Sacramento City College
Strategic Planning System
Title:
Plan Type:
OPR:
Collaborative Groups:
Reference documents:
Planning year:
Library Book & Media Collection. Nov. 15, 2014
Program Plan
Dean, Learning Resources
Collection Development Librarian; Technical Services Librarian; Library
Technical Services Staff; Media Services Librarian; LRC Dean
SCC Goals; Student Success Task Force Recommendations, 2012; SCC
Accreditation Self-Study; SCC Library Mission Statement; Library Unit
Plan; Library Collection Development Policy and procedures; ACRL Value
of Academic Libraries Report, 2012.
FY 2015-16
SECTION I: Overview & Strategic Information
A. PROGRAM DESCRIPTION & PURPOSE
Program Description
The library materials program consists of library books, media, periodicals, and web-based periodical
databases. These resources comprise the core educational resources that support SCC instructional
programs and provide information for students to succeed in their coursework.
Program Purpose
The purpose of the SCC Library Materials Program is to support student success and college goals
through the ongoing selection of library materials.
 The program accomplishes the Library mission of: “Providing a balanced, up-to-date collection of
print, non-print and electronic resources.”
 The program provides library resources to help meet college goals. Materials contribute directly to
student engagement and success; successful transition to college; course and program success;
preparation for degree, certificate, and transfer; improvement of basic skills; distance education;
instructional improvement; and new community needs.
 The program conforms to Student Success Task Force recommendations to: provide resources for
college readiness; help entering and continuing students acquire college study, survival, and life
skills; support career preparation; help build basic skills; provide content for professional
development; support innovation in delivery of instruction. Appendix A provides more detail on
correlations between library materials and Student Success Task Force recommendations.
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B. ENVIRONMENTAL SCAN
Major factors affecting the work of the Program
Factors that significantly impact development of an effective library collection include rising book,
periodical, and media prices; historically higher enrollment; increases in circulation rates (particularly
for textbooks); fluctuations in college funding for library collections and spending per student (FTES)
for library materials; outdated materials and the need to replace them with new publications; increased
availability of and demand for online and alternative formats – ebooks and electronic databases;
pressure to participate more fully in shared District library materials and services; and the growth of
Outreach Centers. New curriculum, expanded faculty requests for library materials, and an accelerated
rate in the production of information have also impacted the library materials program. These factors
are discussed below.
College book prices and demand for textbooks: American Library Association data shows an
annual rate of increase from 2% to 4% for the past several years in the price of U.S. college books.
The average price for 2013 was $73.78, an increase of 4.21% over the previous year (Lynden). Book
price increases combined with persistent consequences of the economic downturn may be driving
students to the library in growing numbers for access to their textbooks. Over the last 10 years, reserve
textbook circulation climbed from 42,371 in 2004-05 to 62,998 in 2013-14. Student responses on an
annual library survey demonstrate the impact reserve books have on student success; for the previous
decade respondents have ranked reserve textbooks very important or somewhat important an average
of 93% of the time. (PFE Survey).
Lack of access to college textbooks can have profound impacts on student success. A survey
conducted by the U.S. Public Interest Research Group found that, “65% of students said that they had
decided against buying a textbook because it was too expensive. The survey also found that 94% of
students who had foregone purchasing a textbook were concerned that doing so would hurt their grade
in a course. More than half of the students felt significant concern for their grade.” The report
continues, “Nearly half of all students surveyed said that the cost of textbooks impacted how
many/which classes they took each semester” (Senack).
2
Figure 1: Textbook prices and reserve book circulation per FTES, 2005-2014
College book prices and reserve book circulation
per FTES, 2005-14
80
70
60
50
40
30
20
10
0
College
book prices
in $
Reserve
book circ
per FTES
Increases in reserve book circulation have tended to track increases in college book prices.
College growth and use of library materials: SCC full time student enrollment (FTES) has
fluctuated from a high of 18,971 in 2009-2010 to a low of 15,634 in 2013-2014 as impacts from the
recession forced course cuts and a reduced summer session. Enrollment has yet to recover.
In spite of the dip in enrollment, circulation of library materials has held steady overall during the last
decade. Total book circulation (reserves, circulation and in-house) was 95,672 in 2005-06 and 100,545
in 2013-14. On a per student basis, the circulation rate for all books rose and fell from 6.4 loans in
2005-06 to 6.4 loans again in 2013-14. For reserve books, total circulation rose from 42,600 in 200506 to 62,998 in 2013-14. Per FTES, this was an overall increase in reserve circulation from 2.8 to 4.0
over the decade. These library book circulation rates track a decade when students have increasingly
been using online resources, including library databases and general websites. The fact that all library
materials circulated at a steady rate at the same time that online resources were proliferating suggests
that students continue to find value in print books and media at the same time that they are
incorporating electronic sources in their coursework.
