WHAT IS SELECTION?

Selection: “systematic process of choosing materials relevant to a library or information center.”

It is maintaining a live, balanced, up-to-date collection both in subject content; adding new materials as well as withdrawing materials which are little used or obsolete. (Buenrostro, Juan C.)

Is the process of deciding what materials are to be added to the collection. (Van Orden, Phyllis J.)

What is the Main goal of Selection ?

The provision of the right library material for the right user at the right time.

What are Objectives of selection

To meet the obligations of teaching programs,

Research needs young and adult education

as well as the informationa, social, cultural, spiritual, and recreational needs of the community.

SELECTION PHILOSOPHY

Demand Philosophy

”demand” argument says that because public libraries are funded by taxpayers, libraries should provide taxpayers with the types of materials they want.

A collection based on “demand” may result in more “best seller” reading materials and other materials that are heavily influenced by popular culture rather than the “classics.”

Some argue that this type of collection will draw people into the library since the library contains the type of materials that satisfy the community’s interests.

Quality Philosophy “quality” argument says that a public library

should be a “people’s university,” providing people with materials to help them better

themselves. All resources should be geared toward improving

the cognitive level of the members of the user community.

Some argue that a library basing selection solely on “quality” may end up with fewer users because people can’t find what they really want or need.

Three basic selection philosophies: 1. Liberal: service to the total community (not just

active users); all formats should be in the collection; equal concern with educational, recreational and information seeking needs of the service community.

2. Traditional: cautious approach to service, concerned with active users; limited funds require maximum effectiveness; nothing is more effective than doing what we do best.

3. Pluralistic: the most widely practice position, a liberal position or traditional one, depending on readiness of funds.

WHAT IS SELECTION POLICY

A library policy, usually approved by a board or other authority, that indicates the procedures or types of materials a library adds to its collection.

It set the scope of the library's collection. It defines parameters for adding materials to the public

library's collection and also provides criteria for determining when materials will be weeded from the collection.

It can be used in determining annual budget allocations. It can be used as a tool to combat censorship attempts.

What are Factors which affect collection?• Nature of the institution• Curriculum• Funds available• Size of present collection• Users• Teaching methods• Maximity to other libraries• Cooperation with other libraries

PURPOSE OF SELECTION POLICY?

Provides a public document to help parents and citizens understand the purpose and standards of the selection of materials.

Promotes intellectual freedom by recognizing the value of information in a variety of formats.

Provides equal access to resources for all students. Establishes a climate in which criteria guide the

collection development activities Interprets the selection process to the school and

community. Provides a method to handle challenges Provides guidance and protection for all involved in the

selection and use of materials.

ELEMENTS OF SELECTION POLICY

I. Statement of Philosophy

- presents the schools values and beliefs

- the statement may address how the educational

resources help the school achieve its goal.

II. Selection Objectives

- translates the schools philosophy and goals into collection

objectives.

- the statements show how the collection helps the school

meet its goals

III. Responsibility for Selection - who is responsible for selection decisions - the statement usually acknowledge that the school board is legally responsible and delegates to media specialists

the authority to select.

IV. Selection Criteria - Has two (2) parts : General Criteria - apply to all materials including gifts and loans and relates to the school goals. Specific Selection Criteria - categories of materials, users, treatment of sensitive issues, and formats.

V. Position on Intellectual Freedom - the policy addresses the importance of access to information. - the statement may indicate that the board endorses actual professional statements.

VI. Other Elements - include statements about potentially controversial subjects and the role of reviewing and selection tools

in the selection process.

SELECTION RESPONSIBILITY

The primary responsibility for the selection of library media resources and maintenance of the library collections rests with the professionally trained library media specialists/ Librarian.

Director of Libraries, Bibliographers, Subject specialist, head of the order department, faculty (school & academic libraries)

SELECTION CRITERIA

SUBJECT What subjects do you need to collect to build

your collection? How suitable is the subject, style, and reading

level of an item for your user community? How accurate and current is the information?

DEMAND AND USAGE POTENTIAL What will the demand for the material be? What level of use justifies its acquisition? How relevant is the item to the community?

