855 Syllabus

LI 855XOCollection Development and Management

2/24-25, 4/20-21, & InternetFaculty: Charley Seavey

Email: [email protected] Phone: (620) 341-5203 Ext: 5816Secondary Phone: (800) 552-4770 Ext: 5816Office Hours: By appointment via Skype at Desert11Sailor, or charley.seaveydepending on time of day. See belowOnline Course Login: https://elearning.emporia.eduCredit Hours: 3.0Note: Course Syllabus Will Change as soon as I get the schedule worked out.

But first, as a test, see if the movie works for you. There will be an audio file,duplicating the words in the movie, or close enough, just in case you cannot get themovie to work. The movie and the audio files, once we start class, will be exactly thesame, given a word or two.

Web based classes will be in the Course Content area of Blackboard. By now I figureyou know what the rest of the Blackboard tabs are for.

A word of advice here. Read the whole syllabus now. If there is critical information inhere somewhere, and you miss it because you did not read this thing, guess who'sfault it is?

Catalog Description:

Examination of the principles, policies, and procedures associated with evaluating, selecting, andacquiring print, non-print, digital, and multimedia materials and resources. Students also learn aboutdeveloping, organizing, and managing these collections in libraries, archives, special collections,museums, and similar institutions, paying attention to ethical, philosophical, social, and political contextsin which these collections exist. Students have opportunities for practical applications, using specificmethodologies and diverse approaches. (LI805 recommended)

Student Learning Outcomes

1 Describe the various activities and processes that compromise the development and management of acollection, and explain the different role each plays in ensuring a balanced collection.2 Discuss procedures for the selection and management of collection materials including books, serials,electronic and other non-book formats.3 Define the characteristics of a written Collection Development Policy for all resources, assess its valueto the information collection, and discuss the challenges to its implementation.

855sp12 http://elearning.emporia.edu/bbcswebdav/pid-477408-dt-c...

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4 Distinguish between selection and censorship and explain the ethical issues surrounding collectiondevelopment.5 Justify the necessity of collection evaluation and describe a variety of evaluation methods.6 Define the term collection preservation and discuss the main causes of deterioration of materials withina collection.7 Identify the main components of a preservation policy and a disaster plan and justify their use within alibrary or information organization.8 List the main benefits of promoting the collection, discuss the principal methods of promotion, andidentify the potential problems.

Some techno suggestions: Go get the Chrome browser from http://www.google.com/chrome?hl=en&brand=CHMI and use it instead of Internet Explorer or Firefox. Fall semester we had some difficulties withFirefox and Blackboard not liking each other. Other techno items you will need- Adobe Acrobat,mentioned below. Those of you with high speed connections should have the latest version of theQuicktime streaming video software- http://quicktime.com/. Quicktime should play both audio and videofiles that I will be using.

COMMUNICATIONS There is an email link in Blackboard that goes to my ESU account. In general Iwould prefer that you use your ESU account when emailing me at [email protected] That way theESU filters won't throw you into the junk mail folder, or I won't ignore it because it is from hotmail or someother account I don't recognize.

I expect you to check your ESU email account every day.

In general I expect that you will check in on the class website at least every other day to see if there areinteresting class discussion notes on the bulletin board. You have to check the Announcements section ofBlackboard because that is where I post things for the entire class to read. If you miss something and itwas on the Announcements board, guess who's fault it is?

I will generally hold office hours, via Skype (http://www.skype.com/) We will need to set up anappointment before the event and keep in mind the time zone differential. I'm available most of the timeexcept for when when Castle or NCIS is on. I have two Skype accounts which you call depends on whattime you want to talk. In the evenings and weekends I am Desert11Sailor (all one word.) If it is duringbusiness hours I am charley.seavey (notice the period in there.)

Text and Readings

The text for this course will be G. Edward Evans and Margaret Saparano, Developing Library andInformation Center Collections: 5th edition, Libraries Unlimited, 2005. Of which there are a large numberof used copies on Amazon as of this writing, some quite inexpensive. Do not pay more than the $45 whichis the cost of a new paperback edition from the publisher. For reasons I will not put in print I do not orderbooks through university bookstores.

