Course Syllabus
University of Hawai‘i at Manoa
Information and Computer Sciences Department
Library & Information Science Program
LIS 615: Collection Management
Spring 2013
Instructor: Dr. Michelle Kowalsky
Contact: mkowalsk@hawaii.edu (preferred) or michelle.kowalsky@gmail.com (backup)
Daytime Phone: 856-256-4972 (ok to leave message)
Department Mail: Hamilton Library, 2550 McCarthy Mall, Honolulu, HI 96822 USA
Office Hours: Online or via phone, by appointment, anytime
Class resources and grading all via Laulima online, go to http://manoa.hawaii.edu and
then choose MyUH in the upper right corner to login.
Course Catalog Description:
LIS 615 Collection Management (3 graduate credits) – Principles and issues of collection
management and care. Criteria and tools for selecting and deselecting materials.
Relationships with publishers/producers. Prerequisites: None.
Required Textbook:
Johnson, Peggy. Fundamentals of Collection Development and Management (2nd ed,
2009). Published by ALA Editions/American Library Association.
ISBN 978-0-8389-0972-0 (paperback)
This title is also available as an e-book in the UH Library catalog; plan ahead to view
scheduled readings in advance if you are using the shared ebook option! You can only
print a limited number of pages in total from any ebook, so read online & print sparingly.
Required Readings:
Students will be directed to other readings (articles, websites or books) via the discussion
board each week. Often, students will choose (from a list) those readings they would like
to discuss each week, given their preferences of topics, or their interest in different library
types. For the major collection development project, students will need to choose and
review materials throughout the semester – these will be found in libraries, in bookstores,
in catalogs, and from online merchants. These readings, which may seem to require more
skimming and/or reading of reviewing than cover-to-cover reading of each item, take just
as much (if not more) time than weekly course readings, so please plan accordingly.
Kokua Program
If you need reasonable accommodations because of the impact of a disability, please
contact the Kokua Program to register; they are located in the Queen Lili’uokalani Center
for Student Services. Please advise the instructor of your status and needs related to your
documented disability within the first week of the semester.
Student Responsibilities
Students are responsible for both reading and following all university policies, including
those on registration, attendance, plagiarism, etc. Please keep yourself informed!
Major Projects:
The major projects in this course are listed below. Final grades will be calculated by
totaling points for the semester as indicated. More details and directions for these
projects will be distributed as they occur. You do not need to involve the same library or
librarian for any of these projects; they can be done with all different contexts in mind,
but just be sure to explain this each time.
Collection Policy Critique (15% of grade, 15 points total)
Find and evaluate a collection policy for your current library, one that is particularly
impressive online, or one in which you’d like to work one day. Describe areas of
collection management in which this policy is strong, and areas which may be weak or
missing. Use any sources in the “Notes/Suggested Readings” bibliographies of Johnson
Chapters 1, 2, or 3 to support your argument. Paper Length: 2-3 pages (double-spaced)
of your written evaluation, quoting 3-5 sources from textbook. Then include Works
Cited page (APA style), which includes your supporting sources, and a link to the text of
the policy itself.
Required and Graded Elements
Collection Policy identified and working link provided
Areas of strength and weakness identified and described
Textbook sources appropriate to argument
Points
1-5
1-5
1-5
Collection Analysis Report (15% of grade, 15 points total)
For this report, you will contact a local librarian and obtain a copy of their library’s
collection analysis, a numerical printout generated by library management software of
any kind. Collection analysis statistics usually include data on collection age, number of
items in each LC/Dewey classification, and types of items in various “formats” like
DVDs or periodicals. With the printout in hand, you will evaluate and report on the
library’s collection (or if a large collection, then just a portion of it if you wish) on as
many aspects as you are able, as indicated in our textbook and readings. Paper length:
maximum 5 pages (double-spaced) of your written evaluation (no need to quote outside
sources). Then include a copy of the report with your notes/highlights of important info,
submitted as a PDF.
Required and Graded Elements
Collection analysis obtained and library context identified
Evaluation of collection is accurate and based on data provided
Evaluation of collection demonstrates detail in explanations
Points
1-5
1-5
1-5
Collection Management Project (25% of grade, 25 points total)
This project requires you to research and select at least 30 new items (books, DVDs,
journal titles, databases, etc.) and 10 older items for your collection as if you were the
primary selector for the area at hand (get your library type or “context” approved in
advance by the instructor). For each item you select, you will need to find reviews,
juggle a budget in Microsoft Excel, and justify each purchase while following the ethical
and procedural rules of our profession. Paper length: (as long as it takes, single-spaced!)
