Collection+Mapping


 * What is collection mapping? **

Collection mapping is the process of examining the quantity and quality of a library’s collection and identifying its strengths and weaknesses. The outcome of the process can serve as a guide during the collection development process. A collection map is a visual supplement to the automated catalog system that graphically displays the breadth and depth of the collection. In other words, a collection map provides a quick picture of the collection. There are three basic assumptions about collections that relate to collection mapping. 1. The collection should have breadth. There should be something for everyone. 2. The collection should have depth based on the needs of students and teachers. 3. Knowledge of the collection is basic to effectively develop a collection that will be used. Collection maps are used for many collection-related projects. These include: § showing strengths and weaknesses in the collection § evaluating whether the strengths of the collection match the curriculum focus § tailoring purchasing decisions § planning for future directions § suggesting areas of weeding § demonstrating areas of need and areas of excellence § developing short and long term goals § building a budget plan to match curriculum goals § creating selection procedures that material collection goals

** What is a base collection and core collection? ** Collection mapping involves examining the library’s collection(s) and comparing it with some standard. For example, a standard for what a base collection in an elementary school library media center could be the Children’s Core Collection by the H.W. Wilson Co. A **base collection** is an arbitrary standard denoting the number of works recommended for a minimal level collection. In other words, this is the "must have" part of the collection. Sometimes the word core collection is also used. A **core collection** is a base collection that is often associated with specific titles. For example, there may be a core collection of reference books that all middle schools should have. Of course there are local needs that should go beyond the base collection. Base collections are often used to initially startup a new collection or replace materials in a school destroyed by fire or flood. A school librarian builds a base collection by examining the unique needs and interests of the teachers and students at the school. A needs assessment or survey could be used to help determine needs for a base collection.

** What should be in the collection? ** Balanced collections are difficult to develop. Does one buy one book for each DVD to keep formats balanced? Does one purchase a pro-choice book for every anti-abortion item purchased? How does one balance quality with demand? Sports magazines, romance novels, and graphic novels are the most popular items in many libraries so it's important that students have access to these materials. However there is still room for classics and award-winning books. Increasingly teachers must have a voice in collection development. The collection must meet the demands of the curriculum. Selection bias is also a concern. If the school librarian loves picture books, the school librarian may buy more than needed. If the school librarian does not like sports, the school librarian may skip some of the best sports selections. Today's collections are moving from balanced collection which offer a little of everything to focused collection that provides the level of depth to meet the demands of rigorous standards. ** NOTE ** : Knowing weaknesses in the collection(s) is the key to keeping them in check. Examine your own selection bias. Are there certain types of books you are more likely to buy because they are personal favorites? What are you likely to overlook?

** Study the School Curriculum ** One foundation of a good school library collection begins with knowledge of the curriculum. Several methods of surveying the curriculum may include, but are not limited to, the following: · A survey of the state’s or school’s curriculum and curriculum guide. ALEX · A survey of the textbooks during the adoption cycles (or survey of the online text information if applicable). · Study of the teacher’s teaching styles as it relates to the written curriculum. · Survey of the curriculum developers for the school/state to identify their ideas and expectations.

A full scale survey and study will take time and effort. If the school district/system has a curriculum map, that instrument will be a good place to begin.

Many people have developed procedures for collection mapping. There is not a correct or incorrect procedure. However keep in mind that each school is unique and many schools are placing emphasis in particular areas related to their curriculum. The following steps can be used for collection mapping: 1. Decide the **general emphasis** collections that support whole courses of instruction, such as U.S. History, elementary biological science, geography, etc. Count the number of items in the collection that treat that topic (count the number of items available in each Dewey Decimal class). 2. Decide which **specific emphasis** collection support units of instruction, such as U.S. Civil War, insects, dinosaurs, etc. Count the number of items in the collection treating the specific topic. 3. Divide the total size of each emphasis (general and specific) collection by the number of students in the school and chart the resulting items/student on a collection map. 4. If an emphasis collection is not large enough to be visible on the collection map, it should not be charted unless it is to become a target for collection development. 5. Divide the total size of the collection by the number of students in the school, and the result on the collection map under “total collection.” ** How are results analyzed? ** Once you've created your collection map, you need to analyze the results. The following list provides suggestions:
 * What's the procedure for collection mapping? **
 * If you identified a particular area as a strength, examine that section to determine if the collection is evenly distributed. You may wish to do a "mini-map" of the section.
 * If you identify a section as a strength, consider limiting selection is this area.
 * For areas of weakness, you may wish to consider selecting from retrospective selection bibliographies and watch for new items. Also check your curriculum to be certain materials are needed.
 * For areas of strength, develop promotional strategies.
 * Consider comparing your results with circulation statistics.

