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Greensheet
Course Outline
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GREENSHEET
| Textbook | Office Hours/Class Meetings | Course Requirements |
Assignment Due Dates | Grading |
Course Description
Study of collection management in all types of libraries and information centers. Includes analysis of information needs, criteria for selection, collection use evaluation, and resources for collection development.
Course Objectives
At the conclusion of the course, students will be able to:
- describe the contemporary concept of collection management in libraries and information agencies.
- identify possible evolving futures of the collection.
- develop a rationale for planning the management of a library or information agency collection and its growth and development.
- identify the challenges of collection management facing information professionals in various types of library and information agencies.
- evaluate issues surrounding ownership and access to information and materials.
- identify cultural issues related to collection management.
- create and evaluate collection policies.
The course supports the following SLIS objectives:
Upon completion of the program the student will know and be able to identify the major theories and important principles as well as demonstrate current practice in information management, including the selection, organization, storage, retrieval, dissemination, and utilization of information resources, specifically as related to the development and management of the collection.
Textbook
Required
Evans, G. Edward. Developing Library and Information Center Collections. 4th ed. Englewood, Colorado: Libraries Unlimited, 2000.
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Office Hours and Class Meetings
Office Hours
I will be holding office hours in the VC on Tuesdays from 6-8pm PST each week, and anyone is invited to drop by with comments or questions if you need anything clarified. Attendance is not required. If you have group questions, I suggest everyone in the group should be in the VC if possible, to make sure we are all on the same page.
I will answer e-mail on a daily basis or as quickly as I can. I will also be posting to the FAQs section of the discussion board when questions are asked that are of interest to the whole class.
If you need to speak to me by phone, I will do all I can to be available to you, but we will need to schedule that call in advance to make it convenient for both of us. Please note that I work for DPL on Sundays, Mondays, and Tuesday mornings, and will be less available on those days.
Class Meetings -
REQUIRED FACE TO FACE CLASS MEETINGS
There will be four days of f2f meetings. All are required. All will be from 9:00-4:00, with a hour and fifteen minute break for lunch. Please be on time in the morning, especially the first day, when we will be forming groups. The agenda for those classes will be:
WEEK ONE
- Introductions—who I am and who you are
- Discuss syllabus and assignments
- Structure of the BB site
- Office hours
- Form groups—if you have friends in class that you want to work with, you are welcome to “preform” your group ahead of time. I will not be forming the groups, just facilitating the discussion of who wants to do what—who you choose to work with is up to you. Groups will be made of no more than 4 people, and preferably only 3.
- Overview of text, mini-lecture on each chapter
- Online sites you will want to look at
- Group meetings (I will talk with each group individually)
- Other questions/topics as requested
WEEK TWO
- Censorship, intellectual freedom
- Reconsideration policies
- Psychology of censorship
- Facing the censor and dealing with a challenge
- Sharing group projects and learning experiences
- Other topics/questions as requested
The Blackboard Site
Please check the site regularly for announcements, discussion board questions, and so on. As soon as you sign up on BB, go to the discussion board and introduce yourself, and post your expectations. Other information I think might be helpful to you, such as resources and links to sites you will find useful will be posted as well. Assignment due dates are also posted there, as well as below.
Group sites will be available asap after your f2f class. Please use them as much or little as you want to, for your own convenience.
Please let me know right away if you have problems with anything.
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Course Requirements
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CLASS PARTICIPATION
Read text, attend the two day f2f meetings, and participate in class discussions on discussion boards. Participate is defined as posting 3-4 times weekly, both in response to the questions I post and to others’ reactions to them. Comments should be thoughtful and insightful, adding to our mutual learning process. Questions will be posted on a weekly basis. Since I will be archiving past topics when I post new ones, you will need to post promptly.
Work as a team member with the others in your group, using e-mail, your group discussion board, and your group VC. You are welcome to meet f2f if that is possible, but it is not required outside the class f2f meetings. You are required to be a member of a group for this class. In the past, most students working alone have done more poorly than those in groups, and as a result I have decided to require group participation.
Your group Blackboard sites (VC, group e-mail, discussion boards) will be set up as soon as possible after our f2f meetings, and you are welcome to begin your work immediately. I will be happy to meet with groups to work on questions/problems either during office hours or at another scheduled time. I will be a member of all the groups, and may participate in discussions from time to time, however, these group utilities are for your ease and convenience, not so I can keep an eye on you. I will not be monitoring your participation in them.
