Meyer, L. (May 2009). Safeguarding collections at the dawn of the 21st Century: Describing roles & measuring contemporary preservation activities in ARL libraries. Association of Research Libraries. Retrieved from: http://www.arl.org/storage/documents/publications/safeguarding-collections.pdf

• Preservation is a core function of the research library and a key element of both the stewardship and access missions of research organizations.
• Digital age:  New Technologies
• ARL member libraries confront new challenges
• Transforming collections
• New preservation techniques
• New Services
• Digital library developments
• Doesn’t solve all of our preservation problems, but opens the doors to other potential problems, or new sets of standards
• Acquiring more and more digital content
• Creating digital access for patrons remotely and in house
• Look at the relationship between preservation and collection development
• The best preservation technique is providing materials with an environment that caters to that mediums needs.
• Print and media - maintaining temperature and RH (relative humidity)
• General concerns with the preservation of cultural resources means that the conservation of books, manuscripts, and other artifacts continues to be an important activity for libraries.
• Deacidification has enormous potential for preserving printed works that cannot be reformatted due to copyright concerns or have enduring value in their original format, and for preserving unique archival materials.
• Reformating techniques
• Microfilming, preservation photocopying, digitization, reformatting

Reexamining the Documentation Strategy of Archival Acquisitions in a Web 2.0 Environment

Hamby, Megan

Thomas, L. M. (2012). The Embedded Curator: Reexamining the Documentation Strategy of Archival Acquisitions in a Web 2.0 Environment. RBM: A Journal of Rare Books, Manuscripts & Cultural Heritage, 13(1), 38-48.

This article introduces the term “embedded Curator” which is essentially someone who documents a specific community using a collection policy while also serving as a resource to that community. With the ever developing digital age we live in, the article discusses the need to find ways to archive digital material using collection development policies and the struggle with preserving digital records in time before they no longer become available. These curators can use a something called More Product Less Process (MLPL) which helps with community and donor relationships and the collection or they can speak directly to their donors early on before records are gifted to an institution. Thomas stresses the importance of sharing archival processes with donors and communities so that these communities might be better informed in how they can back up and preserve important files for archiving.

I found this article interesting because it focuses on how important it is to implement a solid collection development policy in order to archive important and relevant digital materials from various communities. According to Thomas, “well-designed collection development policies and deeds of gift can provide curators with tools and documentation to allow them to change their minds about the direction of the collection…should they need to do so” (p. 40). These embedded curators can also impact the collection and archival processes by speaking to the donors about the importance of maintaining their records for future archiving. This was interesting because often I hear of stories of archival records coming to repositories in boxes without any arrangement or order. By speaking directly to important donors whose records are anticipated being gifted, curators and archivists would be able to satisfy their collection policy much easier. 

Reading Improvement Techniques Informing Collection Development

Bryan, S. (2011). Extensive reading, narrow reading and second language learners: Implications for libraries. The Australian Library Journal, 60(2), 113-122. 

This lit review by an English-teacher-turned-librarian (like me!) looks at the research behind Extensive Reading and Narrow Reading, and how library collections developed for second language learners can help them make the most of these techniques.   

The theory goes that repeated exposure to words and ideas through fun, not-too-difficult reading—lots of books on many topics in the case of Extensive Reading and lots of books by a particular author or on a particular topic in the case of Narrow Reading—will result in improved fluency and automaticity in reading, as well as a richer vocabulary in the target language.  The books must be not too difficult (she explains the 5 Finger Rule, which I’d never heard of, but sounds reasonable: no more than 2-3 new words per page, which you determine by counting on your fingers) and the reader must get to choose the books and topics or authors.  The research is pretty clear that these techniques work, but any of us who read all the Nancy Drew books, or the Harry Potters, or Series of Unfortunately Events, or the Discworld series as our method for learning to read know that already.   

