hagerty library: social media collection 1 bazilus, brown, and gross collection...

Hagerty Library: Social Media Collection 1

Bazilus, Brown, and Gross

Collection Management

Catherine Collins Info 665, Winter 2011

W. W. Hagerty Library

Social Media Collection We certify that:

• This paper/project/exam is entirely our own work.

• We have not quoted the words of any other person from a printed source or a website without indicating what has been quoted and providing an appropriate citation.

• We have not submitted this paper/project to satisfy the requirements of any other course. Your Signature’s: Meridith Bazilus, Jonyce Brown and James Gross Date: February 20, 2011


Table of Contents

Library Information: Page 3

Service Community: Page 3-4

Selection Criteria: Page 4

Material Selection: Page 5-15

Evaluation of Selection Aids: Page 15-16

Selecting Retrospective Materials: Page 16-19

Material Budget: Page 19-20

Lessons Learned: 1

Group Strategies and Responsibilities: Page 22-23

References: Page 24


Library Information

The W. W. Hagerty Library “is a continually evolving, innovative organization dedicated to the

provision of services, instruction, collections, technology and facilities to meet the information and

information-related needs of the Drexel community” (Objectives, 2006, p. 5). The main mission of the

Library is to keep the collection current, which is also the most important objective expressed in the

collection development policy.

Service Community

The Library’s service community consists of undergraduate and graduate students, faculty,

staff and members of the local community. The service community includes both internal and external

users. The internal users are undergraduate and graduate students, and members of the Library staff. The

external users consist of undergraduate and postgraduate students, and faculty. The members of the

groups served generally span from eighteen years old to over the age of sixty-five. The Library has a

Dean of Libraries, Library Director, and Library Board. The staff includes approximately twenty-four

full-time professional librarians, thirty-two support staff, and ten students who assist via work-study

programs (Pennsylvania, 2008).

The Association of College & Research Libraries (ACRL) statistics for the year 2009 reports

14,749 full-time students, 6,788 part-time students (Varvel, 2010, p. 66). The targeted population for the

proposed who will benefit from collection development in the area of social media will primarily be the

University’s external users. These people are engaged in academic research and study in the field of social

media. The Library is tasked with supporting the University’s educational goals by ensuring that relevant

and current academic materials are available to support Drexel’s course offerings and degree programs.

Faculty, in conjunction with library staff, verify that pertinent course materials are either subscribed to,

placed on reserve, or purchased to support related classroom needs. Community initiatives and scholarly

pursuits must also be supported by collection development. The external user group has specific needs for

materials related to the study of social media. These needs include having access to textual, audio, and


video materials which support the courses and degrees offered by the University on this subject.

Undergraduate and graduate users need access to relevant social media materials in order to satisfy course

requirements. Faculty users need access to the subject materials to facilitate teaching as identified by the

syllabi, as well as professional publishing needs as identified by the University.

Selection Criteria

Hagerty Library uses the following criteria to guide selection decisions: subject/content,

appropriateness, authoritativeness, author or publisher reputation, binding, currency/up-to-date, faculty

publications, historical value, price, relevance to the curriculum, student & faculty needs & requests, and

published reviews. We used the following criteria to help identify social media materials (as utilized for

educational and academic purposes) by our user group:

1. Relevance to the curriculum: Drexel assigns class readings based on selected course curriculum.

Course curriculum is based on materials chosen by faculty members for use in teaching coursework. A

search was conducted on resources assigned by Drexel faculty for coursework.

2. Subject/Content: Social media is a subject which is taught as part of the Drexel University

curriculum. This subject was researched based on existing holdings at Hagerty Library, and expanded to

similar resources.

3. Format/binding: Social media materials exist within multiple formats. We searched for

monographs, (book, magazine), electronic resources (PDF, e-book, DVD, mp3), databases, and websites.

4. Currency/timeliness: Social media materials selected were filtered by publication date. This was

important as newer materials may contain information which is more up to date for the subject. We

utilized the selection criteria published in the Hagerty Library Collection Development Policy (Drexel,

2006) to aid in our selection process.


