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This text provides an overview of the processes and procedures associated with developing, maintaining, and evaluating a collection at the building level. It describes the environment of the collection and presents principles, techniques, and common practices of collection development. It also covers collection development, identifies sources of help (e.g., documents, agencies, and associations), and suggests approaches to handling a wide range of situations and demands on the collection. New features include discussions of students' intellectual rights and the First Amendment; copyright regulations; multicultural materials; resources to meet the needs of children with disabilities; the movement from ownership in collections to access of information; resource sharing, such as coordinated collection development; the impact of telecommunications as information delivery systems; and scenarios about censorship situations. In addition, the section on formats has been updated to include CD-ROMs, interact

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• List of Figures and Tables(p. xv)
• Authors' Comments(p. xvii)
• Introduction(p. xix)
• Part I The Setting
• 1 The Media Program and Its Environment(p. 3)
• A Media Program Scenario(p. 3)
• Environment of the Media Program(p. 5)
• Learner and Media Program(p. 5)
• Role of the Collection(p. 6)
• Role of the Media Specialist(p. 7)
• Conclusions(p. 8)
• Notes(p. 8)
• References(p. 8)
• Additional Readings(p. 8)
• Electronic Resources(p. 9)
• 2 The Collection(p. 11)
• Accessibility and Availability(p. 13)
• Physical Entity(p. 13)
• Materials(p. 15)
• Purposes(p. 16)
• School Goals and Program Needs(p. 16)
• Informational, Instructional, and Personal Needs(p. 17)
• Physical and Intellectual Access(p. 17)
• Community Resources(p. 18)
• Relationships and Influences(p. 18)
• Building Level(p. 18)
• District Level(p. 20)
• State Level(p. 21)
• Regional Level(p. 21)
• National Level(p. 21)
• Global Level(p. 22)
• Conclusions(p. 22)
• Notes(p. 22)
• 3 The Collection Program(p. 23)
• Collection Program Activities(p. 24)
• Learning About an Existing Collection(p. 24)
• Knowing the Community(p. 25)
• Assessing Need(p. 26)
• Developing Collections(p. 26)
• Selecting(p. 26)
• Resource Sharing(p. 27)
• Acquiring(p. 28)
• Maintaining(p. 28)
• Establishing Plans for Evaluation(p. 29)
• Interaction of the Activities(p. 29)
• Factors That Govern Collection Activities(p. 30)
• District Media Program(p. 31)
• Financial Support and Control(p. 31)
• School Facilities(p. 32)
• Conclusions(p. 33)
• 4 Issues and Responsibilities(p. 35)
• Children's Rights(p. 36)
• First Amendment Rights(p. 36)
• Media Specialist: Protector or Advocate?(p. 41)
• Selection and Censorship(p. 41)
• Elements of Censorship(p. 42)
• Internet and Censorship(p. 45)
• Access to Information(p. 46)
• Professional Responsibilities(p. 46)
• Intellectual Access and Balance(p. 47)
• Barriers to Access(p. 49)
• Scenarios(p. 51)
• Conclusions(p. 52)
• Note(p. 52)
• References(p. 52)
• Additional Readings(p. 53)
• Censorship/Intellectual Freedom(p. 53)
• Copyright(p. 55)
• Inequality of Access(p. 55)
• Students' Rights(p. 55)
• Electronic Sources(p. 56)
• Censorship/Intellectual Freedom(p. 56)
• Copyright(p. 57)
• Students' Rights(p. 58)
• 5 The Collection's External Environment(p. 59)
• Learning About the Community(p. 60)
• Demographics(p. 60)
• Students' Personal Lives(p. 62)
• Community Opportunities and Constraints(p. 63)
• Community Resources(p. 63)
• Organizations(p. 63)
• Community Members(p. 64)
• Libraries and Information Centers(p. 65)
• Educational Experiences(p. 66)
• The School District(p. 66)
• School Board and Administrators(p. 67)
• Teachers' Organizations and Unions(p. 68)
• District Services(p. 68)
• The Region and State(p. 69)
• The Global Community(p. 72)
• Conclusions(p. 72)
• References(p. 73)
• Electronic Resources(p. 74)
• 6 Policies and Procedures(p. 77)
• Policy Versus Procedure Statements(p. 78)