It is up to the members of each group to work out interpersonal problems. I am available for advice and consultation, but it is ultimately up to the group members to figure out how to work together successfully and ensure that everyone contributes equally. You will spend a good part of your professional life as part of one group or another, and knowing how to be a good team player is essential. This semester will give you a chance to practice that.
- READING LOG AND SYNTHESIS
There are many print and online sources on collection development outside the textbook. You will need to explore those items in order to get information that will help you put together your policy manual, and to examine the current and evolving collection development theory. We are moving from a print society to one that will be partially or completely digitized in the future. In the text and in lectures, we will be examining the role of the librarian in collection development now. In addition to finding materials that will help with your policy manual, use this assignment to seek out and examine information on what may happen in this area in the future, and how it will impact your career as an information professional.
Besides the required textbook, you should read the equivalent of 350 pages of professional reading, including:
- chapters in books about collection development in the specific type of library you are using for your policy manual.
- professional articles about collection development from current journals in the field.
- Web sites that are particularly useful in the collection development process. (Estimate time spent as pages read.)
There is a bibliography of articles and sites students from previous classes have found useful to get you started. However, I do expect you to research other sources as well. A log that contains citations only from the bibliography will not be eligible for an A.
Keep a log of your readings and Web work, including for each item, the bibliographic citation and a summary/evaluation, including what you did or didn’t find useful about it. The information on each item should be at least half a page to a maximum of one page. Organize your log into chapters like the ones in your policy manual. At the end of the course, write a synthesis of your interpretation of the current state of collection development theory and your projection of how it might develop in the future, based on the materials in your log and in your textbook.
- COLLECTION DEVELOPMENT POLICY MANUAL
Working in groups of 2-3, based on the type of library you are interested in, develop a comprehensive collection management policy, including the following sections:
- Description of the Library Building and its Collection, including the size of both and the number and kinds of employees currently on staff
- Community Assessment Methods and Survey Results, including a survey of your community, the methods you used to get information, and what the results of the survey were.
- Collection Development Statement and Rationale, stating briefly the library’s overall policy and philosophy, including the national guidelines and statements it supports.
- Types of Materials Available, describing the different kinds of materials available in each department, what percentage they are of the whole collection, and why this figure is appropriate.
- Review Sources, including a comprehensive annotated list of sources you will use to select materials for all parts of your collection. The annotations should be brief, yet clearly indicate why you chose this source.
- Budget, including amounts for different departments and rationales for your allotments.
- Selection Procedures, with specific policies for various departments and types of materials. Include rationales for each part of the policy and a list (not annotated) of the review sources used to select materials.
- Acquisition Procedures, describing the process of ordering, receiving and processing all types of materials.
- Evaluation and Weeding Procedures, based on age, format, relevancy, usage, and space available.
- Reconsideration Policy and Procedures, with detailed information on steps to be taken from the first complaint about an item to the final resolution of the matter.
Appropriate forms and documents will be attached for each section. These can be ones developed by the group or ones from actual libraries. This assignment can be done using an actual physical library or one that the group creates. Either way, precise information about the library, its policies, staff, and collections will be required. Be aware that including tables, graphs and charts will help you convey information more concisely and in formats that can be more easily understood than straight text. Each section will contain a bibliography citing the various sources, print and online, that you used while writing that section. When the completed manual is turned in as a whole at the end of the semester, these chapter bibliographies will be as the end of the manual, rather than at the end of each chapter. (I.e., a bibliography section, with items from Chapter 1, Chapter 2, and so on.)
The completed manual will be detailed enough that an actual library could use it to define, create, and implement collection development and management policies. It will be a demonstration of the depth of your knowledge of the subject, and should be added to your portfolio documenting your accomplishments as a library school student.
You will turn in each section above, based on the due dates given below. Please include a cover sheet for each chapter, giving the chapter title, the name and type of the library, the group number, and names of group members. They will be evaluated, and returned to you. At the end of the semester, you will be able to turn in (if your group chooses to do so) a corrected final version of your entire project. This does not mean that every section will need to be rewritten, since only those that receive less than satisfactory grades (in the group’s opinion) will need to be rewritten. Other sections can be turned in without further changes, assuming their formatting is the same as the corrected chapters. While this is not required, it will allow you to raise the grade received for the project. (See grading standards below.) All members of a group will receive the same grade. Groups will be organized during the first f2f meeting.
