COURSE INFORMATION

Course Code: LIS 301

Course Title: Collection Development
Credit Unit: 2
Course Status: compulsory
Semester: First
Required study Hour: 1 hour per day
Course Edition: First

COURSE TEAM
Course Developer: Prof. Reuben Ejike Ozioko
Department of Library and Information Science
Michael Okpara University of Agriculture, Umudike, Abia State
Email- [email protected]

Course writer: Prof. Reuben Ejike Ozioko

Department of Library and Information Science
Michael Okpara University of Agriculture, Umudike, Abia State

Instructional Designer:
Learning Technologists:
Course Editor:

Copy Editors: Prof. Tijjani Abubakar

Ahmadu Bello University, Zaria

Ice Breaker

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Upload your passport and introduce yourself by stating your names, what you do for a
living, your hobbies, your expectation in this course and the name you would prefer to be
called during this course.
NATIONAL OPEN UNIVERSITY OF NIGERIA

© 2021 by NOUN Press

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ISBN:

2
CONTENTS
PAGE
Introduction…………………………………………………………………………….
Objectives……………………………………………………………
Working through this Course………………………………………………………….
Course Materials………………………………………………………………………
Study Units…………………………………………………………………………….
Assessment…………………………………………………………………………….
Final Examination and Grading……………………………………………………….
Course Marking Scheme………………………………………………………………
Course Overview………………………………………………………………………
How to Get the Most from this Course………………………………………………
Facilitators/Tutors and Tutorials……………………………………………………….
Summary……………………………………………………………………………….

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INTRODUCTION
Collection development is a first semester course with two credit unit which is expected to
last for at one semester. It is one of the core courses expected to be offered by all the
undergraduate students in the department of Library and Information Science in the
National Open University of Nigeria. The course is relevant to the extent that it will prepare
student to acquire knowledge and skills needed to build library collection that will help
libraries achieve the purpose of their establishment to her users. It is equally envisaged that
the course will prepare students on how to manage the collection effectively. This course
will examine the definition of relevant concepts, discuss the rationale and purpose of
collection development, factors affecting collection development, types of library
information resources, community analysis, collection development policy, selection of
library materials, acquisition of library materials, censorship in libraries, weeding of library
collection, resource sharing for library collection development, evaluation of library
collection as well as Information and Communication Technology (ICT) application to
collection development.
COURSE AIMS
It is expected that this course will help you to acquire requisite knowledge that will enable
you to build the collection of a library probably from the scratch. The course will provide
you with the fundamentals issues of collection development such as the critical functions
of collection development, community analysis, collection development policy,
acquisition, weeding, and evaluation among others. The course consists of four modules
with ten units of study. The course will expose you to the essential rubrics on how to
develop a library collection such as the purpose of collection building, community analysis,
collection development policy, selection of library materials, acquisition resource sharing
for library collection development, evaluation as well as the application of ICT to
collection building. Knowledge of all these will definitely aim you with all it takes to
initiate the process of collection building and strengthening the existing collection of a
library.
Course Objectives
Achievement of the aforementioned aims could only be realized with the consideration of
some course objectives. Each unit in this study material has specific objectives which will
guide you in checking on your progress while you do your study. It is expected that you
will be able to do the following by the end of this course.
- Define collection development
- Explain the purpose of collection development
- Identify the factors affecting collection development
- List the types of library information resources
- Describe community analysis
- Explain collection development policy and the reasons for its desirability
- State how library materials are selected

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 - Discuss the problems of selection of library materials
- Explain what acquisition means and the means of acquiring library materials
- Define censorship
- Outline the types of censorship
- Justify the reasons for censorship
- Narrate the evaluation of library collection
- Account for reasons why libraries evaluate
- Define resource sharing
- State the objectives and scope of resource sharing
- Define weeding
- Explain the general criteria for weeding
- Discuss how ICT could be applied to collection development
- Describe the challenges of ICT in developing library collection
- Define intellectual freedom
- Purpose of intellectual freedom
- Concept of censorship
- Types of censorship
- Censorship and the librarian
- Define copyright
- Purpose of copyright
- Effects of copyright on the library
- Define electronic resource management
- Types of e-resources
- Features of e-resources management systems
- Justification for cost benefit analysis
- Purpose of cost benefit analysis
- Procedures in library inventory control
WORKING THROUGH THIS COURSE
For you to complete this course successfully you have to go through the modules and
carefully read the study units, do all exercises and assignments and also open and read
through the links provided by double clicking on them. Read the recommended books and
other materials available to you and ensure you attend the practical session of this course.
Always participate in the online facilitation and facilitation going on in your centre. Each
unit of study has an introduction, objectives you should achieve at the end of the study, a
conclusion and summary informing you in a nutshell what you studied in the unit. Above
all, there is the Tutor-Marked Assignment (TMA) to evaluate what you have learnt. You
can download the course-wares into your device so that you can study whenever you are
online.
ASSESSMENT
There are two main forms of assessments namely; formative and the summative. The
formative assessments at the end of every unit of study will enable you to evaluate your
learning output. The university uses the summative assessments to evaluate your academic
performance in the courses you studied. The summative assessment which is Computer

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Based Test (CBT) is made up of objectives and sub-objective questions. There are three
continuous assessment, 10% each and final examinations are based on 70%. You are
required to take all the computer-aid tests and the final examinations.
STUDY UNITS
There are sixteen study units in this course, divided into seven modules. The modules and
units are presented as follows.
Module 1: Overview of Collection Development
Unit 1: Concept, Rationale and Purpose of Collection Development
Unit 2: Factors Affecting Collection Development
Unit 3: Types and Features of Library Information Resources
Module 2: Community Analysis and Collection Development Policy
Unit 1: Community Analysis
Unit 2: Collection Development Policy
Module 3: Selection and Acquisition of Library Materials
Unit 1: Selection of Library Materials
Unit 2: Acquisition of Library Information Resources
Module 4: Censorship and Weeding of Library Materials
Unit 1: Censorship in Libraries
Unit 2: Weeding of Library Materials
Module 5: Evaluation, Resource Sharing and ICT Application to Collection
Development
Unit 1: Evaluation of Library Collection
Unit 2: Resource Sharing for Library Collection Development
Unit 3: ICT Application to Collection Development
Module 6: Legal and Ethical Issues in Collection Development
Unit 1: Intellectual Freedom in Collection Development
Unit 2: Censorship in Collection Development
Unit 3: Copyright and the Library Collection Building
Module 7: Management of Electronic Resources, Cost Benefit Analysis and
Inventory Control

Unit 1: Management of Electronic Resources

Unit 2: Cost Benefit Analysis and Inventory Control

HOW TO GET MOST FROM THIS COURSE

In order to get the most from this course, that is an urgent need for you to acquire a personal
laptop and access to the internet. This will give you ample opportunity to study anywhere
and time. The unit objectives of thecourse will guide yourself study effort.
Always evaluate your learning at the end of the unit by attempting the tutor mark
assignment to find out your learning outcome in each unit.
Endeavor to participate in all facilitations organized for this course for better
understanding. If you run into trouble, arrange to meet your facilitator or the librarian at
the E-Library for further clarification.

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To get the most from this course, endeavor to do the following:

Read the course guide thoroughly

Develop a study schedule. Whatever method you choose to use, you should decide on
it and write out dates for working on each unit.

Always adhere to study schedule, the majority of the students fail because they do not
have a study schedule or that they have but do not follow it religiously.

Read the introduction and objectives of any unit you want to study before going into
the content of the unit.

At the end of the unit, review the objectives and see how many of them you have
achieved.

Attempt the Self- Assignment Exercise

Do the same in every unit throughout the course
SUMMARY
Collection development is an important activity in the entire library and information
service provision. The course is designed to expose you to the step by step process of
building library collection as well as how to manage the collection. Expectedly, you will
achieve the objectives of this course if you follow the instructions and do what you are
asked to do. We wish you all the best and resounding success as you adhere religiously to
the instruction and advice given to you for this course.
MAIN COURSE
CONTENTS
MODULE 1: OVERVIEW OF COLLECTION DEVELOPMENT
Unit 1: Concept, Rationale and Purpose of Collection Development
Unit 2: Factors Affecting Collection Development
Unit 3: Types of Features of Library Information Resources
MODULES 2: COMMUNITY ANALYSIS AND COLLECTION DEVELOPMENT
POLICY
Unit 1: Community Analysis
Unit 2: Collection Development Policy
MODULE 3: SELECTION AND ACQUISITION OF LIBRARY
MATERIALS
Unit 1: Selection of Library Materials
Unit 2: Acquisition of Library Information Resources
MODULE 4: CENSORSHIP AND WEEDING OF LIBRARY MATERIALS
Unit 1: Censorship in Libraries
Unit 2: Weeding of Library Materials
MODULES 5: EVALUATION, RESOURCE SHARING AND ICT
APPLICATION
TO COLLECTION DEVELOPMENT

Unit 1: Evaluation of Library Collection

Unit 2: Resource Sharing for Library Collection Development
Unit 3: ICT Application to Collection Development

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Module 6: Legal and Ethical Issues in Collection Development
Unit 1: Intellectual Freedom in Collection Development
Unit 2: Censorship in Collection Development
Unit 3: Copyright and the Library Collection Building
Module 7: Management of Electronic Resources, Cost Benefit Analysis and
Inventory Control

Unit 1: Management of Electronic Resources

Unit 2: Cost Benefit Analysis and Inventory Control

MODULE 1: OVERVIEW OF COLLECTION DEVELOPMENT

Under this module, you will be introduced to the fundamental concepts of collection
development, the rationale and purpose of collection development, factors affecting
collection development and the types and features of library information resources.
Unit 1: Concept, Rationale and Purpose of Collection Development
Unit 2: Factors Affecting Collection Development
Unit 3: Types and Features of Library Information Resources

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UNIT 1: CONCEPT, RATIONALE AND PURPOSE OF COLLECTION
DEVELOPMENT

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Concept of Collection Development
3.2 The Critical Function/Rationale of Collection Development
3.3 Collection Development Stages
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment (SAEs)
7.0 Reference/Further Reading

1.0 INTRODUCTION
In this unit, the major concern will be to provide you with the definitions of collection
development, the critical function, rationale and purpose of collection development as well
as the various collection development stages in briefs.

2.0 OBJECTIVES
It is expected that you will be able to do the following by the end of the unit

Define collection development

Explain the function, rationale and purpose of collection development

Discuss briefly the various stages of collection development

3.0 MAIN CONTENT

3.1 Concept of Collection Development
Collection development has been variedly defined by different authorities. According to
Eguavoen (2002) and Ochai (2002), collection development is a planned systematic
development of a collection based on the objectives of the library. Omagbemi (2003)
defined collection development as a planned continuous, cost effective and preferential
acquisition of qualitative, relevant materials to meet the needs of users and the objectives
of the library. Collection development according to Evans (1996) is a dynamic, self-
perpetuating cycle or process and consists of six definable stages, namely: community
analysis, selection policies, selection acquisition, weeding and evaluation.

9
It is evident from these definitions that collection development is not only to be viewed
from the angle of growth in volumes and titles but in the quality of acquired materials in
enhancing effective information delivery and the usage of such to reduce user frustration.
The word "development" could be meaningful in relation 10 collection development.
Collection development involves building a collection from the scratch or ab-initio.
Collection development also involves working on an already existing collection so as to
determine the strength and weakness with a view to correcting and improving on the
performance.
It is equally for this reason that collection development is said to not only involve a single
activity, or a group of activities, but it is also a planning and decision-making process.

Collection development makes or mares a library collection and its services. The extent to
which a library collection is utilized depends upon the quality and relevance of the
collection itself. The quality and value of the library collection is the outcome of the
collection development programme. The relevance and suitability of the collection to the
needs and interests of users cannot be compromised. Collection development is therefore,
a critical function in any library since it determines to a large extent the usability or
otherwise of a collection.
Collection development can equally be described as a process whereby a library provides
information sources that a patron wants, regardless of format or location and rendering
service, and probably every librarian in the world sees that as the reason for the existence
of libraries and indeed of librarians.
Collection development according to (Evans), (1979) is a dynamic, self-perpetuating cycle
or process and consists of six definable stages namely, community analysis, selection,
acquisition, weeding and evaluation.

Culled from: Evans, G., Developing Library Collection

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3.2 The Critical Function/Rationale of Collection Development
The question as to why is collection development a critical function in a library is
important. Collection development is responsible for the makeup of the collections.
When a collection has been well built taking the interest and needs of users into
consideration, the greater will be the use of the collections. Collection development
makes or mares a library collection and its service. The skill with which those responsible
for collection development carry out that responsibility is important. In other words, in
real sense, it can be said that those responsible for collection development indirectly
determine the usability or otherwise of a collection. It is for that reason that collection
development is the critical function within a library.
3.3 Collection Development Stages
As mentioned previously, collection development is a dynamic, self-perpetuating process
which consists of six definable stages namely:
(1) Community Analysis (CA)
(2) Formulation of selection policies
(3) Actual selection
(4) Acquisition of material selected
(5) Weeding of library stock
(6) Evaluation
(1) Community Analysis
Community analysis is a very important stage in the collection development process.
In fact many authorities in this field believe that the first principle of collection
development is “know your community”. Community or “Patron” community is used
in this case in a generic sense to cover the group of persons that the library has been
established to serve.
Community may be analyzed from several perspectives.
i. Individual citizens: Their ages, education levels, ethnic and religious background,
general economic status, cultural and recreational interests etc.
ii. Organizations of the community: Both formal and informal, including
governmental, social, religious, educational, cultural, political etc.
iii. Business and economic life: Types of business enterprises offering employment,
occupational patterns, income levels etc,
iv. Educational, cultural, recreational lifestyles: public and private educational
institutions, recreational facilities, museums, galleries, communication media etc.

It is for this reason that many librarians or students of library and information science are
called upon to study librarianship in combination with sociology. This is because in a
situation where the librarian is unable to do the sociometric work involved in the
community analysis, then he should employ the services of a sociometrician, (an expert

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who can measure society). Community analysis will reveal a lot of things such as the
composition of the community, for example the demographic characteristics, also
occupational characteristics that is, the kind of occupation the people are engaged in such
as farming, trading etc. The analysis will also reveal educational levels and aspirations of
members of the community, that is, whether there are people in primary secondary and
tertiary institutions. Having determined the knowledge that community analysis reveals,
the librarian proceeds to acquire materials relevant to the needs, taste and interests of
members of the community.

1. Patron Community
This refers to various individuals, groups, organizations or institutions, political units etc
that the library is supposed to serve. It can be a school, colleges, university, national
assembly, research institutes, companies, local government state or nation.
2. Selection Policies
In policies such things as who is to be served, language of communication in each area,
opening and closing hours of libraries, who constitute the library committee are
specified at this level. The patron community and the library staff jointly make policies
for selection of materials to be stocked.
3. Selection
In selection, the librarian in conjunction with other library staff as well as members of the
patron community take part in selecting relevant books and materials to be used in the
library.
4. Acquisition
This is purely the exclusive job of the librarian and does not involve the participation
of the patron community. Once it has been decided that new materials should be
procured in the library, the librarian prepares the order, chooses a vendor and later
receives and effects payment.
5. Weeding
It is evident today that there is exponential growth of information in the field of science
and technology as well as in social sciences and humanities. This has led to a situation
known as information explosion consequent upon "popullution", fusion and fission of
subjects or disciplines and changing mode of society. As a result of this information
explosion, we begin to have literature decay or obsolescence For this reason, weeding
becomes necessary from time to time Weeding involves removing materials that are no
longer in use from the library collection and retire them to' secondary storage areas (for
gifts and donation to other libraries). The patron community has a part to play in this
process.
6. Evaluation
This means reviewing the whole process again including staff performance, their
strength and weaknesses Looking at the patron community again to know what change
have taken place after sometime, both socially am educationally. It will help the
librarian to determine whether the needs of the patron community are being met in line
with the laid down policies.

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4.0 CONCLUSION
Collection development is the activities that are set to ensure that the library achieves the
purpose of its establishment through building a collection or assemblage and provision of
a variety of information materials to meet the desperate needs of users. That is why it is
regarded as a critical function of a librarian. It is for this reason that librarians are expected
to build a relevant and reliable collection that will stand the test of time.

