2. WHAT IS SELECTION?  Selection: “systematic process of choosing materials relevant to a library or information center.”  It is maintaining a live, balanced, up-to-date collection both in subject content; adding new materials as well as withdrawing materials which are little used or obsolete. (Buenrostro, Juan C.)  Is the process of deciding what materials are to be added to the collection. (Van Orden, Phyllis J.)

3. What is the Main goal of Selection ?  The provision of the right library material for the right user at the right time.

4. What are Objectives of selection  To meet the obligations of teaching programs,  Research needs young and adult education  as well as the informationa, social, cultural, spiritual, and recreational needs of the community.

5. SELECTION PHILOSOPHY Demand Philosophy  ” demand” argument says that because public libraries are funded by taxpayers, libraries should provide taxpayers with the types of materials they want.  A collection based on “demand” may result in more “best seller” reading materials and other materials that are heavily influenced by popular culture rather than the “classics.”  Some argue that this type of collection will draw people into the library since the library contains the type of materials that satisfy the community’s interests.

6. Quality Philosophy  “quality” argument says that a public library should be a “people’s university,”  providing people with materials to help them better themselves.  All resources should be geared toward improving the cognitive level of the members of the user community.  Some argue that a library basing selection solely on “quality” may end up with fewer users because people can’t find what they really want or need.

7. Three basic selection philosophies : 1. Liberal: service to the total community (not just active users); all formats should be in the collection; equal concern with educational, recreational and information seeking needs of the service community. 2. Traditional: cautious approach to service, concerned with active users; limited funds require maximum effectiveness; nothing is more effective than doing what we do best. 3. Pluralistic: the most widely practice position, a liberal position or traditional one, depending on readiness of funds.

8. WHAT IS SELECTION POLICY  A library policy, usually approved by a board or other authority, that indicates the procedures or types of materials a library adds to its collection.  It set the scope of the library's collection.  It defines parameters for adding materials to the public library's collection and also provides criteria for determining when materials will be weeded from the collection.  It can be used in determining annual budget allocations.  It can be used as a tool to combat censorship attempts.

9. What are Factors which affect collection? Nature of the institution Curriculum Funds available Size of present collection Users Teaching methods Maximity to other libraries Cooperation with other libraries

10. PURPOSE OF SELECTION POLICY?  Provides a public document to help parents and citizens understand the purpose and standards of the selection of materials.  Promotes intellectual freedom by recognizing the value of information in a variety of formats.  Provides equal access to resources for all students.  Establishes a climate in which criteria guide the collection development activities  Interprets the selection process to the school and community.  Provides a method to handle challenges  Provides guidance and protection for all involved in the selection and use of materials.

11. ELEMENTS OF SELECTION POLICY I. Statement of Philosophy - presents the schools values and beliefs - the statement may address how the educational resources help the school achieve its goal. II. Selection Objectives - translates the schools philosophy and goals into collection objectives. - the statements show how the collection helps the school meet its goals

12. III. Responsibility for Selection - who is responsible for selection decisions - the statement usually acknowledge that the school board is legally responsible and delegates to media specialists the authority to select. IV. Selection Criteria - Has two (2) parts : General Criteria - apply to all materials including gifts and loans and relates to the school goals. Specific Selection Criteria - categories of materials, users, treatment of sensitive issues, and formats.

13. V. Position on Intellectual Freedom - the policy addresses the importance of access to information. - the statement may indicate that the board endorses actual professional statements. VI. Other Elements - include statements about potentially controversial subjects and the role of reviewing and selection tools in the selection process.

14. SELECTION RESPONSIBILITY  The primary responsibility for the selection of library media resources and maintenance of the library collections rests with the professionally trained library media specialists/ Librarian.  Director of Libraries, Bibliographers, Subject specialist, head of the order department, faculty (school & academic libraries)

15. SELECTION CRITERIA  SUBJECT  What subjects do you need to collect to build your collection?  How suitable is the subject, style, and reading level of an item for your user community?  How accurate and current is the information?  DEMAND AND USAGE POTENTIAL  What will the demand for the material be?  What level of use justifies its acquisition?  How relevant is the item to the community?

16.  MATERIAL CONSTRUCTION QUALITY  Is the item well made and durable?  For books and periodicals, does the item have good print quality? Is the paper of appropriate quality?  For audio-visuals, will the item stand up to multiple circulations?  COLLECTION BALANCE  How will the item strengthen the library’s collection?  Are the materials available elsewhere in the community?  Is there fair coverage of opposing viewpoints?