Submit one Excel spreadsheet which details how you spent your funds and in what
categories, and one Word document with the bibliographic, review, justification, and
ordering information for the items. You will want to get started working on this a little at
a time, beginning your search for items by the end of the first month of the course.
Required and Graded Elements
Required type and number of sources provided
Variety of formats, viewpoints, and topics selected
Completeness of citations and review information provided
Adherence to budget restrictions and professional ethics
Appropriate and logical justifications provided
Points
1-5
1-5
1-5
1-5
1-5
Librarian Interview Paper (10% of grade, 10 points total)
You will interview a librarian (via phone, Skype or in person) who has significant
responsibility for materials selection in any kind of library. Develop a list of 4-6
interview questions, and have these questions approved by the instructor in advance.
This interview paper should display knowledge of what you have learned by doing all of
the previous projects and offer some insight into those aspects of collection development
that you would like to learn more about. Paper length: maximum 5 pages (doublespaced). You will want to do this interview no earlier than the last month of the course,
after you have had all of the previous experiences.
Required and Graded Elements
Points
Appropriate questions asked, and answers included, in paper
1-5
Self-reflection details (“learned”/”to learn” information) included 1 - 5
Discussion Board Posts (35% of grade, 35 points total)
Your posts to the discussion board comprise and display a significant part of your course
engagement, participation and learning. Your offerings in the discussion board should be
substantive, should follow directions, and should contribute evidence of your own
understanding as well as help to advance the understanding of others. Simply restating
others’ words or sentiments is not sufficient; display your understandings, share your
insights in posts that are roughly a paragraph (5-7 sentences) long each time. No need to
log on every day just to say “I agree,” but rather log on every other day, when you have
time to compose something meaningful. Quality counts, and be kind to your classmates!
Detailed feedback will be given individually to students on their discussion board
performance within the first half of the course.
Required and Graded Elements
Timely and regular posts and replies offered first half of semester
Timely and regular posts and replies offered second half of semester
Understanding of content displayed in clear and detailed manner
Substantive posts of appropriate length and topic
Points
5 - 10
5 - 10
5 - 10
1–5
General Course Schedule:
Week 1: Introduction, Definitions, Context, “Why are library collections important?”
Readings: Johnson Chapter 1 Introduction (read p. 1-25, browse p. 340-342)
Discussion Board: Find and browse ALA / PLA / SLA / AASL collection
development websites (choose one or two which most relate to your interests
and/or current library type). Summarize in a paragraph what these organizations
are doing or talking about with regard to collection development in libraries.
Also to do: Post an Intro about yourself in the Student Lounge discussion area
Week 2: Collection Practices
Readings: Johnson Chapter 2 (browse p. 33-59), Chapter 6 (read p. 192-217)
Find/browse ALA Code of Ethics, Right to Read, Library Bill of Rights websites
Discussion Board:
1) Find and read an interesting item in Johnson’s Chapter 2 or 6 “notes/suggested
readings” (bibliography) section, and post a reaction paragraph about it…
what interests you most about these current issues in collection development?
2) Engage with one other classmate’s post by continuing the conversation with a
substantive/thoughtful reaction of your own (reply).
Also to do: Identify possible libraries and librarians to use for upcoming projects
Week 3: Collection Policies
Readings: Johnson Chapter 3 (read p. 66-79, browse p. 349-362)
Discussion Board: Ask questions about Collection Policy Critique paper and any
readings thus far
Also to do: Hand in Collection Policy Critique paper (due by Monday, 11:59pm)
Week 4: Selection & Promotion
Readings: Johnson Chapter 4 (read p. 103-137)
Discussion Board:
1) Select any new (2013, 2012 or 2011) book about Hawaiian culture, literature,
or history. Write a 100-word book review similar to those in Choice, Booklist,
or etc. Include bibliographic info, purchase price, ISBN, and salient features.
2) Justify the purchase of a classmate’s selection for another library you know;
explain why this item should be purchased and how this topic/item might be
promoted to library users.
Also to do: Find librarian who can assist with generating a collection analysis;
identify your library type or “context” for big collection development project
Week 5: Deselection/Weeding
Readings: Johnson Chapter 5 (read p. 151-181) and “Weeding Help” websites
Discussion Board: Discuss issues surrounding weeding policies, procedural and
social problems in discarding items, and your responsibilities to both patron and
institution.
