University of Hawai'i – Manoa
Library & Information Science Program
Information & Computer Sciences Department
 

SYLLABUS

LIS 615: Collection Development
(3 Credits) (Spring 2005) (HITS)

Instructor:         Andrew (Drew) B. Wertheimer, Assistant Professor

Contact Information:

       305F POST Building, 1680 East-West Road, Honolulu HI 96822

       TEL: 808/ 956. 3494          FAX: 808/ 956.3548

         E-mail:              wertheim@hawaii.edu

Please put LIS 615 in the message line.  I try to respond to e-mail within one day.  

         Homepage:        http://www2.hawaii.edu/~wertheim/615S05.html     

OFFICE HOURS:       

Classroom/       
[1.] Kuykendall Hall Room 204 + Remote HITS stations               
[a.] JAN 22, FEB 5, 19, MAR 5, 19, APRIL 9, 23:  
Schedule:                           9:00-11:40 AM
[b] 30 March10:30-11:40 AM (split class)
[2]  Intensive Weekend, Bilger Hall, Room 319.
MAR 12 (12:30 - 9:00 PM) +
MAR 13 (9:00 - 2:00 PM)
[3.]  There is a major WebCT online component to
the course.

Course Catalog Description (from the LIS Program home page):

LIS  615: Collection Development

Principles and issues of collection management and care. Criteria and tools for selecting and deselecting materials. Relationships with publishers/producers. 

Prerequisites: None

Program Learning Objectives

This introductory survey course addresses the following objectives of the LIS Program, enabling students to:

1. Demonstrate an understanding of the philosophy, principles, policies and ethics of library and information science and technology;

2. Demonstrate an understanding of the development and communication of knowledge;

3. Apply basic competencies and knowledge that are essential for providing, managing, and designing information services in a variety of information environments;

4. Demonstrate an understanding of the development and interrelationship of librarianship and information science;

5. Demonstrate theoretical understanding of and basic competencies in evaluating, selecting and organizing information sources;

6. Demonstrate theoretical understanding of and basic competencies in retrieval, dissemination, utilization and evaluation of information sources;

7. Demonstrate an understanding of the principles of administration applicable in libraries and information centers;

8. Demonstrate basic competencies required for program development in particular information environments;

10. Demonstrate the professional attitudes and the interpersonal and interdisciplinary skills needed to communicate and collaborate with colleagues and information users;

11. Demonstrate basic competency in the latest specialized information technologies;

12. Demonstrate an understanding of the above goals within the perspective of prevailing technologies.

>>> [Numbers and text refer to the 2004 Revised UH LIS Program Mission and Goals.]

Course Learning Objectives:

This is an introductory survey course, enabling students to:

1.  To identify and assess accurately the needs for library materials and resources demonstrated by understanding users and nonusers of libraries, as well as the universe of knowledge.

2.  To become familiar with the general organization and practices of the publishing and information industries and the book trade, broadly conceived, as they relate to libraries and society at large.

3.  To learn to apply appropriate principles and standards in the selection of library resources.

4.  To evaluate library collections and to recommend alternatives for specific situations.

5.  To gain an overview and a working knowledge of the processes of acquisition of library resources.

6.  To gain practical experience in preparing a grant proposal, then developing a model collection.

7.  To gain experience in critical and persuasive writing, and public speaking on relevant professional concerns.

8.  To develop a critical understanding of the elements of a good review by writing a publishable book/ material review.

It would be impossible to learn everything there is to know about collection development / management (CM) in one semester.  It is even more difficult to forecast the skills needed to manage collections in the future as technologies and markets change.  CM is made up of a series of skills that are learned over a lifetime of reading and experience.  This course though may be your only formal instruction on the topic.  With that in mind I hope that when you complete this course you will feel confident about your ability to actually do practical CM.  I also hope the class will leave you with some theoretical concerns related to CM that will guide you throughout your professional career.

Teaching Method

Primary emphasis is on reading, group discussion, and critical analysis. Oral and written assignments are designed to promote these activities. The assignment due dates are on the course schedule. Attendance and constructive participation are required.