17.  OTHER CONSIDERATIONS Author - Does a work being evaluated exemplify the contributions of its creator? Publisher - is the manufacturer honoring warranties? - are request assistance handled efficiently? Format - should I purchase this paperback or hardback? - should I purchase the large print version? Reviews - impart information used to determine how the item is organized, how it differs from other standards source.

18. Cost - quality should be weighed over cost but budget constraints must be considered. - can always be a decision maker or breaker. Audience - is the intended audience youth, adult, reference, or some other? Date - accuracy and timeliness are important factors in material subject matter.

19. SPECIFIC SELECTION CRITERIA BOOKS  Interest  Authority  Currency  Scope  Organization  Format  Special Features  Cost  Accuracy  Impartiality

20. AUDIOVISUAL MATERIALS/ NON-PRINT MATERIALS  interest in the subject or type of material and the format.  physical quality (visual and audio) of the item itself.  topic or type of content (authority, currency, scope, organization, cost, accuracy, and impartiality)

21. ELECTRONIC RESOURCES - defined as online information resources, including bibliographic databases, electronic reference books, search engines for full text collections, digital collections of data and data sets.  Accuracy and objectivity  Timeliness  Scope  Relationship to existing collection  Community interests and demand  Price

22. BOOKS 1.Is the shape and weight of the book appropriate for the intended audience? 2.How opaque is the paper? a young or disadvantage reader may now be confused by print that shows through the page? 3. Is the typeface suitable for the intended audience? 4. Is the spacing between words and between lines adequate for the young or reluctant reader? 5. Is the book jacket attractive? Does it reflect the content of the book?

23. CD-ROM 1. How frequently is the CD-ROM updated? 2. Does the cost of the subscription include the update? 3. Is there an annual fee? 4. Are on-screen tutorials provided? FILMSTRIPS 1. Is the treatment designed for self-or teacher directed presentation? 2. Is the length appropriate for the purpose and audience? 3. Are the captions well written and easily readable? 4. Is the sound synchronization manual or automatic?

24. FILMS 1. Are the content treatment available in a less expensive format? 2. How often will the film used and by how many people? 3. Are technical qualities, such as photography, sound, editing, and acting, handled in effective, imaginative, and appealing ways? 4. Is the content well organized, imaginative, interesting, and appropriate for the subject and audience? 5. Will the film affect attitudes, build appreciation, develop critical thinking skills or entertain?

25. GAMES 1. Is the packaging designed to control parts? can lost pieces be replaced locally? 2. Are the items durable? 3. Are the directions clear? 4. Are the content, reading level, time requirements, and required dexterity appropriate for the intended audience? 5. Does the game require a computer? will it run on the media center equipment?

26. GRAPHIC MATERIALS 1. Is the information presented in a precise manner? 2. Are less important elements deemphasized or omitted? 3. Is there unity of presentation? Are the basic artistic principles of balance and harmony observed? 4. Is the lettering clear and legible? 5. Is the size large enough for the intended audience? 6. Does an art print give an accurate reproduction of the original works color and detail?

27. KITS 1.Does the kit create a unified whole? Is there a relationship among the parts? 2. Is the special equipment needed to use the materials included in the collection? 3. Does each item in the kit meet the criteria for the format? 4. Is the kit difficult to use? 5. Are the directions clear? Is the adult guidance needed?

28. MAPS AND GLOBES 1. Is the map aesthetically pleasing? Does the color code help the user interpret the information? 2. Is the depth of detail suitable for the intended audience? 3. Is the map legible? Are symbols representational and clearly designed? Are printed markings of a size and type suitable to a particular map? 4. Is the item durable? Has plasticized or cloth-backed paper been used? 5. Is the surface non glare?

29. MICROFORMS 1. Does the collection contain the equipment needed to view the specific type of microform being considered? 2. Does the material meet the criteria for its equivalent print formats? Is the reproduction clear? 3. Is the equipment easy to use? 4. The choice of negative or positive reproduction should be based on the equipment available and the user’s preferences.

30. ONLINE DATABASES 1. Is the intellectual level and reading level appropriate for the intended users? 2. Will the disciplines covered in the database be used? 3. How is the database indexed? Can searches be conducted using title, author, or keywords? 4. Can the database be searched using words not considered subject descriptors (that is, free text searching)? 5. Can the searcher use Boolean logic, connecting search terms with and, or,and not?