Also to do: Request through interlibrary loan another collection development text
(from list) for Week 8
Week 6: Collection Analysis and Evaluation
Readings: Johnson Chapter 7 (read p. 225-254)
Discussion Board: Ask questions about Collection Analysis Report
Also to do: Hand in Collection Analysis Report (due by Mon. 11:59pm)
Week 7: Tools of the Trade
Readings (Videos): Vendor help tutorials for online selection/ordering tools
Discussion Board: Test out and report your reactions to one or more of the online
selection/ordering tools and/or software packages on trial for our class
Also to do: Determine pros and cons of using these tools for your big project
Week 8: Recent Developments in the Field
Readings: Browse another collection development book of student’s choice (see
list) and Readings (Video): James Neal’s “New Directions for Libraries” vision
from 2007 - http://www.youtube.com/watch?v=WRHxL5pAtZY
“Libraries should select, distribute, and own resources together; let’s work
together to provide service, and help users feel supported…”
A talk by James G. Neal, Vice President for Information Services and University
Librarian at Columbia University.
Discussion Board:
1) Browse a collection development monograph/textbook not used thus far in
the course, and discuss any new areas or topics in the field which you have
discovered in this text, especially topics which interest you.
2) Discuss how close libraries have come to reaching Neal’s vision from
2007. Provide links to your own library’s evidence or to other libraries who
have achieved the goals he describes.
Also to do: Continue work on Collection Development Project; ask questions
Week 9: Current Issues: Advocacy and Cooperation
Readings: Determined by classmate article selections below
Discussion Board:
1) Find an article in any library database which relates to issues of advocacy and
library/librarian cooperation for your preferred library type
2) Read a classmate’s suggested article and react to it (and/or them) in a paragraph
of your own.
Also to do: Mid-way Course Reflection “Journal Entry” – how’s it going?
Week 10: Current Issues: Digital Library Collections
Readings: determined by classmate article selections below
Discussion Board:
1) Find an article in any library database which relates to issues in developing or
managing digital library collections
2) Read a classmate’s suggested article and react to it (and/or them) in a paragraph
of your own.
Also to do: Continue work on Collection Development Project
Week 11: Current Issues: Open Access and Scholarly Communication
Readings: Search for and review several libraries’ LibGuides on these topics
Discussion Board:
1) Find a LibGuide from any library which explains current issues in providing open
access to research and/or describing scholarly communication policies/
procedures in libraries
2) Review a classmate’s suggested LibGuide and react to it in a paragraph of your
own. Try to explain the pros and cons of libraries getting involved in open access
or scholarly communication efforts.
Also to do: Continue work on Collection Development Project
Week 12: Spring Break!
Week 13: Budgeting and Licensing
Readings: Johnson sections on budgeting (p. 83-97) and licensing (p. 363-365)
Discussion Board: Ask questions about Collection Development Project
Also to do: Hand in Collection Development Project
Week 14: Intellectual Freedom and Censorship
Readings: Johnson Chapter 9 (read p. 304-326)
Discussion Board:
1) Can libraries be effective managers of digital information in a world in which
“anyone can post anything,” whether accurate or not?
2) Can libraries be creators of information in a world where “everyone is an
expert”?
Also to do: Provide name and contact information for your interviewed librarian
Week 15: Legal and Ethical Issues
Readings: Current articles or news on book challenges, etc. (TBA)
Discussion Board: Discussion of these current legal and ethical issues in libraries
Also to do: Have potential questions for librarian approved by instructor
Week 16: The Future of Collection Development
Readings (Video): James Neal’s 2011 “Library Collections in the 21st Century”
vision for libraries - http://www.youtube.com/watch?v=6bofpsEciiQ)
Discussion Board: From what you have learned during this semester, react to
what Neal has suggested moving forward, as well as what he may have omitted.
Provide your own philosophy of what libraries should be looking out for in the
future.
Also to do: Hand in Librarian Interview Paper
Week 17: Course Wrap-Up
Discussion Board only – final question (TBA) is your ticket to completion!
Further details of weekly questions, links and videos to peruse, and topics for interaction
will be posted in the discussion board area as the course progresses. Although the main
syllabus items here will not change past the first week of the course (once corrections are
made and due dates are confirmed), weekly communication on upcoming work will
include more details as we progress. Please check in with the discussion board posts
frequently so you don’t miss anything! And please ask questions -- anytime -- as well.
Due Dates for Spring 2013 Semester:
Week 1 = Jan 7 - Jan 13
Week 2 = Jan 14 - 20
Week 3 = Jan 21 - 27 (Collection Policy Critique due by end of this week)
Week 4 = Jan 28 - Feb 3
Week 5 = Feb 4 - 10
Week 6 = Feb 11 - 17 (Collection Analysis Report due by end of this week)
Week 7 = Feb 18 - 24
Week 8 = Feb 25 - Mar 3
Week 9 = Mar 4 – 10 (expect formal Discussion Board feedback by now)
Week 10 = Mar 11 - 17
Week 11 = Mar 18 - 24
Week 12 = Mar 25 - 31 (Spring Break; nothing to do for the course this week!)
