This document outlines general selection criteria for evaluating materials to add to a collection. It discusses several criteria including intellectual content, authority, scope, accuracy, treatment, and instructional design. Additional criteria covered are physical format, technical quality, aesthetic quality, safety, cost, ease of use and maintenance. Selection decisions require applying these criteria to determine an item's contribution and appropriateness for the collection and its intended users.

1. What is general selection
criteria?

2. Selection
-is an act of selecting a single
item; a collection of things or
materials chosen; as a choice
selection of books.

3. Criteria
- a means of judging and to
decide; judge and see standard
of judging or forming judgments.

4. Selection criteria
-is a guidelines required in
selecting of materials.
- Is the requirements in selection
of materials or books which
govern evaluation and choice of
a single item that meets the
standard established given to
guide decisions in selecting to
acquire or in purchasing an item
for the collections.

5. General selection
criteria
• You must base your choice on your
evaluation of the item in question and its
relationship to collection.
• You should also formulate your
justification for the choice of an item from
an assessment of its contribution to the
fulfillment of the policies and goals of the
collection program.
• Selection decisions require the evaluator
to judge materials within the framework of
given criteria.

6. •Criteria must be established to guide
decisions and lend consistency to this
activity.
•In final decisions to select an item for the
collection all the criteria must be
considered.
•Selection decisions require the evaluator
to judge materials within the frame work of
given criteria.

7. Intellectual content and its
presentation
• When making selection decisions, the
basic criterion is quality.
• Two fundamental questions must be
considered.
-Is the format appropriate for the content?
-Does the presentation effectively address
the users’ needs?
• The collection, the users, resource-sharing
plans, and outside resources influence the
applicability of each criterion to specific
items.

8. How can one evaluate the
idea, or intellectual content,
of work?
• Authority
• Appropriateness of content to users
• Scope
• Accuracy
• Treatment
• Arrangement and organization
• Literary quality
• Materials available on the subject
• Durability of the information
• Reputation of the author, artist, producer
• Special features
• Value to the collection

9. Authority
• The basis for the criterion
addresses the qualifications
and abilities of the people who
created the work.
• The dependability of the
publisher or producer.
• The quality and acceptance of
works by the same person.

10. Appropriateness of
Content to Users
• Focuses on the content in
relation to its intended use and
audience.
• An item should be appropriate
for the student it supersede the
student who will use it and not
for some arbitrary standard
established by adults.

11. Scope
- refers to the overall purpose
and depth of coverage of the
content.

12. Accuracy
- information presented in
materials should be accurate.
-often linked to timeliness, or
how recently an item was
published or produced,
especially in technological
subjects where changes occur
rapidly.

13. Treatment
- the treatment or presentation
style can affect an item’s
potential value.
Check the following:
Are signs (pictures, visuals) and
symbols (words, abstractions)
necessary to the content and
helpful to the user?

14. Are graphics, color, and sound
integral to the presentation?
Are the presentations free of bias
and stereotyping?
Do materials reflect our multicultural
society?
Is the information accessible to
those who have physical limitations?
With electronic information, can the
user easily enter, use, and exit the
program?

15. Arrangement and
organization
-presentation of the materials in
terms of sequences and
development of ideas influences
comprehension.
-content should develop logically,
flowing from one section to
another and emphasizing
important elements.

16. Literary Merit
-the artistic effect literature
serves is another area of
evaluation.
- The organization of plot, setting,
characterization, and style
should be consistent.

17. Materials Available on
the Subject
-this occurs frequently with
current events, such as the
election of a new president.
-biological information may need
immediately, and there are few,
if any, materials available for
younger students.

18. Durability of Information
-it refers to the lasting value of
information often relates to the
scarcity of materials.
- for rapidly changing subject,
less expensive formats maybe
preferable to more expensive
formats. Why?

19. Reputation of Author,
Artist, or Producer
-particular creators (author,
artists, or producers) and
specific titles enjoy wide spread
reputations as essential to the
education of students.

20. Instructional Design
• Materials designed for clearly
defined instructional objectives
should meet the expectations of
the learner or teacher.
The things to check is as
follows:
Does the material encourage
problem solving and creativity?

21. Does it promote the understanding of
ideas?
Will the users have necessary
capabilities (reading ability, vocabulary
level, and computational skills) to learn
from material?
Will the presentation arouse and
motivate interest?
Is evidence of field tests provided?

