LBSC 708G Special Topics in Information Studies:
Collection Development
Spring 2013: Monday 5:30pm – 8:15pm
Hornbake Room 0108
IINSTRUCTOR
Mary Edsall Choquette, MA, MLS, PhD, Lecturer
Assistant Program Director, Online Programs
College of Information Studies, Maryland’s iSchool
E-mail: mechoque@umd.edu
Office: Hornbake Library Building, South Wing, 4111H
Office Hours: By Appointment
COURSE DESCRIPTION
In this seminar course, activities through which library collections are systematically developed and
managed are explored, especially the formulation and implementation of written collection
development policies. Other specific topics include identification of user needs; collection
evaluation; fund allocation among competing departments, subjects, and/or media; selection
methods; intellectual freedom; storage alternatives; and cooperative collection development.
Course includes readings, guest lectures, and a term project in which a collection development
policy for a real information agency is prepared.
COURSE WEBSITE: http://elms.umd.edu (Note: The course website weekly schedule should
supersede those found in this printed syllabus and will be updated throughout the semester.)
Course Email List: lbsc708-spring13@coursemail.umd.edu
LEARNING OBJECTIVES
By the end of the semester, students will be able to:
 Utilize the vocabulary & concepts that define collection development & management theory
& practice.
 Explain the challenges facing today’s collection development professional, including the
expansion of electronic resources, digital rights management/intellectual property, and the
changing spaces and places that libraries occupy.
 Identify the methods used to define the information seeking & use behaviors of patrons.
 Demonstrate skills that support the collection development process, including collection
analysis, evaluation, selection, and policy development.
 Understand the fiscal constraints under which collection development is conducted and
demonstrate how to best allocate scarce resources.
 Explain the value and necessity of cooperative and collaborative collection development
 Demonstrate critical thinking and analytical skills in evaluating the literature
TEACHING AND LEARNING METHODS
This course will be taught in a seminar fashion. The primary methods of instruction for this course
will be lecture, course readings, and presentations and in-class discussion relevant to course
readings. You will be expected to have read the assigned readings in preparation for each class
meeting. Additionally, you will be expected to actively participate in class discussions.
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EVALUATION
 Assignment 1: Critical Analysis Paper & Student-led Discussion of Readings (25 %)
 Assignment 2: Collection Development Portfolio Group Project (50%)
 Class Participation (25%)
The actual grade you receive will be based on the University’s grading policy
Grading Scale
Weighted
Average
97.0 and
above
93.0-96.9
90.0-92.9
87.0-89.9
83.0-86.9
80.0-82.9
77.0-79.9
73.0-76.9
70.0-72.9
67.0-69.9
63.0-66.9
60.0-62.9
Below 60.0
Letter
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
READING MATERIALS
Required Textbook:
G. Edward Evans, G. Edward & Margaret Zarnosky Saponaro. Collection Development Basics
(6th edition.) Westport, CT: Libraries Unlimited. 2012.
E-book is available through the University Libraries.
Recommended Textbooks:
If you are interested in pursuing collection development & management as part of your career
choice, I recommend other good books. We will review readings from these books, which will be
provided. (You do not have to purchase the Johnson or Fieldhouse books, which are useful books but
not required.
Johnson, Peggy. Fundamentals of Collection Development and Management (2nd edition.) Chicago:
American Library Association. (2009.)
ISBN: 978-0-8389-0972-0.
Fieldhouse, Maggie & Audrey Marshall, Eds. Collection Development in the Digital Age. Great
Britain: Facet Publishing, (2012.)
ISBN: 978-1-85604-746-3
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Other course readings will be linked to from the ELMS course site. They will be available for free
through the University electronic reserves or via the University of Maryland’s subscription journals
and databases. Readings may be updated throughout the semester.
TECHNOLOGY REQUIREMENTS
Teaching, learning, and working in an online format is important to the ways in which we interact in
the information age; the ways in which we interact with our colleagues in the workplace and in
professional societies as well as in numerous other interactions. This course provides an
opportunity to become comfortable in this environment, as certain classes being conducted online,
utilizing the Canvas instructional tool, available through the University. You are all enrolled on this
site already.
Becoming familiar with this web based instructional tool will be useful to you as managers
responsible for staying current with issues in the field and for providing lifelong learning
experiences for staff. The course is not a static entity. The syllabus and readings provide a structure
upon which inputs including those from your discussions, your experiences, readings you have
identified, plus the instructor’s comments, will inform and enrich that structure. These inputs can
be shared at any time throughout the semester via the course site.
Before you begin, if you are not familiar with Canvas, the following orientation opportunities are
available:
ELMS Login screen: http://elms.umd.edu (See Student Resources tab)
Blackboard site: http://www.blackboard.com/
If you have a problem with Canvas, call 301-405-1400 Monday through Friday 8:00 a.m. to 5:00
p.m. or email elms-help@umd.edu If you have other problems, please let me know.
COURSE POLICIES:
Attendance: Students are expected to attend every class and to be present on time. If you will be
unable to make a class, please e-mail me beforehand and please be sure to check in with a fellow
student following class so that you can catch up on anything you missed. Attendance will be taken at
the beginning of each class session. Absences will only be excused in accordance with University
policy (illness, religious observances, participation in University activities at the request of
University authorities, and compelling circumstances beyond your control). Any planned absences
due to religious observances must be communicated to me in writing during the first two weeks of
class. Students may miss one class session with no penalty; thereafter, each unexcused absence will
result in your grade being lowered by one step (for example, an A- will become a B+). Repeated
tardiness may be considered an unexcused absence.