Grading:                                                

Collection Management Project (CMP)  35%
Brief Article Critique     10%
Journal on Shadowing a CM Professional 10%
Participation 10%
Collection Development Policy 10%
CMP Reflection Journal 10%
CMP Proposal        (Brief Paper)   5%
CMP (Proposal        Presentation)  5%
Review Exercise 5%

Grading Scale

100-98 A+ 97-94 A 93-90 A-
89 - 87 B+ 86-83 B 82-80 B-
79 - 77, C+    76-73 C 72-70 C-
69 - 67 D+ 66-63 D 62-60 D-

Course/ Teaching Philosophy

My personal and professional ambition is to facilitate your learning, so I welcome specific or rough proposals for alternative learning experiences to assignments. 

I reserve the right to reject or make counterproposals, but encourage you to consult me about this.  If you want to pursue this, please talk with me well in advance of the deadline of the assignment you want to replace.  

Class participation is based on:

This includes coming to class on time and for the entire period.

If you were late or absent because of illness or another emergency, please submit evidence. Please notify me in advance of any excused absences.

In this HITS class, this will be strongly influenced by your online postings on WebCT days as well as your in class discussion.

Important Dates:

 20 January
Last day to withdraw from class without a “W.”
21 January
Last day to add the class, change grading option or to receive a 100% refund for the course
31 January
     Last day to receive a 50% refund for the course.

Required Textbook:

Edward G. Evans, Developing Library and Information Center Collections. 4th ed.  Englewood, CO:  Libraries Unlimited,2000 (621 pp.). ISBN 1-56308-832-0 PB  $50.00 retail (at the University Bookstore).

OR

 
 
Students in the school library media track may use an alternative text: Phyllis J. Van Orden, Kay Bishop,
 
 
 
The Collection Program in Schools: Concepts, Practices, and Information Sources. 3d Edition. (Greenwood, CO:  Libraries Unlimited, 2001) (384 pp.). Paperback ISBN 1-56308-804-5. $50.00 retail (at the University Bookstore). Some readings from Evans or other alternatives will be assigned to supplement this.
 

Additional Required Readings and Optional Textbook Supplement:

Additional required readings are specified below. Articles are available via Electronic Reserves.   Books are at the Sinclair Library.

You are encouraged to purchase a copy of

ALA Office for Intellectual Freedom, Intellectual Freedom Manual
(6th Ed.) (Chicago: ALA, 2002). Copies are also available at the University Bookstore.

For your CM project you will likely need to spend some a good deal of time in a good library to examine reviews.

Course Schedule (subject to change)

Students reading the Evans text should read pages in Evans, and VanOrden readers should read chapters in that book. Students using either text should read all additional readings.

22 January (HITS CLASS 1) Introduction

(a)Review syllabus, and course objectives;
How to approach the text;
(b)Historical development of Collection Management.
Readings:  None.
DUE:          Nothing.
 
 
 
 
 
29 January [WebCT Day 1] 
Readings:  EVANS CHAPTERS 1 and 2.
            VanOrden CHAPTERS 1 and 2.
DUE:          WebCT Posting 1.
 
 
 
 
 
5 February  (HITS CLASS 2)
The Selection and Acquisitions Process:
Practical Dimensions

Guest Speaker: George Dragich,   Account  Manager, Follett Library Resources GDragich@flr.follett.com

Readings:  EVANS CHAPTERS 4, 11, and 12.
            VanOrden CHAPTERS 9 and 13.
DUE:          Nothing.
 
 
 
[12 February] [WebCT Day 2]
ReadingsEVANS CHAPTERS 3 and 19
            VanOrden CHAPTERS 3, 4, 5, 6, and 7.
DUE:          WebCT Posting 2
            and Collection Development Policy ***This is now extended to 2/19 [AW]
NOTE:         School library media specialist students can get extra credit by attending the HASL conference and writing a brief journal.
 

19 February (HITS CLASS 3)

Censorship and Intellectual Freedom

 
(a) Collection Development Policies
(b) Censorship and Intellectual Freedom   
Readings: ALA Office for Intellectual Freedom,Intellectual
Freedom Manual (6th Ed.) (Chicago: ALA, 2002)
     At a minimum, read: pp. 57-111, 184-5, 201-6,
232-5, 245-51, 278-95, and 331-46.
DUE:         Select Tentative Topic for CMP
and Collection Development Policy (******this is the new deadline)

NOTE:    Class will continue as usual, but I will be broadcasting from Lanai (attending the AHA Conference).

Students interested in archives can get extra credit by attending the AHA conference and writing a brief journal.