5.0 SUMMARY
In this unit, we have dealt with the definition of collection development. Equally the issue
of their function, rationale and purpose of collection development was discussed. In
addition, the various stages of collection development were presented and explained
briefly.
Self – Assessment
Do we need collection development?

6.0 TUTOR-MARKED ASSIGNMENT

1. What do you understand by collection development?
2. Why collection development a critical function in librarian?
3. Outline the various stages of collection development and discuss them briefly.

7.0 REFERENCES AND FURTHER READING

Anunobi, C.V. (2005). ICT availability and use in Nigeria University libraries Global
Review of library and information science, 1(1), 39-51.
Bantai, R.C. (1998). Weeding Practices in Selected Nigerian University Libraries. Library
Bulletin. 3(1+2): 126-131.
Bernhardt, F.S. (1995). Introduction to Library Technical Services. New York: The H.W.
Wilson.

Braden, T.A. (1990). The Undergraduate Library. Chicago: ALA. Carrigan, Denniss P.
(1995). Towards a theory of Collection Development. Library Acquisitions:
Practice and Theory, 19.
.Chapman, Liz (2000). Buying books for libraries, 2nd edition. London: Clive Bingley.

Chaudry, A.S. (1995). Exploiting network information resources for collection

development in libraries, from IFLA. General conferences website: PLANET.
Collection Management in Sci-Tech Libraries edited by Ellis Mount. New York:
The Harworth Press, 1989.

Eguavoen, E.O. L. (2002) Collection Development (In) Madu, E. C. and Dirisu, M. B.

Information Science and technology for Library Schools in Africa. Ibadan:
Coleman.

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Elikhamenor, Fabian A. (1985). Collection Development Under Constraints. Nigerian
Library and Information Review l(l):42-56.

Evaluating Acquisitions and Collection Management edited by Pamela S. Cenzer and

Cynthia L. Gozzi. New York: HarWorth Press, 1991. Evans, G. (1979).
Developing Library Collections. Littleton: Libraries Unlimited.

Exploiting Network Information Resources for Collection Development in Libraries.

INFLANET Conference Proceedings, August 20-25, 1995.

Eze, I.O. &Eze, J.U. (2006). Collection Development in Academic Libraries. In

Administration of Academic Libraries: a book of Reading edited by F.C. Ekere.
Nsukka: UCD Academic Publishers.

Gardener, R.K. (1981). Library Collections. Their Origin, Selection and development. New
York: McGraw-Hill. Gorman, G.E. &Howes, B.R. (1989). Collection Development
for Libraries. London: Bowker-Saur

Gorman, G.E. & Miller, R.H. (1997). (eds). Collection Management for the 21st
Century a handbook for libraries. Westport, C. T.: Greenwood Press.

Gorman, G.E. (1992). (ed.) Australian Studies: Acquisition and Collection Development
for Libraries. London: Mansell. Hainess, Helen (1990). Living with Books. 5th
edition. New York: Columbia University Press.

14
UNIT 2: FACTORS AFFECTING COLLECTION DEVELOPMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Government Policies
3.2 Economic Conditions and Financial Support
3.3 Publishing
3.4 Users Habits
3.5 Public Attitude
3.6 Local Factors
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading
1.0 INTRODUCTION
Having dealt with the background information about collection development, it becomes
necessary to provide an insight into the factors that are capable of affecting collection
building in libraries.
2.0 OBJECTIVES
The expectation in this unit is that at the end you will be able to:

Understand the policies that can affect collection development

Ascertain how economic condition and financial support can affect collection
development

Find out the local factors that affect collection development in libraries
MAIN CONTENT
3.1 Government Policies
1. GOVERNMENT POLICIES
a. Funding Regulation
One of the ways through which government policies can affect collection development is
through funding regulation. That a library collection is blossoming or suffering dependent
upon the manner of fund allocation. With liber funding, library collection will certainly
experience unprecedent growth while disparity in allocation will serious influence the
collection. For example, when one field of study preferred to the detriment of other fields,
the result w conspicuously stand on the shelves of libraries.
b. Public Access to Information
In a situation where the government through her policy favours the publication and sale of
a particular book, the result will be the more availability and use of such book in library
collection against the others. Government may also sponsor the publication of such

15
favoured publication beating down the price for libraries while others may not be available
in their collection because of higher prices and other charges.

c. Copyright Law
One of the areas in which government policy influences libraries indirectly or directly is
through laws governing copyright. In many cases, collection development policies have
been adjusted to provide for the necessary purchase of duplicate titles and to fall in line
with the existing copyright laws.

3.2 Economic Conditions and Financial Support

Generally the economic condition of every nation determines the financial support such
nation gives to education in general and library in particular. In the US for example, the
government was formally involved directly with financial support of library matters but
later the support dropped following declining economy. The economy of that country was
battered by inflation, recession producing higher prices and declining economic growth. In
Nigeria, the situation seems to be worse where bad economy has left education generally
and library development in a sorry state.

3.3. Academic Environment

The rate of students i enrolment which has been in geometrical progression coupled with
the establishment of new faculties as well as changes of teaching and research methods
have brought pressure on the library services and its collection development. Also in order
to meet up with the accreditation requirements for various courses of study in the
university, the collection development strategy of the library must be geared toward
meeting up with the challenges. Standards are the starting point for the accreditation
process, and all libraries need to be familiar with the ones written for their academic
institutions. These standards are likely to be very qualitative, specifying the exact number
of books, pieces of equipment, etc, that a library should have. Recently, however, standards
have gradually been shifted from a quantitative approach, giving more emphasis to the
suitability and use of a library's collection than to its total volume count.
3.4 Publishing
Dwindling economic fortunes of various nations have had serious effect on the publishing
industry especially scholarly publishing. Also recent technological breakthrough have
some effects on the conventional publishing. Problems affecting scholarly publishing are
also affecting libraries collection development programme. All libraries, but especially the
larger and more research - orientated ones, must cope with the increasing specialization of
information needs of researchers.
3.5 User’s Habits
It is obvious today that the manner in which various researchers search for information is
changing. Scientists are known to search journals more than monographs. Also humanists
prefer monographs to journals while the social scientists search both journals and

16
monographs. This pattern of information search affects the pattern of collection
development of libraries especially academic libraries.

3.6 Public Attitude

The attitude of the public toward the library goes a long way to determine the service and
especially the collection development programme. In a friendly environment, the library
will blossom due to financial support and patronage by the public while the library
collection development in particular and services in general will suffer if the public hostile
to the library.
3.7 Local Factors
The local conditions that influence collection development may be grouped under five
broad headings:
a. The Community of Institution
b. The purpose(s) of the library
c. The clientele
d. The preset, collection
e. The available resources
a. The Community or Institution
The proper knowledge of the community or institution to be served is a powerful weapon
for establishing goals and objectives for any library. It will be very difficult to make
meaningful policies to guide the development of the collections, nor can a library "be a
living", growing and a changing force in any community, unless it remains sensitive to the
characters and needs of the community it serves. The perspectives from which community
may be analyzed are individual citizens, organizations, business and economic life, and
education, cultural and recreational lifestyle.
b. Purpose of the library
Every library should have a purpose for its establishment. The purpose of establishing any
library may either be to serve the public, school, research institution or academic
institution. The nature of the collection of any library will be such that will aim at fulfilling
the objectives or purposes of such library.
c. Clientele
The users of any given library will determine the nature of collection development of such
library. AH libraries consider their audience when choosing books. While it may also have
obligations or commitments to other users, the library should recognize that these are

17
secondary. An analysis of the past use of a collection by a librarian enables him to predict
future use, which will.be a determining factor in the formulation of collection development
policy.

d. Present Collection
The collection already available in a library is a factor in the collection development
process. If the present collection is large or small, this will influence future development.
However, whether large or small, the weaknesses and strength of any library must be
determined, rated as to their importance for users, and accepted or alleviated.
e. Available resources
Human, financial, informational and bibliographical reasons are important factors which
can affect the collection development process in libraries. Staff available to carry on the
collection development activities are necessary. Money is also very imperative if collection
development should worth its salt. The amount of money voted determines the quality and
quantity of a library's collection.
Availability or otherwise of current and enough selection tools are required by the librarian
to make appropriate selection of relevant books for the library.
4.0 CONCLUSION
The development of a library resource is faced with some challenges which try to hamper
the progress in the provision of the needed resources. The knowledge of these challenges
will arm you on how to surmount them as you encounter each in the course of building
library collection.
5.0 SUMMARY
In this unit, we have discussed some of the factors that affect collection development in
libraries. Such factors include government policies, economic conditions, academic
environment, publishing, users’ habits, public attitude as well as local factors.
Self – Assessment
Explain the term government policy.

6.0 TUTOR-MARKED ASSIGNMENT

1. Discuss how government policies can affect collection development
2. Explain how economic conditions and financial support can affect collection
development
3. Briefly discuss the effect of academic environment, publishing, users’ habits and
public attitude on collection, development
4. List and discuss briefly the local factors that affect collection development
4 REFERENCES/FURTHER READING
Anunobi, C.V. (2005). ICT availability and use in Nigeria University libraries Global
Review of library and information science, 1(1), 39-51.

18
Bantai, R.C. (1998). Weeding Practices in Selected Nigerian University Libraries. Library
Bulletin. 3(1+2): 126-131.

Bernhardt, F.S. (1995). Introduction to Library Technical Services. New York: The H.W.
Wilson.

Braden, T.A. (1990). The Undergraduate Library. Chicago: ALA. Carrigan, Denniss P.
(1995). Towards a theory of Collection Development. Library Acquisitions:
Practice and Theory, 19.
.Chapman, Liz (2000). Buying books for libraries, 2nd edition. London: Clive Bingley.

Chaudry, A.S. (1995). Exploiting network information resources for collection

development in libraries, from IFLA. General conferences website: PLANET.
Collection Management in Sci-Tech Libraries edited by Ellis Mount. New York:
The Harworth Press, 1989.

Eguavoen, E.O. L. (2002) Collection Development (In) Madu, E. C. and Dirisu, M. B.

Information Science and technology for Library Schools in Africa. Ibadan:
Coleman.

Elikhamenor, Fabian A. (1985). Collection Development under Constraints. Nigerian

Library and Information Review l(l):42-56.
Ifidon, S.E. (1985). Essentials of management for AfricanUniveristy libraries. Lagos:
Libriservice ltd.

Ifidon, S.E. (1997). A practical approach to library collection development Ekpoma: Edo
State University Library.

Ifidon, S.E. (2006). Modern Theory and Practice of Library Collection -Development
Ekpoma: The Department of Library and information Science.

Imo/N.T., Iwundu, N.E. Ifeanyiehukwu, N.J. (2009). Modern technologies in libraries. In

Omekwu, CO., Okoye, M.O. and Ezeani, C. O. (ed.) Introduction to the use of the
library and study skills (pp. 87-104). Nsukka: The Library Department, University
of Nigeria.

Islam, S. & Islam, N. (2006). Information and Community Technology (ICT) in libraries:
A new dimension in librarianship. Retrieved April 7, 2009, from Medwell online:
Asian Journal of Information, Technology, 5(8). Website: Google.

19
UNIT 3: TYPES AND FEATURES OF LIBRARY INFORMATION
RESOURCES
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Reference Books
3.2 Textbooks
3.3 Periodicals
3.4 Special Materials
3.5 Documents
3.6 Microfilms
3.7 Audio-Visual Materials
3.8 Vertical Files
3.9 Machine-Readable Materials
3.10 Thesis
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
A clear understanding of the library information resources requires that you are abreast of
what these resources are. The concern of this unit, therefore is to provide information about
the library materials and their features.
2.0 OBJECTIVES
It is expected that by the end of this unit, you will be able to:

Differentiate between reference books and textbooks

Understand what materials that called periodicals

Identify special library materials

Describe a library documents

Distinguish between audio and visual materials

Explain microforms and vertical files find out what are the theses materials in
libraries
3.0 MAIN CONTENTS
3.1 Reference Books

20
This is probably the most fundamental to all libraries. They are meant for consultation only
within the library and they are not to be read from page to page. They provide adequate
information for researchers. They include:
(i) General Encyclopedias e.g. Encyclopedia Americana, Encyclopedia Britannica
(ii) Children Encyclopedias e.g. The New Book of Knowledge, World Book
Encyclopedia etc.
(iii) Subject Encyclopedias e.g. Encyclopedia of Library and Information Science,
The Encyclopedia of Religion, Encyclopedia of Education etc.

b. Dictionary
Like encyclopedias, dictionaries have different types such as children's specialized and
general dictionaries.
i. General Dictionaries e.g.
The Oxford Advanced Learners Dictionary, Chambers 20th Century Dictionary
ii. Children Dictionaries e.g.
The World Book Dictionary Webster's Elementary Dictionary, etc.
iii. Specialized Dictionaries e.g.
Dictionary of Medicine Dictionary of Computer Science Dictionary of World
History etc.
c. Bibliographies
A bibliography is a list of books or a critical and historical study of printed books. It gives
the librarian and other users useful information about the author, the publisher, place of
publication and the price of either hardback or paperback.
i. General Encyclopedia e.g. Bibliography of Bibliographies, Bibliography of
publications issues by UNESCO etc.
ii. National Bibliographies e.g. National Bibliography of Nigeria, British National
Bibliography, A Bibliography of Ghana etc.
iii. Subject Bibliographies e.g. Music reference and research materials
Science and Technology annual reference review etc
iv. Analytical Bibliography e.g. Analytical bibliography of writings on modern
English morphology and syntax
v. Almanacs e.g. - Information please Almanac, World Almanac, Whitaker's
Almanac etc.
vi. Directories e.g. National Directory, Ulrich's International Periodical directory
etc.
vii. Handbooks e.g. Consumer's Resources Handbook, Famous First Facts etc.
viii. Yearbooks e.g. Europa World Yearbook, Nigeria Year book, statesman's
yearbook, UNESCO statistical yearbook etc.
ix. General Fact Books e.g.

21
i. Guinness Book of World Records
ii. The York Public Library Desk Reference etc.
1. Biographies e.g. Universal Biographical Dictionary like the statesman's who's who,
who's who in the worlds National or Area Biographical dictionary like who's who,
etc,
3.2 Textbooks
A textbook is a classic publication used in the study of a subject. It usually contains a
systematic presentation of the principles and vocabulary of the affected subject. Several
publications that list books for various levels of users and different types of libraries exist.
Examples of textbooks include: Things Fall Apart, Jagua Nana, Modern Biology, and
Introduction to Library Science, Fundamentals of Reference Services and Works etc.
3.3 Periodicals
Periodicals are publications that appear at regular or irregular intervals with distinctive
titles and in successive numbers or parts. Examples include journals, magazines, and
newspapers. They can be distinguished from textbooks by their international standard serial
number (ISSN).
3.4 Special Materials
Archival collections, manuscripts and regional collections are regained as special
collections. Although, their importance is indispensable, the problems involved in
procuring and organizing them are complex and require the attention of the librarian.
Examples are: copies of minutes of meeting, committee records, papers, correspondences
and department records. Manuscripts, materials about a well-defined geographical and
cultural area within which the library is situated, the birth and growth of the university and
its constituent units, photographs of staff and students, commentaries on staff and students
activities, student societies and programmes. Also important manuscripts such papers of
the father of Nigerian nationalism like Herbert Macaulay, Kwiime Nkrumah of Ghana,
Jomo Kenyatta of Kenya, Julius Nyerere of Tanzania and Nelson Mandela of South Africa.
3.5 Documents
This refers to government and United Nations publications. They can be issued by the
Federal and State government bodies like executive, legislative and judicial branches of
government. The documents may be classified as:
a. Records of government administrations
b. Research documents for specialists including a considerable number of statistics and
data of value to science and business.
c. Popular sources of information-books, pamphlets, magazine, monograph etc.
3.6 Microfilms
This means any information storage or communication medium that is made up of images
too small to be read by the eye. The clear implication of this is that they have to be
accompanied by readers/printers. Examples are microfilm, microfiche, microcard etc.

