Collection Development and Management Policies
Approved by the Library Subcommittee of the Curriculums & Programs Committee, February 8, 2006
Special Considerations by Material Format
This document is a statement of principles and guidelines for the acquisition and management of materials in, or accessed through, the Arrendale Library. Finite resources require careful materials selection and collection maintenance based on an understanding of the immediate and future goals of the College. Thus, the guiding principles underlying this document will always be the current Vision, Mission and Goals of the College and the current Mission and Purposes of the Arrendale Library.
The development of a library’s collections is a cooperative endeavor among the members of the community the library serves. In an academic library such as the Arrendale Library, the primary community consists of the students, faculty, staff, and administration of the College, including the Library’s faculty and staff. The community’s constituents should have appropriate opportunities to shape the selection and management process, as will be outlined in the following policies and procedures.
The primary objectives of the Collection Development and Management Policies are to
The Arrendale Library has three locations:
The Athens Learning Resources Center (ALRC) houses a small collection of circulating books for all users, a small collection of videos which circulates to faculty, and a small collection of curriculum materials.
The Walter Music Library houses all the musical scores and musical sound recordings in the Library’s music collections. It also houses the Department of Music’s choral music collection, though that collection is not part of the Library’s responsibility.
The main library of Piedmont College is housed in the Arrendale Library building on the Demorest campus. It houses the bulk of the Library’s circulating books, the collection of current and bound periodicals, the video collections, the majority of the curriculum materials collection, and the reference collection.
The "Mission of Piedmont College" and the "Mission of the Arrendale Library" provides the framework for selection. Ultimately, responsibility for the development and management of the library's collection and its quality lies with the College Librarian. However, the process of recommending materials for the library is a cooperative effort involving classroom faculty and library faculty members, and indeed, the Library relies on the subject expertise of the faculty. In addition, all members of the College community have opportunities for making suggestions for additions to collections.
The faculty are expected to participate in selecting library materials; they should monitor their professional literature for appropriate library acquisitions; they should be aware of the curricular needs for learning resources of their students. In addition, the Library’s faculty also select materials as part of special projects to improve and expand areas of the collections which are identified as needing improvement.
Materials purchased with library allocations funds become part of the Arrendale Library collections and are subject to those policies and procedures that best serve the entire academic community. All requests for the acquisition of materials will be considered in the light of the overall instructional and education purposes of Piedmont College.
V. Selection Guidelines
In general, the quality of content and the fulfillment of curricular needs are the first criteria with which any potential item is evaluated. Further considerations will include the cost in combination with the following factors:
· lasting value of the content;
· appropriateness of level of treatment of content;
· strength of present holdings in the same or similar subject areas;
· suitability of format to content;
· reputation of the author or the publisher;
· reputation of the reviewer or reviewing source.
Other selection guidelines include:
· In instances where the cost is high and anticipated demand for an item is low, its availability through interlibrary loan should be a consideration in whether to acquire it;
· The library should acquire materials primarily in the English language. Exceptions include foreign language dictionaries and grammars and literature and language materials which support the languages taught by the College.
In general, the Library will not purchase duplicate copies of resources. The quality of the Library’s collections is enhanced and enriched by the inclusion of a variety of unique works. Mechanically purchasing duplicate copies of works for different locations limits the diversity and scope of the intellectual content of the collections and hence, their quality.
For the purposes of its acquisitions program and the question of duplicate purchasing, the Library classifies resources using these terms: primary resources, secondary resources, and instructional support resources. These definitions are not meant to be exhaustive or exclusive.
Primary resources are those works which are either historical evidence from earlier times or the recognized, seminal works for the intellectual content of a discipline. The types of works which constitute primary resources will necessarily vary from discipline to discipline.
In history, for example, primary resources include autobiographies, diaries, letters, and so forth, the testimony of those who saw and reported what they saw. In literature, literary works and other writings of an author or the foundational works of a recognized critical philosophy are examples of primary resources. In education, the foundational works of the philosopher John Dewey and the educational psychologist Jean Piaget are examples of primary resources. In management, the works of Peter Drucker, Edwards Deming, and other significant thinkers are among many examples which could be given.
Secondary resources are those which interpret and evaluate primary works or ideas. They analyze, assign values to, conjecture upon, and draw conclusions about events or ideas presented in primary resources.
Examples include the journal literature for any discipline and monographic treatments of topics within disciplines.
Instructional support resources are a special type of secondary work. These may be in a variety of formats, but they share a common purpose in providing additional resources for faculty to use specifically for classroom instruction.
The most common examples are instructional videos for all disciplines and the School of Education’s curriculum and activities materials.
