Collection Program / Issues Chapters 3 and 4. Collection Program Process to develop and maintain collection Process to develop and maintain collection.

Collection Program / IssuesCollection Program / Issues

Chapters 3 and 4Chapters 3 and 4

Collection ProgramCollection Program

• Process to develop and maintain Process to develop and maintain collectioncollection

• Knowledge of existing collection or Knowledge of existing collection or creationcreation

• Community awarenessCommunity awareness

• School curricular needsSchool curricular needs

• Establish collection policiesEstablish collection policies

• Basis for selectionBasis for selection

Collection ProgramCollection Program

• Criteria for evaluating materials Criteria for evaluating materials • Planning selection processPlanning selection process

– Identifying and obtaining toolsIdentifying and obtaining tools– Examination of materialsExamination of materials– Involving others in decisionsInvolving others in decisions– Resource sharingResource sharing– Acquisition policiesAcquisition policies– Maintenance program / evaluation Maintenance program / evaluation

Figure 3.1Figure 3.1

• See figure 3.1 for an overview of the See figure 3.1 for an overview of the collection program processcollection program process

Existing collectionExisting collection

• ArrangementArrangement– Make sense?Make sense?– Stored in unmarked drawers or Stored in unmarked drawers or

cabinets?cabinets?– Signs clear and accurate?Signs clear and accurate?– Put yourself in student’s positionPut yourself in student’s position– May extend outside library media centerMay extend outside library media center

Knowing communityKnowing community

• Geographic areaGeographic area

• Economic statusEconomic status

• Cultural makeupCultural makeup

• Social characteristicsSocial characteristics

• Influence collectionInfluence collection

Assessing needAssessing need

• Whom does collection serveWhom does collection serve

• Informational needsInformational needs

• Teacher’s instructional needsTeacher’s instructional needs

Developing/selectingDeveloping/selecting

• Collection development policiesCollection development policies– Guide acquisition, selection, and Guide acquisition, selection, and

evaluationevaluation

• Media Program PoliciesMedia Program Policies– Identify the reason for doing somethingIdentify the reason for doing something

• Media Program ProceduresMedia Program Procedures– Identify how to do somethingIdentify how to do something

Developing/selectingDeveloping/selecting

• Collection Development Collection Development Policies/ProceduresPolicies/Procedures– Overall development and management Overall development and management

of collectionof collection

• Other policies and proceduresOther policies and procedures– Needed to guide the selection of each Needed to guide the selection of each

itemitem

Identifying criteriaIdentifying criteria

• CriteriaCriteria– Standards used to evaluate an itemStandards used to evaluate an item– i.e. literary quality, currency, accuracy, i.e. literary quality, currency, accuracy,

appeal and value to students, curricular appeal and value to students, curricular application, and formatapplication, and format

• Selection process (objective)Selection process (objective)– Deciding if an item is a valuable additionDeciding if an item is a valuable addition– i.e. personal examination, favorable i.e. personal examination, favorable

reviewsreviews

Resource sharingResource sharing

• NetworksNetworks– Libraries sharing informationLibraries sharing information– i.e. One library will house most print i.e. One library will house most print

reference works, while another has high reference works, while another has high interest/low vocabulary materialsinterest/low vocabulary materials

• Cooperative purchasing programsCooperative purchasing programs– Cataloging/processingCataloging/processing– DatabasesDatabases

AcquisitionAcquisition

• PoliciesPolicies– Who supplies materialsWho supplies materials

•Efficient, most economicEfficient, most economic

• ProceduresProcedures– Process for obtaining materialsProcess for obtaining materials

•Order, receive, and pay for itemsOrder, receive, and pay for items

• FormatFormat– Which is best? Print or electronic?Which is best? Print or electronic?

MaintainingMaintaining

• Replacing, removing, repairing, Replacing, removing, repairing, rebinding, and retainingrebinding, and retaining

• EquipmentEquipment– Good working order?Good working order?– Sufficient supplies?Sufficient supplies?– Must items be completely unusable Must items be completely unusable

before replaced?before replaced?– Conduct regular inventories to check Conduct regular inventories to check

conditioncondition

EvaluatingEvaluating

• Value of collection?Value of collection?– Assess quantitativelyAssess quantitatively

•Sheer number of itemsSheer number of items

– Assess qualitativelyAssess qualitatively•How well it addresses needs of usersHow well it addresses needs of users

• Create evaluation system that is Create evaluation system that is manageable and comprehensivemanageable and comprehensive

Collection DevelopmentCollection Development

• A continuum in which one activity A continuum in which one activity influences and affects othersinfluences and affects others

• Policy establishes priorities that Policy establishes priorities that affect selection and acquisition affect selection and acquisition activitiesactivities

• Media specialist establishes policies Media specialist establishes policies that provide guidance with flexibility that provide guidance with flexibility to anticipate and meet changesto anticipate and meet changes

Financial supportFinancial support

• Operate within limits of budget Operate within limits of budget allocationallocation

• Line-item budgets may affect Line-item budgets may affect efficiencyefficiency

• Collection development may set Collection development may set priorities to overcome these issuespriorities to overcome these issues

• Outside funding (grants) may be Outside funding (grants) may be availableavailable

FinancesFinances

• What % books? Electronic?What % books? Electronic?

