- Email: [email protected]
Collection Development: Shifting Paradigms in Children's Services — Report of the Program Sponsored by PLA Service to Children Committee
178
ALAAnnualConference-- 1995
Much of the day was spent on the three most important parts of a review: the description, evaluation, and comparison of the book under review. Schlachter ranked them 1-2-3, but did state that no review is complete without comparison with other works or a statement of the unique quality of the work. Where a work fits in the literature is important to library selectors. These points were reinforced by the samples that she and the participants critiqued and in the practice reviews written by the participants. Descriptions should not be laundry lists but should stand in for the work, emphasizing organization, scope, intended audience and offering images to the reader. Journalistic questions (who, what, where, when and how) should be included if appropriate. Accuracy is not often commented on in reviews but should be considered even when not commented upon. The format, content, scope, currency and longevity and value/cost are among the factors to consider when writing (and reading) a review. While a tag line or recommendation may or may not be required by the review publishing journal, if included it must match the body of the review. To paraphrase the presenter. After reading the review, the reader should be able to write the tag line/recommendation. In fact, each sentence in a good review should anticipate the next. Each sets up and gives information important to that which follows. A good reviewer illustrates all important judgements about a work. As there are few absolutes of good and bad, the good review puts the work in a context that is comparison. The responsibilities of the reviewer to his/her constituencies was emphasized implicitly and explicitly throughout the workshop. The reviewer is the student of the journal editor and must follow instructions carefully. The review is the surrogate of the work for the library community. The reviewer's words have consequences. He/she is also educator of the author and publisher. Constructive criticism is a benefit of all. The examples throughout the workbook, the bibliography, and the specific guidelines of several review journals are reference sources to which the participants will return, whether they become review writers or more discriminating users of reviews in selection or both. Schiaehter has drawn together useful information from her own observations and experience and from the publishing and collection development sectors. Schiachter encourages the continued training of librarians as reviewers and anticipates other specialized workshops for reviewers of other types of materials and works in a variety of formats. She also encourages awards for outstanding reviews, professional guidelines, and cooperative teaching ventures between review journals and library schools. This report of the Reference Book Reviewing Workshop is intended to whet appetites for format or content specific review writing workshops in the future. With the need for hundreds of reviews each year, librarians can and should be increasingly involved in this important work. Keeping in mind Sclalachter's admonition that no one writes a perfect review, it is possible to write high quality reviews that are useful to librarians, authors, and publishers. This workshop was a f'me start toward that goal for this group of reference librarians.
PII S0364-6408(96)00021-X
Linda Loos Scarth Reference Librarian Busse Center Library Mount Mercy College Cedar Rapids, IA 52402 Internet: [email protected]
Collection Development: Shifting Paradigms in Children's Services ~ Report of the Program Sponsored by PLA Service to Children Committee
ALAAnntudConference- 1995
179
Librarians from three large county and city public library systems related their expedence in dealing with a reduced budget by centralizing the material selection process, outsourcing selection and technical services, and adopting other nontraditional measures. The speakers were introduced by Bessie Tichauer, California State Library. Ed Kieczykowski, County Librarian of San Bemadino (California), described the traditional selection process of having librarian of each branch engage in an elaborate process of selecting materials as "sacred cow librarianship." The concept that the children's librarian can select better than anybody else fits in with the traditional advisory role played by librarians. Public library volunteers do everything from public relations to reference but not book selection. Materials selected by children's librarians only mirror a portion of what is available. There is no reason why vendors cannot do the selection for the collection. San Bernadino is now reassigning librarians from its 27 branches to duties other than book selection and thus saving money for materials. There is no negative effect on the end users. The change in the selection method has saved dollars and cents in the short term and will enable the reallocating of fund for resource and information sharing by acquiring access tools such as wide area computer networks in the long term. Timing for such a change is important. The more tradition you have in your organization the more difficultit is to change. As an experimental project, San Bcrnadino has teamed up with private industry to encourage the public to be involved in the selection and use of library materials. Library patrons can now go to the local Barnes and Noble bookstore at their convenience and buy any hard cover books they want to wad at a deep discount and the library will buy these books back if they arc taken there within thirty days of purchase. Susan Erikson, Children's Coordinator of the same system, served as the executor and "cheer leader" of this game plan and shared her personal experience in leading the