1. Barbara Striplingbstripli@syr.edu

2. Management of the Learning Environment: Acquisitions and Collection Development Management of Library Space Managing Budget and Other Funds 3. AssignmentsASSIGNMENT #2: Collection Development Policy (100 points)DATE DUE:Sunday, February 26, 2012, 11:59 p.m.DESCRIPTION: You will work with your colleagues in groups of 4 to develop a collection development policy that includes: criteria for print and digital materials, consideration of diverse learning needs, criteria for weeding, and a challenged materials policy and procedure. 4. Acquisitions and Collection Development 5. ObjectivesAs learners, you will: Write a Collection Development Policy with anembedded Challenged Materials Procedure Make decisions about your approach to: Selection Acquisition Organization and Maintenance 6. Readings in Textbook This week, your textbook will be very helpful. Read: Pp. 239-270 Pp. 271-340 Pp. 401-440 7. How does your policy align. . . With your With the needs/interests vision/mission/goals?of your students? 8. What are the criteria for selection? 9. How does the policy provide aframe and process for dealing withcontroversial issues, challenges,and intellectual freedom? 10. How does your policy integratedigital resources? 11. Sample CollectionDevelopment Policies See page 248 in textbook for links to a number ofcollection development policies See the New York City policy posted in the LMS [Note: This policy was developed before e-booksbecame so important to school libraries.] See what other policies you can find and share links with your classmates 12. Current Status Collection Collection mapping See www.titlewave.com/intro/titleservices.com Student needs Student interests Curriculum 13. Standards How realistic and helpful are standards for collection size and distribution? Note rubric in textbook: pp. 272-279 Note criteria in SLMPE rubric:DistinguishedProficientBasic Below Basic Comprehensive up-to-date Up-to-date collections in The collection is builtAged collections in disrepair collections in multiplemultiple formats are developedfollowing a district-approveddo not support Standards, formats are builtwith Board-approved policy to selection policy and weededcurriculum or diverse needs, collaboratively on Board-support the Standards and regularly; average age ofwith little weeding, analyses, approved policy andcurriculum, with some faculty non-fiction materials is lessor collaboration in evaluated continuously toand student input; the weeded than 15 years old; the development; average age of support Standards, collection holds 10-15 print or weeded collection holds 5-9non-fiction is over 20 years curriculum and diverse electronic titles per student,print or electronic titles per old; the weeded collection learning needs; weeded including resources for student. holds fewer than 5 print or collection holds 15-25 print students with special needs. electronic titles per student. or electronic titles per student. 14. Formats How do you ensure equitable access to informationand resources if you select digital materials and not allyour students have access to an e-reader or a computerat home? What formats are used most readily by students? What formats are used most easily by teachers? 15. Balance Strive for balance in content, format, points of view,curriculum vs. recreation, reading level How do you make sure that students are getting abalance of perspectives, especially in the digitalenvironment? 16. How do you determinepriorities for purchase? 17. How do you decide what to acquirethrough subscription (databases, e-books through Overdrive) andwhat to purchase outright? 18. What is the purchase process andtimeline used by your school? 19. From which vendors and howdo you order? 20. How will you organize thematerials in your library? Instructional area; comfortable reading area; innovation zone;quiet study Separation of age levels Special collections vs. interfiling (e.g., Spanish-language books) Controversies about organization: Dewey vs. bookstore Reading levels Genres 21. How will you have your materialsprocessed? Navigation issues Reading level issues Position Statement on Labeling Books with Reading Levels http://www.ala.org/aasl/aaslissues/positionstatements/labeling Intellectual freedom issues Labeling and Rating Systems: An Interpretation of the Library Bill of Rights http://www.ala.org/advocacy/intfreedom/librarybill/interpretations /labelingrating 22. What criteria will you use to weedyour collection?This easy to remember tool for Weeding consideration is theacronym MUSTIE from Texas State Librarys CREWmethod. Discard an item that is: M = Misleading; factually inaccurate U = Ugly; book is worn and torn, in disrepair S = Superseded by a newer edition (think of almanacs, etc.) T = Trivial; of no real discernable value I = Irrelevant to the needs and interests of your community E = Elsewhere available 23. A Rule of Thumb Chart for Weedingthe CollectionDewey Suggested Copyright Guidelines to DiscardNumber000 2-10 years (computer tech books will age faster)100 10 years200 2-10 years300 5-10 years400 10 years500 5-10 years (some science titles may age faster)600 5-10 years (technology titles may age faster)700 5-15 years800 Flexible900 5-10 years (country books, atlas, maps may age faster)Biographies Flexible; 10 years for contemporary subjectsEncyclopedias 5 years (consider online versions)Almanacs3 yearsFiction 10 years (you may want to keep award winners) 24. Discussion this Week Pick one of the issues or questions raised aboutcollection development that prompts you to respondwith your own thinking. Start a thread with the key words and write yourresponse/decision. Respond to other posts with your own thinking.