Material Selection: Audiovisual Material, Electronic Resources, Monographs, and Periodicals

1. ABC News, (2006). If You Can’t Beat’Em, Blog’Em. Reviewed by David Magolis, Social

Sciences Librarian, Bloomsburg University of Pennsylvania (DVD). Retrieved from:

http://emro.lib.buffalo.edu/emro/emroDetail.asp?Number=2392

a. This DVD speaks to the emergence of blogging and its impact to person to person,

community and global communication interactions. It also addresses individual publication of

print vs. online posting to larger audience, which shapes perspectives or views without direct

news reporting oversight.

b. The selection criteria used was format and currency. This DVD combined instructional and

social material would be a benefit to the Drexel collection. The selection aid used was the

Educational Media Reviews website http://www.emro.lib.buffalo.edu

2. Air Force Public Affairs Agency Emerging Technologies Division. (2009). New Media and

the Air Force.

a. Social media is not only a current trend in communications and business, it is also a useful

tool in government operations as well. This e-book details how the United States Air Force

is using social media to stay connected within its ranks and to the community.

b. The selection criteria used were format and currency. Government publications on social

media are rare, so this was a good find. The selection aid used was the website Social

Media Today. Retrieved from http://socialmediatoday.com/index.php?q=SMC/58587.

3. Alexander Street Press. (2010). Ethnographic Video Online. Alexandria, Va.: Alexander

Street Press. Retrieved from: http://alexanderstreet.com/products/anth.htm

a. A comprehensive online resource for the visual study of human culture and

behavior and the largest, most affordable streaming video collection of its kind.


b. This resource is relevant as it has appropriateness to media, contains

relevant media content, is pertinent to the University’s curriculum needs, and was cited

by the Hagerty Library staff as being a useful resource for faculty use. Cost $1000.

c. This resource was cited by Larry Millikan, Hagerty Media librarian, as being an item he

would want to add to the library’s media collection (Personal communication, Larry

Millikan). “Visual Anthropologists have been talking about the potential value of a cross-

searchable visual archive like this since the 1970’s. This is the first time it’s been done in a

way that makes the films widely accessible online and useful for both specialists and

students.” Quoted by Will Whalen, Alexander Street Anthropology Editor. Retrieved

from: http://alexanderstreet.com/pressroom/releases/10.0420.ANTH.htm. Located using

Google.

4. American Anthropological Association. (2004). AnthroSource. Berkeley, Calif: University of California Press.

a. AnthroSource is a complete electronic archive of the American Anthropological Association

(AAA) journals. AnthroSource complements information in other core Anthropology

databases such as Anthropology Plus, Annual Reviews of Anthropology and JSTOR. It also

supplements the literature found in Social Sciences databases like: ISI Web of Science,

International Bibliography of the Social Sciences, & the CSA Social Sciences databases.

b.This resource retrieved is relevant as it has authoritativeness in regard to peer reviewed

articles, has appropriateness to the subject, and has relevance to the Drexel University Media

curriculum. The annual cost is $1268 for universities.


c. This resource was included as it was cited in a telephone interview with Drexel Media

Professor, Dr. Luvaas, as being pertinent for his academic use. Dr. Luvaas teaches Media

Anthropology. (Personal communication, Dr Luvaas).

“If funds allow, there is no question that AnthroSource would be an asset to a library’s

electronic collection…A vital resource for educators, researchers, students and practitioners.”

Reviewed by Jeffrey Knap in The American Anthropological Association User Guide.

Retrieved from: http://anssacrl.wordpress.com/publications/reviews/anthrosource/

“AnthroSource.net is a project that will advance the discipline for both professional

anthropologists and the public. It is well planned and clearly communicated. A welcome

addition to the social sciences literature…” Reviewed by Helen Clements, Reference Reviews.