In the library, collecting for multiple reading levels in the target language is important:  some libraries use children’s and YA books in the target language, like we do at my library, an academic library with students learning English, Chinese, French, Japanese, and Spanish.  There is a danger with certain older populations that juvenile content might not hold their interest, so graded readers are also suggested (no significant difference between “authentic” and graded readers to reading improvement was found in the lit).  Collecting foreign language texts on a variety of topics or by one author can be a challenge; this article cites another I read (Bissett, 2010) which describes how one library reached out to the community and to embassies and foreign consuls for donations to get more foreign language leisure texts for their academic library.  At my library, we’ve been adding translated copies of popular series—we have the Harry Potters in Chinese, French, and Spanish for instance—which aren’t as expensive since they’re common paperbacks we could order off of Amazon.  Other media types by which the books can be enjoyed are suggested too, such as audio books or read-a-loud books that come with CDs.

Since it’s important for the reader to choose his own books, the levels need to be indicated. The author mentions colored stickers, which is what we do for our books at my library: the children’s, YA, and graded readers are marked with a sticker on the spine so students can wander the shelves and identify what's probably in their reading-level range.  She also suggested putting the information in the bibliographic records for efficient online browsing as well.  For public libraries with English learner populations, the author suggests helping the patrons determine their own reading levels and showing them where to find the most appropriate texts.  To help all language learners,

 “The most important, and most easily implemented suggestion libraries can adopt, however, is to ‘inform the patron’, rather than improving the collection—that is, to provide patrons with the metaknowledge necessary to make better selections from the existing collection.  It is believed that students, particularly older students, are unlikely to remain motivated in a reading programme that may involve reading works they do not regard as age appropriate unless they know how and why it will benefit them (Dornyei, 2001; Hedgcock & Ferris, 2009). . . . Many language learners do not know how to learn a language (Jones, 1993) . . . . Providing a guide for these students which explains what resources are available to them, how they should use them, where they can find them and how they will help them with language acquisition could be one of the simplest, yet most effective forms of support libraries can offer” (p. 120). 

Sometimes we can’t add to a collection—because of the budget, because of the availability of appropriate materials in the target language, because of space considerations, and the like—but we can find ways to still help the students use the collection well: by understanding how and why we develop foreign language fiction collections for our language learning students, and by understanding how it benefits them.

One strategy not mentioned in the article but that could supplement a foreign language collection for students is a “connection” like Project Gutenberg for English second language learners (2016) or Livres Pour Tous for French language learners (2016).

References

Bissett, C. (2010). Developing a foreign language fiction collection on a limited budget. The Australian Library Journal, 59(1-2), 12-22. DOI: 10.1080/00049670.2010.10735961

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: University Press.

Hedgcock, J. S., & Ferris, D. R. (2009). Teaching readers of English: Students, texts, and contexts. New York: Routledge.

Jones, H. (1993). Beyond the fringe: A framework for assessing teach-yourself materials for ab initio English-speaking learners. System, 21(4), 453-469. 

H. A.

What Cost and Usage Data Reveals About E-Book Acquisitions: Ramifications for Collection Development

Campbell, Heather

Carrico, S. B., Cataldo, T. T., Botero, C., & Shelton, T. (2015). What cost and usage data reveals about E-book acquisitions: Ramifications for collection development. Library Resources & Technical Services, 59(3), 102-111. Retrieved from http://search.proquest.com/docview/1700405848?accountid=130717

SUMMARY:

In this study, a team of librarians from the University of Florida sought to determine the most efficient and cost effective way of acquiring e-books. They looked at three different methods: e-books acquired in large publisher packages; single-title e-books selected through firm orders; and e-books purchased through two patron-driven acquisitions plans. They also compared the results across three different disciplines: humanities and social sciences, science-technology-engineering-mathematics, and medicine.

They found that patron-driven acquisitions were the most effective method of acquiring e-books for the humanities and social science disciplines. E-books acquired via large publisher packages and single title selection showed a high percentage of non-use.

