Written or unwritten?
- Reasons for not writing
o Change in focus from ownership to access to
* Give reasons
o Time consuming
* Hard to maintain with ever-changing world
- Reasons for writing
o rationalization for choices
* why do you require those materials?
o staff changes
* have documentation to explain how and why something is done
- Guides all activities related to planning, budgeting, selecting and acquiring library materials
- Describes why a collection exists and what the collection will contain
- Informs everyone about the nature and scope of the collection
- Informs everyone of the collecting priorities
o what areas need to be supported?
- Forces thinking about organizational priorities’ for the collection
o think of the library first
- Generates some degree of commitment to meeting the organizational goals
o says why are you there, what you are doing, and how you are doing it
- Sets standards for inclusion and exclusion
- Reduces the influence of a single selector as well as personal biases
- Provides a training and orientation tool for new staff
o use as a reminder, work consistencies
- Helps insure a degree of consistency over time
- Guides staff in handling complaints
o respect policy, value concern
- Aids in weeding and evaluating the collection
- Aids in rationalizing budget allocations
- Provides a public relation document
- Provides a means of assessing overall performance of the collection development program
- Provides outsiders with information about the purpose of collection development (an accountability tool)
Elements within a collection development policy
o or overview, purpose
- General collection management and development policies
o Who is legally responsible? Will needs be met? How will they be met?
- Detailed analysis of subjects collections
o What materials will be collected?
- Detailed analysis of special collections
- Collection levels and language codes
o What level/language will you collect in?
o Find out what is in collection
- Miscellaneous items
o Certain statement of items
- Conspectus approach
Mainly university. Works well. Might work well in a school library, definitely would in another academic library. Don’t buy ‘personal collections”
o Standard breakdowns of classification scheme
o Columns indicating collection strength, current collection intensity, desired collection intensity and languages covered
- Narrative statement approach
o Broad subject headings and statements outlining collection development policies
- 0 = Out of scope
- 1 = Minimal level
- 2 = Basic level
- 3 = Study or instructional support level
- 4 = Research level
- 5 = Comprehensive level
- E = English
(English language predominates. Little or no foreign material in the collection)
- P = French is the primary language
- Chronological period covered
o How old/current will material need to be
- Level of writing or presentation
o designated level to collect for
- Authority of author/publisher
o Are they highly respected in their field? Are they well known? Have they done their research?
o Print? Hardcover? Paperback?
o What is a reasonable price to pay? This is important.
- Geographic areas
o Schools, Canada based/slant
- Demand/user need
o Buy multiple copies for advance ordering, e.g. Oprah Winfrey’s Picks
- Where does the responsibility lie?
o Who is ultimately responsible?
o Who has been delegated?
- Position or title
o Head librarian, no names mentioned
- Centrally prepared list?
o in schools
o e.g. reviewing sources
o make thoughtful decisions
How do you handle the following items?
- Weeding or discards
- Complaints and censorship
- Cooperative Development Programs
Co-operate with network and other schools
York University http://www.library.yorku.ca/ccm/Home/About/ContactSubjectSpecialists.htm
Vancouver Public Library http://www.vpl.vancouver.bc.ca/about/details/collection_development_policy
Portage la Prairie School Division http://www.plpsd.mb.ca/division/bookand.htm
McGill University http://www.mcgill.ca/librarycollectionservices/policies/
similar to special library, very in depth