MATERIAL CONSTRUCTION QUALITY Is the item well made and durable? For books and periodicals, does the item have good

print quality? Is the paper of appropriate quality? For audio-visuals, will the item stand up to multiple

circulations?

COLLECTION BALANCE How will the item strengthen the library’s

collection? Are the materials available elsewhere in the

community? Is there fair coverage of opposing viewpoints?

OTHER CONSIDERATIONSAuthor

- Does a work being evaluated exemplify the contributions of its creator?

Publisher - is the manufacturer honoring warranties? - are request assistance handled efficiently?Format - should I purchase this paperback or hardback? - should I purchase the large print version?Reviews - impart information used to determine how the item is

organized, how it differs from other standards source.

Cost

- quality should be weighed over cost but budget constraints must be considered.

- can always be a decision maker or breaker. Audience

- is the intended audience youth, adult, reference, or some other?

Date

- accuracy and timeliness are important factors in material subject matter.

SPECIFIC SELECTION CRITERIA

BOOKS Interest Authority Currency Scope Organization

Format Special Features Cost Accuracy Impartiality

AUDIOVISUAL MATERIALS/ NON-PRINT MATERIALS

interest in the subject or type of material and the format.

physical quality (visual and audio) of the item itself.

topic or type of content (authority, currency, scope, organization, cost, accuracy, and impartiality)

ELECTRONIC RESOURCES - defined as online information resources, including bibliographic databases, electronic reference books,

search engines for full text collections, digital collections of

data and data sets.

Accuracy and objectivity Timeliness Scope Relationship to existing collection Community interests and demand Price

BOOKS

1.Is the shape and weight of the book appropriate for the intended audience?

2.How opaque is the paper? a young or disadvantage reader may now be confused by print that shows through the page?

3. Is the typeface suitable for the intended audience?

4. Is the spacing between words and between lines adequate for the young or reluctant reader?

5. Is the book jacket attractive? Does it reflect the content of the book?

CD-ROM1. How frequently is the CD-ROM updated?2. Does the cost of the subscription include the update?3. Is there an annual fee?4. Are on-screen tutorials provided?

FILMSTRIPS1. Is the treatment designed for self-or teacher directed

presentation?2. Is the length appropriate for the purpose and

audience?3. Are the captions well written and easily readable?4. Is the sound synchronization manual or automatic?

FILMS

1. Are the content treatment available in a less expensive format?

2. How often will the film used and by how many people?

3. Are technical qualities, such as photography, sound, editing, and acting, handled in effective, imaginative, and appealing ways?

4. Is the content well organized, imaginative, interesting, and appropriate for the subject and audience?

5. Will the film affect attitudes, build appreciation, develop critical thinking skills or entertain?

GAMES

1. Is the packaging designed to control parts? can lost

pieces be replaced locally?

2. Are the items durable?

3. Are the directions clear?

4. Are the content, reading level, time requirements, and

required dexterity appropriate for the intended audience?

5. Does the game require a computer? will it run on the

media center equipment?

GRAPHIC MATERIALS

1. Is the information presented in a precise manner?

2. Are less important elements deemphasized or omitted?

3. Is there unity of presentation? Are the basic artistic principles of balance and harmony observed?

4. Is the lettering clear and legible?

5. Is the size large enough for the intended audience?

6. Does an art print give an accurate reproduction of the

original works color and detail?

KITS

1.Does the kit create a unified whole? Is there a relationship among the parts?

2. Is the special equipment needed to use the materials included in the collection?

3. Does each item in the kit meet the criteria for the format?

4. Is the kit difficult to use?

5. Are the directions clear? Is the adult guidance needed?

MAPS AND GLOBES

1. Is the map aesthetically pleasing? Does the color code help the user interpret the information?

2. Is the depth of detail suitable for the intended audience?

3. Is the map legible? Are symbols representational and clearly designed? Are printed markings of a size and type suitable to a particular map?

4. Is the item durable? Has plasticized or cloth-backed paper been used?

5. Is the surface non glare?

MICROFORMS

1. Does the collection contain the equipment needed to view the specific type of microform being considered?

2. Does the material meet the criteria for its equivalent print formats? Is the reproduction clear?

3. Is the equipment easy to use?4. The choice of negative or positive reproduction

should be based on the equipment available and the user’s preferences.

