During 2009-2010, the Iowa Association of School Librarians (IASL) is sponsoring an ICN class entitled Resource Alignment for School Librarians. We will be working through the Resource Alignment process developed by Karen R. Lowe. Resource Alignment is a library collection development process that includes collection analysis, weeding, curriculum matching, and the development of a 3-5 year library collection development plan.
Tuesday, November 17, 2009
Your Shelflist Story
Please share a story from your work with your shelf list from now until our January class. No judgment here. We all have them! :)
Joy Oldfield,weeding story - Paul Engle is a Cedar Rapids native he is also a noted American poet, editor, teacher,literary critic, novelist and playwright as well as the long-time director of the Iowa Writers' Workshop and a founder of the International Writing Program, University of Iowa. I found his book "Prairie Christmas" copyright 1958 in our collection, I researched a little more and found two more books in other sections of the library by Engle copyrights 1948 and 1960. I decided his work was significant for our collection. I have now moved all three books into our "Iowa" section. A weeding tip - with this round of weeding I'm putting a small red check on the inside back cover that way I have an immediate reference and know that I want to keep it in the collection until the next round of weeding. Happy Hunting!
The issue that I struggle with is a very, very small budget. I'm sure that I am not alone in this! In performing the check of the 500's I realized that pretty much all of my solar system/astronomy books need to be weeded! Wow! That is going to be expensive to replace. If anyone has pointers about how to address the Resource Alignment process with a very teeny budget I would love to hear it! This problem is compounded by the fact that we have a very poor, extremely mobile population and lose a ton of books as the kids come and go, so I always have replacement copies to order.
I have weeded several of the non-fiction sections of my library now, so I decided I had better weed some of the fiction so that I don't get too unbalanced. It has been a very long time since the "everybody" section has been weeded - there were several very old (not well circulated) books to be removed!
I am nearing the end of getting our library automated so I pulled many of our planet books before entering them in the library system. This has been a great eye opener to see where we are heavy and where we are light on our books. Advice for the librarian with a small budget. Check out the 2nd hand stores: Goodwill, etc. You'd be surprised the nice books that get disposed of.
Hi. Hope everyone is doing well! This is a long process for me. I have been going through every index card in my drawers. I have only made it to the 500 section. In doing so, I found a book dated back to 1913, with it's original publish date back in 1886. I am very proud to find that we do have a lot of books within the date guidelines. This is very interesting process and I can't wait to see how it ends. We to have a very, very small budget to spend on books. Season's Greetings!
So far I haven't had a lot of surprises in my collection because I try to weed it every 5 years. How convenient that this class corresponds with my 5 year weeding schedule.
When I worked in Kentucky elementary schools in the early 1990's, I did weed books about the possibility that man would go to the moon.
I am very comfortable weeding a collection because I have done it for every school I've been in--this is my 4th school. I think this class will help me prioritize what needs to be replaced first and will give me ammunition to take to the administration with a budget request.
Stranded at home during the blizzard last week, luckily I had my shelf list with me. I spent most of a day highlighting copyright dates. As the day wore on, I realized just how much this process will affect my collection. I think my oldest copyright date in my collection is 1910.
I know this is a well-thought out process and in the long run it will improve the effectiveness of the resources, but it is painful to realize that around half of the titles will be withdrawn.
I am very glad this is a multi-year project. As far as replacement and additions to the collection, the future does not look bright. With the budget cuts and restraints, I am not likely to receive the budget amount I have in the past, let alone an increase. I am sure everyone is in the same position.
My weeding story actually took place this summer before I knew I was going to be taken this class. I had decided that it was time to look at the 500's since it had been a long time between weedings. I looked at the call numbers in each 500 section and the copyright dates, presented the information to our foundation to get a grant to replace what I was going to delete. What an eye opening experience. Almost 3/4 of my collection was out of date and not useful at all. My favorite book find was "You and your body" copyright 1966. My curriculum coordinator has it in her office just as a fun reminder of what we all looked like in the 60's.
Now through this process I'm seeing what other areas are really in need of some help. I'm eager to get a final plan and present it to the foundation and see if they will be willing to help with more replacements. I'm probably one of those weird librarians that actually likes to weed. It always feels like the shelves can breathe a little better when you get done.
Sorry it has taken this long to comment, but my computer at school has filteres out this blog site so i have to do it at home, when my husband and children are not on the computer.