                 

[26 February] [WebCT Day 3]

Readings:  EVANS CHAPTER 14
                  VanOrden CHAPTER 8.
DUE:         WebCT Posting 3
                  and CMP Proposal (Paper)
 
 
 
 
 
5 March (HITS CLASS 4)        
                  (a) CM in Public Libraries
          (b) Government Documents
                  (c) Cooperative CM
 
 
 
 
 
(d) CM in School Library Media Centers
                  (e) Deselection
Readings:  EVANS CHAPTERS 9, 10, and 16.
VanOrden CHAPTERS 11 and 12.
DUE:         Nothing.

12 March <<<<<   INTENSIVE WEEKEND DAY 1   >>>>

(a) CMP Proposal Presentations
(b) Lecture: Budgeting        
                  (c)  Field Trip: TBA
(d) Lecture: User Needs
(e) Lecture: Community Analysis
Readings:    EVANS CHAPTER 5, 6, 15, 17, and 18.
                  VanOrden CHAPTERS 15 and 16.
DUE:          In-class CM Proposal Presentation

13 March <<<<<   INTENSIVE WEEKEND DAY 2   >>>>

Introduction to Publishing
                  (a) Lecture: Stages from Writer to Reader
(b) Lecture: Types of Publishers
(c) Lecture: Socio-Economic Role of Publishing
 
 
19 March (HITS CLASS 5)      
(a) Lecture: CM in Academic and Special Libraries
                  (b) Lecture: Preservation
Readings:  EVANS CHAPTER 13.
                  VanOrden CHAPTER 17.
DUE:         Nothing.
26 March    No Class    Happy Spring Recess!!
 
 
[2 April] [WebCT Day 4]
Electronic Media: Databases, e-Books, Videos,DVDs, and CDs
Readings:  EVANS CHAPTERS 7 and 8.
            VanOrden CHAPTER 10.
DUE:         CM Professional Shadowing Journal
                  and WebCT Posting 4.

9 April (HITS CLASS 6)

Outsourcing Collection Management
                  Guest Speaker
Reading:   Rebecca Knuth, & donna G. Bair-Mundy “Revolt Over Outsourcing: Hawaii’s Librarians Speak Out About Contracted Selection.” Collection Management 23 (1/2) (1998): 81-112.
Additional Materials available online at
http://www.hcc.hawaii.edu/hspls/reos/reos9810.html
DUE:         Nothing.
 
 
 
 
 
[16 April] [WebCT Day 5]
         Acquiring Small Press, Alternative Press, Grey Literature & Samizdat
Readings:  Judith Serebnick, “Measuring Diversity of Opinion in Public
Library Collections,” Library Quarterly 65 (1995): 1-38.
Juris Dilevko, & Keren Dali, “Reviews of Independent Press Books in Counterpoise and Other Publications.” College & Research Libraries 65 (2004): 56 – 77.
 
EVANS ORIGINAL CHAPTER 4 (FROM 3rd EDITION)
                  Only available online at: http://www.lu.com/getpage.cfm?file=textbook2.html&userid=69265720
DUE:          WebCT Posting 5.

 

23 April (HITS CLASS 7)

Class 14:  CMP Presentations
 
Readings:  None.
DUE:         CMP Paper and Reflection Journal
 

 

 
30 April (HITS PARTIAL CLASS 8) [From 10:30-11:40 AM only]
Class 15:   (a) Evaluation
 
(b) Class Wrap-Up
Readings:  None.
 
DUE:         Review Exercise.

Finals Week

There is no exam in this course or class meeting during Finals Week.
All papers and extra credit must be handed in by 5 May. 

EXPECTATIONS FOR ALL ASSIGNMENTS

** Plagiarism, if caught, will result in failing the class. It also will be reported to the department for appropriate action. Please don’t do it. 

As a review, any time you use more than four or five words from one source those words should either be placed in quotation marks. Long quotes (more than two sentences) do not need quotation marks, but instead should be place in block quotes, which are single spaced and indented with about one inch on the left and right margins.

You may use any recognized citation style (Chicago/ Turabian, APA, MLA) to cite sources of quotations or other information as long as you are consistent in doing so. If you will be citing the same source (such as in the article critique), then I suggest you use parenthetical references such as the MLA style. For example, you can write (Daniels 1995, 15), or (Daniels 15) if you have only one citation by Daniels, or (15) if you only cite one article. For papers using parenthetical references, you need to submit a bibliography of works cited. You do not need a bibliography, however, if you use complete citations in the footnotes.  Information from personal conversations, letters, and the Internet should also be cited with the date (and URL and author for the Internet).   