3.7 Audio-Visual Materials

22
Audio-visual is a twin material concept comprising of audio-materials and visual materials.
Audio items are available in two forms-tapes and discs or records. Visual aids/materials
consist mostly of films, filmstrips, slides, motion pictures, and video recording like VCD
Audio-visual materials serve as teaching in academic libraries.
Sometimes, they are housed in teaching departments. In order cases, they stand by
themselves as an Education Technology Units.
3.8 Vertical Files
This is a collection that is meant to augments other library collections by providing quick
and easy access to pamphlets, clippings, fliers, and other ephemeral materials. The
collection is maintain by reference unit and it provides information about topics of current
issues. Such areas of interest may be a specific locality, person or subject. Art, business,
education and journalism.
3.9 Machine-Readable Materials
These are collections of information held in some form of computerized or electronic
format. They include computerized database held on mainframe, minicomputer or
microcomputer. A database is a collection of information stored on a remote computer
which his accessed using a telecommunications link. E.gs. are CD-ROM and OPAC.

3.10 Thesis
Thesis are a category of research materials which every research collection must have.
They are always in high demand among postgraduate students who are working in one
narrow field or the other and faculty members. They are now available for sale either in
printed form or in microfilm. The librarian has to work hard to acquire the theses by staff
of the parent institution. It is mandatory for the school of postgraduate studies and
Departments to send copies of the theses emanating from higher degrees and other degrees
by the parent institution to the library of the institution.
4.0 CONCLUSION
Effective library services cannot be achieved unless the relevant and current library
resources are adequately acquired and made available to the library clientele. It is therefore
necessary that these various types of library materials are provided.
5.0 SUMMARY
This unit has discussed the various types of library materials and their features. Among the
types covered are reference books, textbooks, periodicals, special materials, documents,
microforms, audio-visual materials, vertical files machine readable materials and thesis.
These resources and their features are discussed.

Self – Assessment
What is audio-visual materials, are they important in the library collections?
6.0 TUTOR-MARKED ASSIGNMENT
1. What are the reference material you have studied?
2. Discuss the differences between textbooks and reference books

23
 3. In what particular way can you differentiate a journal from a textbook?
4. Mention the various materials classified as special materials.
5. Define the term audio-visual materials
6. Attempt a definition of a vertical files.

7.0 REFERENCES/FURTHER READING

Anunobi, C.V. (2005). ICT availability and use in Nigeria University libraries Global
Review of library and information science, 1(1), 39-51.
Bernhardt, F.S. (1995). Introduction to Library Technical Services. New York: The H.W.
Wilson.
Braden, T.A. (1990). The Undergraduate Library. Chicago: ALA. Carrigan, Denniss P.
(1995). Towards a theory of Collection Development. Library Acquisitions:
Practice and Theory, 19.
.Chapman, Liz (2000). Buying books for libraries, 2nd edition. London: Clive Bingley.
Eze, I.O. &Eze, J.U. (2006). Collection Development in Academic Libraries. In
Administration of Academic Libraries: a book of Reading edited by F.C. Ekere.
Nsukka: UCD Academic Publishers.
Ifidon, S.E. (1997). A practical approach to library collection development Ekpoma: Edo
State University Library.
Ifidon, S.E. (2006). Modern Theory and Practice of Library Collection -Development
Ekpoma: The Department of Library and information Science.
Urquhart, J.A. & Urquhart, N.C. (1998). Relegation and Stock control in Libraries.
London: Oriel Press.

24
MODULE 2: COMMUNITY ANALYSIS AND COLLECTION DEVELOPMENT
POLICY
This module is made up of two units. They are community analysis and collection
development policy. Community analysis refers to an effort to find out what the community
that a particular library is set to serve needs in order achieve the purpose of the library,
collection development policy on the other hand is a written statement of the plan of how
a library intends to operate.
UNIT 1: COMMUNITY ANALYSIS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Concept of Community Analysis
3.2 Importance of Community Analysis
3.3 Essential Information about Community needed for Community Analysis
3.4 Participants in Community Analysis
3.5 Characteristics of the User Community
3.6 Process of User Analysis
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
The knowledge of the community you plan to serve is very important. The information will
help you to provide the right materials and service to the members of the community. This
unit provides insight into community analysis and how a community analysis is carried
out.
2.0 OBJECTIVES
The expectation at the end of this unit is that you will be able to:

Define Community Analysis

Discuss the Importance of Community Analysis

Explain the essential information about community needed for Community
Analysis

Community needed for Community Analysis

Identify the participants in Community Analysis

Find out the characteristics of the community

Explain the process of user Analysis
3.0 MAIN CONTENTS
3.1 Concept of Community Analysis

25
A community is a group of people who have something in common. This can be the place
they live, their age, their education, their religion, their interests, their political affiliations,
their activities, their work, their problems, or a combination of two or more of these.
Community or "Patron" community is used in this case in a generic sense to cover the
group of persons that the library has been established to serve. This may refer to various
individuals, groups, organizations, or institutions, political units etc that the library is
supposed to serve. It can be a School, College, University, National or State Assembly,
Research Institutes Companies, Local Government, State or Nation.
A community profile is information about the community and its members. This
information will help the centre and its workers to provide the right materials and service
for the members of the community. If the right materials and services are not available,
people will not use the centre.
Composition of the Patron Community
The composition of the patron community will depend on the type of the library and the
target audience, it is expected or established to serve. However, irrespective of the type of
library, patron community could be made up of the following categories of clientele,
children, adolescents, students, teachers, researchers, business men and women, lawyers,
engineers, medical practitioners, political office holders, politicians, traders, musicians,
manufacturers, civil servants, individual citizens, farmers, artisans, educationists, etc.
Every library has a particular group of patrons which it is supposed to serve whereas some
libraries serve heterogeneous audience, some others serve homogeneous clientele. Where
a library is serving more than one interest group, it is regarded as a heterogeneous library.
A typical example of such libraries are Public or National libraries. In a situation where a
library is serving the interest of a particular group of users, such a library is referred to as
a special library. On the other hand, a library may be established to cater for the interest of
students in college, polytechnics or university, such a library is regarded as an academic
library. The patron community in an academic library is different from those in public or
special libraries.
Community Analysis
Community analysis is defined as an attempt to enumerate the needs of a population living
in a community. It may take the form of a community survey, study or needs assessment.
It is .an essential element in any sound library service for the community. Librarians cannot
accurately assess the information needs of their communities by intuitive knowledge
gained through observations at the circulation or reference desk. They must systematically
analyse the community, using every available tool.
3.2 Importance of Community Analysis
The following are the importance of undertaking community analysis in any library or
information centre.
1. To achieve library's goals for its community
26
The purpose for which a library has been established differs one from the other. In order to
fulfill the set objectives for its community, there is need to carry out community analysis.
This will provide a good direction for reaching the needs of the community.
2. To establish new objectives if the existing one is not in alignment with the needs
of the community
Any ideal community is dynamic and as such continues to change. There are bound to be
changes both in the community and in education programme of different schools or
institutions. Such changes in the community is capable of rendering the existing objectives
of a library invalid or obsolete.
Community analysis will, therefore help to review the existing objectives with a view to
aligning with the current needs of the community.
3. To adjust Collection Development Policies to reflect the new found needs of the
community
When the patron community changes and a fresh community analysis has been undertaken,
it will help to adjust collection development policy to reflect the new found needs of the
community.
4. To establish new programmes to reach those segments'of the community
identified as the non-users
Community analysis is important to the extent that it will help to identify those segments
of the community not reached at all. Moreover, it will help in the establishment of new
programmes to reach those newly identified segment of the community.
5. To help book selectors do their work
Book selection is guarded by the selection policy and which incorporates the product of
community analysis. The community analysis helps the book selectors to know what
materials would meet the needs of the patrons. When selectors choose materials using the
community analysis, the greater needs of the patron would be met.
6. To adjust on an on-going basis to meet the changing needs and interest of the
people in the community
Since the needs and interests of the community keep changing, community analysis will
help to update these needs and interests. By so doing, the library or information centre will
be kept alive to the needs of the community.
3.3 Essential Information about Community needed for Community Analysis
I. Local Administration/Leadership
Is there a traditional system of administration or is it a local government system? How are
decisions made about the community? Are they made by a local government officer, a
community committee, or village elders? When decisions are made, how and by whom are
they carried out?
2. Physical Boundaries

27
What are the physical boundaries of the community the centre will serve? Will the centre
serve only the village in which it is situated or will it also serve nearby villages?

3. Population of the Community

What is the total number of people living in the community? It is important to know the
member of teenagers, I ho number of adult women an adult men and the number of older
people.
4. Occupation
What do most of the men do for a living? What do most of the women do? How many
children go to school? What do the other children do? What do the teenagers do? How
much money do the people earn and how do they earn it?
5. Education
Appropriately how many people have been to formal school? How many years of school
have they had? This information will help in planning the reading level of the materials in
the library.
6. Languages - Literacy
What languages are usually spoken in the community? Which one is used most? What
language(s) can the people read and write? How many people can read and write well
enough to use simple instructional material? What percentages of literates are women, men
and youths?
7. Adult Education Programmes and Extension Services
What adult educate programmes are being held or have recently been held in the village?
Who and how many have attended the programmes? Are there any special programmes for
women? What other extension services are there?
8. Learning Resources
What learning materials already exist in the village (e.g. at the school, at the places of
worship? How are these materials used and how often?
9. Community Knowledge and Skills
- People are the most important information resource. Find out who can help to teach
special skills in the community. For example, can someone help to teach farming, basic
numeracy and basic carpentry?
10. Interest Groups
What groups are there in the community? For example, sports teams, women groups,
religious groups, dance groups? What are the main cultural activities?
11. Transportation and Communication

28
Is there a road to the village? Where is the nearest railway station or airstrip? How often
do buses, planes or trains come to the village if at all? Is there a post office? Are there any
telephones?

12. Seasonal Patterns

Do community activities depend on weather patterns, such as rainy or dry seasons? How
many members of the community are involved in the harvest?
13. Religion
What religions are practiced in the community? Do any of these have special rules that
have to be considered such as holy festivals and days, rules for women?
14.Institutions/Social Facilities
Is there a school and what classes does it have? What places of worship are there? Is there
a market place or a meeting place? Who can use it and when? What health care facilities
are there? Is there a police post? Are there shops or cooperatives and if so, what kind? Is
there electricity and a water supply.
3.4 Participants in Community Analysis
A number of factors will enter into the decision as to who will carry the primary
responsibility for supervising and running the study, the financial support (the library
budget or supplemental funds), the number and qualifications of personnel available (staff
number or outside consultants] and the depth and breadth" of the study.
Any survey of major proportions must have the financial backing to hire a qualified and
experienced consultant. It is for this reason that many Librarians or students of Library and
Information Science are called upon to study librarianship in combination with sociology.
This is because in a situation where the librarian is unable to do the sociometric work
involved in the community analysis, then, he should employ the services of a
sociometrician (expert who can measure society). The use of a library staff team for a
financial saving needs to be carefully considered. An inexperienced team can waste
inordinate amounts of time and energy. A compromise solution is to hire an outside
consultant to formulate a plan of attack that is then implemented by the library staff.
Using the library staff as the surveying group offers several advantages. First, although a
less through study may result, there is a more practical basis for the formulation of a
collection or a selection policy because the data will- be collected with a thorough
understanding of how it is to be used. A library team should have already gained useful
information through day-to-day work, for example, they will have taken requests for and/or
attempted to locate information that the library did not have, or have been involved in
programmes that involved users of all ages, backgrounds and professions and thus provide
(s) data for the study.

29
Another useful outcome of using library staff team outcomes from the personal
commitment that can be gained through the process of the team's members learning about
the community. Also, there is a greater willingness of those involved in such a project to
accept the results and to use those results on a day-to-day basis. Less time is required to
inform the rest of the staff about the results because normal social interaction cuts across
many barriers, more time often is needed when the study is handled by an outside
consultant as resistance may be higher and communication of results more difficult.
Once the decision as to 'who' will run the project has been made, and how other issues must
be handled, a clear statement of the study's objectives and a detailed listing of the steps to
be taken and the questions to be asked must be developed.
3.5 Characteristics of the User Community
Libraries irrespective of the type open to the patron community they have been established
to serve. There are some characteristics of users of a particular type of library which
distinguish them from users of another type. There are equally some characteristics of users
of the same type of library which helps the library to collect and organize materials, which
will meet the needs of the users. Those characteristics are as follow;
1. Demographic Characteristics
This has to do with gender of the users. Are they male or female, young, children or aged?.
Equally consideration of their area of their domicile is taken. Are they rural, urban or
suburban dwellers? These are considered while trying to build a library collection.
2. Occupational Characteristics
The occupation of the patron community is also very important. One needs to find out those
who are students, artisans, politicians, researchers, professionals in different fields, and
applicants. In an academic library, for instance, it is necessary to find out different courses
or subject fields covered by the academic programmes of the institutions.
3. Educational Characteristics
This has to do with the levels of education of users of a particular library. In a public library,
for instance, levels of education vary. Some may be in nursery/primary, junior secondary,
senior secondary, college of education and technology or university. It is possible also to
find among those in the university, postgraduate students and research fellows. In an
academic library, users may be in different levels such as first year, second, third, fourth,
fifth, sixth or final year as well as remedial years.
4.Cultural/Religious Characteristics
Libraries are open to users from diverse cultural/religious background. Some users may be
Christians, Moslems, Buddhists pagans, atheists, or from different cultural areas like Igbo,
Tiv, Idoma, Hausa, Yoruba, Ijaw, Effik, etc. Such is common in the public libraries and
other types of libraries.

30
3.6 Process of User Analysis
Community may be analysed form several perspectives.
1) Individual Citizens: This is done by identifying their ages, educational levels,
ethnic, and recreational interests, etc.
2) Organizations of the Community: Here, one looks at both formal and informal
organizations, including governmental, social, religious, educational, cultural,
political etc.
3) Business and economic life: -One should consider types of business enterprises
offering employment, occupational patterns, income levels etc.
4) Educational, cultural, recreational lifestyles: -The interest here is Ian-know
public and private educational institution, recreational facilities, museums, galleries,
communication media etc.
The Field Study
The field survey approach to community analysis is based on the collection of data from a
sample or entire population of people living within a given area (within which a library is
located to serve) (or established to serve). Public, special institutions, research, eg. Nigerian
Educational Research Development Centre (NERDC), Nigerian Institute for Oil Palm
Research (NIFOR), Federal Institute of Industrial Research Oshodi (FIIRO), Nigerian
Institute for International Affairs Lagos (NIIA) etc, academic, national or school.
The most common means of collecting data is through interview schedules or
questionnaires.

Telephone interview

Person-to-person interview

Mailed questionnaires"
Each is designed to elicit information regarding

One has to choose Their frequency of use of the library

Reading habits

Economic and/or educational background

Other relevant information that can provide insight into use or non-use of the library.
One has to choose between a structured or unstructured format for the
questionnaire/schedule.
The structured format is much easier to administer, and because of the homogeneity of the
responses obtained, is more readily coded and analysed but open-ended questions are much
more difficult to code and analyse. Equally, it takes more time to answer.
The selection of the sample depends largely upon the information needed, the unit for
sample-individuals, households etc, and the type of data gathering techniques used; and the
size it must be to adequately represent the population from which it is drawn.

31
Also cost should be taken into account when selecting a sample. The use of volunteers
could help reduce cost but where such is not available, the services of a consultant, a socio-
metrician could be hired because the procedure is tasking as it is equally difficult.
Mail Survey
It requires lower staffing and less than those that depend on in-person interviews.
Advantages

a. It reduces the cost in time and money: The use of mail survey helps to reduce
the expenses which could have been incurred if people should travel for the
same purpose. Equally using mail will be faster and a lot of time will be saved.
b. It requires lower staffing: Using mail survey will certainly involve few staff.
This is because where a number of persons will be engaged in the exercise,
sending mails will solve the problem.
Disadvantages
a. There is a low response rate: One of the demerits of mail survey is the fact there
is a low response rate. When a mail is sent to many people, the chances of some of
them not replying is there and which could affect the success of the exercise.
b. Some are unable to respond to anything but the simplest of questions: This is
true because not many people are willing to respond to questions more so when such
was sent to them via mail. At the end of the project may be defeated.
The Survey Approach
Advantages

- It produces the most accurate and reliable data for use in determining the
information needs. This indeed is a very reliable source for generating
authentic data for analysis community.
Disadvantages
- It is costly: This is because so many places are covered which requires a
substantial sum of money to do.
- Many individuals refuse to supply information about themselves: Some of
them do not understand the reason they were being requested to supply such
information. They even suspect that government may use such information
supplied against them.
- Many refuse to return the questionnaire making non-return rate to be
high: The people involved in the survey do not understand the need for the
survey. As a result, many of purposely refuse to fill and return the
questionnaire thereby leading to a high non-return rate.

