This document provides an overview of the processes of selection and acquisition of library materials. It discusses that selection is deciding what materials to add to a collection based on reviews and collection development tools, while acquisition is the process of obtaining selected materials through purchasing, exchanges, or gifts. The document outlines the key differences and relationships between selection and acquisition. It also covers important aspects of developing a selection policy such as objectives, criteria, procedures, and handling controversial materials. The roles of librarians, faculty, and other stakeholders in selection are addressed. Acquisition is defined as confirming details, ordering, receiving, and processing new materials.
BOOK SECTECTION TOOLS
Selection aids or tools provide necessary information about books, their contents, bibliographic characteristics, physical formats, possible uses and where they can be obtained.
There is no single selection tool capable of per-forming all the functions of buying guide needed by the librarian. The librarian can have fingertip access to large sources of information. Selecting 2or3 tools appropriality
There are three types of book section tools or aids, namely:
(A) Per-publication Review Media
(B) Post- publication Review Media
(C) Review of learned periodicals and Specialised Journals
(A) Pre- publication Review Media
1. Publisher’s Weekly.
New York, R.R. Bowker Co. 1872
The weekly is standard American book trade journal. It is a valuable professional aid for selecting books in different types of libraries specially where there is urgency of purchasing popular books.
The weekly mentions non-book materials only but they are not reviewed. Its scope and content is larger than bookseller. It is an essential reading for the librarians to get information about new books.
Publisher’s weekly reviewed 3670 adult books and 520 juvenile works in 1976. Its circulation now, is over 32,000.
2. The New York Times Books Review (weekly).
New York, the New York Times Co. 1896
It is the most popular and oldest reviewing periodical in the USA. Review of books for children and young adults regularly appear in each issue. Each issue lists best selling paperbacks. Fiction reviews are exhaustive and complete-reviews are written by experts.
3. Library Journal (semi-Monthly, Sep-jun: Monthly, July-August).
New York , R.R.Bowker Co. 1876
Public libraries and academic libraries prefer this journal for selection of books. Professional libraries and teachers in library science write the reviews.
The journal is primarily devoted to books and provides varying attention to other media also. Nearly 500 book reviews appear in a year. Reviews generally appear one or two months after the books are published. Reviews are arranged by broad subject headings. The arrangement is alphabetical by subect.
BOOK SECTECTION TOOLS
Selection aids or tools provide necessary information about books, their contents, bibliographic characteristics, physical formats, possible uses and where they can be obtained.
There is no single selection tool capable of per-forming all the functions of buying guide needed by the librarian. The librarian can have fingertip access to large sources of information. Selecting 2or3 tools appropriality
There are three types of book section tools or aids, namely:
(A) Per-publication Review Media
(B) Post- publication Review Media
(C) Review of learned periodicals and Specialised Journals
(A) Pre- publication Review Media
1. Publisher’s Weekly.
New York, R.R. Bowker Co. 1872
The weekly is standard American book trade journal. It is a valuable professional aid for selecting books in different types of libraries specially where there is urgency of purchasing popular books.
The weekly mentions non-book materials only but they are not reviewed. Its scope and content is larger than bookseller. It is an essential reading for the librarians to get information about new books.
Publisher’s weekly reviewed 3670 adult books and 520 juvenile works in 1976. Its circulation now, is over 32,000.
2. The New York Times Books Review (weekly).
New York, the New York Times Co. 1896
It is the most popular and oldest reviewing periodical in the USA. Review of books for children and young adults regularly appear in each issue. Each issue lists best selling paperbacks. Fiction reviews are exhaustive and complete-reviews are written by experts.
3. Library Journal (semi-Monthly, Sep-jun: Monthly, July-August).
New York , R.R.Bowker Co. 1876
Public libraries and academic libraries prefer this journal for selection of books. Professional libraries and teachers in library science write the reviews.
The journal is primarily devoted to books and provides varying attention to other media also. Nearly 500 book reviews appear in a year. Reviews generally appear one or two months after the books are published. Reviews are arranged by broad subject headings. The arrangement is alphabetical by subect.