I also found the 500s to be outdated (Thank you, Pluto). Because our budget has been frozen, I am pulling the "really" old books that should have been weeded anyway, but adding a post-it note to the beginning of the newer, but misinformed books, so patrons know some of the material is not correct. Then as budgets become available again or some wonderful donor gives us some much needed donations, I will know what to replace first. I also talked to a few of our science teachers, so they know this when they check out books for class. They were grateful and they also commented that their textbooks are not all up to date either. I suggested they go to EBSCO to find up-to-date materials to replace those lessons that have out-of-date materials.
I think the budget thing is common in a lot of schools and libraries and we just have to make the best of a depressing situation.
My other areas of non-fiction aren't too bad, but I have a hard time weeding the biography section, especially if it's someone that has died. In this case I usually try to at least replace it, if it "looks" worn.
I have my shelflist highlighted and am not surprised that there is very little left "in the white". There is definitely more yellow than pink. I have not yet weeded any books for several reasons. First, I haven't had a chance to really look at curriculum for our district (this is only my second year) to see what can be weeded before it is replaced, etc. Secondly, we have our district site visit at the end of January. I have spent much time putting together documents requested by our administration. We have also decided to "take the hit" as far as our collection dates are concerned on the site visit so that it hopefully makes an impact on other administrators/board members so they increase budgets. I have been saving boxes all year though, and can't wait to start "cleaning house"!
As I've analyzed AEA 14's collection, I did not find anything I would consider to be story material. Karen has done a good job weeding this collection. I do wish to comment on one item in general though. I am on our Agency's Equity committee and, as a result, have become more aware of gender, ethnic, and racial bias. I've also become more aware of the exclusion of the contributions of subgroups as well. So, as I've been working through the matrix, I find myself being even more stringent than the guidelines dictate. Particularly with (American) Indians, you don't wish to give students an outdated impression. While it is sometimes difficult to locate newer materials in certain areas, it would be better for students to have nothing on the shelf than to form an incorrect impression of a subgroup.
Highlighting my shelflist was eye-opening, to say the least. Areas I had no idea were weak are some of my worst! I discovered that most of my foreign country books (900s) are outdated, and we use them every year for a 3rd grade research project. I'd like to get these replaced before next year. My 520s are also in need of updating. I had already made attempts to replace any books with references to Pluto, but I didn't realize that it was time to replace many of my other planets books as well. While highlighting other sections, I was able to identify a few errors and/or changes in cataloging I'd like to make that I probably wouldn't have noticed otherwise. This process is exactly what needs to be done in my library right now. Yea!
Having just finished up my other class - Developing School Library Curriculum for the 21st Century - with Cheryl and Karen, I felt I could safely turn my attention to this class over the holiday break. Unfortunately family issues, a school equipment inventory and some coaching duties put those good intentions to rest. Our yearly weeding schedule went out the door with the 2nd teacher librarian. In a world were there is already no time for everything, weeding is the easiest thing to move to the back burner. I am really looking forward to getting a system and schedule back in place that will allow me to manage my collection and make it the best it can be for my students and staff. Last year, I did manage to weed my biographies. As I was pulling out-of-date (10 - 20 years old) biographies on sports and entertainment figures, I wished that I had a bigger budget to replace them. I was thankful to have recently updated my Lincoln Library of Sports Champions and kept current with Contemporary Musicians. Like many others in this class, my shelf list contains many out-of-date or irrelevant materials. Hopefully I will get some time in the near future to examine it closer. Right now, it looks like I will be spending some time in the 500s and the 900s.
I had weeded quite a number of nonfiction books over the past few years to improve the average age of our collection. However, after looking at my highlighted shelf list I realize there are still a number of yellow highlighted books that I missed and need to be weeded now. I like that this process helps me to evaluate and weed the collection systematically. Also, it is giving me a clear picture of what I need to prioritize and replace first. This process will definitely improve our library collection and I plan to set up a regular weeding schedule using this process. My weeding story is about our library globe. Last year, as I used the globe to locate the country of Sri Lanka in front of an elementary class I was surprised it was still called Ceylon on our globe. We found out that its name changed in 1972. I did purchase a new globe for the library this year!