However, when it came to the other two disciplines, they found that acquiring e-books through large publisher packages was most efficient. The books showed high usage, and very low cost per usage. They determined that selecting individual books was not as effective because of the staff time involved.  

EVALUATION:

Despite the study being specifically for a university library, I did find the article to include some helpful information. I’m not positive how the public library I work for acquires e-materials, but I do know that it does do patron driven acquisitions, and that when an electronic title is requested, the library acquires it very quickly, usually within 24 hours.

What was not mentioned in the article was whether these titles were available for unlimited checkout or not. I know that we have several different types of e-books at my library. Some that are only available for one checkout at a time, some that can be checked out by unlimited users at the same time, and some that are only allowed a set number of checkouts and become unavailable once that number is reached.

LGBTQ Collection Assessment: Library Ownership of Resources Cited by Master's Students

Harkleroad, Tiffany

Graziano, V. (2016). LGBTQ Collection Assessment: Library Ownership of Resources Cited by Master's Students. College & Research Libraries, 77(1), 114-127. doi:10.5860/crl.77.1.114

After the Stonewall riots in 1969, gay and lesbian studies, either in the form of individual courses or in the form of entire departments, began to emerge in academic institutions.  LGBTQ studies continue to expand in higher education, and as a result, academic libraries are assessing the needs of their institutions in the context of developing LGBTQ collections.  This study examples the bibliographic citations (3,243 in total) of 28 graduate theses with a focus on LGBTQ studies, written by students at Concordia University between 1991 and 2013.  The goals are to assess the strengths of the university’s current LGBTQ collection, to identify LGBTQ collection materials that the university is lacking, and to assess overall LGBTQ collection needs.  The study determined that the library owned 73% of the citations studied; this is below the average number of citation in similar citation studies on different topic areas.  By breaking down the types of materials cited, it was determined that the collection was weak in terms of LGBTQ popular periodicals; however, the more recent theses tended to cite this particular type of material less often.  The study determined that the LGBTQ collection at Concordia was well developed, particularly given the fact that there is no LGBTQ studies department at the school at the time of this study.

As a student who is particularly interested in LGBTQ studies as relates to library science, I found this article to be quite interesting.  For academic libraries, it is important that the libraries contain the correct types of materials and topic matter to meet the needs of students.  As academic studies expand to include more social concepts and topics, collections will need to adapt to meet those needs.  This particular study shows that the library in question has taken a fairly progressive stance, by containing many of the materials used in the completion of the theses studied.  I found the discussion of convenience bias most interesting, meaning students are more likely to use materials readily available in the library, and that might have some bearing on results in studies such as these.

Transmedia Demystefied

McMillan, Amy

Becnel, K., & Pope, J. C. (2015). Transmedia Demystified: (Re)introducing your students to the power of story. Library Media Connection, 33(6), 16-17.

Summary:

Asserting that young people today are "raised on hyperlinking and multitasking," Pope and Bechel advocate purchasing transmedia materials as a way to bring young readers into the world of literature. Transmedia, according to expert Henry Jenkins, is a "process where integral elements of a fiction get dispersed systematically across multiple delivery channels" (p. 16). For school libraries, this means updating how we think of a "book." In deciding whether to carry a transmedia item, librarians need to assess the following:

1. Are the multimodal elements are "vital or supplemental?"
2. What technology is involved?  Will students be able to access and use it?
3. What is the publisher's commitment?
4. How will the library circulate the extra physical items, such as maps, letters, or cards?
5. Is it shareable or "designed for single use?"