Class Participation: Students are expected to actively participate in every class. This will require
that you finish all assigned readings prior to each class session. Participation forms an integral part
of your own learning experience, as well as that of your classmates. Your participation in classroom
discussions will count for 25% of your final grade. Class participation grades will take into account
both the quantity and quality of your contributions to class discussions; however, the quality of
your contributions (whether questions, viewpoints, responses to others’ questions, etc.) to a
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meaningful, ongoing discussion will be much more heavily weighted. Classroom discussions should
remain professional and respectful at all times. Please be sure to silence your cell phones before
entering class. Laptop use is permitted during class, but only for class-related activities.
Written Work: All written work should be proofread and revised as necessary before you submit
it. Use Times New Roman 12-point font and one-inch margins. All documents should be singlespaced. Be sure to organize your papers, using section and subsection headings to identify portions
of your work. Use APA Style for in-text citations and reference lists. There are many resources
about APA style available on the Internet. See, for example,
http://www.lib.umd.edu/guides/citing_apa.html; http://www.apastyle.org/learn/faqs/index.aspx.
Submitting Assignments: Each assignment must be submitted in at the beginning of the class
session on the specified due date.
Late Work: Unless you are facing an emergency situation AND you request an extension from me at
least 48 hours in advance of the due date, late work will automatically be graded down by one step
for each day that it is late. Assignments more than seven days late will not be accepted.
Academic Integrity: The University of Maryland, College Park has a nationally recognized Code of
Academic Integrity administered by the Student Honor Council. This Code sets standards for
academic integrity at Maryland for all undergraduate and graduate students. As a student you are
responsible for upholding these standards for this course. It is very important for you to be aware
of the consequences of cheating, fabrication, facilitation, and plagiarism. For more information on
the Code of Academic Integrity or the Student Honor Council, please visit www.shc.umd.edu. To
further exhibit your commitment to academic integrity, remember to type and sign the Honor
Pledge on all examinations and assignments: “I pledge on my honor that I have not given or
received any unauthorized assistance on this examination (assignment).” When submitting an
assignment electronically, there is no need to sign the pledge – your submission of the assignment
with this sentence included implies your signature.
All assignments in this class must reflect your own original work. You must cite and properly
attribute any material quoted or paraphrased from some other source. Academic dishonesty
includes plagiarism, cheating, buying assignments, submitting the same paper more than once,
forging signatures, submitting fraudulent documents, facilitating the academic dishonesty of others,
etc. Infractions may result in a penalty, such as a failing grade on a specific assignment or for the
entire course or even expulsion from the University. Please read and adhere to the University of
Maryland Code of Academic Integrity (http://www.president.umd.edu/policies/docs/III-100A.pdf).
You may also find this Office of Student Conduct definition of academic dishonesty to be helpful:
http://osc.umd.edu/OSC/AcademicDishonesty.aspx.
Emergency Preparedness: Please see the University’s Emergency Preparedness Website
(http://www.umd.edu/emergencypreparedness/) for information about the current status of the
campus. If a class session needs to be rescheduled, I will e-mail you as soon as possible.
Syllabus Change Policy: This syllabus is subject to change with advance notice. If a change
becomes necessary, I will announce the change in class and e-mail all of you.
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Student Course Evaluations (CourseEvalUM): Toward the end of the semester you will have an
opportunity to evaluate this course. Your participation in these evaluations is integral to the success
of our school. Your feedback will remain completely confidential and will be immensely valuable in
improving our school’s teaching effectiveness and learning environments. Beginning in April, please
go to https://www.courseevalum.umd.edu/ to complete your evaluation of this course. If over 70%
of the students in the class complete their evaluation, you will be able to access the aggregate
results through Testudo.
Special Accommodations: If you need any accommodations due to a disability, please first register
with the Disability Support Service (DSS) office (http://www.counseling.umd.edu/DSS/) and file
any required documentation, and then see me as early as possible in the semester to let me know.
We can then work with DSS to determine how to best accommodate your needs. Please note that
the Center for Academic Success (CAS) (http://www.shadygrove.umd.edu/campus-services/cas) is
the Disability Support Services office at the Universities at Shady Grove.
Academic Assistance:
a. Center for Academic Success (Shady Grove): The Center for Academic Success (CAS)
(www.shadygrove.umd.edu/campus-services/cas) offers onsite academic assistance for
students attending classes at the Shady Grove Center. CAS services include:
 Review of papers and all writing assignments by a professional writing consultant (in
person or over the phone)
 Finding an individual tutor for a course
 Weekly reviews, called Guided Study Sessions (GSS), in business, psychology, nursing and
other areas led by peer tutors who aced the class last year and who know the ropes
 Workshops in speed reading, memory strategies, writing with research, or textbook
reading strategies
 Academic coaching: Personal academic sessions to improve study habits and time
management
 Conquer writing snags with grammar assistance handouts, online exercises (with
answers) and software programs on our computers
Contact information for CAS:
SG Bldg. 3, 1st floor, Student Services suite
(301) 738-6315; Email: sg-cas@umd.edu
Hours:
M & W 9:00 – 5:30
Tue & Th
9:00 – 7:00
Fri
9:00 – 5:00
b. Learning Assistance Service (College Park): If you are experiencing difficulties in keeping
up with the academic demands of this course, please consider contacting the Learning
Assistance Service, 2202 Shoemaker Building, 301-314-7693. Their educational counselors
can help with time management, reading, math learning skills, note taking and exam
preparation skills. All their services are free to UMD students.