32
How are Data to-be Interpreted?
The method of interpretation will depend on the approaches used to collect the data and
the capabilities of the agency or group performing the analysis.
One simple and inexpensive method of analysis is to prepare maps/indicating the unit e.g.
census tracts) and the variable or responses analysed.
The use of computer for the analysis is best. Once the project staff has gathered all of the
comments, suggestions, and citizen feedback, they should analyse their conclusion once
more in preparation for the final report.
The study finally reveals segments in the community that are not being served by the
library. The findings should indicate that areas of library service that have contributed to
this failure. Hours of service, location, or lack of service points, attitude of staff, citizens'
lack of Knowledge about library programmes, are problems that could be identified and
then corrected through recommended programme.
Since the information needs and interests of the community have been researched and
identified, the collection development policy can be adjusted accordingly. The most
important element is whether the present objectives of the library coincide with the current
needs of the community. Are the objectives in line with the current needs of the community,
or do they reflect a past need, or do they only fulfill a self-serving purpose? The findings
of the study should make this apparent, and if the objectives of the library do not reflect
the needs and interest of its community, recommendations should be made for specific
changes to assure that they do.
Once the initial study has been completed, the library's objectives, programmes, and
collection can be adjusted continuously to meet the changing information needs and
interests of the people in the community, as reflected. In the on lining analysis.
Citizen Participation
Participation of citizens in the operation of public institutions is part of the democratic
heritage, Citizens must share in the decision-making process of the institutions that exist
to serve them. Libraries are not exempted from this phenomenon.
Ensuring citizen participation in library affairs, especially in community analysis, is not an
easy task, and several problems will be encountered when initiating a programme of
community participation. Librarians contend lli.il citizen participation will be extremely
time-consuming and may hinder the library's overall operation. They also contend, that the
general population does not have enough knowledge about libraries' and librarianship to
participate in decision-educational experience for those citizens who volunteer or are asked
to volunteer their services.
The traditional means of citizen participation are library boards, friends, of the library
groups, and volunteers. By combining citizen participation and community analysis, the

33
library is reading out to the community and fulfilling its democratic obligations, while at
the same time, it is determining what information the community both needs and desires.
4.0 CONCLUSION
Every library has a particular group of patrons which is supposed to serve. Community
analysis is intended to find out the demographic details of such group of patrons. It is
inevitable that a community analysis is undertaken to know them to ensure that materials
that will meet their needs are provided.
5.0 SUMMARY
In this unit, we have discussed the concept of community analysis, importance of
community analysis and essential information analysis. Equally discussed in this unit are
participants in community analysis, characteristics of the user community and process of
user analysis.
Self – Assessment
Explain the importance of community analysis.
6.0 TUTOR-MARKED ASSIGNMENT
1. What do you understand by Community Analysis?
2. What are the importance of Community Analysis?
3. Discuss the essential information about the community needed for Community
Analysis?
4. List the participants in Community Analysis?
5. What are the characteristics of the User’s community?
6. Explain the process of user analysis
7.0 REFERENCE/FURTHER READING
Anunobi, C.V. (2005). ICT availability and use in Nigeria University Libraries Global
Review of library and information science, 1(1), 39-51.

Bantai, R.C. (1998). Weeding Practices in Selected Nigerian University Libraries. Library
Bulletin. 3(1+2): 126-131.

Bernhardt, F.S. (1995). Introduction to Library Technical Services. New York: The H.W.
Wilson.
Braden, T.A. (1990). The Undergraduate Library. Chicago: ALA. Carrigan, Denniss P.
(1995). Towards a theory of Collection Development. Library Acquisitions:
Practice and Theory, 19.

Chaudry, A.S. (1995). Exploiting network information resources for collection

development in libraries, from IFLA. General conferences website: PLANET.
Collection Management in Sci-Tech Libraries edited by Ellis Mount. New York:
The Harworth Press, 1989.

Chapman, Liz (2000). Buying books for libraries, 2nd edition. London: Clive Bingley.

34
Eguavoen, E.O. L. (2002) Collection Development (In) Madu, E. C. and Dirisu, M. B.
Information Science and technology for Library Schools in Africa. Ibadan:
Coleman.

Elikhamenor, Fabian A. (1985). Collection Development under Constraints. Nigerian

Library and Information Review l(l):42-56.

Evaluating Acquisitions and Collection Management edited by Pamela S. Cenzer and

Cynthia L. Gozzi. New York: HarWorth Press, 1991. Evans, G. (1979).
Developing Library Collections. Littleton: Libraries Unlimited.

Exploiting Network Information Resources for Collection Development in Libraries.

INFLANET Conference Proceedings, August 20-25, 1995.

Eze, I.O. &Eze, J.U. (2006). Collection Development in Academic Libraries. In

Administration of Academic Libraries: a book of Reading edited by F.C. Ekere.
Nsukka: UCD Academic Publishers.

Gardener, R.K. (1981). Library Collections. Their Origin, Selection and development. New
York: McGraw-Hill. Gorman, G.E. & Howes, B.R. (1989). Collection Development
for Libraries. London: Bowker-Saur.

Gorman, G.E. & Miller, R.H. (1997). (eds). Collection Management for the 21st
Century a handbook for libraries. Westport, C. T.: Greenwood Press.

Gorman, G.E. (1992). (ed.) Australian Studies: Acquisition and Collection Development
for Libraries. London: Mansell. Hainess, Helen (1990). Living with Books. 5th
edition. New York: Columbia University Press.

Robbnis, Louise S. (1996). Censorship and the American Library: The American Library
Association's Response to Threats of Intellectual Freedom, 1939-1969. West post,
C.T.: Greenwood press.

Schamber, L. (2009). Library collection development in an electronic age. Retrieved April

7, 2009, from Syracuse: Eric Digest. Website http://www.ericdigest.0rg/1996-
4/library.htm.

Seetharama, S. (1997). Collection development/management in an information

technology-based environment: Current initiatives and issues. Retrieved April 7,
2009, DESIDOC Bulletin of information technology, 17, (1), 11-20. Website:
Google. Bank, Wallace John (1979). Building Literacy Collection. 5th edition
London: The Scarecrow Press.

35
Slote, S.J. (1982). Weeding Library Collection II. 2nd edition, Litleton, Colorado: Libraries
Unlimited,

UNESCO (1992). Public Libraries Manifesto. UNESCO Bulletin for Libraries 26(3]: 129-
131.

Urquhart, J.A. & Urquhart, N.C. (1998). Relegation and Stock control in Libraries.
London: Oriel Press.

Weeding and maintenance of reference collection. Edited by Sydney J. Pierce. New York:
Harworth Press, 1990.

UNIT 2: COLLECTION DEVELOPMENT POLICY

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Collection Development Policy
3.2 Reasons why Libraries don’t have Collection Development Policy
3.3 Reasons why Collection Development Policies are Considered Desirable
3.4 Nature and Scope of Collection Development Policies of some Libraries
3.5 Elements of a Collection Development Policy
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
In this unit, the major concern is to provide you with the definition of collection
development policy, discuss the reasons why libraries don’t have collection development
policy and why it is desirable in libraries. Also, the nature and scope of collection
development polices of some libraries as well as the elements of a collection development
policy were examined.
2.0 OBJECTIVES
Hopefully, at the end of this unit, you will be able to:

Define collection development policy

State the reasons why libraries do not have collection development policies

Discuss the reasons why collection development policies are considered desirable.

Determine the nature and scope of collection development policies of some
libraries.

Elements of collection development policy
3.0 MAIN CONTENTS
3.1 Definition of Collection Development Policy

36
Let us recall our definition of collection development as the process of assessing the
strengths and weaknesses of a collection and then creating a plan to correct the weaknesses
and maintain the strengths.
Collection development policy is a written statement of that plan to assess the strengths
and weaknesses of a collection with a view to create a plan to correct the weaknesses and
maintain the strengths of a collection. It provides details for the guidance of the library
staff. In fact, it is a document representing a £Ian of action and information. During
selection and acquisitions of library materials, the policy proves very useful in pointing out
subject areas that needs emphasis.

3.2 Reasons why libraries don’t have collection development polices

1. The formulation of collection development policies requires a great deal of data
which can be obtained through Community analysis and money is not .always
available to obtain or engage the services of a sociometrician. He also requires
to know the strengths and weaknesses of his collection.
2. He must know other resources available locally to patron community and those
available through inter-library loan.
3. Collection development policies require a great deal of thought and periodic
revision to reflect changing community needs and aspirations.
Some libraries feel that it is not worth the trouble since policies often get out of date before
even they are published.
3.3 Reasons why collection development policy is considered desirable
Generally, a policy statement is considered desirable because:
i. It enables selectors to work with greater consistency towards defined goals thus
shaping stronger collections and using limited funds more wisely.
ii. It is both a planning tool and a communication device in that it informs users,
administrators, trustees and others as to the scope and nature of existing
collection and the plans for continuing development of resources.
iii. It provides information which will assist in the budgetary allocation process.
iv. It assists in establishing of reviewing materials before purchase, that is, it
provides criteria for selection of materials.
v. It helps in determining the best method of acquisition which could be directly
from the publishers or through a jobber
vi. It offers some help against censorship by a clear statement of the type of
materials to be purchased and an indication that the policy has the support of the
governing body of the library.
vii. It helps in long range budget planning by stating priorities and outlining growth
and developmental goals.
viii. It offers suggestions for what types of materials are to be weeded, stored or
discarded.

37
 The importance of collection development policies to the acquisitions librarian's job
cannot be over stressed.

3.4 Nature and Scope of Collection Development Polices of Some Libraries

Edo State University Library
Edo State University Library has a written collection development policy. One outstanding
characteristics of this library is that it aims at fulfilling the educational objectives of the
university which is to promote teaching, research and personal self-development. The
policy covers the selection of every book that will support the university academic
programme in all the approved faculties in the university.
The policy stipulates the quantity and quality of the collection. The ultimate size of the
university library collection was recommended to be 500,000 volumes. But the expected
average monthly addition to the collection is 1000 volumes. The university library had a
selection criteria and procedure to policy states who is to participate in selection of
materials. It includes among the participation, students, academic departments, library staff
and the university administration. It includes all these people to help achieve an excellent
collection.
It allows for the librarian to participate in cooperative lending. The university library had
a kind of inter-library relationship with university of Benin and Edo State Library Board.
Whereby there are expensive materials that they cannot get select and duplicate such
materials.
The policy also directs on the condition of buying and acquisition. Here, the policy made
it known that since the library has its subject interest profile with Blackwell's Oxford and
Dawson in England, every new title that is published within, that profile has its information
slip. The policy also states that micro selection should be title-by-title method. It also
indicates the categories of materials to be purchased, who is to assess the materials and the
number of each title to be acquired, which it limited at not more than your copies per title.
As regards gifts and exchange, the policy allows the librarian to engage in exchange
transaction but to make efforts to obtain materials that are difficult to obtain through regular
trade channels. The librarian can also acquire unsolicited gifts provided no strings are
attached and then from this, selection items that are worth adding to the collection.
The policy also includes the financial aspect. The institution is still in need of rapid
development and funds should not be a barrier to the policy of comprehensive selection
and acquisition of materials related to the academic library. There is no specification on
fund restrictions yet, since the collection is still at the developing stage. It also says that
since invoices for acquired books linger from one year to the other, the balance in any of

38
the year should be carried over to the following year. It states that at least 50% of the
library's subventions should be for hard copies while the rest is reserved for journals and
non-book materials.
The university's governing council also approves that:
a. 5% of the university's approved recurrent annual budget be ear-marked for the
library development.
b. In addition, students' library fees be applied strictly to library development.
c. There should be a separate account for paying in the library subvention.
d. The renewal of journal subscriptions should be routine and automatic every year.
e. For balance collection, that at least 50% of the subvention should be for hard copies
of books and the rest being reserved for journals and non-book materials.
The policy states that the development of the book collection should as much as possible
be free from so many constraints especially because of the critical nature and scarcity of
books in Nigeria. The acquisition of books should not go to lenders board as other items
and pre-payment could be allowed for books on high demand in exceptional cases.
Kenneth Dike Library, University of Ibadan
The policy was put forward with the aim of developing collection that could enhance
teaching and research in the university. The development of the library was a key - the key,
perhaps to the academic development of the whole university.
The collection development policy was drawn up in 1976 and it provided that the collection
development division should: -
i. Ensure a balance development of the collection
ii. Guarantee adequate coverage of relevant materials in all forms
iii. Ensure appropriate quality and quantity of the collection
iv. Keep the collection alive through systematic evaluation and weeding and,
v. Speed up the process of- acquiring materials for the library
The policy in pursuance of 3x4 above also stipulated that the unit must cater adequately
for the following levels of needs.
i. a core collection which all university libraries should have regardless of their
educational programmes
ii. a collection to support undergraduate instruction
iii. basic research collections to support graduate programmes
iv. comprehensive research collection to support advanced research

National Library of Nigeria

The National Library keeps a policy that is assumed to be in consonant with the specific
need of the nation. The policy states that the library does not attempt to acquire textbooks
or other curriculum-related materials but it attempts to meet the needs of college, university

39
students as well as graduates. It forbids the librarian from the purchase of expensive or
specialized materials. The library cooperates with other libraries whose activities are
related to the library objectives in the vicinity but its exchange programme is only with
foreign libraries. The policy allows the librarian to consider the kinds of materials available
to the public in other libraries to avoid unnecessary duplication.
The policy states the standard for all acquisitions whether purchased or donated and also
whose responsibility it is to make selection. It describes the subject’s coverage of the
library like Nigeriana, Africana, Reference works, library science political science, Arts,
Religion, sciences etc. It also allows for the acquisition of rare books like manuscripts,
private papers etc.
The policy excluded the purchase of books that may not add any value to the collection,
encourage juvenile delinquency, has inaccurate information. The policy does not include
anything on weeding and discard, censorship attack and financial restriction of the library.
In selection of books, the patron and clientele needs are being considered. For example,
provisions are made for Indents to read for examination, for adults who read for leisure and
for illiterate ones who may have interest in the library. The National Library being a
reference library is specifically meant for educationists, professionals; industrialists,
businessmen, "ministries, lawyers and academicians.
By a legal deposit law, every book published in Nigeria must three copies of it be deposited
with the library within one month. Any publisher that fails to do this must be penalized.
The library will keep two copies of the publication and one copy will be sent to the
University of Ibadan Library. Other legal deposit centres in the country are University of
Nigeria Nsukka Library, Ahmadu Bello University Library for the eastern and northern
areas respectively.
The law states that Federal Government departments and parastatals should deposit 25
copies of each of their publication while state government department are to deposit 10
copies.
It is obvious that as far as the National Library is concerned, its selection of materials is
the work of acquisitions libraries which should be based on the written acquisition policy
of the National Library.
The Enoch Pratt Free Library, Baltimore, Maryland
The Enoch Pratt Free Library provides, on equal terms, free service to all individuals and
groups in the community, both children and adults. Educational service to adults is a
primary function, and the library pursues an active programme of stimulation, leadership,
and cooperation with other agencies in encouraging the reading of socially significant
materials. Providing special services for children, the library's objectives is to make
available a selected collection of books and related materials that satisfy the informational,
recreational and cultural reading needs of children.