• Print encyclopedias?Print encyclopedias?

• Quick purchase? Will you be ready?Quick purchase? Will you be ready?

Facilities issuesFacilities issues

• ConstraintsConstraints– StorageStorage– LightingLighting– Electrical outletsElectrical outlets– Workstations vs. shelf spaceWorkstations vs. shelf space

from The Collection Program in Schools, by Van Orden and from The Collection Program in Schools, by Van Orden and Bishop, 3Bishop, 3rdrd edition, 2001. edition, 2001.

Chap. 4 Issues & Chap. 4 Issues & ResponsibilitiesResponsibilities

• Material selection reflectsMaterial selection reflects– Intellectual freedomIntellectual freedom– Students’ rightsStudents’ rights

• Must considerMust consider– How does intellectual freedom apply to How does intellectual freedom apply to

those under 18?those under 18?– Should limits be imposed?Should limits be imposed?

QuestionsQuestions

• What constitutes a balanced collection?What constitutes a balanced collection?

• Should all sides of issues be represented?Should all sides of issues be represented?

• Should popular materials have priority Should popular materials have priority over materials with greater literary value?over materials with greater literary value?

• Do any barriers exist?Do any barriers exist?

• Media specialists and professional Media specialists and professional responsibilities?responsibilities?

The LawThe Law

• School law is a course within itselfSchool law is a course within itself

• The BasicsThe Basics– Wide variety of views for studentsWide variety of views for students– Many claim that children have 1Many claim that children have 1stst

Amendment rightsAmendment rights– Be an advocate, rather than a protectorBe an advocate, rather than a protector– Help students find, evaluate, and use Help students find, evaluate, and use

informationinformation

Selection and CensorshipSelection and Censorship

• SelectionSelection– Carried out by professionalsCarried out by professionals– Looks at wide variety of choicesLooks at wide variety of choices– Measures educational goals; seeks to Measures educational goals; seeks to

includeinclude

• CensorshipCensorship– Individual judgmentIndividual judgment– Seeks to excludeSeeks to exclude– Personal criteriaPersonal criteria

Censors vs. SelectorsCensors vs. Selectors

• See table 4.1 on pg. 42.See table 4.1 on pg. 42.

ComplaintsComplaints

• OralOral– Oral challenge to the appropriatenessOral challenge to the appropriateness

• WrittenWritten– Formal, filed with the institutionFormal, filed with the institution

• Public attackPublic attack– Statement challenging material valueStatement challenging material value

• CensorshipCensorship– Legal change in material accessLegal change in material access

CensorsCensors

• Are not evilAre not evil

• Usually sincerely concernedUsually sincerely concerned

• May not have background to May not have background to objectively evaluate materialsobjectively evaluate materials

• May believe certain materials will May believe certain materials will corrupt young mindscorrupt young minds

Internet and CensorshipInternet and Censorship

• Internet also falls under censorship Internet also falls under censorship scrutinyscrutiny

• FiltersFilters– Initially were not reliable (sometimes Initially were not reliable (sometimes

blocked appropriate sites)blocked appropriate sites)– Have improved the last few years when Have improved the last few years when

used in conjunction with proxy servers used in conjunction with proxy servers (greater locus of control)(greater locus of control)

– Schools must have AUPSchools must have AUP

SelectionSelection

• Media specialists must be aware of Media specialists must be aware of own biases and preferencesown biases and preferences

• Must be able to evaluate materials Must be able to evaluate materials regardless of personal viewsregardless of personal views

• Collection should fulfill the needs of Collection should fulfill the needs of allall

• Materials present wide range of viewsMaterials present wide range of views

FundingFunding

• Media specialist’s responsibilityMedia specialist’s responsibility

• Must obtain maximum $ to Must obtain maximum $ to strengthen collectionstrengthen collection

• Alerting those who make budget Alerting those who make budget decisions to condition, replacements, decisions to condition, replacements, and maintenanceand maintenance

Popular vs. LiteraryPopular vs. Literary

• Read pg. 48-49Read pg. 48-49

• What is your view on the information What is your view on the information presented?presented?

BarriersBarriers

• Be aware of the barriersBe aware of the barriers• See list on pg. 49See list on pg. 49• Address barrier issuesAddress barrier issues

– Software that appeals to girlsSoftware that appeals to girls– Have adaptive devices availableHave adaptive devices available– Schedule equitablySchedule equitably– Use new technologies to support equityUse new technologies to support equityfrom The Collection Program in Schools, by Van Orden and from The Collection Program in Schools, by Van Orden and

Bishop, 3Bishop, 3rdrd edition, 2001. edition, 2001.

ActivitiesActivities

• 1. What would be a justification for 1. What would be a justification for subscribing to Grolier Encyclopedia subscribing to Grolier Encyclopedia On-Line, and also purchasing the On-Line, and also purchasing the print set for your library?print set for your library?

• 2. How would you explain the 2. How would you explain the difference between selection and difference between selection and censorship to a concerned parent? censorship to a concerned parent?

ActivitiesActivities

• 3. Pick two scenarios from pg. 51, 3. Pick two scenarios from pg. 51, and provide a response to each.and provide a response to each.

• The endThe end