Graduate School Student Services: Writing Work Group
Graduate Student Writing Work Groups
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Need structured time to write that dissertation chapter? Or seminar paper? Or grant proposal? Or
other academic-related writing assignment?
Sign up for a Writing Work Group!
We give you the space, the structured time, and the snacks and beverages. You bring your laptop or
tablet and any other materials you may need. Writing work groups meet in 2109 McKeldin.
*You must be an enrolled graduate student at University of Maryland, College Park to participate. *
For more information, contact:
Heather Blain Vorhies
Graduate School
+1 301 405 0763
hblain@umd.edu
gradschool.umd.edu
Also, here's a link to the graduate school website:
http://www.gradschool.umd.edu/Writing_Resources/Campus%20Initiatives.html
Student Expectations
As graduate students, you are expected to fully participate in all class activities. Although grades are an
important indication of the effort that you put into a class, a good grade should not be the end goal of a
course. Instead, the goal should be to internalize the skills and concepts covered in the course and learn to
apply them to real-world settings – both current and future. Unlike some undergraduate courses, you
should not expect that I would re-hash all of the same material contained in the readings. Instead, it will
be used as a starting point for discussions that will only be meaningful if everyone is well prepared for
class and has read AND thought about the material ahead of time. You should be prepared to answer
questions about the assigned readings and participate in related activities. In addition, I highly encourage
all of you to introduce the class to your own experiences and relevant readings, and continue
conversations and debates concerning course content outside of the classroom, in our course website, and
in the halls. I believe that as you take a shared ownership in your learning you will be richly rewarded.
This is an intensive course that is taught in a seminar format. As such, it demands the full attention of
every participant. We have so many distractions and demands that compete for our attention: answering
cell phones, keeping current with email, texting, surfing the web, meeting the deadlines for completing
assignments in this and other courses, tweeting, keeping awake after pulling an all-nighter, etc. This
“seminar” course offers you the distinctive opportunity to attend to collection development information,
concepts, trends, ideas, and experts in a closely structured environment. Please take advantage of this
opportunity by giving your attention to classroom proceedings. With regard to cell phones, please turn
your phone on "vibrate only." If you are in the midst of an emergency, please do not hesitate to monitor
your phone, but please excuse yourself from the classroom to answer it. Otherwise, put your cell phone
away and return missed calls during break or after class. If you are uncomfortable and in need of a break,
please excuse yourself from the classroom and do what you need to do.
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Course schedule (subject to revision)
Week
Date
Session Topics
1
Jan 28
Class Introductions; Syllabus Q&A;
Definitions: Collections; Collection
Development & Collection Management
2
Feb 4
Online Class: Definitions (cont’d.);
Collection Policies; User Needs Analysis
3
Feb 11
4
Feb 18
5
Feb 25
6
Mar 4
7
Mar 11
8
9
Mar 18
Mar 25
10
11
Apr 1
Apr 8
12
Apr 15
13
Apr 22
14
Apr 29
Assignment Due
See ELMS site
Institutional Selection
Details Due
Evaluation & Review Collection
Student-led
Parameters; Who Selects & How to Select; Discussion of
Collection Development Tools
Readings
Annotated List of
Review Sources Due
Acquisitions; Approval Order Models
Student-led
Financial & Budgeting Issues; Guest
Discussion of
Lecture: Public Library Speaker Micki
Readings
Freeny
Sample Reviews Due
Collection Protection; Weeding/DeStudent-led
Selection, Off-site Storage; Gifts &
Discussion of
Exchange; Preservation & Conservation;
Readings
Guest Lecture: TBA, Preservation
Materials Costs Due
Department, McKeldin Library
Student Archivists at Maryland,
“American” Program, McKeldin Library
Collection Development for School
Student-led
Library Media/Children’s Literature;
Discussion of
Freedom of Information: Guest Speaker:
Readings
Carrie Gardner
Collection Profile Due
No Class: Spring Break
Collection Management; Policy Approval Student-led
& Review; Complaints & Challenges;
Discussion of
Academic Library Speakers: Dan Mack,
Readings; Selection
Collection Services, McKeldin Library
Guidelines Due
In-Class Project Work Session
Electronic Collections; Licenses,
Student-led
Contracts, etc.; Statistical Analysis of
Discussion of
Electronic Collections; Digital collections; Readings
Data (base) Collections; Guest Lecture:
Jennie Levine Knies & Joanne Archer
Consortial Agreements; Collaborative
Student-led
Collection Development; Scholarly
Discussion of
Communication; Institutional
Readings
Repositories; Guest Lecture: Terry Owen
Digital Rights Management & Intellectual Critical
Property Rights Issues; Guest Lecture:
Analysis Paper Due
Lesley Langa
The Future of Collection Development;
Oral Presentations
7
15
May 6
Course Wrap-up; 3 Collection
Development Portfolio Project
presentations
“Experiential Expo:” iSchool Field Study
Presentations
Due
Collection
Development
Portfolio Final Project
Due via email
Course Readings (subject to revision)
Most readings that do not come from your textbook are available online in the University Libraries’
e-journal collection. You, as a collection development librarian, will be expected to know your
collection intimately; you need to know how to find materials in the collection and help others find
them. To do so, the instructor expects you to find assigned readings on your own through the UMD
Libraries Research Port. I have asked guest speakers to add readings that they expect you to read in
advance of their presentations and will add their readings to the list below as I receive their
responses.
February 4 & 11: Definitions: Collections; Collection Development; Collection Management
Evans/Saponaro Chapters 1, 2 & 6
Johnson Glossary
Lee, Hur-Li. 2000. "What is a collection?" JASIS 51, 12: 1106-1113.