Please use 12-point Times (or comparable) font and double-space your written assignments and leave a 1-inch margin. Papers should also be stapled. You are discouraged from using a cover page per se, but should include your name, the date, Prof. Wertheimer, and the assignment name on the first page of all materials. I strongly urge you to create a title for each paper as this often helps writers to establish a focused theme.  

Papers should be spell-checked and proofread. My interest is to see that you follow the instructions and are able to develop a logical, analytical paper, and provide evidence for your observations.

With the exception of the shadowing journal, and article critique journal, assigned papers should be written in a publishable, formal style. Journals though should be more personal, and can use the first person-voice. Your article critique journal should use a complete citation of the article as a title. I am looking for quality over quantity.  I want to read your honest reactions and reflections in journals.  I do not penalize journals for disagreeing with my ideas, but want to see efforts at making logical arguments based on evidence.

Papers are due during class. Late assignments will be docked by 10%.  No overdue assignments or extra credit projects will be accepted after 5 May.

Note: If you need reasonable accommodations because of the impact of a disability, please [1] contact the Kokua Program (V/T) at 956-7511 or 956-7612 in room 013 of the QLSS; [2] speak with me privately to discuss your specific needs. I will be happy to work with you and the KOKUA Program to meet your access needs related to your documented disability.

SAMPLE PAPERS are posted online at:

<http://www2.hawaii.edu/~wertheim/615samples.html>

Fellow students kindly shared papers from previous years. These are model papers. You are advised to review these papers to see how they presented their papers. I do change requirements on projects from class to class, though, so be sure to follow your syllabus in terms of instructions, as I will evaluate you on these criteria.

If you write an exceptional paper, I might ask you to submit your paper to this page. If so, I would appreciate if you would try to follow up on some of the corrections/ suggestions I made, and then e-mail me your paper as a Word/ HTML/ PDF file attachment. 

I give some extra credit to reward this extra effort.  Future students also thank you. Please remove your name from the paper if you want to be anonymous.

GENERAL GRADING CRITERIA

Specific grading criteria are mentioned in the instructions for all assignments, but in general I like to reward papers that are well-written, well-researched, creative, and show me that you are integrating questions from this class and your real life experiences.

Part of demonstrating professionalism includes using LIS terminology when appropriate. I also am happy if you can tie theoretical issues to the larger world as long as this supplements your LIS readings (not in lieu of). I also value critical thinking. Do not take everything you read or hear as truth.

My pet peeves in terms of writing include problems with quotations (block quotes) and sloppy citations. In addition to learning how to quote materials, I encourage you to use quotes sparingly. Don’t simply use them to tell your story. 

Plagiarism is more than a side issue. It can get you into serious trouble. This is another warning to encourage you to skim my writing guide. Librarians are held up to high standards in terms of writing and citing.

INSTRUCTIONS FOR SPECIFIC ASSIGNMENTS

Assignments and Projects

Collection Management Project (CMP)

The main assignment for this class is a practical exercise in collection development.  I encourage you to select a type of library that you want to work in, and a subject that you are familiar with and/ or interested in.  For example, if you have a degree in Latin American literature and want to work in a college library, then you might propose developing a collection of 45 items relevant to Latin American poetry (including databases, books, and journals) for someplace like Tokai University.  Another proposal could be for natural science books for an elementary school library media center.  Another proposal could be materials on bioengineering for a special library.  The topic must be non-fiction unless you can make a good case for a specific fiction collection.  You should include a mixture of books, databases, journals/ magazines. You might also add a few relevant videos/ DVDs/ CDs.

You may choose to do this either for a real library or create a fictional library.  In either case you should describe the library, the users and the collection.  You will eventually select 45 items (books, journals, databases, etc.) for your CMP. 

The first 20 items should be submitted with complete citations to reviews, and should be selected because of these reviews. The remaining 25 do not need to be reviewed, although your journal should explain in general what criteria and selection tools you used to select your CMP.

