Analyzing Our Collections

Identifying Characteristics That Nudge Us Into Action

Goals for today Understand collection assessment history & theory.Become familiar with the techniques to use.See the relationship between the before and after possibilities.Clarify your purpose in doing analysis.Place assessment in the total collection development cycle of

responsibilities.Consider how analysis fits into a policy statement.Develop an outline of the basic analysis project plan for your

library.Enjoy ourselves while learning.

What’s included in “collections”?Physical collections (books, magazines,

videos, DVDs, audio tapes, CDs, pamphlets, etc.)

Electronic files owned by library (files, software, games, catalog, web pages, etc.)

Electronic files licensed to the library (databases, electronic journals, e-books, downloadable audio, etc.)

Websites or files to which the library links via their home page and other web pages.

Understanding what is meant by “collection management” todayActivities include:Planning & policy MissionSelection & AcquisitionCataloging & Processing Maintenance & Preservation Assessment & EvaluationAccountability & Feedback

Planning & policy

Selection &

Acquisition

Cataloging &

Processing

Maintenance &

Preservation

Assessment &

Evaluation

Accountability & Feedback

Why a Collection Management policy statement?Handle situations & problems

Gift offers (especially the unwanted ones!)Purchase requestsComplaints

Facilitate planningSpace, furniture, storage, budgetMeeting intended client needsInsure selection is congruent with mission & goals

Aid in allocating resources & setting prioritiesCommunicate characteristics & rationale for

decisions regarding resources

A policy helps us to:Define how our mission is to be translated into

collections and resourcesOutline what belongs “in” our library

FormatsSubjectsLevelsLanguagesRelevance & timeliness

Provide a context for our work that is unique to our community of clients & potential clients

Key elements in a policyIntroduction defining our library & our communityPractical information about intended nature of

collections/resources & assigned responsibilities Selection criteria & responsibilityDe-Selection/Weeding/Culling & its importanceGiftsPreservation & maintenance

Specific information for clarity about individual collections or unusual resources or situations

Policy managementWhen enacted, when amended, by whomSchedule for regular review and changes

Goal of collection management

To provide information, literary & recreational resources that meet the needs of the library’s client population within the limits of its fiscal & personnel resources so that each segment is developed with an application of organizational resources consistent with its relative importance to the library’s mission & the needs of the clients.

Defining assessment Other names:

MappingConspectusAnalyzing

Taking a snap shot of the resourcesGathering data & impressions, forming a picture A tool, not an end in itselfSystematic approach to understanding library

collections & information resources in all formatsNot magical . . . It’s work but worth it!

Purpose of assessmentTo understand what we have already.To educate staff about the collections -- their

character, their richness, their holes & the need for intervention.

To reflect upon:Our mission & goalsOur clients: past present, futureOur immediate objectives

To stimulate change, action & constant improvement, specific goals.

To revitalize resources to match a changing environment & a diverse population base.

A little library history20th Century & the information explosion The National Shelflist Count Need for more than quantitative approach to quality collectionsConspectus approach : an attempt to make comparisons

possible across various classification systemsGeneral realization that focus on a particular subject,

discipline, format, or genre area of a collection makes change possible

The basic tool:Can be molded to fit individual library needs – highly complex &

sophisticated or quick & dirty depending on situationProvides both quantitative measures that can be graphed &

understood by anyone & qualitative observations based upon experience, comparisons & informed judgment

Enables us to take action rather than merely wringing our hands

It’s a picture, not a report card!This is the hardest part!

The process is not about judging what has been or what is, but rather about identifying the characteristics of a segment of the collection.

It is only after the assessment is complete that we ask “what ought to be” given who we serve, where we are, etc.

It is not about placing blame, dishonoring the past work of individuals or changing everything!

Clarity of intention is key to a successful project.

We can use assessment to . . .Determine the characteristics, strengths &

weaknesses of existing resources.Decide 1, 2, 3 year goals for very specific

areas – by subject, format, or client group.Document progress towards those goals &

ensure accountability regarding collection management responsibilities.

Communicate rationale for decisions & management strategies.

Make daily decisions in context.

How do we do it? Three key elements:1. Identify “approach”

1. Subject or format segments2. Depth & breath (quick ‘n’ dirty is better than

perfect & never!)3. Format for information4. Techniques to use

2. Do it: Develop descriptive info about segments3. Consider what “is” compared to what you want

& develop appropriate goals, benchmarks, etc.

Putting pieces together Identify all of the collections!Decide on what broad disciplines, subjects,

classification areas, formats are to be assessedDecide on depth & breadth of info & notes, as

well as instrument to record relevant informationDetermine what techniques to use (quantitative &

qualitative)Train staff and assign tasksDetermine “test” areas, do them, adjust, do rest Use it to set goals, make changes, adjust

collections to meet needs of today’s clients

Defining our segmentsSubject, discipline, format, or other We can assess any area of our collections based

upon a commonality across the segment. Discipline Subject Format

We can use our classification scheme to help define a meaningful segment.