Therefore, using the definitions given above, the Library will duplicate
· primary resources only when necessary for the development of collections in new locations or when desirable new editions of primary resources appear;
· secondary resources only when desirable new editions appear or when the actual demand for an already-held resource is great enough to warrant the duplication;
· instructional support resources only when classroom faculty require such a level of use that convenience of access for users is a significant factor.
C. Special Considerations by Material Format
In addition to the general guidelines for selection given above, the following guidelines especially apply to printed books:
The Library does not ordinarily acquire textbooks for its collections, particularly those which students are expected to purchase for their classes. The most common exception to this policy includes those textbooks which have earned reputations as "classics" in their fields. In addition, textbooks are useful in an academic library collection to provide a very basic level of information in disciplines not taught at the undergraduate major or minor level, when a more intensive level of collection is required.
In general, the preference will be for hardcover bindings, when available. When a book is available in both paperback and hardcover formats, the choice of binding will be based on expected use, lasting value of content, and cost-effectiveness. When hardcover is not available and the choice is between “mass-market” and “trade” paperback formats, the choice will be for the trade format. The trade format usually has a more durable binding and much more long-lived papers than mass-market paperbacks.
In addition to the general guidelines for selection given above, the following guidelines especially apply to printed periodicals:
Because of limited space and electronic availability, new periodical titles will be added very selectively because of:
· the financial commitment to purchase a new title in perpetuity;
· escalating costs of print periodicals;
· the costs of binding, storage, and maintenance in perpetuity;
· the difficulty of making printed periodicals available to remote users;
· existing online availability.
Typically, there are two prime reasons to begin new print periodical subscriptions:
· whether the periodical is desirable from a current news and opinion or a leisure-reading point of view;
· whether the journal has physical or aesthetic qualities which call for a physical copy; for example, art journals which contain pictures not easily recreated in the online environment.
The Library does not purchase microforms, chiefly for reasons of space, the expense of maintaining viewing/copying equipment, and the online availability of so many resources.
The Library does not purchase or license computer software for instructional support purposes. Since the Library does not have a instructional media lab in any of its locations, the purchase or licensing of such software is properly a function of Schools and Departments which have programs requiring such instructional support methods.
The policies outlined above for the selection and maintenance of printed books and periodicals will also apply to video and audio materials.
The policies outlined above for the selection and maintenance of printed books and periodicals will also apply to musical scores.
The majority of materials selected should be current since, in general, usage of library materials drops as materials age and the costs of acquiring out-of-print materials are considerably greater from the staff point of view. Nevertheless. the library will attempt to acquire highly regarded out-of-print materials for the sake of collection quality. However, requesters should understand that such materials usually cost more than in-print, current materials and may take longer to obtain.
The Library is not a depository for U.S. or State of Georgia government documents. The Library does subscribe to a service which provides catalog records which have URL links to the electronic versions of U.S. Government publications. Access to Georgia government documents is facilitated by participation in GALILEO, the Digital Library of Georgia.
The acquisition of electronic resources of all types will be justified using the criteria in this document for the acquisition of printed materials. In addition, these following criteria will be especially considered:
· the need to extend access to information resources to remote users;
· the “user-friendliness” and usability of the interface;
· ease of administration and customizability, especially the availability of IP-authenticated off-campus access;
· standards-compliance, especially with OpenURL and metasearching;
· reputation of the provider for reliability and responsiveness;
· cost-effectiveness over the long term and favorable provisions of licensing agreements;
· availability and quality of usage statistics.
The College Librarian is responsible for the allocation of resources to fulfill the library's collection development goals in response to needs of the curriculum. The allocation of funds should be as equitable as possible to meet the needs both enunciated and implied in the current version of the Vision, Mission, and Goals of Piedmont College and the current Mission and Purposes of Arrendale Library.
While no allocation formula can perfectly satisfy all needs, the following factors are considered in the current formula: average cost of materials in the discipline, circulation and in-house usage of materials in the discipline, the number of classes taught by a department, the number of full-time faculty in a department, and the number of students registered for classes in a department.
Furthermore, it is the responsibility of the College Librarian, in cooperation with the College’s Administration, to develop a budget which has sufficient flexibility to respond to changing conditions, such as new course offerings, new programs, or new instructional locations. The acquisitions budget allocations are reviewed annually by the Library Subcommittee of the Curriculum and Programs Committee, which has final approval of the allocation of funds.
