What to know about Weeding Presented by: Julia Bell and Renee Janssen (Illustrations:http://www.sunlink.ucf.edu/weed/dugup.html)

The Weeding Song Performed by: Adam Crouse Produced by: Greg Gianetti Keep weedin', weedin', weedin, It's more space we're needin' Keep at them books a-weedin', DISCARD! Thru dust and webs and leather In all kinds of weather Wishin' my section was all done. All the things we're pitchin', Both fiction and nonfiction, May haunt us but it sure has been fun. Chorus: Pull 'em down, dust 'em off, Dust 'em off, pull 'em down, Pull 'em down, dust 'em off, DISCARD! Cart'em out, stamp 'em up, Stamp 'em up, Cart 'em out, Cart 'em out, stamp 'em up, DISCARD! Keep choosin', choosin', choosin', Books we must be loosin', Can't be no refusin', DISCARD! Don't try to understand 'em, Just pick and pull and stamp 'em, Soon we'll have shelvin' we can use. Our Head's calculatin' The target we'll be makin' Be makin' or we'll be singin' the blues Performed by: Adam Crouse Produced by: Greg Gianetti Edited by: Joe Keveney Written by: Ms. Carla Tibboel of Des Moines, Iowa Public Library

What do you think? What is weeding? What materials should be weeded? What should not we weeded? When and how should a professional weed their collection? What is the relationship between the quantity and quality of materials in a collection? How do you feel about getting rid of books? Here are some questions to get you thinking about weeding. Read one at a time. Does anyone have any thoughts they would like to share?

It’s Up to You & Your School System There are no definitive answers when it comes to weeding. There are a multitude of opinions regarding the topic. (Some opinions are very different then others) Some school systems have procedures for weeding and others do not. Provide handout examples of local school systems policies. Baltimore Carroll

What Should you do? Take the information we provide and use it as a tool to address the needs of your environment. Understand the political environment of your school, county, and state. Find out if your county has policies on weeding. If they do, insure your goals are aligned with the school system. If they don’t, advocate for policies regarding weeding in your school system. Create and maintain a weeding policy for your library. Educate faculty, staff, and the community on the professional process of weeding that has been developed and it’s benefits. Be aware, prepared, and well informed. (Robinson, 2004) If they do: It is good to understand a school systems perspective on important issues such as this prior to applying. If they don’t: Policies help guide and protect professionals during and after the weeding process. It is important to be able to demonstrate that weeding is based on criteria and a professional process (not on a whim). Educate faculty, staff, and the community on the professional process of weeding that has been developed and it’s benefits. Bring example of books that are falling apart or present passages from books that are obviously inaccurate. Encourage them to express their concerns and provide a better way to make weeding work in your environment. Insure that you have a policy on how to handle challenges (people who disagree with your decisions) from the start. It is important to remain positive and professional. Remember: You are educating people on your weeding process, not forcing them to agree with you or advertising (this task that can be controversial) to a degree that may cause people to want to disagree with you. (Dr. Luther may say “You are not the weeding police. You are a well educated professional dealing with a possible hot topic.”)

That’s one way to do it: Creating your own policy One way to think about weeding is: Utilize the knowledge you have of the 3 C's-curriculum, collection, clientele throughout the process. Assess materials according the criteria set forth in the weeding policy you or your school system create.

Some Criteria: Objective Criteria Subjective Criteria Copyright Date Number of uses Number of times Cited Number of copies held/ held elsewhere Mention of secondary publications Publication place or language Subjective Criteria Physical Condition Content available elsewhere Currency Relevancy Accuracy Minor Authors Biographies of obscure people Value, especially historical Inappropriate scope, level or treatment Can lead to trouble when users are looking for current/ relevant materials. -In some cases professionals feel that is it better to have a gap in a collection and not meet quantity standards then to provide obsolete materials. - Some feel that missing the mark on quantity standards reflects poorly on their performance. - While others feel that it displays the true needs of a library to those in charge of allocating funds. (the logic is if you are willing to show that are significant gaps in your material you will be given the funding to complete your collection) (Robinson, 2004)