Week 13 = Apr 1 - 7 (Collection Development Project due by end of this week)
Week 14 = Apr 8 - 14
Week 15 = Apr 15 - 21
Week 16 = Apr 22 - 28 (Librarian Interview Paper due by end of this week)
Week 17 = Apr 29 - May 5
All Discussion Board Posts due by last day of week at Midnight in order to receive full
credit. (No extra credit for extra discussion replies in weeks that have passed). Similarly,
do not post ahead of each week’s start date; you may work offline on the items given, but
please do not confuse us all by racing ahead and posting too early. Pace yourselves!
Papers/projects are due by 11:59pm on due dates given above; please upload early in case
you encounter technical problems! You may submit major assignments as early as you
wish in order to clear your own schedule, but I will only start grading them once the
deadline has passed. If you have questions prior to submission, please post them in the
appropriate section of the discussion board so that all may benefit from the answers.
UH LIS Student Research Methodologies:
Research is an important part of the work and expertise of modern LIS professionals.
This course utilizes the following research methods, as selected from “Qualitative and
Quantitative Research Methods Taught and Utilized in LIS program courses”:
(1) Action Research, (3) Case Study, (8) Ethnomethodology, (16) Interview, (18)
Needs Assessment
[Explanation: In 2007, the LIS program decided to make explicit the research agenda in
our program, so students can chart their own development as researchers – both as
graduate students and as future LIS professionals.]
UH LIS Student Learning Outcomes:
The Program’s first goal is for students to acquire the knowledge, skills, and attitudes that
are fundamental to professional competence and career-long professional growth in the
library and information services field. This core survey course addresses the following
student learning objectives of the LIS Program, enabling you to:
SLO 1: Understand, apply and articulate the history, philosophy, principles and
ethics of library and information science and the related professions.
1a) Apply LIS theory and principles to diverse information contexts
1c) Develop and apply critical thinking skills in preparation for professional practice
1d) Craft and articulate a professional identity
SLO 2: Develop, administrate, assess, and advocate for information services by
exercising principled communication, teamwork and leadership skills.
2a) Demonstrate understanding of leadership
2b) Work effectively in teams
2c) Develop, manage, and assess information services for specific users and
communities
2e) Demonstrate the ability to advocate effectively for information services
SLO 3: Organize, create, archive, preserve, retrieve, manage, evaluate, and
disseminate information resources in a variety of formats.
3a) Demonstrate understanding of the processes by which information is created,
evaluated, and disseminated.
3b) Organize, create, archive and manage collections of information resources
following professional standards
3c) Search, retrieve and synthesize information from a variety of systems and
Sources
SLO 4: Evaluate and use the latest information technologies, research findings
and methods.
4b) Integrate emerging technologies into professional practice
[The numbers and text above come from the 2011 UH LIS Program Student Learning
Objectives.]
Additional Course Learning Outcomes
This is an introductory core course, enabling students to:
1. To identify and assess accurately the needs for library materials and resources
demonstrated by understanding users and nonusers of libraries, as well as the universe of
knowledge.
2. To become familiar with the general organization and practices of the publishing and
information industries, broadly conceived, as they relate to libraries and society at large.
3. To learn to apply appropriate principles and standards in the selection of library
resources.
4. To evaluate print and electronic library collections and to recommend alternatives for
specific situations.
5. To gain a general overview and a working knowledge of the processes of acquisition of
library resources, including the antiquarian book market.
6. To gain practical experience in preparing a grant proposal, then developing a model
collection.
7. To gain experience in critical and persuasive writing, and public speaking on relevant
professional concerns.
8. To develop a critical understanding of the elements of a good review by writing a
publishable book/ material review and by becoming a critical user of credible online and
printed review sources.
9. To become more familiar with the practical and ethical dimensions of intellectual
freedom as they relate to library collections.
It would be impossible to learn everything there is to know about collection management
(CM) in one semester. It is even more difficult to forecast the skills needed to manage
collections in the future as technologies and markets change.
CM is made up of a series of skills that are learned over a lifetime of reading and
professional experience. This course though may be your only formal instruction on the
topic. With that in mind I hope that when you complete this course you will feel
confident about your ability to actually do practical CM. I also hope the class will leave
you with some theoretical concerns related to CM that will guide you throughout your
professional career. I also hope it will encourage you to critically reflect on the role
libraries and information play in facilitating democratic discourse.