Indiana University School of Library and Information Science


First Summer Term 2009

as of May 2, 2009

Instructor: Debora Shaw


office hours: Tuesday 1:30-4:00 and by appointment

office phone: 855-3261


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 (24% of final grade). There will be 9 in class assignments, worth 3 points each. Your lowest score on these assignments will be dropped, for a total of 24 points possible on in-class assignments)

Library Choice for Selection Project (6%) Due May 18

Background for Selection Project (15%) Due May 27

Mid-semester test (25%) June 3

Selection Project (30%) Due June 15


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 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 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 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 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 Student performance meets designated course expectations and demonstrates understanding of the course materials at an acceptable level.

B- 2.7 Marginal work. Student performance demonstrates incomplete understanding of course materials.

C+ 2.3/C 2.0 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 dishonesty 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:


Textbook: Evans, G. Edward and Margaret Zarnosky Saponaro. Developing Library and Information Center Collections, 5th ed. Westport, CT: Libraries Unlimited, 2005.


Class Schedule

May 13 - Introduction to the course. What is a collection?

Background: Evans & Saponaro chapters 1 and 2


Read: Evans & Saponaro chapter 5; skim chapters 6 and 7


Questions for consideration and discussion:

1. What are the various types of publishers and producers? What strengths or advantages does each hold? What problems does each type face?

2. Why is important for collection developers and managers to be familiar with the publishing industry's structure, trends, economics, etc.?

3. Identify some current trends in publishing. What implications do they have for library collection development and management?



May 18 - Due (via e-mail): preliminary choice of library and subject for selection project

Class preparation: Locate the collection development policy for a library with which you are familiar. Bring a printed copy to class.

Collection development policies

Read: Evans & Saponaro chapter 3

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?



Read: Evans & Saponaro chapter 4

Quinn, Brian. "Cognitive and Affective Processes in Collection Development." Library Resources and Technical Services 51 (January 2007): 5-15.


Questions for consideration and discussion:

1. What types of tools are available to assist the librarian in selection? What are the values and limitations of the various types of tools?

2. What role do reviews play in the selection? What makes a "good" review?

3. How can the Web be used in the selection process?

4. 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?

5. Selection has been defined as a subjective process. Why is it subjective? How may it be somewhat objective?


May 20 - Acquisitions, distributors, vendors, fiscal management

Read: Evans & Saponaro chapters 10, 11, and 12

Questions for consideration and discussion:

1. What are the differences between a firm order, a standing order, approval plan, and a 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. What considerations enable the acquisitions personnel to choose vendors efficiently?

4. How does the acquisition of serials differ from the acquisition of monographs? What are the major considerations in acquiring foreign and retrospective materials?

5. What are the ethical considerations in the librarian-vendor-publisher relationship?


10:00-11:30 Guest speaker Lynda Fuller Clendenning, Head of Acquisitions, Indiana University Bloomington Libraries, followed by tour of IU Libraries Acquisition Department


Memorial Day May 25 - class does not meet


May 27Due at start of class: Background for Selection Project

Deselection, legal issues, intellectual freedom

Read: Evans & Saponaro chapters 13, 17, and 18

"Library Bill of Rights," American Library Association, June 30, 2006.

"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.

Questions for consideration and discussion:

1. Why is it advisable for a library to have an allocation process for material purchases?

2. What criteria (other than statistics on use) would you use to select items to weed from IU's library and information science collection?

3. Why might deselection be particularly controversial in an academic library? A public library? How might librarians try to reduce such controversies?

4. What institutional (within the library) and societal factors influence intellectual freedom and censorship in libraries? What are the influences of legal and judicial decisions?

5. What are the arguments in favor of intellectual freedom? In favor of censorship/limiting access?

6. Why are library resources challenged or censored?

7. How have various authors attempted to distinguish selection from censorship?

8. What are some professional guidelines which have been developed to assist the librarian in combating censorship?

9. What do you see as the professional stance on intellectual freedom and censorship in libraries? What is your reaction to the professional position?

10. What position do you take on filtering Internet resources in public libraries?


10:15-11:30 Meet at the Lilly Library, Slocum Room, for presentation on rare books by Joel Silver, Curator of Books, Lilly Library


June 1 - Evaluation of collections

Read: Evans & Saponaro chapter 14

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?


June 3 - Midterm Test (8:30-10:00)


10:15 Guest speaker Nancy Blase, Biology and Zoology Subjects Librarian, University of Washington "The Real World of an Academic Library Collection Manager"


June 8 - Alternatives to conventional publishing

Read: Grossman, Lev, and Andrea Sachs. "Books Unbound." Time 173 (February 2, 2009): 71-72, 74.,9171,1873122,00.html

Johnson, Richard K. "In Google's Broad Wake: Taking Responsibility for Shaping the Global Digital Library." ARL: A Bimonthly Report on Research Library Issues and Actions from ARL, CNI, and SPARC Number 250 (2007).

