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LI 855XO Collection Development and Management 2/24-25, 4/20-21, & Internet Faculty: Charley Seavey Email: cseavey@emporia.edu Primary Phone: (620) 341-5203 Ext: 5816 Secondary Phone: (800) 552-4770 Ext: 5816 Office Hours: By appointment via Skype at Desert11Sailor, or charley.seavey depending on time of day. See below Online Course Login: https://elearning.emporia.edu Credit Hours: 3.0 Note: 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 the movie to work. The movie and the audio files, once we start class, will be exactly the same, given a word or two. Web based classes will be in the Course Content area of Blackboard. By now I figure you 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 in here somewhere, and you miss it because you did not read this thing, guess who's fault it is?
Catalog Description: Examination of the principles, policies, and procedures associated with evaluating, selecting, and acquiring print, non-print, digital, and multimedia materials and resources. Students also learn about developing, organizing, and managing these collections in libraries, archives, special collections, museums, and similar institutions, paying attention to ethical, philosophical, social, and political contexts in which these collections exist. Students have opportunities for practical applications, using specific methodologies and diverse approaches. (LI805 recommended) Student Learning Outcomes 1 Describe the various activities and processes that compromise the development and management of a collection, 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 value to the information collection, and discuss the challenges to its implementation.

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4 Distinguish between selection and censorship and explain the ethical issues surrounding collection development. 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 within a collection. 7 Identify the main components of a preservation policy and a disaster plan and justify their use within a library or information organization. 8 List the main benefits of promoting the collection, discuss the principal methods of promotion, and identify 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 with Firefox 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 the Quicktime streaming video software- http://quicktime.com/. Quicktime should play both audio and video files that I will be using. COMMUNICATIONS There is an email link in Blackboard that goes to my ESU account. In general I would prefer that you use your ESU account when emailing me at cseavey@emporia.edu That way the ESU filters won't throw you into the junk mail folder, or I won't ignore it because it is from hotmail or some other 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 are interesting class discussion notes on the bulletin board. You have to check the Announcements section of Blackboard because that is where I post things for the entire class to read. If you miss something and it was 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 an appointment before the event and keep in mind the time zone differential. I'm available most of the time except for when when Castle or NCIS is on. I have two Skype accounts which you call depends on what time you want to talk. In the evenings and weekends I am Desert11Sailor (all one word.) If it is during business 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 and Information Center Collections: 5th edition, Libraries Unlimited, 2005. Of which there are a large number of used copies on Amazon as of this writing, some quite inexpensive. Do not pay more than the $45 which is the cost of a new paperback edition from the publisher. For reasons I will not put in print I do not order books through university bookstores. Normally I would suggest that the immediately previous edition would work as well, but given the publication 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, or available full text through the Library Literature database at the ESU library. Make sure you know how to use 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 the chance we will wander off into some fascinating sidelights and get off track. However, as of late December, this is what things look like. Think of this as a class that meets once a week on Wednesday morning at 8 a.m. Not, I hasten to add, that I expect you to be sitting at your computer when the thing pops up on Blackboard, but I do expect that by Sunday evening you will have read, and digested, the content of the lecture and readings, and said something coherent on the discussion board. Think of the discussion boards as a conversation among colleagues and you will see that I am aiming at. Class 1: (web, January 11) Intro to Everything. Or, the "idea" of collection development. Classes 6-8, F2F 1: February 24-25. The Genre Discussions. See Below Classes 13-15: F2F 2. April 20-21. CA or CE presentations. See below Notes on the schedule: January 18 I will be in Dallas at the ALISE conference. However I will be in contact, 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 and discussions. Do not waste the time. Due to the slightly strange scheduling this semester I will be in Portland, February 24 through March 3actually a day either side of that but that is tihe time I'll be available to you lot for consultation. Since I suspect 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 on Saturday. 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. Week 3: (Web, Week 2: (Web, January 25) January 18) Collection The Publishing Development Industry Policies Class 9: (Web, February 29) Collection Evaluation I Class 10: (Web, March 7) Collection Evaluation II Week 4: (Web, February 1) Reading Interests of Adults Class 11: (Web , March 14) Electronic Everything. Is it the answer?