Media is an important component of library materials and an effective tool for visual learners.
Students borrowed media in all categories (videotapes, CDs, DVDs, and audiotapes) 2451 times in
2013-14. The Instructional Media Center also circulates computer equipment, projection equipment,
and course-specific software.
College growth and funding: While book circulation per FTES has trended up over the last 10 years,
total funding for library materials has moved irregularly, from a low of $103,650 in FY2003-04 to a
high of $163,000 in FY2007-08. Funding is down overall over the last decade, but total current
funding has shifted up over the last few years to $125,300 in 2014-15, casting a positive light on future
prospects for Library Mission support to, “the educational goals of the college by providing a
balanced, up-to-date collection of print, non-print and electronic resources.”
3
Figure 2: Materials funding and FTES, 2005-14
Materials funding & FTES 2005-14
180,000
160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
0
Materials
funding in $
College FTES
Circulation of library books has expanded more quickly than college enrollment and materials funding.
PFE and Budget committee augmentations generated peaks in materials funding in FY2007-08 and FY2008-09.
Per student funding: College funding per student for library materials is the total amount of materials
funding divided by FTES. Over 15 years, per student funding at SCC has fluctuated from a high of
$14.64 in FY2001-02 (with PFE funds) to a low of $6.00 in FY2010-11. For FY2014-15 this figure is
up to $8.21, a welcome increase over the 2010-11 low of $6.55.
Per student funding for library materials is still low by historical standards, but students are beginning
to get access to more research content per dollar of funds due to the availability of ebooks, which are
priced on average lower than historical average prices for print books. As the acquisition of ebooks
enlarges the collection, the value of the collection for student research also grows.
4
Figure 3: Per student funding for library materials, 2005-14
Per student funding
Per student funding for library materials, 2005-2014
$10
$9
$8
$7
$6
$5
$4
$3
$2
$1
$0
Funding for library materials has declined overall in relation to enrollment and the cost of college books.
Age of the print collection: The size of the print library book collection has leveled off over the past
few years through scheduled weeding and reductions in purchasing. The first ebooks were added to
the SCC collection in 2002. Since that time the number of ebooks in the shared District collection has
risen significantly. The library now owns close to 74,000 print items and has purchased an additional
22,000 ebooks. In addition, the SCC library shares electronic access to a collection of over 120,000
subscription ebooks, accessible through OneSearch and the library ebook subscription databases.
In addition to books, the library owns 6397 media items, principally DVDS and videos. SCC has one
year access to over 1,200 educational video clips and programs through a subscription to Ambrose
Video. With continued weeding, the size of the print and media collections will be fairly stable over
the next decade while the number of ebooks will continue to grow. Stable funding would allow regular
updates of print and media materials and enable SCC participation in shared District purchase of
ebooks.
5
Figure 4: Publication dates of print Library books Fall 2014
Publication dates of print Library books Fall 2014
Number of titles
25000
20000
15000
10000
5000
0
Publication dates
Steady acquisition of new books and weeding of outdated materials will
maintain a print collection that meets students’ current research needs.
Growth in ebooks: District libraries pay for ebooks from the library materials budget. Close
cooperation between librarians at all District libraries in shared selection and payment has promoted
more rapid acquisition of ebooks since 2010. As a result of this shared process, students across the
District have access to a greater number of book titles than any single library could afford, either
electronically or in print.
District libraries currently purchase most ebooks in bundles that are often significantly discounted by
vendors. Los Rios libraries are sometimes able to negotiate even deeper discounts, and then divide
costs between them. Collection development responsibility is shared by a team of District librarians
who coordinate selection of ebooks in order to acquire packages containing optimum research content
for all LRCCD students, regardless of their location.
In addition to the ebooks that District libraries purchase, students have access to a collection of over
120,000 subscription ebooks paid for with database funding provided by the District (the number of
titles in the subscription fluctuates). Since the libraries acquire and load the subscription ebooks
collection as a vendor-packaged unit, the overall research content of the collection varies. But there
are research gems in the bundles, and ebooks usage statistics suggests that both the purchased and
subscription ebooks are well worth their relatively affordable cost.
When librarians ask about preferences for ebooks vs. print, students increasingly express some
openness to electronic formats, particularly if the content is highly relevant. At the same time, many
undergraduate students still prefer the convenience of print books for reasons including lack of access
to a computer, instructor-required use of print, ease of viewing, and in a UC study, difficulty
concentrating and learning in front of a computer screen (UC Libraries). Total ebook use is clearly on
the rise, expanding from 6627 uses in 2011 to 9811 uses in 2013. Adding print book circulation to
ebook use, students now make use of a larger total number of library book resources than they did
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before ebooks became available. When use statistics for articles in library databases are added to use
numbers for book and ebooks, it is clear that students are accessing an immensely larger pool of
information resources through the library than they were ever able to in the past.