- Psychology 150 - 159.99- Religion 200 - 299.99- Medicine 610 – 619.99- Cookery 641 & 642 - Audio books (tape/CD – adult & juv)

Let’s identify those collections!Mentally walk around your library:

List each collection as you see it regardless of how big or how small it might be (how old, irrelevant, in need of attention!)

Now, compare your list with the lists generated by others, adjust your list based on discussion.

Discuss what each of you might want to use as your “test” assessment areas (2 or 3) & why you would use those

Consider what you wouldn’t bother to assess & whyBe prepared to share your personal insights during a

reporting period.

Gathering initial informationQuantitative measures

How manyHow oldHow often usedHow much money spent or new items added per year

Qualitative measuresPresence of key authors, titles, types of thingsConditionLevel and diversity of approachDegree of redundancy & duplicationSeeing what your clients see!

Assessment techniques to use:

1. How many? Determine number of items (# of DVDs, books, newspapers, etc.)

2. Determine relative size (how much of whole?)

3. Determine average age (mean, medium, mode, oldest, newest)

4. Get use information (turnover rate, raw circ stats, for segment and whole)

5. Other significant data?6. Do shelf scanning

Quantitative info How many items?

Titles vs. volumes% of whole

How old? How recent?Average: mean, median, modeOldest? Most recent?

How much use? Circ data by segment% of whole circulationTurnover rates

How many added and/or how much budget expended?

In general, how to get the infoSystem reports

AdvantagesDisadvantages

Estimates from the shelvesAdvantagesDisadvantages

A combination of the two AdvantagesDisadvantages

Shelf scanning – the best part!You see what your clients see! 1. Gather data, take worksheet to collection2. Identify beginning & ending of segment/collection3. Look at it as if you were a client! What do you see?

Make notes about: Condition, visual appeal, general impression Redundancy (same approach, different titles) Duplication (if you see it, there is probably too much!) Level of material (all introductory, only professional) Does the “arrangement” make sense?

4. Make notes about what is and what is not there

Looking for red flags! Look at the information – together if possibleLook for red flags

Where do you see things that make you ask questions?Where do you see things that make you crazy?Start making notes about potential goals for this section

Summarize in a phrase what is right/wrong about segment

Draft goals for action (weed 40%, add 20 new titles each of next 3 years, move

to more accessible area, add more AV on topic, reorganize, re-label, eliminate except for . . . , improve average age to . . . )

Recording what we discoverTo design the mechanism to record & share

information: Ask what information we want to record & how we

want to record it. Decide how much detail we want & how much time

we want to spend. (be realistic) Then considering:

Developing worksheetsUsing spreadsheet softwareGraphing resultsDeciding upon a controlled vocabularyDetermining the how, the who, the when of the whole

project

Designing a worksheet formatBe realistic! Gather the essentials, let the

rest go.Don’t gather data just because it would be

interesting – consider how each piece can be used to set goals, make decisions, take action.

Remember that the data is ballpark not exact. Keep all of the project goals in mind – staff

education as well as collection assessment. Build in hands-on -- not just reports.

Consider how the worksheets will be used after the snapshot is taken.

Is it good or bad? Neither!Remember:Assessment is a snapshot in time.It is only when one asks “what ought to be” or “how

should this be different” that one can set goals.The implications of assessment are up to you to decide.Doing the assessment informs all aspects of library

operations. It “bleeds over” into all sort of things!Quality collections do not happen by accident.Assessment is a major step towards achieving quality.Quality is NOT a function of quantity.Perfect is unlikely & not necessary.Keep it simple, get it done. Use it to be responsive to all

clients including currently underserved populations.

Using the fruits of your laborCollection management policy.Political environment, including budget

justification.Accountability for staff & library as whole.Disaster preparedness.Communication with staff, vendors, board,

clients, authorities.Daily decisions.

Collection assessment planWhat is the goal or purpose? Be clear!Use project management thinking & adjust as you go

Cost Scope/quality/degree of perfectionTime to complete

What information do we need? What techniques will we use?Who will be involved?Which segments? In what order?How will we record information?Timeline?

My CD commandments -- all formatsKnow your client community.Make decisions in all areas of operations that about improved

service/access to clients – not ease for staff. Design new process models for a new environment – change!Really know what you have & what is used.Decide what you want to have – set goals.Use the same criteria in doing selection & weeding for

purchased items & freebies.Selection & weeding can only make sense in light of the

mission. Focus on community of users & potential users – not your

own opinion.Write a policy, keep it up to date, keep it simple!

Thanks for being here today! Mary C. Bushing Library Consultant & EducatorUNT LE@D Course Presenter2121 S. Tracy AvenueBozeman, MT 59715406-587-4742406-539-5201 (cell)marying@msn.com