Branin, Joseph, Frances Groen, and Suzanne Thorin. 2000. “The changing nature of collection
management in research libraries.” Library Resources & Technical Services 44 (Jan): 23-32.
February 11: Collection Policies; User Needs Analyses; Review & Evaluation
Evans/Saponaro Chapters 3 & 4
Johnson Appendix C
Anderson, Joanne S., ed. 1996. Guide for written collection policy statements. 2nd ed. Chicago, Ill.:
American Library Association.
Lange, Janice, and Richard Wood. 2000. “The Conspectus: A tool for collection assessment and
description.” Encyclopedia of Library & Information Science 66, supplement 29: 65-78.
Lyons, Lucy. 2005. “A critical examination of the assessment analysis capabilities of OCLC ACAS.”
Journal of Academic Librarianship 31, 6: 506-516.
Suggested:
Corrall, Sheila. “ The concept of collection development in the digital world,” in Fieldhouse, Maggie
& Audrey Marshall, Eds. Collection Development in the Digital Age. Great Britain Facet
Publishing,. (2012,) pp. 3-26.
Fieldhouse, Maggie. “The processes of collection management,” in Fieldhouse, Maggie & Audrey
Marshall, Eds. Collection Development in the Digital Age. Great Britain: Facet Publishing,.
(2012,) pp. 27-43.
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February 18: Collection Parameters; Who Selects & How to Select; Collection Development
Tools; Acquisitions; Approval Order Models
Evans/Saponaro Chapters 4 & 5
Johnson Appendix A
McAbee, Sonja and John Graham. 2005. Expectations, realities and perceptions of subject specialist
librarians' duties in medium-sized academic libraries. Journal of Academic Librarianship 31,
1 (Jan.): 19-28.
Lynch, Clifford. 2001. The battle to define the future of the book in the digital world. First Monday 6,
6 (June).
Fenner, Audrey. 2004. The approval plan: Selection aid, selection substitute. The Acquisitions
Librarian 16, 31/32: 227-240.
Credaro, A. “Walking Through the Valley of the Shadow of Happy Talk: Book Reviews and Collection
Development.” Library Media Connection 23, no. 3 (November-December 2004): 51.
Rumph, V. A. “Vendor Selection Using the RFP Process—Is It For You? One Library’s Experience.”
Indiana Libraries 20, no. 1 (2001): 26-28.
Suggested:
Fieldhouse, Maggie & Audrey Marshall, Eds. Collection Development in the Digital Age. Great
Britain: Facet Publishing, (2012.) Part 1, Chapter 2: “The Process of Collection
Management.”
February 25: Financial & Budgeting Issues; Weeding/De-Selection; Collection Protection; Offsite Storage; Gifts & Exchange
Evans/Saponaro Chapters 8 & 10
Clendenning, Lynda Fuller, et al. 2005. “Secrets for managing materials budget allocations: A Brief
guide for collection managers.” Library Collections, Acquisitions, & Technical Services 29, 1:
99-108.
Intner, Sheila. 2006. Weeding, collection development, and preservation. Technicalities 26, 3: 13-18.
Administration 42, 3/4: 177-197.
Familiarize yourself with LOCKSS (Lots of Copies Keeps Stuff Safe).
Go to You Tube, do a search for "lockss," and watch Anne Bast, University of Michigan master's
student, host 2 videos called "LOCKSS Part 1: Why libraries should care about LOCKSS?" and
"LOCKSS Part 1: Why libraries should consider joining the LOCKSS community?"
Schneider, Karen G. 2007. “Lots of librarians can keep stuff safe: Libraries are able to safeguard
content with LOCKSS, open source digital preservation software.” Library Journal 132, 13
9
(Aug.): 30-31.
Familiarize yourself with CLOCKSS.
http://www.hurstassociates.com/ppt/LOCKSSCLOCKSSChart20608.pdf
From a 2010 New York Times article. According to this article, authors earn less from e-books than
from hard cover books.
http://www.nytimes.com/2010/03/01/business/media/01ebooks.html
From Harper Studio Publishers, one publisher's brief blog entry about the costs incurred by all
publishers (except self-publishers). A quick perusal of the 60 responses shows quite a few
viewpoints on this subject and some of the reasons that per book costs are hard to quantify.
http://theharperstudio.com/2009/02/why-e-books-cost-money-to-publish/
Guidelines on the Selection and Transfer of Materials from General Collections to Special Collections.
(3rd ed.) Chicago: ALA/ACRL. 2008.
http://www.ala.org/ala/mgrps/divs/acrl/standards/selctransfer.cfm
Suggested:
Fieldhouse, Maggie & Audrey Marshall, Eds. Collection Development in the Digital Age. Great
Britain: Facet Publishing, (2012.) Part 3, Chapter 8: “Managing Suppliers for Collection
Development” & Chapter 9: “Outsourcing in Public Libraries.”
March 11: School Library Media/Freedom of Information
Evans/Saponaro Chapter 12
Agosto, Denise E. 2007. “Building a multicultural school library: Issues and challenges.” Teacher
Librarian 34, 3: 27-31.
Sanacore, Joseph. 2006. “Teacher-librarians, teachers, and children as co-builders of school library
collections.” Teacher Librarian 33, 5: 24-29.
O’English, Lorena, J. Gregory Matthews, and Elizabeth Blakesly Lindsay. 2006. “Graphic novels in
academic libraries: From Maus to Manga and beyond. “Journal of Academic Librarianship 32,
2: 173-182.
Academic libraries viewpoint on graphic novels.