** What's a mini-map or emphasis map? ** Once you complete the large map, you should have a pretty good idea about the quantity aspect of your collection. Now you need to explore deeper into the quality aspect. Identify those areas on your collection map that were seen as strengths and weaknesses. Look at the quality aspect to see if these are truly strong and weak areas. It may be that an area of strength simply needs to be weeded. When weeded, the area may no longer be a strength. On the other hand, another area that is identified as a strength area may really contain lots of good materials. Mini-maps are used to examine a specific area of your collection in-depth. There are a number of approaches to mini-maps. One option is to create a small version of your bigger map and do some counting. For example, you might divide the 500s into general subjects related to your curriculum such as astronomy, math, and geology. You'd look at the numbers in each area, then consider the quality of each item. It may be that your 500s are considered strong. However when you conduct a mini-map, you may find that only the 599s are strong. The other areas may need weeded or new materials selected. The collection map process is only one of many approaches. For example, you may be particularly interested in looking at the media materials in a specific content area. or, you may want to create your own mapping system.

** Teacher Input from Collaboration Process ** Each time a demand is placed on one of the emphasis areas, the school librarian and the teacher(s) should evaluate how well the collection responded. With input from students, the school librarian and teacher(s) can rate the collection using the following criteria: · Diversity of formats available (use for multiple literacies) · Recency of the collection to meet the curriculum/unit needs · Relevance of the collection to the curriculum/unit needs · Duplication – were there enough materials for the number of students taught? · Reading/viewing/listening levels – were they appropriate for all students?

** A Sample Collection Development Plan  **

Perhaps the best way to use a collection map is to examine how it works in a collection development plan and in the budget process.

// Preliminary collection mapping //. The school librarian maps the collection. Meetings are held with principal, library media team, teachers, etc.) to discuss collection strengths and weaknesses to create preliminary collection targets – goals and objectives.

// Automated catalog system //. The school librarian uses the automated catalog system to generate reports related to average age of the emphasis areas of the collection, statistics related to circulation of items in the collection, etc.

// Software //. The school librarian creates a spreadsheets/databases. · One spreadsheet/database contains the master set of curricular units containing the unit title, teacher, dates taught, unit subject headings to probe in the online catalog, resources used, evaluative data concerning the role of the collection and services for that curriculum unit. · Another spreadsheet/database contains “consideration file” with information about the author, title, publisher, prices, etc.). Entries include the teacher making the request, name of curriculum unit/topic, etc.   · Information for materials to be ordered that originate from the collection mapping process are also entered into the “consideration file.”

// Budget //. When time to order the school librarian re-reads the goals and objectives of the collection development plan and how much funding has been targeted toward this collection development area. Then the selection process begins. The consideration file is sorted by curricular unit and called up for examination. Priorities are examined and changed if necessary. Items are selected until the budget is spent. Items for the base collection are selected on the basis of requests from teachers and students and an analysis of the reviews which have been published during the year.

// Order process //. The school librarian works with a vendor/jobber to prepare and place the order electronically according to the vendor’s/jobber’s requirements.

// Cataloging and processing //. When materials are received they are sorted by curricular area. Cataloging data is retrieved from source and checked/verified. Subject headings and call numbers are adjusted as necessary.

// Unit planning //. The school librarian meets with teacher(s) for unit planning. The school librarian attends meeting with list of resources (or makes information available via web or Web 2.0 technologies). When reviewing the unit objectives, the school librarian and teacher(s) can make plans accordingly to use the resources from the collection. (See Teacher Input from Collaboration Process)

// Unit evaluation //. After a unit is taught, the school librarian and teacher(s) meet briefly to evaluate their success. The materials used are evaluated. The school librarian adds materials that need replacing to the consideration file database/spreadsheet and records the needs for additional purchase.

// Collection map updating //. Collection mapping is done annually using the computerized unit bibliographies from the automated catalog system report. Collections developed or improved during the year are charted. Progress toward the collection development plan goals are summarized and reported annually.