Figure 5: Ebook use 2011-2013 (calendar year)
Ebook use 2011-2013
12000
9811
Number of views
10000
8107
8000
6627
6000
4000
2000
0
2011
2012
2013
Data includes both purchased and subscription ebook titles.
Usage is logged to the ebooks report when a user clicks “eBook Full Text” to view a book.
Participation in District library services: The Los Rios District libraries have worked
collaboratively for many years to provide students with access to high quality information resources
that include a shared library management system, research databases, ebooks, policies and
procedures, and interlibrary loan service that delivers materials from other libraries in the District and
region to students at SCC. Through library collaboration students gain access to far greater resources,
and the District is able to serve students at the Centers and in distance education.
Collaborative library planning has resulted in reduced costs to the colleges and the District. For
example, sharing an integrated library system has saved on IT and maintenance costs for 25 years.
District librarians are currently planning for a new library system that will provide increased
opportunities for cooperation. Librarians collaboratively choose the most effective databases for
students’ needs, which are then purchased at a group discount through the Community College League
or by using group purchasing power to negotiate discounts from vendors.
Materials are shared across the District when students request books and media through the public
catalog from another location. Intercampus loans reduce the need for excessive duplication and thus
save on some purchase costs. However, each library shares responsibility for the development of
robust home campus collections so students using each campus library will have immediate access to
information resources they need for their coursework. In many cases, students cannot wait 2-3 days
for a book to be delivered from one campus to another; they need information to complete assignments
that are due tomorrow.
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Stable ongoing funding is needed to allow the SCC library to continue sharing the cost of electronic
library materials. The ARC, CRC, and FLC libraries require SCC’s financial participation in order to
buy the electronic resources shared by all Los Rios students. The design of a shared system makes it
impossible to exclude SCC patrons from access to these shared items. And SCC students should not
be excluded: as District students they can readily borrow print materials from other District libraries
and they should have the same ease of access to electronic materials. “Home” campus affiliation
should not limit access to library materials at all campuses.
Services to the Outreach Centers: Library services at the Outreach Centers have evolved as an
extension of library services for the main college. The Davis and West Sacramento Centers have
developed on-site reserve textbook collections. Outreach Center students are also able to request
books for delivery from the main library to the Centers via the request tool in the library catalog. Both
centers are expanding their on-site reserve textbook collections and building local reference collections
to serve students’ course-related information needs. Funding obtained through this program plan will
support these efforts. In FY2015-16, $2000 will be assigned to each Center under Stage 2 funding;
$2500 in the Stage 1 scenario.
C. MULTI-YEAR DIRECTIONS OR STRATEGIES
Multi-year directions: The Library Materials Program will continue to provide the diverse, balanced,
up-to-date collection of print, non-print and electronic resources essential to helping SCC students
become efficient and effective consumers of information, able to find, evaluate, analyze, use and
communicate data. The Library Materials Program will also continue to provide resources for teaching
critical thinking and information seeking skills, as well as basic and significant works, suitable to
lower division college students, in major fields of human behavior and knowledge. Regular weeding
will continue to focus the collection on current student needs.
Over the next three years, the number of print books in the SCC circulating, reserve, and media
collections will remain stable through balanced acquisition and weeding, and the number of ebooks
will continue to grow (also subject to weeding). Librarians will maintain a focus on acquiring titles
that support Student Success Task force Recommendations, including those that help basic skills
students, support professional development for instruction and innovation, and promote the education
of new and continuing students in general (See Appendix A). Across the District, librarians will
continue to strategize means of providing print and electronic materials of value to student researchers
at shared and reasonable costs. With improving fiscal conditions across the district, long term
planning for a district-wide uniform library materials allocation will resume.
Although currently each campus determines the local allocation for library materials, a team of
librarians and area managers across the district worked from 2009 to 2012 to create a multi-year plan
for district-wide, FTES-based materials funding. Fulfillment of the plan was intended to give students
at each location equitable access to adequate, accurate, and current library materials; to relieve historic
budget fluctuations; and to allow for effective planning and consistent updating of collections. The
plan addressed this SCC accreditation self-study planning item:
By Spring 2010, the LRC Dean and librarians will work with the District to analyze library
funding to ensure a common, consistent and equitable base of ongoing funding for learning and
research materials in libraries throughout the District.
