Collection Development Policy
Collection Development Policy Part I
The Giorgetti Library’s mission is to support the total program of the College. Its collection should, therefore, reflect the curricular and research needs of the students, faculty and staff. Because the library cannot completely satisfy all informational needs of all users, a consistent and conscious effort must be made to provide the resources required by the majority of library patrons. This policy is intended to guide the building and enrichment of the collection in accordance with the mission of College of St. Joseph. The library staff, in consultation with the faculty (via the Academic Advancement Committee), will continue to develop and modify this policy to meet the changing demands of College of St. Joseph and the Rutland region.
Each academic department is allocated a portion of the funds provided to the Library by the College administration for collection development. Though library staff members are responsible for the overall management and development of the library collections, faculty in all disciplines of the College are expected to take an active role in the selection of all library materials. Faculty members may submit requests for materials in their fields or in other areas of interest according to the instructions contained in the “Adjunct Faculty Handout.”
All materials (print and non-print) purchased in this manner are charged against the appropriate academic department’s portion of the library budget. Materials purchased with library funds become college and library property. The library staff is available to assist faculty with library resource selection and use.
Students, staff, and administrators are also encouraged to make recommendations for library purchases to the library staff. Requests for purchase of library materials, from all sources, will be considered in light of this document and in relation to the overall instructional and educational purposes of the college.
General priorities and guidelines
Materials needed to support the current teaching programs of the College are of primary importance. Obviously, they should have a level of maturity appropriate to the needs of the students and faculty. Also vital are basic reference works and tools not directly related to any one college program, but which are of such importance that they belong in every academic library.
In addition, the Library must provide the various print and other materials required to support the research of the faculty, and to assist the administration in the effective performance of their duties. The Library will not always be able to meet every research need with materials on hand, but library resources should be sufficient to aid in the preparation of lectures and other teaching activities. Interlibrary lending or individual purchases ought to be used for highly specialized materials.
Types of books
Paperbacks – Generally, single copies of hardbound editions are ordered for the Library because they are more durable than paperbound editions. However, if there is a significant difference in price, a paperback edition may be ordered. Other considerations besides price in choosing between hard cover and paper editions include the following.
- Whether the paper edition is a tradebook or scholarly press title (scholarly press paper editions are generally more durable).
- Whether the title is of narrow interest and not likely to circulate more frequently.
- Whether the work is likely to be superseded or become outdated after a relatively short period of time.
Textbooks – Normally, textbooks will not be purchased. However, exceptions will be made when textbooks are considered classics by experts in the field, when other kinds of monographic publications in a curricular area are sparse, when they are part of the CRL, or when textbooks treat important areas not otherwise represented in the collection.
Books will be purchased primarily in the English language. The exception will be those foreign language titles that are needed for language instruction and teaching. This includes reference and other basic information considered necessary by faculty members in consultation with library staff.
Out-of-Print Books – The Library cannot normally acquire out-of-print books. However, if discontinued or antiquarian books are readily available from antiquarian book dealers or other sources, and there is a demonstrated need for such materials and sufficient funding is available, the Library will attempt to purchase them.
Current Fiction – The library will purchase current fiction when it is of sufficient literary merit and contributes to the overall enrichment of the library collection. Since the Rutland Free Library is of close proximity, there is little justification of yearly expenditure of limited library funds for popular fiction.
It is significant to note that a large percentage of donated books to the Library fall into the category of popular fiction. However, efforts will be made to provide a balanced and representative selection of the world’s major literary figures, along with the supporting biographical and critical studies.
Serials are the major source of current information in a number of disciplines. Whether they are called “journals,” “periodicals,” “magazines” or “newspapers,” serials serve to keep the collection up to date. They provide the researcher with material not available in books. Their main function is to supplement the monographic collection of a library. Some serials evaluate and review books, other serials, microforms, and non-print materials. The Library establishes and maintains serial subscriptions with great care, since they are usually expensive long-term commitments. Subscriptions cannot be established casually. Any recommendations for the purchase of a new serial subscription must be made with a clear understanding of the peculiar nature of this format. The library must make the decision to acquire the serial in print or online format, and determine whether it is already available in one of our subscribed electronic databases. The library, in conjunction with the faculty, has made the determination that a serial will not be purchased if it is available in full-text format in any of our databases.
