Unit 1 Part 1 Collection Policy Analysis
Southern Connecticut State University
ILS 519 S 70 Collection Development
Part 1—Collection
Development Policy Analysis
Beginning on page 53 of
your text, youÕll see the elements of a collection policy detailed for you.
Make sure to read and re-read Chapter 3 thoroughly so you can complete this
assignment knowledgeably.
You are to select a
collection development policy to use for this assignment. You have a
choice of sources.
A. If you wish, you may use
the policy from the library in which you work ; or
B. You may use the policy
from the public library that you use on a regular basis; or
C. You may go to Google or
your favorite search engine and type in Òlibrary collection development
policies.Ó YouÕll find there are collection development policies for all
kinds of libraries. Select a policy that you like from the type of
library that you want to work in once you have your MLS.
Your job is to compare and
contrast the policy you select with the elements that Evans says a policy
should contain. Feel free to be critical, since this may be the only time
youÕll get to take a policy apart.
Make sure to identify the
library and give the url for its web site. If the policy has a url of its own,
include that, too. If the policy is short, you might want to include it
in your paper, adding your comments to it directly.
Trumbull Library System
Trumbull, CT
Web site.: http://www.trumbullct-library.org/
Collection Development Policy http://www.trumbullct-library.org/Policies.htm
Complaint Policy www.trumbullct-library.org/.../Complaints%20%20policy%20Mar%2011,%202009.pdf
Request Form http://www.trumbullct-library.org/Request_purchase.htm
Gift Policy http://www.trumbullct-library.org/Policies.htm
Trumbull Library System
Collection Development Policy
In keeping with the Trumbull
Library SystemÕs mission Òto serve as a community center, actively enriching
the inter-generational learning and leisure opportunities in Trumbull,Ó the
collection must be composed of materials to support this mission.
Therefore, the professional librarians will seek to provide materials which
meet both the educational and entertainment needs of people of all ages and
stages in Trumbull.
The Library Board is ultimately
responsible for the acquisition of all materials as the governing body.
The Board then delegates the actual purchasing responsibility to the Director,
who in turn, may decide to ask the advice of the Library staff based on their
expertise and interests.
Guiding principles for the
acquisition of collection materials:
1. Resources should not be
excluded because of the origin, background, or views of those contributing to
their creation.
2. There should be the
fullest practicable provision of resources presenting all points of view on
current and historical issues.
3. Resources should not be
proscribed or removed because of partisan or doctrinal disapproval.
4. Using available funds,
resources shall be selected with due consideration to supply, demand,
relevance, reliability, literary significance, and format.
Use of Library resources by
children is the responsibility of their guardians. Selections shall not be
inhibited by the possibility that resources may come into the hands of
children.
The Library subscribes to the
Library Bill of Rights, the Freedom to Read Statement and supportive documents
of the American Library Association.
¥ Copies
of statements are attached to this document.
This ÒCollection Development
PolicyÓ is subject to change at the discretion of the Trumbull Library Board of
Trustees.
ÒIn accordance
with the General State Statutes of Connecticut, Section 11-23, The Trumbull
Library System Board of Trustees shall make and adopt bylaws, rules and
regulations for the government of the Library and reading room.Ó
Adopted by the
Trumbull Library Board of Trustees ~12/3/03
I chose to
benchmark Trumbull Library SystemÕs (TLS) Collection Development Policy against
G. Edward EvansÕ (2005) three major elements that comprise a good collection
development policy statement: overview, details of subject areas and formats
collects, and miscellaneous issues.
The policy posted on Trumbull Library SystemsÕ web site. is currently pending
Board of Trustee review. According to the 2000 census, TrumbullÕs population
was reported as 34,243 of which 94% is white and a median income of $79,000
(epodunk.com, 2007). In addition,
I selected three libraries of varying demographics to illustrate how a library
can incorporate these elements into a policy. I chose Westport Public Library
(WPL), Westport, Connecticut whose population as of the 2000 census was
reported as 25,749, 95% white, with a median income of $199,00;
Milford Public Library (MPL), Milford, Connecticut, 51,700 population, 91%
white and $71,800 median income,
and Washoe County Library System (WCLS), Washoe County, Nevada, 384,000
population, 81% white and median income $45,800. (epodunk.com, 2007).