As I went through my shelf list I was apalled at the ages of many of the titles! I am focusing on the 500s and was very sad that this section of the collection has fallen into such an unfortunate state. This is my second year as the Teacher Librarian. I replaced a woman who was assigned 3 buildings. Thankfully I only have 2! It seems that in our district when money gets tight, the library budgets are the first to be cut. For this reason along with too many collections to adequately manage, I understand how the collection came to be in such need of attention. I haven't weeded much yet as I want to learn how to do it the right way the first time. If I were to weed all the books that are out dated before I have a plan, I would have several very empty shelves. I am fortunate that Whittier was given a very generous donation as a memorial gift. I have approximately $3000 to spend, but I want to be sure that I am spending wisely. Thus I am in this class to be sure that I align my purchases with the curriculum. :)
When I began my job in this elementary school library 5 years ago, I replaced a woman who had been ill for a long time, so the collection was definitely in need of weeding. I think she (rightfully so) had spent her energy on her time with the kids. I did an "ugly weed" and removed many items, including a book about "Great Negro Scientists" and a book about "modern medical advances" from the 1960's! Yikes! Last year I needed to consollidate my nonfiction in order to free up some shelf space, and I did a bit more of a ruthless weeding. I am amazed by how many items I have that are STILL out of date. The ugly weed was a good start, but this systematic approach is certainly more meaningful and scientific.
One of my debates with myself is what to do with the award-winning nonfiction books I have that are WAY old. They don't really look attractive to today's graphic-orientaed student population, but they are award-winners (ex. Caldecott award winning folktales). What to do, what to do... Is it worth keeping them to be able to illustrate (so to speak!) the changes in children's illustrations over the years, or is that really an important enough point to make to elementary students?
I know that collection management is both a science and an art. I think that up to this point, I've been hoping that I have a good eye for the "art" aspect, but I am so very happy to have a well-researched guide to the "science" aspect of collection development. I feel much more comfortable with these guidelines to follow.
A piece of practical advice to teachers that are resistant to the idea of weeding. I put boxes of fiction books in the lounge with a note saying, "These are some GREAT books that are not circulating in the library, either because we have multiple copies or because the kids are just finding other things. Please take them for your classroom libraries. Let's hope they get more use in that setting." It worked nicely for me. :o)
I am currently moving our entire library collection into our new space. It is a beautiful space, but a bit over whelming to move all the books. I have done the shelf list and have a lot of yellow. I have not weeded this year, as many of the books are still in boxes. I now have an idea which areas of the nonfiction section will need to be weeded next year and where my budget money needs to be spent.
After checking out Karen Lowe's book from my AEA and reading it from cover to cover. I actually "weeded" the whole nonfiction section of both my elementary schools last summer. However, I only got rid of books that had a copyright date of 1979 or older, that had not circulated in the past year, and that were not in the Wilson's Childrens Catalog. I now know that's not quite the right way to do this weeding process. I had a nice sized budget at the beginning of the year and was told by my principals to hurry up and spend it. This is not an easy task because I wanted to make sure I was buying the best books that aligned with the curriculum and had good recommendations. Unfortunately, I only spent half of the money before budget cuts took it away. After highlighting my 500's section shelflist, I see I still have several books to weed. I'm so glad to be learning a systematic approach to weeding and aligning library materials with curriculum. I do wonder about weeding the fiction and easy/everybody sections. I have some Dr. Seuss books that I know have 1930's or 40's copyright dates. But I can't get rid of those! I should keep those, right?
I loved this project and it's meaningful. Depressing, but meaningful. I have spoken to my board but I think the felt it was more of an update vs. a plea for new material. I believe we'll be doing some updating of the high school library physically, so it's a great time to weed.
The non-fiction shelf list has been printed and many pinks and yellow highlight the pages. This will be a process! I am so thankful for this resource alignment class.
Some shelf list stories I would like to share. One story would be that I am finding out some of the books have been process incorrectly. Those are easy fixes.
Another shelf list story would be how does one get rid of older books when teachers continually ask to check out that particular title since the book goes along with the reading, math or content curriculum.
One more thing I ponder over is getting rid of older fiction books. Here is a story - during a parent teacher conference, I had a parent visit the library and he was explaining to me he was a student at the school some 25 years ago and really loved a particular author. Sure enough we still had the books! IF these books are getting checked out, can I continue to keep them on the shelf?