5. Haynes, Elizabeth. 2009. “Getting started with graphic novels in school libraries.” Library Media
Connection 27, 4: 10-12.
School libraries viewpoint on graphic novels.
Coatney, Sharon. 2008. “Building walls or opening doors.” Teacher Librarian 35, 4: 68.
Salem, Diane. 2008. “Reorganizing a high school science collection.” PNLA Quarterly 72, 4
10
(Summer): 11--12.
Von Drasek, Lisa. 2007. “It begins with a question.” Knowledge Quest 36, 2 (Nov.-Dec.): 66-68.
Rajput, T. (2009, September/October). “Questioning your collection.” Knowledge Quest, 38(1), 62-9.
Linville, D. (2004, August). “Beyond picket fences: What gay/queer/LGBTQ teens want from the
library.” Voice of Youth Advocates, 27(3), 183-6.
Kovarik, M. (2009, Spring). “Developing tolerance and understanding of family diversity through
children’s literature.” Florida Libraries, 52(1), 12 -13.
March 25: Collection Management; Policy Approval & Review; Complaints & Challenges
Evans/Saponaro Chapter 11
Rawlinson, Nora K. 1990. Give 'em what they want! Book selection at Baltimore County Public.
Library Journal 115 (June 15): 77-79.
BCPL comes right out and tells us it gives library users what they want.
Read the American Library Association's Library Bill of Rights.
Read the American Library Association's Freedom to Read Statement.
Familiarize yourself with the information and resources at the Free to Read Foundation.
American Library Association. Office for Intellectual Freedom. 2006. Intellectual Freedom Manual.
7thed. Chicago: ALA.
Consult this manual to answer practical questions about applying the principles of intellectual
freedom to library service. 521 p.
Prisoners' right to read. (2010). Newsletter on Intellectual Freedom, 59(5), 192-193.
Suggested:
Fieldhouse, Maggie & Audrey Marshall, Eds. Collection Development in the Digital Age. Great
Britain: Facet Publishing, (2012:) Part 4, Chapter 12: “Collection Development Policies for
the Digital Age.”
April 8: Electronic Collections; Licenses, Contracts, etc.; Statistical Analysis of Electronic
Collections; Digital collections; Institutional Repositories; Data (base) Collections
Evans/Saponaro Chapter 9
Johnson Appendix D
Bosch, Stephen. 2005. Buy, build, or lease: Managing serials for scholarly communications. Serials
Review 31, 2: 107-115.
Counting Online Usage of Networked Electronic Resources (COUNTER) Project. Read “Home,”
11
“About COUNTER,” and “FAQ” pages. Click on “Release 3 of the Counter Code of Practice for Journals
and Databases.” Listed are an “Introduction,” “Code,” and about 10 appendixes. Download the
“Code” and scan it, paying attention to sections 1 (Foreword), 3 (Definitions of Terms Used), and
Example Reports. Eyeball the "Example Reports" (with the names JR1, JR1a, JR2, JR5) and think
about how you could use these data to make decisions about keeping subscriptions, changing
licenses, and canceling subscriptions. What data are missing? Why would publishers and
intermediaries want and not want to provide licensees with COUNTER data?
Tenopir, Carol. 2005. “Inundated with data.” Library Journal 130, 14: 31.
Shepherd, Peter. 2003. Keeping count. Library Journal 128, 2: 46–48.
Familiarize yourself with the information and resources at the Creative Commons.
Familiarize yourself with Peter Suber's Open Access News.
Lynch, Clifford A. “Institutional repositories: Essential infrastructure for scholarship in the digital
age. “
ARL Bimonthly Report 226 (2003): 1-7. His definition of an institutional repository is cited
everywhere so read and remember it.
Crow, Raym. 2002. The case for institutional repositories: A SPARC position paper. Washington, DC:
Scholarly Publishing & Academic Resources Coalition.
Focus on Executive Summary, if you have time, read Deconstructed Publishing Models section
(about 3 pages), if you have more time, read Introduction, Rationale, Impact, Costs, and Conclusion
sections (about 12 more pages).
Suggested:
Fieldhouse, Maggie & Audrey Marshall, Eds. Collection Development in the Digital Age. Great
Britain: Facet Publishing, (2012:) Part 3, Chapter 11: “Collection Development and
Institutional Repositories.”
April 15: Consortial Agreements; Collaborative Collection Development: Scholarly
Communication
Evans/Saponaro Chapter 7
Johnson 304
Canepi, Kitti. 2007. “Fund allocation formula analysis: Determining elements for best practices in
libraries.” Library Collections, Acquisitions, and Technical Services 31, 1 (March): 12-24.
Atkinson, Ross. 2006. “Six key challenges for the future of collection development.” Resources &
Technical Services 50, 4: 244-251.
Hazen, Dan. 2007. “The cooperative conundrum in the digital age.” Journal of Library Administration
46, 2: 101-117. Focus on the Janus Conference report from page 110 to the end.
12
Suggested:
Fieldhouse, Maggie & Audrey Marshall, Eds. Collection Development in the Digital Age. Great
Britain: Facet Publishing, (2012:) Part 3, Chapter 10: “Open Access.”
April 22: Digital Rights Management & Intellectual Property Rights Issues
Evans/Saponaro Chapters 11
University of Maryland, University College. The  Primer.