31. PAMPHLETS 1. Does advertising dominate the presentation and distract from distort the information? 2. Is the message presented without bias and propaganda? Pamphlets presenting various viewpoint interfere with objectivity? 3. Is the information already provided elsewhere in the collection? PERIODICALS AND NEWSPAPERS 1. Is the content of interest to students and teachers? 2. Are subjects treated clearly in a well-organized manner? 3. Are the illustrations pertinent and adequately reproduced? 4. Are large-print items needed by any users?

32. MODELS 1. Are size relationships of the part to the whole accurately portrayed? 2. Are parts clearly labeled? 3. Are color and composition used to stress important features? 4. Will the construction withstand handling? RADIO BROADCASTING, EDUCATIONAL 1. Is this the only source of the information? 2. Do teacher’s guide, programs guides, and announcements provide information to facilitate a program’s use?

33. RECORDINGS 1. Does narration begin with attention-getting words to capture the listener’s attention? Are keywords of key statements emphasized to help the listener? Are the sentences short and simple? 2. Is the sound free of Distortion? 3. Are the length and quality of performance appropriate to the intended audience? 4. Do labels give enough information to distinguish one item from another? Do labels give playback information?

34. SCULPTURE 1. Is the item made of durable material to withstand te touching that sculpture invites and which is necessary to fully appreciate the work? 2. Are reproductions true to the originals? SLIDES 1. Are art slides faithful to the original? 2. Are mountings durable? 3. Is there continuity to the set of slides? 4. Are the content and length of presentation appropriate for the intended purpose and audience?

35. SOFTWARE 1. Compatibility of software and equipment 2. Is the content more appropriate for presentation on a computer than on other instructional media? 3. Is the program designed to run on the user’s computer? The computers brand model, memory size, operating system, storage, format, display technology and accessories must be considered. SPECIMEN 1. Is there a display area where specimenss can be observed by several students at a time? 2. Are the specimens safe to handle ?

36. TEXTBOOKS AND RELATED MATERIALS 1. Is the content accurate and objective? 2. Does the content represent a broad spectrum of viewpoints on a given topic? 3. Are the materials keyed to the text? 4. Is the treatment appropriate for the intended purpose and audience? TOYS 1. Can the child play with the toy independently, or is adult guidance needed? 2. How fragile is the toy? 3. Has the user’s developmental stage been considered in the selection?

37. TRANSPARENCIES 1. Does the subject lend itself to transparency rather than poster, mounted picture, slide, or other medium? 2. Is the lettering clear? 3. Is the information uncluttered? 4. Is the transparency clearly labeled? VIDEO 1. Does the telecast make use of the full range of television production techniques, or is it a filmed lecture? 2. Selection criteria for films can apply.

38. Selection Resources  Book Reviews  Problems: time delay; number of books reviewed; small press not well represented.  Best Of and Recommended Lists  Subject Lists/Bibliographies  Publisher Sources (catalogs)  Online Bookstores  Books in Print – To verify bibliographic information.  Patron requests

39. STEPS IN SELECTION PROCESS 1 st step - Selectors must identify collection needs in terms of subjects and specific types of materials. 2 nd step - Selectors determines how much money is available for collection development and allocating a specific amount for each category or subject. 3 rd step – Selectors develops a plan for identifying potentially useful materials to acquire.  4th step- Selectors conducts search for the desire materials.

40. 1. Select the Right Books for the Library’s Readers 2. See to it that NO race, nationality, profession, trade, religion, school of thought, or local custom is overlooked. 3. Every Library Collection should be Built up according to a define plan on a broad general foundations. 4. Demand is a growing factor in selection. 5. Select Books which tend toward the enrichment and development of life. 6.Materials Acquired should meet high standards of quality in content, expression, and format. SELECTION PRINCIPLES

41. 7. Our Purpose is the same as that of the Park Department. 8. Do not hesitate to install a Mediocre Book which will be read in preference to a superior book that will not be read. 9. Quality of Materials must be related to the other two basic standards of selection – Purpose and Need. 10. The Collection is inclusive and contains whatever materials to the purpose of the library. 11. Know the Community. ( general information, specific reading interests and needs of a particular community)

42. WHAT IS WEEDING/ DESELECTION  Weeding (also known as deselection) is an essential element of collection development that ensures the library’s materials are useful and accessible.  Every library’s collection is limited by the space available to house it, and collections should change over time to reflect changes in the community, society-at- large, and the library’s goals.  Weeding is a periodic or continual evaluation of resources intended to remove items that are no longer useful from the collection.

