Indiana University School of Library and Information Science
Spring 2011

January 8, 2011
Instructor: Debora Shaw
office hours: Monday and Thursday, 3:00-3:45, Wednesday 9:15-10:00, and by appointment
office: SLIS Room 005B; phone: 855-3261

Class meets: Lecture Monday, 4:00-5:15, Room LI 033
Discussion Wednesday 8:00-9:15 or Thursday 4:00-5:15, LI 001

General Information
Course description: This course examines theoretical and pragmatic aspects of the selection, evaluation, and management of collections in all types of libraries. Acquisitions, publishers and publishing, policy making, and intellectual freedom and censorship are also covered.

Objectives: Upon completion of the course students will be able to
* recognize methods, problems, and challenges of collection development and management;
* develop constructive approaches to investigate and resolve problems of collection development and management; and
* understand current issues in collection development and management faced in various types of libraries.

Methods: Readings from the textbook and other materials listed in the syllabus provide the base for lectures and class discussion. It is important to read and study the material assigned and to do other preparatory work described in the syllabus before the scheduled class meetings.

Open discussion will be held and critical analysis of the differing viewpoints found in the literature and among students should assist in understanding major issues in developing and managing collections. The effectiveness of class discussion depends on the active participation of all students.

~In-class exercises (12% of final grade). There will be 12 in class assignments, worth 1 point each.
~ Library Choice for Selection Project (ungraded but required). Due (via e-mail) January 24
~ Background for Selection Project (28%*) Due February 21
~ Test (32%*) March 21
~ Selection Project (28%*) Due April 18
~ Optional final exam May 6, 10:15-12:15
* You have the option to take a final exam. If you take the exam, your grade for the course will be based on the following allocation: in-class exercises 12%, background for selection 22%, test 22%, selection project 22%, final exam 22%.

Readings on e-reserve are at:
The password is available on Oncourse.

Students are expected to complete all course work by the end of the term. A grade of incomplete [ I ] will be assigned only when exceptional circumstances warrant. Points will be deducted for assignments that are not submitted on time unless prior arrangements have been made.

Definitions of letter grades: The SLIS faculty's definition of letter grades specifies that a grade of B be assigned when "student performance meets designated course expectations and demonstrates understanding of the course materials at an acceptable level." Higher grades would exceed this level of performance. The number of points for each grade is indicated.

The following definitions of letter grades have been defined by student and faculty members of the Curriculum Steering Committee and have been approved by the faculty as an aid in evaluation of academic performance and to assist students by giving them an understanding of the grading standards of the School of Library and Information Science.
A 4.0 [95 to 100 points] Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations.
A- 3.7 [90 to 94.5] Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
B+ 3.3 [87 to 89.5] Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus.
B 3.0 [84 to 86.5] Student performance meets designated course expectations and demonstrates understanding of the course materials at an acceptable level.
B- 2.7 [80 to 83.5] Marginal work. Student performance demonstrates incomplete understanding of course materials.
C+ 2.3/C 2.0 [77 to 79.5] Unsatisfactory work. Student performance demonstrates incomplete and inadequate understanding of course materials.
C- 1.7 / D+ 1.3 / D 1.0 / D- 0.7 Unacceptable work. Coursework performed at this level will not count toward the MLS or MIS degree. For the course to count toward the degree, the student must repeat the course with a passing grade.
F 0.0 Failing. Student may continue in program only with permission of the Dean.

Academic integrity: The Indiana University Code of Student Rights, Responsibilities and Conduct provides extensive documentation and discussion of the issue of academic integrity, particularly the section on plagiarism.
A student must not submit work that reproduces ideas, words, or statements of another person without appropriate acknowledgment. A student must give credit to the originality of others and acknowledge indebtedness whenever he or she does any of the following:
* Quotes another person's actual words, either oral or written;
* Paraphrases another person's words, either oral or written;
* Uses another person's idea, opinion, or theory; or
* Borrows facts, statistics, or other illustrative material, unless the information is common knowledge.
Indiana University and SLIS policies on academic integrity will be followed. Students found to be engaged in plagiarism, cheating, and other types of dishonesty will be reported to the Dean's Office for appropriate action. As a rule of thumb, when in doubt, cite the source!

Accommodation of religious holidays: If you anticipate a conflict between the requirements for this class and your religious holidays, please inform the instructor as early in the semester as possible. The Indiana University Bloomington policies on religious holidays and the form to request accommodation are available at:

Statement for Students with Disabilities: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact IU
Disability Services for Students <> in Franklin Hall (812-855 7578). Accommodations will be made for you after you have registered with this office.

