This document discusses the selection of materials for school library collections. It defines selection as maintaining a balanced collection by adding new materials and removing outdated ones. There are three basic selection philosophies: liberal, traditional, and pluralistic. A selection policy guides the process, outlining the scope, criteria, and procedures for adding and removing items. Selection responsibility typically falls to library media specialists. General criteria include subject coverage, demand, quality and balance. Selection tools that aid the process include review sources, bibliographies, and recommended lists. The goal is to select materials that meet community needs and support the school's educational goals.
The presentation gives an overview on managing library's collection with the aim of effectively and efficiently meeting the information needs of library users.
The presentation gives an overview on managing library's collection with the aim of effectively and efficiently meeting the information needs of library users.
Collection Development (that based on the five laws of S.R.Ranghanathan) is very important part of Collection Management. If we don’t adopt advanced technologies, collection then we can never fulfill the need of advanced users and libraries will become freeze, this is against the 5th law of Ranghanathan that “ Library is a growing organism”.
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Collection Development (that based on the five laws of S.R.Ranghanathan) is very important part of Collection Management. If we don’t adopt advanced technologies, collection then we can never fulfill the need of advanced users and libraries will become freeze, this is against the 5th law of Ranghanathan that “ Library is a growing organism”.
The Changing Nature of Collection Development in Academic LibrariesFe Angela Verzosa
Presented at the seminar-workshop sponsored by the Center for Human Research and Development Foundation Inc. at PBSP Bldg, Intramuros, Manila, Philippines on 24 August 2006
Powerpoint on Survey Development in libraries by LIS 2830 students Dana Alsup, Katie DeRusso, Michele Farina,
Sarah Loudenslager, Sara Tekavec (Spring 2011).
lecture presented by Janice Penaflor for PAARL's 1st Marina G. Dayrit Lecture Series 2016 held at Asian Institute of Maritime Studies, Roxas Boulevard, Pasay City on February 19, 2016
Montana Academic Library Consortium PresentationPamela Benjamin
This is a presentation designed to show:
> current status of library consortia - especially academic
> current status of library consortial efforts in Montana
> benefits of joining a consortium
> challenges of maintaining a consortium
> brief outline of steps to establish a consortium
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2. WHAT IS SELECTION?
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. 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.
5. 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.
7. 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.
9. I. Statement of Philosophy
• presents the schools values and beliefs
• the statement may address how the educational
resources help the school achieve its goal.
10. II. Selection Objectives
• translates the school's philosophy and goals into
collection objectives.
• the statements show how the collection helps
the school meet its goals
11. 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.
12. 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.
14. VI. Other Elements
• include statements about potentially
controversial subjects and the role of reviewing
and selection tools in the selection process.
15. 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 libraries)
17. 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?
18. 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?
19. 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.
20. 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.
21. STEPS IN SELECTION PROCESS
1st step - Selectors must identify collection needs in terms of subjects
and specific types of materials.
2nd step - Selectors determines how much money is available for
collection development and allocating a specific amount for each
category or subject; developing a plan for identifying potentially
useful materials to acquire.
3rd step – Selectors conducts search for the desire materials.
23. 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 customs
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.
24. 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.
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.
25. 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)
27. Type of Selection Tool Characteristics Advantages Disadvantages Example
Current sources for
in-print books
Contain citation
information
Identify new materials
as they become
available
Usually only provide
for author searches;
subject searches are
time-consuming; do
not contain review/
content information
American Book
Publishing Record
(ABPR)
Books in Print
Catalogs, flyers, and
announcements
Marketing material
designed and
distributed by
publishers
May contain more
information than in-
print lists.
Advertising copy tends
to present the item in
its most favorable
light.
Some catalogs
collected in:
Publishers Trade List
Annual (PTLA)
28. Type of Selection Tool Characteristics Advantages Disadvantages Example
Current review
sources
Designed to promote
or evaluate works.
Three types of
reviews:
1. Review for
persons making their
living buying books.
2. Reviews for subject
specialists
3. Reviews for the
general public
Save staff time in
locating/ reviewing
newly published
works.
“Differential
marketing” may affect
promotion of titles;
only a small
percentage of total
book out-put
reviewed; delay in
review’s appearance
in print; reviewer
competence varies;
reviews tend not to be
critical in nature.
