 |
Department of
Library Science |
Developing Library Collections
Spring 2001
Becker 150
Tuesday, 6-8:30 p.m.
| Dr. Buchanan |
Office Hours |
151 Becker
814-393-2447 (office)
8143936-2150 (fax)
buchanan@clarion.edu |
Tuesday, 9:30-11:30 a.m.
Wednesday, 10-11 a.m.
Thursday, 9:30-11:30 a.m.
and by appointment |
COURSE DESCRIPTION
Acquiring familiarity with basic bibliographical tools, current reviewing
media, and acquisitions procedures. Establishment of policies and criteria
for the selection and evaluation of book and nonbook materials.
TEXTBOOK
Evans, G. Edward. Developing Library and Information Center
Collections. 4th ed. Englewood, CO: Libraries Unlimited,
2000.
PURPOSES AND OBJECTIVES OF THE COURSE:
TO GAIN:
-
A better understanding of some of the principles of selection of
materials for a variety of types of libraries.
-
An appreciation of some of the problems that typically arise in this area
of library services, as well as some insight into how these problems may
be handled successfully.
-
An acquaintance with aids for the selection of various types of materials.
-
Knowledge of acquisitions work as this typically proceeds in libraries.
-
A deeper awareness of intellectual freedom and its relevance for libraries.
-
An appreciation of the information needs of a community and how those needs
are met by the library.
-
A knowledge of electronic sources and services and how these are affecting
library services, particularly collection development.
-
A sensitivity to and awareness of underserved populations and cultures
and how effective collection development can assist the library in extending
services to these persons.
UPON THE SUCCESSFUL COMPLETION OF THIS COURSE, THE STUDENT SHOULD BE ABLE
TO:
-
Identify several of the principles of materials selection that have
ordinarily been employed in American libraries.
-
Use and evaluate some of the current and retrospective selection tools.
-
Use and evaluate selected national and trade bibliographies.
-
Discuss issues in censorship that might affect the collection of library
materials.
-
Identify some of the ways in which selection might be affected by differences
(a) among subject areas, and (b) among types of libraries.
-
Discuss procedures and practices in acquisitions work in libraries.
-
Understand the advantages of collection development policies for libraries.
-
Better evaluate collections as well as particular works.
-
Write book annotations and reviews.
-
Identify unserved cultures and populations as well as their identifying
characteristics and suggest ways in which library services may be modified
in an effort to reach these populations.
ASSIGNMENTS/EVALUATION:
1. Each student will be responsible for reading six journal articles
related specifically to collection development. These articles should come
from the professional/scholarly literature of librarianship and should
deal primarily with substantive and theoretical issues in collection development
as opposed to being primarily annotated bibliographies of recommended sources.
You are encouraged to read in and become familiar with a wide spectrum
of journals; however, at a minimum, your reading should include at least
one article each from the following journals:
-
Library Resources and Technical Services
-
Library Acquisitions; Practice and Theory
-
Collection Management
For each article you read prepare one double-spaced, type-written
page which begins with a bibliographic citation (please use the current
edition of A Manual for Writers of Term Papers, Theses, and Dissertations
[aka Turabian style manual] as your style guide), provides a brief summary
of the article (including major points and research methodology, if appropriate),
and concludes with your professional reaction to the issues raised by the
author. The article summaries will be submitted in two phases as indicated
on the calendar. The first submissions will be marked and returned
to you and should be resubmitted with your final three at the end of the
course. At that time, one grade will be assigned for the entire journaling
project. Please be prepared to discuss the articles you are reading during
class sessions.
2. Each student will be required to read one up-to-date [i.e., written
or revised within the last five years] collection development policy for
the type of library in which s/he hopes to work. Based on your reading
of the policy, you will write a paper of from five to ten pages (double
spaced, standard type size [i.e., 10 or 12 point type]) in which the policy
is analyzed/critiqued, with appropriate references being made to the text
and other readings. [At a minimum you should use the text and at least
two other sources in developing your analysis/critique of the policy.
You may obtain your collection development policy directly from a library,
from the Internet, or from published sources. Whatever your source, the
policy should be clearly cited, and, if a policy is used to which the professor
does not have easy access, you should include a copy of the policy with
your analytical paper. If you are working with an unpaginated copy, you
should write in page numbers, so that it will be clear when you refer to
information in the policy exactly where it is located.
3. Group presentation. Class members will be divided into eight groups.
Each group will be responsible for developing a web-based class presentation
on one of the following topics:
-
Publishing
-
Serials
-
Resource Sharing
-
Preservation
-
Copyright
-
Audiovisual materials [including web-based products]
-
Censorship
-
Rare Books, Archives, and manuscripts
We will cover each of these topics as a part of regular class discussion;
the purpose of the class presentation is to provide more in-depth information/analysis
on these important topics.
Presenters may use notes but should not read presentations verbatim.
Groups are encouraged to use the textbook as a beginning point for their
presentations; however, one of the purposes of the assignment is to go
beyond the textbook to get a more detailed and in-depth appreciation of
the topic under consideration.
Grading will be based on overall quality of presentation, with
particular attention being paid to group cohesion, thoroughness of research
and presentation, and imagination.
4. Book review. Each student will read a book that deals in some significant
way with the profession of librarianship. Using book reviewing guidelines
prepared by Library Journal, the student will write a brief but
well-considered review of the book and be prepared to discuss the book,
the review, and the insights gained from both. Strategies for identifying
an appropriate book will be discussed in class.
5. Quizzes. There will be a midterm and a final quiz, as indicated on
the calendar.
GRADING
Final grades will be determined as follows:
10% Class Participation
10% Book Review
20% Two quizzes (10% each)
15% Group Presentation
20% Reading Journal
25% Analysis of Collection Development policy
CALENDAR
1/16 - Introduction
1/23 - Read Text Chap. 1-2
1/30 - Read Text Chap. 3-4; Read Johnson [see
below].
2/6 - Read Text Chap. 5-9; Read Rawlinson
and Bob [see below]
2/13 -Book Reviewing. Read the Library
Journal book review guidelines. Read at least 10 different
LJ reviews and be prepared to discuss them in class.
2/20 - Read Text Chap. 10-13. Read Lester
Asheim article on reserve under the title "E: Background Readings In Building
Library Collections" First half of
journaling assignment due.
2/27 - WINTER BREAK - NO CLASS
3/6 - Midterm
3/13 - Read Text Chap 14-17
3/20 - Read Text Chap. 18-19. Book Reviews
Due
3/27 - Group Presentations
4/3 - Group Presentations
4/10 - Group Presentations
4/17 - Spring Break - No Class
4/24 - Group Presentations; Papers Due
5/1 - Wrap-up; last half of journaling assignment
due
5/8 - FINAL
Bob, Murray. "The Case for Quality Book Selection." Library
Journal 121 (June 16, 1996): S1-S2.
Johnson, Peggy. "Skills and Competencies for Collection Development
and Management." Technicalities 19 (May 1999): 1,7+. [available
via ProQuest]
Rawlinson, Nora. "Give 'em what they want!" Library Journal
115
(June 15, 1990): 77-9.
ACADEMIC HONESTY
All students are expected to abide by the academic honesty policy found
elsewhere on the department’s web site.