1. Collection Program / Issues Chapters 3 and 4

2. Collection Program Process to develop and maintain collection Process to develop and maintain collection Knowledge of existing collection or creation Knowledge of existing collection or creation Community awareness Community awareness School curricular needs School curricular needs Establish collection policies Establish collection policies Basis for selection Basis for selection

3. Collection Program Criteria for evaluating materials Criteria for evaluating materials Planning selection process Planning selection process –Identifying and obtaining tools –Examination of materials –Involving others in decisions –Resource sharing –Acquisition policies –Maintenance program / evaluation

4. Figure 3.1 See figure 3.1 for an overview of the collection program process See figure 3.1 for an overview of the collection program process

5. Existing collection Arrangement Arrangement –Make sense? –Stored in unmarked drawers or cabinets? –Signs clear and accurate? –Put yourself in student’s position –May extend outside library media center

6. Knowing community Geographic area Geographic area Economic status Economic status Cultural makeup Cultural makeup Social characteristics Social characteristics Influence collection Influence collection

7. Assessing need Whom does collection serve Whom does collection serve Informational needs Informational needs Teacher’s instructional needs Teacher’s instructional needs

8. Developing/selecting Collection development policies Collection development policies –Guide acquisition, selection, and evaluation Media Program Policies Media Program Policies –Identify the reason for doing something Media Program Procedures Media Program Procedures –Identify how to do something

9. Developing/selecting Collection Development Policies/Procedures Collection Development Policies/Procedures –Overall development and management of collection Other policies and procedures Other policies and procedures –Needed to guide the selection of each item

10. Identifying criteria Criteria Criteria –Standards used to evaluate an item –i.e. literary quality, currency, accuracy, appeal and value to students, curricular application, and format Selection process (objective) Selection process (objective) –Deciding if an item is a valuable addition –i.e. personal examination, favorable reviews

11. Resource sharing Networks Networks –Libraries sharing information –i.e. One library will house most print reference works, while another has high interest/low vocabulary materials Cooperative purchasing programs Cooperative purchasing programs –Cataloging/processing –Databases

12. Acquisition Policies Policies –Who supplies materials Efficient, most economic Efficient, most economic Procedures Procedures –Process for obtaining materials Order, receive, and pay for items Order, receive, and pay for items Format Format –Which is best? Print or electronic?

13. Maintaining Replacing, removing, repairing, rebinding, and retaining Replacing, removing, repairing, rebinding, and retaining Equipment Equipment –Good working order? –Sufficient supplies? –Must items be completely unusable before replaced? –Conduct regular inventories to check condition

14. Evaluating Value of collection? Value of collection? –Assess quantitatively Sheer number of items Sheer number of items –Assess qualitatively How well it addresses needs of users How well it addresses needs of users Create evaluation system that is manageable and comprehensive Create evaluation system that is manageable and comprehensive

15. Collection Development A continuum in which one activity influences and affects others A continuum in which one activity influences and affects others Policy establishes priorities that affect selection and acquisition activities Policy establishes priorities that affect selection and acquisition activities Media specialist establishes policies that provide guidance with flexibility to anticipate and meet changes Media specialist establishes policies that provide guidance with flexibility to anticipate and meet changes

16. Financial support Operate within limits of budget allocation Operate within limits of budget allocation Line-item budgets may affect efficiency Line-item budgets may affect efficiency Collection development may set priorities to overcome these issues Collection development may set priorities to overcome these issues Outside funding (grants) may be available Outside funding (grants) may be available

17. Finances What % books? Electronic? What % books? Electronic? Print encyclopedias? Print encyclopedias? Quick purchase? Will you be ready? Quick purchase? Will you be ready?

18. Facilities issues Constraints Constraints –Storage –Lighting –Electrical outlets –Workstations vs. shelf space from The Collection Program in Schools, by Van Orden and Bishop, 3 rd edition, 2001.

19. Chap. 4 Issues & Responsibilities Material selection reflects Material selection reflects –Intellectual freedom –Students’ rights Must consider Must consider –How does intellectual freedom apply to those under 18? –Should limits be imposed?

20. Questions 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 over materials with greater literary value? Should popular materials have priority over materials with greater literary value? Do any barriers exist? Do any barriers exist? Media specialists and professional responsibilities? Media specialists and professional responsibilities?

21. The Law School law is a course within itself School law is a course within itself The Basics The Basics –Wide variety of views for students –Many claim that children have 1 st Amendment rights –Be an advocate, rather than a protector –Help students find, evaluate, and use information

22. Selection and Censorship Selection Selection –Carried out by professionals –Looks at wide variety of choices –Measures educational goals; seeks to include Censorship Censorship –Individual judgment –Seeks to exclude –Personal criteria

23. Censors vs. Selectors See table 4.1 on pg. 42. See table 4.1 on pg. 42.

24. Complaints Oral Oral –Oral challenge to the appropriateness Written Written –Formal, filed with the institution Public attack Public attack –Statement challenging material value Censorship Censorship –Legal change in material access

25. Censors Are not evil Are not evil Usually sincerely concerned Usually sincerely concerned May not have background to objectively evaluate materials May not have background to objectively evaluate materials May believe certain materials will corrupt young minds May believe certain materials will corrupt young minds

26. Internet and Censorship Internet also falls under censorship scrutiny Internet also falls under censorship scrutiny Filters Filters –Initially were not reliable (sometimes blocked appropriate sites) –Have improved the last few years when used in conjunction with proxy servers (greater locus of control) –Schools must have AUP

27. Selection Media specialists must be aware of own biases and preferences Media specialists must be aware of own biases and preferences Must be able to evaluate materials regardless of personal views Must be able to evaluate materials regardless of personal views Collection should fulfill the needs of all Collection should fulfill the needs of all Materials present wide range of views Materials present wide range of views

28. Funding Media specialist’s responsibility Media specialist’s responsibility Must obtain maximum $ to strengthen collection Must obtain maximum $ to strengthen collection Alerting those who make budget decisions to condition, replacements, and maintenance Alerting those who make budget decisions to condition, replacements, and maintenance

29. Popular vs. Literary Read pg. 48-49 Read pg. 48-49 What is your view on the information presented? What is your view on the information presented?

30. Barriers Be aware of the barriers Be aware of the barriers See list on pg. 49 See list on pg. 49 Address barrier issues Address barrier issues –Software that appeals to girls –Have adaptive devices available –Schedule equitably –Use new technologies to support equity from The Collection Program in Schools, by Van Orden and Bishop, 3 rd edition, 2001.

31. Activities 1. What would be a justification for subscribing to Grolier Encyclopedia On- Line, and also purchasing the print set for your library? 1. What would be a justification for subscribing to Grolier Encyclopedia On- Line, and also purchasing the print set for your library? 2. How would you explain the difference between selection and censorship to a concerned parent? 2. How would you explain the difference between selection and censorship to a concerned parent?

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

33. The end The end