are outdated and are no longer appealing to students as they cannot make connections to the content. The online streaming has an overwhelming amount of video clips and it takes a lot of time to sift through them to find the right ones to show. In addition, it requires internet to stream and it takes a long time to download. And finally, books on the shelves are not always noticed. They also need to be showcased. Unfortunately, the library does not have a display case as most other libraries do. There is only one display shelf and it is next to the circulation desk.

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Recommendations
<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">
 * 1) Enrich the collection with more materials on the subject matter. The lack of print materials reveals that there is no demand for them. In order to encourage the Biology 12 teachers to take their classes into the library, the T-L needs to strengthen the collection. Secondly, initiate the process of creating a diverse selection of resources so that the teachers feel compelled to use them.
 * 2) Weed the books that do not fit the criteria of a good resource as outlined in Bishop. In this day and age, students prefer books with colourful diagrams combined with a decent amount of text in order to catch their attention. The books that date back to the 1990s with no colour and few diagrams would not be used by the students. These books should be replaced with ones that would appeal to them in order to encourage circulation and usage.
 * 3) Showcase the books on the display shelf so students would notice the books more. They cannot read what they do not know about!
 * 4) Weed out the older videos. To make life easier for the teachers, the T-L can offer to look through the online video content to find the best video clips and download them first. This way, the video clips would not require internet and the teachers can then view them at their leisure and choose the clips they like best to show.
 * 5) Add a science database to the collection to make it easier for students to research on their topic.

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Reflections
<span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">This assignment was intimidating. From the readings, it is mentioned everywhere that a collection evaluation takes a lot of time and effort. Unfortunately, time and energy is hard to provide while working full time and more. Even though this was a challenging assignment, it is worth it. When I first took over the library when the T-L went on maternity leave, I wondered about how I would decide what resources to buy with my budget. How do I determine if a collection needed more of which books or videos? Every choice I made, I wondered if it was right. This was an opportunity to learn to make good choices. Reflecting on this, I can see how there would be challenges to evaluating a collection as mentioned by Bishop. She talked about the 5 barriers identified by Baker and Lancaster (1991) and I worried about all 5 of them. To refresh the memory, the 5 barriers listed on page 148 are: <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;"> <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">I felt that all of these barriers were applicable to me, however, I contributed most of my worries to my lack of experience. It is a daunting and arduous task especially for a new T-L like myself. Every step of the process was difficult. It was frustrating just collecting data since I am still unfamiliar with the reports section of Destiny. It took a while to figure it out and then even longer to run the reports for myself and my classmate. After gathering the data, I felt uncertain about what to do with the statistics. Bishop mentioned that data can be "easily arranged into categories for analysis" (2007, pg.150) but it was another obstacle for me. I wanted to turn my data into graphs but I was unable to do it properly. My Excel skills have faded from my memory since my undergraduate days. The only graph I managed to complete was the pie chart. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">On the bright side, I found the websites very helpful in providing me with ideas on what to do with my evaluation. For me, Bishop was vague on describing what collection mapping was and I had to rely on the Arizona State Library and The School Library Media Specialist for further information. The latter provided a nice general idea of what collection mapping was while giving specific examples. It also covered the same questions I came across during my evaluation. I appreciate how The School Library Media Specialist mentioned that "today's collections are moving from balanced collection which offer a little of everything to focused collection that provide the level of depth to meet the demands of rigorous standards." (2010) There is much truth to this comment. In order to meet the standards of the Biology 12 curriculum, the collection cannot just have a small amount of general books and resources. It needs more related content to fulfill the expectations of the course. Part of conducting an evaluation is to help me find what the weaknesses and strengths are so that I can improve the collection appropriately. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">What I found helpful from Bishop was the selection criteria in Chapter 8 for the different types of resources. It was nice to have an idea of what to look for when I was making observations of the collection. I realized from the criteria that it is important to choose the right book so that the patrons will use it. In my school district, the T-L's are encouraged to use the vendor websites to order books as it is less costly and efficient. I can now see how this can affect the selection of resources. If I cannot see the inside of the book, how do I know if it meets the criteria of my intended audience? This would be a problem if I am trying to add good quality books to the collection. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">Overall, the whole process was inspiring! Despite the amount of work and headache, I felt its worth. This is a tiny aspect of the library collection but it is a good start to seeing what I have at my disposal and what needs to be changed. As I mentioned in the beginning of my reflection, I did not know anything about selection at the start of my position. Through this assignment, I feel that I now have the tools to target, and improve if necessary, the collections currently under my care. <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;"> <span style="color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12pt; text-align: justify;">The next time I conduct such an evaluation, I would include the input of teachers as they are the experts of their subject area. They would be better at letting me know what information is valid and useful for their curriculum. I would also conduct a survey to the students as part of the evaluation process. This way, I can include as much input as possible to make the evaluation more accurate and positive!
 * 1) library servies are intangible and library goals are impossible to measure objectively
 * 2) lack of staff time
 * 3) lack of experience with or knowledge about collecting and analyzing empirical data
 * 4) fear of the results
 * 5) uncertainty about what to do with the results

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">References
<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">Baker, S.L. & Lancaster, F.W. (1991). //The measurement and evaluation of library services// (2nd ed.). Arlington, VA: Information Resources Press.

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">Bishop, K., & Orden, P. (2007). //The collection program in schools: concepts, practices, and information sources// (4th ed.). Westport, Conn.: Libraries Unlimited.

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">Collection Assessment & Mapping. (2012). //ASLAPR - Arizona State Library, Archives and Public Records, a division of the Secretary of State//. Retrieved June 12, 2012, from http://www.lib.az.us/cdt/collass.aspx

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">Collections Statistics. (2011). //SD No.36 (Surrey) Destiny Catalogue//. Retrieved June 14, 2012, from []

<span style="color: #008000; font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">Library Media Program: Collection Mapping. (2010). //The School Library Media Specialist//. Retrieved June 15, 2012, from @http://eduscapes.com/sms/program/mapping.html