Textbook: Johnson, Peggy. Fundamentals of Collection Development and Management, 2nd ed. Chicago: American Library Association, 2009.

Class Schedule
January 10 - Introduction to the course / History and Context
Guest speaker Anne Haynes, Reference Librarian/Collection Manager, Library and Information Science/Distributed Education Library Service Coordinator, Indiana University
Read: Johnson chapter 1: Introduction to Collection Management and Development
Questions for consideration and discussion:
1. How have their histories influenced the collections we see in libraries today?
2. How do professional associations assist the collection developer/manager?

January 17 - Martin Luther King Holiday, no class on Monday
Discussion sections (Wednesday/Thursday) - Publishing
Read: Casserly, Mary. "Developing a Concept of Collection for the Digital Age." portal: Libraries and th Academy 2, no. 4 (2002): 577-587.
Wischenbart, Rüdiger. "The Global Ranking of the Publishing Industry 2009." Publishing Research Quarterly, 26, no. 1 (March 2010): 16-23.
Questions for consideration and discussion, from Tony Horava, "Challenges and Possibilities for Collection Management in a Digital Age" Library Resources & Technical Services 54, no. 3 (2010) 142-152:
1. Consider what a collection does rather than what a collection is.
2. We must seek creative partnerships with publishers and vendors.
3. We need to measure collection value in new ways.

January 24 - Selection Tools
Due (via e-mail): preliminary choice of library and subject for selection project
Read: Johnson chapter 4: Developing Collections
Hodges, Dracine, Cyndi Preston, and Marsha J. Hamilton. "Patron-Initiated Collection Development: Progress of a Paradigm Shift." Collection Management, 35, no. 3/4 (2010): 208-221.
Questions for consideration and discussion:
1. What are the differences between a firm order, standing order, approval plan, and blanket order? Give an example of when a large university library would use each of these. When would each be appropriate in a small public library?
2. What is the difference between outsourcing and using a jobber? Why might a library decide to do one or the other?
3. How does the acquisition of serials differ from the acquisition of monographs? What are the major considerations in acquiring foreign and retrospective materials?
4. What types of tools are available to assist the librarian in selection? What are the values and limitations of the various types of tools?
5. What role do reviews play in the selection? What makes a "good" review?
6. What criteria can be used in selection? Which are most important? To what extent do they differ by type of libraries and by format of material?

January 31 -Collection Development Policies/Marketing and Liaison
Preparation for discussion section: Locate a collection development policy statement from a library's website, note where in the site hierarchy it is located, print or download it, and bring it to class. The AcqWeb site has links to several CD policies (
Read: Vickery, Jim. "Making a Statement: Reviewing the Case for Written Collection
Development Policies." Library Management, 25, no. 8/9 (2004): 337-342.
Snow, Richard. "Wasted Words: The Written Collection Development Policy and the Academic Library." Journal of Academic Librarianship, 22, no. 3 (1996): 191-194.
Johnson chapter 6: Marketing, Liaison, and Outreach Activities
Questions for consideration and discussion:
1. Why should a library consider having a written collection development policy? What functions does such a policy perform?
2. What are the essential parts of a collection development policy? Can you suggest additional content that has not appeared in the policies you have examined?
3. Selection has been defined as a subjective process. Why is it subjective? How may it be made somewhat more objective?

February 7 - Deselection and Preservation
Guest speaker Vaughn Nuest, Head, Auxiliary Library Facility
Read: Johnson chapter 5: Managing Collections
Driedger, Kevin and Joseph J. Mika. "The Preservation Resource Needs of Michigan's Public Libraries."Library & Archival Security, 23 no. 2 (July/December 2010): 79-103.
Questions for consideration and discussion:
1. What criteria (other than statistics on use) would you use to select items to weed from IU's library and information science collection?
2. Why might deselection be particularly controversial in an academic library? A public library? How might librarians try to reduce such controversies?
Discussion sections: We will divide the discussion section into two groups for tours of the Auxiliary Library Facility. Meet at the ALF, 851 North Range Road (856-0832).

February 14 - Organization and Staffing
Read: Johnson chapter 2: Organization and Staffing
Tenopir, Carol. "Working for a Vendor." Library Journal 130 (July, 2005): 29.
Guest speakers (discussion sections): Jennifer Laherty, Digital Publishing Librarian for IUScholarWorks; and Lori Duggan, Head, Electronic Resources Acquisitions, both at Indiana University Bloomington Libraries
Questions for consideration and discussion:
1. What areas of responsibility are involved in collection development and management?
2. How are these responsibilities typically handled in academic, public, school, and special libraries?