Retrieved from:http://www.lib.vt.edu/help/handouts/databases/anthrosource-user-guide-

basic.pdf

“AnthroSource provides access to dynamically linked citations to other publications, both

within and beyond Anthropology.” Reviewed by Pauline Manaka, Langson Library. Retrieved

February 18, 2011 from: http://course.lib.uci.edu/ss/anthro/AnthroSource-Manaka-W06.pdf

5. Craig, R.T. & Muller, H. L. (2007). Theorizing communication: Readings across traditions.

Los Angeles: Sage Publications, print.

a. This book contains a collection of primary-source readings built around seven

traditions of communication theory-- rhetorical, semiotic, phenomenological,

cybernetic, socio-psychological, socio-cultural, and critical. The selected readings

illustrate the history of each tradition and current trends.


b. This resource is relevant as it is current in regard to the publication date, has relevance

to the subject, and is referenced in a published book review.

c. “Craig’s conceptual matrix has not yet been widely adopted in the field, [but] it surely

will be in the future.” Reviewed by Pete Bicak in Communication Research Trends,

Retrieved from: Communications & Mass Media Database. Worldcat.

6. Davies, M., & Mosdell, N. (2006) Practical research methods for media and cultural studies:

making people count. Athens: University of Georgia Press, print. Edinburgh: (2006) Edinburgh

University Press, e-book.

a. This textbook is designed for humanities scholars and students who are seeking an

introduction to quantitative research methods.


to the subject, and was referenced as an important resource in a book review.

c. “Encourages and motivates math-adverse people to do quantitative research...an

encouraging straight-forward primer.” Reviewed by Julie O’Neil in Journalism & Mass

Communication Quarterly , Ebsco Database. Also seen inWorldcat.

7. Doctorow, Cory. (2008). Content: selected essays on technology, creativity, copyright, and the

future of the future. San Francisco. Tachyon Publications.

a. Doctorow is a political activist and blogger. He is passionate about technology and free

speech, which are common themes in his essays as are current issues in communication

such as social media. This e-book is a collection of his most celebrated short stories which

center on life in the digital age.

b. The selection criteria used were format and currency. One of the requirements of the

assignment was to find items freely accessible on the Internet. This is also a work of fiction


in PDF, which is a unique format. The selection aid used was the website Mashable: The

Social Media Guide. Retrieved from http://mashable.com/2008/03/19/ebooks-social-

media/#.

8. Durant, A., & Lambrou, M. (2009). Language and media: a resource book for students.

London: Routledge, print.

a. Covers core areas of English language study. This book provides an introduction to

how language interacts with media. It investigates the forms of language found in

media discourse; how patterns in such language use contribute to recognizable media

genres and styles; and, broader social themes and consequences that arise from media

language.


to the subject, and is cited in a published book review.

c. “A contemporary approach to teaching students new to the subject about the important

interplay between language and media.” Review by Linda McLoughlin, Language &

Literature, Retrieved from Communication & Mass Media Database. Worldcat.

9. Films Media Group, (2009) Blogging and Podcasting in the Classroom. Item #4067 Retrieved

from: http://ffh.films.com/id/16612/Blogging_and_Podcasting_in_the_Classroom.htm

a. This DVD material addresses educational best practices to integrate the power of blogs

to connect people and increase social interaction that is not manipulated by vendor and

publisher sources. It also looks at how educators increasingly use blogs to communicate

with students, peers and external sources. Emphasis is placed on creating true democratic

societies to communicate and interact at a higher learning level regardless of demographics

b. The selection criteria used was format and currency. This DVD material provides

navigational instruction for electronic tools that increase both the teacher and student


experience, as well as, discusses academic social interaction benefits for blogging and

podcasting. The selection aid used was distributor Films Media Group website at

http://www.ffh.films.com.

10. Fuery, K. (2009). New media: Culture and image. New York: Palgrave Macmillan, print.

a. Author uses material cited by poststructuralist thinkers, including Michel Foucault,

Jacques Derrida, Roland Barthes, and Jacques Lacan, to explain cultural phenomena

within the context of new media to an academic audience that includes students of

cultural and media studies.



c. “Although New Media: Culture and Image tends to be replete with theorizing and far

reaching in attempting to apply theories of psychology, sociology, and poststructuralist

linguistics to examples of digital media art installations, it does provide some food for

thought for communication research into how people interact with media that is new to

them.” Reviewed by Jackie Brodsky, Journal of Communications, Ebsco database.

Also located within Worldcat.