All gift library materials should be relevant to the requirements for acquisition enunciated elsewhere in this document and generally should have no restrictions attached to them. The College Librarian will consult, when appropriate, with other members of the Piedmont Col lege community regarding the acceptance or disposition of gift materials. The College Librarian may refuse any gift that does not contribute to the mission and purposes of the library and Piedmont College. The Library will add duplicate works received as gifts to its collections only when demand for the particular version of the work is judged to be high. Textbooks and print journals received as gifts will not usually be added to the collections.
Before accepting gifts on behalf of the library, the donor and the College Librarian must understand and agree to all conditions of the donation. As a general rule, gift materials will be added to the collection using the same criteria as purchased materials. Moreover, gift materials become the property of the College and its Library and may afterward be retained or discarded according these Guidelines for Collection Development and Management.
The College Librarian encourages careful review before receiving any materials on behalf of the Arrendale Library that require the acceptance of conditions. Piedmont College and the Arrendale Library follow the guidelines for appraisal of gifts as developed by the Committee on Manuscript Collection of the Rare Books and Manuscripts Section and approved by the Association of College & Research Libraries Board of Directors on February 1, 1973 (see Appendix A: Statement on Appraisal of Gifts). Accordingly, the Library will not provide appraisals of the value of a gift for a donor’s tax purposes.
In librarianship, “special collection” is an generic term which covers at least three different types of collections. A collection of unrelated rare books is a type of special collection. Collections of someone’s personal documents are another example. Last, another common example is a donor’s personal collection of materials on a common subject, which a library agrees to treat an a separate group, usually for research purposes.
Special collections usually have an intrinsic value, either historical or monetary, which is greater than ordinary. Special collections materials often have particular preservation issues and needs that cause a library to restrict access to them. For these reasons, special collections are often housed or shelved separately from regular circulating materials and their availability to users is restricted to some degree.
While the Arrendale Library possesses a few items that are “special,” there is not a sufficient quantity to consider them, in any of the commonly accepted meanings, a special collection. The Library does not actively collect special materials.
The Piedmont College Archives acquires and collects materials of two basic types: those materials that pertain to the history of Piedmont College and to the activities and achievements of its officers, faculty, students, alumni, and benefactors; and those materials that are the College’s work products, such as Registrar’s records and the minutes of Board of Trustees meetings. Materials may be acquired through transfer, gift, and occasional purchase. Acquisition decisions are made by the College Archivist in consultation with the College Librarian and other members of the Piedmont College community as appropriate.
Weeding of materials is an essential and on-going aspect of collection development. The reference collection is continually monitored for outdated materials, particularly as new editions appear. Individual sections of the other collections are periodically reviewed. Classroom faculty members are encouraged to assist in recommending the replacement or weeding of outdated or inaccurate materials in their areas of expertise.
Typically, the following are criteria for weeding, in combination with a consideration of the long-term space available for a collection:
· accuracy and currency of the information contained; reputation of the author;
· physical condition;
· usage both actual and potential;
· recommendations by standard bibliographies and other selection and reviewing sources;
· unnecessary duplication.
Weeded materials are officially withdrawn from the collection. Disposal methods include, but are not limited to, sale to the Piedmont College community, gift to other libraries and organizations, and exchange with other libraries.
The Library acquires materials which represent differing opinions on controversial matters. Moreover, selection of learning resources is done with no regard for matters of race, sex, religion, or moral philosophy. The Arrendale Library of Piedmont College affirms all the principles of intellectual and academic freedom embodied in these documents:
Statement on Appraisal of Gifts
(The following document is a quotation. It was written in 1973, and its gender-specific language reflects the usage of its time.)
Developed by the Committee on Manuscript Collection of the Rare Books and Manuscripts Section. Approved by the Association of College & Research Libraries Board of Directors on February 1, 1973, in Washington, D. C.
1. The appraisal of a gift to a library for tax purposes generally is the responsibility of the donor since it is the donor who benefits from the tax deduction. Generally, the cost of appraisal should be borne by the donor.
2. The library should at all times protect the interests of its donors as best it can and should suggest the desirability of appraisals whenever such a suggestion would be in order.
3. To protect both its donors and itself, the library, as an interested party, ordinarily should not appraise gifts made to it. It is recognized, however, that on occasion the library may wish to appraise small gifts, since many of them are not worth the time and expense an outside appraisal requires. Generally, however, the library will limit its assistance to the donor to:
4. The acceptance of a gift which has been appraised by a third, and disinterested party, does not in any way imply an endorsement of the appraisal by the library.
5. An archivist, curator, or librarian, if he is conscious that as an expert he may have to prove his competence in court, may properly act as an independent appraiser of library materials. He should not in any way suggest that his appraisal is endorsed by his library (such as by the use of the library's letterhead), nor should he ordinarily act in this fashion (except when handling small gifts) if his institution is to receive the donation.