Take this tutorial, which is an introduction to the issues of copyright ownership and use of
information.
http://www-apps.umuc.edu/primer/enter.php#
Butler, B. Urban Copyright Legends. Research Library Issues no. 270 (June 2010) p. 16-20
Gordon-Murnane, L. Creative Commons: Copyright Tools for the 21st Century. Online (Weston,
Conn.) v. 34 no. 1 (January/February 2010) p. 18-21
Doctorow, C. Can You Hear Me Now?. Publishers Weekly v. 256 no. 49 (December 7 2009) p. 31
Valenza, J. K. Opening Gates: On Celebrating Creative Commons and Flexing the Fair Use Muscle.
Library Media Connection v. 29 no. 4 (January/February 2011) p. 30, 32
Bruner, J. Steal This E-Book. Forbes Asia; Apr2011, Vol. 7 Issue 5, p53
April 29: The Future of Collection Development in Libraries
“Google and the Future of Books” by Robert Darnton http://www.nybooks.com/articles/archives/2009/feb/12/google-the-future-of-books/
Johnson, Steven. 2009. How the e-book will change the way we read and write. Wall Street Journal
(April 20).
Bedord, Jean. 2009. “Ebooks hit critical mass: Where do libraries fit with Oprah?” Online 33, 3
(May/June): 14-16, 18.
Green, John, 2010. “The future of reading: Don't worry, it might be better than you think.” School
Library Journal 56, 1: 24.
Suggested:
Fieldhouse, Maggie & Audrey Marshall, Eds. Collection Development in the Digital Age. Great
Britain: Facet Publishing, (2012:) Part 2: “Trends in the Development of e-Resources,”
All chapters.
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Assignment #1: Critical Analysis Paper and Individual Student-led Discussion of Readings
(25%)
Student pairs will give prepare and present an in-class critical analysis of weekly readings, and
subsequently, lead an in-class discussion. Weekly discussions will be assigned alphabetically.
Should students wish to switch assignment dates, they must do so by the second online class period
and adjust the sign-up list on the course wiki site. Written analyses may be submitted on the date
of the presentation or, students may wish to re-develop the critical analysis paper by incorporating
comments from the discussion. Final due date for all critical analysis papers is April 22.
Critical thinking is a key skill within the collection development realm. ALA/ACRL information
literacy guidelines list “critical thinking” as one of their key objectives. This phrase abounds in our
literature and the literature of related fields, especially education. While there is little detailed
consensus on what “critical thinking” actually means, the concept does incorporate the following
abilities:




to understand a topic/issue/concept from a variety of viewpoints
to evaluate a resource/situation/problem/challenge using a variety of criteria
to formulate a solution (even partial) to a problem/challenge and back-up your choice of
solution with evidence/data/research/experience and indicate how your solution is
preferable to other potential solutions
to be aware of the elements that influence your evaluations and formulations--cultural,
educational, class, religion, etc.
Each week a student pair will individually develop a critical analysis response paper based on
course readings, and use this as the basis for leading a class discussion of these readings. For the
paper and discussion each student pair will locate and incorporate at least one additional
reading related to the topic. The additional reading(s) will be posted on the sign up sheet on
the course wiki so that the class can prepare for the discussion. You may select articles from
the chapter bibliographies in the textbook. Each student will submit an individual paper of 3-5
pages in length.
Evaluation of this assignment will be based on the following criteria:
 analytical synthesis of literature as demonstrated in the paper and the discussion
 introductory/background material (setting the stage for the discussion)
 using appropriate, concise and well-structured open-ended questions, which encourage the
group participants to engage in the discussion and provide the critical points of discussion
 providing case studies, quotations, and/or examples that illustrate and/or evaluate the
various viewpoints and/or approaches toward the discussion topic, interspersed throughout
the discussion
 appropriate feedback to the discussion participants, including eye contact, awareness of
body language, periodic summaries, answering questions, taking and expanding upon
discussion points
Please refer to Appendix #1 (below) for an explanation of a critical review of literature, to be used
to guide you through the assignment. Keep in mind that you will also have other opportunities to
demonstrate critical thinking skills during our class--these opportunities will be embedded within
the other activities and assignments.
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APPENDIX #1
Critical Review of Literature
The following is an excerpt from Dr. Mary Edsall Choquette’s doctoral dissertation, and is
provided as a definition of a critical review of literature for a research paper. It is provided
here as guide for preparing the Critical Analysis Paper and Student-led Discussion
assignment.
When developed as a part of the process of defining a research topic, a critical review of
literature is intended to bring the writer in tune with previously published secondary
resource materials related to that topic. It is conducted to see what questions previously
have been asked and answered (or not) on a particular subject. A critical review of literature
ultimately aids the writer in refining the research question and points of inquiry. It is based
upon a carefully selected bibliography of references that the author has read and
synthesized, resulting in the creation and refinement of new ideas. A critical review of
literature illuminates premises and assists the writer in identifying theoretical and
contextual frameworks in the research as it progresses.
As a piece of writing, the discourse should be relational in construct, connecting works with
other works and always revealing the relationship with current research inquiry. It becomes
a resource to which the writer continually refers during the research process; indeed the
literature supports the research process. The extent to which each work is included is
dependent upon the relative merit and depth of the sources examined, and relation to the
author’s overall synthesis of ideas and research questions. Some sources may be included
more than once if they pertain to more than one context of the research. The development of
a critical review of literature is a process in which sources are considered progressively and
collectively, culminating in revised versions as the research continues.
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Assignment #2: Collection Development Portfolio Group Project (50%)
The final course project, which is a group project, is to prepare a final Collection Development
Portfolio. The portfolio is comprised of a series of documents that can become part of a guide for
collecting in a model agency. Each document in the portfolio is a separate assignment that will be
handed in twice: (1) once on the due date and (2) again as part of the final portfolio due on the last
day of class. Each group will give a formal presentation of the Collection Development Portfolio in
class on the last day of classes. To facilitate this collective development and writing, use
GoogleDocs or another document sharing tool.