• Value of Written Statements(p. 79)
• Policy Formulation and Adoption Process(p. 79)
• Collection Development Policy(p. 82)
• I. Introduction(p. 83)
• II. General Collection Policies(p. 85)
• III. Subject Collections(p. 86)
• IV. Conspectus Approach or Narrative Statement(p. 87)
• V. Special Collections(p. 88)
• VI. Indexes(p. 88)
• Acquisition Policy(p. 88)
• Selection Policy(p. 89)
• Requests for Reconsideration of Materials(p. 89)
• Evaluation Policy(p. 89)
• Copyright Policy(p. 90)
• Acceptable Use Policy(p. 91)
• Conclusions(p. 93)
• References(p. 93)
• Additional Readings(p. 94)
• Electronic Resources(p. 95)
• 7 Selection and Requests for Reconsideration(p. 97)
• Formulating Selection Policies(p. 97)
• State-Required Statements(p. 98)
• Elements of a Selection Policy(p. 98)
• I. Statement of Philosophy(p. 98)
• II. Selection Objectives(p. 99)
• III. Responsibility for Selection(p. 101)
• IV. Selection Criteria(p. 101)
• V. Position on Intellectual Freedom(p. 102)
• VI. Other Elements(p. 103)
• VII. Other Situations(p. 104)
• Sources of Assistance(p. 104)
• Requests for Reconsideration of Materials(p. 104)
• I. Statement of Philosophy(p. 106)
• II. Handling Complaints(p. 106)
• Conclusions(p. 108)
• References(p. 109)
• Additional Readings(p. 110)
• Electronic Resources(p. 110)
• Part II Selection of Materials
• 8 Selection Procedures(p. 115)
• Overview of the Selection Process(p. 115)
• Sources of Information About Materials(p. 116)
• Bibliographic Tools(p. 116)
• Selection Tools(p. 118)
• Relying on Reviewing Media(p. 122)
• Other Sources of Information(p. 124)
• Personal Examination(p. 124)
• Previewing(p. 124)
• Exhibits(p. 125)
• Examination Centers(p. 125)
• Involving Others in Selection(p. 125)
• Teachers(p. 126)
• Students(p. 129)
• Conclusions(p. 130)
• Note(p. 130)
• References(p. 131)
• 9 General Selection Criteria(p. 133)
• Intellectual Content and Its Presentation(p. 134)
• Authority(p. 134)
• Appropriateness of Content to Users(p. 134)
• Scope(p. 134)
• Accuracy(p. 135)
• Treatment(p. 135)
• Arrangement and Organization(p. 135)
• Literary Merit(p. 136)
• Materials Available on the Subject(p. 136)
• Durability of Information(p. 137)
• Reputation of Author, Artist, or Producer(p. 137)
• Instructional Design(p. 137)
• Special Features(p. 138)
• Value to the Collection(p. 138)
• Other Considerations(p. 138)
• Physical Form(p. 139)
• Technical Quality(p. 140)
• Aesthetic Quality(p. 141)
• Safety and Health Considerations(p. 141)
• Other Considerations(p. 141)
• Equipment(p. 142)
• Ease of Use(p. 142)
• Performance, Compatibility, and Versatility(p. 144)
• Safety(p. 144)
• Maintenance and Service(p. 144)
• Reliability of Dealer, Vendor, Publisher, and Manufacturer(p. 145)
• Cost(p. 145)
• Source of Information(p. 146)
• Conclusions(p. 146)
• References(p. 146)
• 10 Criteria by Format(p. 147)
• Conclusions(p. 186)
• References(p. 186)
• Additional Readings(p. 187)
• Electronic Resources(p. 187)
• 11 Educational Perspectives(p. 189)
• The School's Purpose(p. 190)
• Approaches to Education(p. 190)
• Academic(p. 192)
• Personal(p. 193)
• Social(p. 193)
• The Curriculum(p. 194)
• Teaching Models(p. 195)
• Support Systems(p. 196)
• Group Investigation(p. 197)
• Advance Organizers(p. 198)
• Simulation(p. 198)
• Special Programs(p. 199)
• Distribution of Learning Materials(p. 200)
• Range of Course Offerings(p. 200)
• Implications for the Collection(p. 201)
• Conclusions(p. 203)
• References(p. 204)
• Additional Readings(p. 204)
• Electronic Resources(p. 206)
• 12 Individuals and Groups(p. 207)
• Staff Members(p. 207)
• Literature and Genre Materials(p. 208)
• Specific Subject Areas(p. 210)
• Professional Development(p. 211)
• Reference Services(p. 211)
• Multicultural(p. 212)
• Poor, Reluctant, and ESL Readers(p. 213)
• People with Disabilities(p. 215)
• Multiple Disabilities(p. 215)
• Visual Impairment(p. 217)
• Deafness or Hearing Impairment(p. 218)
• Conclusions(p. 219)
• References(p. 219)
• Additional Readings(p. 219)