22. Does the presentation simulate
interaction?
With electronic materials, do
menus and icons always allow
direct access to specific parts of
the program?
Is the screen well designed?

23. Are instructions clear?
Is there an effective use of
color, text, sound, and graphics?
Is clearly presented
documentation provided?
Are there suitable instructional
support materials, such as
hotlines, newsletters, and
guides?

24. Special Features
• Information or features that are
peripheral to the main content of a
work may be of value to the
collection.
• A record album may contain
biographical information about the
composer or performer; the
teacher’s guide may offer
suggestions for follow-up activities
or contain a bibliography of related
materials.

25. Value to the collection
Does the item meet the needs
of the school program or the
user?
Can it serve more than one
purpose?
Who are likely user?

26. Could an individual or teacher in
an instructional situation use the
item for informational or
recreational purposes?
Is the item readily available
through interlibrary loan?

27. Other Considerations
Series
- the media specialist must judge
each item within a series
independently in terms of its
value and known needs.

28. Sponsored Materials
• -Particular organizations may
produce and distribute
materials often referred to as
“free and inexpensive”.
• The materials may provide more
up-to-date and in-depth
information than you will find in
other materials.*+29

29. •Sponsors include local, state,
national and international groups,
such as government agencies,
community groups, private business
and trade and professional
associations.
•When evaluating these materials in
addition to applying general selection
criteria and format-related criteria,
one needs to assess whether the
information presents a one-sided or
biased view of the topic. Does it
dominate the presentation.

30. Cost
• The price of an item and the
expensive involved in obtaining
it often strongly influences the
selection decision.
• If the material requires new
equipment, peripherals, and
supplies, you much consider the
price of these.

31. PHYSICAL FORM
• -refers to the packaging of the
information, or its physical form.
• How does one decide which medium
presents the content effectively?
• You must evaluate is the
compatibility of content and format.

32. Technical Quality
The media specialist must judge the
physical characteristics of the item
independently and collectively.
The appearance of the type can
expressive and provide clarity.
Are illustrations and photographs
clear and eye catching?
Is there a reason for soft-focus
effects?

33. Is the balance of the illustrations to
text appropriate to the content and
prospective user?
Do colors express the theme or
message?
Are line, shape, and texture used
effectively?
Does the use of sound, visual
materials, and narrative help focus
attention?

34. Is there a balance of music, narration,
and dialogue?
Are sound elements synchronized?
Is the speech clear and effectively
paced? Is the sound clearly audible?
Are film techniques, such as clasps,
animation, or flashbacks, used to focus
attention or reveal information?

35. Is the result a smooth presentation
with appropriate pacing, rhythm, length
of sequences, and special effects?
Does the item allow searching using
Boolean logic, keywords, subjects, or
truncation?
Are the mobility of subjects,
expressiveness of presenters, multiple
camera work, resolution, and clarity
used effectively?
Does the documentation or manual
clearly explain how to use the software?

36. Aesthetic Quality
• -Both the external design and
the presentation of the content
need to be aesthetically
pleasing: Separate aspects
integrate to form an aesthetic
whole.

37. Safety and Healthy
Considerations
• Safety and health features are
particularly important when
selecting tactile materials, but
you could consider these for all
materials.

38. Other Considerations
• The media specialist must consider the potential
number of simultaneous users in selection
decisions.
• The variety of uses for the material should also be
considered.
• The media specialist should consider user’s
personal preferences, when they can be discerned.
-will the viewer who first saw a telecast find print
version of the content equally acceptable?
-will the person who first read a book appreciate
the videotaped version?
-does electronic access motivate students more
than a manual search?

39. Ease of use, storage, and
maintenance are also important
selection criteria.
• Can an individual or group use
the item with equal ease?
• Will workstations permit use of
electronic media by several
people simultaneously?
• Does the material require
special storage?

40. Cont..
• Is the item durable?
• Can it be easily replaced or
repaired?
• Does the item include more than one
part, such as kit, that may include
both print and non-print materials?
• Must all the items be used together?
• If a single item or part is lost, can
the remaining parts be used/
• Can missing items, such as game
parts, be replaced locally?
• Can they be purchased separately?

41. Equipment
• Some materials require specific
equipment for their use. In other
cases one must provide certain
conditions such as darkened
rooms or review projection to
use the materials effectively.

42. Cont.
• If the item is not purchased, will
there be a negative impact on the
program?
• Will teachers be unable to use
desired materials?
• If the equipment is suitable for use
only by single teacher and class
working in only one subject area, is
there sufficient justification for
purchased?
• What alternative approaches might
work? For some items, short-term
rental may be the best option.