Collection evaluation techniques for academic libraries ALISS
Sally Halper, Lead Content Specialist - Business & Management, British Library. An excellent introduction to some really good practical qualitative and quantitative tools including White's brief tests. A bibliography of further readings is also provided.
presentation on "CATALOGUING" during Training workshop in library science for staff of muktangan school libraries organised by muktangan school teacher reference library, mumbai on 15th November 2010
This presentation was done as part of an examination into the process of weeding in a library. Weeding as we describe is an essential part of any Collection Management policy and is useful not only for the library, but the patrons.
Library education was initially a technical education that was acquired on the job. Practical work in a library, based on a good education in schools, was the only way to train librarians.
It took quite a long time to introduce library education as a subject and has been taught at different levels in the universities of the world.
DOCUMENT SELECTION AND ACQUISITION,
Introduction,
5.2 Ascertaining Users Needs,
5.3 Selection of Documents,
5.4 Selection Principles,
5.5 Selection Criteria,
5.6 Selection Aids/Tools,
5.6.1 Selection Tools for Addition of New Publications,
5.6.2 Selection Tools for Addition of Old Publications,
5.7 Methods of Acquisition,
5.7.1 Acquisition through Purchase Order,
5.7.2 Acquisition through Membership,
5.7.3 Acquisition under Exchange Arrangement,
5.7.4 Acquisition through Gifts,
5.7.5 Acquisition under Deposit System,
5.7.6 Order and Receipt Process,
5.8 Accession Work,
5.8.1 Accession Policy,
5.8.2 Accession Work Procedure,
5.9 Acquisition of Serials,
5.9.1 Serials Basics,
5.9.2 Selection of Suppliers,
5.9.3 Consortia as Method of Acquisition,
5.9.4 Order System,
5.9.5 Registration or Check-in Record,
5.10 Summary,
5.11 Answers to Self Check Exercises,
5.12 Keywords,
This course is about the introduction to basic concepts, theories, principles, and standards of resource description, subject cataloging, and classification. This provides beginning level experience in organizing printed resources using the Resource Description and Access, including recording attributes of manifestation and item, identifying persons, families, and corporate bodies, and identifying works and expressions, construction of access points and authority data. Lastly, it deals about subject cataloging using the Sears List of Subject Headings and the assigning of classification numbers using the Dewey Decimal Classification Scheme.
Lecture presented by Michael A. Pinto at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Collection evaluation techniques for academic libraries ALISS
Sally Halper, Lead Content Specialist - Business & Management, British Library. An excellent introduction to some really good practical qualitative and quantitative tools including White's brief tests. A bibliography of further readings is also provided.
presentation on "CATALOGUING" during Training workshop in library science for staff of muktangan school libraries organised by muktangan school teacher reference library, mumbai on 15th November 2010
This presentation was done as part of an examination into the process of weeding in a library. Weeding as we describe is an essential part of any Collection Management policy and is useful not only for the library, but the patrons.
Library education was initially a technical education that was acquired on the job. Practical work in a library, based on a good education in schools, was the only way to train librarians.
It took quite a long time to introduce library education as a subject and has been taught at different levels in the universities of the world.
DOCUMENT SELECTION AND ACQUISITION,
Introduction,
5.2 Ascertaining Users Needs,
5.3 Selection of Documents,
5.4 Selection Principles,
5.5 Selection Criteria,
5.6 Selection Aids/Tools,
5.6.1 Selection Tools for Addition of New Publications,
5.6.2 Selection Tools for Addition of Old Publications,
5.7 Methods of Acquisition,
5.7.1 Acquisition through Purchase Order,
5.7.2 Acquisition through Membership,
5.7.3 Acquisition under Exchange Arrangement,
5.7.4 Acquisition through Gifts,
5.7.5 Acquisition under Deposit System,
5.7.6 Order and Receipt Process,
5.8 Accession Work,
5.8.1 Accession Policy,
5.8.2 Accession Work Procedure,
5.9 Acquisition of Serials,
5.9.1 Serials Basics,
5.9.2 Selection of Suppliers,
5.9.3 Consortia as Method of Acquisition,
5.9.4 Order System,
5.9.5 Registration or Check-in Record,
5.10 Summary,
5.11 Answers to Self Check Exercises,
5.12 Keywords,
This course is about the introduction to basic concepts, theories, principles, and standards of resource description, subject cataloging, and classification. This provides beginning level experience in organizing printed resources using the Resource Description and Access, including recording attributes of manifestation and item, identifying persons, families, and corporate bodies, and identifying works and expressions, construction of access points and authority data. Lastly, it deals about subject cataloging using the Sears List of Subject Headings and the assigning of classification numbers using the Dewey Decimal Classification Scheme.