11. Griffith, E., (2009). A first look at communication theory, 7th ed. New York: McGraw-Hill.

a. This text presents thirty-four communication theories, from classic to new work. Each

chapter concludes with a critique of the theory, summarizing its strengths and

weaknesses and raising critical questions to encourage analysis and give students an

appreciation of the on-going process of communication research.

b. This resource is relevant as it is current in regard to the publication date, has

authoritativeness to the subject, and was referenced as a resource in a book review. It is

an update to previously published editions.


c. The resource was cited in a book review by Pete Bicak, Communications Research

Trends, Ebsco Database. Also located in Worldcat. In addition, this textbook is being

utilized by academics for classroom instruction of media theory.

See Syllabus of Dr. Kalyani Chadha, University of Maryland:

http://www.scholars.umd.edu/media/CPSP222JSyllabus.pdf

See syllabus of Professor Tim Rumbough, Bloomsburg University:

http://facstaff.bloomu.edu/trumboug/Communication_Theory/Communication_Theory_Sy

llabus_Fall_2010.pdf

12. Halligan, B. (2010). Inbound marketing: get found using Google, social media and blogs.

Recorded Books.

a. This audio-book explains the importance of using the Internet and social-networking to

promote a business and attract clients. It provides useful tips on how businesses can use the

web to improve their image and profitability.

b. The selection criteria used were format and currency. The University catalog does not

currently include audio-books on social media. This audio-book is very current and

relevant to students looking to promote themselves or their businesses on the web. The

Libraries of Middlesex Automation Consortium was used as a selection aid.

13. Hinson, M. D. & Wright, D. K. (2008). How blogs and social media are changing public

relations and the way it is practiced. Public Relations Journal Vol. 2, No. 2, Spring.

a. The results of a three-year study on the impact blogs and social media are having on the

practice of public relations. Findings show that this new technology is a compliment to

mainstream media and is influential in streamlining communication.

b. The selection criteria used were relevance to the curriculum and content. This is a PDF

which appeared in the Public Relations Journal, which is a scholarly publication that the


University subscribes to. Accessed via the blog by Chris Brogan. Retrieved from

http://www.chrisbrogan.com/20-free-ebooks-about-social-media/#.

14. Jacobson, J. (2009). 42 rules of social media for small business. SuperStar Press.

a. This e-book helps small business owners use social media to their advantage. It is designed

to help professionals find the right type of social media tools to maximize their effectiveness.

b. The Libraries of Middlesex Automation Consortium (LMXAC) online catalog was used as a

selection aid.

15. Kurzweil, R., Conference Media (Firm)., EDUCAUSE (Association), & EDUCAUSE 2006.

(2006). The acceleration of technology in the 21st century: The impact on education and

society. Fort Collins, Colo: Conference Media. Retrieved from:

http://www.worldcat.org/title/acceleration-of-technology-in-the-21st-century-the-impact-on-

education-and-society/oclc/82145191&referer=brief_results

a. This DVD discusses enhanced educational approaches for the anytime anywhere

concept, through the use of technology and the Internet. Understanding the way people

learn and are educated through technology is also discussed.

b. The selection criteria used was relevance to curriculum. This DVD looks at 21st

century impacts to education and society due to increased technological tools. Selection

aid Worldcat was used for its online bibliographic audio visual lists at website

http://www.worldcat.org

16. Media Education Foundation, (2008). Writing About Media: DVD Compilation and

Curriculum Kit. Reviewed by Maureen Puffer- Rothenberg, Valdosta State University, Valdosta,

GA (DVD). Retrieved from: http://emro.lib.buffalo.edu/emro/emroDetail.asp?Number=3358


a. This DVD looks at various societal factors that impact mass media. Four excerpts are

provided to teachers leverage in combination with writing assignments related to media

studies, communications, and/or sociology.

b. The selection criteria relevance to curriculum and format was used. This DVD provides

educators with several media studies to enhance writing curricula associated with media and

communications. The selection aid used was the Educational Media Reviews website

http://www.emro.lib.buffalo.edu

17. Mayfield, Antony. (2008). What is social media? iCrossing.

a. This e-book explains what social media is in its simplest form and how it is being used in

the world to connect people and conduct business. It provides straightforward definitions of

various social media tools and the ever-changing jargon associated with this new

communication phenomena. b. The selection criteria used were relevance to the curriculum and content. Teachers and

students looking for a introductory guide to social media may find this to be a good resource

to compliment course material. The selection aid used was the website Social Media Today.