February 21 - Planning, and Budgets
Due: Background for selection project
Read: Johnson chapter 3: Policy, Planning, and Budgets
Questions for consideration and discussion:
1. How is environmental scanning similar to/different from "keeping an eye on what's happening"?
2. Johnson (p. 72) says "any planning activity in a library affects collection development." Can you think of examples to support her statement?
3. Why is it advisable for a library to have an allocation process for material purchases?

February 28 and March 7
Evaluation and Assessment
Read: Johnson chapter 7: Collection Analysis: Evaluation and Assessment
Questions for consideration and discussion:
1. For what purposes might librarians undertake evaluation of collections?
2. What evaluation methods have libraries used? Quantitative? Qualitative? Collection-centered? Use-centered?
3. What findings from prior research should be considered when you plan to evaluate your library's collection?
4. What are the advantages and disadvantages of using particular evaluation methods, e.g., formulas, checking standard lists?
5. What criteria can be used for evaluating access to information resources?
6. How might current efforts at improving access and providing electronic resources affect collection evaluation?

March 21 In-class test on Monday
Discussion sections: Presentation on collection development for rare books, Joel Silver, Curator of Books, Lilly Library. Meet at the Lilly Library, Solcum Room.

March 28 - Collection Management in Public Libraries
Guest speaker Martha Odya, Monroe County Public Library
Read: Dilevko, Juris, and Lisa Gottlieb. "The Politics of Standard Guides: The Case of the Public Library Catalog." Library Quarterly 73 (July 2003): 289-337.
Rawlinson, Nora. "Give 'Em What They Want." Library Journal 106 (November 15, 1981): 2188-2190.
Bob, Murray C. "The Case for Quality Book Selection." Library Journal 107 (September 15, 1982): 1707-1710.
Evans, G. Edward. "Needs Analysis and Collection Development Policies for Culturally Diverse Populations." Collection Building 11, no. 4 (1992): 16-27.
Questions for consideration and discussion:
1. It has been said that planning for collection development and management in public libraries is more difficult, more uncertain, than planning in other types of libraries. Do you agree? Why?
2. Why is it especially difficult to develop objectives for public libraries?
3. The issue of demand vs. quality (Bob and Rawlinson articles) is an ongoing concern in public libraries. What is your position on this issue?
4. Why is community analysis important for public libraries? What methods can be used for community analysis? What type of information would you want?

April 4 - Collection Management in School Media Centers/Intellectual Freedom
Read: Haynes, Elizabeth. "Getting Started with Graphic Novels in School Libraries." Library Media Connection 27 (January/February 2009): 10-12.
Yang, Gene. "Graphic Novels in the Classroom." Language Arts 85, no. 3 (January 2008): 185-192.
"Library Bill of Rights," American Library Association, January 23, 1996.
"The Freedom to Read Statement," American Library Association and Association of American Publishers, June 30, 2004.
Asheim, Lester. "Not Censorship But Selection." Wilson Library Bulletin 28 (September 1953): 63-67.
Von Drasek, Lisa. "It Begins with a Question." Knowledge Quest 36 (November/December 2007): 66-68.
Questions for consideration and discussion:
1. How do objectives of school media centers affect collection development and management? Are these objectives significantly different from those of other types of libraries?
2. In planning for collection development and management, what are the major responsibilities of school media specialists?
3. What skills, knowledge, and educational background do school media specialists need as preparation for collection development and management?

April 11 - Collection Management in College Libraries
Read: Johnson chapter 8: Cooperative Collection Development and Management
Harloe, Bart, "Achieving Client-Centered Collection Development in Small and Medium-Sized Academic Libraries." College & Research Libraries 50 (May 1989): 344-353.
Austenfeld, Anne Marie. "Building the College Library Collection to Support Curriculum Growth." Collection Management 34.3 (2009): 209-227.
Jacoby, Beth E. "Status of Approval Plans in College Libraries." College & Research Libraries 69 (May 2008): 227-240.
Questions for consideration and discussion:
1. The idea of a core collection is an important concept in collection development, yet core collection has no single definition or focus. How has this concept been defined? How can the core concept be applied in the selection of print and electronic resources? What are the drawbacks of using core lists?
2. What models for selection can be used by college libraries? What are the benefits and drawbacks of the various approaches?
3. If you were asked to evaluate the library collection for undergraduates at the college/university where you received your bachelor's degree, what three things you would do to start?
4. How does resource sharing differ from bibliographic access? From coordinated collection development and management?
5. What arguments are made in favor of cooperative collection development? Opposed to it?