Each section of your policy manual will be submitted in document format. Please choose one group member to submit assignments. When you are ready to submit a chapter, use the following procedures for the BB site or for e-mail:
Scan document for viruses before sending. REQUIRED (I have gotten them, and they are NOT fun!!)
Go to the Blackboard Assignments page and click on “View/complete assignment” for the chapter you are turning in. For each assignment, in the subject line write: Chapter __ followed by your group number and the last names of the members. Attach the file, and leave me a note if you want to. When you have submitted an assignment, go to the Gradebook and check to see if there is an ! in the gradebook for that assignment. If so, you have submitted it properly. Assignments may also be attached to e-mail, but I prefer the gradebook.
When I grade the assignment, I will post the grade for all of the group members, however, my comments will go only to the one person who submitted it on behalf of the group. Therefore, that person needs to share the comments with other group members.
Be sure to keep copies of all your work on floppy disks and/or on all group members’ computers, so if one of you has a problem or a crash, you won’t lose your work. I will be deleting your work from the dropbox and from my computer when it is graded unless I decide to keep it as an example for future classes. (I will ask your permission before doing this.)
You may use only Microsoft Word or ClarisWorks (AppleWorks) either mac or pc versions. Your graphics should be integrated into the word processed chapter.
I recommend sending each chapter back and forth from at least one group member to another in the exact version you will be turning in, just to see if you have any problems attaching or opening it. I will let you know if I have any problems about this.
Read the SJSU Academic Integrity Policy
http://www2.sjsu.edu/senate/S04-12.pdf
Reasonable Accommodation of Disabilities
Students who need accommodation due to a disability must register with SJSU's Disability Resource Center (DRC) during the first three weeks of the semester. The Center will work with the students to determine the disability, document it, and determine the services and accommodations necessary for student success. Then, the DRC will contact the faculty member to determine the types of consideration necessary.
Students attending the Fullerton campus should first contact the Disability Resource Center in San Jose since they are SJSU students. The DRC will then direct the students to supporting resources on the Fullerton campus.
The DRC Web site: http://www.drc.sjsu.edu/
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Assignment Due Dates
Week 4, 2/18
Chapters 1-4
Description of the Library Building and its Collection, including the size of both and the number and kinds of employees currently on staff.
Collection Development Statement and Rationale, stating briefly the library’s overall policy and philosophy, including the national guidelines and statements it supports.
Community Assessment Methods and Survey Results, including a survey of your community, the methods you used to get information, and what the results of the survey were. (If you don’t have time to do a real survey, create a credible faux survey and results.)
Types of Materials Available, describing the different kinds of materials available in each department, what percentage they are of the whole collection, and why this figure is appropriate.
Week 6, 3/4
Chapter 5
Selection Procedures, with specific policies for various departments and types of materials. Include rationales for each part of the policy and a list (not annotated) of the review sources used to select materials.
Week 7, 3/11
Chapter 6
Review Sources, including a comprehensive annotated list of sources you will use to select materials for all parts of your collection. The annotations should be brief, yet clearly indicate why you chose this source.
Week 8, 3/18
Chapter 7
Acquisition Procedures, describing the process of ordering, receiving and processing all types of materials.
Week 9, 3/25
Chapter 8
Budget, including amounts for different departments and rationales for your allotments.
Week 10, 4/8
Chapter 9
Evaluation and Weeding Procedures, based on age, format, relevancy, usage, space available, and other individual factors.
Week 12, 4/22
Chapter 10
Reconsideration Policy and Procedures, with detailed information on steps to be taken from the first complaint about an item to the final resolution of the matter. Information on staff training in challenge situations should also be included.
Week 14, 5/6
Final completed and revised policy manual
Week 15, 5/13
Reading log and synthesis
I am willing to be flexible about due dates and will always give you extra time when you ask for it. However, any assignment that does not come in on time when no extension has been requested will be penalized one letter grade for lateness. When in doubt, ask for more time, just in case. You have a huge project before you, and my due dates are designed to keep you caught up, so you don’t have too many things overwhelming you at the end of the semester.
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Grading Standards
| 25% |
Reading and Web work log and synthesis |
| 50% |
Individual project parts, averaged together |
| 25% |
Class participation and final revised project, averaged together |
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