That’s a different way to do it: The CREW Formula Continuous Review Evaluation and Weeding http://old.mla.lib.mi.us/development/conference/2005/nurturing_pruning.ppt#271,17,CREW formula http://www.ckls.org/~crippel/collectiondevelopment/weeding.html (Sears, 2005)

That’s a different way to do it: The CREW Formula CREW: 3 Part Formula Part Refers to: 1 Years since the material’s latest copyright date 2 Maximum number of years permitted since the item was last checked out 3 One or more of the negative factors known as MUSTIE (Sears, 2005)

That’s a different way to do it: The MUSTIE Formula Consider materials in relation to 3 C’s Criteria to be used as a guideline: M- misleading U- ugly S- superseded T- trivial I- irrelevant E- may be obtained elsewhere (Livingston, 1997; Sears, 2005) C's-the Curriculum, the Collection, the Clientele Material should be discarded when… M- misleading and/or factually inaccurate U- ugly (worn or beyond mending and rebinding) S- superceded by a new edition or a much better book T- trivial (of no literary or scientific value) Y- your collection has no use for the material, irrelevant to the needs of your clientele http://mail.google.com/mail/?ui=2&ik=5001dd4088&view=att&th=11d681351de6d0a4&attid=0.3&disp=vah&realattid=f_fn4omq7a3&zw

That’s a different way to do it: CREW Example Part Example = 8/3/MUSTIE 1 8 = Years since the material’s latest copyright date 2 3 = Maximum number of years permitted since the item was last checked out 3 Book has one or more of various negative MUSTIE factors Interpret as: books should be discarded if they are over 8 years old, have not been checked out in 3 years, or if they are MUSTIE (Sears, 2005)

That’s a different way to do it: Things to remember about CREW An “X” instead of a number = factor not applicable to subject. The numbers vary by Dewey Class Weeding decisions ultimately depend on the professional judgment of the selectors. These guidelines may be adjusted to the needs and mission of your library. (Sears, 2005)

What if? Materials that may be “keepers” Work of historical significance. Unusual illustrations, or illustrations done by a well-known artist. Work by a local author, illustrator, or editor. Describes local history or personalities. Memorial gift. Bears a significant relationship to other materials on the same subject. Little or no money available for more satisfactory titles? Possible usefulness to some special group or individual in the school. Classic or award winning works. Primary source materials. (Livingston, 1997; Robinson, 2004) If the above criteria is met, there are valid reasons not to weed. There is little or no money available for more satisfactory titles. If this is all one can afford, it MAY be better to act on the principle that something is better than nothing at all. However, consider seriously the amount of use and the accuracy of the material.•

Remember… Books are not meant to last forever and ever and ever! Subtraction is as critical a process as addition in maintaining a quality library collection The bottom line question: "Would I want my child to use this material?" If the answer is NO, then the material is not good enough for any child to use. (Livingston, 1997) http://www.pld.fayette.k12.ky.us/lms/weed_hep.htm

The Tools: Why Weed? Weeding creates a more relevant collection. It creates a more attractive collection. Typically circulation increases after weeding. Collections are more physically and intellectually accessible after. Weeding creates more space for new items. Reduces cost of maintaining books that are not used. The value of an item decreases over time. The staff involved become more aware of the collection’s strengths, gaps, and weaknesses. The collection becomes more balanced between older and newer materials. The staff will receive feedback on selection decisions. (Robinson, 2004)

The Tools: Why Not Weed? (Robinson, 2004) Time and effort required./ Lack of staff. Hesitancy in weeding local history, classics, out of print items, one of a kind items. Fear that an item might be used in the future. No funds to replace items weeded. Vocal public opposition. Probability of error. Negative feelings toward getting rid of or destroying books. Quality = quantity, a smaller collection is a poor collection. Standards mandate a minimum number of items per capita with no or minimal age restrictions. (Robinson, 2004)

The Tools: 3 Perspectives on Weeding The enthusiastic weeder. The conservative weeder. The waiting weeder. (Robinson, 2004)

