Download
weeding in an academic setting n.
Skip this Video
Loading SlideShow in 5 Seconds..
Weeding in an Academic Setting PowerPoint Presentation
Download Presentation
Weeding in an Academic Setting

Weeding in an Academic Setting

357 Vues Download Presentation
Télécharger la présentation

Weeding in an Academic Setting

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Weeding in an Academic Setting Diane Holliday Dowling College Library Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  2. Introduction: • My beliefs about weeding • Factors to consider in an academic setting • Faculty feelings about weeding Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  3. Introduction: • Approaching faculty about weeding • How to collaboratively weed with faculty • Conclusion Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  4. My Beliefs About Weeding: • Weeding and collection development • Are two sides of the same process • Should be pursued continually • Together make collection management Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  5. My Beliefs About Weeding: • Weeding is change • People are resistant to change, especially large changes. • If weeding is done continually and constantly, less change is perceived. • If weeding is done sporadically, more change is perceived because the change is dramatic. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  6. My Beliefs About Weeding: • More about change • Change is easier to take when the change agent is someone in whom you trust. • Change is easier to take when you realize that the change will immediately benefit yourself. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  7. How to Identify Weedable Titles in an Academic Setting: • Identifying core collections • Looking at in-house use or circulation statistics • Identifying “pinch points” in the collection • Looking at the condition of the materials • Looking at the age of the materials Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  8. Factors to Consider Before Weeding in an Academic Setting: • Academic libraries have a well defined set of users and/or potential users of the collection • Primary users are students and faculty • Faculty set the parameters of the collection through the curriculum and their research and interests • The faculty drive the student’s needs Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  9. Factors to Consider Before Weeding in an Academic Setting: • Academic libraries have a well defined set of users and/or potential users of the collection • Secondary users are administration, staff, and the immediate neighborhood Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  10. Factors to Consider Before Weeding in an Academic Setting: • Curriculum • Become acquainted with the course catalog(s) • Be aware of new course proposals Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  11. Factors to Consider Before Weeding in an Academic Setting: • Curriculum • Know the depth of coverage (currency) needed for each subject area with respect to the level of the courses being taught. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  12. Factors to Consider Before Weeding in an Academic Setting: • Faculty research and interests • Curriculum will reflect faculty interests, but not totally. • Be very careful Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  13. Factors to Consider Before Weeding in an Academic Setting: • Faculty research and interests • Subject area weeding should be done in consultation with the appropriate faculty. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  14. Faculty Feelings About Weeding • Some faculty cannot do enough to help with the weeding process. • They are very “hands on.” • They get assignment ideas from browsing the shelves. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  15. Faculty Feelings About Weeding • Some faculty understand that weeding is necessary, but they may be reluctant to help. • They may offer advice in a general way. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  16. Faculty Feelings About Weeding • Some faculty are appalled at the thought of weeding. • They will not help. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  17. Approaching Faculty About Weeding: • Know the political landscape – do not create ill-will. • Know whom you are approaching within the faculty organizational structure. • Attempt to know the effect your contact may have. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  18. Approaching Faculty About Weeding: • Seek out multiple faculty members from the same department • Do not always put the same person on the “weeding hot seat.” Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  19. Approaching Faculty About Weeding: • Communicate • Get to know their interests and areas of research. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  20. Approaching Faculty About Weeding: • Build their confidence in your abilities • Do your best to fulfill faculty initiated purchase requests. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  21. Approaching Faculty About Weeding: • Build their confidence in your abilities • Target small areas in the collection that need building and updating. • Seek faculty advice in these areas first. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  22. How Does Targeting Small Areas in the Collection Build Confidence? • Confidence is gained because you initiated contact with them • They didn’t have to ask you • You pointed out an opportunity Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  23. How Does Targeting Small Areas in the Collection Build Confidence? • This approach shows that weeding can be a positive action and can have immediate results • Faculty will be much less adverse to weeding if it means a more recent edition of a book will soon appear on the shelves. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  24. How Does Targeting Small Areas in the Collection Build Confidence? • If and when a large scale weeding project is undertaken, the faculty will be less resistant to lending a hand Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  25. When Working With Faculty to Collaboratively Weed: • Set ground rules in advance • What happens to the weeded materials? • Are they thrown out? • Offered as gifts? • Does the faculty member take the discarded materials? Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  26. When Working With Faculty to Collaboratively Weed: • Set ground rules in advance • If a disagreement over the worth of materials arises (discarding or keeping), who will have the final say? • Try to keep disagreements to a minimum. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  27. When Working With Faculty to Collaboratively Weed: • Make and keep appointments for weeding • Be flexible in scheduling appointments for weeding • Keeping appointments builds confidence and credibility Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  28. When Working With Faculty to Collaboratively Weed: • Be conscious that faculty can be subjective in weeding practice • They may harbor strong personal prejudices. • They may want the item in question. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  29. Conclusion: • In the Academic Library, a Faculty Centered Approach to weeding is a sound, valid approach. • This approach is valid because Students will judge an Academic Library by the correlation they see between the curriculum and the collection. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  30. Conclusion: • Become familiar with the curriculum, faculty interests, areas of faculty research, and the political landscape before initiating a weeding project. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  31. Conclusion: • Weeding is more palatable when faculty members trust and have confidence in the judgement of the person making or steering weeding decisions. • Finally, when collaboratively weeding, set the ground rules before you start work on the project. Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998

  32. Weeding in an Academic Setting • Thank you for your attention! • Contact me at: hollidad@dowling.edu • A copy of this presentation can be found at-http://www.dowling.edu/library/welcome.htm Learning To Say Good-Bye, Suffolk County Library Association, Bellport, NY September 23, 1998