staffto implement the policy. Change is defined as a scary idea that will cause something to happen to you if there is no control over it.It is the fear of losing what you already have. She started off by meeting ithead-on and accepting the inevitability.She checked with colleagues in other librariesto see how they dealt with changes. Another important step is to remain flexible by reviewing new procedures and making regular adjustments. She also recommended providing as much information and statisticsas possible to the staff and pointing out the benefits of such a change. For example, with a 7 0 % reduction in book funds, the staff were confronted with the reality that each branch librarian was traveling an average of 43 miles per trip to attend a book evaluation meeting. In addition to being away from the library, these costs for selection were excessive. Other tips include recognition of staffparticipation, seeking out questions and answering them, avoiding surprises, keeping communication open and embracing a shared vision. The system also sets aside some discretionary funds to take care of specific needs of the local branches. Lila Wizotski, Coordinator, Collection Development, Baltimore County (Maryland) Public Library, which has 50 branch librariesemphasized that there was no loss of employees as a result of the adoption of centralized selection.The main goal of the policy is to get matcrials on the shelf as soon as possible. The operating cost of centralized selection to the library is greatly reduced. The library is now buying more to the public's taste rather than buying what librarians think thc public should read. Materials arc placed on the shelf much quicker than before. Hot topics arrive much sooner. The body of materials available for selection arc really determined by the publishing industry and by market demand. Whcn the project f'LrStbegan, the Baltimore selection committee devised an elaborate profile or "formula" based on subject, author, illustratoretc. and itwas sent to each branch for review and for assigning a quantity to purchase. For example, the "formula" for picture books is 28 pages long. This has since been streamlined and simplified. The most difficultprofile to write was the one for the special reader. For example, one branch needs to have materials to cater to the needs of Jewish
180
ALAAnnualConference
--
1995
and African American patrons. To facilitate the process, a monthly memo is being sent to the branches. Visits to the branch by the selectors occur regularly to collect information on their needs. Weekly calls are made to the branches to check on these needs. Highlights of children's books are provided for the branches. Circulation statistics for each branch are also being used to guide purchasing. Selection assignment is also being rotated to avoid biases. Cate Dixon, Assistant Director, Fort Worth (Texas) Public Library, recounted their experience dealing with one budget crisis after the other. In 1987 they first began to centralize the materials selection process. Fort Worth is believed to be the only public library that has a vendor in total charge of selecting children's books. In 1992 when a budget cut occurred with a reduction of staff from 150.25 to 142.5 FIE. They followed the policy of cutting hours instead of cutting materials budget with the hypothesis that circulation of materials would have no correlation to the number of hours open. This turned out to be correct. Fort Worth received another cut in 1993 and this time the response was to privatize technical services. Sixty percent of the selection and processing of materials from major vendors are contracted out. Best sellers are the easiest to be outsourced as it is a simpler to write the specification. Vendors work from selection specifics provided. They will select according to profiles of each branch and begin selection with those titles reviewed in October each year. Materials for children ages birth through high school are to be selected. Children's literature is defined as literature for children from birth through 14 years of age or 8th grade. Young adults are ages 15-17, or grades 9-12. Only young adult fiction titles are selected. The tools specified to be used for selection are School Library Journal, Booklist and Kirkus. They must have a good review in all three publications, or a starred review in Booklist. No reissues or reprints are accepted. They also want all books from Caldecott, Newbery winner and honor books, Coretta Scott King Award, ALA Notable Books and the Texas Bluebonnet Award Master List. Books excluded include pop-up books, books with moveable parts, book and toy combinations, cloth books, vinyl or plastic books, and books smaller than 4" × 4." The Forth Worth specifications also include books of regional interest, that is, Texas and Southwest as well as Spanish and bilingual titles published by American publishers. Each branch also has a specific selection profile for the vendors listing the annual budget, cost limitation per title, percentage of books from various categories such as picture books, easy readers, books classed by Dewey numbers and so on. Lists of authors are also provided for procurement. Fort Worth's average cost per item of contracted children's new books is $15 and the average cataloging and processing cost per titles is $4.30.
PH S0364-6408(96)00022-1
William W. Wan Assistant Director of Libraries for Technical Services Texas Woman's University Denton, TX 76204 lnternet: [email protected]
A L C T S AS Acquisitions Administrators and Acquisitions LibrarianslVendors of Library Materials This session on consolidation with one vendor was co-chaired by JoAnne Deeken (Clemson) and Stuart Grinell (Ambassador Book Services). The first order of business was to elect the following new co-chairs: Cynthia Coulter (University of Northern Iowa) and John Riley (Ambassador Book Services).
