New Horizons for Academic Library Collection Development: Creating a Community-Curated Collection Through Student Empowerment

 

MacRae, Alisdair

Heisserer-Miller, R., & McAlister, L. R. (2023). New horizons for academic library collection development: Creating a community curated collection through student empowerment. Journal of Library Outreach & Engagement, 3, 119–135. https://doi.org/10.21900/j.jloe.v3.1157

Summary

This article offered two interesting solutions for academic libraries to engage student, faculty, and staff users in the form of student selection projects and grants awarded for purchasing materials related to their given area of focus. Responding to declining enrollment, shrinking budgets, and the needs of marginalized users, these programs enhanced services for users while also maintaining collection development. The Kent Library at Southeast Missouri State University is not large, with five staff for every 1,000 students, and consisting of twelve librarians and eight staff. The library had operated under a collection development model driven by faculty, so librarians had very little involvement. Equating student engagement with student success, the decision was made to establish opportunities to participate in collection development. The students gladly accepted the invitation, and while faculty might not necessarily approve materials selected by students in some cases, the solutions showed how vital student participation is for academic libraries, as well as the increasing opportunities for diversity equity, inclusion, social justice, outreach, and partnerships.

Evaluation

I found this article really exciting in terms of academic library collection development. While the university at the centre of the project might seem small and perhaps not well funded, I believe these solutions could be applied at institutions of any size, and even in non-academic library settings. The literature review supported the idea of student success through engagement, but also the potential pitfalls due to inconsistent and complex methods used to engage students, and how the student collection development process was eventually selected. The authors provided data and analysis around the engagement with each opportunity for collaborative collection development. While they noted the limits of the programs due to COVID ,they were also very honest about how interest may have been bolstered through signage, posters, free candy and coffee shop gift cards, and promotional writings in the student newspaper. Promotion may be seen as critical to making the collection development projects successful rather than imparting bias given how students are busy, and may have been under the impression that they may have little input into library operations. Overall, the project did not have exorbitant costs, with $4,000 devoted to the purchase of student nominated resources between 2019 and 2020, and $7,000 for the student group grant program between 2019 and 2021. I believe the article offers a good example of connection development through its collaborative aspects, and it would be interesting to try a similar project at another library.

A.I. in the Library: Virtual Mini-Conference Explores A.I. from Different Perspectives

 

Artificial Intelligence (A.I.) is starting to creep into various aspects of our lives including in the library.  On March 9, 2026, Library 2.0 in partnership with California Libraries Learn, the California Library Association, and the California State Library put on a virtual mini conference that went over the many ways that A.I. is being used in different library settings. The three-hour event had twenty-one panels in all that spanned topics such as programming ideas using A.I., patron and staff training about A.I., useful ways to make reporting easier for staff using A.I., and much more. The event kicked off with an hour-long keynote session that made it clear that right now is the time for librarians to design A.I. policies for their institutions. A.I. is a relatively recent technology but it is growing and advancing at an alarming pace. Many institutions are facing pressure from their organizations to explore and use A.I. with the goal of efficiency.  A.I. can be a useful tool but there can be drawbacks.  To control those drawbacks better, library administrators must begin creating institutional policies about the use of A.I. Creating policies that lay down the groundwork for the appropriate use of A.I. is necessary for information institutions.  The keynote panelists presented the A.I. policy of the Toronto Public Library. The policy lays down good guard rails on the appropriate use of A.I. for the institution’s staff. The policy breaks down how A.I. is to be used while stating that the underlying principles of “[t]his policy is driven by principles as defined in the Library’s Values, Vision and Mission and in TPL’s [Toronto Public Library] Equity statement and Intellectual Freedom Statement,” (Toronto Public Library, 2025). The policy clearly states how staff can appropriately use A.I., the areas that A.I. can be used, and it describes the associated challenges of using A.I. Panelists encourage library administrators to review other institutions’ A.I. policies, like the shared Toronto Public Library’s policy, as they begin to design their own policies. The entire virtual mini conference is available online for those interested in seeing how A.I. is being used in the library. One thing is for sure, A.I. is here and libraries will need to make decisions on how it is used in their institutions effectively and responsibly.   Overall, I found the mini conference to be very engaging and enlightening.  The panels I attended really showed the possibilities of A.I. but it was clear that before jumping in completely, we need our institutions to lay down ground rules.  Our input is needed.