40
To meet the needs of the readers of a city the size of Baltimore, the library attempts to
provide a large general collection of reliable materials embracing the broader fields of
knowledge with due regard for variations in educational level, reading ability, and reading
interest Materials to satisfy highly specialized interests are purchased, if real or potential
demand exists. A reasonable quality of primarily recreational material is also bought.
Specifically, the library purchases a large proportion of the current output of reputable,
general American publishers, a fair percentage of the publications of university and other
scholarly or specialized process, needed items issued by foreign publishers, especially
British, and a few outstanding examples of the output of limited edition presses. An effort
is also made to secure needed out-of-print materials through second hand dealers. The
library does not attempt to collect first edition or other desirable collectors’ items as such,
although it does contain such items for regular use.
Funds are allocated annually to departments and branches according to current needs. It is
expected, however, that each agency responsible for book selection will give due
consideration to its reference collection and it circulation materials, popular, standard and
scholarly.
For the purchase of occupational, very expensive items, the publication or availability of
which could not be anticipated, it the time of budge allocation, e.g. a long periodical file, a
special gift fund may be drawn upon. This fund is not available for the purchase of regular
materials or annual services, or for other anticipated expenditures, which are allowed for
at the time of the annual budget allocation.
Gifts of books and other materials are accepted by the library with the explicit
understanding that they are not necessarily to be added to the collection. They may be
added as duplicates, as replacements, or as new titles. In some cases, materials received as
gifts are added, even though they would not ordinarily be purchased.
3.5 Elements of collection development Policy
The precise elements that ought to go into a good collection development policy statement
can be divided into three.
(1) The Overview
(2) Details of subject areas and format to be collected
(3) Miscellaneous (censorship, copyright materials)
The Overview
This usually includes:
i. A brief general description of the community to be served which includes such
details as its composition, educational levels and aspirations.
ii. There should be specific identification of patrons to be served. For example, the
question may arise, is everybody in the community going to be served or would

41
 there be a primary clientele? If others apart from the primary clientele will be
served, is the service going to be free?
iii. There should be a general statement on what subject fields are to be represented
and is what formats-books, serials, audio-visual etc.
iv. There should be a detailed description of what types of programme or patron
needs are to be met by the collection. In a public library, what percentage or
degree of the total collection should be oriented towards educational purposes?
in an academic library, what percentage of the total collection should be geared
to research?
v. There should be a statement of general limitations and priority that will
determine how the collection should be developed, for example, to what extent
will the library collect duplicates, retrospective materials and special collection
like Africana, Achebeana Biafrana.
vi. There should be a discussion on the library position in cooperative collection
development programmes, in other words the policy should say to what extent
the library should take in a library cooperative network. This section should
outline whether the goal of the library is self-sufficiency or cooperation.

Details of Subject Areas and Formats Collecting

The major assignment here involves breaking down the collection into its different subject
areas and identifying each type of material to be collected for that subject. Also the class
of patron to use the materials should be determined. (You equally have to prioritize each
subject area and perhaps even by format within each area). All this should be geared
towards achieving a balance-of all subjects, given your particular community of users and
their needs.
The following is a reasonably listing of patrons and formats to consider.
For patrons, we have adults, young adult, children (school-age and pre-school age),
physical handicapped, institutionalized persons, teaching faculty, researchers, staff,
students (undergraduates and post graduate), etc. The corresponding formats to consider
are books, newspapers, periodicals, microforms/ slides, film and filmstrips, pictures, audio
recording (tapes and records), video recordings (tapes and disc), printed music, pamphlets,
manuscripts, and archival material, maps, government documents, realia, specimens etc.
The typical methods that can be used for identifying priorities for format collecting areas
follows:
(a) General Coverage:
Acquire only light popular works and books for average adult reader. No reference books,
annual weeding, discard books more than three years unless there is any reason to retain.
(b) Instructional or Working Collection

42
Acquire current materials. No retrospective materials consider current periodical and
newspapers that are indexed in addition to books. Acquire microforms if information is not
available in books, do selective annual weeding.

(c) Comprehensive/Research Collection

Acquire all current printed materials. Also buy retrospective materials. Considerations
should be given to all other current formats, including rare books, manuscripts and archival
materials. No weeding but review collection when necessary.
(d) Exhaustive Collection
Acquire everything possible including physical objects that might he considered museum
pieces. Both retrospective, archival and manuscripts should be purchased. No weeding.
With this type of detail, a selector can easily focus attention on the priority items
appropriate for the collection
In each type of library, and even libraries of the same type, this responsibility will vary.
The question of who shall select will also come up here. Will it be patrons or users, librarian
with no special background, subject or service specialists, department heads or head
librarian. Another question to be tackled is how shall they select? Independently, with or
without alerting programme from the library, centrally, prepared list from which selections
are made.
MISCELLANEOUS ISSUES
Five topics need to be covered in this element namely; gift, weeding and discards,
replacement, complaints and censorship, and evaluation.
Gifts:
You need to have your policy on handling gifts in writing. It is necessary to have something
in writing about gifts with "strings". For instance, will you take private-collection and
house them separately with donor label identity? Will you accept funds earmarked for
certain classes of materials or subject? Will you try to sell duplicated or unwanted materials
.mil acquire new materials? Will you apply the same standard of treatment to gifts as you
do to purchase items? There are some of the major questions that should be addressed in a
section a gifts.
Other public relations question that must be answered are, is it better to accept all gifts,
regardless of the conditions attached to them or should the library avoid conditional gifts?
Weeding and Discards

43
Weeding and discarding of materials should be clearly spelt out. The scope, criteria,
frequency and purpose of weeding and discarding should be derided and should be
incorporated into the policy statement.
Replacements and Duplicates
When to buy replacements items, the number of duplicates to acquire, if any, require
careful consideration. AH libraries are confronted with this problem except special
libraries. In school libraries, the question arises for anything but books. However, public
and academic libraries face the problem of best seller and popular titles and textbook-like
titles.
Statements such as "replace worn-out copies of titles still in print and used within the last
five years or do not attempt to locate replacement copies of out-of-print, worn-out or
damage copies unless there is special reasons to do so". Can save a great deal of time.
Complaints and Censorship
Eventually every library will have a few complaints about what is or is not in the collection.
A good collection development policy statement can save time and trouble with regard to
handling complaints about the collection. In the absence of guidelines, however, it is
dangerous to try to solve' problems arising from censorship. As with weeding whatever
decisions concerning censorship are reached after the consideration of the basic issues
involved and should be incorporated into the written collection development policy.
Evaluation
What you need to do in the section of the policy concerned with evaluation is to indicate
whether you will evaluate only for internal purposes or for comparative purposes or
perhaps as a review of how the selectors have been doing their job.
4.0 CONCLUSION
Collection development policy is like a compass for a librarian who wants to organize a
reliable and robust collection. The knowledge of collection development policy is very
essential to guide the librarian on what to do, how to do and what not to do in the course
of building a library collection.
5.0 SUMMARY
Under this unit, we have been able to define collection development policy, examine the
reasons why libraries don’t have collection development policies as well as why it is
considered desirable in libraries. Equally the nature and scope of collection development
policy was discussed and the elements of collection development policy was considered.

Self – Assessment
Outline the elements of collection development policy.

6.0 TUTOR-MARKED ASSIGNMENT

44
 1. Define collection development policy
2. Account for the reasons why libraries don’t have collection development policies
3. Discuss the reasons why collection development policy is considered desirable
4. Explain the nature and scope of any library you have studied
5. What are the elements of collection development policy?

7.0 REFERENCE/FURTHER READING

Eguavoen, E.O. L. (2002) Collection Development (In) Madu, E. C. and Dirisu, M. B.
Information Science and technology for Library Schools in Africa. Ibadan:
Coleman.

Elikhamenor, Fabian A. (1985). Collection Development under Constraints. Nigerian

Library and Information Review l(l):42-56.

Evaluating Acquisitions and Collection Management edited by Pamela S. Cenzer and

Cynthia L. Gozzi. New York: HarWorth Press, 1991. Evans, G. (1979).
Developing Library Collections. Littleton: Libraries Unlimited.

Exploiting Network Information Resources for Collection Development in Libraries.

INFLANET Conference Proceedings, August 20-25, 1995.

Eze, I.O. &Eze, J.U. (2006). Collection Development in Academic Libraries. In

Administration of Academic Libraries: a book of Reading edited by F.C. Ekere.
Nsukka: UCD Academic Publishers.

Gardener, R.K. (1981). Library Collections. Their Origin, Selection and development. New
York: McGraw-Hill. Gorman, G.E. &Howes, B.R. (1989). Collection Development
for Libraries. London: Bowker-Saur.

Gorman, G.E. & Miller, R.H. (1997). (eds). Collection Management for the 21st
Century a handbook for libraries. Westport, C. T.: Greenwood Press.

Gorman, G.E. (1992). (ed.) Australian Studies: Acquisition and Collection Development
for Libraries. London: Mansell. Hainess, Helen (1990). Living with Books. 5th
edition. New York: Columbia University Press.
Ifidon, S.E. (1985). Essentials of management for African University libraries. Lagos:
Libriservice ltd.

Ifidon, S.E. (1997). A practical approach to library collection development Ekpoma: Edo
State University Library.

45
Ifidon, S.E. (2006). Modern Theory and Practice of Library Collection -Development
Ekpoma: The Department of Library and information Science.

Imo/N.T., Iwundu, N.E. Ifeanyiehukwu, N.J. (2009). Modern technologies in libraries. In

Omekwu, CO., Okoye, M.O. and Ezeani, C. O. (ed.) Introduction to the use of the
library and study skills (pp. 87-104). Nsukka: The Library Department, University
of Nigeria.

Islam, S. & Islam, N. (2006). Information and Community Technology (ICT) in libraries:
A new dimension in librarianship. Retrieved April 7, 2009, from Medwell online:
Asian Journal of Information, Technology, 5(8). Website: Google.

McColvin, Lionel (1985). The Theory of Book Selection for Public Libraries. 3rd edition.
London: Grafton.

Nwachukwu, V.N. (2005). Information technologies application to libraries in developing

countries. The need for caution. Global Review of Library and Information Science,
1(1), 84-93.

Ochal, A. (2002) Collection Development in Nigerian Libraries: Problems and Prospects

(In) Olanlokun, S. O. and Salisu, T. M. Libraries and Librarianship in Nigeria,
Lagos: IkejaPress.

Okorie, A.M. (2005). The challenges of information communication technologies (ICT)

for Nigeria academic libraries. Global Review of Library and Information Science,
1(1), 84-93.

Okoye, J.C. (2008). Collection Development in University Libraries in Eastern Nigeria.

Onitsha: ITP Press.

Omagbemi, C. O., Ogunbote, K. O., and Adekunmisi, S. R. (2003) Collection Development

in Nigerian Libraries: A Case study of OlabisiOnabanjo University Library, Nigeria.
Gateway Library Journal 6 (2): 113 - 114.

Ozioko, R.E. (2003). Censorship and its implications to information dissemination

under military regime: An Analysis of the Issue in Nigeria. The Nigerian Library
Link 1(1): 180-195.

Ozioko, R.E. (2005). Facilitating information seeking and enquiring process among
researchers: The role of information science, 1(1), 31-39.

MODULE 3: SELECTION AND ACQUISITION OF LIBRARY MATERIALS

46
Under this module, you will be introduced to two important stages of collection
development cycle which are selection and acquisition of library materials. The method of
selection of materials, general principles of selection, selection problems of selection in
libraries, indispensability of selection and demand and quality theories of library material
selection will be covered. Also method of acquiring materials in libraries, functions of an
acquisitions unit and problems of acquiring library materials will be discussed.

UNIT 1: SELECTION OF MATERIALS

UNIT 2: ACQUISITION OF LIBRARY MATERIALS
UNIT 1:SELECTION OF MATERIALS
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Definition of selection
3.2 Reasons for selection policy
3.3 General principles of selection
3.4 Criteria for selection of materials
3.5 The role of selection in library services
3.6 Selection procedures in libraries
3.7 Selection tools and aids
3.8 Problems of selection in libraries
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
Book selection is one of the most important routine operations undertaken in libraries and
other information centres. In this unit, you will be provided with the discussion on issues
concerning selection, such as definition of selection, reasons for selection policy, general
principles of selection and criteria for selection of library materials among others
2.0 OBJECTIVES
It is expected that by the end of this unit, you will be able to:

Define selection

State the reasons for selection policy

Desirable the general principles of selection

Identify the criteria for selection in library services

Describe the selection procedures in libraries

Narrate selection of non-book materials

Identify the selection tools and aids

Discuss the problems of selection in libraries

47
3.0 MAIN CONTENTS
3.1 Definition of selection
Selection is an intellectual process of choosing from two or more things, based on the
quality and need. It is the most of most difficult function of the professional librarians’
responsibility. Selection is of crucial importance because a hook cannot be ordered,
catalogued and classified, shelved and borrowed or used unless someone has selected the
book for acquisition. Selection determines the quality of the entire collection. The library
collection should contain the best literature for it to meet up with the high expectation of
the community and also justifies the huge sum of money vested in the library development.
3.2 Reasons for selection policy
A selection policy is an official document articulated by libraries to serve as a guide to all
persons and processes relating to the choice of books and other library materials. Such
policy statements guide the day-to-day decisions of those who select materials. Their
usefulness will be increased by the extent to which they. provide specific guidance for
selection in all main areas, including such issues as controversial materials (Onwuazor,
1999:13). Ideally, the selection policy should have the approval of the board in a public
library, the library committee of academic or research libraries or any other supervising
body that has oversight responsibility for the running of the various types of libraries.
A good selection policy helps in the identification, procurement and development of quality
collections in libraries. The quality of the book collection depends upon the selection policy
and practice (Dainton, 1963). This is because, it codifies and streamlines all the activities
associated with the selection as well as acquisition processes in the library. The policy also
ensures that personal interest of the selector do not have over-riding influence in the choice
of materials to be procured for users. Another importance of the selection policy is that
since it is a document drafted by the library - management and endorsed by the supervisory
body, it provides a protection for the library staff against accusations of favouritism for, or
discrimination against, some subject areas in the selection and acquisition of materials.
The Collection Development Librarian and his staff play significant role in the creation of
book selection policy in the library because the exercise falls under his area of jurisdiction.
They provide data, working tools and other logistic support to those selected and entrusted
with drafting t" e selection policy. The actual writing of the policy statement should start
with a meeting of the professional staff to discuss the need for a written statement and the
anticipated usefulness of the statement once written. (Merrit, 1970). The members of the
policy-drafting committee will agree on the modalities for the discharge of their assignment
and allocate responsibilities to members accordingly. The policy-drafting committee will
produce a draft of the selection policy which will be given to the management of the library
for their own input before presentation to the library committee, board or other supervisory
authorities of the library. The idea is to promote exhaustive discussions, suggestions,
revisions, additions or rephrasing of the entire policy or parts of it.
A book selection policy must not be ambiguous to guard against confusion that may arise
from misinterpretation. It must be clear about such basic points as the following:
1. The objectives of the library.

