Collection Development
Collection development involves the identification, selection, acquisition, and evaluation of a collection of library resources to fit the needs of its users and potential users.
Goals
The primary objective of instructional resources selected for the library media center are to support, enrich, and assist in implementing the CISD‘s educational program.
Resources selected shall:
• Enrich and support the curriculum, taking into consideration students' varied interests, abilities, learning styles, and maturity levels.
• Stimulate growth in factual knowledge, literary appreciation, aesthetic values, and societal standards.
• Present various sides of controversial issues so that students have an opportunity to develop, under guidance, skills in critical analysis and in making informed judgments in their daily lives.
• Represent many religious, ethnic, and cultural groups and their contributions to the national heritage and world community.
Selection of Library Resources
Responsibility for Selection of Library Resources
Although trained professional staff is afforded the freedom to select instructional resources, the ultimate authority for determining and approving the curriculum and instructional program of the Celina Independent School District lies with the School Board.
Recommendations for library acquisitions shall be the primary responsibility of the library media specialist, but shall also involve administrators, teachers, other CISD district personnel, and community representatives, as appropriate.
Criteria for Selection of Library Resources
Professional staff members involved in the selection of instructional resources shall ensure that materials:
1. Support and are consistent with the general educational goals of CISD and the aims and objectives of individual schools and specific courses. Needs of individual schools are based on:
• Requests from faculty and students
• Knowledge and support of curriculum
• Consideration of existing collection
2. Meet high standards of quality in format, content, and production
3. Appropriate for the subject and for the age, ability level, learning style, and social and emotional development of the students for whom they are selected
4. When at all possible, have received favorable reviews from standard recognized lists or reviews of materials suitable for an elementary or secondary school library
5. Selected by the reputation and significance of the author, producer, and publisher
6. High degree of potential user appeal
Procedures for Selection of Library Resources
Selection is at the heart of the collection development process. Skill, knowledge, and the right tools are required to select appropriate library materials that meet the needs of your learning community. There are some practical activities you can do to help with selection of resources for your library.
Stay updated on new resources for your library collection. This is accomplished by:
• Reading reviews by a variety of reputable reviewers.
• Previewing materials whenever possible.
• Consulting trade and national bibliographies.
• Know your learning community. Be aware of the following factors:
• What are the different reading levels represented in the learning community?
• What are the ethnic groups (for language considerations) represented in the learning community?
• What are the main occupational groups, hobbies, recreational activities, and businesses in the learning community?
• What is the socioeconomic status of the people in the learning community?
• What is the education level of the community?
Selection Tools
There are many sources that provide assistance to the library media specialist in selecting books. Some of these selection tools provide evaluative information and are selective in nature, while other tools are more comprehensive lists of books available for purchase.
Book Reviews
One of the most important sources of information for book selection is the book review. Book reviews provide descriptive and evaluative information that can be used in place of physically examining the actual book. A well-written review also makes comparisons to similar works to help determine whether the book being reviewed should be added to the collection. To be a good consumer of book reviews, one should be aware of the goal of the reviewer, the source of the book review and the authority of the reviewer. Is it to promote, announce, describe, or evaluate a new book? Is it in a reputable reviewing source that is impartial?
While book reviews provide a tremendous service they do have some limitations and should not be used as the only selection aid.
• One limitation is the length of time it takes for book reviews to be published; in some cases, book reviews appear several months after the book's publication date.
• Other limitations are that only a small fraction of books are actually reviewed, many books are reviewed in only one source, and book publications from small presses often do not get reviewed in the major reviewing sources. Given these limitations, there will be numerous worthwhile books that are never reviewed.
• Many sources of book reviews that typically are published in print sources are now also available over the Internet. There are several mega-lists of book review web sites.
"Best of" and Recommended Lists
If current review information is not needed, the selector may decide to wait to select some materials after the annual compilations of award-winning books. These "best of" lists can also be used as checklists to make sure a particularly good book was not missed. The American Library Association announces the ALA Award Winners for books and other materials on an annual basis (usually in January). This list includes the Newbery Award, the Caldecott Award, and Notable Books, among many others.