Normally I would suggest that the immediately previous edition would work as well, but given thepublication date for this one, stick with the 5th edition. Things do change rapidly sometimes.

Other readings will either be in PDF format in the Course Content-Things to Read area on Blackboard, oravailable full text through the Library Literature database at the ESU library. Make sure you know how touse it- the Library Lit database, that is.


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The Schedule.

Or perhaps, "a" schedule. It is easier to plan these things out in an online format, but there is always thechance we will wander off into some fascinating sidelights and get off track. However, as of lateDecember, this is what things look like. Think of this as a class that meets once a week on Wednesdaymorning at 8 a.m. Not, I hasten to add, that I expect you to be sitting at your computer when the thingpops up on Blackboard, but I do expect that by Sunday evening you will have read, and digested, thecontent of the lecture and readings, and said something coherent on the discussion board. Think of thediscussion boards as a conversation among colleagues and you will see that I am aiming at.

Class 1: (web,January 11) Intro toEverything. Or, the"idea" of collectiondevelopment.

Week 2: (Web,January 18)The PublishingIndustry

Week 3: (Web,January 25)CollectionDevelopmentPolicies

Week 4: (Web, February 1)ReadingInterests ofAdults

Week 5: (Web,February 8)Community Analysis,or Know your Readers

Classes 6-8, F2F 1:February 24-25. TheGenre Discussions.See Below

Class 9: (Web,February 29)CollectionEvaluation I

Class 10: (Web,March 7)CollectionEvaluation II

Class 11: (Web ,March 14)ElectronicEverything. Is itthe answer?

Class 12: (Web, April4) CollectionImplementation: techservices and money

Classes 13-15: F2F 2.April 20-21. CA or CEpresentations. Seebelow

Notes on the schedule: January 18 I will be in Dallas at the ALISE conference. However I will be incontact, as even thought it is in Texas they have internet connectivity.

Notice the nice break between Week 5 and the F2F meeting. Time to work on genre reading anddiscussions. Do not waste the time.

Due to the slightly strange scheduling this semester I will be in Portland, February 24 through March 3-actually a day either side of that but that is tihe time I'll be available to you lot for consultation. Since Isuspect that a lot of you will also be in the 804 course we may be seeing a lot of each other.

March 17-25, Spring break. Try not to wind up in some Mexican jail.

I will be in Portland for 804 on March 30-31. Some consult time for this class is possible.

Notice the break betwen Class 12 and F2F. Make good use of the time.

My usual custom is to have those that can spare the time meet at some convivial location after class onSaturday. While I am open to suggestions on a location my preference would be the Cheese Bar(http://cheese-bar.com/) for various reasons that will be made clear if the house band is playing that night.I realize it is on the east side of the river, but getting around Portland strikes me as fairly straightforward.Do not hesitate to argue with me if this is undoable.


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Assignments.

Reading Interests of Adults Discussion/Reports

The class will be separated into six teams. Each team will investigate and report on a particular widelyread work of genre literature. Genres discussed in past classes have included:Science FictionRomanceMysteryHistorical FictionYA fictionHispanic oriented materialAs of this writing I am willing to see if natural groups of four or five students appear for each genre. Ifthey do not, random assignments will be made. There will be a Forum on the discussion board whenthe first class posts in which you may organize yourselves- or not. I have a list of titles that I willsuggest for each group- or the group may pick their own exemplar book. Everybody in the class willread all the books- and yes, I mean the Romance novel as well- the last one I read was pretty good.Each team will make a presentation on the genre, and lead the discussion of the book in question. Ifyou don't go for my suggested readings, do pick one that is in paperback, or available for cheap fromAmazon or ABE (http://www.abebooks.com/)

CD interview

A partial team assignment. Teams chose randomly this time. Each team will work up six questions toask a practicing librarian in charge of collection development. You'll submit the questions to mebeforehand and I will either accept as is, or suggest changes. Each team member will then, asindividuals interview selected victims.. ahh, person in charge of collection development at a library orinformation agency near you, and record the answers. And by interview, I mean F2F, not email orphone.