Retrieved from http://socialmediatoday.com/index.php?q=SMC/58587. 18. O'Keeffe, A. (2006). Investigating media discourse. New York: Routledge.

a. Explores spoken interactions in the media, drawing on sources from the English speaking

world including chat shows, radio phone-ins and political interviews with leaders such as

Tony Blair and George W Bush. This title is intended for students and researchers of

Applied Linguistics, English Language and Media.

b. This resource is relevant as it is current in regard to the publication date, has relevance to

the subject, and is referenced in a published book review.


c.“O’Keeffe focuses on the interview genre in broadcast media, presenting broadcast

interviews as performative conversations... It is most valuable as an application of existing

methods of analysis to a novel data set rather than as a new approach to analyzing media

discourse.” Reviewed by Peter Cramer, Language in Society, Retrieved from:

Communications & Mass Media Database. Other database: Worldcat.

19. Scholarly Communication Symposium, McCartney, G., Maloney, E. J., Mejias, U.,

Georgetown University., & Georgetown University. (2009). Social media in the classroom:

Implications for teaching and learning. Washington, D.C: Georgetown University, Lauinger

Library. Retrieved from: http://www.worldcat.org/title/social-media-in-the-classroom-

implications-for-teaching-and-learning/oclc/636664902&referer=brief_results

a. This DVD material discusses impacts to teacher and student interactions for

educational delivery and receipt of knowledge. Changes in class physical vs. virtual

educational interactions are assessed along with student’s response to learning.

b. The selection criteria used were subject and content. This DVD provides the benefit of

viewable interactions studied regarding social interactions and the transfer of

knowledge in educational settings. Selection aid Worldcat was used for its online

bibliographic audio visual lists at website http://www.worldcat.org

20.Social Science Research Council (U.S.). (2007). Structures of participation

in digital culture. New York: Social Science Research Council, print.

a. This is a collection of sixteen essays to give the reader an insightful look at

participation in digital culture. The scope of this collection is focused on investigating

trajectories of participation occurring in contemporary media saturated environments.

b. This resource is relevant as it is current in regard to the publication date. It has relevance



c. “The accounts that run through this volume, whether they are framed as empirical

research or reflective observation, demonstrate a very clear challenge to discourses that

construct the user as passive and disengaged…many of the issues raised are even more

crucial now than when the research was conducted.” Reviewed by Brady Roberts,

International Journal of Emerging Technologies and Society, Retrieved from:

Communications & Mass Media Database. Also located in Worldcat.

Evaluation of Selection Aids

Our group utilized a number of different selection aids for researching the topic of social media.

For the format of audio-visual materials, the American Library Association Video Librarian website,

http://www.ala.org/ala/mgrps/rts/vrt/aboutvrt/vrtwelcome.cfm selection aid was helpful as it led to

other reliable professional or scholarly selection aids, such as the Educational Media Review Online

(EMRO) website. This media website, located at: http://www.emro.lib.buffalo.edu/emro/about.asp

provided scholarly peer reviews of audio visual materials from academic resources throughout the

United States and Canada.

Another useful website was a video distributor site, Films for the Humanities & Sciences (FFH&S),

located at: http://ffh.films.com. This website is a media content provider of media for higher

education. It provides academic content for educators. It was a helpful selection aid due to its

database of subject specific audio-visual clips.

For textual formats, the bibliographic database, Worldcat, located at: http://www.worldcat.org offered

an extensive selection of current and historical academic materials to choose from. Another useful

database was the Communications & Mass Media Database. This database was useful for locating

subject specific materials. The Google search engine, www.google.com was useful for general topical

as well as subject specific academia syllabi.

For electronic resources, we utilized, among other resources, the LMXAC online public catalog. It is

located at: http://librarycatalog.lmxac.org/uhtbin/cgisirsi/x/x/0/57/49?user_id=MDSXWEB.