Johnson, Steven. "How the E-Book Will Change the Way We Read and Write." Wall Street Journal (April 20, 2009): R1.


Class preparation: Read one of these e-books and reflect on your experiences as a reader:

Dewey, Melville. On Libraries: For Librarians. Dodd, Mead & Co., 1904.

Gordon, Rachel Singer. The Nextgen Librarian's Survival Guide [electronic resource]. Medford, NJ: Information Today, c2006. (Available on campus and off-campus with authorized logon)

Maxwell, Nancy Kalikow. Sacred Stacks [electronic resource]: The Higher Purpose of Libraries and Librarianship. Chicago: American Library Association, 2006. (Available on campus and off-campus with authorized logon)

Woodward, Jeannette A. Creating the Customer-driven Library [electronic resource]: Building on the Bookstore Model. Chicago: American Library Association, 2005. (Available on campus and off-campus with authorized logon)


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 some of the important issues that should be covered in a license agreement?

4. What are the different models for the acquisition and use of electronic books? What are the benefits and drawbacks of each for libraries?


Collection management for public libraries

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?


June 10 - Collection management for undergraduate libraries

Read: Bodi, Sonia, and Katie Maier-O'Shea. "The Library of Babel: Making Sense of Collection Management in a Postmodern World." Journal of Academic Librarianship 31 (March 2005): 143-50.

Jacoby, Beth E. "Status of Approval Plans in College Libraries." College & Research Libraries 69 (May 2008): 227-240.

Harloe, Bart, "Achieving Client-Centered Collection Development in Small and Medium-Sized Academic Libraries." College & Research Libraries 49 (May 1988): 344-353.


10:15-11:30 Guest Speaker Steve Hardin, Acting Head of Reference/Instruction, Indiana State University Library


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?



 June 15 - Due at start of class: Selection Project

Collection management for school media centers

Read: "Information Access and Delivery." In Information Power: Building Partnerships for Learning, prepared by the American Association of School Librarians and the Association for Educational Communications and Technology. Chicago: ALA, 1998. pp. 83-99.

Agosto, Denise C. "Building a Multicultural School Library: Issues and Challenges." Teacher Librarian 34 (February 2007): 27-31.

Rudiger, Hollis Margaret and Megan Schliesman. "Graphic Novels and School Libraries." Knowledge Quest 36 (November/December 2007): 57-59.

Von Drasek, Lisa. "It Begins with a Question." Knowledge Quest 36 (November/December 2007): 66-68.

Class preparation - Prepare for 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, educational background do school media specialists need as preparation for collection development and management?

4. What are the purposes of the 1998 national standards Information Power? What aspects of the standards are most important to consider in collection development?

5. How useful is the taxonomy approach?

6. What effects will a critical thinking curriculum have on collection development in school media centers?


June 17 - Collection management for research libraries

Read: Allen, Susan M. "Special Collections Outside the Ivory Tower." Library Trends 52, no. 1 (Summer 2003): 60-68.

Branin, Joseph, Frances Groen, and Suzanne Thorin. "The Changing Nature of Collection Management in Research Libraries." Library Resources & Technical Services 44 (January 2000): 23-32.

Okerson, Ann. "Reflections About Collections." Charleston Advisor 7 (July 2005):52-56.

Welborn, Aaron. "Open or Shut? The Question of Public Access." Off the Shelf (spring 2008): 4-10.

Class preparation - Prepare for 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. Pat Steele, Dean of IU Libraries, has asked "what should our ‘collections' look like in 10 years" if Google digitizes most of the materials most of our users will need most of the time? How would you respond?

3. In planning for resource sharing/networking/cooperation, what are the major considerations? How has electronic technology affected resource sharing?

4. Scholarly communication is being transformed by electronic access. How do interests of librarians and faculty scholars converge and diverge in this area?

5. How does collection development differ in university and special libraries?



Protecting the collection

Read: Evans & Saponaro chapter 16


10:15-11:30 Tour of IU Auxiliary Library Facility (ALF) with Vaughn Nuest, Head, Auxiliary Library Facilities Management Services. Transportation arrangements will be discussed in class.


Questions for consideration and discussion:

1. Why are preservation and conservation methods necessary in many libraries?

2. What are examples of important methods that many libraries can employ?

3. How do you determine what types of materials need preservation?