Given the answers received you will then tell me:1. How did the answers differ from your expectations?2. Do what extent do contextual issues affect collection development?3. Would you work with the same restrictions?4. Any further thoughts on the topic?

Community analysis presentation ORCollection assessment presentation

For the F2F session in April you will, as individuals, present your findings from either a communityanalysis, or a collection assessment project. These will be real live communities, or real livecollections. You will have to run communities, and collections, by me first to make sure you have notgotten in over your heads. Or are treading in very shallow waters. Your choice on collection orcommunity analysis.

All material will be graded on a numerical basis. The following standards apply in assigning final grades:


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96-100: A90-95: A-87-89: B+84-86: B80-83: B-77-79: C+74-76: CAnd below that you don't want to think about it.

Numerical scores are not rounded up when computing grades.

A word on grading.

This is graduate school. Simply doing the work on time in a reasonable fashion earns a grade of "B." Thegrade of "A" is reserved for work that shows evidence of going beyond the mere requirements ofcompleting the assignment. In graduate school a grade of C is basically a failure. Critical thinking is amust. Please pay attention to the instructions on submitting papers in electronic format downbelow. And to "This is What a Paper Should Look Like" in the Things to Read folder. My tolerancelevel for ignoring these instructions is considerably less than it used to be. Participation in classdiscussion sessions is essential.

IMPORTANT INFORMATION : 1. Late material will be graded down at the rate of 10% of the grade perday late. Which means that a paper that would normally grade a 90 is a day late, the grade is 81. If twodays late the grade is 72. After that you don't want to think about it. If, and only if, you let me knowbeforehand that there are going to be problems we can make adjustments. Problems do not includevacation, family reunions, or trips to concerts. I can be flexible, but remember you are a student ingraduate school.

2. I expect submitted papers to be written in clear, concise, and grammatically correct English. Materialnot meeting these standards will be redone until they do so, losing points along the way. Instructions onWhat a Paper Should Look Like are posted in the Things to Read area of Blackboard. Do not fail to heedthis document.

All material will be submitted in electronic format. Standards for submission are in the box below. Kindlyread them and follow directions. My inclination towards mercy on this topic is not what it used to be.

Standards for Submitting Material in Electronic Format

In order to facilitate the whole process of grading and returning papers, quizzes, and anything else, inelectronic form the following standards should be followed. If material is not submitted according tothese standards it will arrive back in your lap with no grade assigned. I will accept submissions writtenin Word, or WordPerfect, and saved as .doc, .wpd, or RTF files. If you are going to use anything else,check with me first. Do not write papers in HTML.

1. Formatting Your Submission

Word processed papers are the only kind I will accept. The following standards apply.


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A. Margins.Top and bottom margins: 1 inch.Left and right margins: 1.25 inches, or as close as you can get. This largely has to do with what I cansee on a screen. Trifocals and old age are not necessarily compatible with teeny tiny print.

B. Type Size.Type size should be 12 points. I don't care about font, but have mercy on my trifocals and set it at 12points. I recognize that larger point sizes are a way of artificially lengthening your paper, and willautomatically reset anything larger than 12 points back to the required size. Please do not use theCourier or sans serif typefaces. If you do not know what sans serif means, kindly find out.

C. Heading. The heading of all submissions should include the following information:

Your nameThe title of the paper, or whatever.The class for which the paper has been written.The name of the professor for whom the paper has been written.The semester in which the paper has been written.The word processor and version in which the paper is written.

Hence:

Another Country: Searching for the Southwest United StatesYour Name

9450, Spring, 2008Professor Seavey

WordPerfect version 11

I don't care if it is centered like, that, or in that particular order, but the information elements should allbe present.

D. The citation and formatting style for this course is APA. There is a short version of APA in the"Things to Read" section of Blackboard. Kindly pay attention.