Library 2.0. (2026, March 9). Perspectives on AI: Exploring experiences with AI in library work [Webinar].  https://www.library20.com/miniconferences/perspectives-on-ai

Toronto Public Library. (2025, January 27). Artificial Intelligence (AI) Policy. https://tpl.ca/policies-and-terms-of-use/artificial-intelligence-policy/

 

 

Inclusive Collections For Supercharged Storytimes

Varela, Tiffany 

WebJunction. (2023, December 27). Inclusive collections for supercharged storytimes.            https://www.webjunction.org/news/webjunction/inclusive-collections.html 

Summary:

Highlights the importance of building diverse and representative collections for children’s programs. Storytime helps shape how children see themselves and others. Choosing books that reflect the identities in our communities, while also introducing new perspectives, supports a sense of belonging and encourages understanding.

The article emphasizes that inclusive collections require intentional, ongoing effort. Librarians should regularly assess their materials to ensure a wide range of voices and experiences are represented, especially those that have been historically underrepresented. It also highlights useful tools such as curated booklists, review sources, and professional development opportunities to support inclusive selection and programming. A central idea is that books act as mirrors, windows, and doors, reflecting children’s lives, offering insight into others, and opening pathways to new experiences.

Overall, the article reminds us that inclusive storytime collections are built through thoughtful practice and play a key role in fostering empathy and connection.

Evaluation:

The article provides a clear and practical overview of why inclusive collections matter in children’s library services. It effectively connects theory to practice by focusing on storytime and how book choices influence children’s sense of identity and understanding of others. The “mirrors, windows, and doors” concept is used well as a simple guide for selecting materials.

A key strength is its emphasis on intentionality, presenting inclusive collection building as an ongoing responsibility. The inclusion of booklists, tools, and training resources makes it useful for librarians looking to improve their work. There is a generous list of resources to refer to when it comes to selection. However, the article stays at a general level. It offers limited guidance on how to evaluate collections in a systematic way and does not fully address challenges such as budget limits or community concerns.

Overall, it serves as a strong introduction that highlights the importance of inclusive practices, though additional detail would be helpful for deeper implementation.

How public librarians actually build collections

 Maklynn St. Clare, INFO 266

Gooding-Call, A. (2020, February 24). Public library collection development secrets, revealed: Behold the mystery of public library collection development. Book Riot. https://bookriot.com/public-library-collection-development/

Summary: Anna Gooding-Call explains how public librarians actually build collections. She shows that librarians can’t just follow their personal tastes or ideas of “quality,” because that would set dangerous precedents and exclude viewpoints when staff changes. Instead, they balance demand, circulation data, space limits, and community needs, often relying on professional review sources. Gooding-Call argues that public libraries must prioritize relevance, diversity, and use over stocking every “classic,” and that donations are usually handled according to policy rather than simply added to shelves.

Evaluation: The author made some good points about unknown considerations that librarians should keep in mind, rather than making random choices in collection development. The article was easy to understand and thought-provoking.

Tags: collection development, librarians, libraries, circulation data, community, diversity, donations, funding 

 

Rethinking Libraries for the Age of AI

 Slick, Becca

Sousa, N. M. T. (2025). Academic libraries as hubs of artificial intelligence competency. Discover Artificial Intelligence, 5(1), 221. https://doi.org/10.1007/s44163-025-00490-8 

    Artificial intelligence (AI) is everywhere right now, whether we’re using it for research, writing, or just everyday tasks. But in the article Academic Libraries as Hubs of Artificial Intelligence Competency, the author argues that libraries need to do more than just provide access to these tools. They should actually help people understand how AI works and how it shapes the information we rely on.

