Coll. Dev. Policy Table of Contents Copyright Statement Introduction Policies Selection Process Collection Evaluation Adult 000 - Computers Adult 100 - Psychology, Philosophy Adult 200 - Religion Adult 300 - Social Sciences Adult 400 - Language Adult 500 - Pure Sciences Adult 600 - Applied Sciences Adult 700 - Arts, Recreation Adult 800 - Literature Adult 900 - History, Geography Adult - Biography Adult - Fiction Adult - Mysteries Adult - Science Fiction Adult - Young Adult Adult - Videos Adult - Ref. CD-ROMs Adult - Circ CD-ROMs Adult - Popular Recordings Adult - Classical Recordings Adult - Spoken Recordings Adult - Reference Adult - Online Databases Adult - WWW Sites Adult - Large Type Adult - Paperbacks Adult - Govt. Documents Adult - Local History Adult - Periodicals Adult - Literacy Adult - Foreign Lang. Adult - Phone Books Adult - College Catalog Adult - Pamphlets Juv. - Non-Fiction Juv. - Easy Reader Non-Fic. Juv. - Fiction Juv. - Easy Fiction Juv. - Easy Reader Fiction Juv. - Picture Books Juv. - Paperbacks Juv. - Sound Recordings Juv. - Spoken Recordings Juv. - Reference Juv. - Periodicals

Collection Evaluation

• Collection Evaluation and Assessment
• 1991-92 Collection Evaluation Project
• Collection Sampling Instructions
• Collection Development Database
• Collection Levels
• Collection Development Goals
• Policy Review

Collection Evaluation and Assessment

The Library collection needs continuous evaluation in order to keep on target with the Library's mission to provide materials to meet patrons' interests and needs in a timely manner. Statistical tools such as circulation reports, collection turnover rates, document delivery studies, fill rates, reference fill rates, statistical samplings, and new materials counts should be used to determine how the collection is being used and how it should change to answer patron needs. The materials themselves should be assessed for their physical condition and their use.

Qualitative standards include checking subject areas against standard bibliographic tools and recommended subject lists to be sure that the Library is acquiring recommended materials. Patron input and community/user surveys should also be used to aid in the evaluation of the Library materials collection.

Through these ongoing quantitative and qualitative methods, the Director, the Head of Public Services, and selectors can monitor the collection to see that it is serving its public. The Collection Development Policy should be reviewed and revised within a five year period to insure a document that continues to answer the needs of the Library and its community.

1991-1992 Collection Evaluation Project

In December 1991, the Adult Department initiated the process of collection assessment and evaluation which is an integral part of the development of a collection development policy. A process was established to conduct a statistical sampling which would produce information on age, condition, usage level, etc., of the materials in the adult book collection. Data was collected from a random sample. Every 30th book on the shelves was sampled, along with a proportionate number of charged items returned during the sampling. In this way, an accurate look could be taken at the collection, because, presumably, the newer, more popular items would be checked out at any given time. In the process of sampling, the total number of books on the shelves was also determined. In April, 1992, similar sampling was conducted for the Youth Services Department's book collection.

At the conclusion of the sampling process a computer-based Collection Development Database was created. It contains a wide range of statistics from the sampling and from other sources, at both the Dewey-10 and Dewey-100 levels. The selectors wrote their sections of the policy in the database, where they had ready access to data on their subject areas and how each compares to the collection as a whole. In addition to the description, influencing factors, selection plan, retention and weeding, and development plan guidelines, each selector assessed collection level, current acquisition commitment, collection goal, and recommended currency level for each subject area.

The collection development database greatly simplified the process of writing, compiling, editing, and designing the final written product - the Morton Grove Public Library Collection Development Policy.

Included in the Appendix to this Collection Development Policy are copies of the instructional materials, tables, charts, database formats, etc., used in this project.

Collection Sampling Instructions

Before we can begin to develop a collection policy we must gather information about our current collection, such as age, condition, usage level, etc. Since it is impossible to check every item in the library, we will collect data from a random sample of the collection. For books, this will mean sampling every 30th item (the number may vary for other material types). In the process of sampling we will also be counting the total number of books on the shelves

In order for the data to be meaningful, it must come from a truly random sampling. This means that when you've counted to the 30th book you must sample that book. Do not decide, on the spot, to withdraw the book because it's too old, in poor condition, or for any other reason. No matter how new or old, good or bad, you must sample that 30th book -- no exceptions!