Subject Lists
For nearly every subject area, there are lists that include works considered vital to that subject area. These subject lists can be particularly useful if you are trying to build your collection in a particular subject area and if you want to check your collection against a list of quality materials in that subject. Annotated lists of books in particular subjects sometimes appear in the regular reviewing sources. When using subject lists, it is important to keep in mind that these lists were not compiled with your community needs or collection goals in mind; thus, one must consider the recommendations on these lists in light of your own collection needs.
Comprehensive Resources
Other resources aim at being comprehensive, that is, listing all of the books published in the United States, in a bookstore inventory, by a particular publisher, etc. These tools can be useful for verifying the bibliographic and purchasing information for a book, for identifying new book publications, for facilitating the purchasing and ordering process, and for keeping up with publishing trends. Included in the category are publisher sources, online bookstores, directories of in print and out of print books, and national bibliographies.
Publisher Sources
Publishers often send catalogs, flyers, and announcements to libraries to publicize their books and other publications. You can use these publisher sources to keep up with new book publications that may be useful for your library. In most cases, publisher web sites will have the most current information about their publications.
Bibliographies
ALA Notable Books for Children
ALA/YSLA Best Books for Young Adults
ALA Notable Books for Children
ALA Basic Collection for Elementary Grades
ALA Basic Collection for High Schools
ALA Basic Collection for Junior High Schools
International Reading Association Children's Choice Awards
International Reading Association Teacher's Choice Awards
International Reading Association Young Adult's Choice Awards
National Council Teachers of English Adventuring with Books
National Council Teachers of English Books for You
Wilson's Children's Catalog
Wilson's Fiction Catalog
Wilson's Junior High Catalog
Wilson's High School Collection
Current Reviewing Media
Booklist
Book Links
Book Report
Horn Book Magazine
Kirkus Reviews
Reading Teacher
English Journal
Media and Methods
Library Journal
Gifted Child Quarterly
School Library Journal
Evaluation Criteria
Selection Criteria for Fiction Books
Fiction includes picture books, beginning readers, early chapter books, and novels.
Purpose
• provide enjoyment and entertainment.
• stimulate the imagination.
• develop language.
• extend the student's experience.
• develop discriminatory and independent readers.
• support the curriculum.
• develop lifelong readers.
Readability
• text and print size appropriate to the intended reader.
• text is smooth to read, clear and concise.
• reading level of the item matches the user's experience and capability.
Language
• appropriate to the plot, theme and characters.
• imaginative and interesting with natural dialogue and vivid descriptions.
• concepts developed by the language are appropriate for the age/maturity of the intended reader.
• style of writing is appropriate to the genre.
• provides the opportunity for students to practice/develop/extend literacy skills.
• style of writing is appropriate to the genre.
Content
• Plot:
• stimulates the reader's imagination.
• encourages awareness of issues.
• story is interesting and entertaining.
• sequence of events is logical and (within the genre) believable.
• factual elements are correct.
• Theme:
• easily identified.
• resolution of conflict within acceptable moral codes and behavioral modes.
• avoids moralizing and didacticism.
• Characterization:
• convincing and credible.
• uses natural and suitable dialogue.
• characters develop and grow.
• avoids stereotyping by gender, race, disability or culture.
Other Considerations
• comparative merit with other items by the same author, in the same genre or by other authors.
Curriculum Relevance
• may be used to support non-fiction curriculum learning areas. (i.e. links can be made across all learning areas).
Page Layout
• content well spaced and logically organized.
• background color/borders/illustrations do not interfere with readability of the text.
Illustrations: include here cover, end papers, within text, textless.
• appropriately placed/positioned.
• clear, attractive and/or interesting.
• enhance/extend elements of the story.
• enhance readability of the text.
• appropriate to the reading/interest/maturity level of the reader.
Bias
• avoid stereotypes in text or illustrations.
• avoid biased opinions/value judgments.