8
In June 2012, the Folsom Lake College President issued a statement that the LRCCD college
presidents did not support the plan for reasons to do with individual college budget priorities; a library
materials allocation would negatively impact all other budgets. She also cited the then-current FLC
budget and state budget (Scott-Skillman). Further work on the plan was suspended at that time.
Program Directions aligned with College Goals: Librarians select materials that help students
master coursework across the curriculum. Small Basic Skills grants in FY2009-10, 2011-12, and
2013-14 bolstered a continuing effort to build up-to-date collections in basic skills, including math,
reading, writing, college orientation and study skills. Focused effort has also developed a collection
that helps students write resumes, interview, adapt to workplace environments and pursue personal and
civic aims. Through involvement in the curriculum process, librarians acquire materials to support
courses and programs that lead to certificates, degrees, and transfer.
The Library Program provides the subject content students need to develop critical thinking skills and
information competency. “There are two reasons that critical thinking sticks to subject matter:
sometimes you need subject knowledge to recognize what the problem is in the first place, and
sometimes you need subject knowledge to know how to use a critical-thinking skill” (Willingham, 12).
For the college, the Library furnishes materials that encourage customer service and institutional
communication and materials related to college presentations. To demonstrate program value, the
library produces reports that highlight acquisitions, resource use, and user satisfaction.
SECTION II: Operational Review and Plan
A: REVIEW OF ACCOMPLISHMENT OF THE PREVIOUS YEAR’S WORK
Objective
1. Acquire funding for
library materials at
target level of
$100,000.
2. Select and purchase
library materials at
appropriate levels
in all formats,
including books,
ebooks, media, and
periodicals using
collection
development
policies and input
from students,
faculty, and staff.
Expected Outcomes
a. Development of Program Plan.
b. Allocation of funds to Program Plan.
c. Allocation of funds to subject areas per
allocation formula; to purchase of
shared ebooks; to Outreach Centers.
a. Provide students with the tools and
resources they need to complete degrees
and certificates and/or transfer…
b. Provide content on basic skills
competencies in reading, writing, math,
and information competency.
c. Provide reserve collection of required
textbooks for first year students.
d. Provide materials that help students
prepare to transfer and prepare for jobs.
e. Participate equitably in intercampus
lending to support equivalent
educational outcomes in all locations.
f. Provide materials on teaching and
Results/Progress
o Program Plan funding
acquired at $75,000.
o Allocations completed.
o 102 Basic Skills books,
11 DVDs, and 3 math
manipulables sets for
students with disabilities
added.
o More than a dozen books
on teaching, including
titles on working with a
diverse student body.
o Program plan allocations
to Centers.
o 405 reserve textbooks
added.
o 3655 circulating books
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curriculum for a diverse student body.
g. Provide course resources for students at
Outreach Centers.
3. Provide books and
media to support
revision and
development of
courses & services.
4. Disseminate
information about
collections to
campus, Centers,
and District.
5. Build a library
collection that may
help attract
enrollment.
6-7. Provide library
materials that
support the
development of a
strong service
environment and
connect staff to the
college.
8. Compile library
statistical reports
that illustrate
meaningful
collection trends.
a. Through the curriculum process, the
librarians work with faculty in each
subject area to ensure that the library
carries appropriate material for courses.
a. Production of collections-related email,
newsletter posts in The Reader, library
articles in other campus publications,
slide shows, posters, and new materials
lists.
a.
The Association of Higher Education Facilities
Officers (2006) reported that “libraries are an
important consideration when students select a
university or college, and, as a result, academic
libraries can help institutional admissions boost
enrollment” (ACRL, 13). “The library ranked
second in terms of facilities important in the
selection decision process; only facilities for
students’ majors ranked higher. Libraries were
ranked ahead of technology facilities, the
student union center, and even recreational
facilities” (ACRL, 13).
a. Expected outcome: Acquisition and
publicity about materials related to
hiring, training, and customer service, as
well as books and media on effective
institutional communication.
b. Acquisition and publicity about titles
related to current college interests and
presentations.
a. Use of quantitative and qualitative data
(circulation, interlibrary loan, and age of
collection statistics, as well as input
from students, instructors, surveys,
policies, and formulas) to determine
value of the collection and help make
collection decisions.
b. Systematic review of areas of the library
collection for weeding and renewal
through the acquisition of new materials
in order to maintain currency, accuracy,
o
o
o
o
o
o
o
o
and media items added.
26 multi volume ebooks
purchased; access
acquired to add’l
subscription ebooks
(number n.a.).
Objective is ongoing.
More than 37
conversations between
librarians and instructors
re: new curriculum.
Objective is ongoing.
Reader posts, email to
faculty, flat-screen slide
shows, campus posters,
new materials lists.
