Tag: collection management

Collections Policy

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A collection development policy provides the framework that identifies the purpose, goals, scope and contents of the library’s collection (Oberg & Schultz-Jones, 2015). It is a public document created in consultation with the school community, which ensures quality decisions and consistency in collection development. Debowski (2001) recommends including the following items in a collection management policy:

  • Purpose statement; including, users/target audience, and collection goals, which can refer to ALIA principles
  • Selection principles; including, staff responsible for selection, resource formats, other limitations including language needs, duplications, cooperative acquisition, selection criteria, donations and gifts, lost items, purchasing and recording
  • Acquisition policy; including short statements related to, selection tools, priorities, suppliers, and other decision-making factors
  • Collection evaluation policy; including, collection appraisal
  • Deselection or weeding criteria
  • Review of controversial resources; including, a challenge policy

Debowski (2012) included various formats that are now defunct; including, audio cassettes and, in many cases, CD-ROMs. Online subscriptions, databases, and e-Books could now be included in the range of formats listed, as they are current resources that many schools require access to.

 

References

Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with less: Collection management for school libraries (2nd ed.) (pp. 126-136). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. (e-reserve).

Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.), (pp. 33-34). Den Haag, Netherlands: IFLA.

 

[Reflection: Module 6.1]

Collection Development Policy: Digital content

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A digital collection includes digital content available in various formats that are either born digital or have been digitised (Xie and Matusiak, 2016). School library collections include various digital resources, which need to be accounted for in collection policies to ensure relevant, high quality digital information is available for staff and students. The digital collection in my library requires additional coverage in the collection development policy. Specific areas that need to be addressed include; selection criteria, types of material and formats, software and platforms, acquisition and processing, organisation and managing, access and statistics, copyright, value, licensing and cost (Chan and Spodick, 2015). These areas must be addressed in the context of e-Books, online subscriptions to databases and journals, websites and apps. At present, our collection management policy only identifies websites and databases; therefore, many areas of our digital collection are neglected in the policy.

 

References

Chan, D. L. H., & Spodick, E. F. (2015). Transforming libraries from physical to virtual. In D. Baker & W. Evans (Eds.), Digital information strategies: From applications and content to libraries and people (pp. 103-116). Retrieved from Proquest Ebook Central.

Xie, I., & Matusiak, K. K. (2016). Discover digital libraries: Theory and practice. https://doi-org.ezproxy.csu.edu.au/10.1016/B978-0-12-417112-1.00001-6

 

[Forum Reflection: Module 6.1]

Why weeding?

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Weeding is an important process for all libraries to undertake to ensure their collections are

Weed Your Collection. Reduce, Recycle, Renew
Weed Your Collection, created with CANVA.

suitable, balanced, relevant, and current. A Weeding Policy should be included as part of a larger Library Policy and may appear in a Collection Development and Collection Management Policy, so the intent, guidelines, and procedures are clearly outlined. Without a clear policy, TLs run the risk of harsh criticism from the wider community who may have a limited understanding of the role and importance of weeding. Weeding aims to tidy-up the collection, so that the library does not offer dangerous or misleading information (Baumbach and Miller, 2006). It also makes it easier to conduct mapping activities to determine gaps in the collection and directs future collection development (Western Australian School Library Association [WASLA], 2013). Additionally, weeding ensures resources are appealing and appropriate for reading needs, levels and interests. Poorly maintained collections do not meet the vision or mission of school libraries because they make resource selection difficult and limited. Therefore, regular weeding must occur throughout the school year and with particular criteria to direct the weeding. Texas State Library and Archive Commission created the CREW (Continuous Review, Evaluation and Weeding) method, which involves evaluating resources according to their publication date, last use and the condition (Larson, 2012). They also highlight the benefits including; saving space and time, making the collection more appealing, enhancing the reputation of the library, meeting needs, and identifying the strengths and weaknesses of the collection (Larson, 2012). Additional criteria include the MUSTY or MUSTIE test; Misleading, Ugly, Superseded, Trivial, Your collection has no use for it/Irrelevant to your context, easily obtained Elsewhere (debmille, 2011; Larson, 2012). Further to this, libraries should develop a clear set of goals they would like to accomplish with the weeding process and all people involved should have a clear and consistent vision and thorough understanding of the needs of students and the wider school community.

