My+Digital+Library

= __**My Digital Library**__ = = = I am using British Columbia's curriculum and have selected Health and Career Education Grade 6 as my subject and grade level. The major prescribed learning outcomes for Health and Career Education for Grade 6 in British Columbia are:
 * 6.1 Goals and Decisions
 * 6.2 Career Development
 * 6.3 Health

I chose this Grade and topic because I am very interested in working with students from Grades 5-7. This is an important year to be given time management and decision making skills as they begin a more independent phase of their life. There will be many pressures and it is important that the students be given the skills to evaluate the potential positive and harmful and consequences for themselves and others in order that they can make an informed decision and not one based on peer pressure or potential false information from different sources. Finally, research has shown that a healthy living that includes a balance of physical activity, healthy eating, and emotional health results in better concentration and academic performance.

The resources to support the Health and Career Education Collection for Grade 6, both student and professional resources is quite scarce. There are very few resources that would allow Grade 6 teachers to deliver the program with any kind of depth. In an effort to provide a resource for educators wanting to know how to support this area of the curriculum, I focused on materials recommended from the IRP document. Several of these were professional resources and the rest were a variety of media, including websites that I verified the links and materials before including them in the mini digital library catalogue. Secondly, I used two print journals and several online book review sites to select materials that would support the curriculum. = = = __**Goals and Decisions**__ =

=HeartSmart Kids (4-6)=

=Goal Setting for Students (John Bishop)=

A1 describe planning techniques that can help to support goal attainment (e.g., time management, setting priorities, considering costs and resources)

A2 identify influences on goal setting and decision making, including family, peer, and media influences


 * Career Development**

=Making Decisions Grade 6=

B1 relate personal attributes to various types of work

B2 describe transferable skills that are developed through school and recreational activities (e.g., teamwork, organization, creativity)

=Destination 2020=

= __**Health**__ =
 * //Healthy Living//**

=//BC Life Skills K-7//=

=//HeartSmart Kids (4-6)//=

=//What Kids Want to Know About Sex and Growing Up//=

=**//Action Schools BC//**= www.actionschoolsbc.ca/content/home.asp

=**//BC Centre for Disease Control//**= http://www.bccdc.ca/default.htm

=Eating Well with Canada's Food Guide=

=It's So Amazing! A Book About Eggs, Sperm, Birth, Babies and Families. (Robie H. Harris)=

=The Care and Keeping of You: The Basic Body Book for Girls (Valerie Schaefer)=

=The Adventures of Medical Man=

C1 describe the benefits of attaining and maintaining a balanced, healthy lifestyle, including the benefits of being physically active healthy eating practices an emotionally healthy lifestyle

C2 describe the human reproductive system

C3 demonstrate an understanding of the importance of respecting own and others’ development rates during puberty and adolescence

C4 identify practices that reduce the risk of contracting life-threatening communicable diseases, including HIV, hepatitis B and C, and meningococcal C

= **__//Healthy Relationships//__** =

=//BC Life Skills K-7//=

=//Focus on Bullying: A Prevention Program for Elementary School Communities//=

=//Making Decisions Grade 6//=

=//Silent on the Sidelines: Why We Ignore Bullying//=

=Media Awareness Network= www.media-awareness.ca

=Safe, Caring, and Orderly Schools= www.bced.gov.bc.ca/sco/

=Staying Real: Teens Confront Sexual Stereotypes=

Silent on the Sidelines: Why We Ignore Bullying

C8 apply appropriate strategies for responding to discrimination, stereotyping, and bullying
= __**//Safety and Injury Prevention//**__ =

=//Going Places: A Road Safety Teacher's Guide (Grades 4 to 7)//=

=//Kids in the Know ; Grade 6 : personal safety program//=

=//Student WorkSafe 6//=

emergency response plan, knowing how to get help)
= __**//Substance Misuse Prevention//**__ =

=**//HeartSmart Kids (4-6)//**=

=**//Here to Help, A BC Information Resource for Individuals and Families Managing Mental Health or Substance Use Problems//**= http://www.heretohelp.bc.ca/

drugs (e.g., altered judgment and decision making, addiction, potential harm to fetus)
= __**//Reflection//**__  =

The collection must include resources in multiple media (i.e., it might include records for print items, abstracts or full-text documents found in indexes, finding aids (pathfinders), digital facsimiles of books found on the Web like Google books, manuscripts, film, oral histories, photographs, videos, blogs etc.). People unfamiliar with the collection should be able to navigate the collection, find individual resources without difficulty, and understand the record describing the item. This means your description of items must be consistent and use some standard of description.

The collection was gathered from the recommended resources located in the IRP Documents. In addition, I used reviews from library journals to find any tradebooks that would support the curriculum. After gathering the resources, I used AMICUS and the Vancouver Public Library to access the MARC Records. There was a lot more information that was necessary so I chose fields that I think is important for those using these resources. Also, I tried adding information to some of the fields that were missing. I haven’t had the chance to add all the information to all the fields, but this process is ongoing. As a teacher-librarian, it is their job to continue to revise and update MARC records to make the access points and descriptions of the material as relevant as possible.

I had some problems including some of the websites and resources because they were no longer active. It is important, as the teacher-librarian, to remember to check the links before a class will start the unit or a lesson needs to be taught using these resources. This will ensure the information is up to date and the links are still accessible.

The creation of MARC records isn’t something many Teacher-Librarians need to do in public school districts. They are either done at the district level or provided by a outside organization. Although this is the case, it is important to understand the meaning of the codes and how we can make our collection and materials more accessible using metedata tagging.

The metedata schema that I used was based on the commonly used MAR 21 fields located on the library of congress website. In addition, I added several more that would be relevant to a elementary school library from the list of other fields often seen in MARC records. In addition, because there are several electronic formats included in the resource library, it would be important to know when the website is updated and URL link. As a result, the fields I included were.

020 - International Standard Book Number (ISBN) 022 - International Standard Serial Number (ISSN) 082 - Dewey Decimal classification number 100 - Main Entry -- Personal name -- (primary author) 130 - Main Entry -- Uniform title -- (NR) 240 - Uniform title -- (NR) 245 - Title Statement -- (NR) 246 - Varying form of title -- (R) 250 - Edition statement -- (NR) 256 - Computer file characteristics 260 - Publication, distribution, etc. -- (Imprint) (R) 300 - Physical description -- (R) 306 - Playing time 310 - Current Publication Frequency (NR) 490 - Series statement 500 - General note -- (R) 504 - Bibliography, etc. note (R) 505 - Formatted contents note (R) 508 - Creation/production credit notes 520 - Summary, etc. note (R) 521 - Target audience note (first indicator: 0 = reading grade level, 1 = interest age level, 2 = interest grade level, 3 = special audience characteristics, 4 = motivation interest level) 530 - Additional physical form available note 538 - System details note 600 - Subject added entry -- Personal name (R) 610 - Subject added entry -- Corporate name (R) 650 - Subject added entry -- Topical term 651 - Subject added entry -- Geographic name (R) 700 - Added entry -- Personal name (R) 710 - Added entry -- Corporate name (R) 740 - Added entry -- Uncontrolled related/analytical title (R) 800 - Series added entry -- Personal name (R) 830 - Series added entry -- Uniform Title (R) 852 - Location 856 - Electronic location and access