Franklin-Essex-Hamilton

School Library System

Coordinated Cooperative Collection Development Plan

for the

[your library name here]

DEFINITION:

"Cooperation coordination or sharing in the development and management of collections by two or more libraries making an agreement for this purpose."

Collection development and management is, "The process of acquiring materials, developing collections, managing the growth and maintenance of collections in a cost-and user-beneficial way. The functions of collection planning, analysis or evaluation, selection, effective procurement of materials, review of collections for preservation, storage, discard and other functions designed to make library collections as useful and effective as possible, are included."

(ALA, Guide to Coordinated and Cooperative Collection Development Among Libraries)

See Appendix I

OBJECTIVES/BENEFITS:

1. Each library should continue to acquire a balanced collection of materials in all subject areas.

2. Acquisitions will become more cost effective because specialized materials will be purchased by designated member libraries, therefore, reducing expensive duplication.

3. Student preparation for college and information needs as adults will be increased by:

< Increased access to specialized materials.

< Better balanced core collection in member libraries.

< Planning research in advance in order to use interlibrary loan.

1. All members of the School Library System who want to participate will be included.

2. Funding will come from the regular operating budgets of the participants. Individual schools may however, designate additional money for this purpose if they wish. Schools may participate in the co-ser for CCCD.

3. Supplemental funding through either grants or special awards shall be investigated at local and system levels.

4. Schools shall agree to circulate materials acquired due to cooperative collection development under the regular system of interlibrary loan guidelines.

1. Member school librarians will choose three (3) subject/Dewey areas which they would be interested in enhancing.

Librarians should use the following criteria for selecting the subject/Dewey areas:

2. After member librarians have made their selection, they will be reviewed to avoid duplication and to cover the most used areas.

3. Selection of a subject/Dewey area will concentrate on narrow rather than broad areas, i.e., American Revolution or Civil War rather than American History.

As librarians select subject areas for specialization, it will be their responsibility to gauge the relative strength of their present collections, so that further monies spent to enhance the collection can be put to the most efficient use. Methods of collection analysis can include:

1. Analysis of individual monographs and reference materials presently in the collection in regard to: copyright, validity, and general condition of the material, etc.

2. Analysis of the availability of materials through circulation and annual inventory.

3. Consultation with teachers who have familiarity with the subject and member library collections.

Designation of collecting level is an important consideration. Most literature pertaining to collecting level or collecting intensity codes, has been written for the academic or college library. For the purpose of school collections, the collecting intensity code devised by the Dartmouth College Library would come closest to fitting the needs of the school population.

The establishment of a "curriculum map" of the emphasis area could prove helpful.

It is suggested that you use the format developed by David V. Loertscher or Michael Eisenberg as adapted from Fenwick English. Use the map with all subject areas that might make use of the emphasis collection. Curriculum mapping could also be a tool for you to use for your in-house collection development . (See Appendix III for forms)

While it is expected that the development of such a specialized collection will benefit all System members, it should be intimately integrated into the holding school=s curriculum.

The curriculum map should be a portrait of what is actually happening in the classroom, what the students are being taught. Using curriculum mapping as a tool for collection development will insure that purchased materials will, in actuality, supplement the taught curriculum.

The best collection in the world will not be used if it is in an area where teachers do not plan research or other similar activities, the best collection in the world will not be used.

Mapping across the curriculum those subjects that might make use of a particular emphasis area will allow the librarian to establish overlaps, thus encouraging coordination, and also possibly spot other areas where cooperative teaching and assignments might be beneficial to the program and the students.

It also suggested that the librarian take this opportunity to work closely with teachers and develop research projects that would enhance the program and make maximal use of the collection being developed. Eventually, units may be shared among participating librarians.

After curriculum mapping and collection analysis, it is suggested that a collection map also be created. When building a collection you are really looking at three entities:

Here we are primarily concerned with number three, the emphasis area you will be developing for the System.

Using the curriculum map to assist with collection development, those areas receiving primary consideration will be those with maps that indicate library oriented activities, i.e. research, report, project presentation or independent study. If the emphasis area chosen for development is not reflected as a research area from the curriculum mapping survey, perhaps another selection should be made at this time.

Collection mapping can assist in developing a method of collection building based on curriculum needs. Once curriculum mapping is completed, the results should be reviewed and perhaps compared with curriculum guides, syllabi, texts, etc. Developing a master list of topics and subtopics can also prove helpful. Comparing this list against the curriculum map should give you a list of topics that will require research support through the use of library materials.

