Washechek, Evan
References
Giri, R. r., Sen, B.
b., & Mahesh, G. g. (2015). Collection Development in Indian Academic
Libraries: An Empirical Approach to Determine the Number of Copies for
Acquisition. DESIDOC Journal Of Library & Information
Technology, 35(3), 184-192.
Summary
This week I came across this fascinating article discussing
the different perception that exists in academic libraries in India. According
to the article, there have been lots of private academic institutions that a
recent flux of cash has propped up in the past decade. Of these Universities,
lots of which have well-funded libraries. However the author writes that
Librarians are often overstretched and understaffed. This is in addition to the
fact that Collections are merely thought of as a sum total of the items that
exist within the library. This is coupled with the tradition in Indian Campuses
to have a much more top down hierarchy and most of the heads of departments
selecting the materials for professors in the field and them in turn telling
the libraries which books they will be using for their courses. The author
notes the specific struggle by stating, “Unlike the academic libraries in the
western world, Indian academic libraries hardly have subject specialist
librarians. Thus, there is a lack of library staff that can be spared to liaise
constantly with faculties and students to understand their needs and
expectations and contribute significantly to collection development.” Not only
are there not very many subject specialists, but because of the increased work
load on the collections librarians our author denotes a particular struggle
that I believe most western libraries can identify with, “In many a case, the
acquisition department/ librarian has a weak tie with circulation
/lending/reference sections that are in the best position to understand the
students /faculty demands.”
Evaluation
Although the academic library system in India is very robust
and complicated as well as difficult to discuss in one article (or one summary),
there certainly were parallels which I was able to draw between them and the
western world in which I have library experience. Lack of funding for
materials, staff or other necessities is a constant, as well as lack of communications
interdepartmentally. It also seems that although the solutions put forth in
this article were cohesive (attempting to increase the book to student ratio).
Their problems of providing the book for students are unique, because in the
U.S. for the most part we have a culture of capitalism which encourages students
to purchase all of their required texts. This solution would be viewed as a
waste of University money and destruction of the cash cow that is college
books.