Library Journal
Wilson Library Bulletin
Choice
Booklist
New York Times
Sunday Book Review
29. Type of Selection Tool Characteristics Advantages Disadvantages Example
National Bibliographies A listing of books
published in or about
a country. Usually
nonprofit origin.
Contain citation
information
Means for identifying
out-of-print materials
for retrospective
collection
development.
Main entry and subject
entries can vary
among sources; little
consistency in listing
series.
British National
Bibliography
National Union
Catalog
(complemented by
OCLC and RLIN)
30. Type of Selection Tool Characteristics Advantages Disadvantages Example
Online Databases Cooperative and
individual library
catalogs; serve as
partial replacement for
national
bibliographies.
Access to millions of
records worldwide;
usually do not need
separate access to
national bibliography;
useful for verification
work; information can
be downloaded and
serve as bibliographic
record in online
catalog.
Not all countries well
represented in online
systems
OCLC
RLIN
31. Type of Selection Tool Characteristics Advantages Disadvantages Example
Recommended, best,
and core collection
lists
Lists of items
recommended for
purchase
Useful when used
carefully
Impractical to strive to
collect every item
listed; list becomes
dated immediately
upon publication.
Public Library Catalog
Books for Junior
College Libraries
Subject
bibliographies
Listings prepared by
subject experts and
including critical
evaluations
Can exist for virtually
any subject
Currency and
selectivity issues exist.
J.P. Lang, Reference
Sources for small and
medium-sized
Libraries, 5th ed.
(Chicago: ALA, 1992)
32. REFERENCES:
• 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. 2nd ed. Colorado: Libraries Unlimited, Inc. , 1995.
• .--- Buenrostro, Juan C. ed. The Management of Special Libraries and Information Centers.
Quezon City : Great Books Trading, 1995.
• 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
• http://www.michigan.gov/hal/0,1607,7-160-17451_18668_18689-54468--,00.html
• http://www.lib.az.us/cdt/slrbasis.aspx
Editor's Notes
Be specific and direct in the title. Use the subtitle to give the specific context of the speech.
-The goal should be to capture the audience’s attention which can be done with a quote, a startling statistic, or fact. It is not necessary to include this attention getter on the slide.
Use the background points to post details that are not common knowledge, or that the audience will need to understand the context of the speech.
-Do not read these main points from the PowerPoint, instead elaborate on these points during the speech.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
Dedicate this entire slide to the thesis statement. It is the reason the speech is being given. Use this time to reveal the three main points of the speech (slides 4,5,6) as an overview for the direction of the speech:
-[type main point #1 here]
-[type main point #2 here]
-[type main point #3 here]
Be sure to transition to the first main point and the next slide.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
Dedicate this entire slide to the thesis statement. It is the reason the speech is being given. Use this time to reveal the three main points of the speech (slides 4,5,6) as an overview for the direction of the speech:
-[type main point #1 here]
-[type main point #2 here]
-[type main point #3 here]
Be sure to transition to the first main point and the next slide.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
Dedicate this entire slide to the thesis statement. It is the reason the speech is being given. Use this time to reveal the three main points of the speech (slides 4,5,6) as an overview for the direction of the speech:
-[type main point #1 here]
-[type main point #2 here]
-[type main point #3 here]
Be sure to transition to the first main point and the next slide.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
Use the background points to post details that are not common knowledge, or that the audience will need to understand the context of the speech.
-Do not read these main points from the PowerPoint, instead elaborate on these points during the speech.
The action step is what the audience is supposed to do or think about the topic. It should be one sentence that is written clearly and with much thought. It may also be the thesis statement restated as an action. The goal of this slide is to leave the audience with a clear message as to what they are to do or think at the end of the speech. It may be a good idea to end with a powerful quote or image.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
Use the background points to post details that are not common knowledge, or that the audience will need to understand the context of the speech.
-Do not read these main points from the PowerPoint, instead elaborate on these points during the speech.
The action step is what the audience is supposed to do or think about the topic. It should be one sentence that is written clearly and with much thought. It may also be the thesis statement restated as an action. The goal of this slide is to leave the audience with a clear message as to what they are to do or think at the end of the speech. It may be a good idea to end with a powerful quote or image.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
The action step is what the audience is supposed to do or think about the topic. It should be one sentence that is written clearly and with much thought. It may also be the thesis statement restated as an action. The goal of this slide is to leave the audience with a clear message as to what they are to do or think at the end of the speech. It may be a good idea to end with a powerful quote or image.