 

 

References

Baumbach, D. J., & Miller, L. L. (2006). Less is more: A practical guide to weeding school library collections. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au

debmille. (2011). Weeding not just for gardens [Slideshare]. Retrieved from http://www.slideshare.net/debmille/weeding-not-just-for-gardens

Larson, J. (2012). CREWing children’s materials. In CREW: A weeding manual for modern libraries, (pp. 33-36), Austin, TX: Texas State Library and Archives Commission.

Western Australian School Library Association. (2013). Weeding: The why, the how and the when. Library Officer’s Day [PowerPoint slides]. Retrieved from http://www.wasla.asn.au/wp-content/uploads/Weeding-2013.pdf

 

[Forum Reflection: Module 5.2]

Collection Evaluation

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Use- and user-based Collection-based
Quantitative Circulation statistics To identify high rotation and popular materials. Collection size and growth To determine the diversity, breadth and currency of the collection.
In-house use statistics To assess popularity and identify the quality of resources that meet the needs within a specific emphasis collection. Materials budget size and growth To measure the ability to update the collection.
Hits and downloads To assess the use of electronic materials including fiction and non-fiction e-books and Assignment Help Pages.
Qualitative User opinion surveys To better understand and interpret the quantitative data. List checking To identify gaps in the collection.
User observations To observe how users are using the materials and how successful the use is. Collection mapping To identify the success of the current collection in meeting the users’ needs.

 

[Forum Reflection: Module 5.1]

Collection Measurement and Budgets

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School library budgets and effective collection management practices go hand-in-hand. To develop a useful budget, collection management procedures should be undertaken to build a collection that adequately meets the needs of the users. As posited by the International Librarians Network, digital resources have brought challenges to collection measurement practices in terms of licensing and quantity versus quality; however, vendors of digital material often provide access and use data, which is advantageous in measuring output (2015). This technique of measuring output can be valuable in making budgeting and collection decisions; however, it is not an effective technique in isolation. Assessing the output of digital resources can be done by collating the number of hits a link or digital resource has experienced. For example, our Assignment Help Pages curate a range of digital and print resources through Lib Guides, which allows us to collect and analyse the number of site visits and produce an average number of hits per student. Additionally, Wheelers, our e-book platform, tracks the number of times an e-book has been borrowed. These collection management techniques use output measures to determine the effectiveness of the collection. Although this can be useful in assessing how users are interacting with the library; it may not accurately reflect the usefulness of the resources themselves. Additionally, output data such as circulation statistics of print resources do not account for in-house use, as not all resources are borrowed or accessed outside of the library space. Often, print resources that are used to assist in curriculum delivery are used during school time only and not borrowed through the library management system; therefore, will not be reflected in the circulation statistics. Hence, other output measures should also be used; such as, reservations, reference assistance, formal instruction, and facility use. To further develop an accurate picture of the effectiveness of library collections and guide budget decisions, input measures could also be used. Troll Covey describes a range of digital resource input measures that assist in “capturing the size of the digital library”; including, counting the number of links and pages within the library web site, and the number of databases, e-journals, e-books, images and other digital collections provided by the library (2002, para. 5). Troll Covey also outlines outcome measures that illustrate the impact of collections and services on the users’ experience and satisfaction (2002). A combination of these measures could be useful in determining the quality of print and digital resources and guiding budget decisions.

 

References

International Librarians Network. (2015). Proving our worth: library measurement and metrics. Retrieved from https://interlibnet.org/2015/04/14/proving-our-worth-library-measurement-and-metrics/

Troll Covey, D. (2002). Appendix D traditional input, output, and outcome measures. Retrieved from https://www.clir.org/pubs/reports/pub105/appendixd/

 

[Forum Reflection: Module 3.1]

Collaborative Acquisition

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The role of the Teacher Librarian and expertise required is different to that required by all teachers. Teacher Librarians are required to possess additional skills in curriculum leadership, as well as expertise in literacy in all its forms; traditional, information and digital. According to the Australian School Library Association, as well as being trained teachers, Teacher Librarians are curriculum leaders, information specialists, and information service managers (2012). A Teacher Librarian also requires mentoring skills needed to support both students and teachers. As well as having a bird’s eye view of the curriculum and school, Teacher Librarians are educators of information literacy, organisers and creators of resources, and advocates and innovators of technology and social learning (Herring, 2017). The Education Directorate concludes, “Teacher librarians combine a command of 21st century pedagogies and curricula with expertise in information science: the analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information” (2016, p.3). This differs from that of the expertise of other teachers, as the focus of classroom teachers is perhaps narrower, and they do not necessarily have the skills or time to manage resources on a large scale or assist students and others in the development of a range of literacy skills.