43. Ease of Use
• In any case, the media
specialist must provide proper
conditions and facilities.
• Projection areas should have
permanently mounted screens
and adjustable light controls.

44. Examine the equipment, keeping in
mind the potential users.
• What level of manual dexterity
must one have to operate the
equipment?
• How many steps must one have
to operate the equipment?
• Does the equipment have many
controls?
• How operator-proof is the
equipment?

45. Cont.
• Does the equipment operate
efficiently with minimum delay?
• Can one remove parts easily
and possible misplace or lose
them?
• How much time does one need
to teach students and faculty to
use the equipment?
• Does each piece of equipment
come with visual instructions?

46. Cont.
• Are the directions complete, clear,
and easy to follow?
• Are automatic operations
dependable?
• Is there an option for manual or
remote control?
• Are shut-off or cooling-down features
automatic? Is the configuration for
peripherals, networks, and teacher
options, such as sound and record
keeping, easy to use and well
documented?

47. Physical properties of the can deter
use.
• Is the equipment constructed of strong
materials? Durability is a key criterion.
• Have established safety specifications
been met?
• Does the size, weight, or design of the
equipment require that you use and store it
in one location?
• Can one move the equipment to a cart?
• If equipment is used in a two-story
building, is it too heavy or bulky to carry
up the stairs?

48. Performance, Compatibility, and
Versatility
• Equipment should operate
efficiently and consistently at a
high level of performance. Poor-
quality projection or sound
reproduction can negate the
technical quality of materials so
carefully sought during
selection.

49. Safety
-safety features demand
consideration, especially when
young children will use
equipment.
- The media specialist should
choose equipment that has no
rough or protruding edges.

50. Maintenance and Service
• The equipment should be built
to withstand hard use, but plan
for regular maintenance and
service.

51. Reliability of Dealer, Vendor,
Publisher, and Manufacturer
• Does the manufacturer have a reputation
for honoring warranties?
• Is delivery prompt?
• Does the manufacturer handle requests for
assistance efficiently?
• Does the dealer have outlets near the
school?
• Does manufacturer provide support service
through e-mail, telephone hot-lines, toll-
free numbers, backups, preview
opportunities, updates, refunds, and
replacements?

52. Cont..
• Is the support assistance readily
available?
• Are the service hours convenient?
• Does the publisher or manufacturer
provide demonstrations or in-service
programs for teachers?
• Are they willing to negotiate
licensing agreements?

53. Cost
-The media specialist should weigh
quality over cost but also consider
budget constrains.
• Does the competitor offer a similar,
less expensive item?
• Does the lower price represent
lesser quality in items of
performance standards, warranties,
or service?
• Are trade-ins allowed?

54. Cont..
• Should one lease or buy the
equipment?
• Is a dedicated machine necessary?
• Can the facilities support the
equipment?
• Will the equipment under the review
require replacement parts that are
from items already in the collection
or additional in-service training to
operate it?

55. Cont..
• Will teachers and students
need time to learn to use the
equipment?
• How much maintenance and
cleaning will staff need to do?
• Will special technical training
be necessary? For minor
adjustments?

56. Source of Information
• Specification of equipment can
be found in the annual Directory
of video, Multimedia, and audio-
Visual Products (Fairfax, VA;
International Communications
Industries Association, Overland
Park, KS: Daniels Pub. Group,
1996--).

57. Conclusion
• Selection is a subjective activity
for which the media specialist is
responsible and therefore
accountable.
• To fulfill this responsibility, the
media specialist must insure that
the collection, as entity, fulfills its
purposes of meeting both the
school’s goals and instructional,
informational, and user needs.

58. Cont..
• To this end the media specialist
must judge the value of individual
items to the collection.
• Although selection decisions may be
subjective, the media specialist
must be able to justify the choice of
any item.
• A basic criterion for evaluating
material is the impact of its
intellectual content.

59. Cont..
• What additional information or new
dimensions in presentation will that item
add to the collection? Will it appeal to
users?
• Another criterion is the appropriateness of
the medium to the message. Does the form
in which the message is delivered promote
or hinder the purposes and use of the
content?
• These are the two basic criteria for judging
all potential purchases. The media
specialist must also consider additional
criteria specific to various formats, uses,
and needs.

60. Prepared by :
jing malanyaon