Week 5: (Web, February 8) Community Analysis, or Know your Readers Class 12: (Web, April 4) Collection Implementation: tech services and money

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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 widely read work of genre literature. Genres discussed in past classes have included: Science Fiction Romance Mystery Historical Fiction YA fiction Hispanic oriented material As of this writing I am willing to see if natural groups of four or five students appear for each genre. If they do not, random assignments will be made. There will be a Forum on the discussion board when the first class posts in which you may organize yourselves- or not. I have a list of titles that I will suggest for each group- or the group may pick their own exemplar book. Everybody in the class will read 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. If you don't go for my suggested readings, do pick one that is in paperback, or available for cheap from Amazon or ABE (http://www.abebooks.com/) CD interview A partial team assignment. Teams chose randomly this time. Each team will work up six questions to ask a practicing librarian in charge of collection development. You'll submit the questions to me beforehand and I will either accept as is, or suggest changes. Each team member will then, as individuals interview selected victims.. ahh, person in charge of collection development at a library or information agency near you, and record the answers. And by interview, I mean F2F, not email or phone. 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 OR Collection assessment presentation For the F2F session in April you will, as individuals, present your findings from either a community analysis, or a collection assessment project. These will be real live communities, or real live collections. You will have to run communities, and collections, by me first to make sure you have not gotten in over your heads. Or are treading in very shallow waters. Your choice on collection or community analysis.

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

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96-100: A 90-95: A87-89: B+ 84-86: B 80-83: B77-79: C+ 74-76: C And 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." The grade of "A" is reserved for work that shows evidence of going beyond the mere requirements of completing the assignment. In graduate school a grade of C is basically a failure. Critical thinking is a must. Please pay attention to the instructions on submitting papers in electronic format down below. And to "This is What a Paper Should Look Like" in the Things to Read folder. My tolerance level for ignoring these instructions is considerably less than it used to be. Participation in class discussion sessions is essential. IMPORTANT INFORMATION : 1. Late material will be graded down at the rate of 10% of the grade per day late. Which means that a paper that would normally grade a 90 is a day late, the grade is 81. If two days late the grade is 72. After that you don't want to think about it. If, and only if, you let me know beforehand that there are going to be problems we can make adjustments. Problems do not include vacation, family reunions, or trips to concerts. I can be flexible, but remember you are a student in graduate school. 2. I expect submitted papers to be written in clear, concise, and grammatically correct English. Material not meeting these standards will be redone until they do so, losing points along the way. Instructions on What a Paper Should Look Like are posted in the Things to Read area of Blackboard. Do not fail to heed this document. All material will be submitted in electronic format. Standards for submission are in the box below. Kindly read 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, in electronic form the following standards should be followed. If material is not submitted according to these standards it will arrive back in your lap with no grade assigned. I will accept submissions written in 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 can see 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 12 points. I recognize that larger point sizes are a way of artificially lengthening your paper, and will automatically reset anything larger than 12 points back to the required size. Please do not use the Courier 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 name The 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 States Your Name 9450, Spring, 2008 Professor Seavey WordPerfect version 11 I don't care if it is centered like, that, or in that particular order, but the information elements should all be 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 dictionaries are not always comprehensive, so if the spell checker complains about a word that seems legitimate to you, have a dictionary handy just to make sure you have it correct. If my spell checker complains about something 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 so basic I should not even have to mention it, and my tolerance level for not using it is essentially zero. B. Proof Reading The spell checker only catches spelling errors, it doesn't care about context. So if you are thinking "too many" 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 door neighbor. Most folks, after they have read their own work once or twice, see exactly what they want to see, not the mistakes. C. Grammar Checking Most word processors have a grammar checker. I have mixed feelings about these because most of them are set to something akin to standard business English usage, which may not be appropriate for academic papers. Word underlines things that it does not like in green. I at least look at those bits and see if I can figure out the nature of the complaint. The use of "that" and "which," in my work has improved considerably since I started using this. 3. Naming Your Submission Filenames. The name of your submission will be your last name, and only your last name. Modifications are acceptable only where two class members share a common last name. In that case the form of entry will 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 is old enough to understand folders, sub-directories, and tree structures. Trust me, I can keep all this stuff separate. 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, to files processed by that program. The file extender identifies the type of file to the user- human or computer- trying to look at the contents of that file. Some examples: Program - File Extender Word 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 with whatever 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 basic facts of the subject be mastered, and all the relevant sources explored, but the text must be written clearly: 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 your ideas 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 lose the readers attention, as so often happened with the prose of 19th century essayists such as Oliver Wendell Holmes, who was not only a doctor, professor, and novelist, but also the father of the famous Supreme Court Justice Oliver Wendell Holmes Jr. (an intriguing character who combined the ideals of New England humanism with the prejudices of the upper class, wealthy society in which he moved)...and before you know it you will have wandered very far afield. For practice, read lots of Jesse Shera. Or Barbara 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 your shoulder and apply the rules listed above before typing your final product.

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