• reflects gender equity principles of social justice (includes race, sex, physical and intellectual disability, cultural grouping).
Sensitive Issues
• elements of language may be unacceptable to some members of the school community.
• treatment of issues (e.g. sex, violence, drugs, AIDS, death, religion, the supernatural).
Evaluation Criteria for Non-Fiction Books
Non-fiction books include encyclopedias, yearbooks, almanacs, dictionaries, thesauruses, anthologies, atlases, handbooks, pamphlets, periodicals, journals and information books.
Purpose
• fulfill the purpose of the item (quick reference, browsing or extensive research).
• support and enrich the curriculum.
Readability
• text and print size appropriate to the intended reader.
• style of writing appropriate to the purpose or intention of the author.
• text is smooth to read, clear and concise, interesting and non-repetitive.
• language used reflects the intended use of the item.
• reading level of the item matches the user's experience and capability.
Interest Level
• matches the readability of the text and the interest levels of students.
Accuracy
• information is accurate and up-to-date.
• vital facts are not omitted or over-simplified.
Scope
• topic covered adequately : in-depth, detailed account or a general overview, as appropriate.
• approach/development of concepts suited to intended users.
Curriculum Relevance
• supports the curriculum.
• organization of Information
• clear and functional.
• contains index, table of contents, glossary, bibliography, as appropriate.
• clearly defined chapters/sections.
Page Layout
• headings/sub-headings clearly defined.
• text well spaced and organized into paragraphs.
• background color/borders/illustrations do not interfere with the readability of the text.
• adequate use of white space.
Bias
• avoid stereotypes in text or illustrations.
• avoid biased opinions/value judgments.
• reflect gender equity principles of social justice (includes race, sex, physical and intellectual disability, cultural grouping).
Illustrations
• support or extend the information base of the text.
• may include diagrams, maps, graphs, photographs, drawings, paintings, tables.
• positioned relevant to the text.
• clear, attractive and/or interesting.
• labeled/captioned effectively/accurately.
Evaluation Criteria for Non-Book Resources
Non-book resources include audio cassettes, charts, computer software/CD-ROMs, games, realia/models, slides, and videocassettes.
Specific selection criteria for non-fiction and fiction books also apply to each format.
Slides
• interesting and appropriate for intended purpose.
• clear graphics/images.
• accompanying notes clear, appropriate, useful and relevant.
• durable packaging/storage to facilitate long-term use.
Audiocassettes
• sound clarity.
• clear pronunciation and enunciation.
• reading is well paced.
• background music/sound effects appropriate and don't interfere with main reading.
• abridged or full-text version as appropriate.
• story reading or dramatized version.
• length appropriate for intended user.
• accompanying teachers' notes - appropriate, useful and relevant.
Charts - includes maps, diagrams, pictures, posters, friezes, study prints
• clear and logical layout.
• information and graphics uncluttered.
• overall size and print size appropriate for intended use.
• attractively presented to generate interest.
• simplify information and summarize key concepts.
• support a specific educational purpose.
Games
• support an educational purpose.
• safety aspects (e.g. size of pieces, sharp edges).
• packaging/storage to facilitate long-term use.
• durability of game pieces.
• accompanying instructions clear and appropriate for the intended user.
• attractive, interesting, stimulating and fun.
Realia/Models
• support an educational purpose.
• durable construction.
• size/weight appropriate for intended use.
• attractive and interesting.
• easy to use.
Videocassettes
• correlates to curriculum
• clarity of sound and images.
• visually appealing.
• voice production clear and suited for intended purpose and user.
• accuracy and currency of visual information.
• content appropriate for intended user.
• variety in presentation.
• production well paced.
• length appropriate for the intended user.
Evaluation Criteria for Periodical Selection
The ultimate goal is to build a "core periodicals print collection" that addresses the general needs of your learning community. Each Library Media Specialist will decide how many print copies of periodicals are necessary to meet the needs of that campus.