    For a long time, libraries have been seen as neutral spaces, places where information is organized and made available without bias. But this article pushes back on that idea. It argues that neutrality isn’t really possible anymore, especially when so much of the information we access is filtered through algorithms. Search engines, databases, and recommendation systems all play a role in deciding what we see (and what we don’t). And those systems aren’t neutral at all, they’re built by people and influenced by things like data choices, commercial interests, and existing biases.

    Because of this, the author says libraries need to step up and take a more active role.

    One of the main ideas in the article is AI literacy. Basically, this means helping people understand not just how to use AI tools, but how to think about them. That includes knowing how AI systems work (at least at a basic level), recognizing their limitations, and being able to question the results they produce. It’s not just about getting help on an assignment, it’s really about understanding how AI is shaping knowledge and decision-making in everyday life.

    This is where libraries come in. The article argues that libraries are actually in a great position to teach these skills. Instead of just helping students find sources, libraries could:

• show how algorithms influence search results
• talk about bias in AI systems
• encourage more critical thinking about information
• and highlight voices that might otherwise be overlooked

    In other words, libraries can become places where people learn how to navigate a world that’s increasingly run by AI.

    Of course, the article also points out that this isn’t easy. Libraries are dealing with budget cuts, reliance on commercial databases, and long-standing expectations to stay “neutral.” On top of that, not all librarians have training in AI, feel prepared to teach it, or refuse to learn about it altogether. But even with these challenges, the author argues that libraries have an important opportunity to evolve and stay relevant.

    At the end of the day, the article makes a pretty clear point: libraries can’t just be about access anymore, they need to be about understanding. In a world shaped by AI, that shift matters more than ever. 

Evaluation - I think this article brings up a really important issue, especially for those in an MLIS program. AI isn’t going away, and a lot of students are already using it without really thinking about how it works or what its limitations are. So the idea that libraries could help fill that gap makes a lot of sense.

    What stood out to me most was the argument about neutrality. Libraries have traditionally tried to stay neutral, but this article makes a good case that neutrality can actually be a problem. If we don’t question the systems we’re using, especially algorithm-driven ones, we’re basically just accepting whatever they give us. That’s not great, especially when bias and misinformation are real concerns.

    That said, the article is definitely a bit heavy in terms of language. Some of the wording (like “epistemic” concepts) makes it harder to read than it needs to be. I found myself having to slow down and reread parts, which might be a barrier for a broader audience. It also stays pretty theoretical, there aren’t a lot of concrete examples of libraries already doing this work, which would’ve helped make the ideas feel more practical.

    Overall though, I think the message is solid. Libraries have always been about supporting learning and access to knowledge, and this feels like a natural next step. If anything, this article is a reminder that our role as future librarians might be a lot more active, and a lot more important, than just managing collections.

 

Genrefying your Library Collection

 Krumme, Kelsey

Source: 

Sultanik, A. G. (2020). Genrefying the children’s fiction collection. School Library Research, 23. http://www.ala.org/aasl/slr/volume23/sultanik

The Study:

The article, "Genrefying the Children’s Fiction Collection" by Alyssa G. Sultanik, details a research study that looks at how organizing a school library's fiction collection by genre impacts student success and self-efficacy. Traditionally, school libraries use a "FIC" label system from the Dewey Decimal system. In this system the books are arranged alphabetically by the author’s last name, which can be difficult to navigate for young children who may know a topic (like dinosaurs) but not specific authors or the number within the Dewey Decimal system. The study observed the activity of students browsing using the original system to get a baseline. They also completed a Likert scale and interview to measure their confidence. The library was then "genrefied" into 11 categories (such as Adventure, Mystery, and Animal Fiction). The books were labeled with colors based on genre and there was signage posted as well. The observations were repeated using the new system.

