collection development in the network world: where do libraries add value?

Collec&on Development in the Network World: Where Do

Libraries Add Value? Sheila Corrall

Chair, Library & Informa4on Science Program University of Pi<sburgh

scorrall@pi<.edu

Session Outline •  Professional and environmental context

–  Impact of technology on collec4ons –  Compe4ng missions in the informa4on arena

•  Collec4on development tasks and responsibili4es –  Tradi4onal and modern percep4ons –  Professional organiza4on perspec4ves

•  Models of library resources and scholarly knowledge •  Review of key trends and developments •  Ques4ons for discussion

–  Where do libraries add value in the current environment? –  What are the dis4nc4ve contribu4ons of librarians in 21C collec4on development and access management?

Context •  Libraries – and librarians – have tradi4onally been defined and evaluated by their collec4ons

•  Collec4on development and materials selec4on are central to the professional prac4ce of librarianship

•  Poli4cal, economic, social and technological forces have transformed the products and processes of collec4on building and collec4on management –  automa4on of opera4ons, outsourcing of func4ons –  delega4on to paraprofessionals, digi4za4on of content –  aggrega4on of purchases, empowerment of end-‐users –  relega4on to off-‐site storage, migra4on to the network –  prolifera4on of media, expansion of responsibili4es

Evolving Impact of Technology on Collec&ons

Technology developments Collection management developments

late 1960s-‐ 1970s

Moderniza&on automa4on,

computer-‐based opera4ons

library housekeeping, bibliographic u4li4es, COM catalogues, retrospec4ve conversion, microform masters, self-‐renewing library

1980s-‐ early 1990s

Innova&on experimenta4on,

computer-‐based services

library management, Conspectus, OPACs, access/demand versus holdings/ownership, just-‐in-‐4me informa4on, end-‐user searching

late 1980s-‐ 1990s

Transi&on digi4za4on,

computer-‐based content

integrated systems, licensing consor4a, full-‐text databases, mul4media products, resource discovery, virtual/hybrid library

2000s-‐ Transforma&on collabora4on,

network-‐based collec4ons

electronic resource management systems, federated search, open access/repositories, digital asset management, data cura4on, web-‐scale discovery, par4cipatory library, PDA/DDA, cloud-‐sourced collec4ons.

(Corrall, 2012, p. 8; Lynch, 2000)

Compe&ng Informa&on Service Missions “to provide and promote access to informa4on resources necessary for the achievement of the University's leadership objec4ves in teaching, learning, research, crea4vity, and community service”

(University of Pi<sburgh Library, USA)

“to provide access to the world’s knowledge” (University of Sheffield Library, UK)

“to organize the world’s informa4on and make it universally accessible and useful”

(Google)

Where and How Do Libraries Add Value?

Collec&on Development: Tasks, Responsibili&es, Prac&ces

Tradi4onal and Modern Percep4ons

Where Do Libraries Add Value?

The Tradi&onal View

Selec&on as the defini+ve professional task “Book selec4on is the first task of librarianship. It precedes all other processes – cataloguing, classifica4on, or administra4on – and it is the most important. No ma<er how thorough and efficient the rest of the work may be, the ul4mate value of a library depends upon the way in which the stock has been selected.”

McColvin (1925, p. 9)

An Early Modern View Value-‐based versus demand-‐based selec+on

“Collec4on developers par44on the universe of documents, privileging selected documents for acquisi4on and reten4on. Their selec4ons of documents, based on expected demand and perceived value, direct the ac4ons of technical services staff. A comparable selec4ve privileging of documents . . . appears needed with networked electronic resources. Collec4on developers will be needed for value-‐based privileging more than for demand-‐based decisions.”

(Buckland, 1995, p. 155)

The Library in the 21st Century

Sense-‐making as the cri+cal collec+on process “one of their most important tasks is to create order out of poten4al chaos. They do this by selec7ng and describing informa4on sources which they will offer to their users . . . Within this understanding of the ‘collec4on’, the process of making sense of the informa4on universe on behalf of users, partly by mapping and codifying it (including borrowing from the codifica4on of others) and partly by selec7ng from it those parts which are likely to be of interest and are known, or likely, to be accessible, is cri4cal.”

(Brophy, 2007, pp. 120-‐121)


Professional Organiza4on Perspec4ves


Informa&on Resource Management Informa4on professionals have exper4se in total management of informa4on resources . . . in any media or format (SLA, 2003) •  Managing the full life cycle of informa4on from its crea4on or

acquisi4on through its destruc4on •  Building a dynamic collec4on of informa4on resources •  Demonstra4ng expert knowledge of the content and format

of informa4on resources •  Providing access to the best available externally published

and internally created informa4on resources •  Nego4a4ng the purchase and licensing of needed informa4on

products and services •  Developing informa4on policies regarding externally

published and internally created informa4on resources

• 

Core Competences of Librarianship A person gradua4ng from an ALA-‐accredited master’s program should know and . . . be able to employ (ALA, 2009) •  Concepts and issues related to the lifecycle of recorded

knowledge and informa4on, from crea4on and acquisi4on through various stages of use to disposi4on.