Selection criteria for serials include: indexing, abstracting or full-text access in the appropriate bibliographic databases, local availability, demonstrated need, scholarly reputation, and price. Subscriptions are made on a year-to-year basis and are charged to the library periodicals account. The Library will continue to discourage the practice of charging serial subscriptions to departmental book budgets, though in exceptional cases temporary arrangements of this sort have been made. When a new journal subscription is deemed necessary, the appropriate academic department, in consultation with the library staff, may determine that another subscription or subscriptions in their discipline should be cancelled in order to free up funds.
The preferable way to handle required additional subscriptions, particularly in new academic programs, is to build the projected cost of such journals into the College budget for the next fiscal year.
Due to the high cost and considerable space requirements for housing them, paper backfiles of serials cannot be purchased retrospectively. However, if the demand or need for backfiles is deemed necessary, the Library will acquire them in (e-journal format).
Other formats and media
The Library also allocates funds to academic departments for the purchase of video recordings and audio books on CD, computer software and various non-print materials. Such media are selected with the same care as print materials.
Gifts: The Library accepts and acknowledges monetary gifts to subsidize the purchase of pertinent library materials. The Library also receives gifts in kind and donations of books and other materials for its collections, using the same criteria for selection as regularly purchased items. All accepted gifts should fit into the definitions of relevant materials under the Collection Development policy and should generally have no restrictions attached to them. The library may refuse any gift, which does not contribute, to the mission and purpose of the library. The library staff will decide on the best disposition of gifts, including the location, classification, and circulation or non-circulation of such items. The library will not officially appraise books and other materials, or collections of such items, for tax or other purposes. The Development Office does provide donors with a statement listing the amount of their monetary gift
if provided by the donor or, in the case of gifts in kind, the number of items given. Detailed inventories are not usually possible. The Library assumes no responsibility for the use donors make of such acknowledgements.
Library material reported missing is not replaced automatically. Instead, potential replacements are evaluated using the same criteria for selection as regularly purchased items. Heavily used materials, determined to be necessary for teaching or research, will be replaced as quickly as possible if they are still available. However, some caution must be exercised in replacing costly items since experience shows that supposedly lost materials are often only temporarily missing. Such materials can be replaced as funding allows. If after (2) years an individual bibliographic item is still missing and cannot or will not be replaced, it is to be considered permanently lost and all records of it should be withdrawn from the online catalog.
De-accessioning, or “weeding,” is an essential, on-going library routine, in which unneeded materials are removed permanently from the library collection. Examples of unneeded materials which might be targeted for withdrawal could include multiple copies, badly damaged or deteriorated books, out-of-date or chronically unused material, broken runs of dated periodicals, and obsolete media materials. The library staff reserves the right to de-accession library materials when, in their professional judgment, such a course of action is necessary. Whenever possible, faculty members and other subject specialists should be invited to participate in the weeding process to assure that materials of historical or research interest are not inadvertently removed.
In periodically reviewing and evaluating the balance and strength of the collection, the library staff may use standard bibliographies such as Books for College Libraries or those that appear in choice and other appropriate sources. The faculty of the College must also play a key role in maintaining the integrity of the collection through the periodical evaluation of their subject areas.
The staff of the library supports the concept of intellectual freedom. As long as they fit into the general collection parameters of the library, all points of view and subjects will be considered without prejudice or censorship when determining the balance of the collection.
The Library houses three Special Collections. The Kyran McGrath Irish Studies Collection, The Sister St. George Vermont Collection, and the Curriculum Resource Library are housed in separate sections of the library. Courses offered in Irish Studies, and Vermont History, are offered by the Arts & Sciences Division. Acquisitions for these collections are provided under Level 3 of the Arts & Sciences Division.
