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Daughters of Mary Help of Christians Siu Ming Catholic Secondary
School Library

Collection Management Policy

May, 2013

Statement of purpose

This policy outlines the principles which support the sound development and management of the Daughters of Mary Help of Christians Siu Ming Catholic Secondary School library collection.

 

Philosophy 

The library exists to serve the needs of its users and the Collection Management Policy of the library aims to reflect the needs of those users. The policy is written within the context of the school mission identified in 1.3 of the School Policies and Implementation document. Our Library Mission Statement has also been written within this context as follows.

 

The Mission Statement of our library

1.      Through co-operation with subject teachers and the training-up of the library prefects, the library organizes various reading activities to foster students’ reading habits. By “Reading to Learn”, students have access to different aspects of knowledge, widen their horizons, develop their personalities and enrich their lives.

2.      The library helps cultivate students’ self-study skills, so as to enhance their learning efficiency. We encourage students to make good use of the library resources and facilities to develop their habit of self-directed learning, so as to become life-long learners in the future.

3.      The library attempts to develop steadily to be a resource centre for self-directed learning according to students’ educational needs, and to facilitate teaching and learning in the educational process.

 

Goals of the DMHCSMCSS Library Collection 

The DMHCSMCSS Library collection aims to:

1. support the teaching and learning context of DMHCSMCSS by providing resources that enrich and add value to the curriculum

2. encourage collaboration in meeting the needs of teachers in their development of educational programmes

3. promote an appreciation of literature and develop a culture of reading

4. address the informational needs of the students by providing material which will develop their knowledge and understanding of the world in which they live

5. cater for a range of age groups, from ages 11 to 18, in the provision of suitable resources

6. provide resources which are current, accurate and meet high standards of quality

7. ensure equality of access to resources combined with a wide-ranging selection, which acknowledges and recognises diversity of opinion and belief

Users 

The intended users of the collection are:

1. all students for their educational and recreational needs. The library allows students at the school to borrow up to ten items in a two-week period for books and one-week period for periodicals and audio-visual items.

2. teaching staff for educational, professional development and recreational needs.

3. other clerical staff for professional development and recreational needs.

 

Formats 

A range of formats is incorporated to ensure access to formats that will meet the information needs of the users.  Resources in different formats appeal to students and assist in catering for a range of learning styles.

 

The collection consists of:

fiction

non-fiction

reference materials

teacher reference collection

current newspapers, magazines and periodicals

DVDs, VCDs, CD-Roms

1 portable DVD player and 2 stationary DVD players, an overhead projector, 2 screens.

online resources - internet sites

graphic resources-charts and maps

 

Identified needs that we would like to address

1. The library would like to increase collaboration with teachers in order to facilitate reading to learn better.

2.      Students and teachers need to have more access to e-databases and electronic resources.

3. Students need to be taught more to develop the skills and habits for more effective self-directed online learning.

4.      We would like to expand our Information Sources and Services to help students become more competent independent learners through the supportive enquiry service provided. 

 

Selection principles

1. Responsibility for selection 

The co-ordination of the selection of materials for the library is ultimately the responsibility of the teacher librarian or her delegated agents.  Any member of the school community may suggest or contribute to the selection of library materials. Since 2009, students have been involved in the selection of reading materials as delegated agents of the teacher librarian.  Department heads or their agents are consulted prior to the purchase of specific curriculum based resources as they are the recognised experts in their field.  Alerting appropriate staff to relevant curriculum material is an important responsibility of the library staff.  We are aware that in the long run, maintaining the library website with up-to-date links in a high quality and safe information environment is a crucial role for collection management in the online sphere for students and staff.

2. Selection Aids 

DMHCSMCSS library takes advantage of the range of selection aids which we may make use of whilst acknowledging the importance of focusing on the needs of our users. We consider: 

1. Recommendations from EDB Reading to Learn websites for various subjects and levels

2. Online or printed information from local suppliers, booksellers and publishers

3. Recommendations from the school community - both staff and students

4. Recommendations from professional associations/meetings

 

3.Selection Criteria

A. The purpose and basic principles of the selection criteria

Having a library policy for selecting materials is considered to be of ongoing merit.  

The following are criteria to be followed when providing the library with materials. These criteria are to be applied to all materials including gifts and loans.  

The criteria should support curriculum, support interests of user groups, add value to the current resources and fit within the budget parameters for this area. The whole collection should be developed to be relevant to today’s world and represent a broad range of subjects across the range of disciplines. It not only represents materials that help students to study the core content of subject matter, but also reflects the varied aspects that represent society as a whole. The selectors should take into consideration the varied interests, physical and mental abilities, multiple intelligences and maturity levels of the patrons it serves and see that the chosen items meet standards of quality in terms of content, format and presentation. It is better to reflect a wide representation of well-known thinkers, writers and authors and have a high degree of potential user appeal. The items should not reflect personal bias, but reflect value commensurate with need and/or cost.