In order to further ensure randomness, we must also begin counting with a randomly selected book -- not necessarily the first book on the shelf or in the section. At each unique spot in the collection where sampling begins, you'll use a random number chart to determine the first book to be sampled. The random number only applies to the first book; after that you'll always sample every 30th book.

Any Dewey 10 range with fewer than 30 books has the potential of not being sampled at all. That's the way things work in random sampling. Do not alter your counting in any way in order to sample an otherwise unsampled (or undersampled) section. Undersampled sections of significant interest will be sampled in more detail later.

Sample Selection Instructions

1. If you are not continuing sampling from where someone else left off, locate the random number for the Dewey 10 section you're beginning on the back of the Statistical Sampling Worksheet. Write this number in the left margin of the worksheet next to the line where the first sampled item will go. Starting with the first book in the Dewey 10 section as number 1, count ahead until you reach the book corresponding to the random number. Sample this book.
   or
   If you are continuing from where someone else left off, your first book sampled will be the 30th one after the last one previously sampled.
2. Starting with the first book after the one you just sampled, count ahead 30 books and sample the 30th book.
3. Repeat step 2 until the 30th book falls in a new Dewey 10 range.
4. In the next blank line on the worksheet write a "+" and the number of books between the last sampled book and the end of the Dewey 10 range.
5. To the left of the next blank line (after the one you used in step 4), write a "+" and the number of books from the beginning of the new Dewey 10 range through the 30th book you came to in step 4 (i.e. including the 30th book), then sample that 30th book.

If you've counted correctly, the numbers you record in steps 4 and 5 will add up to 30.

For each book sampled, record the following data:

1. Complete call number and Cutter.

2. Barcode Number. You can leave off leading zeros if you wish.

3. Copyright Date. Use the copyright date from the back of the title page (or other location); do not use the acquisition date stamped inside the cover. If a book has multiple copyright dates, use your best judgment to determine which date most accurately reflects the books contents. Usually this would be the latest date, but if you suspect, based on the way it's written or worded, that a date merely represents a reprinting of an earlier version/edition, use the earlier date. If you cannot locate a date anywhere in the book, put a dash in the © column on the worksheet.

4. Condition. This is your subjective assessment of the book's overall condition, including: binding (tight, loose), cover (clean, worn), pages (torn, worn edges), etc. Enter the appropriate number from the chart at the top of the worksheet:
   1. Like New: no wear of any kind; looks like it just came out of the box.

   2. Good: book appears to not have been heavily used; may show some signs of wear, but binding is tight.

   3. Fair: book shows normal wear and tear for its age; is still in very usable condition, though binding may be somewhat loose, cover or pages moderately soiled, etc.

   4. Poor: book is still holding together but has one or more major problems: binding very loose, significant number of pages torn, very dirty appearance, significant water damage, etc.

   5. Unusable: book should be discarded; you may remove the book from the shelf, but only after it has been sampled. Remember that every 30th book must be sampled regardless of condition. Skipping a book because it should be withdrawn destroys the randomness of the sample.

5. Circulation. In the "Pocket" column, record the number of slash marks on the item's pocket. If you suspect that this is not the item's original pocket (for example, because of the style of typing, or because the book has been rebound), put an asterisk after the pocket count.

   The Geac circ count and last activity date will be added later.

Final Notes
In testing by three people, the average sampling rate was 1 to 1.5 minutes per book, or roughly a half-hour per worksheet. (This is total time divided by total number of books, and includes all parts of the process: counting, writing, etc. It doesn't mean you spend that long just evaluating each sampled book.) If you find yourself taking more time than this, you may be spending too much time trying to determine a book's condition. When counting books, count every separate volume on the shelf. This means each volume of multiple volumes, multiple copies, different editions, etc., must be counted and, if it's the 30th item, sampled, even if it means sampling two volumes from the same set.

Collection Development Database

The Collection Development Database is a Hypercard stack designed to contain all information relating to the collection evaluation process. For each material type and subject area the database has circulation and collection size data from Geac reports, data from the statistical sampling of the collection, the collection levels, and the complete text of the selection policy. As they are developed, the database will also contain information on weeding schedules, and data from the online materials acquisition system (e.g. percentage of budget allocated to, and remaining for, each subject area).

Collection Levels

As part of the collection evaluation process, selectors assigned levels to three aspects of each subject and material type: current collection level, current acquisition level and collection goals. The levels are adapted from RLG Collection Development Manual, 2nd ed., and the State of Alaska Intensity Codes, and are defined as follows:

0 -- Out of scope: The library does not collect in this area.

