Collection and Development Joel McGuire

Collection Development Overview Challenging Challenging Unique to each library setting Unique to each library setting Requires flexibility and creativity Requires flexibility and creativity

Collection Development Examine the rules and principles Examine the rules and principles Common practices Common practices Identify related issues Identify related issues Classify resources available Classify resources available Approaches to various situations Approaches to various situations

The Course Part 1 examines the theory of collection development Part 1 examines the theory of collection development Part 2 covers the material selection process Part 2 covers the material selection process Part 3 investigates developing and maintaining the collection Part 3 investigates developing and maintaining the collection

Environment Media program Media program –Overall library media services, collection, etc. –Needs of community identified –Well defined policies and procedures

School analysis Demographics Demographics –Number of students –Courses taught –Ethnic backgrounds/socioeconomic status –Special school programs –Reading levels/ –General culture of the school

Media program Integral part of the school operations Integral part of the school operations Program must reflect the philosophy and goals Program must reflect the philosophy and goals District, State, and National guidelines will impact decisions District, State, and National guidelines will impact decisions

The Learner The main focus The main focus Literacy standards which cultivate lifelong learners Literacy standards which cultivate lifelong learners Students and staff are effective users of ideas and information Students and staff are effective users of ideas and information

Role of the Collection Essential part of school program Essential part of school program Responds to curricular needs and multicultural diversity Responds to curricular needs and multicultural diversity Guides users through full range of resources Guides users through full range of resources Wide access to information Wide access to information Total media concept Total media concept

Role of the Media Specialist Collection related activities provide opportunities to involve everyone Collection related activities provide opportunities to involve everyone Involve others in the program Involve others in the program Needs and interests of clients? Needs and interests of clients? Educate clients with regard to resources, electronic databases, etc. Educate clients with regard to resources, electronic databases, etc.

Role of the Media Specialist Collection Collection –What to add –What to access –What to remove

Chapter 1 Conclusions Collection extends beyond the library walls Collection extends beyond the library walls Media specialist is an instructional partner Media specialist is an instructional partner The collection and the Media Specialist play important roles in the media program The collection and the Media Specialist play important roles in the media program

Chapter 2 The Collection The collection means wide access The collection means wide access –Books, periodicals, newspapers –Databases –Videos –CD-ROMS / DVD’s –Internet

Collection Not merely the holdings within your facility Not merely the holdings within your facility Includes: Includes: –Other libraries –Electronic access –Human and material resources

Collection All materials in print and in visual, auditory, tactile, and electronic formats All materials in print and in visual, auditory, tactile, and electronic formats Serves school goals/programs Serves school goals/programs Meets developmental, cultural, and learning needs of all students Meets developmental, cultural, and learning needs of all students Provides physical and intellectual access to information resources Provides physical and intellectual access to information resources

Collection Accesses information and materials from other libraries Accesses information and materials from other libraries Is only one element of the media program Is only one element of the media program

Accessibility and Availability Accessible Accessible –Information can be researched Available Available –Item is at hand (on site) Time may affect these issues Time may affect these issues Media specialists guide intellectual access to all patrons Media specialists guide intellectual access to all patrons

Physical entity Individual items add up to the whole Individual items add up to the whole When to add or discard an item? When to add or discard an item? –Is the same information already available in the collection (or in a different format)? –Is new format better (allow more access to more people)? –Is it easily accessible on the Internet? –Does item fill a particular need?

Physical entity Centralized bibliographic control Centralized bibliographic control –Informs patron of material location –Not limited to books –i.e. Teacher’s notes/maps of a field trip –Everything that user can find utilizing media center resources constitutes the collection

Materials Print Print –Books, periodicals, newspapers, brochures, pamphlets, etc. Audio-Visuals Audio-Visuals –Filmstrips, slides, transparencies, videos, DVD’s, books on tape/CD Tactile Tactile –Games, models, globes, sculptures

Materials Electronic Electronic –Computer software, CD-ROMS, online Equipment Equipment –Video/digital cameras, recorders, projectors, laptops, etc.

Integrated collections Variety of formats to meet needs Variety of formats to meet needs Range of learning styles, teaching patterns, and uses of small-group, large- group, and individualized instruction Range of learning styles, teaching patterns, and uses of small-group, large- group, and individualized instruction

School goals/program needs Curriculum plans Curriculum plans Instructional strategies Instructional strategies Informational, Instructional, Personal needs Informational, Instructional, Personal needs –Materials may inform, instruct, or appeal to patron interests

Variety of uses Teachers Teachers –Professional resources Administrators Administrators –In-service programs Students Students –Many factors affect their usage Non-teaching personnel Non-teaching personnel

Physical and Intellectual Access Physical barriers Physical barriers –Shelf height, aisle width, lack of equipment –Media program founded on a commitment to the right of intellectual freedom

Community resources Media specialist may produce a virtual tour Media specialist may produce a virtual tour –Museums, local businesses, colleges Teleconferencing; Teleconferencing; Integrating community resources expands the collection Integrating community resources expands the collection Library website may link resources Library website may link resources

Relationships and influences Media Specialist roles Media Specialist roles –Direct (User-Oriented) Instructional partner Instructional partner Information specialist Information specialist –Indirect Develops collection Develops collection Media program manager Media program manager

Relationships and influences Link information needs, curriculum, goals, and a wide range of information sources. Link information needs, curriculum, goals, and a wide range of information sources. Design/assess learning tasks with teachers Design/assess learning tasks with teachers Acquire and evaluate sources Acquire and evaluate sources

Program administrator Manage staff Manage staff Budget Budget Equipment Equipment Facilities Facilities Program evaluation Program evaluation

Levels District District –May provide centralized purchasing and processing –District-wide media program goals State State –MSDE standards Regional and National Regional and National –ADA / Copyright Act from The Collection Program in Schools, by Van Orden and Bishop, 3 rd edition, 2001.

Activities 1. Develop a list of materials that you would have in your media center that address the interests/needs of non- teaching staff members. (Select two people and interview them to determine their professional/personal needs and interests). 1. Develop a list of materials that you would have in your media center that address the interests/needs of non- teaching staff members. (Select two people and interview them to determine their professional/personal needs and interests).

Activities 2. Locate 3 libraries (public, academic, or electronic) outside of your school that would “expand the walls.” Describe the differences between the library collections. 2. Locate 3 libraries (public, academic, or electronic) outside of your school that would “expand the walls.” Describe the differences between the library collections.

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