Each institutionÕs collection policy includes many of EvansÕ recommended
elements with varying degrees of detail.
Trumbull Library
SystemÕs Collection Development Policy includes the libraryÕs mission statement
and states that the collection must support the mission statement in order to
serve all ages for their recreational and educational purposes in all formats
to the best of the LibraryÕs ability within budgetary constraints. In addition,
it reaffirms TLS position to adhere to the Library Bill of Rights and Freedom
to Read statement as supported by the American Library Association.
This one-page
document provides a solid basis upon which the selectors can build the
libraryÕs collection and The Trumbull Library System can build a stronger
policy. Although TLS may have a general community description in other
documents, TLS could consider reiterating that description again here as well
as including any forecasted changes to the communityÕs demographics that may
impact services such as and service issues. Without the communityÕs
description, TLS is not able to measure its performance in serving the
community properly measured against traffic and usage reports as Evans
recommends. With 2010 census approaching, TLS may want to consider
incorporating these updated statistics into the policyÕs community description
to ensure it is meeting its mission.
In addition TLS
may want to consider adding information about its branchÕs, the
Fairchild-Nichols Memorial Library (Branch), role in the community in the
history and overview statement. This is important because the policy is silent
as to how the collection is developed between the two entities. Although TLS
may have working knowledge as to whether material is purchased separately or
concurrently for each library, TLS could consider clearly outlining the
purchasing relationship and to what proportion between them. Although material
may be shared between the Main Library and the Branch, a clear definition of
the relationship will prevent confusion and duplication of resources.
TLSÕ Collection
Policy provides a general definition of the parameters of the collection. As Evans suggests, TLS could provide
more information on the subject fields in one of two methods. First, WPL lists
a description and collection criteria for 38 sub-collections in the Adult
collection, a paragraph for the Young Adult, and another 30 sub-collections for
ChildrenÕs (WPL, page 12). In addition, WPL states that community interest,
usage, current events, culture as well as balanced viewpoints determine
selection (Westport PL, Page 2). Alternatively, WCLS chose to group their
collection into four service roles: Current Topics and Titles, Lifelong
Learning, General Information, and Commons (space to have pubic discourse)
(WCLS page 1 & 2).
Detailed description of the types of programs or patron
needs the collection must meet
Again TLSÕ
general statement that the collection will provide educational and recreational
needs of all is a solid foundation. Once TLS has a clear community description,
TLS could consider clarifying its role with education support by considering
adding a paragraph similar to MPL that states very clearly how MPL augments,
but does not provide, educational texts as well as outlining how MPL will
support Summer Reading Lists (MPL, page 14).
Articles 2 and 4
of TLSÕ policy addresses the limitations of adding to the collection but does
not provide information on the selection of various formats or how to add
retrospective materials. Although there may be working knowledge on how to
treat audio books, DVDs, and duplicate copies, the policy can be strengthened
by adding clear instructions how each type of material shall be administered
along with another. For instance, WPLÕs Collection Development PolicyÕs Article
VI delineates the selection process including standing orders, gifts, multiple
copies, and the tools used to determine the selection (WPL, pp. 3-4).
TLSÕ
well-written Gift Policy is a separate document on the web site. As a Collection
Development Policy can become unwieldy when posted on a web site., TLS could
consider leaving the Gift policy as a stand-alone in addition to adding it to
the main document.
TLSÕ policy does
not mention if it participates in cooperative library association, how interlibrary
loan affects collection decisions, or if it specializes in a particular subject
area like in genealogy or Trumbull history. As Evans suggests, outlining how a
library interfaces with other libraries, schools, or other institutions will
impact purchasing decisions.
TLS may consider adding a similar statement that WCLSÕ policy makes that not
all libraries can purchase all materials and consideration is given to other
sources of materials in other communities for each area of the collection
(WCLS, Page 1).
Evans endorses
that a collection development policy delineate patrons, materials collected and
the primary user groups for each subject as well as a rating system to be used
to assess with each category (Evans, p. 56). There is several collection rating
models or guidelines TLS can consider to rate the collection and assess
material needs such as WCLSÕ model which clearly defines collection levels as:
Basic Level, General Interest, Study Level, and Advanced Interest Study Level.