Your first task is to form approximately 7 pairs of 2 partners each (or a group of 3) to work with
you on the portfolio. Please use the time in between the first and third classes to form groups, and
post those groups and names on the sign up list on the course Discussion Board Forum. Then
choose a real institution to use as a model. It is best to select a place that you can visit in person.
You could choose a local public library, a subject library of the University of Maryland, a school
library, a corporate library, or another college library. If you use an institution that cannot be
visited in person, you need to know it well enough to be able to describe it in detail from memory.
Make sure your chosen institution has documentation online, available on-site, and/or available
through a parent organization or local municipality so that you have something to work with. You
cannot make up information to suit your needs and desires.
Having chosen a model agency, tell the director/administrator that you have chosen to use it as
your model agency for this class. If you are currently working in an information agency, you may
use it after asking permission from the director/administrator and your immediate supervisor (yes,
both of them) as a necessary courtesy. While there is no legal obligation to ask permission to
observe a public library, it is a courtesy to clarify your business there. If you choose a private
institution, such as a private college library, ask the director for permission to study it for this class.
In return, you can offer to give her or him a copy of your Final Portfolio when it is completed in
exchange for the right to observe, collect documents, and, when it is appropriate, ask questions. If
the director wants to speak with me, give him/her my email address. Gaining access to a corporate
library in a private company, firm, or business may be somewhat more difficult but not impossible,
especially if the director feels your work might benefit the institution.
Gather information through observation and by analyzing publicly available documents and citing
them in your assignments. Do not get answers by informally asking members of the library’s staff
to tell you what you want to know. You cannot do that in the real world, and you cannot do it for
this class. Instead, find publicly accessible information or create the information yourselves by
analyzing the agency's collection. If you need to interview the institution's director or staff, draft an
interview instrument bearing open-ended questions (these are questions that cannot be answered
by simple yes-no answers), and use the instrument to conduct the interview. Please let your
instructor review your interview instrument. She has much experience formulating such
instruments and wants to make sure your instruments collect the data you need. Include the
interview instrument into your final portfolio's appendix and cite it in the main text where
appropriate. Then, with formal instrument in hand, make an appointment to interview select
library staff. You may be asked to share your instrument with staff and/or their superiors in
advance of the scheduled interview(s).
The first time assignments are handed in, the instructor will carefully read them and give
comments, assign grades, and return them during the next class. Eventually you will hand in these
same assignments a second time in the Final Portfolio. Before handing them in again, you can revise
them to address the comments and improve the grade of the Final Portfolio.
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Final Portfolios should have the following sections:
1.
2.
3.
4.
Title page
Table of contents listing each section and the section’s beginning page
An introduction explaining the portfolio's nature, purpose, and intended audience, and usage
Main text: Separate sections for each assignment (revised as needed) with citations for
documents mentioned in the text and illustrative matter such as tables, charts, graphs, and
photographs
5. Bibliography: Sources consulted but not cited in the main text
6. Appendixes: Additional material that does not fit the above sections but information that you
want readers to know about
7. Index (optional)
All assignments and the final Collection Development Portfolio must be typed in 12 point font,
double-spaced, using Word's default margins (1-inch top and bottom and 1.25-inch left and right)
and following the instructions for theses of the APA Style manual; the manual generally used in the
LIS field. The final portfolio and all assignments will be graded on professional image as well as
content, so make all documents submitted for grades look as clean as possible or they will lose
points in the grading process.
Please hand in all assignments in class on paper on the due dates with the exception of the Final
Portfolio, which should be sent via email. If you or your working group misses an assignment
deadline, the instructor will deduct points for every day overdue. If you have trouble meeting a
deadline, please email message or talk to the instructor in advance of the deadline alerting her to
the situation and asking for an extension. This is the same way you would approach such a situation
in the real work world.
Here are brief overviews for each of the portfolio section assignments throughout the
semester:
1. Institution Selection and Working Group Basics: Identify the institution, its complete and
correct name, address, telephone number, email address, website URL and parent URLs if
relevant, name and contact information for its director, and other identifying data. List
names and email addresses of the working group members including a group email name.
Submit this assignment via email to the instructor as soon as possible to lock in your
institution selection. Institution selections will be accepted on a first-come, first served basis
on this fully completed assignment.
2. Institution Selection Details: Identify the institution in formal terms; its complete and correct
name, address, telephone number, email address, website URL and parent URLs if relevant,
name and contact information for its director, and other identifying data. Describe the
setting, physical plant, administrative organization, staff, overall budget, other resources,
and the people it serves. If the institution has published documents such as mission
statements, floor plans, budgets, organizational charts, user analyses, etc., use them as
source material.
3. Annotated List of Review Sources: Compile a selected annotated bibliography of 5 review
sources appropriate for selecting materials for your model institution.
4. Sample Reviews: Choose 5 resources appropriate for your institution and write reviews.
5. Materials Costs: Cite the published literature for price forecasts for 4 of the 5 material types
you reviewed.
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6. Collection Profile: Create a profile of the institution's collection that shows what materials
are currently available in each subject area.
7. Selection Guidelines: Write guidelines for selecting individual titles that you and/or selectors
under your supervision at your model agency would follow when choosing new materials.
Final Portfolio: Revise assignments 1-7 based on your instructor's feedback. Assemble assignments
into a final Collection Development Portfolio. Add standard finding tools for written documents, e.g.,
table of contents, list of figures, and list of tables, as needed between assignment documents.