 

B. In practice, the following criteria should be fulfilled:

Appropriate

Content, suitable language level for intended group, attractive presentation and clear reproduction; classification guidelines addressed

Scope

Does it support the school curriculum at DMHCSMCSS? 

Accuracy

Is it up to date?

Treatment

Does it have appeal to intended learners and is the presentation appropriate?

Arrangement

Is the content easily accessible with instructions and support material explained?

Authority

Qualified and/or experienced author

Comparison with other formats/works

Is this the most suitable medium to present this topic?  How would students use it?  How would teachers use it?

Cost

Is the resource value for money?  Can it be used across a number of curriculum areas and levels?

Multiple copies

We generally do not purchase duplicates. We only purchase duplicates for items that are heavily used

 

C. Additional criteria for buying fiction

The fiction should provide entertainment and enjoyment, be stimulating, develop language, extend experiences, support the curriculum, encourage reading as a life-long activity. The collection should appeal to a wide variety of interests and tastes of users, supporting different genres. In terms of language, the books should support a wide variety of language formats which are appropriate to the plot/ theme of the novel. The content should be suitable for intended audiences, and avoid stereotyping by gender, race, disability or culture.


D. Criteria applied to nonprint materials

The library media programme utilizes current technology to provide efficient access to information and effective communication of information.  

The library media specialist will provide leadership in the selection and use of technology in the curriculum by promoting and modelling effective practices, and offering recommendations to students, teachers, and administrators. Activities may include conducting professional development workshops for teachers on new technology and its uses, explaining how a medium can suit the various ability and interest levels, and suggesting the use of interdisciplinary materials.

Compatibility should be considered to match what the school owns to the materials purchased.

 The materials must be appropriate, able to meet the need of the user and fit within the budget guidelines of purchasing software or databases.  Warranty and repair of equipment are major considerations when evaluating these resources.  In addition to the above criteria already applicable, the following criteria must be used:  

Electronic media: PC compatible

Internet: follow acceptable use policy


Donations

 

Donations of books and other information materials to Daughters of Mary Help of Christians Siu Ming Catholic Secondary School (DMHCSMCSS) from individuals and organizations are welcome.  However, they are subject to the same selection process as those acquired through purchase, and acceptance generally depends on their conformity with the established selection criteria and ability to strengthen the library collection.

The following range of materials is generally not considered, unless they are of our collection focus that are related to the study of Hong Kong and of high reference and research value: -

 

a.

titles already in the DMHCSMCSS collection;

b.

school textbooks and student workbooks;

c.

materials that are in poor physical condition (with the exception of rare books);

d.

outdated books on the subjects of science, technology, business, finance, law ,travel guides and computer science.
 

 

Once the materials are donated to DMHCSMCSS, they are handled in accordance with the donation policy and procedures. All accepted donations should meet the collection development policy. DMHCSMCSS reserves the right to make the final decision on their retention, allocation, processing and disposal. Donated items not accepted will not be returned to the donors unless prior agreement is made. Donated items to be circulated will be acknowledged with a label/chop on the inside of the front cover upon formal request of the donors. 

 

Gifts given to the school on special occasions in the form of books/ book coupons are not considered as normal donations to the library and require the approval of the School Management Committee.

  

Members of the public who wish to make donations to DMHCSMCS may download the Donation Record (Eng, Chi) for completion/ include a similar cover letter and bring/send it together with the materials, or a sample copy of each item, if there are multiple copies, to DMHCSMCSS during office hours.

 

Budgeting 

 

The library budget is the estimate and detailing of the expenditure required for the teacher librarian to efficiently manage the resources and services provided through the DMHCSMCSS library to the school community.  We recognise the importance of the budget policy in providing accountability and structure in the process of collection management.  The budget should be built on appraisal of the collection and reflect the identified needs of our users.

General principles for budgeting

1. In the near future, electronic services will need to be factored into the budget as an essential component of expenditure.

2. Special budget submissions can be written to account for the development of new programmes.

3. Collection plans are developed by the teacher librarian and library staff which document the areas of funding needs and these are translated by the teacher librarian into a budget submission.  Priorities will be established according to the needs of the collection identified each year.

 

Acquisitions

 

1. The general policy on acquisitions is:

All resources purchased by the library must address the relevant selection criteria. Suppliers/Booksellers are welcome to the library after appropriate arrangements are made.  Suppliers are monitored for prompt delivery and service.

All effort is made to physically review the resources prior to purchase and/or trial the resource.  In the case of digital/online resources this is important in establishing its potential contribution to the school curriculum.