April 18 - Scholarly Communication / Developments in Publishing
Due: Selection project final report
Guest speaker Brenda Johnson, Ruth Lilly Dean of University Libraries, Indiana University
Read: Johnson chapter 9: Scholarly Communication
Hazen, Dan. "Rethinking Research Library Collections." Library Resources & Technical Services 54.2 (April 2010): 115-121.
Smith, Abby. "The Research Library in the 21st Century: Collecting, Preserving, and Making Accessible Resources for Scholarship." In No Brief Candle: Reconceiving Research Libraries for the 21st Century. (August 2008). CLIR Publication 142. 13-20.
Questions for consideration and discussion:
1. How is the traditional publishing pattern being challenged? How might these challenges affect libraries? Library users?
2. How is the selection of electronic resources the same as the selection of traditional resources? How is it different?
3. What are the different models for the acquisition and use of electronic books? What are the benefits and drawbacks of each for libraries?

April 25 - Collection Management in Research Libraries
Read: Lowry, Charles B., Prudence Adler, Karla Hahn, and Crit Stuart. Transformational Times: An Environmental Scan Prepared for the ARL Strategic Plan Review Task Force. Washington, DC: Association of Research Libraries, 2009.
Kozel-Gains, Melissa, and Richard A. Stoddart. "Experiments and Experiences in Liaison Activities: Lessons from New Librarians in Integrating Technology, Face-to-Face, and Follow-Up." Collection Management 34.2 (2009): 130-142.
Foster, Nancy Fried, and Susan Gibbons. "Understanding Faculty to Improve Content Recruitment for Institutional Repositories." D-Lib Magazine 11.1 (January 2005).
Questions for consideration and discussion:
1. What are research libraries? What is research? How do the objectives of research libraries differ from those of college libraries?
2. Scholarly communication is being transformed by electronic access. How do interests of librarians and faculty scholars converge and diverge in this area?
3. How would you describe the scholarly communication system in an "elevator speech" to a faculty member at IU?
4. How would you persuade that faculty member to contribute to the institutional repository?


Due January 24, 2011

This is the first step toward your final project, selecting materials for a library. The library may be based on a real library, or it may be fictional. You will need to know (or invent) information about the library's user population and staffing.

Selecting a real world library gives you a chance to see how a modest budget ($2500 in this case) might make a difference. Some collection managers are developing their collections quite well, however, so students sometimes find it hard to identify enough new items to add to the collection. An imaginary library "similar to Library X but in a university that is just starting to collect to support a new program in this area" or "in a community similar to Y that has just received funding to develop its holdings in this area" can be a way to work around this complication.

You will also select the subject area in which you will collect materials. The subject should be appropriate to your library and there should be enough available for purchase (with this budget) to force you to make some educated choices. Finding the "just right" combination is difficult; it is useful to have a topic that can be expanded (say, from "music" to "the arts") or contracted ("music" to "jazz and rock") if needed. Here are a few examples of topics S502 students have used in previous semesters:
College library - updating the photography collection to support a new professor's teaching and research
Community college library - urban development
Elementary school - astronomy and applied sciences
Public library - sustainable living
Public library - young adult fiction
University library - medieval and renaissance Italian history

For this assignment, send an e-mail message (not an attachment) to with:
1. Your name
2. Your choice of library
3. The subject area for the collection
4. Ideas on how you could expand or contract the topic if needed
5. (optional) any questions or comments


Due February 21, 2011

Your report should be typed, double spaced, and its pages should be numbered. Please staple the pages together and do not put the report in a cover or binder.
When discussing a source (see item 2) give the full bibliographic citation in either APA ( or MLA ( format.
Your report should include the following sections. Please use headers to indicate where each section begins:

Cover Sheet
Your Name
Subject Area of the Proposed Collection
Name of Library
S502 Collection Development and Management
Selection Project Background

1. The library and its users (3 to 4 pages)
1.A. Name and type of library (academic, public, school, special)
1.B. Statement of the library's mission and relevant points in that of its parent institution (if it has a parent)
1.C. Library's service population: Who are your library's users? What are their interests in your subject area? (You may need to imagine some of these needs.) For example:
* academic - types of students and faculty (for example, undergraduate students plus master's programs in business and education; faculty focus on instruction rather than research)
* public - demographics of community (income, education, any cultural groups deserving special attention or the focus of this selection project)
* school - grades/ages served, community demographics
* special - subject background, education level, reasons for using library (for example, business planning in a corporate library, patient care in a medical library, scholarly research in a rare books library - you may have more than one type of user)
1.D. In what area will you be collecting? Describe the current strength of holdings, the level of desired collecting activity, selection/deselection criteria for this subject, and the policies for retrospective acquisitions, formats, and gifts. Include criteria for links to useful websites in your subject area.
1.E. What is the position/title of the person/people who select materials for this collection?

