Library & Information Science, Course 266: Collection Development.
Dr. David Loertscher
Summer 2004
During this semester you will be completing a major analysis of an actual library collection. Some of you are already employed in a library that can be studied. Others will have to find a collection to study by seeking permission from the head of the library or the head of collection development in a larger library. You may also study a virtual library collection even if you are not on location of the "hub" of the colleciton.
Suggestions for choosing a collection:
• You should be able to study an entire school library collection, small public library, branch public library, or small college library collection. A small- to medium-size special library collection should be fine.• If an entire collection seems too large (for example San Jose State University Library), then select a segment of the collection such as United States history, American and British literature. Another way to choose is to select a major university department such as the College of Education and study the collection serving that College.
• In the first few weeks of the class, the feasibility to study your proposed collection should become aparent and you may need to narrow your focus.
• You may study a collection with a partner and produce a single combined study.
First, learn to communicate.
Your instructor has prepared a section of tools you will need for this class. Start here (266tools.html)
Now Begin on Your Major Project.
Assignment #1: Selecting Your Collection-Analysis Project
Select a collection and begin your analysis. Each class period the professor will prepare you to do a piece of research about your collection. Do the research and write a draft version of your chapter(s), then email via attachment following the assignment deadline. The professor will read your draft chapter(s) and email you comments. This cycle will repeat itself. Each class period, the professor will be reviewing the assigned chapters and introducing the student to the next chapters to be researched and writte. Get permission of the instructor the first week of class for the collection you intend to research.
Assignment #2: Creating Your Book and Getting Drafts Read by the Instructor
Use the mini-studies (chapters) about your collection to form a book. The book will have 11 chapters. The final product should look like a book. Bind it in such a way that it looks like a professional portfolio - something you can show with pride to a prospective or current employer. Some former students in this class have used their project as evidence of what they know and can do in job interviews and have reported great success.You will need to learn and develop the skills of word processing and be able to include charts, graphs, and decorative elements in your book. Many students in the past have used color graphs and charts to liven up the text. A package such as Microsoft Office will have spreadsheet and graphing tools that can be used and integrated into a word processing document. If you do not now have these skills, you may wish to have a friend help and give advice at the appropriate times. Remember that if you do not have Microsoft Office 2000 (pc) or Microsoft Office 2001 (Mac), you can rent it (this might be an older version) inexpensively from SJSU or Fullerton bookstores.
Your 11-chapter book should look like a formal published book. Begin by taking a sample already published book in hand and using it to copy design elements for your book - the title page (title of study, author, publisher, date), the verso page (copyright and reproduction statement), contens page (complete table of contents with paging; the final paging numbers can be added at the end, but create this page the first week), acknowledgements (thanks to those who helped you), preface (a brief discussion of the purpose of the book), and chapters. Study several books for decrative elements such as chapter titles, placement of page numbers, headers and footers. All these elements will make your study look more professional. The professor, however, will always be concerned more with the content of your study than its appearance.
To help the professor reading your manuscript, do the following.
Use the Drop Box feature of Blackboard to submit your chapters to the professor for reading. In the message when at the drop box location, list for the professor what chapters have been read and approved. Then upload your chapter in the drop box. The wonderful thing about the drop box is that it will serve as a backup of your chapter in case you lose your chapter on your computer. The instructor will usually ask for two chapters to be sent together in the same file. Look for the schedule below.If the instructor wishes to re-read the chapter, you will get those instructions in a return email. If minor corrections are recommended, the instructor need not see the chapter again.
Be sure you keep backup copies of your manuscript both on disk and hard copy just in case the manuscript is lost or damaged. Do this in addition to the backup you know exists oin the drop box of Blackboard. The instructor does not keep backups of any chapter in the drop box.
Order of materials in your book (final printed version):
Title page
Verso (copyright page) including your email address
Dedication/Appreciation page
Table of contents
Chapter 1 (Title)
Chapter 2 (Title)
Chapter 3 (Title)
etc.Feedback from the instructor can be expected a few days after chapter submission via email. (this is the instructor's goal, but for Fall semester, there is not assistance to read so some patience will be required).
More info on submitting work and the schedule.
1. You may use only Microsoft Word or other program for Mac or PC that the Blackboard drop box will allow. Somewhere in Blackboard it probably lists what those programs are, but a simple test of your program using the drop box will suffice since you can try to read your own chpter by looking in the drop box.
2. Your graphics should be integrated into the word processed chapter..
5. Send two chapters at a time using the schedule below.Title Page, front matter, Sept 13
Chapter 1: Survey of the Community, Sept 13
Chapter 2: Survey of the Curriculum (school or academic library); Needs Assessment (public or special library) Oct 1
Chapter 3: Technology Access Chart and Forecast Oct. 1
Chapter 4: Comparison of the Current Collection to Standards/Benchmarks Oct 27
Chapter 5: Measument of the Quality of the Current Collection Oct 27
Chapter 6: Collection Map Nov 12
Chapter 7: Proposed Collection Map Nov 12
Chapter 8: Budget Documents Dec 3
Chapter 9: The Acquisition System Dec 3
Chapter 10: Collection Development Policies Dec 15 (with final product)
Chapter 11: Reflection on the Process Dec 15 (with final product)
Portfolio (completed book) due to instructor Dec. 15, 2003 (Mail on Dec. 12 to: David Loertscher, 312 South 1000 East, Salt Lake City UT 84102)
Assignment #3: Building Your Theoretical Knowledge
As libraries face the 21st century and the digitization of information and global distribution of that information, much of collection development theory is in transition. Thus, you need to begin to read widely enough that you begin to discern ideas and principles that are likely to last and those that presume a print world pretty much as a constant. What is the best of both print and digital worlds? How will libraries collect and distribute all types of information? What is the role of the human professional in collection building in both print and digital worlds?
Including the required textbook, you should read the equivalent of 350 pages of professional readings. This can be done in several ways:
a. read chapters in a recent collection development textbook (the Evans text published by Libraries Unlimited is one example)b. read professional articles of interest from this web page. These articles are in the form of pdf files that can be read on screen or downloaded to print as desired.
c. read professional articles about collection development from current journals in the field as you have access to them in the libraries you have access to.
d. find web sites that are particularly useful in the collection development process. Convert the time you spend interacting with the site to pages read - you be the judge.
For each chapter, keep the bibliographic citation and a very brief annotation in a word processor. At the end of the course, the professor will have you submit a log detailing all your work and you can attach your annotated readings at this point.
Assignment #4: Your Final Grade
You are expected by the professor to get an A in this course. The professor will read your chapters and you will be expected to revise them until they reach a professional standard. If you cannot collect sufficient data or quality data in sufficient quantities from your cooperating library, you will be expeced to approximate this data or fictionalize it in order to create a study as close to reality as you can make it.
Assignment #5: Discussion with Collegues:
You will be divided into groups by type of library and assigned to the discussion board in Blackboard. This space will be to help each other with questions, solutions, tps, etc. You are required to check this page at least once a week and seek advice and give advice. The instructor will set up a group to discuss the use of Microsoft Word. Put questions and tips there rather than in your group discussions. Everyone will be a member of that group. Again, look here once a week or more.
Assignment #6: Meet the Deadlines.
Deadlines: Look at the deadline schedule above and meet it. This assignment is so large that if you find yourself falling behind, you should drop the course. Incompletes will be given for only extraordinary cases approved by the instructor.