Collection Development Policy Part II
Levels of Collection Development
In dealing with various disciplines and subject areas, it is understood that requirements for library materials will vary. Each department has defined its own unique requirements in the preceding pages. Four hierarchical levels of development have been identified (not necessarily in order of priority), and are as follows:
- Level 1: Minimum development. Subject areas which are not within the boundaries of the College curricula. These are areas, which have generated little activity or interest. For example, College of St. Joseph has no program in Theatre Arts, therefore, the Library should not have a large number of titles on this subject.
- Level 2: Basic development. Materials which support the Core curriculum in all disciplines and/or all 100-numbered courses. This level should include surveys of the subject, introductory works, encyclopedias and handbooks, selected texts and the basic periodicals for the discipline.
- Level 3: Intermediate development. This level supports all 200 and 300-numbered courses necessary for the undergraduate degree. Materials acquired should provide extensive coverage of all aspects of a discipline, and should support course work and independent undergraduate research. In addition to standard works and histories, purchases should include bibliographies and the major journals. Level 3 is built on level 2.
- Level 4: Advanced development. Herein are included those materials suitable for research in all graduate programs: primary source materials for each discipline, in-depth collecting of major authors (in original languages where appropriate), critical and analytical studies, emphasis on specific periods, subdivisions, or eras as required by the discipline, and the appropriate support journals.
Division of Arts and Sciences Library Collection Development Policy and Levels
The Arts and Sciences curriculum, leading to the Bachelor of Arts, provides the student with a comprehensive general background and a major in one of the Arts and Sciences. The program prepares students for a lifetime of continuing personal and intellectual growth and serves as an excellent precursor for entry-level professional careers or continued study in many graduate and/or professional programs. Given that preparation for a career in secondary education at the undergraduate level emphasizes content majors such as history and English, these programs are under auspices of the Arts and Sciences Division. Post baccalaureate Teacher Certification for Secondary Education in English, Mathematics or Social Studies, as well as, a Master of Education in Secondary Education, are also offered.
In addition, the undergraduate and graduate programs in the Arts and Sciences at College of St. Joseph are charged with providing a liberal arts education to all students at the College, regardless of their career choice. To this end, the general education core is designed to give all students a knowledge base that:
- Develops an ability to use the English language fluently, find reliable information, and understand the various literary genres.
- Develops aesthetic awareness.
- Develops an understanding of mathematical and scientific concepts and methods;
- Develops computer literacy.
- Develops an awareness of our heritage, present social context and self.
- Develops an awareness of philosophical and theological concepts and methods specifically as they relate to one’s own valuing process.
- Develops an ability to think critically.
Accordingly the acquisition of contemporary library materials which enhance the capability of all students to pursue research and develop professional competencies and skills is the Division’s primary focus.
- Level 1: Biographical novels, anthologies, biographies, and works in sociology, anthropology, mathematics, physical education and biological and physical sciences.
- Level 2: Encyclopedias, supplementary materials, directories and other reference works; basic and assi texts in various core courses such as English, history, geography, philosophy, religion and fine arts; and career development materials.
- Level 3: Professional journals, primary and secondary sources, bibliographies and research materials on specific contemporary topical issues in English, history, political science, and studio arts. Audio-visual materials, to include CDs, DVDs, videotapes and audiotapes to support representative upper-level coursework such as Modern American Novel, Shakespeare, Middle or Far Eastern history, History of Religion in America, American Civil War, Ethics for the Professional, British history, American Presidency, Vermont studies, and Irish studies. Curriculum and teaching materials for the undergraduate program in secondary education.
- Level 4: Curriculum and teaching materials for the graduate program in Secondary Education.
Division of Business Library Collection Development Policy and Levels
The Division of Business offers a comprehensive curriculum leading to the Bachelor of Science in Business with majors in Accounting and Management; a Bachelor of Arts in Business Administration, Sports Management, and Organizational Leadership; and, a graduate program leading to a Master of Business Administration degree. The curriculum prepares students for participation in varied enterprises and relationships, and to become business professionals who serve with skill and integrity.