Lecture presented by Michael A. Pinto at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
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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1. LIB 630 Classification & Cataloging
Spring 2012
SELECTION & ACQUISITION
What difference
does it make,
and why should
I care?
2. What is the difference?
• Selection
– The process of deciding which materials should be
added to a library collection. Selection decisions are
usually made on the basis of reviews and standard
collection development tools by librarians designated as
selectors in specific subject areas, based on their
interests and fields of specialization. In academic
libraries, selection may also be done by members of the
teaching faculty in their disciplines. Very large
academic and public libraries may use an approval plan
or blanket order plan to assist selectors. Library
patrons also recommend titles for purchase, especially
in libraries that provide a suggestion box. The opposite
of deselection. See also: selection aid and selection
criteria.
3. And the other one?
• Acquisitions [note the plural!]
– The process of selecting, ordering, and
receiving materials for library or
archival collections by purchase,
exchange, or gift, which may include
budgeting and negotiating with outside
agencies, such as publishers, dealers, and
vendors, to obtain resources to meet the
needs of the institution's clientele in the
most economical and expeditious
manner.
4. So the one includes the other?
• Depends on who’s doing the definition!
– Selection of Library Materials
• Selection is at the heart of the collection development
process. This core function builds the library’s
collection for a particular user community. Skill,
knowledge, and the right tools are required to select
appropriate library materials and sources that meet
the needs of the community.
Collection
Development – Acquisitions
Training for
Arizona • After you have selected the library materials you
Public would like to add to your collection, you must acquire
Libraries them. The acquisitions process involves confirming
the details of price and publication, locating the item,
ordering it, and processing the item and the
paperwork once they arrive.
– Overview of Collection Development, Basic Functions
5. The Selection Process
• Not a blind,
random choosing
–Every school system should have a comprehensive
policy on the selection of instructional materials. It
should relate to and include all materials; for
example, textbooks, library books, periodicals,
films, videocassettes, records, audiocassettes, and
CDs. The reason should be obvious: haphazard
patterns of acquisition will result in waste because
some—perhaps many—materials will overlap in
content, or will be unrelated to changing patterns
of instruction.
• WHY DO I NEED A POLICY?, American Library
Association Workbook for Selection Policy Writing
6. Basic components of a selection policy
• Objectives
• Responsibility for Selection
• Criteria
• Procedures
• Special Areas
• Policies on Controversial Materials
• Reconsideration
– ALA Workbook for Selection Policy
Writing
7. Sample selection objective
• Primary objective:
–to assist in the implementation,
enrichment, and support of the educational
program of the school system by selecting and
providing:
• Educational materials that reflect today's society
• Educational materials in all formats (printed, nonprint,
electronic) on all levels of difficulty, with diversity of
appeal, which reflect a variety of viewpoints
• Educational materials that satisfy the curricular needs as
well as the individual recreational and research needs of
the student, faculty and staff
– Provided by Becky Nelson of Hearn Elementary School in
Frankfort, KY. See the Kentucky School Media Association
website for Sample Policies
8. AASL’s official view
• AASL guideline
– Graphic from “The Collection,” by David
Loertscher, Library Media Connection, Nov./Dec. 2009.
9. Legal responsibility
• In most states, the locally elected or
appointed school board, by law, has
broad powers and responsibilities in
the selection of instructional materials.
This authority should be delegated by
policy to appropriate professionals for
day-to-day exercise.
– Responsibility for Selection, ALA
Workbook for Selection Policy Writing
10. Who does the actual work?
• The school librarian alone?
• The teachers or school administration
alone?
• Or is it a collaboration?
– “Materials review and selection go hand in
hand. To make the best use of funding, the
media specialist must work collaboratively with
the teachers to identify needs, review existing
resources, select new materials, and build
effective learning environments.”
• Information Access & Delivery: Materials Review
and Selection
11. Who has the professional expertise?
• Teaching faculty?
• School Administration?
• School Librarian?