WCLS uses a modification of the American Library AssociationÕs Guidelines
for the Formulation of Collection Development Polices 1st
edition along with Dewey Decimal categories to determine if a subject can be
studied across all three levels or in just one level. Each Dewey class includes
a description, assessment of current holdings, collection level, a retention
and de-selection schedule, and future development plan (WCLS, p5).
TLSÕ policy is consistent
with the three libraries as TLSÕ collection is available to all and will not be
prohibited or sectioned off to children as the responsibility of the childÕs
materials are the parentÕs or caregiverÕs. As Evans suggests, WCLS and WPL
provide a detailed list of users it supports such as shut-ins and schools. Once
TLS defines its users groups, TLS could consider adding this information in
order to assess its performance in meeting their needs during the evaluation
process.
Article 4 maintains that
TLS will provide as many formats as the budget will allow. However, there is no
mention as to how each format relates to another in a particular subject area
based on a collection analysis, an assessment tool or an outline of how
material will be added to the collection. As Evans recommends that the policy
be the standard for all selectors to base their purchases, TLS may want to
consider expanding Article 4 to include similar definitions that WPLÕs
sub-collections have along with information as to how and when one will be
purchased in support or in lieu of another (WPL, pp. 7-11). Alternatively, WCLS
delineates material format,
including electronic resources, as a separate Article in their policy
states enabling the library to purchase as many formats of the same item to
serve the greatest percentage of their population (WCLS, page 3).
TLSÕ policy is clear that
the Board of Trustees is responsible for the acquisition of all materials but
the actual purchasing is delegated to the Library Director. While this general
statement gives the Director flexibility to determine which professional
librarian on staff may be the most suited to purchase items to the collection,
it does not satisfy Evans contention that there should be no doubt to the
reader about roles, responsibilities, and the resources to aid in the selection
process. Also, TLS does not mention in the policy of how to request a purchase
or to file a complaint. There is a Purchase Request and a Complaint Form on the
web site. so TLS may consider adding the process to file the respective forms and
indicating where to locate them on the web site. as well as including a copy in
the policy.
If after detailed analysis
of its collection, TLS could consider adding WCLS verbiage that the Head of
Collections overseas the process and provides professional support to selectors
with which tools (WCLS, Page 2). In addition, TLS could clarify reporting
dynamics in the selection process, who examines the communityÕs needs, and who
makes the final selection.
As previously mentioned,
TLSÕ policy has a Gift Policy, Material Request Form, and a Complaint Form all
of which could be incorporated into the larger collection development policy
along with TLSÕ process to these situations. Evans advises that these separate
policy elements can be lengthy and could become stand-alone policies as long as
the main policy refers to them or provides a summary. Other elements to
consider expanding the process and assessment methods are de-selection and
discards and electronic resources. TLS may want to consider adding more
information similarly to WPLÕs description, collection criteria and role within
the collection for each sub-collection, including electronic resources, as well
as when new formats will be considered purchased (WCLS, page 1). Lastly, TLS
will want to consider adding a formal policy and collection review timetable to
the current amendment article.
The current policy is a good
beginning to create a consistently strong collection that will attract patrons
and validate the annual budget subscribed to the library. Before adopting the
suggestions mentioned prior, the Director may consider bringing together a
cross-functional team to create a survey for identified selectors to determine
the current health of the collection and collection development policy plan.
After review with the staff, the Board and the community, TLS will be able
establish a baseline assessment of their collection.
Although this is a time consuming
and costly process, once established, TLS will become consistent with other
libraries of similar demographics and the policy will create standards for all
departments again which individual and library performance can be measured. The
policy in is entirety and by certain sections such a gifts and complaints, can
be posted on TLSÕ web site. for easy referral. If budget constraints prohibit a
full analysis, perhaps certain elements can be included now such as community
description and the current standard operating procedures from which future
analysis can take place.
As part of the Trumbull Library
SystemÕs Master Plan and reflecting the goals and mission of the Board of
Trustees and presents a clear outline for the staff and the pubic to refer to
when a collection question arises.