Teacher Librarians must also be masters in collaboration to support teachers and students. To successfully support library clients, Teacher Librarians must stay abreast of changes in curriculum and delivery methods across the school. Effective ways to collaborate across the school community include; participation in departmental meetings, presentation of Professional Development opportunities, and participation in active networking across the school community. Without being seen in the school community, Teacher Librarians will find it very difficult to develop and maintain a relevant and useful collection suited to the needs of staff and students. Specific ways to open the collection acquisition process include; inviting staff to peruse resources prior to purchasing, working with staff to develop Assignment Help Pages and identify gaps in the collection related to specific tasks and units of work, and informing staff of the changes occurring within the collection including acquisition and weeding. Ultimately, the school community should be involved and have a voice in the process of collection development, as an integral part of the role of the Teacher Librarian is to support the teaching and learning activities that occur within schools.

Furthermore, to develop a collection that is engaging and useful, students must be involved in the selection of resources. According to Evans, when considering resources, students’ Normative needs, Felt needs, and Comparative needs must be met (2008). In particular, Felt needs refer to what students want to read. If this need is met, a school library will be able to better cater for their clientele and will likely be more successful (Evans, 2008). Students may have the opportunity to select books for purchase during book fairs, submit requests, speak directly and informally with library staff or vote for the acquisition of specific books. Additionally, libraries may undertake a needs analysis of the student cohort (Isebe, 2015).

Ultimately, the final decision to acquire resources may lie with either the Head Teacher Librarian or if a contentious resource that may provide controversial viewpoints or perspectives that go against school ethos or values, the decision should lie with the Deputy of Teaching and Learning or the Headmaster. Additionally, if the resource is to support specific teaching and learning activities for an assessment task or learning experience, the decision may lie with the Head of Department or teacher who requires the resource. Teacher Librarians are in an advantageous position to offer support and advice for specific resources and are in the position to approve the purchase of resources; however, they are not an island and must work in collaboration and support of the whole school community. Thus, it is clear that the decision to acquire certain resources is a shared process.

 

References

Australian School Library Association. (2018). What is a teacher librarian? Retrieved from http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx

Education Directorate. (2016). School libraries: The heart of 21st century learning. Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file/0020/916301/School-Libraries-21st-Century.pdf

Evans, G. E. (2008). Reflections on creating information service collections. In K. Haycock & B. Sheldon (Eds.), The portable MLIS (pp. 87 –97). Westport, Connecticut: Libraries Unlimited.

Herring, J. (2017). The future role of the teacher librarian. Connections, 100, 10-11. Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_100/print_complete_issue/print_issue_100.html

Isebe, M. (2015). Effective selection and organization of information resources in school library. International Journal of Library and Information Science Studies, 1(1), 27-33. Retrieved from http://www.eajournals.org/journals/international-journal-library-information-science-studies-ijliss/vol-1-issue-1june-2015/

 

[Forum Reflection: Module 2.2]

Definitions of Collection Management

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I chose to compare the guidance provided by SCIS as to what a collection management policy might include, with ALIA and with the University of Queensland collection management policy and principles. SCIS suggests that a policy should; “reflect needs of the users, support and enrich the curriculum, encourage and develop a love of reading, [and] be accessible to the school community” (2013, para. 8). ALIA (2016) provides a similar framework; however, it does not make mention of reading for pleasure. Instead, ALIA focuses on the needs of the learners in terms of the curriculum. The University of Queensland (2017) have developed a specific policy and guiding principles for their collection management. As well as the considerations previously listed, the University of Queensland also includes specific clauses relating to duplication of resources, consultation with the learning community, provisions relating to budget and a specific policy for digital resources. The similarities throughout the three definitions, or sets of activities, include; access, balance, the needs of the clientele.