The collection should support the focus of the Division and the chief interests of the faculty encompassed in the areas of teaching and research in the business core curriculum, major specialties offered by the Division, the Organizational Leadership curriculum, and the Master of Business Administration program.
Therefore, the acquisition of contemporary library materials (e.g. books, periodicals, CDs, and DVDs) necessary to support the Division must cover a wide variety of topics, providing sufficient material to support the undergraduate and graduate curriculum. Additionally, it must support faculty pedagogical needs and research, enhance the capability of all students in the Division of Business to pursue research, and to develop professional competencies and skills.
- Level 1: Biographies of business leaders, business books of general interest, and introductory works of business sub-disciplines not within the curriculum of the Division.
- Level 2: Materials which support the introductory classes within the Division of Business including surveys of the subject accounting, business, business mathematics, computer information systems, economics, career development, and business periodicals of general interest.
- Level 3: Materials which support the Division of Business core curriculum, specialty topics within each major and independent undergraduate research including advanced business periodicals supporting the business core and major specialties
- Level 4: Materials which support the Master of Business Administration degree program, suitable for research at the post-graduate level, collecting major contributors and reference materials supporting classical and current business and management thinking, strategy, and concepts.
Division of Criminal Justice Library Collection Development Policy and Levels
Our degree programs in Criminal Justice are designed to provide students with basic and applied knowledge on the nature and causes of crime and delinquency, and law and the legal system for juveniles and adults in American society. Graduates of our Criminal Justice program are on track to become criminal justice professionals in the public or private sectors or advance their careers through graduate studies. Here students learn to more effectively address complex crime issues within our evolving society.
Rutland is one of Vermont’s most opportune areas for professional development with a variety of criminal justice-related agencies in the county. These include district court, county sheriff and city police departments, probation and parole, correctional facilities, recruit and in-service police and corrections training academies, diversion court and restorative justice programs. There are opportunities for Criminal Justice students to engage in meaningful internships throughout the VT-NY-NH region.
Accordingly, library materials which are current, (e.g. books, periodicals, CDs, DVDs, Assessment and Diagnostic Instruments) enhance a student’s research capabilities, and foster the development of professional level skills are our highest level priority.
- Level 1: Basic civics, constitutional and government texts.
- Level 2: Directories and other reference works, classic texts (in English) of constitutional democracy (Federalist Papers annotated, Hume, Keyes, etc.) introductory materials in various subfields such as law, intelligence, public safety.
- Level 3: Professional journals such as law reviews, primary and secondary sources on penal theory and policies, criminal law and procedure, ethics and professional development.
Division of Education Library Collection Development Policy and Levels
The Division of Education offers a variety of courses at the undergraduate level to train students as elementary, special education, and early childhood teachers. At the graduate level, the division’s programs prepare initial licensure teachers for elementary and special education roles as well as providing licensed teachers a Masters degree in general education, special education, and reading. Library materials for these programs must cover a wide variety of topics, be current, and provide enough material for research.
The ERIC documents on microfiche will be maintained and related periodicals/journals are the foundation for all materials for the Division.
- Level 1: Biographies, encyclopedias
- Level 2: Materials which support higher education, adult education, speech and hearing, history of education, and other related fields in education not offered as part of the division programs.
- Level 3: Materials which support the Division of Education core curriculum and topic points such as: special education, Children’s Literature, literacy and reading instruction, Educational Psychology, School and Classroom Management, issues of health and safety, multicultural, Gifted and Talented and Exceptional Children, School Law, Women and Minorities, science, social studies, art, music, and physical education, mathematics, psychology, technology, tests and measurement, Sign Language, communication, Communication Disorders, Social Reform and Social Issues, Principles of Learning, Learning Styles, Multiple Intelligences, Inclusion, Cooperative Learning, Language Arts Instruction and Writing, early childhood, Child Growth and Development. Professional journals, audio-visual materials, CDs, DVDs, assessment tools, and videotapes to support upper-level coursework.