Objective is ongoing.
Potential college survey
data about what
influenced students to
choose SCC over other
colleges (besides price
and location).
Objective is ongoing.
o Over 2 dozen new titles
on hiring, training,
customer service, career
development, workplace
communication.
o Acquisition of titles
related to campus events.
o Objective is ongoing.
o Continuing to track
ACRL progress on
demonstration of Library
Value.
o 2553 books and 150
media items weeded.
o Update of allocation
formula.
o Update of collection
policies and procedures.
o 2014 PFE Survey results
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and relevance.
c. Management of fund allocations using
an allocation formula that balances
acquisitions across subject areas.
d. Regular review, etc., and distribution of
policies and procedures to library staff.
re: transfer, job, etc.
o Objective is ongoing.
B. PROGRAM OBJECTIVES AND OUTCOMES/ MEASURES OF MERIT FOR THE
PLANNING YEAR
Library Materials Program Objectives for FY2015-16
Objectives 1-2 align with College Goal A: Deliver student-centered programs and services that
demonstrate a commitment to teaching and learning effectiveness and support student success in the
achievement of basic skills, certificates, degrees, transfer, jobs and other student educational goals.
Objective 1: Acquire funding for library materials.
 Expected outcome: College allocation of funds through the program plan process.
 Expected outcome: Internal allocation of funds to subject areas, to shared ebooks using the
allocation formula, and to West Sacramento and Davis Outreach Centers.
Objective 2: Select and purchase library materials at appropriate levels in all formats, including books,
ebooks, media, and periodicals using collection development policies and input from students, faculty,
and staff.
 Expected outcome: Provide students with the tools and resources they need to complete
degrees and certificates and/or transfer as measured by annual library materials survey. 1
 Expected outcome: Provide content on basic skills competencies in reading, writing, math, and
information competency.
 Expected outcome: Provide reserve collection of required textbooks.2
 Expected outcome: Provide library materials that help students prepare to transfer.3
 Expected outcome: Provide materials that help students prepare for jobs.4
 Expected outcome: Provide funds for course resources for students at Outreach Centers.
1
For the past decade respondents have consistently ranked library books as somewhat or very important over
90% of the time. In 2014, 91% of those surveyed reported an expectation that library books would help them
complete a course; 88% that books would help improve grades; 85% that books would help them stay in school;
and 82-83% that books would help them prepare to graduate or transfer. These values have increased over the
12 years of the survey.
2 Reserve textbooks reduce achievement gaps, give all students access to content, and help first year students
cope with college costs. In Spring semester 2014, the reserve collection accumulated a total circulation of
27,491 loans.
3 82.4% of surveyed students said that library books helped prepare them to transfer.
4 Surveyed students reporting that library books help them prepare for a job increased by 17 points over ten
years, from 50% to 67%. The library provides students with books and media on resumes and interviews,
company profiles, business startups, workplace conduct and more. Library materials help students develop
value as candidates for employment. “Three of the areas employer stakeholders ask higher education to
emphasize are related to the skills libraries have always taught: critical thinking and analytical thinking skills
(81% of employers); ability to analyze and solve complex problems (75%); and ability to locate, organize, and
evaluate information from multiple sources (68%)” (Hart).
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Objectives 3-4 align with College Goal B: Align enrollment management processes to assist all
students in moving through programs from first enrollment to completion of educational goals.
Objective 3: Provide books and media to support revision and development of courses and services.
 Expected outcome: Through the curriculum process, the librarians work with faculty in each
subject area to ensure that the library carries appropriate material for courses.
Objective 4: Disseminate information about collections to campus, Outreach Centers, and District.
 Expected outcome: Production of collections-related email, newsletter posts in The Reader,
library articles in other campus publications, slide shows, posters, and new materials lists.
Objectives 5-6 align with College Goal C: Improve organizational effectiveness through increased
employee engagement with the college community and continuous process improvement.
Objective 5: Provide materials that connect staff to the college community.
 Expected outcome: Acquisition and marketing about titles related to current college interests.
Objective 6: Compile library statistical reports that illustrate meaningful collection trends.
 Expected outcome: Continued exploration of the use of library data in making collection
decisions and as evidence of the value of library collections.
 Expected outcome: Systematic review of areas of the library collection for weeding and
renewal through the acquisition of new materials.
 Expected outcome: Management of materials fund allocations according to an allocation
formula that helps balance acquisitions across subject areas.
 Expected outcome: Regular review, revision, documentation, and distribution of policies and
procedures to library staff.