ONLINE DATABASES

1. Is the intellectual level and reading level appropriate for the intended users?

2. Will the disciplines covered in the database be used?

3. How is the database indexed? Can searches be conducted using title, author, or keywords?

4. Can the database be searched using words not considered subject descriptors (that is, free text searching)?

5. Can the searcher use Boolean logic, connecting search terms with and, or ,and not?

PAMPHLETS1. Does advertising dominate the presentation and

distract from distort the information?2. Is the message presented without bias and

propaganda? Pamphlets presenting various viewpoint interfere with objectivity?

3. Is the information already provided elsewhere in the collection?

PERIODICALS AND NEWSPAPERS1. Is the content of interest to students and teachers?2. Are subjects treated clearly in a well-organized

manner?3. Are the illustrations pertinent and adequately

reproduced?4. Are large-print items needed by any users?

MODELS

1. Are size relationships of the part to the whole accurately portrayed?

2. Are parts clearly labeled?

3. Are color and composition used to stress important features?

4. Will the construction withstand handling?

RADIO BROADCASTING, EDUCATIONAL

1. Is this the only source of the information?

2. Do teacher’s guide, programs guides, and announcements provide information to facilitate a program’s use?

RECORDINGS

1. Does narration begin with attention-getting words to capture the listener’s attention? Are keywords of key statements emphasized to help the listener? Are the sentences short and simple?

2. Is the sound free of Distortion?

3. Are the length and quality of performance appropriate to the intended audience?

4. Do labels give enough information to distinguish one item from another? Do labels give playback information?

SCULPTURE1. Is the item made of durable material to withstand te

touching that sculpture invites and which is necessary to fully appreciate the work?

2. Are reproductions true to the originals?

SLIDES1. Are art slides faithful to the original?2. Are mountings durable?3. Is there continuity to the set of slides?4. Are the content and length of presentation

appropriate for the intended purpose and audience?

SOFTWARE1. Compatibility of software and equipment2. Is the content more appropriate for presentation

on a computer than on other instructional media?3. Is the program designed to run on the user’s

computer? The computers brand model, memory size, operating system, storage, format, display technology and accessories must be considered.

SPECIMEN1. Is there a display area where specimenss can be

observed by several students at a time?2. Are the specimens safe to handle?

TEXTBOOKS AND RELATED MATERIALS1. Is the content accurate and objective?2. Does the content represent a broad spectrum of

viewpoints on a given topic?3. Are the materials keyed to the text?4. Is the treatment appropriate for the intended

purpose and audience?

TOYS1. Can the child play with the toy independently, or is

adult guidance needed?2. How fragile is the toy?3. Has the user’s developmental stage been

considered in the selection?

TRANSPARENCIES

1. Does the subject lend itself to transparency rather than poster, mounted picture, slide, or other medium?

2. Is the lettering clear?

3. Is the information uncluttered?

4. Is the transparency clearly labeled?

VIDEO

1. Does the telecast make use of the full range of television production techniques, or is it a filmed lecture?

2. Selection criteria for films can apply .

Selection Resources Book Reviews

Problems: time delay; number of books reviewed; small press not well represented.

Best Of and Recommended Lists Subject Lists/Bibliographies Publisher Sources (catalogs) Online Bookstores Books in Print –

To verify bibliographic information. Patron requests

STEPS IN SELECTION PROCESS

1st step - Selectors must identify collection needs in terms

of subjects and specific types of materials.

2nd step - Selectors determines how much money is available

for collection development and allocating a specific

amount for each category or subject.

3rd step – Selectors develops a plan for identifying potentially

useful materials to acquire. 4th step- Selectors conducts search for the desire

materials.

1. Select the Right Books for the Library’s Readers2. See to it that NO race, nationality, profession, trade,

religion, school of thought, or local custom is overlooked.

3. Every Library Collection should be Built up according to a define plan on a broad general foundations .

4. Demand is a growing factor in selection.5. Select Books which tend toward the enrichment and

development of life.6.Materials Acquired should meet high standards of

quality in content, expression, and format.

SELECTION PRINCIPLES

7. Our Purpose is the same as that of the Park Department.

8. Do not hesitate to install a Mediocre Book which will be read in preference to a superior book that will not be read.

9. Quality of Materials must be related to the other two basic

standards of selection – Purpose and Need.