Assignment Due Dates
Assignment
Institution
Selection
Details & Working Group
Basics
Annotated List of Review
Sources
Sample Reviews
Materials Costs
Collection Profile
Selection Guidelines
Final Portfolio (Oral)
Final Portfolio (Written)
Total
% Points
5
Due Date
February 4
5
February 11
5
5
5
5
5
15
50
Discussion: 5
Critical Analysis Paper and Paper: 10
Student-led Discussion
Total: 15
February 18
February 25
March 11
March 25
April 29
May 6
Discussion: Assigned
Paper Due: April 22
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Class Participation (25%)
Purpose:
Much of the learning that will occur in this class will be a result of the discussions and activities we
hold in class and on the course website. Therefore, it is essential that class members attend class
and come prepared to actively participate in classroom activities. Sharing news and insights related
to the class via the email list can help supplement in-class discussions.
In-Class Participation:
You are expected to show up to class and be ready to participate. This means that you should be
ready to be called upon to discuss any of the readings and provide your own ideas and experiences
related to the topic at hand. Throughout the semester I will ask students to participate in various
ways (e.g., join a debate, summarize an article, share a personal experience, answer a discussion
question posted on the course site). You should try and make at least one substantive comment
during classroom discussions each week and actively participate in small-group activities. Feel free
to take initiative and share news articles that are pertinent to the class or raise questions or topics
we haven’t covered (i.e. digressions,) although we may not have a considerable amount of time to
address those not directly related to the content at hand.
Email List Participation:
You are all encouraged to send links to news, reflections on how readings from other classes relate
to our readings, personal experiences or observations related to the class, announcements of
pertinent events, etc. to the course email list (lbsc708-spring13@coursemail.umd.edu). Contributions
to the list are not required, but can help compensate for students who do not participate in class as
often.
Evaluation:
Class Participation represents 25 points of your final grade. 5 points will be awarded for simply
showing up to class and the other 20 points will be awarded for actively participating in the class. If
you miss a class period ask the instructor, who will give you some alternative way of making up the
points.
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Appendix #2: Associated Selected Bibliography
Adaption of Document created by Dr. Karen Markey, University of Michigan
The list below anticipates requests from students who develop an interest in collection
development about what journals they should read to stay current. The following journals are
devoted almost exclusively to articles on collection development and management topics. Feel free
to suggest additions of other sources in any format, including journals, lists, blogs, etc. related to the
topic to be added to this list. See also: Johnson Appendix A.
The Acquisitions Librarian, no. 1-, 1989-. New York: Haworth Press. Semiannual
Against the Grain, Vol. 1-, 1989-. Charleston, S.C.: Katina Strauch. 5 times a year.
ALCTS Newsletter, vol. 1-, 1976-. Chicago: Association for Library Collections & Technical Services.
Bimonthly.
The Bowker Annual of Library and Book Trade Information. 1955/56-. New York: Bowker.
COLDEV [online discussion list].
Collection Building, Vol. 1-, 1978-. Bradford, Yorkshire, England: MCB University Press Ltd.
Quarterly.
Collection Management, Vol. 1-, 1975-. New York: Haworth Press. Quarterly
Intner, Sheila. 2000-. Dollars and sense [column]. Technicalities.
Johnson, Peggy. 1989-2000. Dollars and sense [column]. Technicalities.
Journal of Electronic Publishing, Vol. 1-, 1995. Ann Arbor, Mich.: University of Michigan Press.
Journal of Interlibrary Loan, Document Delivery and Information Supply, Vol. 1-, 1990-. New York:
Haworth Press. Quarterly.
Library Collections, Acquisitions, and Technical Services, v. 23-, 1999-. New York: Pergamon Press;
New York: Elsevier. Formerly Library Acquisitions: Practice and Theory, Vol. 1-22, 1977-98.
Library Resources & Technical Services, Vol. 1-, 1957-. Chicago: Association for Library Collections
and Technical Services. Quarterly.
Publisher’s Weekly, Vol. 3-, 1873-. Forecasts, publishing trends, document mergers and acquisitions,
trade news, and publishing topics of interest.
Resource Sharing and Information Networks, Vol. 1, 1983-. New York: Haworth. Quarterly.
Especially for school media specialists:
Booklist (for reviews), Vol. 1, 1905-. Chicago: American Library Association. Semi-monthly
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Bulletin of the Center for Children's Books, Vol. 1, 1947-. Champaign, Ill.: University of Illinois Press.
Monthly except August.
Horn Book Magazine, Vol. 1-. 1924-. Boston: Horn Book. 6 times a year.
Knowledge Quest, Vol. 26-. 1997-. Chicago: American Library Association. Bi-monthly September to
May. Formerly School Library Media Quarterly.
Library Media Connection, Vol. 24-. 2003-. Worthington, Ohio: Linworth Pub. 7 times a year. Formed by
merger with Library Talk and Book Report.
Media & Methods, Vol. 6-. 1972-. Philadelphia: American Society of Educators. 7 times in the school
year. Formerly Educators Guide to Media & Methods.
School Library Journal, Vol. 8-. 1961-. New York: R. R. Bowker. Monthly.
School Library Media Activities Monthly, Vol. 1-. 1984-. Baltimore, Md.: LMS Associates.
Teacher Librarian, Vol. 26-. 1998-. Vancouver, B.C.; Seattle, Wash.: Rockland Press.
Voice of Youth Advocates: VOYA. 1978-. Metuchen, N.J.: Scarecrow Press.
21