1a -- Minimal Level, with uneven coverage: Few selections are made, and there is unsystematic representation of a subject.

1b -- Minimal level, but chosen well: Few selections are made, but basic authors, some core works, or a spectrum of ideological views are represented. Can support fundamental school, public and academic library inquiries.

2a -- Basic information level, introductory: A collection of up-to-date materials that serve to introduce and define a subject and to indicate the varieties of information available elsewhere. A collection at this level may include dictionaries, encyclopedias, historical surveys, bibliographies, and periodicals in the minimum number that will serve the purpose. A basic information collection can support school instruction and routine public inquiries, but is not sufficiently intensive to support higher-level academic courses or independent study or the wide-ranging recreational reading demands of a highly educated general public.

2b -- Augmented information level: As above, except a few major periodicals, selected editions of important works, wider selection of reference materials.

3a -- Basic study level: Includes the most important primary and secondary literature, a selection of basic representative journals/periodicals, and the fundamental reference and bibliographical tools pertaining to the subject. Adequate for curriculum support for basic undergraduate instruction. Adequate for independent study and for the lifelong learning needs of the general public, with coverage at all appropriate reading levels.

3b -- Intermediate instructional level: As above, except a wider range of basic monographs, wider selection of the more important writers and secondary materials, stronger journals/periodical support. Collection adequate to support term paper writing (at the college level)

3c -- Advanced instructional level: As above, except adequate for honors undergraduate or most graduate instruction or sustained independent study; adequate to maintain knowledge of a subject required for limited or general purposes, but not strong enough for original research in a subject. It includes complete collections of the works of the important authors, selections from the works of secondary writers, a selection of representative journals/periodicals, and all the reference tools and fundamental bibliographic apparatus pertaining to the subject.

4 -- Research level

5 -- Comprehensive level

In the table below, "Coll. Level" describes the current level of the section, "Acq. Level" describes the current purchasing level for items in the section, and "Coll. Goals" describes the ideal level at which the section should be maintained. Collection levels were not assigned to the Children's collection because the levels are not appropriate.

Tables omited from online version.

Collection Development Goals

The process of assessment and evaluation of the collection indicates several subject areas that need immediate development and increased levels of selection in order to answer patron interest and needs. The following description references the 1992 collection evaluation project.

Adult Department
The subject collections in the Adult Department that need immediate building and increased purchasing levels are computer books, travel, science and technology (at both popular and more technical levels), and audiobooks. The high interest areas of computer and travel books should always remain at a high level to keep up with patron demand, changing technologies, and new editions. After two years of increased selection in science and technology to replace severely outdated material, the selection rate should be more moderate, but sufficient to keep the collection current. Books in Urdu, Hindi and Gujuarti will be purchased in 1992 as part of the Cooperative Collection Development Agreement with the Skokie and Evanston public libraries. Subsequent additions to the foreign language collection will be based on patron use and anticipated demand. Audiobooks need to be maintained at a high rate to keep pace with demand and publication schedules. Transfer to an automated acquisition system, adoption of fund accounting, and the correlation of circulation levels with percentages of the book budget will facilitate the adequate distribution of funds among high demand areas.

Youth Services Department
Major reductions must be made in the entire Youth Services Department collection in order to maintain a current, relevant collection within existing space limitations. A short-range goal of the withdrawal of a minimum of 3000 books by December 1, 1992 has been established. In the long-term, weeding must be done on this level and beyond to make room for more current materials. Subject areas that need updating are biography and children's reference materials. These areas are already experiencing an increased level of spending. Children's reference materials need to be maintained on a continuing basis to build an effective resource for Library patrons. Withdrawal of damaged and little-used records also is in process. Gradually, the entire record collection will be replaced by audiocassettes.

Review and Revision of the Policy

The establishment of selection priorities and goals is one of the major results of the development of a formal collection development policy. As they are accomplished, these goals will need to be replaced with new goals and priorities in shaping the collection. This policy will be reviewed periodically in conjunction with any short-term priorities and the Library's long-range plan and mission statement in order to continue to be responsive to the established mission, community interests, and needs. Short-term priorities should be evaluated annually and a revision made of the entire Policy at least every five years.

www.webrary.org/inside/colldevcolleval.html
First published on the Web: 1/26/1998
Last updated: 11/21/2005