Action plan template
Collection development
Choose ONE priority area to focus on for your own school library collection. You might like to choose from the list of priority areas we identified (below), or use your own.
Collection development — priority area ideas
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Supporting priority learners
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Develop the collection to better support priority learners in your school For example: high-interest/low reading-age materials;
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Improving cultural diversity
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Develop the collection to better reflect the cultures of your school community e.g. Māori, Pasifika, or ESOL learners.
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Supporting a particular subject or curriculum area
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Develop the collection so that materials are available to inspire and inform inquiry learning and/or research, for topics currently being explored by learners in your school.
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Supporting reading for pleasure for a particular group of readers
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Develop the collection to better respond to the interests and needs of groups of readers. For example: boys who are not keen readers; students identified as Gifted & Talented.
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Revitalising a section of your collection
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Develop a section of your collection where materials are underused / unattractive / no longer current etc. For example: biographies; graphic novels; early fiction, reference materials, eBooks.
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Think about whether any information, ideas and resources suggested in the Riverside School group discussion are relevant to your selected priority area, and how they could be applied to your own school library collection. Then suggest any other ideas and relevant resources you’ve learned about over the previous weeks (and possibly recorded in your Learning Journal) that could be explored further for your own school using the action-plan template.
Draft your ideas in the template. We don't expect this to be a complete action plan – just your initial thinking on how you could begin to take action. These ideas can be further developed once the course has finished.
You will share this draft action plan with the course participants in Week 5, look at other participants' actions plans, and exchange feedback with each other in Week 5.
My priority area is:
Supporting Priority Learners: Developing a collection to support children who are reading in the Green to Gold band ( Ready to Read Level 12 to Level 21)
Project / initiative title: “Super Readables and Readables Collection”
1. Stakeholders
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2. Goals – S.M.A.R.T. (Specific, Measureable, Achievable, Realistic, Time-bound)
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3. Team
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4. Action steps
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5. Resources
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6. Schedule
Complete:
Complete:
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Optional elements
7. Backgrounding
Teachers often ask for a good fit book for children in the green/gold level. These children often get out books that are far too difficult for them. I want teachers to be able to say to the child “get a book with a Super Reader or Reader sticker on it .“ Then the child and teacher can be sure that the book will be at a level that the child can read.
The books need to be age appropriate ,in different genres and subjects that any child would want to read.
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8. Challenges and contingencies
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9. Communications
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