This database features the “I-Bistro catalog” and is a part of Library Systems and Services, Inc.

(LSSI). The Hagerty Library collection did not include many of e-books and audio-books that the

LMXAC catalog has. Blogs and social media websites were also very helpful in choosing electronic

materials because they offer the most current resources and information that pioneers in the field are

talking about.

In regard to the most useful selection aids, our group found that it utilized a combination of

selection aids for this project. Neverless, the most useful audio-video selection aid was the distributor

website, http://ffh.films.com, which provided clips to review audio visual performance, and time

period considerations for the scenes captured on the video. The most useful textual selection aid was

Worldcat, located at: http://www.worldcat.org.

Selecting Retrospective Materials

The selection process used for locating retrospective materials was the same as the one used to

find current materials, with the exception that the dates were modified when conducting research.

Retrospective materials were evaluated for historical perspectives on social media rather than current

educational needs. The selection process for monograph materials began by first identifying the subject

matter and then screening for older published dates. Locating materials which were not already owned by

the Hagerty Library was difficult. Published bibliographies as well as citation analysis for material

searches made the process easier. The selection aids used were Worldcat, subject databases

(Communications & Mass Media), subject bibliographies, subject specific academic syllabi.

1. Blanchard, M., (Ed.) (1998) History of the mass media in the United States: an encyclopedia.

Dearborn: Fitzroy.

a. This volume covers the mass media, beginning in 1690 and ending in 1990. b. This resource is still relevant as it is covers a historical mass media period of time in

the United States, it has relevance to the subject, and was referenced in a published

book review.


c. Selection aid recommendation: “Superb illustrations and well-chosen

photographs…This work is recommended for larger public and academic libraries.” Reviewed by

Mary Ellen Quinn in “The Booklist.” Retrieved from: Communications & Mass Media Database.

Also located in Worldcat.

2. Films Media Group, (1997) Mass Media in Society. Item # BVL8521 retrieved from:

http://ffh.films.com/Subject.aspx?psid=0&SubjectID=698

a. This audio visual is available in DVD, VHS or Video Streaming and provides a

historical perspective of social/mass media impacts on society and educational

communities. Video had minor interruptions probably due to the age of the material,

however, is very informative in understanding the evolution of media tools in different

environment.

b. The selection criteria used were subject and content. This audio visual material reflects

similar Drexel academic requirements. The selection aid used was distributor Films Media

Group at website at http://wwwffh.films.com.

3. Forsyth, T., Sue, D. W., & De Anza College. (1995). Cross-cultural communication in higher

education. Retrieved from: http://www.worldcat.org/title/cross-cultural-communication-in-

higher-education/oclc/34428337&referer=brief_results

a. This VHS material addresses cultural differences and social interactions within higher

education communities.

b. The selection criteria uses were subject and content. The selection aid used was

Worldcat for its bibliographic audio visual lists at website http://www.worldcat.org.


4. Huband, F., & Scientia (Organization). (2000). The virtual university: Alternatives to

traditional structures. Retrieved from: http://www.worldcat.org/title/virtual-university-

alternatives-to-traditional-structures/oclc/44003125&referer=brief_results

a. This VHS looks at the evolution of higher education settings in the future due to

increased technology demands and current distance education. Teams from various

educational institutions participate in research to understand strengths and weaknesses for

different settings.

b. The selection criteria used was format. This VHS material provides audio a visual experience

that shows how some academic communities evaluate technology tools in educational settings.

Selection aid Worldcat was used for its online bibliographic audio visual lists at website

http://www.worldcat.org.