- Level 4: Curriculum and teaching materials to support undergraduate education, the Master of Education degree programs in Reading, General Education, Elementary, Special Education, and Secondary Education.
Division of Psychology and Human Services Library Collection Development Policy and Levels
Our undergraduate programs in Human Services are designed to provide students with a solid knowledge base (consisting of ethical and value clarification foundation courses, scientific and theoretical content courses, and professional methods courses} in order to successfully compete for 1) entry level employment in case management, counseling, or administrative positions, or 2) acceptance into counseling-related graduate programs within the helping professions.
Our undergraduate program in psychology is intended to 1) enable students in any field of study at the College to develop a solid understanding of factors which influence personal growth and development; 2) provide psychology students with a basic knowledge of topics which span the breadth of the field; and 3) within the discipline. Our graduate counseling programs are designed to provide the student with the depth of knowledge necessary to meet state-regulated training requirements for licensure as a professional mental health provider; with the understanding that additional, post-degree supervised experience and other requirements must be met in order for professional licensure to be granted.
Accordingly, library materials which are current, (e.g. books, periodicals, CDs, DVDs, Assessment and Diagnostic Instruments) enhance a student’s research capabilities, and foster the development of professional level skills are our highest level priority.
- Level 1: Anthologies, biographies, biographical novels, parapsychology.
- Level 2: Directories and other reference works, basic and classic texts (in English), general psychology, human development and learning, introductory and survey texts in human service fields, basic research and statistics books, introductory materials in various subfields such as educational, industrial, social, gender issues, texts and materials on various disabilities, materials on topics such as interpersonal communication, stress management, effective living, career development materials, sources on diversity, etc.
- Level 3: Assessment and evaluation, physiological, counseling and clinical, abnormal, history and systems, comparative, experimental, research materials on specific topical issues (such as domestic violence, substance abuse and addictions, gerontology, various psychological disorders), professional psychological journals, primary and secondary sources on psychological theory, law, ethics, professional development, organizational behavior, psychopharmacology, family systems. Audio-visual material (e.g. audio and videotapes, CDs, DVDs,) Assessment and Diagnostic Instruments, and data bases dealing with the above material, etc.
- Level 4: Primary sources on theorists, advanced readings on various psychological and addictive disorders, group and individual counseling and therapy, actual standardized testing supplies, comprehensive medical and psychological dictionaries and encyclopedias, advanced texts on research, assessment, psychopharmacology, multiculturalism, gender, career counseling, ethics, legal references, psychiatric, social work, and other allied health/mental health journals, forensics, behavior medicine, school psychology, and other subfields related to personal adjustment counseling and therapy, brief therapy and managed care, crisis management and critical incident.
Curriculum Resource Library Collection Development Policy and Levels
The goal of the Curriculum Resource Library Collection is to provide students in elementary and secondary education access to materials that they can use in lesson plan preparation and developing lessons in methods classes and student teaching.
Materials in the Collection
The materials collected for the Curriculum Resource Library will include current and high quality educational materials, including teaching texts and teacher resource materials for use with children from pre-school through grade twelve.
Material will be collected from a variety of categories, including, but not limited to, textbooks (as available from vendors), books that focus on best practices and teaching strategies, curriculum guides, materials related to Standards, practical teaching tools and references (units, lesson, etc.), teaching activities materials, teacher reference materials, media (audio visual materials, instructional games, posters, kits, transparencies, models, pictures, video recordings, etc.) and education software.
Materials in the Curriculum Resource Library Collection will generally fall into Level 4 materials in the Division of Education’s Library Collection Development Policy, outlined elsewhere in this document.
The College will maintain a children and young adult literature collection, part of but separate from the Curriculum Resource Collection.
Maintaining the Collection
The selection of materials for inclusion in the collection will be the responsibility of the college librarian and education faculty.
Weeding, replacement or removal of materials from the Curriculum Resources Library will follow procedure outlined in the library’s Collection Development Policy.
Policies reviewed April 2015 (Academic Advancement Committee)