Findings:

The findings showed that students could locate books significantly faster, with average search times dropping from eight minutes and thirty seconds to five minutes and thirty seconds. Qualitative data from interviews indicated a massive jump in positive sentiment, with 35 positive responses post-intervention compared to only 6 beforehand. Mapping data also revealed that students made fewer random stops and could navigate directly to sections of interest. Sultanik concludes that while genrefication is time-consuming, the benefits of reduced library anxiety and increased student independence outweigh the costs.

Evaluation and Opinion of the Research:

I think it is an important look at some of the possible benefits of genrefying. The study was of a very small sample size of only 5 students. It would be interesting to see the results from a wider pool of students from different areas and backgrounds. The students noted the that the color-coded stickers were a very helpful visual. This research provides a compelling, evidence-based argument for genrefication as a tool to empower young readers. By moving away from technical labels that "alienate patrons," the study demonstrates how school libraries can foster self-directed learning and a love for reading by making the collection more accessible and easy to navigate for children.

Too Many Books? How One Librarian Took Control of Her Library

 Stevens, Tyler

Source:
Montana State Library, (2024, October 4). 3 Keys to Collection Development [Video]. Youtube. https://www.youtube.com/watch?v=wbonz8Lnt0w

Summary: In this 58-minute seminar video hosted by the Montana State Library features Jonna Underwood, the Sheridan County Library Director in Plentywood, Montana. She shares her experience taking over the local public library from the previous director and frames it in the context of three key principles which she used to create a welcoming community space for her community, which are:

1. Quality vs Quantity: the primary issue with the library initially was an overcrowding of books, which led directly to issues such as an unaligned physical and digital catalog, literal decomposition of books, and a space that was not easily navigable for patrons.
2. 
   Know Your Patrons: Some larger collections which were rarely touched by the community (in this case, nonfiction) were deaccessioned from the library collection, spaces were created to invite patrons to engage with the material in the way they wanted to, and informal conversations with patrons identified favorite chunks of the collection (such as mystery/thriller/suspense).
3. Get Creative: Methods which Underwood used to inform her decision-making over this multi-year cleanup included visiting other libraries for curatorial inspiration, using book displays, a semi-regular newspaper column, and programming such as Blind Date With A Book (which she used to get patron feedback on less-used books to identify hidden gems and buried stinkers in the collection).

The seminar concludes with a Question & Answer session. One of the questions Underwood answered was on the subject of how the community responded to her efforts to clean up the clutter. She answered that the community didn't have much of a reaction beyond an acknowledgement that changes were happening. Underwood felt that the extension of trust by the community may have resulted partially from her own upbringing within the Plentywood community; the community might not have extended trust as easily if she had been a stranger to the community.

Evaluation: This seminar took my attention because my hometown is relatively close to Plentywood. I found it interesting that in order to handle the library collection, certain things needed to be removed, up to and including major pieces of furniture like entire bookshelves and collection chunks. For the latter, Underwood and her patrons would rely on library Connections in order to meet infrequent but specific needs. For example, she removed a significant amount of the nonfiction collection, shrinking it significantly and removing many books which were outdated or specific and seldom checked out by the community. Nonfiction as a subject was still kept available to researching community members through interlibrary loan, a library Connection to other libraries in the larger MSL network. In this way, Underwood was able to expand the physical space in the library so her patrons could more comfortably peruse the shelves without sacrificing the overall offerings of the library itself.

To reflect on my earlier post about Iceland, Underwood understands that there is a unique relationship between the human community and the objects within the library which they interact with; one of the neglected objects in this library was physical space. The lack of space made the library more difficult to navigate and directly impacted the accessibility of the items within the library collection. By increasing the space and introducing elements such as corner bean bags, Underwood strengthened the library's agency to impact the Plentywood community. Underwood understands that preservation and storage both have a cost, both financial and spacial. While both are limited, space defines the relationship the patrons have with the books. In other words, you can't have everything physically available, so you need to select what you need and make space for people to interact.