Joy Oldfield,weeding story - Paul Engle is a Cedar Rapids native he is also a noted American poet, editor, teacher,literary critic, novelist and playwright as well as the long-time director of the Iowa Writers' Workshop and a founder of the International Writing Program, University of Iowa. I found his book "Prairie Christmas" copyright 1958 in our collection, I researched a little more and found two more books in other sections of the library by Engle copyrights 1948 and 1960. I decided his work was significant for our collection. I have now moved all three books into our "Iowa" section. A weeding tip - with this round of weeding I'm putting a small red check on the inside back cover that way I have an immediate reference and know that I want to keep it in the collection until the next round of weeding. Happy Hunting!
ReplyDeleteThe issue that I struggle with is a very, very small budget. I'm sure that I am not alone in this! In performing the check of the 500's I realized that pretty much all of my solar system/astronomy books need to be weeded! Wow! That is going to be expensive to replace. If anyone has pointers about how to address the Resource Alignment process with a very teeny budget I would love to hear it! This problem is compounded by the fact that we have a very poor, extremely mobile population and lose a ton of books as the kids come and go, so I always have replacement copies to order.
ReplyDeleteThis is a test to check the blog by Cheryl C.
ReplyDeleteI have weeded several of the non-fiction sections of my library now, so I decided I had better weed some of the fiction so that I don't get too unbalanced. It has been a very long time since the "everybody" section has been weeded - there were several very old (not well circulated) books to be removed!
ReplyDeleteI am nearing the end of getting our library automated so I pulled many of our planet books before entering them in the library system. This has been a great eye opener to see where we are heavy and where we are light on our books. Advice for the librarian with a small budget. Check out the 2nd hand stores: Goodwill, etc. You'd be surprised the nice books that get disposed of.
ReplyDeleteHi. Hope everyone is doing well! This is a long process for me. I have been going through every index card in my drawers. I have only made it to the 500 section. In doing so, I found a book dated back to 1913, with it's original publish date back in 1886. I am very proud to find that we do have a lot of books within the date guidelines. This is very interesting process and I can't wait to see how it ends. We to have a very, very small budget to spend on books. Season's Greetings!
ReplyDeleteSo far I haven't had a lot of surprises in my collection because I try to weed it every 5 years. How convenient that this class corresponds with my 5 year weeding schedule.
ReplyDeleteWhen I worked in Kentucky elementary schools in the early 1990's, I did weed books about the possibility that man would go to the moon.
I am very comfortable weeding a collection because I have done it for every school I've been in--this is my 4th school. I think this class will help me prioritize what needs to be replaced first and will give me ammunition to take to the administration with a budget request.
Stranded at home during the blizzard last week, luckily I had my shelf list with me. I spent most of a day highlighting copyright dates. As the day wore on, I realized just how much this process will affect my collection. I think my oldest copyright date in my collection is 1910.
ReplyDeleteI know this is a well-thought out process and in the long run it will improve the effectiveness of the resources, but it is painful to realize that around half of the titles will be withdrawn.
I am very glad this is a multi-year project. As far as replacement and additions to the collection, the future does not look bright. With the budget cuts and restraints, I am not likely to receive the budget amount I have in the past, let alone an increase. I am sure everyone is in the same position.
My weeding story actually took place this summer before I knew I was going to be taken this class. I had decided that it was time to look at the 500's since it had been a long time between weedings. I looked at the call numbers in each 500 section and the copyright dates, presented the information to our foundation to get a grant to replace what I was going to delete. What an eye opening experience. Almost 3/4 of my collection was out of date and not useful at all. My favorite book find was "You and your body" copyright 1966. My curriculum coordinator has it in her office just as a fun reminder of what we all looked like in the 60's.
ReplyDeleteNow through this process I'm seeing what other areas are really in need of some help. I'm eager to get a final plan and present it to the foundation and see if they will be willing to help with more replacements. I'm probably one of those weird librarians that actually likes to weed. It always feels like the shelves can breathe a little better when you get done.
Sorry it has taken this long to comment, but my computer at school has filteres out this blog site so i have to do it at home, when my husband and children are not on the computer.