 

Definitions as stated in sources:

ALIA

“A school library is a physical and digital learning space where research, reading, inquiry, critical thinking, imagination and creativity are made possible by access to an organised collection of resources. The teacher librarian has expertise in the selection, organisation and deselection of high quality and diverse resources: print and digital.”

· “Physical and digital access to the library should be readily available to all learners

· collections should be balanced with print and digital resources that are diverse and informed by learning and teaching requirements

· teacher librarians use their background in teaching and library management to ensure that the collection meets the needs of the learners”(ALIA, 2016).

 

SCIS

“Collection development

Stocktaking and weeding come firmly under the umbrella of collection management and development, which is formalised in a collection development policy. Every library has a collection development policy, even if it is only in the head of one person. Ideally every school library should have a written policy. This may include:

· purpose of the collection

· type of material in the collection

· selection criteria and processes

· budgeting policy

· weeding criteria

· stocktaking processes

· procedures for dealing with controversial material.

Whether formally written in a policy, or informally ‘understood’ by the person responsible for the library, it is most important to be very clear on what the purpose of the school library collection is. A purpose statement in a school library collection development policy usually includes phrases like:

· reflect needs of the users

· support and enrich the curriculum

· encourage and develop a love of reading

· be accessible to the school community” (SCIS, 2013).

 

UQ

“Collection management at UQ Library is guided by a number of stated principles and seeks to support the teaching, learning and research needs of the University. Clients and library staff cooperate in the selection of materials with the aim of maintaining a balance between subscriptions and monographs and between research needs and teaching and learning requirements. The Library has an ePreferred Collection Management Policy.

We acknowledge that electronic formats are not suited to all subject areas, nor are they appropriate for all clients, at all times. As such, the Library continues to purchase materials in print.”

“General Principles

1. Selected resources will support UQ’s current teaching, learning and research needs

2. An appropriate balance between teaching and learning requirements, and research needs will be maintained. Where possible, the Library will supplement expenditure on its collections with funds provided from research infrastructure, bequests and endowments, as well as other income

3. The Library has an e-preferred collection management policy. It acquires resources in electronic format, where possible

4. Where possible, the Library’s expenditure on its collections will be no less than 45% of the Library’s recurrent budget

5. A balance will be maintained between the acquisition of subscriptions and monographs

6. Consultation with UQ’s research and teaching community will determine the levels of collecting for each disciplinary area, primarily in relation to need

7. In general, resources purchased or otherwise obtained by the Library will be housed in the Library’s collections. Exceptions include electronic resources only available via suppliers’ servers, datasets, standards, and document delivery

8. The Library will avoid unnecessary duplication of resources

9. The Library’s collections will be supplemented by providing University students and staff with access to document delivery services for academic purposes

10. Given the finite space for physical collections in its on-site libraries, the Library will move significant but lesser-used material to its warehouse. This material will be available on demand. If duplicated by an online equivalent, the print will be discarded

11. The level of collecting and the effectiveness of the collections will be regularly assessed” (UQ, 2017).

 

References

Australian Library and Information Association. (2016). ALIA-ASLA policy on school library resource provision. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/alia-asla-policy-school-library-resource-provision

University of Queensland. (2017). Collection management policy. Retrieved from https://web.library.uq.edu.au/node/1748/#Principles

Schools Catalogue Information Service. (2013). Secret library business. Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_62/secret_library_business.html

 

[Forum Reflection: Module 1.2]

The impacts of trends in digital publishing 

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Trends in digital publishing undoubtedly have an impact on school libraries and their collections in terms of the access and acquisition of resources. Changes in the digital landscape have driven changes to traditional modes of reading and accessing materials and how those materials are marketed to consumers. Shatzkin specifically points out these changes over time; evolving from the power of a vast and plentiful selection in physical book stores to the power of increased access to once out of stock books now available online; almost as if a secret club or entry into a world once inaccessible, which is an enticing proposition to many (2016). Shatzkin was referring to the rise of Amazon and the collapse of Boarders, which had a long lasting impact on the way in which books are distributed (2016). Books, both physical and digital, can now be acquired through a vast array of algorithms and new influences and influencers. Not only do the “Four Horsemen” (Galloway, 2015) drive online sales, so do modern influencers on social media such as Instagram and Twitter. An example of the power of an online influencer, though not related to books, is the reported loss of $1.3 billion dollars suffered by Snapchat in response to a tweet from  Kylie Jenner showing her ambivalence toward the app’s update (Shen, 2018). While other factors may also have been at play here, it does highlight the power of online profiles in the consumption of products. This, too, has an impact on the way school libraries identify and select resources, as library users may be desiring a particular resource due to an online review, recommendation and/or hype.  