C. PROCEDURES AND RESOURCE REQUIRMENTS FOR THE PLANNING YEAR:
Procedures Used to Accomplish Objectives
Library collection development is guided by the SCC Library and Instructional Media Center
Collection Development Policy (http://bit.ly/1d2xbwh) , developed in collaboration with librarians at
ARC and CRC and which follows guidelines established by the Association of College and Research
Libraries of the American Library Association.
The Collection Development Policy supports the goals, strategies, and educational programs of SCC as
well as the mission and objectives of the Library. The Policy states the principles for selecting and
acquiring library materials and provides specific operational procedures for selection and acquisition.
The procedures are continually updated and made available to library staff. The formula used to
allocate library materials funds to subject areas was updated from 2011 to 2014 to better reflect current
college programs, course enrollment, and trends in usage of library materials.
Viable collections depend on the expertise of librarians, and input and support from faculty, students,
and staff. Librarians develop a relevant collection using instructor input, curriculum review, library
12
instruction, department meetings, syllabi and assignments, and email solicitation throughout the year.
Librarians also select materials through work with students on assignments, including reference, oneon-one appointments, library instruction and interlibrary requests. Librarians use standard college
library reviewing resources as well as additional reviews as needed. Further selections are based on
analysis of use, age, and relevance of the existing collection.
The library materials budget will be expended according to established collection development
objectives, policies, and procedures under guidance from library faculty, staff, and management.
Resource Requirements Required for Procedures (See Appendix C for prior funding.)
This program plan requests funding for library materials for FY2015-16. Two alternate stages of
funding are proposed:
A. $75,000 to sustain a minimal program (the funded amount for FY2014-15);
B. $100,000 for full implementation of the program (the funded amount for FY2008-09).
This program plan covers funding for necessary library circulating, reference, and reserve books and
media for both the main campus and the Outreach Centers. Funding is required to provide students
with adequate, up to date, and accurate research information.
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Funding Sources (See Appendix D for details.)
Program Plan: The annual Program Plan allocation is the primary and only current source of college funding for core reference, reserve,
and circulating books and media.
Division Resources: Division funding pays a share of the costs for all types of library materials, including books, media, periodical
subscriptions, and standing orders (reference serials).
Additional Funds: In some years the library materials budget has been augmented by one-time infusions. No additional funds are
anticipated for FY2015-16.
SCC Library Book and Media Collection Program Plan
Procedure
Timeline
Responsible
Resource
persons
Requirements
Objective
Objective 1:
a. Develop Program Plan
Acquire funding for
library materials.
b. Receive allocated budget and
request account numbers for new
fiscal year
c. Assign funds per allocation
formula
d. Assign funds to Outreach Centers
Objective 2: Select
and purchase
library materials…
Sept. – Nov.
July – Sept.
Coll. Dev. Libn &
Collaborative
Group
Tech. Services staff
July – Sept.
Funding Source(s)
Library materials
allocation
Program Plan
Tech. Services staff
Staff
Program Plan
July – Sept.
Tech. Services staff
Staff
Program Plan
e. Determine funds for ebooks
July – Sept.
Tech. Services staff
Staff
Program Plan & Div.
Resources (PPDR)
f.
Monthly
Coll. Dev. Libn
Staff
a. Select, purchase, and process
reserve textbooks
Aug. – July
Tech. Services &
Circ. staff
Staff
PPDR
b. Select circ. and ref materials
using goals, objectives, policy,
surveys, curriculum, diversity,
reviews, circ. data, gap list, more
Aug. – May
Librarians
Staff
PPDR
Monitor materials allocations
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Objective 3:
Provide materials
to support
…courses &
services
Objective 4:
Disseminate
information…
Objective 5:
Provide materials
that connect staff to
the college
community
Objective 6:
Compile statistical
reports…
c. Solicit requests from faculty;
meet with departments
d. Collect add’l requests from
faculty, staff, and students
e. Order and process materials
Aug. – May
Librarians
Staff
Aug. – July
Librarians
Staff
Aug. – May
Tech. Services staff
PPDR
f.
Analyze collection for age, circ,
and usefulness; weed worn and
outdated titles
g. Add new or replacement titles
Aug. – May
Librarians
Library materials
allocation
Staff
Aug. – May
Librarians, faculty
PPDR
a. Receive curriculum actions, meet
with faculty re: library services
and collections, update collection
Aug. – May
Librarians
Library materials
allocation
Library materials
allocation
a. Publish newsletter posts, lists,
slide shows, posters on new
acquisitions
b. Receive, evaluate add’l requests
Aug. – May
Librarians
Staff
Aug. – May
Librarians
Staff
Librarians, library
staff
Staff
Aug. – May
Librarians, library
staff
Staff
Aug. – May
Staff
Aug. – May
Tech. Services and
Coll. dev. librarian
Coll. dev. librarian
Aug. – May
Coll. dev. librarian
Staff
a. Identify current college interests
and presentations
b. Select, purchase and process
c. Distribute new materials
information to campus
a. Compile and analyze circ. and
ILL data to find trends in library
use, collection gaps
b. Produce age of collection report
to track growth and age
c. Produce use and age reports for
weeding and updating
d. Track allocation funds to evaluate
and revise formula
PPDR
Program Plan
Staff
15
e. Review, revise, and distribute
policies and procedures
Aug. – May
Librarians, library
Staff
staff, dean
Anticipated Program Plan Funds:
Anticipated Division CDF Resources:
$75,000
$100,000
minimal
full impl.