48
2. The person or persons responsible for selecting materials.
3. The sources of books to be selected.
4. The procedure for handling complaints and other problems associated with
selection of materials.
5. The funds available for selection and acquisition including guidelines for allocation
categories of users (children, adults, politicians, civil servants, etc) and different
formats (books, journals, conference proceedings, etc).
6. The extent to which materials or publications on local history would be selected and
acquired.
7. The exclusion of censorious (political, economic, cultural, racial, tribal, etc)
considerations or influences in the selection of library material. Book selection
policy is an important document, which can be summed up in this schema drawn by
Cater and Wallace (1959):
i. The library should have a written statement "of policy, covering the selection and
maintenance of its collection of books and non-book materials.
ii. The library should have a concrete statement of policy as a basis for selecting books
and other items, and for explaining the exclusion or inclusion of specific items of
materials.
iii. The library should have a broad statement of the criteria for selection in each field,
statement of legitimizing factors governing book purchase; listing of techniques of
selection and selection tools.
iv. The policy should be the guideline upon which selection is, made until it proves
wrong.
4.3 Reasons for Selection Policy
The formation of a policy to regulate the processes and procedures involved in the selection
of books is based on a number of reasons, while some of these reasons are particular to the
selecting or individual library, based on their peculiarities, others are general in nature.
Some of reasons are as follows:
a. A selection policy provides an official document upon which the selection of
materials would be based. This will reduce undue influences or biases on the choice
of books.
b. It ensures that the materials selected for the library are in compliance with the aims
and objectives of the library. This will check the selection of materials, which have
no relevance to the target users of the library.
c. The existence of an official section policy provides the Collection Development
Librarian and the management of the library the basis to reject the' undue influence

49
 or pressures from censorious individuals and organizations that may want to dictate
what is selected or rejected by the library.
d. The document also shields or protects the management and staff of the library from
accusations of favouritism or bias in the selection of library materials. This is
because whatever 'materials selected or rejected would be based on laid down
criteria or principles and not on the idiosyncrasies of the selector.
e. Since libraries, no matter how well funded, do not have the money to procure all the
materials required by patrons, a selection policy assists the librarian, to identify
areas of pressing needs and by so doing, decide on what materials to accord top
priority.
f. Book- selection policies encourage the democratization of the selection process and
ensure better understand and appreciation of the selection activities: This leads to
openness as many stakeholders and interest groups
Sound professional training and experience are required for the selection of these important
information sources to ensure that only relevant, durable and cost-effective non-book
materials are eventually acquired. In large libraries with distinct audiovisual or media
section, the selection of non-book materials is essentially the responsibility of the media or
audio-visual librarian. However, in the absence of a media librarian, the selection, of non-
books materials is better left with the Collection Development or Acquisitions Librarian.
The selector of non-book materials should be guided by the following criteria:
1. The cost of selected materials should be within the reach of the library.
2. The content must be accurate and devoid of any negative or corruptive influence.
3. The purpose of the material must be in agreement with the objectives of the library.
4. The technical quality of selected materials should be such that would enable it serve
its intended users satisfactorily.
5. It is always better to go for non-book materials with features strong enough to
withstand wears and tears.
6. Products of reputable manufactures should be chosen ahead of their inexperienced
rivals.
7. It is also better to select materials that are adaptable to the needs of different
categories of users.
8. The content of the material should not conflict with the laws of the land.
9. The availability of spare parts and technical back-up should be ascertained.

3.3 General principles of selection

General Principles of Selection
For effective materials selection, some general principles must guide the librarian.
i. Purpose/Objectives of the Parents Organisation
The library being a component of a system has to help fulfill the objectives of the parent
body. The purpose of the organisation which the library should help to promote will depend
on the kind of library and the kind of users.
50
 ii. Role of the Library
There are fundamental roles which a library must perform. The roles differ from one kind
of library to the other. Selection should aim at fulfilling these roles e.g. in an academic
library the fundamental role is to promote teaching and research. Selection should,
therefore, cover all areas of teaching and research. Other considerations of historical,
cultural, civic, utilitarian and recreational roles should also influence a Librarian selection.
iii. Demand Vs. Value or Quality
The Librarian does not have to select books to please all his clientele or base his selection
strictly on the demands of users alone. The Librarian should provide materials considered
to be good enough by quality of contents, even if they will interest only a few users. Books
should be selected for their value of information and enlightenment. Consideration should
be given to all shades of users, present and potential. The Librarian can determine the needs
of users by: (a) research and investigations of the community's interest (b) meeting the
people and (c) reading government reports.
iv. Financial Constraints
The financial problem* of book selection has now become a basic reality for libraries.
Inflation has affected not only the materials which the library seeks to require but
everything. Library budgets are small and librarians are faced with the difficulty of
providing adequate materials from the many available ones. The Librarian's selection
judgment should be good and precise in order to avoid unnecessary purchases.
v. Knowledge of own Collection and Available Resources in Neighboring
Libraries
It is necessary to know your collection. The knowledge of which will help to eliminate
unnecessary duplication, reveal the subject areas of weaknesses in the collection and lead
to strengthening them. The knowledge of available resources in neighboring libraries can
in no small way influence selection, since the resources of other libraries are for common
use by the users of the co-operating libraries. For libraries in Nigeria, there is little to say
for co-operative acquisition, and lending except to mention them as factors which can
influence selection.
vi. Standards of Selection
There are inherent characteristics of a good book and all librarian involved in selection
should look out for them.
a. Accuracy and authenticity of information in books (e.g. authorship, qualifications
and experience, bibliographies cited).
b. Quality of book (content, presentation, and paper quality)
c. Creativeness (approach to subject)
d. Expression (simplicity of language for level of user)
e. Relevance of subject.
vii. Censorship and Intellectual Freedom

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Censorship has arisen in respect of books, periodicals, films and similar formats. The
handling of censorship materials is the responsibility of library administration and should
be considered during selection.
The Librarian judgment on controversial materials should rest on the demand and value of
the material. If a book is estimated to have little or no value for the collection, it should be
rejected. No user is or should be forced to read a book or view a film that is offensive but
no one has the right to forbid another to read a book or view a film.
3.4 Criteria for selection of materials
The following criteria should be used while considering individual titles for selection.
1. Content
This is achieved by going through the table of content pages, from the title, reading
through the preface and forward of the book as well going through the background and
reading the whole book technically. By so doing, one should try to arrive at the subject(s)
of the book.
2. Recency/Currency
Attention should be paid to the time the work was published as well as the idea contained
in the book. The copyright date not reprint should be-used to judge the recency of the book.
A book could be just a new edition of an old work. Authors are fond of cosmetic revision
of old texts simply to enhance sales.
3. Truth and Accuracy
In determining the truth of an individual title, it might be necessary to verify the validity
and correctness of the observations, arguments and conclusions of the authors. Great
attention should be paid to the accuracy of data, facts and information presented. The help
of experts on the theme of the book should be sought where necessary. Sometimes the
reputation of the author or publisher guarantees the truth and accuracy of the work. There
is need to exercise caution in judging titles in science and technology as well as other fields
where changes are rapidly taking place.

4. Freedom from Bias

Freedom from bias should be judged in relation to (a) viewpoint of the author (b) selection
of topics treated (c) the amount of space devoted to each' topic (d) omission of vital
information (e) distortion of facts.
5. Reputation of Author and Publisher
Some authors and publishers build up for themselves formidable reputations after several
years of experience in writing and publishing. The reputation of a publisher or author is an
essential criterion to bear in mind since it is directly linked up with the quality of work

52
produced. The assumption is that a highly reputable author or publisher is more likely to
produce a high quality work than a non-reputable author or publisher.
6. Presentation of Data, Facts etc
In using this criteria, the following points should be borne in mind.
(a) Readable of the prints or typed faces. This is the ability to read the printed
words and or the font size without difficulties.
(b) Style of writing- The writing style should be clear and understandable by the
target audience.
(c) Simplicity of expression: The language of expression should be very simple
devoid of ambiguous terms and words.
(d) Arrangements of materials: The work should be orderly and systematically
arranged. It should be logically presented.
The arrangement should suit the theme treated. Should it be logical, chronological,
hierarchical, or evolutionary? Whichever one that is adopted should suit the subject matter
discussed and promoted the retrieval of specific bits of information.
7. Format
This criterion relates to the physical characteristics of the title in question. These include:
the strength or durability of the binding, the beauty of the paper used, the placement and
sufficiency of illustration used. Format is a very important criterion especially in respect
of titles that attract large readership for a long time. It is equally important to consider such
things as the presence or absence of an index, bibliography or foot notes and illustration.
The librarian entrusted with the task of collection development makes proper use of
reviews, commentaries and the personal views of bibliographers, librarians and subject
specialists. He should also note that the important factors to consider in the selection of
individual title are - the merits of the individual title under consideration and the effect of
its addition to the library stock or its exclusion.
3.5 The role of selection in library services
Kotlas (1988:16) described selection of library materials as an art and not inborn in a
person. This means that for one to perfect in the selection of library materials, he/she must
have had some form of training. It involves both personal judgment and professional
knowledge. Selection calls for decision making at various levels.
Emphasizing on the importance of selection of material, Ifidon (1997:48) contented that
the quantity and quality of any given library depended solely on the caliber of selector,
such library has. It also determines the numbers of readers and visitors to the library.
Onwuazo (1999:19) postulates that selection technique serves useful purposes to various
groups, individuals, organisations and communities. It serves the community of its
educational, informational and recreational needs to the schools; it helps in various
programmes of such school, like educational and research efforts. And to the organisations,

53
their research and manpower development is enhanced by the quality of selected materials
in their libraries.
Supporting the above assertion, Pratt (1981:2) noted that selection techniques make for
better and more organised library. It makes materials and books easily available. The
development of the school, courses and students is greatly enhanced. And as it concerns
the objective of the library, selection articulates the needs of users of the library, the
students and the interest of all the courses/discipline offered in the school. It also help to
correct and balance deficiencies in library collections.
This view was equally held by Margrill and East (1978:2) when they said selection attempts
to correct the weakness in the information resources within the library community. In this
role, it requires a continual examination evaluation of a library's resources. And also a
constant study of users' needs and charges in the community the library serves.
In his own contribution to the role of selection in an academic library, Nzotta (1991:83)
emphatically stated that "it supports the community activities with fiction and non-fiction
reading materials for children". This function is mostly effective in public libraries where
the users are usually numerous. It includes people from various works of life and children.
With respect to university and school libraries, book selection is helpful in supporting the
curriculum of the parent institution. The teaching and learning activities of institutions is
enhanced by the selection techniques.
Selection is also very important in research/references libraries. Horrocks (1982:55) also
shared the same view when he said that "it enhances the effectiveness of the various
research programmes of the institution. -
There are also views and/or opinions that selection techniques affect the development of
library adversely. Hodgson (1983:115) contented that such selection is judgmental, and is
affected by human factors. According to him "people that are entrusted with the final
decision, as to what materials to select, and what not to select may not be objective or fair,
after all". They are guided by their personal whims and caprices. And in most cases, they
have biases and such biases are difficult to overcome.
In the same vein Bakare (1984:12) alleges corruption and favouritism on the part of
selectors. He accuses them of favouring the departments or disciplines which they belong,
to the charging of others. This they do by selecting the current editions of materials of their
disciplines while paying little or no attention to others.
It is the opinion of the researcher however, that the selection processes should be allowed
to continue. This isbecause of the invaluable contributions it has made in the development
of library.
3.6 Selection procedures in libraries

54
There are many processes and procedures employed in selecting library materials by the
selectors. Some of them are: Pick and choose method, most current edition, consultancy
approach, priority need method etc.
The oldest and poorest way of material selection in library is the pick and chooses method.
This according to Holtze (1976:231) is a process by which a selector or selectors do not
make plans on how best to select their material. They only ask the authorities or department
to submit their material requirements. From various materials submitted to them, they just
cast lot and pick those materials without consulting with any person. The result most often
is that useless and outdated materials are selected and procured.
Another process of selection is called the most current edition. In this regard, only the most
current edition of each material is selected. It is a stereotyped method of selection. This is
because the decision rule is straightforward. The selectors are only required to selection
the latest editions of books and materials and no more.
Criticizing the above approach, Odiari (1983:106) submitted that it makes the selectors
robots. It does not allow them to make use of their initiatives. They are tele-guided and/or
restricted in making their choice. Thus end result is that the needs and requirements of the
users and students are not met.
There is another procedure used in selecting materials for various libraries, especially in
civilized societies. It is called consultancy approach. Applauding the method, Klepper
(1986:18) said, "It is the most effective and effective and efficient way of selecting
materials and books in libraries. The selection is usually done by professionals and experts
trained in the field of library and library related courses". They make the best cost effective
selection, because, such selection is based on the needs and requirements and for the
upliftments of the library. This method also highlights and gives reasons for selecting one
book or material, instead of the other.
The disadvantage of this, method is that the cost of selecting is usually very high than the
ones done by both the library and school staff.
The priority need method is a recent concept in material selection. In that regard, the needs
of the readers and users are the guiding principle for the selection of materials. Bakare
(1984:80) captured it aptly when he said selection not based on the needs and aspirations
of the university and students should be discountenanced". It simply means that the demand
of both the users and students should be ranked, according to the pressing of the needs.
Why Selection is an Indispensable Aspect of the Acquisition Process
Selection is considered an indispensable aspect of the acquisition process because of the
following reasons:
1. Information Explosion
It is obvious that inventions and new theories and discoveries are emerging from researches
especially in the science and technology. As a result of this mass generation of information

55
otherwise known as information explosion, it becomes necessary for selection of material
based on demand and value to be carried out in the acquisition process. This becomes
necessary so that from the mass of available information resources, very relevant ones
could be selected for acquisition.
2. Rising Cost of Materials
The prices of commodities including library materials are soaring high almost on daily
basis. Conversely, the financial allocation to libraries especially for collection development
has been stagnant or even dwindling. As a result of this trend, it becomes necessary for the
acquisition librarian to carry out selection of materials based on the financial capacity of
the library.
3. Limited Funding
The economic fortune of libraries has continued to dwindle. In line with this, fund
allocation to libraries has been very limited. For this reason, libraries are handicapped
financially and are forced to select few titles of materials for acquisition, which the limited
fund can afford.
4. Objectives/Purposes of Parent Organisation
Whatever material acquisition for any library must be based purely on the purpose or
objectives of the parent institution. If an institution is an academic, national, public or
special, library, selection of materials for acquisition must be such that work towards
fulfilling the objectives of the parent organisation. Selection in an academic library, for
instance, should be geared towards enhancing teaching, learning and research, which are
the major objectives of such academic institution.
5. Aims and Means of Payment
This factor determines to a large extent how selection of materials for acquisition could be
done. If payment is required before supply of selected materials, this will affect the number
of titles as huge amount that could be selected may not be available. If on the other hand,
part payment could be made, more titles could be selected for acquisition at a time.
The Demand and Quality Theories of Library Materials Selection
The demand and quality theories of library materials selection are extensively discussed in
the literature. Community demand as the basis for library collection development was first
postulated by Lionel McColvin. His premises are that:
1. Public libraries are established in response to and in anticipation of demand.
2. The process of book selection involves both supply and demand; a librarian's
function is to discover and assess the community demand and then to satisfy these
demands.
To some extent McCoIvin's premises can be applied to any type of library, not just to public
libraries.
Equally extensively discussed is the quality theory whose advocates believe that a library
should contain only the best literature. One of the foremost proponents of the quality or
56
value theory was Helen Haines. Haines was concerned with all types of libraries and her
basic premise was that a librarian 'should select books and non-book materials that will
develop and enrich the lives of the patrons being served by the library.
Demand according to her is to be met by selecting the highest quality books. Evans (1979)
and Gardener (1981) both see the demand and value theories as occupying the opposite
end of a broad spectrum. They argue that no one takes an extreme position. So an either or
the situation does not really exist. What is evident, however, is that many individuals are
closer to one end of the continuum or the other than they are to themiddle. Where an
individual falls on that continuum will depend upon the type of community his library is
serving.
A number of flaws exist in McColvins demand concept.
a) It places a heavy emphasis on community analysis in order, to determine changing
demands. This may create a situation in which the librarian may be converted into
a sociometrician and- is thus taken away from his actual or crucial library duties.
b) Secondly, money is never enough to buy everything needed to satisfy patrons
demand.
c) Thirdly there is the problem of space. Assuming there are limitless resources for
pursing the demand theory, there may not be enough space to stock all the materials
demanded.
On the other hand, the demand theory may have the advantage of really making the- library
popular with the community since most patrons will find stock in the library what is of
interest to them.
A major problem with the quality theory is that it sounds rather paternalistic i.e. having to
do with that you are the person in charge and that you can do better. It may also consider
presumptions for the librarian or a group of experts and specialists to arrogate to themselves
knowledge of what is a quality reading material and therefore best for the library patrons.
It seems also that the value of quality theory will require an extensive literary background
including a comprehensive knowledge of the foundation or classical works. This is
unfortunately something which many librarians today do not have. However, the quality
may result in a truly qualitative collection free from certain ephemeral often refersto as
trash but the number of patrons who would find such a collection useful is another matter.
It was perhaps as a result of inherent flaws and the strengths in these theories that authors
of books on the selection and collection development is general since McColvin and Haines
have taken different position along the continuum. Hostwick (1929) phrased the dilemma
as follows; "Let the public have what they want and run the risk of having the collection
fall to an unacceptable low level, or collect only the host and risk having the library without
the readers". He suggested a middle ground what he called "average test of users". The
problem with this suggestion is that like the demand theory it will require very extensive
community analysis to determine the test of the average use of the reader.

