DEPARTMENT OF LIBRARY SCIENCE AND INSTRUCTIONAL TECHNOLOGY COLLEGE OF EDUCATION KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA I. Course Description: LIB 515: Collection Development, 3 s.h, 3 c.h. This course provides an overview of the processes, policies, and procedures associated with developing, maintaining and evaluating a library collection. Emphasis is placed on the development of a working philosophy which recognizes the interrelationships of principles, policy, and management. II. Course Rationale Skilled collection development and analysis is fundamental to the success of a library. The influx of information in ever-changing formats makes it imperative that the librarian applies skills of analysis, selection, and management in the development and maintenance of the library collection. III. Course Objectives/Student Learning Outcomes A. Relationship to Standards At the conclusion of the course the student will be able to: PDE ALA/ AASL INTASC ISTE ALA Define the term collection as an entity that must evolve, responding to changing demands. I.C.13 1,6 II.C, II.D II.3.13.7 Develop policies and procedures that reflect the purpose, philosophy, and mission of the library. Implement community and needs analyses in order to establish a basis for collection evaluation and development I.C.13 I.C.1 1 II.B 2 II.A, IV.B II.3.13.7 II.3.13.7 Use analysis and evaluation techniques to ensure a balanced collection that reflects the needs of the community. I.C.13, II.D 1 II.C, II.D II.3.13.7 Describe the primary issues and considerations in collection development and maintenance. Utilize selection tools and format criteria in ensure a quality collection. I.C.13 I.C.13, III.A 1.3.A-E 2.3.B,C 4.1.A-D 4.1.A-D 4.2.A,B 1.1.B,C 1.4.B,C 3.3.A 4.2.A,B 4.3.A,B 1.1.B,C 1.2.A,B 1.3.A-C 1.4.B,C 2.1.B 4.1.A-D 4.3.A,B 4.1.A-D 4.2.A,B 1.2.A,B 4.1.A-D 1,6,10 II.C, II.D II.C, II.D II.3.13.7 II.3.13.7 1,10 Establish policy and methodology for the valuation of the collection I.C.13, II.E Establish policies and procedures to support intellectual freedom and the privacy of users of all ages. Evaluate the collection in terms of the promotion of life long reading. Articulate the omnipresent role of technology in library collections. I.C.13, III.B I.E.1 I.B, I.C.2, II.C 1.1.B,C 1, 10 1.2.A,B 1.3.A-C 1.4.B,C 2.1.B 4.1.A-D 4.3.A,B 4.1.C 1 1.2.A,B 1,2,10 1.2.A, B, C I.4.A 3, 6 II.C II.3.13.7 II.3.13.7 V II.3.13.7 I.2.9, II.3.5 B. Relationship to Conceptual Framework Communication The library collection is used to its fullest extent only if the librarian is an effective communicator. Critical Thinking In choosing materials, librarians plan and carry out activities that culminate in important selection decisions. Scholarly Inquiry Students will be aware of selection criteria for library materials and must learn to select accordingly. Reflective Wisdom Based on an understanding of selection criteria, students must reflect on value commensurate with cost and/or need of materials. Integration of Discipline Students must be aware of the need to support, supplement, and enrich the entire curriculum Cultural Awareness and Acceptance Students will gain an awareness of our pluralistic society through a thorough understanding of the criteria for a balanced library collection. IV. Assessment A. Core Assignment (See attachment) B. Other assessments based on a subset of the following: 1. Documentation of required field work (4 hrs) 2. Reflection journals and papers 3. Discussion forums 4. Quizzes and exams V. Course Outline A. Course Outline Documentation I. II. III. IV. V. VI. VII. VIII. IX. The Collection A. Physical Entity and Accessibility B. Library Program and the Collection C. Roles of the Librarian and the Collection D. Relationships that Influence the Collection Collection Development A. Learning about the Existing Collection B. Knowing the Community C. Assessing Needs D. Describing the Program E. Selecting Materials F. Acquiring and Processing Materials G. Resource Sharing H. Maintaining and Preserving Materials I. Accessing and Circulating Materials J. Evaluating the Collection K. Interaction of Collection Development Activities L. Other Factors that Affect