Evaluation:

While I agree with Pope and Becnel that transmedia stories can be powerful, I can't quite picture how this would look in a school library. They give several examples, such as Tony Diterlizzi's The Search for WonderLa and Rick Riordan's Maze of Bones from the 39 Clues series. In theory, providing access to transmedia materials sounds like a perfect fit for school libraries, but I don't understand how the library will bundle all of the materials together for students to access them. I wonder if transmedia storytelling will become more common as more schools provide students with mobile devices. Once students have easy access to both digital and print materials, this kind of storytelling may appeal to a wider audience. Perhaps we are seeing what is just the beginning of a wider transmedia movement.

Gifts nobody wants: The state of the art in dealing with unwanted donations

Jonathan P. Bell

INFO 266

February 27, 2016

O'Hare, S. & Smith, A. (2011). Gifts nobody wants: The state of the art in dealing with unwanted donations. Kansas Library Association College and University Libraries Section Proceedings, 1(1), 66-86. http://dx.doi.org/10.4148/culs.v1i0.1363

Summary 

Gifts to the library can create unintended problems that end up costing excessive staff time and resources. In libraries today, traditional print resources compete with other information services for space and attention. Unnecessary donated items can therefore diminish the collection's value and accessibility. According to O'Hare and Smith, some “gifts… are more trouble than they are worth.” In this article the authors: 1) review why we should be watchful over gifts-in-kind, 2) identify potential problematic gifts, and 3) recommend policies for dealing with library donations.

Negative publicity about destruction of deselected books from a collection can be a public relations nightmare for libraries. Not all materials are worth preserving, but the public doesn’t understand that. Instead of tossing items into the trash, non-profits and for-profits are taking on deselected books for new audiences, such as prisoner libraries and resale sites. This has not been without controversy. Inappropriate “surplus sales” have been conducted whereby books or archival materials are removed from collections and sold for the purpose of raising development funds or back filling budget shortfalls. In response, library and archival organizations are now writing policy guidelines for gifts. These are needed especially in this time of growing dependence on private funding, cultivation of donors, and the attitude that the donor is never wrong.

The authors argue that “a gifts policy is the best way to deal with these issues.” A well-written policy should say: 1) who can ask for and accept gifts, 2) that gifts become sole property of the library and can be removed, 3) the protocol for deselecting items from the collection.

The authors identify seven types of "donation situations" that can cause problems for library collections and archives.