57
Francis Drury (1930) took the position that the value of a hook is the basic reason to include
it in a collection. He further indicated that selection should operate on the basis of three
factors;
(1) The books or titles as individual entities.
(2) The patrons using the collection
(3) The library's resources
A succinct or clear summary of this philosophy would be the best quality reading material
for the greatest number of patrons at the lowest possible price. This position is not very far
from the quality theory of Helen Haines.
Harold Bonny (1939) has not added anything new to the theory of collection development
but he provides a practical advice on how to go about building a library collection.
Generally, a practical advice resolves around knowing a community taste and needs.
Another practical suggestion is to form a selection committee composed of persons with a
variety of subject background,
Ranganathan (1952) without question was one of the leading thinkers about librarianship
who did much to create a more scientific approach to collection development. He
enunciated five laws of librarianship and his view on how a library collection should be
built. His five laws are:
(1) Books are for use
(2) Every reader his book
(3) Save the time of the reader
(4) Every book its reader
[5) A library is a growing organism
Clearly his first concern was with developing a library that, would be a valuable asset to
the community being served. Utility was his first consideration often that one should be
concerned with quality.
3.7 Selection tools and aids
Selection tools are the gamut of bibliographic aids, which assist the Collection
Development or Acquisitions Librarian in the processes associated with the selection of
materials relevant to the needs of the library. They contain the full bibliographic particulars
i. Books-in-print: This is a cumulative of selected,' books published over a period, to
time. New additions are made at predetermined intervals, usually yearly. There are
books-in-print in several languages. Books-in-print is a good selection aid, which
indicates the extent of publications in different linguistic and subject areas. It also
gives the title, author, imprint and price of each of the items in the list.

58
 ii. Publisher's Catalogue: This is a detailed compilation of all the publications issued
by a particular company. Each of the entries usually carries a review made from the
standpoint of the publisher. Publisher's catalogues are useful selection tools which
keep librarians and other selectors informed of what is available in the market from
various publishers.
However, publishers catalogue should be used with caution because some publisher often
over-praise their publications in order to attract larger patronage and its attendant profit
maximization.
iii. The library's best tool for the selection of serial publications should be the basic
Abstracting and Indexing Journals. Abstracting and indexing publications enable
the selector to have serial titles in thousands of subject areas from which to choose.
Examples of abstracting and indexing publications, which can serve as selection
tools are Urlrich International Periodical Directly and Union and union list of
Serials.
iv. Publisher Catalog computer printouts of current journal titles are also reliable tools
for the selection of serials titles. A ready example of these computer print outs is
the list of current journal titles printed by Swets and Zeitlinger in Lisse, the
Netherlands.
The Lists of Serial Holdings of large academic, public and research libraries are also
useful tools for the selection of serials.
3.8 Problems of selection in libraries
The problems of selection of materials in either academic or research libraries are many. It
ranges from lack of fund, qualified personnel to non-availability of some materials.
a. Lack of Fund: The budget of any university library determines the quantity of
books and other materials to be acquired, thereby setting in motion selection
processes for such acquisition. If the finances are lean, selection is most restricted
to the most pressing materials Kotel (1971:63) argued that, even in the selection
proper, money is required to visit some shops. This is to enable the selectors have
the catalogue of materials in stock at such shops.
There is no gain saying the fact that money is needed in most human activities, of which
selection of materials for library is one of them. The availability or non-availability of fund
affected it, one way or the other.
b. Lack of Qualified Selectors: The quality of personnel charged with the duties of
selection determines the quality of materials so selected. If they are professionals,
the standard of selection would mostly be high. And whereby every Dick, Thorn
and Harry are called to duty, the result of the selection would be substandard.
In credence to the above fact, Metcall (1980:221) noted, "the poor state of our libraries,
especially as it concerned books and other research materials is attributable to poor
selection".

59
c. Non-Availability of Materials: Selection of every material is dependent upon the
availability of that material.
Danton (1967:38) contended that it makes nonsense of every selection, if the selected
materials were not available when demands of them are made.
It therefore, follows that the best selection is one capable of supplying vital information,
such as: how to acquire the materials, where to acquire, and at what cost. Research has
proved that some materials were available at the time of selection but difficult to acquire
during purchase. Many reasons .it-counted for this, such as exhaustion of stock by the
publishers, government policy on foreign materials phasing out/re-modeling etc.
It is penitent at this Juncture to point out the fact that most of the problems of selection of
materials are man-made, and therefore, they should be attended to, with all seriousness it
deserved.
4.0 CONCLUSION
It is obvious that selection is an important library professional duty that should be taken
seriously. It follows that the success or failure of a library is in part a function of the ability
of the librarians to identify and select suitable materials required by users.
5.0 SUMMARY
This unit has been able to discuss various aspects of selection including, definition of
selection, reasons for selection policy, general principles of selection, criteria for selection
of materials, the role of selection in libraries, selection procedures in libraries, selection of
non-book materials, selection tools and aids and problems of selection in libraries.

Self – Assessment
Discuss the problems of selection in libraries.

6.0 TUTOR-MARKED ASSIGNMENT

1. What do you understand by selection?
2. Account for the reasons for selection policy
3. Discuss the general principles of selection
4. What are the criteria for selection?
5. State the role of selection in library services
6. Describe the selection procedures in libraries
7. Identify the selection tools and aids used in selection of materials

7.0 REFERENCE/FURTHER READING

Anglo-American cataloguing rule: Second edition (1978). London: The Library
Association.

Baughman, J.C. (May 1977). "Towards a structural approach to collectiondevelopment".

College and Research Libraries, 38 (8): 241 - 248.

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Carter, M.D. and Wallace, J.B. (1959). Building library collections. New York: Scarecrow
Press.

Danton, PJ. (1963). Book selection and collections: a comparison of German and American
university libraries. New York: Columbia University Press.

Koda, P.S. (1977). "Collecting rare books for a university library". Library Acquisitions:
Practice and Theory. I (3): 139-147.

Kayoth, J.S. (1969). Libraries, readers and book selection. New Jersey: Metuchen.

Madu E.C. and Adeniran, T.N. (2005). Information technology: Uses and preservation of
resources in libraries and information centres. Ibadan: Evi-Coleman Publications.

Merrit, L.C. (1970). Book selection and intellectual freedom. New York; H.W. Wilson.

Ogundipe, O.O. (Dec, 1978), "Collection developments in the libraries of major

educational institutions". Bendel Library Journal 1 (2): 33-36.

Onwuazor, E. (1999). Developing library collection. Onitsha Hornbill Publishers.

SpUIer, D. (1980). Book selection: An introduction to principles and practice. 3rd Edition.
New York: Clive Bingley.

Walford, A. (1962). Book selection for school libraries. New York: H.W. Wilson.

Wombo, B.S.H. (2002). Essentials of library science: For students and Librarians. Yola-
Nigeria: Paraclete Publishers.

Woodhead, P. (1974). "Subject specialization in three British university libraries: A critical

survey: Libri: 24 (1):,30-60.

Wynar, B.S. (1985). Introduction to cataloguing and classification. 7th Edition by A.G.
Taylor. Littleton, Colorado: Libraries Unlimited, Inc.

UNIT 2: ACQUISITION OF LIBRARY MATERIAL

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Concept of acquisition
3.2 Methods of acquisition of materials

61
 3.3 Functions of the acquisition unit
3.4 Problems of acquiring library materials
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
Acquisition of library materials is one of the stages in the collection development cycle.
Typically acquisition of materials follows the selection of materials. This unit will expose
you to the definition of acquisition, methods of acquiring materials in libraries, function of
an acquisition unit and the problems of acquisition of materials.
2.0 OBJECTIVES
Hopefully, by the end of this unit, you will be able to:

Define acquisition

State the method of acquisition of materials

Discuss the functions of the acquisition unit

Identify the problems of acquiring library materials
3.0 MAIN CONTENTS
3.1 Concept of acquisition
Library acquisitions is the department of a library responsible for the selection and
purchase of materials or resources. The department may select vendors, negotiate
consortium pricing, arrange for standing orders, and select individual titles or resources
(Wikipedia, 2021).
3.2 Methods of acquisition of materials
Traditionally, there are four basic means of acquiring materials for a library's collection.
They are as follows: purchases, gifts, exchanges, and deposits.
a. Purchases
Materials can be acquired by purchasing from jobbers, dealers, publishers, or from the open
market. Items can be purchased through orders place with a vendor from a specified price.
b. Gifts
Materials can be acquired as gifts from individuals, groups, other libraries and
organisations, and sometimes from publishers. Gifts may be received as individual items
or as part of a collection of materials.
c. Exchanges
A library can exchange materials if publishers, those published by its parent intuition, or
those published by others and given to the library. Most often the material used as the basis
for an exchange is a serial publication.

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 d. Deposits
Materials can be placed on deposit in the library by a group, organisation, or publisher as
a means of making items more' readily available to readers, it could be in adherence to the
legal deposit law" which makes it mandatory for every authors or publishers to deposit at
least two copies of their work with the depository library in their catchment area. The
library usually retains the materials permanently in its collection (Nnadozie, and Nnadozie,
2019).
Functions of the acquisition unit
The basic functions, which could be applicable to all libraries, are as follows:
1. Obtaining Information about Materials
One basic task of an acquisitions unit is obtaining information about the materials the
library wishes to acquire.
Such information includes:
a. Securing from selectors a record of the basic publishing information, series, etc. for
materials to be acquired, often obtained through the use of an order request form.
b. Completing and verifying the bibliographic information provided by comparing the
request with the listings of materials in national, international, and other
bibliographies, both those printed and those in online databases, a process refers to
as verification.
c. Determining that the library does not already own and has not previously ordered
the requested item so that unwanted duplication is prevented.
d. Identifying the expected price and possible sources of supply for each item.

2. Initiating the Purchasing Process

The acquisition unit also does the work of selecting an appropriate vendor such as a jobber,
a dealer, or the publisher with whom to place the order. The unit equally prepares the order
and dispatches it.
3. Maintaining Records for Materials Ordered
It is the responsibility of the acquisition unit to maintain records for materials ordered. This
involves: maintaining files, either manually or by computer, which show the status of each
file order, and maintaining long-term records on continuations, which are items issued in
parts over a definite period of time.
4. Receiving and Checking Materials
It is the duty of the acquisitions unit to receive and check materials as they arrive. This
exercise involves:
a. Opening packages of materials sent to the library, making sure that the items are
undamaged, and preserving any enclosed records such as invoices, packing slips
etc.

63
 b. Verifying that the items are the ones ordered by comparing their bibliographic
information with that listed in the order record,
c. Checking the items against any enclosed or separately shipped invoices to assure
that the materials received match the list supplied by the vendor and
d. Determining that each item appears to be physically compete and in acceptable
condition.
5.Authorizing Payment
The acquisition unit, after checking received consignment against the list in the on-order
file, then prepares payment or advices the financial officers to effect payment.

6.Handling Materials that Need Special Treatment

This involves a wide variety of activities such as developing a programme for soliciting,
maintaining records for, and acknowledging gift materials, depository collections, and
items received through exchange programmes, as well as developing the routines needed
to handle materials supplied through standing orders, and approval plans.
7.Developing and Analyzing Performance Statistics
The unit also develops and analyzes performance statistics, involving a variety of statistical
information on such numbers as orders placed, received, cancelled, number of books
acquired over a period of time etc,
3.3 Problems of acquiring library materials
1. Lack of Appreciation of Role/Value of Libraries in the Society
Libraries by their nature in the society are not revenue yielding entities and therefore have
to depend for their financial support from their governing bodies. Since libraries are on the
spending end of the economic spectrum, it could be an uphill task convincing government
officials to invest generously in library development. This situation is worse now that there
is global economic recession. The situation in Nigeria is made more difficult by the Federal
government austerity measure.
2. Foreign Exchange Restrictions
The monetary allocation for library development is mainly spent in the form of foreign
exchange. Our currency is weak mid the value is unstable. The foreign agents through
whom we purchase library materials want payments made either in the IIS dollar or some
other convertible currencies. In developing countries, there is an urgent need to conserve
dwindling foreign reserve and very stringent laws and regulations exist for all sorts of
foreign goods including library materials.
1. Absence of an Organised Book Trade
There is simply no market except for school texts. Book trade sustains publishing and the
absence of it discourages publishing and authorship. Most Nigerians like those in other

64
(developing countries prefer expensive cars, houses, dresses mid other household utilities
to books, magazines etc. In the words of Prof. R.C. Benge, "people in developing countries
talk more than they read".
3. The Use of Foreign Agents
The use of some, foreign agents such as Black well/Safari well/Safari, the Oxford Firm,
Swets and Zeitlinger create serious problems for instance, there is considerable delay in
getting the materials required owing to the vast distances involved and the difficulty In I
he postal system within the developing countries themselves. Materials ordered often arrive
late, mutilated or lost in transit. Several items are outdated by the time they arrive.

5. Acute Lack of Professional Librarians

In Nigeria as in other developing countries of the world, there is an acute lack of
professional librarians with background in the pure and applied sciences. Libraries in
developing countries are often staffed by Librarians trained in the humanities and social
sciences so that effective selection in the pure and applied sciences tends to be left only to
faculty members. This can be problematic in the end since it leads to imbalanced collection,
teaching staff changes emphasis in research and teaching. They can also leave for
sabbatical or resign or can even die.
6. Scholarly publishing is still at the rudimentary stage
There is an absence of suitable local materials in exchange for publications offered by
libraries in other parts of the world because scholarly publishing is still at the rudimentary
stage. This compels libraries of the developing countries to purchase materials usually
offered for exchange purpose.
4.0 CONCLUSION
No doubt, the acquisition unit coordinates all acquisition activities and ensures that the
desired library resources are acquired into the library. This assignment demands a sound
knowledge of how to undertake this all important stage in collection development.
5.0 SUMMARY
In this unit, we have discussed some of the activities associated with acquisition such as
the concept of acquisition, method of acquisition of library materials, function of the
acquisition, unit and the problems of acquiring library materials.

Self – Assessment
1. Discuss the function of the acquisition unit

6.0 TUTOR-MARKED ASSIGNMENT

2. Define Acquisition
3. What are the methods of acquisition of library materials?

65
 4. What are the problems of acquiring library materials?
7.0 REFERENCE/FURTHER READING

A.L.A. (1973). Guidelines for handling library orders for serials and periodicals. Chicago;
American Library Association.
Bonk, J. and Margrill, R. (1979). Building library collection. 5th ed. New York: Scarecrow
Press.

De Vera, R. H. (1980). "Checking and claiming." In: Bourne, R. (ed). Serials librarianship.
London: The Library Association.
Downs, R.B. (1940). "Problems in the acquisition of research materials." In: Randal,.
W.M. (ed). The acquisition and cataloguing of books. Chicago: University of
Chicago Press.

Edoka, E.E. (2000). Introduction to library science. Onitsha: Palma Publishing

and Links Coy. Ltd.

Encyclopaedia of librarianship. (1966), Landau, T. (ed.) 3rd rev. ed., London: Bowes and
Bowes.

Fussler, K. (1963). "Acquisition policy". College and Research Libraries. 14(3): 363-367.

Haines, H.E. (1950). Living with books. New York: Columbia UniversityPress.

Ifidon, S.E. (1985). Essentials of management for African university libraries. Lagos:
Libriservices Ltd.

Ifidon, S.E. (1997). A practical approach to library collection development. Ekpoma: Edo
State University Library.

International, Organization for Standardization (ISO) (1975) Documentation -international

Standard Serial Numbering: ISSN. Geneva: ISO.

Margrill, R. and East, M. (1978). "Collection development in large university libraries"

Advances in Librarianship. Vol. 8:2-6.

Mearns, D.G. (1977). The story of Library of Congress: 1800-1940. Washington, D.C.:
Library of Congress.

Nigeria (1958). Laws of the Federation of Nigeria and Lagos. Vol. 5. Cap. 171. Pp. 3163-
3164.

66
Nigeria (1970). "National Library of Nigeria Decree", (1970), Supplement to Official
Gazette, Vol. 57. No. 27,14th May, 1970 - Part A.

Nnadozie, C.O. and Nnadozie, C.D. (2019). Basics in Library Technical Services Umuahia
Megychris Global.

Onwurah, B. (2002). Provision and the management of library materials. Ikeja -Lagos:
Star Communication Ltd.

Phillips, E. (1990). Documentation made easy: A library manual for nongovernmental

organization specializing in technology and rural development.
Branuschiveig/Wiesbaden: Veiweg & John.