Algorithms and Search Engine Optimization also influence how school libraries identify, select and acquire resources, as they dictate or skew what is found when searching online and online marketing influences decide where and how the resources are purchased (Shatzkin, 2015). With the increase of self-publishing and digital publishing, the “digital advantage” publishers and authors once saw (as Shatzkin alluded to with the birth of Amazon [2016]) is diminishing as the market is crowded (Ruscello, 2017). This can make collection development for school libraries arduous, as locating the most effective resources to support teaching and learning needs requires more sifting than before. On the other hand, the “Four Horsemen” (Galloway, 2015) have intentional marketing strategies to direct consumers to specific resources, which narrow search results. Google’s algorithm updates have consistently responded to consumer satisfaction; thus, the updates have optimised the consumer search experience by increasing the quality of the search results and introducing search entities, which auto-fill search terms and direct users down a variety of digital paths (Carson, 2016). Additionally, the online presence of authors and their profiles does influence the occurrence of their books in search results (Shatzkin, 2016). Ultimately, libraries are at the mercy of budgets; therefore, price point will impact the selection of certain resources. As Shatzkin explains, where a consumer buys a product is not necessarily where they made the decision to buy it; something he refers to as “the fallacy of last click attribution” (2016, para. 21). The ability to easily compare prices online using search engines such as Google, perhaps allows libraries to acquire more resources at a cheaper, more competitive price than before. 

A variety of technological trends can affect school libraries and their collections. Libraries need to respond to the reading and research preferences of their clientele. Staff and students want easily accessible, reading level appropriate material to meet their teaching and learning needs. In this sense, libraries are able to strike a balance between material presented digitally and material presented in hard copy form. Thus far, it can be seen that the trends presented by Shatzkin (2015 and 2016) may have a positive influence over resourcing these needs but increased access to resources also requires caution in identifying and selecting effectives resources. The digital landscape requires careful evaluation of resources to sift through the plethora of options to find what is most useful in meeting the needs of library users. Overall, online reviews, heightened use of algorithms and competitive prices change how users source products (both digital and physical) and impact how library collections are developed at the identification, selection and acquisition levels; therefore, evaluation of resources is paramount. 

  

References 

Carson, J. (2016, February 4). SEO and psychology: The behavior of the online consumer. The Make Good. Retrieved from http://www.the-makegood.com/2016/02/04/seo-and-psychology-the-behavior-of-the-online-consumer/ 

 

Galloway, S. [DLDconference]. (2015, January 20). The four horsemen: Amazon/Apple/Facebook & Google – who wins/loses (Scott Galloway, L2 Inc.)|DLD15 [Video file]. Retrieved from https://www.youtube.com/watch?v=XCvwCcEP74Q  

 

Ruscello, J. (2017, December 22). 15 self-publishing trends to watch in 2018 [Blog post]. Retrieved from http://www.blurb.com/blog/self-publishing-trends-2018/ 

 

Shatzkin, M. (2016). Book publishing lives in an environment shaped by larger forces and always has. The Shatzkin Files. Retrieved from http://www.idealog.com/blog/book-publishing-lives-in-an-environment-shaped-by-larger-forces-and-always-has/ 

 

Shatzkin, M. (2015). Big focus at DBW 2016 on the tech companies that are shaping the world the book business has to live in. The Shatzkin Files. Retrieved from https://www.idealog.com/blog/big-focus-at-dbw-2016-on-the-tech-companies-that-are-shaping-the-world-the-book-business-has-to-live-in/ 

 

Shen, L. (2018, February 22). Why Kylie Jenner may be to blame for Snap’s recent $1 billion loss in value. Fortune. Retrieved from http://fortune.com/2018/02/22/kylie-jenner-snapchat-snap-value-stock/  

 

[Forum Reflection: Module 1.1]