• Gifts you don’t need - Publications of high quality and some cultural significance, like National Geographic, are not as valuable as donors might believe. Truth is, the library may already have copies or may prefer the digital version, or simply may not care for it. Telling potential donors this news is often difficult because they assign sentimental value to items that may otherwise be useless to the library. Taking a cue from  MIT, the authors recommend that libraries develop a gift policy that clearly specifies items not desired. For unwanted donations already in the collection, the authors propose three ways to remove such items: 1) recycling the material at a paper recycler, 2) re-purposing print materials into arts and crafts projects, 3) online sales (though it might run contrary to the library’s mission and cause drama).  
• Gifts that stink, literally and figuratively - Some gift books stink because they’re old and moldy. Some “stink” because of “questionable provenance,” meaning they may have been wrongly or even illegally acquired by the donor. Rejecting the former simply because of the conditions may be shortsighted, but may also prevent unwanted or unsafe items from being added to the collection. Rejecting the latter is a way to prevent lawsuits. Provenance concerns relating to stolen cultural artifacts apply similarly to problem gifts that “stink.”
• Gifts with strings attached - Libraries should be extremely scrutinizing of gifts with special instructions. The authors discuss an instance where a sought-after journal to be “deposited” in a university library came with the caveat to hire the journal’s editor as faculty. When a falling out between the editor and university took place, the editor attempted to take a job at another university and take the journal archive with him. A lawsuit ensued over the definition of “deposited” -- did it mean "temporarily hold" or did it mean "become the owner" of the journals? In a settlement, the two universities arranged for micro-filming at the original university and ownership transfer to the new university. The lack of clarity in the first strings attached led to litigation. As the author note, “The library should clearly establish any restrictions or special conditions attached to a gift from the start.” Strings attached can also relate to copying. Libraries should clearly spell out the copyright limitations before accepting gifts. Some donors ask for restricted access to donated archival materials on account of privacy concerns. The institution has to balance the donor's request with the need to provide equitable access.
• Re-gifted gifts - Getting rid of old books by offloading them en masse onto the library is almost always going to waste staff resources, no matter how well intentioned. As the authors note, “one man’s trash just may be another man’s trash.” The re-gifted items may actually cost more to catalog and process than they’re worth. Worse examples are re-gifted materials that are irrelevant or inappropriate to the local context. The authors point out instances where international librarians have found skiing instruction manuals in Zimbabwe, and books found in South Africa from Jim Crow era-America depicting racist caricatures of African Americans. Donors should check with libraries first to see if particular materials are desired. This gives staff an opportunity to assess the quality and content of proposed gifts.
• Gifts with murky proof of ownership - Libraries should do their best to determine provenance of donated items before accepting them. Staff needs to be aware of differences between abandoned property, old loans, and undocumented property. Archives often have undocumented items because of: 1) loose early archival practices, 2) inconsistent standards, 3) reliance on volunteers, 4) chumminess between donors and the institution’s board, and 5) desire of staff to build collections at any cost. In response, Kansas and Missouri have enacted laws to address ownership ambiguities in archival collections. The measures are necessary to prevent archives from enduring costly litigation and to allow institutions to dispose of items whose original status or ownership remain unclear.
• Mistaken gifts - Sometimes donors have an item more valuable than they know. The authors relay a story of a 12-year old boy named Edward Low who dug up a sandstone tablet with old etchings in West Virginia in 1943. Decades later, Low, now an adult, took the tablet to an historical society for interpretation. After three months, the curator offered to buy it. It was pre-historic and valued at $200,000. Low instead negotiated a lifetime membership and an “indefinite loan” to the historical society for display. When Low tried to reclaim the tablet to donate it to a museum, the historical society rejected his ownership claim. Low said he loaned it, the historical society said it was a gift. The lack of ownership transference documents led to litigation that continued even after Low’s death. The moral of the story is that libraries and archives must conduct gift transactions using paperwork clearly describing the item and ownership transfer to prevent these scenarios.
• Gifts that might actually be loaners, and vice versa - Archival terms such as “permanent loan” compound the problem of gifts versus long-term loans. The authors point out one instance where historical property was donated to a collection by a parent on behalf his adult son. Years later the son attempted to sue for possession but he lost; the court pointed out that he knew of the gift back then but took no action until after the statute of limitations expired. The author also point out the case in which Dr. Martin Luther King, Jr. unequivocally deposited his papers at a Boston University archive. Years after MLK's assassination the King Estate attempted to sue for ownership and possession of the works. They lost because records clearly showed it was not a loan but a gift outright. Other similar cases are summarized. Libraries should know that courts typically fall on the side of documentation and correspondence clearly describing the transference of ownership to the new owner.

In summary, a library needs a well-crafted gifts policy to prevent the kind of problem gifts and “donation situations” as outlined above. A well-crafted policy takes into account these dimensions and is written such that it’s “short, readily available, and unambiguous -- clear and specific language is necessary.” The deselection process should be transparent and accessible to both staff and users. Lastly, a right to dispose of items should be spelled out in the policy.

Evaluation

The article was an informative and at times amusing read that described the issue of problem gifts clearly and convincingly. The authors do a good job of critically summarizing this issue using a variety of sources ranging from case law, to LIS and archival research, to blogs and news coverage. I got a sense that they're experts in the relatively strange field of unwanted library donations research. For that reason, I found their analysis insightful and authoritative. The seven problem situations are culled from real world examples from across the world. Likewise, their proposed policies to address problem gifts are adapted from existing institutions' policies that work. Because the article was published in 2011, I'm curious to see what the authors (or other scholars) would describe as "the state of the art" five years later in the area of unwanted donations.