43. PURPOSE OF DESELECTION  To build a strong library collection  To make the most effective use of shelf space.  To utilize acquisitions funds in the most effective manner.  To increase the relevance of the existing collections to current curricular needs.  To maintain the collections in an acceptable physical condition.

44. CRITERIA FOR DESELECTION  M - isleading and/or factually inaccurate: (this includes items that fail to have the substantial periods of time not represented because of the age of the material)  U - gly (worn out beyond reasonable mending or having been poorly repaired in the past):  S - uperseded by a new edition or a better source; (keep in mind the use of the Web as a better, more up-to-date source in many cases)  T - rivial (of no discernable literary or scientific merit & without sufficient use to justify keeping it);  I - rrelevant to the needs and interests of your community; (not used even though we may find it “interesting”!)  E - lsewhere (the material may be easily borrowed from another source or found on the Web)

45.  OTHER CONSIDERATIONS  Age  Frequency of Use  Multiple Copies  Condition  Currency and Accuracy  Duplicates  Ephemera

46. WHAT NOT TO DESELECT?  Research value ( Humanities and Social Sciences )  Out of print  Local ( History, Humanities, Social Sciences, Filipiniana Materials )  Balance  Rare items  Listing ( Children’s Catalog, of books from college libraries, etc.)

47. BARRIERS OF DESELECTION  Lack of time  Procrastination  Fear of making a mistake  Fear of being called a “book burner”

48. An Infopeople Workshop Winter 2006/2007 Francisca Goldsmith, Instructor frg1@ci.berkeley.ca.us

49. Agenda  Why weed  Planning weeding projects  Budget matters (money and time)  Weeding shibboleths  Weeding as a policy  Training weeding staff  Taking care to get good publicity

50. Introductions  Name and library role  Library type  Collection responsibilities

51. What’s Your Weeding Worry?  Making a (big) mistake  Being misunderstood  Having “too little” left  Lacking human power to undertake

52. Why Is Weeding Difficult?  Desire to husband all resources  Fear of public scrutiny and disapproval  Inadequate preparation of support staff and services  Lack of clear plan for discards  Crisis mode instead of maintenance

53. Exercise 1 Identifying Potential Weeds

54. What Causes the Need to Weed?  Material’s condition  Outdated and inaccurate information  Unnecessary redundancy  Crowded conditions

55. Condition  Odors  Smoke  Mildew  Dirt  Food  Grime  Water damage  Full immersion  Limited staining  Markings  Vandalism  Public editing  Binding failures  Broken spines  Dog eared covers  AV material degradation  Faded film  Irreprably scratched surfaces

56. Datedness  Old information can be  Interesting  Useful to some pursuits  Inaccurate  Dangerous  Prejudicial to remainder of collection

57. Redundancy  How many copies are enough?  How close is a library where the material is in scope?

58. Crowding  When the good stuff can’t be found for the unnecessary  Special circumstances  Temporary or permanent relocations  Windfall materials budget  Change in library’s scope or mission

59. Access Is Essential  Shelving space  Browsing space  Clearing paths through the collection

60. MUSTIE  Misleading information  Ugly appearance due to  wear or  outdated design  Superseded by newer materials  Trivial worth to users  Irrelevant to collection’s scope  Elsewhere would be a better place to find this

61. What Is a Weeding Plan?  Local procedures  Tied to available resources  Practical, not ideal  Thorough and balanced  Informed by quantitative measures  Connected to collection development policies

62. When’s the Best Time to Weed?  Continuously  Ideal for collection and users  Difficult to achieve with small staff  Special projects  Collection(s) relocation  Changes in local scope or priorities  In an emergency  Physical disasters

63. How Often Is Continuously?  How important is weeding to the health of your collection?  When is a good time to add it to your work week?  Which library functions can accommodate some aspect of the weeding process?

64. Weeding for Relocation  Plan ahead--as long as a year  Measure what you have  Measure where you’re going  Identify the indispensable  What won’t last until you return?

