[original message followed by response.]
From: Margaret Devereaux <deverema_at_cayuga-cc.edu>
This library is in the process of adjusting to a change of
directorship (we are actually under an interim director right now) and
so are taking this golden opportunity to make some changes in some of
the ways we operate. In the past, selection of materials has been
done primarily by librarians, with minimal input from faculty. Our
professional staff consists of 5 full time librarians (including the
temporarily vacant director's position) in two distant locations. Our
teaching faculty numbers around 75. Our collection is actually quite
strong based on librarian purchases. Because we are such a small
staff, we each spend time on instruction and reference; therefore, we
keep abreast of what students may be seeking to meet their research
needs.
Our interim director's way of thinking is that we need to dramatically
increase faculty involvement in the selection process. Therefore, I
am looking for some practical ways to cultivate that. While faculty
have always been welcome and encouraged to make requests for titles
and/or subjects, there is, in fact, very little participation on their
part. In the past, I have disseminated book reviews, publisher's
flyers, tailor-made bibliographies of potential interest, etc., etc.,
with little effect. Occasionally, a few instructors will come to life
and be active for a stretch of time, but participation quickly tapers
off. Over all, this faculty has become quite unconcerned when it
comes to spending their share of the library collections budget.
If any of you have some very concrete and basic activities to
facilitate faculty involvement, I appreciate any and all suggestions.
You may respond to me directly, unless there is sufficient interest
from others on the list. Thanks in advance for your input.
Regards,
Margaret Devereaux
Collection Development Librarian
Cayuga Community College
Auburn NY 13021
==#4====
From: "Guilfoyle, Marvin" <mg29_at_evansville.edu>
I believe firmly in the value of the collaboration between librarians
and the teaching faculty in library collection building. It brings
more varied knowledge into the process.
In our case, at the beginning of the fiscal year the library retains
money for the selection of (reference and other) materials in all
disciplines. Each teaching department is also allocated a sum of the
library's money for the purchase of books or other one-time
orders--with the provision that it must be spent by February 1--well
before the end of our fiscal year. If it has not been spent, the
library reclaims control, pools the money, and continues ordering in
all disciplines. This builds the book (etc.) collection using both the
expertise of the teaching faculty and the diligence of the librarians.
When one compares our holdings with various "recommended" lists
later, they seem to validate the approach. Moreover, we are getting
precisely what the local professoriate believes it needs to teach
with--which is especially important during times of tight budgets.
As far as journals and online products, these are continuing
commitments, and the library retains control of these decisions--with
varying amounts of faculty input. See
http://www2.evansville.edu/libweb/libservices/cd/info.html
Marvin Guilfoyle
University of Evansville Libraries
(812) 479-2247
Received on Mon Oct 27 2003 - 12:43:04 EST