5. Norris, P. (2000). A virtuous circle: Political communications in postindustrial societies.

Cambridge: Cambridge University Press, print.

a. Description: This book combines a social science analysis and a statistical almanac on

the influence of news on our culture.

b. Selection criteria: This resource appears to be still relevant as it covers a historical

mass media period of time in the United States, has authoritativeness on the subject, was

referenced in multiple published book reviews, and demonstrates relevance to the media

curriculum.

c. The syllabus (Sociology 344) of Professor Paul Starr, Princeton University, lists this

book as a required reading for the media section of a sociology class. Selection of this

book was also justified by eight book reviews were located on this book. One book review

commented: “A Virtuous Circle is praiseworthy both for its comparative statistics on the


news media across European and North American democracies, and for its unflappable

sanity and even ruddy hopefulness about the state of the media today… This is a

significant book. It is, to be sure, an academic's book.” Reviewed by Michael Schudson in

Columbia Journalism Review. Retrieved from Communication & Mass Media Database.

Also referenced in Worldcat.

Materials Budget

Media Format Title Cost

$10,000.00

DVD Scholarly Communication Symposium $99.95

DVD Writing About Media/ DVD Compilation & Curriculum Kit

$99.95

DVD + 3 Year Streaming If You Can’t Beat’Em, Blog'Em $99.95

DVD The Acceleration of Technology in the 21st Century: the Impact on Education and Society

$99.95

VHS The Virtual University $99.95

DVD + 3 Year Streaming Option Mass Media in Society $149.93

DVD + 3 Year Streaming Blogging and Podcasting in the Classroom

$299.95

VHS Cross Cultural Communication in Higher Education

$99.95

VHS Cross Cultural Communication in Higher Education

$99.95

PDF New Media and the Air Force

Freely available on the Internet

E-book Content: selected essays on technology, creativity, copyright, and the future of the future

Freely available on the Internet

Audio-book Inbound marketing: get found using Google, social media and blogs

$17.95

PDF How blogs and social media are changing public relations and the way

Freely available on the


it is practiced Internet

E-book What is social media? Freely available on the Internet

E-book 42 rules of social media for small business

$9.99

E-Book & book Practical research methods for media and cultural studies: making people count

$70.00

Book Theorizing communications: Readings across traditions

$66.00

Book Language and media: A resource book for students

$120.00

Book New media: Culture and image $100.00

Book A first look at communication theory, 7th Ed.

$110.00

Book Investigating media discourse $135.00

Book Language and new media: linguistic, cultural and technological evolutions

$90.00

Book History of the mass media in the United States: an encyclopedia

$265.00

Book A virtuous circle: Political communications in postindustrial societies

$80.00

Book Structures of participation in digital culture

$20.00

Database Anthrosource $1,268.00

DVD video Ethnographic Video Online $1,000.00

Sub-Total $4,502.00

(Optional) Library Staff Salary $5,498.00

Total $10,000.00

Lessons Learned


In general, collection development entails reviewing the existing collection to determine the

strengths and weaknesses of each subject area. To determine which materials should be added to the

collection, selectors should consult a variety of resources as we did. The decision-making process can be

aided by using such tools as book reviews and book lists, such as Bowker’s Books in Print. In academic

libraries, such as Hagerty, selection decisions are often based on the University faculty’s curriculum

needs. Per an interview with Larry Millikan, Hagerty Media librarian, we learned that faculty members

often play an important role in advising library staff as to which textbooks, journals, or other reference

materials are needed for classroom instruction (personal communication with Larry Millikan, 2011). The

Hagerty librarians attempt to collect newly published materials in specifically defined subject areas

(personal communication with Larry Millikan, 2011).

Our group utilized a variety of online resources and methods to assist us in our searching. Some of

these resources included Hagerty’s online catalog, subject bibliographies, citation analysis, as well as

subject specific, academic syllabi. Communication with Drexel faculty members and a Media Librarian

helped us to better understand and evaluate the Library’s collection of social media subject matter. We

utilized specific Boolean keywords in our online searches to identify and locate relevant academic social

media materials. Public library catalogs and social media websites and blogs were also consulted to find

new and relevant materials. In regard to our learning process, we observed that the librarian tasked with

selecting materials must be very careful to ensure that existing materials are not duplicated. In addition, he

or she must choose materials for specific criteria such as subject matter, timeliness, appropriateness, and

relevance to the curriculum. Our group was challenged by identifying pertinent materials and locating

materials which were not already held by the Hagerty Library. Subject oriented databases helped us to

filter for pertinent materials. Cross-checking against the Hagerty catalog ensured that the materials we

selected were not existing library holdings.