~$50,000
~$50,000
$125,000
$150,000
See Appendix D
Total Cost:
November 10, 2014
Annual revisions Nov. 5, 2010; Nov. 14, 2011; Nov. 9, 2012; Nov. 15, 2013.
Original Program Plan February 2009.
REVIEW CYCLE: Annual
Contact
Mary Ann Robinson, Librarian, Collection Development
robinsm@scc.losrios.edu
916-558-2377
16
Appendix A. Library materials support these Student Success Task Force recommendations:
1.
2.
3.
5.
6.
8.
Increase college and career readiness
Strengthen support for entering students.
Incentivize successful student behaviors: Require students to begin addressing basic skills deficiencies in their first year.
Improve the education of basic skills students.
Direct professional development resources toward improving basic skills instruction and support services.
Encourage innovation and flexibility in the delivery of basic skills instruction.
Recommendation
Library support for Student Success Task Force Recommendations
1, 2
The library buys a great deal of material to help students with academic preparation, college orientation and life skills,
study skills, and academic goals. In addition, the library also provides books that profile colleges and describe
scholarships. In the most recent library book survey, 82% of students said library books helped them prepare to transfer.
Career readiness is a particular focus of materials selection. Librarians buy a broad range of course-related materials,
books and media on careers targeted by coursework, books and media on resumes, interview preparation, workplace
conduct, starting a business, and more. Library surveys indicate that students use library materials to prepare for jobs.
Library materials provide relevant subject content that students engage with in their coursework as they develop the critical
thinking, analytical, and problem solving, and organizational skills that employers value.
Library instruction helps students complete college assignments. Instruction sessions focus on basic skills and information
competency students will need throughout their college and working careers. Library books and media are core
components of instruction; these materials contain the subject content students need to develop critical thinking skills.
Many students cannot afford textbooks. The library reserve collection is key to matriculating students addressing basic
skills deficiencies through coursework, supported by textbooks. Reserve books also support student retention and
graduation. Reserve materials may allow students to preserve funds for other expenses while they continue college.
The library prioritizes the selection of circulating books, ebooks, and media intended to help new and continuing students
make academic progress in basic skills courses, as well as in the areas of college and career readiness.
The library acquires materials to revitalize staff development, including books and media on teaching methodology,
campus diversity, basic skills instruction, educational grants, and other instructional innovation.
1
1, 5
1, 5
1, 2, 3
1, 2, 3
6, 8
17
Appendix B. Measures of Merit
Several measures attempt to assess how well library materials meet the goals of providing adequate, accurate and up to date information for
students to successfully complete coursework, and how well library materials help fulfill college goals and the library mission. Additional
measurements of library value are addressed by a 3 year unit plan objective to identify and organize library data.
Objective
1
2, 6
2, 3, 5
2, 3, 4, 5
1, 2, 6
2, 6
2, 3, 6
1, 2, 6
1, 2, 6
1, 2, 6
1, 2, 6
2, 4
Measurement Tool
Budget Allocation
Library PFE survey
Frequency
Annual
Annual
LRC survey
College & District
surveys
State Chancellor’s
Office Annual Data
Survey
Circulation data
Collection analysis data
Periodic
Periodic
Description of outcome measure
Determines funding for library materials, other outcomes
Data collected from students on how they use and value library books in terms of college and
personal success
Data collected from college personnel on LRC services, including library materials
Data collected from college personnel on college services, including library materials
Annual
Reports on library budget, circulation, acquisition, and other activities
Monthly
Periodic
during year
Annual
Statistics describing use of materials by type – reserve, circulating, reference, and media
Statistics describing quantity, age, use, and other factors of materials in defined areas of the
collection
Report on the amount of library materials funding spent per FTES
Annual
Report on changes in numerical holdings by publication dates
Periodic
Subject area allocation formula that reflect acquisitions, use, and spending
Monthly
Internal reports on fund balance in allocated subject areas
Every
semester
Publicity for materials added to the book and media collections
Per Student Spending
calculation
Age of Collection
Report
Allocation formula
revision
Expenditure of funds
by subject area
New Book and New
Media lists
18
Appendix C: Prior funding for library materials:
General Fund/Block Grant
Year
Funding source
1990 to
General fund/block grant
present
Additional Funding for Library Materials
Year
Funding source
2000Campus SIEF (District
FY2006-07
PDF prior to 2000).