2. Background literature (approximately 3 pages)
Give full citations for each item used.
2.A. Summarize findings from two or three sources about the information/recreational needs of your clientele or likely users of your collection. (It is unlikely that your specific library has been studied extensively, so material about similar users from other settings is also appropriate.)

2.B. Describe (in one or two sentences each) three books, journal articles, and/or relevant websites that discuss current developments in publishing or other means of providing information to your likely clientele.
2.C. Describe (one or two sentences) five books, journal articles, and/or websites that discuss useful selection tools for developing the collection your area. See Appendix B in the textbook for a list of standard library selection tools.

3. Information about collection needs (approximately 4 pages)
3.A. What are your overall collection development objectives? How strong or weak is the current collection in your area? Discuss:
Types of publications collected
Subject coverage
Geographical coverage
Chronological coverage
Languages collected
3.B. Outline your spending plan covering all the items listed below (approximately what percentage of the budget should go to each area).
This may be a combination of narrative and a bulleted outline, but be sure to address all the types of materials listed. If they don't apply to your situation, explain why.
Reference materials
Media/ audio-video materials
Archival materials

Do you plan to identify Open Access/Internet Resources (available at no cost on the web)

3.C. Discuss any policies (or explain why none are needed) on:
Multiple copies
Government publications
Interdisciplinary relationships (selector's cooperative relations with other fund managers or other libraries)
Any other special considerations (e.g., approval plan)

Due April 18, 2011

Using appropriate selection tools and staying within your budget of $2500, select items you will add to your collection. Use online retailers (e.g.,,, publishers' catalogs or websites, Books in Print, or other reliable sources for pricing. Your library would probably purchase materials at a discount through a book jobber, so these prices will be rough estimates. You do not need to budget for shipping.

Prepare a report with the following information on your process for selecting material and the items you selected. Your report should be typed, double spaced, and its pages should be numbered. Please staple the pages together and do not put the report in a cover or binder.
Your report should include the following sections:

Cover Sheet
Your Name
Subject Area of the Proposed Collection
Name of Library
S502 Collection Development and Management
Selection Project

1. Your process for selecting materials (at least 4 pages)
1.A. What selection aids did you use? Include sources such as general and specialized review sources, comprehensive bibliographies, Internet sites, and subject journals. List at least eight selection aids that you consider important for your project.
For each selection aid, discuss why it is appropriate for your purposes and compare it to other potentially useful aids. Are some more helpful than others for selecting materials in different formats? Are some more helpful for retrospective, rather than current publications? Be as specific as possible; give examples.

1.B. Imagine that you will be doing this job for only a few years and will need to pass along a collection development strategy to another librarian. Explain your collection development strategy: Where should one go to select books, journals, videos, etc.? Where would you recommend starting, going next, and so on?

2. Analysis of your selections (at least 2 pages)
2.A. How has your plan altered from the allocation you described in the background assignment? Why were these changes appropriate?

2.B. Look at your selections qualitatively.
Overall, how do your selections fulfill the goals you set for yourself and your library in the project background assignment?
Is there anything you were unable to accomplish with your $2500? Why or why not?

2.C. Look at your selections quantitatively. Use your spreadsheet to answer the following questions:
a. How many titles did you select?
b. What was the average price? The highest? The lowest?
c. How many titles did you select in each format?
d. What percentage of your budget is devoted to current materials (according to the Acquisitions Department's definition: published, released, or reviewed in 2009 or 2010; retrospective materials as those published before 2009)?
e. How many free titles did you select?
f. How many different languages are represented in your collection? How many items in each language?
g. Prepare one graphic display (chart) showing a useful comparison of the items selected (e.g., the number of items in each format, the distribution of publication dates, the percentage of prices found in different sources).

3. Evaluation: Formulate three specific questions you would like to ask about the collection itself or its usage. Describe and compare two ways you could find answers to each question.

4. Spreadsheet listing of the materials you selected
Prepare a spreadsheet listing, for each item selected:
date of publication
selection aid(s) through which the item was located
source for the price

(Optional) Add a list or spreadsheet with desiderata – items you would like to have been able to purchase for the collection.