Once purchased/delivered the items are sent to the library where they are classified, catalogued and processed before they are made available to the school community for use.  Clear guidelines are outlined to all staff regarding acquisitions through the heads of departments and via staff meetings.

Specific departmental orders which are kept by the departments must follow the same process despite not being housed in the library collection.

Acquisitions for the library are dependant on the availability of funding from the annual budget (see Budgeting) and expenditure will reflect the areas of curriculum need and usage.  These will be updated on a yearly basis.

 

2. Acquisition of electronic resources

Any software or purchase of electronic resources must be discussed with the network manager.

Links to software applications purchased by the library will be accessible from the Library Web Page.

The school recognises the importance of adhering to the site licensing regulations of all software programmes used by the school.  A copy is made of every site license and the original is stored by the network manager.

Database acquisition, where the database is part of the Library Web Page, requires approval by the network manager.

Rapid obsolescence is an issue to be aware of in acquiring electronic resources.

3. Acquisition practice to be followed by delegated agents to ensure efficiency of the library.

(1). By 15th January, about 50% of the budget allocated to each subject should have been used. Otherwise the budget will be cut the next academic year.

(2). By 30th April, a panel head should have used 100% of the money allocated to the subject. Otherwise, the librarian will assume he/ she does not want to use the money left and will allocate the funds for other collection needs or help him/ her to finish the purchasing, except when the subject head specially requests to do it by themselves by the end of May.

(3). Subject heads are welcome to submit book lists, especially at the beginning of the term, for the tacher librarian to help them order library books for students. Subject heads can also inform the teacher librarian what kinds of book they would like to buy for students so that the tacher librarian can help the subject heads with the collection building according to their own needs.

(4). For teacher reference books, the same deadlines of 15th January and 30th April also apply if the subject teachers want to use the material promptly. The last date for the teacher reference books to arrive in the library is the day before the last day of the academic year. That is usually around 15th July each year.

(5). Library books bought with Library Grant by teachers after the last school day of the academic year in July and August should be paid from the budget of the next academic year. (6). The accounts clerk requests that department heads come back to school to receive and check the books delivered to school during the summer vacation by themselves. The accounts clerk will only pay if they can give her the books at the same time. Therefore department heads are strongly advised to place the order earlier and request the bookshop to send them an invoice with items exactly the same as the books being delivered.

 

4. The use of the Library Grant and the management of items bought with the Library Grant

 

1.      The Library Grant should only be used for buying books for students to use only.

2.      Teachers can only use 10-15% of the Library Grant to buy books for boosting exam results (exam questions and answers).

3.      If teachers borrow students’ books (i.e. books brought using the Library Grant) from the library, they should follow the students’ practice to return books in two weeks and borrow 10 items at most. Teachers can renew the borrowed items online 3 times at most. Like the students, teachers need to pay for their overdue books, $1 per day per item.

5. The acquisition and management of Teacher Reference materials

 

1.      Since 2010, department heads who claim from the school budget should be responsible for looking after the school assets he/she has bought. All teacher reference materials bought should be taken to the library first for processing.

2.      The department head can decide how the teacher reference materials/ items should be used.

*(Option A) Six-item Record: The library will help create the Teacher Reference Record including 6 items for the department. A school chop will be stamped in each book to signify it is  school property. The up-to-date record will be sent to both the department head and the accounts clerk for record keeping. After that, the items will be looked after by the department heads. By the end of May, the department head needs to stock-check each item and submit the finished record to the accounts clerk. Instead of (A), the department head may also choose to put the book in the library.

*(Option B) Full Library Record: Loan period: 1 month for teachers, 2 weeks for students. *(Option C) Full Library Record: Loan period: 1 month for teachers.

3.      For teacher reference materials, teachers also need to pay $1 per day per item for their overdue books.       

4.      The library will enter all books into the library catalogue for retrieval purposes and normal circulation, including all ERS, CRS, SBA books and teacher reference books.  

   

Deselection

 

The collection will be regularly assessed for viability.  Resources that are no longer viable are to be removed. We need to do so because studies have shown that weeding actually increases the circulation of the collection.  DMHCSMCSS recognises the sensitive nature of this process.

General principles of deselection: 

This responsibility lies with the teacher librarian.  However to further develop and enhance collaboration, teaching staff are encouraged to evaluate sections of the collection or to view deselected items to ensure they no longer require them.

The average age of the collection will be no more than 10 years. Generally monthly magazines are kept for two years. Weekly magazines are kept for one year.

Certain items may require special consideration. These resources may have historical value, rarity, meet a specific educational purpose or are not readily available elsewhere.

A designated member of the library staff will oversee the total process. When resources are no longer required they will be analysed for their potential for use outside the library environment. If not suitable, resources will then be recycled or destroyed. 