CMP STAGE 1: Topic Selection (No Credit)

Your first step will be to select the type of library and the collection topic.  You must secure approval for your topic by Feb. 19.  You may collaborate with other students in analyzing / creating the same real / imaginary library, but you are responsible for doing your own work on the presentation and collection. I discourage overlap of subjects, so topics will be claimed on a first come first served basis on WebCT, so let me know if you want to develop a collection (for example, on AIDS for a junior high school library) ASAP.

CMP  STAGE 2-A: Proposal (5% of your course grade)

The brief (3-5 pages) proposal should include a rough description of the library, the parameters of your collection, and a proposed budget. This paper should be written persuasively to demonstrate the benefit of this collection to the library. You may use this paper to complete parts (a) and (b) of your CMP Portfolio, although you are strongly encouraged to make revisions based on the instructor’s comments. DUE 26 Feb.  You should post this online (not as an attachment) on WebCT, so others can see your topic. Topics are accepted on a first-come first accepted basis. Only one student may select a certain topic. Please do not repeat something that was one of the sample papers.

CMP STAGE 2-B: Oral Presentation Grant Proposal         (5%)

You will present your CMP proposal to the class on 12 March in the form of “pitching” a grant proposal.  You should pretend that I am the chair of the (fictitious) KASHU FOUNDATION, and that your classmates are board members.  You will be giving an oral grant proposal (5 min.) in which you will outline your suggestion and take Q&A from the class. I will evaluate your presentation for 5% of your semester grade.  You may use overheads, handouts, PowerPoint, etc, but these are not required. Creativity and professionalism are always appreciated. For example, you could dress for the role (or not).

CMP STAGE 3: The Portfolio                           (35%)

The CMP Portfolio is your final proposal to the KASHU Foundation.

It should include:

(a, 1-2 pages): InstitutionalDescription of the library, users, and existing collection,

(b, 1-2 pages): Parameters of the proposed collection,

(c1-4, half-page to 1 page per title):  Information on Selected Items. 

(c1) Complete citation: Books should include Author, Title, Publisher (Location City), Publisher’s Name, ISBN, number of pages, and the publication year. Journals should include ISSN. OP books and A/V items do not need any item codes. Follow a standard citation style.

(c2) The list price in US$ for PA (paperback) or HC (cloth). You may calculate in a discount if explained in the budget-narrative section. 

If the book is out of print, you should indicate this and list the source of the O.P. Price (e.g., $14 HC Used VG, listed from Blue Mountain Bookstore on ABE), Databases and journals should include full information on vendors and the cost of a 1-year institutional subscription,

(c3) Citations to published reviews (Amazon.com-type reviews do not count). [See appendix to this syllabus on “Evaluating Reviews and Selection Tools.” This applies only to the first 20 items.]

(c4) your own evaluation of this work (one paragraph, summarizing reviews, author’s qualifications, quality of book construction/ user-friendliness of database, etc.  If you did not examine the work in person, you should refer to the reviews and add your own rationale for selecting the item.

(d, 1 page): Budget-Spreadsheet. I encourage you to do this on Excel or other spreadsheet. You do not need to list each book and price here, only totals, and a comparison with the proposal budget.

(I do not penalize or reward you for going over/ under budget, but want you to become aware of budget issues).

(e, 1-2 pages): Budget-Narrative: This should explain aspects of the budget, such as discounts and how database or journal prices were determined.

(f, 1-4 pages): Summary:  This should include the limitations of the collection and propose further growth areas. This should also summarize the core of your collection.  You should also use this section as a sales pitch to emphasize the value of this collection to your institution. I encourage you to think of this project as an ideal portfolio project to show potential employers. DUE 22 April.

CMP STAGE 4: CMP Reflection Journal (10%)

The final portion of your CMP consists of a 3-5 page journal in which you will evaluate the exercise as a personal reflection on the learning experience.  Your essay should record what you learned from the experience, such as what you learned about certain publishers, reviewers, and review media. You should also reflect on weaknesses in the CMP (e.g., you were unable to find many good children’s books on AIDS in Spanish for the hypothetical junior high school library CMP).  You should also critique your own abilities as a beginning selector, as well as the tools you used. DUE 23 April. I used this in evaluating your CMP.

Brief Article Critique Journals (10%)  (Solo work)

During the semester (preferably early on), you should find at least one recent significant article on CM that is of interest to you. You should search for a recent topic in professional LIS journals (try searching Library Literature or LISCA).