•  Concepts, issues, and methods related to the management and maintenance of various collec4ons.

•  The principles involved in the organiza4on and representa4on of recorded knowledge and informa4on.

•  The developmental, descrip4ve, and evalua4ve skills needed.. •  The systems of cataloging, metadata, indexing, and

classifica4on standards and methods used…

Informa&on Collec&on Prac&ces SLA Competencies (2003) •  Iden4fying •  Evalua4ng •  Selec4ng •  Filtering •  Securing •  Organizing •  Categorizing •  Cataloguing •  Classifying •  Dissemina4ng •  Preserving

ALA Competences (2009) •  Evalua4on •  Selec4on •  Acquisi4on •  Purchasing •  Organiza4on •  Representa4on •  Processing •  Storing •  Preserva4on •  Conserva4on •  De-‐selec4on


Modeling the Library Collec4on and Scholarly Communica4on Lifecycles


Selec4on Acquisi4on

Organiza4on

Prepara4on

Accommoda4on

U4liza4on

Evalua4on

Preserva4on

Iden4fica4on

Relega4on

Library Materials

The Library Collec&on Management Cycle

Selec4on Acquisi4on

Organiza4on

Prepara4on

Accommoda4on

U4liza4on

Evalua4on

Preserva4on

Iden4fica4on

Relega4on

Library Materials

Approving

Ordering

Purchasing

Cataloguing

Classifying

Indexing

Labelling

Storing

Shelving

Displaying Lending

Binding

Weeding

Discarding

Repairing

Restoring

Microfilming

Scanning

Planning

Funding

In Detail – Collec4on Management Processes and Ac4vi4es

The Scholarly Knowledge Cycle

(Lyon, 2003) Linking Research Data, Scholarly Communica4on and Learning

Knowledge, Publica&on and Access Cycle

(University of Illinois at Chicago, Library of the Health Sciences, n.d.)

“Open” as the Default Modus Operandi for Research and Higher Educa&on

European Network for Co-‐ordina4on of Policies and Programmes on e-‐Infrastructures

(e-‐InfraNet, 2013)

Open Content

Open Process

Open Culture

Open Infrastructure

Policy interven+ons

Policy interven+ons

(Corrall & Pinfield, 2014)

The Open Agenda

high low

low

high

Uniqu

eness

Low Stewardship

High Stewardship

In few collec7ons

In many collec7ons

Stewardship/scarcity

Low-‐Low Freely-‐accessible web resources Open source sosware Newsgroup archives

Low-‐High Books & Journals Newspapers Gov Documents CD & DVD Maps Scores

High-‐Low Research & Learning Materials Ins7tu7onal records ePrints/tech reports Learning objects Courseware E-‐portolios Research data Prospectus Ins4tu4onal website

High-‐High Special Collec7ons Rare books Local/Historical Newspapers Local History Materials Archives & Manuscripts Theses & disserta4ons

Aim: to *have* discovered to … disclose

Aim: to discover COLLECTIONS GRID

(Dempsey & Childress, OCLC Research)

“Collec4on management will take place at the intersec4ons of local and shared print and digital collec4ons”

Local collec4on management plans now need to situate individual library collec4ons in the new “collec4ve context” (Demas & Miller, 2012, p. 170)

Planning Collec&ve Collec&ons for the 21st Century

Key Trends and Developments •  Big deals and bundles •  Budget reduc4ons •  Cloud-‐sourced content •  Collec4ve collec4ons •  Consor4al purchasing •  Library publishing •  License nego4a4ons •  Open access and data •  Patron-‐/demand-‐/user-‐driven acquisi4on

•  Vendor-‐supplied records

o  Print versus digital •  Commodity material versus unique or dis4nc4ve resources

o  From resource discovery to resource disclosure

•  Demand-‐based versus value-‐based selec4on

o  From micro-‐level to macro-‐level selec4on

•  Expanding upstream and/or downstream

Four Ques&ons for Debate •  Where do libraries create or add real value?

o  What are the unique or dis4nc4ve contribu7ons of professional librarians?

•  Which are the most cri4cal processes or tasks in the collec4on cycle?

o  What are the defining roles, responsibili4es and competencies of collec4on prac44oners?

•  Iden4fica4on •  Selec4on/appraisal •  Acquisi4on •  Purchasing/licensing •  Organiza4on •  Descrip4on/disclosure •  Preserva4on •  Storage •  Presenta4on •  Access •  Dissemina4on •  Evalua4on

collection development in the network world: where do libraries add value?

Education

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