ReplyDeleteI also found the 500s to be outdated (Thank you, Pluto). Because our budget has been frozen, I am pulling the "really" old books that should have been weeded anyway, but adding a post-it note to the beginning of the newer, but misinformed books, so patrons know some of the material is not correct. Then as budgets become available again or some wonderful donor gives us some much needed donations, I will know what to replace first. I also talked to a few of our science teachers, so they know this when they check out books for class. They were grateful and they also commented that their textbooks are not all up to date either. I suggested they go to EBSCO to find up-to-date materials to replace those lessons that have out-of-date materials.
I think the budget thing is common in a lot of schools and libraries and we just have to make the best of a depressing situation.
My other areas of non-fiction aren't too bad, but I have a hard time weeding the biography section, especially if it's someone that has died. In this case I usually try to at least replace it, if it "looks" worn.
I have my shelflist highlighted and am not surprised that there is very little left "in the white". There is definitely more yellow than pink. I have not yet weeded any books for several reasons. First, I haven't had a chance to really look at curriculum for our district (this is only my second year) to see what can be weeded before it is replaced, etc. Secondly, we have our district site visit at the end of January. I have spent much time putting together documents requested by our administration. We have also decided to "take the hit" as far as our collection dates are concerned on the site visit so that it hopefully makes an impact on other administrators/board members so they increase budgets. I have been saving boxes all year though, and can't wait to start "cleaning house"!
ReplyDeleteAs I've analyzed AEA 14's collection, I did not find anything I would consider to be story material. Karen has done a good job weeding this collection. I do wish to comment on one item in general though. I am on our Agency's Equity committee and, as a result, have become more aware of gender, ethnic, and racial bias. I've also become more aware of the exclusion of the contributions of subgroups as well. So, as I've been working through the matrix, I find myself being even more stringent than the guidelines dictate. Particularly with (American) Indians, you don't wish to give students an outdated impression. While it is sometimes difficult to locate newer materials in certain areas, it would be better for students to have nothing on the shelf than to form an incorrect impression of a subgroup.
ReplyDeleteHighlighting my shelflist was eye-opening, to say the least. Areas I had no idea were weak are some of my worst! I discovered that most of my foreign country books (900s) are outdated, and we use them every year for a 3rd grade research project. I'd like to get these replaced before next year.
ReplyDeleteMy 520s are also in need of updating. I had already made attempts to replace any books with references to Pluto, but I didn't realize that it was time to replace many of my other planets books as well.
While highlighting other sections, I was able to identify a few errors and/or changes in cataloging I'd like to make that I probably wouldn't have noticed otherwise.
This process is exactly what needs to be done in my library right now. Yea!
Having just finished up my other class - Developing School Library Curriculum for the 21st Century - with Cheryl and Karen, I felt I could safely turn my attention to this class over the holiday break. Unfortunately family issues, a school equipment inventory and some coaching duties put those good intentions to rest.
ReplyDeleteOur yearly weeding schedule went out the door with the 2nd teacher librarian. In a world were there is already no time for everything, weeding is the easiest thing to move to the back burner. I am really looking forward to getting a system and schedule back in place that will allow me to manage my collection and make it the best it can be for my students and staff.
Last year, I did manage to weed my biographies. As I was pulling out-of-date (10 - 20 years old) biographies on sports and entertainment figures, I wished that I had a bigger budget to replace them. I was thankful to have recently updated my Lincoln Library of Sports Champions and kept current with Contemporary Musicians.
Like many others in this class, my shelf list contains many out-of-date or irrelevant materials. Hopefully I will get some time in the near future to examine it closer. Right now, it looks like I will be spending some time in the 500s and the 900s.
I had weeded quite a number of nonfiction books over the past few years to improve the average age of our collection. However, after looking at my highlighted shelf list I realize there are still a number of yellow highlighted books that I missed and need to be weeded now. I like that this process helps me to evaluate and weed the collection systematically. Also, it is giving me a clear picture of what I need to prioritize and replace first. This process will definitely improve our library collection and I plan to set up a regular weeding schedule using this process.
ReplyDeleteMy weeding story is about our library globe. Last year, as I used the globe to locate the country of Sri Lanka in front of an elementary class I was surprised it was still called Ceylon on our globe. We found out that its name changed in 1972. I did purchase a new globe for the library this year!