Collection Development 1. District Library Program 2. Financial Support and Control 3. School Facilities Community Analysis and Needs Assessment A. Learning about the Community B. Learning about the School C. Other Libraries D. Assessing User Needs Policies and Procedures A. Policy vs. Procedure Statements B. Formulating and Adopting Policies C. Writing a Policies and Procedures Manual D. Contents of a Manual Selection A. Elements of a Selection Policy B. Selection Procedures C. Sources of Assistance General Selection Criteria A. Intellectual Content and its Presentation B. Physical Form C. Cost D. Equipment Criteria by Format Maintenance and preservation A. Maintenance Policies B. Maintenance Procedures Evaluation of the Collection X. XI. XII. B. Ethical Issues and the Collection Special Groups of Students A. Students with Disabilities B. Gifted and Talented Students C. Diversity and Students D. Poor and Reluctant Readers E. Gay/Lesbian Students F. Other Special Groups of Students Opening, Moving, or Closing the Collection Other Policies 1. Accommodations Any student who has a need for accommodation based on the impact of a disability should privately contact the Director, Office of Service to Americans with Disabilities to discuss the specific situation as soon as possible. Contact the Director at 610-683-4108 in the Stratton Administration Building to coordinate reasonable accommodations 2. Academic Honesty Any acts of academic dishonesty by students, such as plagiarism on written papers or cheating on exams, threaten to undermine the educational and ethical goals of the University for its students. Such violations are of the utmost seriousness. The goal of the following policy and procedures is to promote a climate of academic honesty for all individuals at the University (The Key, p. 47). VI. Instructional Resources American Library Association. Information Power. Chicago: American Library Association, 1998. “Access to Resources and Services in the School Library Media Program”, American Association of School Librarian, World Wide Web site, 2003. Agosto, Denise E. "Bridging the Cultural Gap: Ten Steps Toward A More Multicultural Youth Library." Journal of Youth Services in Libraries V.14, No.3 (Spring 2001): 38-41. "Banned Books". American Library Association. World Wide Web site, Links to various topics including Banned Books Week, 2003. "Censorship in the Schools." American Library Association. World Wide Web Site, 2003. Crew, Hilary S. "Transforming the Hidden Curriculum: Gender and the Library Media Center." Knowledge Quest V.26, No.4 (May-June 1998): 30-33. Doll, Carol A. Managing and Analyzing Your Collection: A Practical Guide for Small Libraries and School Media Centers, Chicago: America Library Association, 2002. Gorman, Michele. "What Teens Want: Thirty Graphic Novels You Can't Live Without." School Library Journal V.48, No.8 (Aug 2002): 42-47. Intellectual Freedom Manual. 6th Ed., Chicago: American Library Association, 2002. Jacobs, Heidi Hayes. "Upgrading the K-12 Journey Through Curriculum Mapping A Technology Tool for Classroom Teachers, Media Specialists, and Administrators." Knowledge Quest V.29, No. 2 (Nov-Dec 2000): 25-29. Kachel, Debra E. Collection Assessment and Management for School Libraries: Preparing for Cooperative Collection Development. Chicago: American Library Association, 1997 Kerby, Ramona. "How Old Is Your School Library Media Center Collection?"School Library Media Activities Monthly V.18, No.4 (Dec. 2001): 22-24. Lowe, Karen. R. "Resource Alignment: Providing Curriculum Support in the School Library Media Center." Knowledge Quest V.30, No.2 (Nov-Dec 2001): 27-32. Miller, Marilyn L., and Marilyn L. Shontz. "New Money, Old Books." School Library Journal, October 2001: 50-60. Reichman, Henry F. Censorship and Selection:Issues and Answers. Chicago: American Library Association, 2001. "SUNLINK Weed of the Month Club." www.sunlink.ucf.edu/weed, World Wide Web site, 2003. Willcoxon, Wanda Odom. "Collection Evaluation in a Georgia Elementary School: A Look at the Process and Resulting Change in Teacher's Perceptions of Its Quality and Usefulness." Knowledge Quest V. 29, No. 5 (May-June 2001): 23-29.