Increasingly, periodicals are being published electronically over the Internet; these are called electronic journals/e-journals or electronic magazines/e-zines. Wide ranges of electronic periodicals are available over the Internet.
Evaluation Criteria for Electronic Resource Selection
Many of the criteria applied to print are also appropriate for electronic resources.
Content Considerations
While it is often assumed that electronic versions of print resources are identical, there can be a number of important differences in what is included in an electronic version. Some of the issues to consider when purchasing or leasing an electronic resource are:
• Does the electronic version have retrospective data? Most electronic sources do not include data prior to the 1970s or 1980s.
• How complete is the electronic database, especially when compared to its print counterpart? Some electronic sources do not include information to the same extent that print resources do. For example, graphical information may not be included on CD-ROMs due to space considerations.
• Does the electronic resource offer any special features that are not available in the print version? For example, most electronic resources offer multiple access points to the data that are not possible with print resources and some electronic resources can provide full-text. How often is the information updated? While it is generally assumed that electronic resources are more up-to-date than print sources, this is not always the case (especially with CD-ROMs). Online databases are often more current than print versions.
Access Considerations When evaluating electronic resources, it is important to consider how these resources will be accessed.
• How many users will the electronic resource accommodate at one time? Will the resource be available to an individual on a single computer terminal, or to multiple users on a LAN (local area network), and/or to remote users from their home or offices?
• How can the content of the electronic database be accessed? What types of search options does the resource provide?
Technical Support Considerations
Technical support issues to consider are:
• How much training will library personnel need to feel comfortable using the product and how much time will it take to train users?
• How detailed are the instructions that come with the product? Are there online help screens?
• How reliable is the producer? Do new versions mean reconfiguration of the system or network?
• Will library employees and users have to be retrained to use the latest version of a product?
• Is the system prone to technical problems?
• Is the product compatible with existing hardware?
• Is the publisher's technical support helpful and easily accessible when needed?
Cost Considerations
• How much do updates to the product cost?
• What type of licensing arrangement will you make? Will you pay to place the product on one computer, multiple computers, or a local area network?
• What are your expected printing costs? Will you charge patrons for printing to help compensate for these expenses?
Evaluation Criteria for Web Pages When evaluating web pages, three categories of criteria are important to consider: content, access and design. Some of the issues discussed in each category are unique to web pages, while some are similar with evaluating print resources.
Content
• Authority
Is the page signed? Are the credentials of the author given, and if so, are they sufficient to convince you that he or she is a reliable source of information on this subject?
• Publishing body
Is the author of the page affiliated with the organization that published the page? Is the organization a recognized source of reliable information?
• Verifiability/Accuracy
Are there many obvious factual inaccuracies and/or grammar or spelling errors? Is it possible to verify non-published information by contacting the source? Can the information be verified in other published, reliable sources?
• Currency
Is there a publication date, and if so, is the information too old to be useful? Can you determine when or how often the page is revised?
• Bias
Is bias hidden by not identifying the author, organization or publishing body? Does the page present an authoritative position, whether conventionally accepted, controversial, or politically influenced?
• Appropriateness of Format
Would the material be better presented in a different format?
• Audience
What is the intended audience for the Web site?
• Purpose
Is the Web site intended to be educational, informational or entertaining? Does it succeed? How does it compare to other Internet and print sources covering the same information?
Access
• Searching
If appropriate, does the site provide a mechanism for searching the content of the site? How well does it work?
• Organization
How clear or confusing is the site? Is it well organized? Can you reach the information you need easily, with a minimum of movement between different "levels"?
• Download Time
How long does it take to load the site? Is it worth the wait?
• Stability
Does the URL change frequently? If changes are made, is the new address made easily available?
• Links
Are appropriate, working links provided? Are the links annotated?
Design
• Construction
Is the page easily navigated, or are you forced to scroll through pages of text? Are there sections "under construction" or otherwise not working?
• Instructions
Are essential instructions available and easily understood?
• Graphics
Do graphic elements add to the page or distract from its content? Are the graphics relevant and/or useful?