You should post to WebCT this 2 to 3 page double-spaced paper explaining the point of the article, your brief evaluation of the article, and why it is helpful or not to CM librarians. You may also critique the research or suggest alternatives approaches. Be sure to include a full citation.

You should also be prepared to give a brief informal overview of the article for your fellow students in class. [This should be for around 2-3 minutes from your desk without PowerPoint or handouts]. 

Grading Rubric for Literature Critique

POSSIBLE POINTS

POINTS WILL BE TAKEN AWAY FOR

Shadowing a CM Professional             (10%)  

(Group work encouraged)

There is only so much that can be learned about collection management from a textbook or lectures.  Thus, you have one assignment (worth 10% of your semester grade) to interview a CM professional.  I encourage you to contact an experienced professional librarian who is respected in your field.  This person may be a public / school/ special / academic librarian/ archivist who makes decisions about CM. 

I discourage you from working with someone in the same branch/ section where you work / intern if possible, unless you are interested in a specific area and have not discussed this in detail before. 

Early in the semester you should contact that person and make an appointment.  This may be done at one session or several, but must include some time specifically discussing practical and theoretical issues from this course.  In an ideal situation, this professional would allow you to shadow him / her for a few hours so that you can see parts of a typical day of weeding, negotiating, meetings, etc.  E-mailed responses to a questionnaire do not count. DUE 2 April.

Be sure to send the CM Professional a very nice thank you note for his/ her help!

The last part of your assignment then is to write a summary of your visit (5-10 double-spaced pages).  This journal should include background information of what you did, what you learned from the experience, what experiences shaped this CM professional.  I also want to see evidence of your own critical reflections on the experience.  Your challenge here is to spend at least one page to frame this practical experience with the theories and terms introduced in the class. The writing should be in journal style with a balance between what you learned and your reflections on the learning experience.

Group work is encouraged on this assignment.  Groups may have up to 4 members, but each person should participate in all parts of the project, from question formation to interview/ shadow, and write-up/ proofreading.  Working together also saves us from bothering too many busy librarians. Groups may submit one paper with all of the group member’s names. Group work is not required though, especially if you are interested in a specialized area.

Collection Management Critique or Policy    (10%) (Group Option)

There are two options for this assignment. You can either compose an original Collection Management Policy, based on examination of relevant models or you may write up a Critique of one or two existing CM policies. I encourage you to do a critique.  This assignment may also be done in groups of up to four people (one paper listing all names).

OPTION 1: Critiquing a CM Policy

For option one, you should search for at least two CM policies and analyze them. These policies should be comparable (same type of library or collection). You can either compare them or only critique one of the policies, but should make observations based on more than one policy. Your first brief paragraph should explain why you selected the particular policy/ies. It might be helpful to focus your essay on the question of how applicable these policies are for another specific library. You should use your class notes and textbooks or other readings to offer educated comments. Please be specific and be sure to cite information sources.

OPTION 2: Creating a CM Policy Statement

For option two, you are to create a draft Collection Management Policy Statement for a real or fictitious library/ branch or archive. This 3 to 5 page hypothetical document should be customized to the given library and written as if it was a real draft. You will be evaluated by the appropriateness of the policy for the type of library.

If you are writing a policy for a branch or collection you are expected to refer to the main library’s policy statement. Examples of existing policies will be mentioned in class, and are also cited in the Evans text. You should use footnotes or endnotes to note sections “inspired” by other policies. You are to examine at least two other policies (and cite them) in your paper. 

REVIEW EXERCISE                  (Solo work)           (5%)   (Due 30 April)

For generations librarians have looked for each other for expertise on the art of reviewing books and other materials. This assignment is to get you started as a library reviewer.

For this assignment you are to write a publishable review of a book, video, database, etc. You have two options for this:

In either case, please complete the REVIEW EXERCISE PREFERENCE SIGN-UP SHEET as soon as possible, so I can request books for you.

OPTIONAL EXTRA CREDIT

(DUE 5 May) (5 extra credit points) (LIMIT: 3 extra credit projects per student only)        

Possible extra credit projects include a report on presentations or professional conferences related to CM or some professional project (e.g., internship, presentation, paper, book review) as longas you are not getting credit for this in another class.

Consult with the professor regarding alternatives. 