10. The Collection is inclusive and contains whatever

materials to the purpose of the library.

11. Know the Community. ( general information, specific

reading interests and needs of a particular community)

WHAT IS WEEDING/ DESELECTION

Weeding (also known as deselection) is an essential element of collection development that ensures the library’s materials are useful and accessible.

Every library’s collection is limited by the space available to house it, and collections should change over time to reflect changes in the community, society-at-large, and the library’s goals.

Weeding is a periodic or continual evaluation of resources intended to remove items that are no longer useful from the collection.

PURPOSE OF DESELECTION

To build a strong library collection To make the most effective use of shelf

space. To utilize acquisitions funds in the most

effective manner. To increase the relevance of the existing

collections to current curricular needs. To maintain the collections in an acceptable

physical condition.

CRITERIA FOR DESELECTION

M - isleading and/or factually inaccurate: (this includes items that fail to have the substantial periods of time not represented because of the age of the material) U - gly (worn out beyond reasonable mending or having been poorly repaired in the past): S - uperseded by a new edition or a better source; (keep in mind the use of the Web as a better, more up-to-date source in many cases) T - rivial (of no discernable literary or scientific merit & without sufficient use to justify keeping it); I - rrelevant to the needs and interests of your community; (not used even though we may find it “interesting”!) E - lsewhere (the material may be easily borrowed from another source or found on the Web)

OTHER CONSIDERATIONS

Age Frequency of Use Multiple Copies Condition Currency and Accuracy Duplicates Ephemera

WHAT NOT TO DESELECT?

Research value (Humanities and Social Sciences) Out of print Local (History, Humanities, Social Sciences, Filipiniana

Materials) Balance Rare items Listing (Children’s Catalog, of books from college libraries,

etc.)

BARRIERS OF DESELECTION

Lack of time Procrastination Fear of making a mistake Fear of being called a “book burner”

An Infopeople WorkshopWinter 2006/2007

Francisca Goldsmith, Instructorfrg1@ci.berkeley.ca.us

Agenda

Why weed Planning weeding projects Budget matters (money and time) Weeding shibboleths Weeding as a policy Training weeding staff Taking care to get good publicity

Introductions

Name and library role Library type Collection responsibilities

What’s Your Weeding Worry?

Making a (big) mistake Being misunderstood Having “too little” left Lacking human power to undertake

Why Is Weeding Difficult? Desire to husband all resources Fear of public scrutiny and

disapproval Inadequate preparation of support

staff and services Lack of clear plan for discards Crisis mode instead of maintenance

Exercise 1

Identifying Potential Weeds

What Causes the Need to Weed?

Material’s condition Outdated and inaccurate information Unnecessary redundancy Crowded conditions

Condition

Odors Smoke Mildew

Dirt Food Grime

Water damage Full immersion Limited staining

Markings Vandalism Public editing

Binding failures Broken spines Dog eared covers

AV material degradation Faded film Irreprably scratched

surfaces

Datedness

Old information can be Interesting Useful to some pursuits Inaccurate Dangerous Prejudicial to remainder of collection

Redundancy

How many copies are enough?

How close is a library where the material is in scope?

Crowding

When the good stuff can’t be found for the unnecessary

Special circumstances Temporary or permanent relocations Windfall materials budget Change in library’s scope or mission

Access Is Essential

Shelving space Browsing space Clearing paths through the collection

MUSTIE

Misleading information Ugly appearance due to

wear or outdated design

Superseded by newer materials Trivial worth to users Irrelevant to collection’s scope Elsewhere would be a better place to

find this

What Is a Weeding Plan?

Local procedures Tied to available resources Practical, not ideal Thorough and balanced Informed by quantitative measures Connected to collection development

policies

When’s the Best Time to Weed? Continuously

Ideal for collection and users Difficult to achieve with small staff

Special projects Collection(s) relocation Changes in local scope or priorities

In an emergency Physical disasters

How Often Is Continuously? How important is weeding to the

health of your collection? When is a good time to add it to your

work week? Which library functions can

accommodate some aspect of the weeding process?