ALAAnnualConference-- 1995
Much of the day was spent on the three most important parts of a review: the description, evaluation, and comparison of the book under review. Schlachter ranked them 1-2-3, but did state that no review is complete without comparison with other works or a statement of the unique quality of the work. Where a work fits in the literature is important to library selectors. These points were reinforced by the samples that she and the participants critiqued and in the practice reviews written by the participants. Descriptions should not be laundry lists but should stand in for the work, emphasizing organization, scope, intended audience and offering images to the reader. Journalistic questions (who, what, where, when and how) should be included if appropriate. Accuracy is not often commented on in reviews but should be considered even when not commented upon. The format, content, scope, currency and longevity and value/cost are among the factors to consider when writing (and reading) a review. While a tag line or recommendation may or may not be required by the review publishing journal, if included it must match the body of the review. To paraphrase the presenter. After reading the review, the reader should be able to write the tag line/recommendation. In fact, each sentence in a good review should anticipate the next. Each sets up and gives information important to that which follows. A good reviewer illustrates all important judgements about a work. As there are few absolutes of good and bad, the good review puts the work in a context that is comparison. The responsibilities of the reviewer to his/her constituencies was emphasized implicitly and explicitly throughout the workshop. The reviewer is the student of the journal editor and must follow instructions carefully. The review is the surrogate of the work for the library community. The reviewer's words have consequences. He/she is also educator of the author and publisher. Constructive criticism is a benefit of all. The examples throughout the workbook, the bibliography, and the specific guidelines of several review journals are reference sources to which the participants will return, whether they become review writers or more discriminating users of reviews in selection or both. Schiaehter has drawn together useful information from her own observations and experience and from the publishing and collection development sectors. Schiachter encourages the continued training of librarians as reviewers and anticipates other specialized workshops for reviewers of other types of materials and works in a variety of formats. She also encourages awards for outstanding reviews, professional guidelines, and cooperative teaching ventures between review journals and library schools. This report of the Reference Book Reviewing Workshop is intended to whet appetites for format or content specific review writing workshops in the future. With the need for hundreds of reviews each year, librarians can and should be increasingly involved in this important work. Keeping in mind Sclalachter's admonition that no one writes a perfect review, it is possible to write high quality reviews that are useful to librarians, authors, and publishers. This workshop was a f'me start toward that goal for this group of reference librarians.
PII S0364-6408(96)00021-X
Linda Loos Scarth Reference Librarian Busse Center Library Mount Mercy College Cedar Rapids, IA 52402 Internet: [email protected]
Collection Development: Shifting Paradigms in Children's Services ~ Report of the Program Sponsored by PLA Service to Children Committee
ALAAnntudConference- 1995
179
Librarians from three large county and city public library systems related their expedence in dealing with a reduced budget by centralizing the material selection process, outsourcing selection and technical services, and adopting other nontraditional measures. The speakers were introduced by Bessie Tichauer, California State Library. Ed Kieczykowski, County Librarian of San Bemadino (California), described the traditional selection process of having librarian of each branch engage in an elaborate process of selecting materials as "sacred cow librarianship." The concept that the children's librarian can select better than anybody else fits in with the traditional advisory role played by librarians. Public library volunteers do everything from public relations to reference but not book selection. Materials selected by children's librarians only mirror a portion of what is available. There is no reason why vendors cannot do the selection for the collection. San Bernadino is now reassigning librarians from its 27 branches to duties other than book selection and thus saving money for materials. There is no negative effect on the end users. The change in the selection method has saved dollars and cents in the short term and will enable the reallocating of fund for resource and information sharing by acquiring access tools such as wide area computer networks in the long term. Timing for such a change is important. The more tradition you have in your organization the more difficultit is to change. As an experimental project, San Bcrnadino has teamed up with private industry to encourage the public to be involved in the selection and use of library materials. Library patrons can now go to the local Barnes and Noble bookstore at their convenience and buy any hard cover books they want to wad at a deep discount and the library will buy these books back if they arc taken there within thirty days of purchase. Susan Erikson, Children's Coordinator of the same system, served as the executor and "cheer leader" of this game plan and shared her personal experience in leading the staffto implement the policy. Change is defined as a scary idea that will cause something