APPENDIX 1:

“Evaluating Reviews and Selection Tools”

Amamzon.com, Books in Print Plus, and Follet Titlewave are all good sources for locating basic bibliographic information on books, as well as brief snippets of reviews. HOWEVER, I do *not* consider them sufficient for this exercise in terms of evaluation sources for the first 20 items.

These online reviews are often excerpts from larger reviews and they only use certain journals. The problem is that some of these review sources are NOT reliable (some journal editors never found a book they didn't like). Amazon also includes personal reviews that can be by anyone off the street (if anyone's review is acceptable why do libraries need to hire professional librarians?!?).

The truth is that many librarians use these tools in real life, but most also have worked long enough to intuitively know which reviews are more trustworthy, and which are not. Most of you are not yet at this level understandably, which is why I am requiring you to do the extra work of looking for reviews. You should also be aware that some databases exclude books from publishers not distributed by the book vendor.

I should add that e-Journals are OK if they are respectable (peer-reviewed or published by a respected association, etc) like H-NET lists. You should discuss this in your CMP Journal if you use them. Your citation for this section should be complete so that I can tell where you located the source. You can use abbreviations if you explain them somewhere in the CMP.

EXAMPLE CITATIONS FOR REVIEW SOURCES:

Example 1 (Review from newspaper or weekly):

Keith M. Richards, NYTBR [or New York Times Book Review if you did not explain abbreviations elsewhere], 23 July 1995: 5.

Example 2 (Review from a professional journal):

Joan Neko-Hanamagari, Horn Book [or HB if you explained abbreviations elsewhere], 24 (1975): 23.

Example 3 (Review from a scholarly online full-text website):

Andrew Lazzarre, review of Twenty-Three Antelopes Each Wednesday, 10 Aug. 2001. _H-LIS_ (online journal published as part of H-NET at MSU,

www.h-net.org/madeupreference=ok/you.get-the.idea.html. Accessed 20 Feb. 2004.

Example 4 (Review from full-text journal database):

Yukako Asato, rev. of DANCING MY WAY TO NAGO: A SOCIAL HISTORY OF OKINAWAN DANCE THROUGH THE AGES, JAPAN QUARTERLY 47 (1996). Accessed from EBSCOHOST DATABSE on 20 Feb. 2004.

If you get a review from an online source you should be specific -- using a style close to EXAMPLE 3 or 4, including when the review was written. In your notes you should also explain why you are using a review from Amazon or other source beyond traditional review sources. I don't mean to make your lives harder, but simply doing this off Amazon would not be much of a learning experience. You can do some reviews from Amazon IF you cannot locate them elsewhere, but should explain this, and also treat these reviews critically. (Of course, you should treat all review sources critically -- that is the purpose of the assignment). I will also understand if you cannot locate reviews for a few titles, especially for small press titles, (but will take away points if there are many such titles, ESPECIALLY if I can find them myself). There are exceptions in certain topics that are not well reviewed.

While I am on the topic, I should add that your paragraph on each selected item should *NOT* consist of more than one sentence (or at most two) quoted from reviews. Use your own words or paraphrase if you have to (as long as citation is clear). I encourage you can tell me something about the reviewer or journal as evidence as to the authority of the reviewer regarding the subject. Do not simply copy & paste this kind of information!

1) You certainly may use Amazon.com, Barnes&Noble.com, Follet TitleWave, Books in Print Plus... to help you search for materials for your subject. You also can use OCLC/WorldCat, library catalogs, publishers’ catalogs or ANY of the tools we discussed in class.

I encourage you to try different tools. Becoming familiar with them is another part of the assignment, and something that you can reflect on when writing your CMP Journal.

2) You may also use Amazon and other online sources for pricing information. In fact, I strongly suggest you use online sources (such as www.abe.com, www.bookfinder.com) to locate prices for OP books if you will do retrospective collecting. It no longer makes sense to look up used prices for most OP books when online searches are so easy.

3) You may even use these databases to help you locate some reviews (in other words, if Amazon shows Publishers Weekly reviewed a book in 1995, you could look it up in PW).

***However, I will expect to see a variety of reviews beyond those featured by Amazon and the like.

4) You also can do searches of online journals (such as Ebsco Host) and use its full text online reviews from scholarly journals.