Group Strategies and Responsibilities

Group Two strategies and responsibilities represented a collaborative effort to identify the subject

matter, and to consolidate perspectives regarding strategy into a cohesive method and work.

To facilitate the overall structure of a cohesive work, the group administered a logical methodology. The

initial Assignment Plan was the foundation upon which we expanded for the final document. Through

online chats, we discussed the Assignment Two guidelines and agreed upon the formats which would best

fit within our project’s subject, the Hagerty Library’s social media collection. Each member was assigned

a specific format within to research materials. Each member created his/her own document which detailed

sections six through eight according to his/her format. Throughout the week, individual research results

were merged with the Assignment Plan to form one cohesive document, which effectively represents our

collective work. Once the results were merged, the group addressed the remaining work through online

chats, phone calls and emails. The final sections of the paper document our tactical efforts and

experiences with the collection development process.

Throughout the assignment solicitation of opinion from each member to achieve continuous “buy in” was

required to ensure all assignment requirements were adhered to, and overall content was in line with the

professor’s expectations. It was equally important for group members to communication throughout the

week via the discussion board and file exchange so the merging of individual results into one document

was seamless. This approach was flexible enough for each member to add, edit and mitigate version

control confusion. Finally, timeliness to complete requirements was expedited for the plan and final

assignments, were complete on time.

The non-participation of one of our group’s members was identified and their responsibilities were

allocated to the rest of the group. Each group member was assigned to an area of social media research.

Each group member was responsible for locating and submitting materials pertaining to their assigned


format. The group engaged in communication to evaluate, and re-evaluate the group’s overall progress.

This communication helped ensure that each member of the group was effectively assisting via their

individual contributions. The group met periodically via chat and telephone to ensure that as the project

progressed, the goals of the group were being properly identified and addressed. In addition, the group

sought to periodically evaluate their progress to ensure that the group’s collective efforts would meet and

satisfy the project’s goals. Evidence of individual and group contributions to fulfill responsibilities

included but, was not limited to the following factors:

• Identify subject matter and obtain consensus for tasks, meetings and clarification of project

requirements when needed.

• Challenging the group to broaden selection criteria scope for agreed subject matter.

• Review material content to confirm appropriateness for the University‘s targeted population of

faculty and external users.

• Administer a liaison role when needed to re-gain focus during periods of indecisiveness.

• Edit and grammatical reviews of consolidated work to ensure flow and uniformity.


References

American Library Association (2011). Retrieved from

http://www.ala.org/ala/mgrps/divs/acrl/standards/selctransfer.cfm

Baker & Taylor. (2009). Retrieved from http://www.btol.com/

Boise State University. (2011). Albertson Library. Retrieves from

http://library.boisestate.edu/Reference/BBRIN/jargon.htm#Magazine

Drexel University (2006, August 4). Objectives of the library collection. In W. W. Hagerty Library,

Collection Development Policy (Section III, IV, V and VIII). Retrieved from

http://www.library.drexel.edu/files/about_documents/2006CollDevPolicy.pdf.

Evans, G.E., & Saponaro, M.Z, (2005). Developing Library and Information Center

Collections (5th ed.) Westport, CT: Libraries Unlimited.

Forbes.com., (n.d.). America's Best Colleges, #552 Drexel University. Retrieved from

http://www.forbes.com/lists/2010/94/best-colleges-10_Drexel-University_94125_2.html

Pennsylvania., & State Library of Pennsylvania. (2008). Directory of Pennsylvania

Libraries. Harrisburg, Pa: Pa. Dept. of Education, Commonwealth Libraries,

Library Development Division. Retrieved from:

http://www.portal.state.pa.us/portal/server.pt/community/library_statistics/8696

Rolling Prairie Library System. (2011). Cataloging monographs. Retrieved 2/2/2011, from Rolling

Prairie Library System:

http://www.rpls.ws/datastand/s6_cataloging_monographs.htm

Varvel, V. E. (2010). 2009 academic library trends and statistics for Carnegie

classification: Doctorate-granting institutions. Chicago: ACRL.

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