Developing Library And Information Center Collections 2005
Library collection development is the process of systematically building the collection of a particular library to meet the information needs of the library users (a service population) in a timely and economical manner using information resources locally held as well as resources from other organizations.[1][2][3]
developing library and information center collections 2005
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According to the International Federation of Library Associations and Institutions (IFLA), acquisition and collection development focuses on methodological and topical themes pertaining to acquisition of print and other analogue library materials (by purchase, exchange, gift, legal deposit), and the licensing and purchase of electronic information resources.[4] Collection development involves activities that need a librarian or information professional who is specialized in improving the library's collection. The process includes the selection of information materials that respond to the users or patrons need as well as de-selection of unwanted information materials, called weeding.[3][5] It also involves the planning strategies for continuing acquisition, evaluation of new information materials and the existing collection in order to determine how well a particular library serves its users.[2][6]
Weeding also known as de-selection of information materials is a planned and systematic practice of discarding or transferring to storage, excess copies and rarely-used books and materials.[6][5] It also involve removal of library material from the collections based on some determined conditions.[10][11]
When acquiring new materials for a library's collection, it can be difficult to differentiate between selection and censorship. The American Library Association speaks of collections development as selecting materials that are desired by the community as well as fulfilling other educational and recreational criteria. The organization comments that a librarian should not purposely omit the purchase of books or other items due to them being controversial in nature, the author's religious or political views, or the librarian's personal beliefs. From the ALA website, they continue the argument by stating that, "Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval."[14]
Citation analysis is the method most used on the college and university level. This method looks at frequently used citations from bibliographies, indexes, and references to see if the resources used are included in the learning institute's partner library.[15] The purpose is to see if the written work produced can be done using only the library located at the college or university. Citation analysis is a good research method to use in academic libraries on the university and college level when performing a collections evaluation. This method is performed by studying bibliographies from many sources such as student papers, faculty research publications, along with theses and dissertations. This information is then used to see what percentage of the items cited in the bibliographies have come from the academic library's collection. Citation analysis is used to see if the work produced at the university or college has been written using sources mainly from the academic library at that learning institution.
Totten, Herman L. and Risa W. Brown. Culturally Diverse Library Collections for Children. New York, Neal-Schuman Publishers, Inc.: New York, 1994.Single source bibliography to help school library media specialists diversify their collections.
This 3 unit course supports the SLIS objective of information management, including the selection, storage and utilization of information resources and will examine the field of collection management in all types of libraries and information centers. It will also introduce you to Collection Development principles and practices that can be generalized to the work of academic, public, school, and special libraries. The course is designed to help you understand and apply collection management theory in a variety of areas, including: material selection; development of collection management policies; collection promotion and merchandising; and, collection evaluation. The course deals with collections in a general sense rather than those limited to a particular subject, format or agency. However, while examples will be taken from a variety of settings, I will place emphasis on collection management theory as it is applied to the public library setting as this is the area in which your instructor has more experience..
AssignmentsYou'll find assignments explained in the "Assignments" link on Canvas. Basically, there are 6 overall assignments centered around a "collection management duties and responsibilities". Four small assignments including a community analysis (SLO 1, 4, and 5), a collection assessment assignment (SLO 1, 4 & 5), a selection assignment (SLO 1, 2, 6, & 7), and a collection development policy assignment (SLO 1, 3, and 8) prepare the student for the larger 2 assignments at the end of the semester--one group assignment (SLO 2, 5, 7, and 9) and one research paper (SLO 5, 6, and 9). The group assignment will be as follows: Students will be assigned to a team for a project conducting a "visualized critique" --a sort of collection performance audit --of a library's collection. Each member of the team visits a library on their own, and each brings back potential collection related problems they noticed sharing pictures with the other team members. The team as a whole will analyze each member's pictures and choose ten items to work on as a group. Students analyze such things as collection managment decisions, efficiency, patron access, and collection effectiveness. Students articulate strategic recommendations for the management of the institution's collection. In an online presentation to the instructor, the group shares information about their chosen ten items.
The Association of College & Research Libraries has teamed with the Library Leadership and Management Association to establish the Guide For Architects and Librarians: Resources for Planning Higher Education Library Spaces Wiki, to provide a basic framework for architects, planners, and librarians embarking on planning and design of libraries for higher education. This Guide will provide information for thinking about the design of new and renovated library space, and point toward additional resources that can support, inform and enhance the academic library design process.
When Ross Atkinson, Cornell University's associate university librarian for collections, agreed to present the keynote address for the 2003 Tennessee Library Association annual conference, I proposed that he speak on themes from his article, "Contingency and Contradiction: The Place(s) of the Library at the Dawn of the New Millennium." (1) My library colleagues had used the piece to envision our evolving library services, so the invitation was partly selfish, as I wanted the opportunity to explore the themes of the piece more thoroughly with the author. Because "Contingency and Contradiction" promoted collaboration among various types of libraries, the context was highly relevant for the multitype audience at a state library conference. However, Ross had moved on in his thinking, and presented, as he often did, a thoughtful and provocative keynote, "Trust and Transversality: The Future of Information Services," that was subsequently published as "Transversality and the Role of the Library as Fair Witness." (2) The article appeared at about the same time as Community, Collaboration, and Collections, a compilation of twenty-five publications by a librarian whose work is among the most challenging, inspiring, and provocative in the scholarly writing of our profession.
The vivid introduction by Sarah Thomas, Carl A. Kroch university librarian at Cornell, movingly illuminates Atkinson's significance as a contemporary visionary with a gift for creative thinking and clarity of expression. From his first library-related article in 1984, to the release of Community, Collaboration, and Collections in 2005, Atkinson published more than two dozen substantive articles and other works. He won the 1985 RTSD Blackwell North America/Resources Section Scholarship Award for "The Citation as Intertext: Towards a Theory of the Selection Process," the article that Thomas observes, "launched his career as one of the profession's most original thinkers"...
The Information Commons, located in the Mary Couts Burnett Library, provides students, faculty and staff with technical and library reference, and writing assistance in an integrated digital environment. Professional staff members and specially trained students staff the TCU Information Commons. A computer lab within the commons provides 110+ networked Wintel and Macintosh workstations along with multi-media computers and high speed laser printers. Wireless laptops are available for checkout and use within the Library. Via the web, a virtual Information Commons provides access to online resources for the university library and information resources.