2. Checking Your Submission

A. Spell Checking.Most, if not all, current word processors have a built in spell checker. Use it. Spell check dictionariesare not always comprehensive, so if the spell checker complains about a word that seems legitimate toyou, have a dictionary handy just to make sure you have it correct. If my spell checker complains aboutsomething in your submission, that is what I do... if it is a word that does not exist, or is spelled wrong,woe be unto you, as I will knock off points. Kindly take this admonition seriously. Spell checking is sobasic I should not even have to mention it, and my tolerance level for not using it is essentiallyzero.

B. Proof ReadingThe spell checker only catches spelling errors, it doesn't care about context. So if you are thinking "toomany" and write "two many," the spell checker won't catch it. The prof once wrote a lengthy


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explanation of a statistical technique called "factor analysis," and distributed it to a doctoral seminar.Everybody was fascinated with my somewhat peculiar explanation of "factory analysis." The point is,read your paper, and see if it makes sense. Or have your significant other read it, or your next doorneighbor. Most folks, after they have read their own work once or twice, see exactly what they want tosee, not the mistakes.

C. Grammar CheckingMost word processors have a grammar checker. I have mixed feelings about these because most ofthem are set to something akin to standard business English usage, which may not be appropriate foracademic papers. Word underlines things that it does not like in green. I at least look at those bits andsee if I can figure out the nature of the complaint. The use of "that" and "which," in my work hasimproved considerably since I started using this.

3. Naming Your SubmissionFilenames.The name of your submission will be your last name, and only your last name. Modifications areacceptable only where two class members share a common last name. In that case the form of entrywill be: last name first initial: seaveyc, rather than just seavey. Note that capitalization is not necessary.Do not worry if you wind up sending in more than one thing with the same file name. The professor isold enough to understand folders, sub-directories, and tree structures. Trust me, I can keep all this stuffseparate. And I certainly hope you understand file structures as well.

B. Extenders.Most word processors (in fact most current programs) assign an identifier, known as a file extender, tofiles processed by that program. The file extender identifies the type of file to the user- human orcomputer- trying to look at the contents of that file. Some examples:

Program - File ExtenderWord for Windows - .doc or .docx depending on what version you are using. I can deal with either.

Excel (a spreadsheet)- .xls or .xlsx - same business as with word.

WordPerfect (most recent version) - .wpd

Lotus Organizer - .org

A Joint Photographic Experts Group graphics file - .jpg

The program you are using will assign the file extender. Make sure that this is so. Experiment withwhatever you are using and if file extenders are not assigned, ask the prof for advice.

That, I think, should do it. If there are questions, let me know.

HOW TO WRITE FOR THIS COURSE

Pay attention to What A Paper Should Look Like.

Otherwise:

"Say a thing in one sentence as straight as it can be made, and then drop it." William James


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I expect that papers for a graduate level course will be written as if for publication. Not only must the basicfacts of the subject be mastered, and all the relevant sources explored, but the text must be writtenclearly:

1. Who, what, where, when, and exactly how much must always be obvious. Know what you wish to say,and say only that; define new terms or new uses of old ones.

2. Avoid ambiguity. "You can't put too much water in a nuclear reactor."

3. Link sentences and paragraphs logically and intelligibly. The reader shouldn't have to rearrange yourideas to make sense out of them.

4. Sentences should not be so long that the reader loses his or her way. Otherwise you are likely to losethe readers attention, as so often happened with the prose of 19th century essayists such as OliverWendell Holmes, who was not only a doctor, professor, and novelist, but also the father of the famousSupreme Court Justice Oliver Wendell Holmes Jr. (an intriguing character who combined the ideals ofNew England humanism with the prejudices of the upper class, wealthy society in which he moved)...andbefore you know it you will have wandered very far afield. For practice, read lots of Jesse Shera. OrBarbara Kingsolver.

5. Avoid irrelevant or tangential topics. Stick to the point. [see number 4}

6. In academic writing we do not "feel" things. We think them and have evidence to back up our thinking.

7. No obstacle should come between you and your reader. When revising, imagine the reader over yourshoulder and apply the rules listed above before typing your final product.


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855 Syllabus