From 1998-99 to 2002 the
library received a total of ~
$300,000 in PFE funds.
FY2007-08
Campus SIEF plus Budget
Committee augmentation
FY2008-09
Campus SIEF plus Budget
Committee augmentation
FY2009-10
Campus SIEF plus Budget
Committee augmentations
FY2010-11
Program Plan
FY2011-12
Program Plan plus Basic
Skills grant ($1830)
FY2012-13
Program Plan
Amount
$54,000 to
current $50,300
What it buys
print periodicals and reference serials (excludes circulating,
reserve, most reference books and media)
Amount
$50,000
What it buys
General library materials (circulating, reference, and reserve books
and media)
$100,000
General library materials and media
$100,000
General library materials and media
$85,000
General library materials and media; basic skills and outreach/DE
materials
General library materials and media
General library materials and media; basic skills materials
$67,500
$69,330
$75,000
FY2013-14
Program Plan
$75,000
FY2014-15
Program Plan
$75,000
General library materials and media; includes $1500 to each
Center, Davis and West Sacramento
General library materials and media; includes $1500 to each
Center, Davis and West Sacramento. The Library also received a
$1000 IQ grant for Basic Skills as well as $2000 in BS funds from
SSSP during the fiscal year.
General library materials and media; includes $2000 to each
Center, Davis and West Sacramento
19
Appendix D. Library Materials Funding Resources
Program Plan Background: Prior to FY2010-11, acknowledging that library materials are
college-wide resources, the college granted annual funding for library books and media “above
the line.” In FY2010-11 the funding process for these materials was converted to an annual
program plan.
College Discretionary Fund Background: CDF funding pays for periodical subscriptions and
reference standing orders (standard reference book updates). This allocation has ranged from a
high of $54,000 in FY2008-09 to a low of $43,200 in FY2009-2012 to the current allocation of
$50,300. With reductions in the CDF allocation in 2007, the library began a series of use
analyses and prioritization efforts that have resulted in the elimination of numerous print
periodical subscriptions. The librarians have also examined the use of books in the reference
collection in order to reduce the number of titles received on standing order. Cuts in periodical
subscriptions and reference standing orders have redirected several thousand dollars toward
maintenance and development of the reserve, general, and ebook collections, helping to mitigate
program plan reductions.
Fines and replacement funds: The library spends these funds throughout the year to replace
materials, primarily reserve textbooks, for which there is a continuing need for new replacement
editions. Fines and replacement funds are also used to purchase updated and replacement books
and media for the general collection. The bulk of these funds are collected as students pay their
library fees prior to registration, so there are dramatic seasonal fluctuations in the balance and the
total amount is not known until the end of the fiscal year. The library has attempted to maintain
a minimum level in this fund in anticipation of a year when there may be little other funding.
Additional Funding History: From FY1998 to FY2002 the library received Partnership for
Excellence grants for library acquisitions. In FY2007-08 and FY2008-09 the Campus Budget
Committee provided augmentations that funded additional copies of high use textbooks for
reserves; new titles to support students in basic skills courses; and a collection of ebooks which
are of particular value to outreach, DE, and other off-campus students, as well as students on the
main campus. Small Basic Skills Initiative grants in FY2009-10, 2011-12, and 2013-14 as well
as an IQ grant in 2013-14 allowed library staff to purchase additional titles to support students in
courses designated by the Basic Skills coordinator.
20
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Hart Research Associates. Raising the Bar: Employers’ Views on College Learning in the Wake
of the Economic Downturn. A Survey among Employers Conducted on Behalf of the
Association Of American Colleges and Universities. Washington: Hart Research
Associates, 2010. Web. 31 Oct. 2012.
Lynden, Frederick C. “U.S. college book price information, 2013.” Choice 51 (April 2014):
1358-1361. Web. 20 Oct. 2014.
PFE (Partnership for Excellence) Survey on Library Books, April 2014. Sacramento City
College Library. Oct. 30, 2014.
Scott-Skillman, Thelma. “Proposal for Uniform LRCCD Library Funding.” Email. June 22,
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Senack, Ethan. “Fixing the broken textbook market: How Students Respond to High Textbook
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UC Libraries Academic e-Book Usage Survey: Springer e-Book Pilot Project. University of
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Willingham, Daniel T. “Measured approach or magical elixir? How to tell good science from
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