As I went through my shelf list I was apalled at the ages of many of the titles! I am focusing on the 500s and was very sad that this section of the collection has fallen into such an unfortunate state. This is my second year as the Teacher Librarian. I replaced a woman who was assigned 3 buildings. Thankfully I only have 2! It seems that in our district when money gets tight, the library budgets are the first to be cut. For this reason along with too many collections to adequately manage, I understand how the collection came to be in such need of attention. I haven't weeded much yet as I want to learn how to do it the right way the first time. If I were to weed all the books that are out dated before I have a plan, I would have several very empty shelves. I am fortunate that Whittier was given a very generous donation as a memorial gift. I have approximately $3000 to spend, but I want to be sure that I am spending wisely. Thus I am in this class to be sure that I align my purchases with the curriculum. :)
ReplyDeleteWhen I began my job in this elementary school library 5 years ago, I replaced a woman who had been ill for a long time, so the collection was definitely in need of weeding. I think she (rightfully so) had spent her energy on her time with the kids. I did an "ugly weed" and removed many items, including a book about "Great Negro Scientists" and a book about "modern medical advances" from the 1960's! Yikes! Last year I needed to consollidate my nonfiction in order to free up some shelf space, and I did a bit more of a ruthless weeding. I am amazed by how many items I have that are STILL out of date. The ugly weed was a good start, but this systematic approach is certainly more meaningful and scientific.
ReplyDeleteOne of my debates with myself is what to do with the award-winning nonfiction books I have that are WAY old. They don't really look attractive to today's graphic-orientaed student population, but they are award-winners (ex. Caldecott award winning folktales). What to do, what to do... Is it worth keeping them to be able to illustrate (so to speak!) the changes in children's illustrations over the years, or is that really an important enough point to make to elementary students?
I know that collection management is both a science and an art. I think that up to this point, I've been hoping that I have a good eye for the "art" aspect, but I am so very happy to have a well-researched guide to the "science" aspect of collection development. I feel much more comfortable with these guidelines to follow.
A piece of practical advice to teachers that are resistant to the idea of weeding. I put boxes of fiction books in the lounge with a note saying, "These are some GREAT books that are not circulating in the library, either because we have multiple copies or because the kids are just finding other things. Please take them for your classroom libraries. Let's hope they get more use in that setting." It worked nicely for me. :o)
I am currently moving our entire library collection into our new space. It is a beautiful space, but a bit over whelming to move all the books. I have done the shelf list and have a lot of yellow. I have not weeded this year, as many of the books are still in boxes. I now have an idea which areas of the nonfiction section will need to be weeded next year and where my budget money needs to be spent.
ReplyDeleteAfter checking out Karen Lowe's book from my AEA and reading it from cover to cover. I actually "weeded" the whole nonfiction section of both my elementary schools last summer. However, I only got rid of books that had a copyright date of 1979 or older, that had not circulated in the past year, and that were not in the Wilson's Childrens Catalog. I now know that's not quite the right way to do this weeding process. I had a nice sized budget at the beginning of the year and was told by my principals to hurry up and spend it. This is not an easy task because I wanted to make sure I was buying the best books that aligned with the curriculum and had good recommendations. Unfortunately, I only spent half of the money before budget cuts took it away. After highlighting my 500's section shelflist, I see I still have several books to weed. I'm so glad to be learning a systematic approach to weeding and aligning library materials with curriculum. I do wonder about weeding the fiction and easy/everybody sections. I have some Dr. Seuss books that I know have 1930's or 40's copyright dates. But I can't get rid of those! I should keep those, right?
ReplyDeleteI loved this project and it's meaningful. Depressing, but meaningful. I have spoken to my board but I think the felt it was more of an update vs. a plea for new material. I believe we'll be doing some updating of the high school library physically, so it's a great time to weed.
ReplyDeleteThe non-fiction shelf list has been printed and many pinks and yellow highlight the pages. This will be a process! I am so thankful for this resource alignment class.
ReplyDeleteSome shelf list stories I would like to share. One story would be that I am finding out some of the books have been process incorrectly. Those are easy fixes.
Another shelf list story would be how does one get rid of older books when teachers continually ask to check out that particular title since the book goes along with the reading, math or content curriculum.
One more thing I ponder over is getting rid of older fiction books. Here is a story - during a parent teacher conference, I had a parent visit the library and he was explaining to me he was a student at the school some 25 years ago and really loved a particular author. Sure enough we still had the books! IF these books are getting checked out, can I continue to keep them on the shelf?
It will be an interesting next few months.