• Electronic Resources(p. 221)
• Part III Administrative Concerns
• 13 Acquiring Materials(p. 225)
• Policies and Procedures(p. 226)
• Distribution Systems(p. 227)
• Jobbers(p. 227)
• Acquisition Activities(p. 231)
• Preorder Work(p. 232)
• Ordering(p. 235)
• Receiving(p. 236)
• Processing(p. 236)
• Record Keeping(p. 237)
• Relationships(p. 237)
• Conclusions(p. 238)
• References(p. 238)
• Additional Readings(p. 238)
• 14 Fiscal and Access Issues(p. 241)
• Fiscal Matters(p. 241)
• Licensing(p. 242)
• Alternative Funding(p. 243)
• Electronic Access Issues(p. 245)
• The Internet(p. 245)
• Media Center Websites(p. 246)
• Online Catalogs(p. 247)
• Virtual Library(p. 249)
• Resource Sharing(p. 250)
• Conclusions(p. 253)
• Note(p. 254)
• References(p. 254)
• Additional Readings(p. 255)
• Electronic Resources(p. 256)
• Licensing(p. 257)
• Internet(p. 257)
• 15 Maintaining the Collection(p. 259)
• Maintenance Policies(p. 259)
• Establishing Procedures(p. 262)
• Emergency Planning and Security(p. 263)
• Preventive Maintenance(p. 263)
• Inventory and Reevaluation of Items(p. 265)
• Benefits of Discarding Items(p. 266)
• Why People Don't Weed(p. 267)
• Criteria for Weeding(p. 267)
• Exceptions(p. 269)
• Case Study(p. 270)
• Involving Others(p. 271)
• Disposal of Discarded Materials(p. 272)
• Conclusions(p. 272)
• Note(p. 273)
• References(p. 273)
• Additional Readings(p. 273)
• Electronic Resources(p. 274)
• 16 Evaluating the Collection(p. 275)
• Why Evaluate?(p. 276)
• Evaluation and Measurement(p. 277)
• Barriers to Evaluation(p. 278)
• Techniques for Measuring Collections(p. 278)
• Collection-Centered Measures(p. 279)
• Checking Lists, Catalogs, and Bibliographies(p. 279)
• Examining the Collection Directly(p. 280)
• Age Analysis(p. 283)
• Compiling Comparative Statistics(p. 284)
• Applying Standards(p. 287)
• Use-Centered Measures(p. 289)
• Circulation Studies(p. 289)
• In-House Use Studies(p. 290)
• User Opinion Surveys(p. 291)
• Shelf-Availability Studies(p. 292)
• Interlibrary Loan Statistics Analysis(p. 293)
• Simulated-Use Studies(p. 294)
• Citation Studies(p. 294)
• Document Delivery Tests(p. 295)
• Combination of Measures Studies(p. 296)
• Conclusions(p. 296)
• References(p. 296)
• Additional Readings(p. 297)
• Electronic Resources(p. 298)
• 17 Creating, Shifting, and Closing Collections(p. 299)
• Creating Collections(p. 299)
• Shifting and Moving Collections(p. 300)
• Closing Collections(p. 301)
• Conclusions(p. 302)
• Additional Readings(p. 302)
• Electronic Resources(p. 303)
• Postscript(p. 305)
• Appendix A Agencies, Associations, and Suppliers(p. 307)
• Appendix B Resources(p. 335)
• Appendix C Statements on People's Rights(p. 361)
• Bibliography(p. 365)
• Index(p. 369)

Reseñas proporcionadas por Syndetics

Booklist Review

The new edition of this standard source for collection development in school libraries is divided into three sections covering the setting, selection of materials, and administrative concerns. All aspects of collection development--from environment to selection procedures to collection evaluation--are clearly set out and easy to locate using either the exhaustive table of contents or accurate index. New information includes added chapters on copyright and Internet use; developing technologies (e.g., e-books, DVDs, and Web sites) and their effect on access to information and resource sharing; alternative funding and grantsmanship; and listings of electronic resources (accurate as of November 2000) at the ends of appropriate chapters. Replete with bibliographies, charts, lists of organizations, and a comprehensive resource list, this is an indispensable source of information for most school libraries. RBB.

Notas de autor provistas por Syndetics

PHYLLIS J. VAN ORDEN, a consultant, is former Director, Graduate School of Library and Information Science, University of Washington, Seattle. She was named a Lillian Bradshaw Scholar at Texas Woman's University and has received the Blackwell North America Scholarship Award.