APPENDIX 2: Communicating via HITS

Many of you are already experienced with HITS classroom learning, but in any case, here are a few tips and requests for communicating effectively via HITS:

1)  Please turn the microphone on when you want to talk. Please identify yourself “This is [your name] in [location].” When you finish talking please immediately turn off the microphone.   

2) You are encouraged to use nameplates each week in order to facilitate communication.

3)  Please make graphics in 36-point fonts if you want to share a PowerPoint talk with the class.

4)  HITS Classes are scheduled in advance. Our microwave connection begins and ends on time, so please come on time. Also, do not be offended if you are cut off while speaking.

5) If you have a connection or other technical problem, contact your site coordinator first. After doing so, please contact our program producer, Matt Parcon at 808/ 956-9662 (parcon@hawaii.edu).   

6)  The computer at Manoa accepts either Macintosh or PC files. I will usually use the PC, which accepts either system.  Please upload any slides or files you want to share with the class onto the hard drive (this saves time). Please do this before class starts if you can.

7)  Please inform the instructor if you will need to attend class at Manoa or another site on one week, especially if you are the only one at your site.

APPENDIX 3:

HAWAII AND PACIFIC ONLINE REVIEW

Reviewer’s Instructions

The HAWAII AND PACIFIC ONLINE REVIEW (HAPOR) is a pilot project of Dr. Andrew Wertheimer and his University of Hawaii Collection Management Course to provide free reviews of books, magazines, journals, databases, videos, and other library materials relating to Hawaii and the Pacific (including Pacific Islands, Asia, Australia, New Zealand, and the Pacific Coast of North, South and Central America). Reviews are written by LIS students at the University of Hawaii, but are also welcome from other LIS students and librarians. 

Each review should be submitted electronically as an HTML file or MS Word document to editor, Andrew Wertheimer at  <wertheim@hawaii.edu>.  

The average HAPOR review ranges from 400 to 800 words.

Please be sure that your review includes the following.

Author’s Last Name, First Name., Book Title: Subtitle. City of Publication, State or Nation: Publisher’s Name (Publisher’s Address), Year of Publication. Number of Pages, ISBN (hc for hardcover) or (pa for paperback or pamphlet). Price in local currency. Index (if indexed), Bib (if includes a bibliography) Illus (if includes photographs or other illustrations). Acid-Free (if acid-free paper).

Example:

WERTHEIMER, Andrew B., editor, Gatun-Gatun: A Collection of Waka on Subway Travel. Tokyo, Japan: Bakanekko Press (P.O. Box 5, Roppongi, Tokyo, Japan), 1998. x, 235p. ISBN 1-234-5678-x (hc), Y50,000. 1-234-5578-x (pa), Y10,000. Illus.

Your review should first give general reader an overview of the book’s content. You should also give a brief (1-3 sentences) biography of the author, including professional affiliation, other published works, or any aspect related to the author’s expertise. You are encouraged to mention if the author received any awards for this or previous publications (be specific).

The critical part of the review is to ask if the book delivers what the book sets out to be. You also should compare it to 2 or 3 other relevant works (give complete citations [author, title, publisher, year]. Be sure to praise unique contributions of this book or criticize shortcomings. Specific errors or biases should be highlighted as well.

Librarians are advocates for good binding, affordable prices, acid-free paper, good indexes, attractive illustrations, and even good writing. Be sure to comment on these aspects.

The last review element is to advice librarians on the book’s worth. Try to avoid clichés, such as “recommended for all libraries,” but you can “suggested for purchase by comprehensive Pacific collections.” Do not hesitate to pan bad books, but try to be fair with your review and imagine other audiences that might appreciate the book.

The final element is that all reviews should be submitted with the month submitted, name, and reviewer’s affiliation. Example:

Submitted in May 2004 by Jiji Asato, LIS Student, University of Hawaii at Manoa.
REVIEW EXERCISE PREFERENCE SIGN-UP SHEET

University of Hawaii LIS 615 (Spring 2005)

Student Name: ___________________________________________

Address:        ___________________________________________

_______________________________________________________

E-mail _______________________________________@hawaii.edu_

____ OPTION 1

I am interested in reviewing on any of the following subjects (in order of preference)

for

____ OPTION 2

I prefer to review a book/ database/ etc. for the HAWAII AND PACIFIC ONLINE REVIEW. I would like to review:

TITLE                                                      PUBLISHER        

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________         

(Please return this form to Dr. Wertheimer ASAP)