Weeding for Relocation

Plan ahead--as long as a year Measure what you have Measure where you’re going Identify the indispensable What won’t last until you return?

Weeding for Changes in Scope

Grade levels using the school library Technical methods used by the firm Information provided through online

subscriptions Added or deleted courses of study

Essential Tools

Knowledge of subcollection Circulation trends Current community profile Standard bibliographies

Weeding Steps

Identify inappropriate material Triage for replacement, mending,

total removal Remove records from database Dispose of material suitably

Weeding Methods

CREW Weed of the Month Circulation point Standing orders Annual inventory

CREW

Continuous Review Circulation/use records Local interests/needs

Evaluation Condition Relevancy

Weeding Timely Steady pace

CREW’s 10 Steps

1. Weeding is policy2. Gather usage

statistics3. Build weeding into

work calendar4. Take necessary tools

to shelf5. Study whole area first,

then consider item by item

6. Check library’s holdings

7. Check pulled items against library’s subject indexes

8. Triage individual pulled items

9. Replace items and update subject area

10.Display underused but sound materials

Tools to Take to the Shelf

Circulation/use data printout Paper slips for individual item notes Subject bibliography Book truck Stool for seating, climbing

SUNLINK’s Weed of the Month

Topical focus Reason to weed the topic Suggested Dewey numbers to check Specific weeding criteria

Collections with Special Needs

Reference material Audiovisual formats Young adult/teen collections Children’s collections Journals

Weeding at Circulation

Spot check materials going out Evaluate condition upon return

Binding? Loose pages? Missing parts?

Handle with care

Standing Orders

Weed superseded editions Laws change Directory listings become inaccurate

State the threshold of tolerance Travel books Exam materials

Regular Inventory

Standing order plans Sets with missing parts Grant-funded expansions

Budgeting for Weeding

Time Replacement costs Repair costs Space for work flow

Whose Time?

Collection development staff Support staff ILS managers …and don’t forget

Janitorial/maintenance staff Volunteers

Triaging Weeding Candidates

Enrichment and replacement budgets In house repair costs Professional bindery costs Existing electronic availability

When to Replace?

Material continues to be Intellectually sound Pertinent to the community Not superseded by other material in

collection

Planning Professional Restoration in Lieu of Weeding? Binding

Is the interior worthy of saving? Replacing missing pages

How many is “too many”? Replacement parts for av materials

Contracts in place to reduce costs?

Exercise 4

Resource Inventory

Using Your Policy

Formulate for reliability Check for fit in terms of scope and

capacity Revisit regularly

New times bring new formats and New ideas

Publicize the rules you’re weeding by Play fair with your staff and Your public

Who Needs Weeding Information?

Support staff Library board/commissioners Teachers Public Local media

Communicating the Plan

Collection development policy

Stakeholder input Staff training

Published and available

Library’s users Absolutely

everyone

“Weeding is a necessary adjunct of selection since it systematically eliminates unnecessary items; outdated or superseded materials; titles infrequently used, no longer of interest or in demand; unnecessary duplicates; and worn out or mutilated copies.” Kansas Public Library Policy Manual

Other Words for Weeding

Collection maintenance Reselection Pruning Editing Culling

CONCLUSION

Therefore …

SELECTION and DESELECTION are similar activities:

1st they are both necessary parts of an effective collection development program.

2nd both require the same type of decision - making rules.

REFERENCES BOOKS

Carter, Mary Duncan and Wallace John Bonk. Building Library Collections. New York: The Scarecrow Press Inc., 1959.

Van Orden, Phyllis J. The Collection Program in Schools: concepts, practices, and information Sources. 2nd ed. Colorado: Libraries Unlimited, Inc. , 1995.

.--- Buenrostro, Juan C. ed. The Management of Special Libraries and Information Centers. Quezon City : Great Books Trading, 1995.

- Katz, William A. Collection Development: The Selection of Materials for Libraries. New York : Holt, Rinehart and Winston,1980

- Disher, Wayne. Crash Course in collection Development. Westport, Connecticut: Libraries Unlimited, 2007

ELECTRONIC RESOURCES

http://www.michigan.gov/hal/0,1607,7-160-17451_18668_18689-54468--,00.html

http://www.lib.az.us/cdt/slrbasis.aspx