Collection mapping can be used for the emphasis area only or for mapping the entire collection. Creating a collection map at this point will indicate whether or not the collection needs meet the curriculum needs. This method should also assist with budgeting and decisions as to what areas should receive what percent of the budget. In addition, it is an opportunity to do some long range planning.

To map the entire collection, determine the total size of the collection. It will be helpful to know the breakdown of your collection, i.e. number of 100's, etc. To map the emphasis area proceed the same way counting all materials in each Dewey number that relate to the emphasis area.

The total collection can be further analyzed by determining general emphasis collections and other specific emphasis collections.

1. General Emphasis Collections consist of a group of materials which supports a course of instruction in a school. Many units can be taught from this collection.

2. Specific Emphasis Collections consist of materials that support a single unit of instruction, a single topic.

To determine the quality of the emphasis collection have teachers and students who use the emphasis collection evaluate after an assignment. Use the form in Appendix V developed by David Loertscher.

When statistics have been gathered, plot the information on a graphic collection map. This gives a visual picture of the collection. (See Appendix VI and VII for sample)

1. A bragging tool: show administrators, faculty, students and parents the strengths of a collection. Those collection segments not pictured are weaknesses. These could be charted on a needs collection map.

2. An evaluation tool: evaluate whether the strengths of a collection match the curriculum of a school. If there is a mismatch, why?

3. A usage tool: the strengths of a collection are the most logical areas of the curriculum that can be served the most effectively. Is this happening? Why or why not?

4. A planning tool: suggest possible purchasing targets. Have administrators and teachers assisted in deciding what targets to pursue? What new emphasis areas should be created? Which areas are already good but will require regular updating? Given the current funding, which collection segments should receive priority? Worth saving?

5. An evaluation tool: suggest parts of the collection which are irrelevant. Why? Should this segment of the collection be discarded, traded, or the curriculum be changed to take advantage of it? Is this part of the collection likely to be of value in the future? Worth saving?

6. A planning tool: demonstrate areas of need and areas of excellence. Create a grant proposal? Ask for special funding for certain collection segments? Draw major attention to collection strengths?

7. A sharing tool: exchange 8 1/2" X 11" maps with other libraries for interlibrary loan procedures.

A sample of an emphasis collection map depicting both quantity and quality of the collection is in Appendix VIII.

Because we are primarily concerned with cooperative collection development, it is suggested that each library create a specific emphasis map for their collection development area.

Such a map will help determine where the collection is and how far it has to go. A borrowing library might also be asked to evaluate the collection.

1. Consideration will undoubtedly have to be given to storage of materials purchased. In some instances, considerable weeding will have to be done to make room for the new materials. Extra space may have to be planned for a larger collection in the area of specialization. Weeding guidelines are available upon request from the System office.

2. Materials selected by a school for withdrawal should be offered to emphasis area holding schools. The System office should be notified of any withdrawals so that materials may be deleted from the Union Catalog database.

1. Coordinating the availability and use of materials purchased through this plan.

2. Consultation and assistance in the identification and selection of materials purchased through this plan.

3. Yearly review of the effectiveness of the emphasis area specializations, suggesting ways in which individual programs could be improved to reflect purchase materials.

4. Review of requests to change or redirect areas of emphasis specializations, based on the needs of the state syllabi or of the individual school.

6. Continued coordination of the program to promote the wise implementation of these guidelines.

The acquisition and maintenance of a collection of materials which meets the needs of the people it is intended to serve.

(Definition above +)...enhanced by agreements between these libraries to cooperatively acquire and maintain materials which are not available at the local level needed by their collective clientele.

A centralized approach which takes into account the over-all objectives of the participating libraries as a group and monitors effectiveness of cooperative agreements. CCD is good; CCCD is better.

This code uses numbers and progresses clearly from smaller to larger collections. (Adapted from the ALA Guidelines).

1. Minimal Level (Not able to support curriculum): A subject area in which few selections are made beyond very basic or introductory works.

2. Basic Information Level (Minimal support of curriculum): A collection of up-to-date general materials that serve to introduce and define a subject and to indicate the varieties of information available elsewhere. It may include dictionaries, encyclopedias, selected editions of important works, in the minimum number that will serve the purpose.

(A basic information collection is not sufficiently intensive to support any courses or

3. Instructional Support Level (Able to support class assignments): A collection which is adequate to support instruction and maintain knowledge of a subject required from limited or generalized purposes. It includes works of more important writers, historical surveys, bibliographies, periodicals, in the minimum number that will serve the purpose.

4. Research Level (In-depth support can be provided): A collection which includes important reference works, a selection of specialized monographs, works of major and secondary writers, collection of journals and other information useful to researchers.

(This level of collecting intensity is one that maintains a "special collection". Older material is retained for historical research).