General deselection criteria: 

1.      Usage of itemsno longer in demand due to changes in curriculum needs.

2.      Items that have never been used in the last 10 years.

3.      Items that do not meet the abilities and interests of the users.

4.      Items in poor physical condition- torn, unattractive, defaced. (If they are still required, they will be replaced.)

5.  Items with inaccurate, misleading or out-of-date content

6.  Items that do not fit within the selection criteria

Deselection of electronic resources: 

Websites available from the library web page will need to be assessed for currency and relevance.

 

The collection may be reviewed by the following methods: 

Review of library resource item borrowing history (also assists in deselection process) 

Annual stocktaking

Reference to assessment items and curriculum outlines

Comparison with current selection criteria

Analysis of data on usage patterns

Surveys of staff and students

Collaboration with teaching staff utilising library venue

Collection mapping if possible

 

Controversial material 

As we are a secondary school, library books and magazines will be monitored by the teacher librarian to ensure suitability for secondary years. 

 

If there are requests for reconsideration of the suitability of items in the collection, a formal letter should be given outlining the nature of the complaint. This is reviewed by the Principal (or her agent) and the teacher librarian. The selection criteria apply to the items in conjunction with principles concerning freedom to read and students’ rights.

 

 Policy Implementation, Evaluation, and Revision

 

The teacher librarian will evaluate this policy every two years to ensure that it is current, relevant and meeting user needs. We anticipate going through the same process: collecting data in regards to currency, reviewing circulation statistics and collection percentages. Other sources of information are available in annual reports and with students. We plan to revise this document again in 2015.

 

The Collection Management Policy of our school was first established in March, 2011, after it was officially passed by all teachers in the staff meeting in May, 2011. 2013 should be the time for a review. This document has been reviewed and approved by the Reading Promotion Team on 14th May, 2013 and officially passed by all teachers in the staff meeting on 4th June, 2013.

 

 

Teacher Librarian ______________________       Date _______________

   

Principal ______________________________       Date _______________

 

School Supervisor _____________________        Date _______________   


Reference

American Association of School Libraries, (2009). AASL resource guides for school library media program development: Collection development. Retrieved from

http://www.ala.org/ala/mgrps/divs/aasl/aaslarchive/resourceguides/collectiondevelopment.cfm

 

Arizona State Library, Achive & Public Records. (2008). Collection development policies. Retrieved from http://www.lib.az.us/cdt/colldev.aspx

 

EDB, (2002). Basic education curriculum guide: building on strengths. Retrieved from

http://cd1.edb.hkedcity.net/cd/basic_guide/index.htm

 

EDB Circular No. 30/2001 (Formerly referred as EMB Circular No. 30/2001) (Formerly referred as Administration Circular No.30/2001), (2001). Provision of Teacher-Librarians in Aided Primary Schools.

Retrieved from http://www.edb.gov.hk/UtilityManager/circular/upload/ADMC/AD01030E.PDF)

 

EDB, (n.d.) EDB School Libraries website: Available in: http://www.edb.gov.hk/cd/liband

 

Goulburn Valley Grammar School, (2007). GOULBURN VALLEY GRAMMAR SCHOOL 

COLLECTION MANAGEMENT POLICY,

10th December retrieved from: http://www.gvgs.vic.edu.au/about-us/policies

 

Konawaena High School, (n.d.) Materials Selection Policy (Konawaena High School),

10th December, 2009 retrieved from: http://www.k12.hi.us/~konawahs/materials_selection_policy.htm

Montana State Library, (1995). Montana State Library Collection Policy Development Guidelines, 8th December, 2009 retrieved from:
http://msl.state.mt.us/slr/cmpolsch.html

Montana State Library, (n.d.). Montana State Library Commission Policy: Collection Development,

2nd January, 2010 retrieved from http://msl.state.mt.us/About_MSL/policies/22_colldev.pdf

HKEdCity, (n.d.). Teacher Librarians’ Corner, HKEdCity. Available in : http://www.hkedcity.net/iworld/index.phtml?iworld_id=62

The Jewish Day School of Metropolitan Seattle, (1990). The Jewish Day School of Metropolitan Seattle Library Collection Development Policies, 10th February, 1990 retrieved from

http://www.jds.org/index.php?option=com_content&task=view&id=72&Itemid=96)

 

Whitefish High School, (2004).Whitefish High School Library Collection Development Policy, 10th December, 2009 retrieved from:

http://wfps.k12.mt.us/Teachers/KohnstammD/Collection%20Dev't%20Policy%20for%20Web.htm

 

Hong Kong Public Library, Donation Record (in Chinese and English), 19th January, 2011 retrieved from http://www.hkpl.gov.hk/english/aboutus/aboutus_forms/files/Donation_Record_Eng.pdf and http://www.hkpl.gov.hk/tc_chi/aboutus/aboutus_forms/files/Donation_Record_Chi.pdf

 
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