14. Criteria for selection
• Criteria (plural—the singular is
criterion)
– For the subject matter covered, your policy will
include criteria, and the application of criteria,
relevant to your objectives: excellence (artistic,
literary, etc.), appropriateness to level of user,
superiority in treatment of controversial issues,
and ability to stimulate further intellectual and
social development. Consider authenticity,
appropriateness, interest, content, and
circumstances of use.
• ALA Workbook for Selection Policy Writing
• See General and Specific Selection Criteria in
the KSMA Sample Selection Policy
15. Developing and understanding criteria
• Materials review
– These are projects that focus on particular
learning standards, thematic topics, or
instructional units.
• Regular Selection Practices
– Library media specialists are constantly
accessing review sources, attending
conferences, and reading review periodicals.
These are a regular part of locating current
materials.
• Short Term and Long Term Goals
• Information Access & Delivery: Materials Review
and Selection
16. Specific criteria for evaluation
• Authority
• Scope
• Format & Technical Quality
• Authenticity
• Treatment & Arrangement
• Aesthetics
• Price
• Suitability
• Special Features
– For definitions see Hearn Elementary Library
Media Center Selection Policy on KSMA
17. Problem
• How do we evaluate when we don’t have the
material in our hot little hands?
– Professional Review Journals
• [Several] online sources are recommended as
tools to locate reviews. Most are considered
professional review journals, e.g. Booklist,
Booklinks, [Multicultural Review], and School
Library Journal; however, some are
considered general popular review sources.
Keep this in mind when using these sources.
– Adapted and corrected from Garces Memorial High
School: Selection Criteria for School Library Media
Center Collection [there are errors in their list;
corrections and additions on the next couple of pages]
21. Selection Procedures
• Advice from
– Your procedures should describe all steps from
initial screening to final selection. They also
should include provisions for coordinating
among departments and professionals working
at different learning levels, etc.; for handling
recommendations from other faculty and
students; and for reviewing existing materials
(for possible replacement, etc.).
– Include at least a partial list of selection aids
(e.g., reviewing sources). You also may want to
list sources that should not be used.
• Procedures, Workbook for Selection Policy Writing
22. Crucial Caveat
• The Collection Isn’t Yours
– Each librarian leaves his or her mark
on a collection over a period of time, and it’s
impossible not to have opinions and
preferences—after all, as librarians we’re
asked to make judgment calls each time we
order something. We need to be aware,
however, of who we are and why we’re
ordering something. The important thing to do
is to support the community. After all, that’s
one of the main reasons I became a librarian: to
help people find the information they want and
need, even if it’s not what we want them to
want.
23. Censorship or selection?
• A classic article from 1953
– The real question of censorship versus selection
arises when the librarian, exercising his own
judgment, decides against a book which has
every legal right to representation on his
shelves. In other words, we should not have
been concerned with the librarian who refused
to buy Ulysses for his library before 1933—but
we do have an interest in his refusal after the
courts cleared it for general circulation in the
United States.
• Lester Asheim, “Not Censorship But Selection.”
Originally published in the Wilson Library Bulletin,
28 (September 1953), 63-67. Now available on the
website of ALA Office for Intellectual Freedom
26. Librarian, Know Thyself!
• Four Questions to Ask Yourself
1. Why should I make my selection
process transparent?
2. What can I do to protect both students
and the First Amendment?
3. How can I help students understand
global censorship without imposing
American values?
4. Why must I confront my deeply held
beliefs?
• Debbie Abilock, HomePage, Knowledge
Quest, 36, no. 2 (Nov/Dec 2007)
27. What is “Acquisitions” really?
• What is involved with acquisition?
– Acquisition involves a number of tasks. First,
develop a knowledge of the suppliers and select
a jobber. A positive relationship with your
vendors can be very important. Next, process
requests and monitor the expenditures. Finally,
maintain clear records of your purchases. You'll
want to acquire materials quickly and keep the
process simple.
• Program Administration:
Acquisition
28. The Nitty-Gritty of Acquisitions
• The process
1. Collect Orders
2. Search and Verify Bibliographic
Information
3. Choose an Option for Placing Orders
4. Assign a Purchase Order
5. Place the Order
6. Bookkeeping
7. Receive Materials
8. Return Books (if necessary)
9. Process the Books
10. Make Payment
• Acquisitions
29. Learning &
Media v. 35 no. 2
(Spring 2007)
MARC= Machine
Readable Cataloging
(used by computer
catalog)