65. Weeding for Changes in Scope  Grade levels using the school library  Technical methods used by the firm  Information provided through online subscriptions  Added or deleted courses of study

66. Essential Tools  Knowledge of subcollection  Circulation trends  Current community profile  Standard bibliographies

67. Weeding Steps  Identify inappropriate material  Triage for replacement, mending, total removal  Remove records from database  Dispose of material suitably

68. Weeding Methods  CREW  Weed of the Month  Circulation point  Standing orders  Annual inventory

69. CREW  Continuous Review  Circulation/use records  Local interests/needs  Evaluation  Condition  Relevancy  Weeding  Timely  Steady pace

70. CREW’s 10 Steps 1. Weeding is policy 2. Gather usage statistics 3. Build weeding into work calendar 4. Take necessary tools to shelf 5. Study whole area first, then consider item by item 6. Check library’s holdings 7. Check pulled items against library’s subject indexes 8. Triage individual pulled items 9. Replace items and update subject area 10. Display underused but sound materials

71. Tools to Take to the Shelf  Circulation/use data printout  Paper slips for individual item notes  Subject bibliography  Book truck  Stool for seating, climbing

72. SUNLINK’s Weed of the Month  Topical focus  Reason to weed the topic  Suggested Dewey numbers to check  Specific weeding criteria

73. Collections with Special Needs  Reference material  Audiovisual formats  Young adult/teen collections  Children’s collections  Journals

74. Weeding at Circulation  Spot check materials going out  Evaluate condition upon return  Binding?  Loose pages?  Missing parts?  Handle with care

75. Standing Orders  Weed superseded editions  Laws change  Directory listings become inaccurate  State the threshold of tolerance  Travel books  Exam materials

76. Regular Inventory  Standing order plans  Sets with missing parts  Grant-funded expansions

77. Budgeting for Weeding  Time  Replacement costs  Repair costs  Space for work flow

78. Whose Time?  Collection development staff  Support staff  ILS managers  …and don’t forget  Janitorial/maintenance staff  Volunteers

79. Triaging Weeding Candidates  Enrichment and replacement budgets  In house repair costs  Professional bindery costs  Existing electronic availability

80. When to Replace?  Material continues to be  Intellectually sound  Pertinent to the community  Not superseded by other material in collection

81. Planning Professional Restoration in Lieu of Weeding?  Binding  Is the interior worthy of saving?  Replacing missing pages  How many is “too many”?  Replacement parts for av materials  Contracts in place to reduce costs?

82. Exercise 4 Resource Inventory

83. Using Your Policy  Formulate for reliability  Check for fit in terms of scope and capacity  Revisit regularly  New times bring new formats and  New ideas  Publicize the rules you’re weeding by  Play fair with your staff and  Your public

84. Who Needs Weeding Information?  Support staff  Library board/commissioners  Teachers  Public  Local media

85. Communicating the Plan  Collection development policy  Stakeholder input  Staff training  Published and available  Library’s users  Absolutely everyone

86. “Weeding is a necessary adjunct of selection since it systematically eliminates unnecessary items; outdated or superseded materials; titles infrequently used, no longer of interest or in demand; unnecessary duplicates; and worn out or mutilated copies.” Kansas Public Library Policy Manual

87. Other Words for Weeding  Collection maintenance  Reselection  Pruning  Editing  Culling

88. CONCLUSION Therefore … SELECTION and DESELECTION are similar activities : 1 st they are both necessary parts of an effective collection development program. 2 nd both require the same type of decision - making rules.

89. REFERENCES  BOOKS  Carter, Mary Duncan and Wallace John Bonk. Building Library Collections. New York: The Scarecrow Press Inc., 1959.  Van Orden, Phyllis J. The Collection Program in Schools: concepts, practices, and information Sources. 2 nd ed. Colorado: Libraries Unlimited, Inc., 1995. .--- Buenrostro, Juan C. ed. The Management of Special Libraries and Information Centers. Quezon City : Great Books Trading, 1995.

90. - Katz, William A. Collection Development: The Selection of Materials for Libraries. New York : Holt, Rinehart and Winston,1980 - Disher, Wayne. Crash Course in collection Development. Westport, Connecticut: Libraries Unlimited, 2007

91.  ELECTRONIC RESOURCES http://www.michigan.gov/hal/0,1607,7-160- 17451_18668_18689-54468--,00.html http://www.lib.az.us/cdt/slrbasis.aspx