to happen to you if there is no control over it.It is the fear of losing what you already have. She started off by meeting ithead-on and accepting the inevitability.She checked with colleagues in other librariesto see how they dealt with changes. Another important step is to remain flexible by reviewing new procedures and making regular adjustments. She also recommended providing as much information and statisticsas possible to the staff and pointing out the benefits of such a change. For example, with a 7 0 % reduction in book funds, the staff were confronted with the reality that each branch librarian was traveling an average of 43 miles per trip to attend a book evaluation meeting. In addition to being away from the library, these costs for selection were excessive. Other tips include recognition of staffparticipation, seeking out questions and answering them, avoiding surprises, keeping communication open and embracing a shared vision. The system also sets aside some discretionary funds to take care of specific needs of the local branches. Lila Wizotski, Coordinator, Collection Development, Baltimore County (Maryland) Public Library, which has 50 branch librariesemphasized that there was no loss of employees as a result of the adoption of centralized selection.The main goal of the policy is to get matcrials on the shelf as soon as possible. The operating cost of centralized selection to the library is greatly reduced. The library is now buying more to the public's taste rather than buying what librarians think thc public should read. Materials arc placed on the shelf much quicker than before. Hot topics arrive much sooner. The body of materials available for selection arc really determined by the publishing industry and by market demand. Whcn the project f'LrStbegan, the Baltimore selection committee devised an elaborate profile or "formula" based on subject, author, illustratoretc. and itwas sent to each branch for review and for assigning a quantity to purchase. For example, the "formula" for picture books is 28 pages long. This has since been streamlined and simplified. The most difficultprofile to write was the one for the special reader. For example, one branch needs to have materials to cater to the needs of Jewish
180
ALAAnnualConference
--
1995
and African American patrons. To facilitate the process, a monthly memo is being sent to the branches. Visits to the branch by the selectors occur regularly to collect information on their needs. Weekly calls are made to the branches to check on these needs. Highlights of children's books are provided for the branches. Circulation statistics for each branch are also being used to guide purchasing. Selection assignment is also being rotated to avoid biases. Cate Dixon, Assistant Director, Fort Worth (Texas) Public Library, recounted their experience dealing with one budget crisis after the other. In 1987 they first began to centralize the materials selection process. Fort Worth is believed to be the only public library that has a vendor in total charge of selecting children's books. In 1992 when a budget cut occurred with a reduction of staff from 150.25 to 142.5 FIE. They followed the policy of cutting hours instead of cutting materials budget with the hypothesis that circulation of materials would have no correlation to the number of hours open. This turned out to be correct. Fort Worth received another cut in 1993 and this time the response was to privatize technical services. Sixty percent of the selection and processing of materials from major vendors are contracted out. Best sellers are the easiest to be outsourced as it is a simpler to write the specification. Vendors work from selection specifics provided. They will select according to profiles of each branch and begin selection with those titles reviewed in October each year. Materials for children ages birth through high school are to be selected. Children's literature is defined as literature for children from birth through 14 years of age or 8th grade. Young adults are ages 15-17, or grades 9-12. Only young adult fiction titles are selected. The tools specified to be used for selection are School Library Journal, Booklist and Kirkus. They must have a good review in all three publications, or a starred review in Booklist. No reissues or reprints are accepted. They also want all books from Caldecott, Newbery winner and honor books, Coretta Scott King Award, ALA Notable Books and the Texas Bluebonnet Award Master List. Books excluded include pop-up books, books with moveable parts, book and toy combinations, cloth books, vinyl or plastic books, and books smaller than 4" × 4." The Forth Worth specifications also include books of regional interest, that is, Texas and Southwest as well as Spanish and bilingual titles published by American publishers. Each branch also has a specific selection profile for the vendors listing the annual budget, cost limitation per title, percentage of books from various categories such as picture books, easy readers, books classed by Dewey numbers and so on. Lists of authors are also provided for procurement. Fort Worth's average cost per item of contracted children's new books is $15 and the average cataloging and processing cost per titles is $4.30.
PH S0364-6408(96)00022-1
William W. Wan Assistant Director of Libraries for Technical Services Texas Woman's University Denton, TX 76204 lnternet: [email protected]
A L C T S AS Acquisitions Administrators and Acquisitions LibrarianslVendors of Library Materials This session on consolidation with one vendor was co-chaired by JoAnne Deeken (Clemson) and Stuart Grinell (Ambassador Book Services). The first order of business was to elect the following new co-chairs: Cynthia Coulter (University of Northern Iowa) and John Riley (Ambassador Book Services).