The Tools: The enthusiastic weeder When in doubt throw it out. Keep only the things that are clearly in demand. Works well when weeding for storage. Can lead to trouble when discarding because valuable / rare items can be thrown out it the weeder does not recognize their value. (Robinson, 2004)

The Tools: The conservative weeder You can never tell when… Keep it because you may need it or it may be important in the future. Works well when you have limitless space. Can lead to trouble when trying to organize and display new more relevant material. It may also lead to a decline in the use of the collection. (Robinson, 2004)

The Tools: The waiting weeder Some is better then none. Hold on to it because there is nothing to replace it. Works well when the trying to meet with library quantity standards. Retaining obsolete materials will avoid having a gap. Can lead to trouble when users are looking for current/ relevant materials. (Robinson, 2004) Can lead to trouble when users are looking for current/ relevant materials. -In some cases professionals feel that is it better to have a gap in a collection and not meet quantity standards then to provide obsolete materials. - Some feel that missing the mark on quantity standards reflects poorly on their performance. - While others feel that it displays the true needs of a library to those in charge of allocating funds. (the logic is if you are willing to show that are significant gaps in your material you will be given the funding to complete your collection)

What can be done with the materials you weed: Replacement- Materials such as periodicals maybe discarded from a collection and replaced by the electronic version of the same resource. Discard- In some cases material may be- sold given away destroyed (throwing away, recycling) Storage- Either on campus or off campus facilities where discarded books are housed. Considerations- Where will the storage area be located? How will the storage area be organized? Is it cost effective? (Robinson, 2004) As is true with weeding your local school system may detail policies and procedures regarding material removal. Here are some options you should know about: Please be aware of the negative consequences of selling, giving away, or destroying material before you make the choice to do so. (Some school systems do not permit this) 1) What are some consequences of selling state owned property? 2) What are some consequences of giving away materials that you deem unacceptable for your collcection? 3) What are some consequences of destroying state owned property?

What’s your policy going to be? Do you want to follow pre-determined guidelines or make your own policy? How often? Continuous? Every “X” years? Changes by Dewey class? Quality vs. Quantity Just do it vs. conservative Are there exceptions? Now what? Break up into groups discuss and come up your own policy. Share

Resources Baltimore County Department of Education School Library Media Services Offices Staff. (2008, November). Baltimore county public schools selection criteria for school library media center collection. Retrieved October, 2008, http://www.bcps.org/offices/lis/office/admin/selection.html Florida Department of Education, School Library Media Services Office Sunlink Staff. (2008, November). Weed of the month. Retrieved October, 2008, http://www.sunlink.ucf.edu/weed/dugup.html Handy, A. (1994). Just do it!. Book Report, 12(4), 11. Retrieved October 22, 2008, from Education Research Complete database. Heffner, R. (1975, November). Zero growth: When is not-enough enough?. Journal of Academic Librarianship, 1(5), 5-6. Retrieved October 22, 2008, from Library, Information Science & Technology Abstracts database. Livingston, S. (1997). Weeding of library media center collections. Retrieved http://www.pld.fcps.net/lms/weed.htm#top

Resources  Robinson, W. C. (2004, December). Weeding the collection. Retrieved October, 2008, http://web.utk.edu/~wrobinso/560_lec_weed.html Sears, D. (2005). Nurturing and pruning collections in tight times:Weeding using the CREW method [PowerPoint slides]. Retrieved from http://old.mla.lib.mi.us/development/conference/2005/nurturing_pruning.ppt#271,17,CREW%20formula Simoneaux, L. (2007). Less is more: A practical guide to weeding school library collections. Reference & User Services Quarterly, 46(4), 96-97. Retrieved October 22, 2008, from Library, Information Science & Technology Abstracts database. Sinha, B., & Clelland, R. (1976, January). Modeling for the management of library collections. Management Science, 22(5), 547-557. Retrieved October 22, 2008, from Library, Information Science & Technology Abstracts database.   Texas State Library and Archives Commission. (2005). The CREW guidelines for weeding your collection. Retrieved from http://www.tsl.state.tx.us/ld/pubs/crew/guidelines.html#bydeweyclass