Potter, A.C. (1934). The library of Harvard University. Cambridge: Harvard University
Press.

Prytherch, R. (Camp.) (1987). Harrod's librarians' glossary of terms. Aldershot, England;

Grower.

67
MODULE 4: CENSORSHIP AND WEEDING OF LIBRARY MATERIALS
This module comprises of two units, which includes censorship and weeding of library
materials. censorship is the practice of removing or withdrawing from circulation any
library resources which are harmful to the users. Weeding on the hand is the process of
removing a library material that is no longer serving the purpose from the stock of the
library.
Unit 1: Censorship
Unit 2: Weeding of Library Materials
UNIT 1: CENSORSHIP
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Definition of Censorship
3.2 Types of Censorship
3.3 Justification for Censorship
3.4 How Librarian can Resist Censorship
3.5 Censorship in Nigeria
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
This unit will focus on the definition of the concept of censorship, types of censorship,
justification of censorship, how Librarians can resist censorship and censorship in Nigeria
2.0 OBJECTIVES
The expectation of this unit is that at the end, you will be able to:

Define Censorship

Mention the type of Censorship

Justify reasons for Censorship

Determine how Librarians can resist Censorship

68

Discuss Censorship in Nigeria
3.0 MAIN CONTENTS
3.1 Definition of Censorship
In general, official censorship is the restriction or suppression of literature deemed
subversive or harmful. It is the restriction of public expression of ideas, opinions,
conception and impulses which have or are believed to have the capacity to undermining
the governing authority or the social and moral order. It is the restriction of ideas or thought
before or the suppression or prosecution of these ideas after publication.

Library Censorship
Charles Bush in-Library Quarterly Vol. 42 July 1972 pp. 282-284 has provided an adequate
definition of censorship as it concerns the library. According to him, 'censorship is the
rejection by a library authority of a book or other materials which the librarian, the library
board or some persons bringing pressure on them holds to be obscene, dangerously radical,
subversive or too critical of the existing 'more' i.e. customs.
According to Robert N. Broadus in his book 'selecting materials for libraries', library
censorship in its worst form means removing an item from a collection after it has been
selected because someone or some group objects to it.
3.2 Types of Censorship
Official or government censorship may take either of the two forms viz;
1. Prior Censorship or Censorship at Source
If a book, magazine or article is written and the government in power prevents its
circulation through seizure, we describe this as prior censorship. For example, in Nigeria
we have witnessed confiscation of some editions of Newbreed, Newswatch, Magazines,
etc.
2. Post-facts Censorship
This type occurs when a book or other information materials are banned after such
materials have been published. When a person is arrested during or after delivering a public
lecture, press conference, political rally, this is called post-facts censorship.
In relation to the library, there are also two types of censorship.
1. Involuntary Censorship
This is imposed on librarian either by pressure group which could be religious, ideological,
and political or the governing authority.
2. Voluntary Censorship
This is the type the librarian imposes on himself. It is believed that the process of book
selection is a type of censorship, since the librarian has to choose and restrict himself to
the acquisition of a few titles out of so many that is readily published. According to Robert

69
N. Broadus frequently the charge has been made that the librarian practice some degree of
censorship simply by neglecting to obtain materials which they think might exert
opposition.
3.3 Justification for Censorship
There are about four or five premises.
1. That the idea, theory etc postulated in book or other media of information censored
is false.
2. That books can harm people.
3. That government has a responsibility to protect people from themselves, that is,
from their basal instinct.
4. That the protection of youth, the week is more important than adult freedom.
5. That there is a consensus that exists about what is obscene and about what good
literature is and should be.
The first premise is shaky because very often one cannot emphatically say that an idea is
false until such an idea is tested. This premise is a dangerous one in that it could nip in the
bud or stifle very bright ideas of geniuses who are often ahead of their time.
The second premise is somewhat convincing. Just as books can have good effect on people
in enriching their lives and changing their outlook, books can also harm people. However,
research resolve in this area are far from conclusive. Research shows that one's personality
is far more important than literature and strongly influences ones response to heading. In
order words, individuals impose themselves far more on what they read than the reverse.
Censors usually believe that exposure to obscene literature will bring about a break down
in the moral character of individual. Research indicates that persons who have frequent
contact with pornographic work tend to view them as providing entertainment and
information. They fail to associate them with the breakdown of moral and social values.
Their moral values are formed elsewhere and not in connection with pornographic work.
This is another way of stating that a person's moral values are the result of factors other
than pornography. They are likely to be shaped by the home environment, the personality
of the individual, and other factors.
The third premise is based on the claim that censorship is paternalistic act towards the
society in that it protest and limits their experiences to influences acceptable to the censor
but it sounds elitist for any individual or group of individuals to arrogate to themselves the
responsibility of deciding what is good or bad to others.
The fourth premise raises the issue of whether the rights of the majority to read a work are
to be infringed upon for the sake of a minority. Instead of refusing acquiring materials
deemed undesirable for adolescents or children, access to such materials should be limited
to adults. Most people agree that some of the control is necessary as long as the materials
remain accessible to adult who need them.

70
The discussion on the second premise holds good for the fifth. One unfortunate thing about
censorship in whatever form and no matter its justification is that it’s often prompted by
selfish interest. Behind every censorship is the desire to keep the people in darkness to
prevent them from knowing more than they should. Ideally, ideas should be allowed to
circulate freely in competition with other ideas. A good government should allow ideas to
circulate freely. No individual or group no matter how highly placed should arrogate to
itself the knowledge of what is good or bad for any society that is free. It should be noted
that, the demarcation between what is good and what is bad, what is acceptable and what
is not, is not static. Society is becoming increasingly accommodating to certain values
which is the past were unthinkable. Research shows that once everything is banned, it
becomes more desirable. Censors therefore often defeat themselves in attempting to make
something unavailable (Peng, 2018).
3.4 How Librarians can resist Censorship
1. The first step to adopt in order to resist censorship attack is to have a definite
collection development policy. The predominate theme of such a policy should be
a positive emphasis on the patrons’ needs and rights. It need not have a defensive
tone but it could be used as a legitimate buffer against unjust complaints. If a person
has an objection to a book which has been obtained or if he blames the library for
refusing to buy a particular book, the library can cite the stipulation of the selection
policy. The plaintiff or the complainant then has the right to have the policy changed
but the focus of the problem has been shifted from the tittle to a question of policy.
2. The librarian should have a definite method of handling censorship complaints. The
procedure should be clear to all both staff and the general public. Very often trouble
starts at the circulation desk where only a library assistant is on duty. It is essential
that all staff members should know what to do the moment a situation like this arises.
The best way of handling objection to materials in a library collection is to ask for
a formal complaint. By asking for an official complaint, the librarian is trying to
move the situation away from an emotional to factual context.

After taking down the complaint, in a register, the complaint should be asked to fill out a
form designed for this purpose. A form specially designed for this purpose makes the
situation more impersonal and provide a cooling off period. It also signifies to the
complaints that the complaint is being taking seriously and is not deemed brushed off.
3. Such complaints should be sent to the library authority and then the book selection
committee. The library should summon a 'trial committee', that's a panel of experts
on the theme treated by the book. The decisions of the panel should be relayed back
in writing and conveyed to the complainant with references to the relevant sections
of the library book selection policy.
4. Would be censors should never be treated lightly in these days of mass media; the
censor has many opportunities to make a lot of noise and cause a lot of
embarrassment If the librarian has sensed a censorship attack, he should get tile
newspapers, radio/Television so that they could review the title and at least get the

71
 librarian's side of the stories before broadcasting or publishing. Many censors will
not first come to the library but will go to the local newspaper, radio and television
stations instead.
5. A useful way of averting censorship attacks is to maintain a direct communication
with most of the major groups in the society served by the library. The librarian can
do this by participating in the major activities of the society.
6. Whenever there is a censorship attack the librarian must determine the seriousness
of the individual or group. If he determines that the attack is from an influential
member of the society (group or individual) he should prepare his line of action very
carefully. After ascertaining the seriousness of the attack, the librarian must make
the main points known to the library authority for necessary action.
Having done this, he should seek the support of the 'press, fellow librarians, lawyers and
all those who cherish the idea of intellectual freedom. Finally the librarian should not see
- a censorship attack as a personal attack but as an attack on library's materials' selection
policy.

3.5 Censorship in Nigeria

Although no law has officially been passed to legalize censorship, we see it practiced by
almost every regime that ruled Nigeria. A few examples will suffice:
1. Government intervention in broadcasting and, Journalism. On the 1st of Aril 1976,
all television stations in the country were renamed Nigerian Television. This could
be seen as a kind of censorship since it does not augur well for the much talked
about press freedom. The Federal Government of Nigeria also took over 60% shares
in the country's leading newspapers like Daily Times, New Nigerian and Punch.
THE MAN DIED by Wole Soyinka
The late Dr. Tai Solarin once asserted on officialdom in Nigeria ever banned the man died.
According to him, it was banned by Nigerian book sellers, self-censorship and by the
individual Nigerians innate fear of any fearless criticism of the government of the day.
Although Nigerians at various times have manifested unjustified fear of the government of
the day, a lot of stories went round that Wole Soyinka's - the man died had been banned
from circulation in Nigeria. It was even reported that the Nigeria police searched
bookshops, airports etc all in an attempt to stop the man died. It could be recalled that the
man died is a satire of Gowon's regime.
PRAISE SONGS ON THE GOWON'S REGIME
The Daily Times of Nigeria on March 22, 1976 on its front page carried a news item as
follows: The management of the Nigerian Broadcasting Corporation has banned with
immediate effect the playing of all records and tapes recordings made in praise of the
administration of the ousted head of state, General Yakubu Gowon. That was naked
censorship. These days such practice remains the same even though no naked censorship
is imposed. Praise songs on past regimes at both federal and state levels have been

72
systematically withdrawn. For example, praise songs on Abacha, Babangida, Chief Sam
Mbakwe, Chief Nwobodo Jim etc have all be censored voluntarily by the media houses
that used them.
THE NEWBREED MAGAZINE/NEWSWATCH MAGAZINE
The government then in power confiscated many issues of this magazine and eventually
banned it from circulation. The government might have genuine reasons but the
confiscation began when one of the issues featured an interview with the former Biafran
Head of State, retired colonel Emeka Ojukwu and x-rayed the Nigerian security
organization. The newswatch was stopped from being circulated because the ruling
government sensed that the magazine contained volatile issue that may not be in the interest
of the ruling government.
THE ARREST OF PROMINENT CITIZENS
Several Nigerian pro-democracy activists have been arrested and detained at one time or
the other because they spoke or made utterance inimical to the government of the day. At
one time, after a press conference in Lagos during which he condemned government’s
handling of the NEPA’s strike, the late Chief Ademiran Ogunsanya was arrested by
security men. In that press conference he highlighted the sufferings of Nigerian masses
while Ribadu road enjoyed light and water from stand by generator.
Gani Fabiwenmi was severally arrested by security men and detained on many occasions
after similar press conferences during which he lambasted the ruling government especially
during Babangida and Abacha regimes. Many other Nigerian especially journalists like
Chris Anyanwu suffered the same fate under Abacha regime for writing or speaking against
the ruling government.
Notable among such harsh censorship was the murder of Dele Giwa during Babangida
regime for a special issue of Newswatch magazine which was about to be published.
THE BURNING OF NET BUILDING
The burning of the building was associated with the same form of censorship. It was done
to cover up large-scale fraud or impropriety in the establishment.
ARREST OF STUDENTS ACTIVISTS AND DEMONSTRATORS
In many instances, security agents have arrested students' union leaders and demonstrating
students on the pretext that they were conducting illegal procession but it is widely known
that such arrest was meant to stop students from expressing anti-government sentiments,
4.0 CONCLUSION
It is important to note that what censorship seeks to achieve is to ensure that library users
are protected from such materials that will be dangerous to them. It is for this reason that
censorship is done at various stages in library services to remove such obscene or
subversive resources.

73
5.0 SUMMARY
Under this unit, we have been able to deal the issue of censorship in libraries. The issues
treated include definition of censorship, types of censorship, justification for censorship,
how Librarians can resist censorship and censorship ion Nigeria.
Self – Assessment
Why should censorship be justified in libraries?

6.0 TUTOR-MARKED ASSIGNMENT

1. What do you understand by censorship?
2. Discuss the types of censorship you know
3. How can librarians resist censorship?
4. Explain with examples censorship in Nigeria

7.0 REFERENCE/FURTHER READING

Ifidon, S.E. (1985). Essentials of management for African University libraries. Lagos:
Libriservice ltd.

Ifidon, S.E. (1997). A practical approach to library collection development Ekpoma: Edo
State University Library.

Ifidon, S.E. (2006). Modern Theory and Practice of Library Collection -Development
Ekpoma: The Department of Library and information Science.

Imo/N.T., Iwundu, N.E. Ifeanyiehukwu, N.J. (2009). Modern technologies in libraries. In

Omekwu, CO., Okoye, M.O. and Ezeani, C. O. (ed.) Introduction to the use of the
library and study skills (pp. 87-104). Nsukka: The Library Department, University
of Nigeria.

Islam, S. & Islam, N. (2006). Information and Community Technology (ICT) in libraries:
A new dimension in librarianship. Retrieved April 7, 2009, from Medwell online:
Asian Journal of Information, Technology, 5(8). Website: Google.

McColvin, Lionel (1985). The Theory of Book Selection for Public Libraries. 3rd edition.
London: Grafton.

Nwachukwu, V.N. (2005). Information technologies application to libraries in developing

countries. The need for caution. Global Review of Library and Information Science,
1(1), 84-93.

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Ochal, A. (2002) Collection Development in Nigerian Libraries: Problems and Prospects
(In) Olanlokun, S. O. and Salisu, T. M. Libraries and Librarianship in Nigeria,
Lagos: Ikeja Press.

Okorie, A.M. (2005). The challenges of information communication technologies (ICT)

for Nigeria academic libraries. Global Review of Library and Information Science,
1(1), 84-93.

Okoye, J.C. (2008). Collection Development in University Libraries in Eastern Nigeria.

Onitsha: ITP Press.

Omagbemi, C. O., Ogunbote, K. O., and Adekunmisi, S. R. (2003) Collection Development

in Nigerian Libraries: A Case study of Olabisi Onabanjo University Library,
Nigeria. Gateway Library Journal 6 (2): 113 - 114.

Ozioko, R.E. (2003). Censorship and its implications to information dissemination

under military regime: An Analysis of the Issue in Nigeria. The Nigerian Library
Link 1(1): 180-195.

Ozioko, R.E. (2005). Facilitating information seeking and enquiring process among
researchers: The role of information science, 1(1), 31-39.

Peng, H.A. (2018). Censorship & Content Regulation of the Internet In Encyclopedia of
Library and Information Science 4th Edition ed. By John D. Macdonald & Michael
Levine London: CRC Press.
Robbnis, Louise S. (1996). Censorship and the American Library: The American Library
Association's Response to Threats of Intellectual Freedom, 1939-1969. West post,
C.T.: Greenwood press.

Schamber, L. (2009). Library collection development in an electronic age. Retrieved April

7, 2009, from Syracuse: Eric Digest. Website http://www.ericdigest.0rg/1996-
4/library.htm.

Seetharama, S. (1997). Collection development/management in an information

technology-based environment: Current initiatives and issues. Retrieved April 7,
2009, DESIDOC Bulletin of information technology, 17, (1), 11-20. Website:
Google. Bank, Wallace John (1979). Building Literacy Collection. 5th edition
London: The Scarecrow Press.

Slote, S.J. (1982). Weeding Library Collection II. 2nd edition, Litleton, Colorado: Libraries
Unlimited,

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UNESCO (1992). Public Libraries Manifesto. UNESCO Bulletin for Libraries 26(3]: 129-
131.

Urquhart, J.A. & Urquhart, N.C. (1998). Relegation and Stock control in Libraries.
London: Oriel Press.

Weeding and maintenance of reference collection. Edited by Sydney J. Pierce. New York:
Harworth Press, 1990.

UNIT 2: WEEDING OF LIBRARY MATERIALS

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Concept of Weeding
3.2 Importance of Weeding
3.3 General Criteria for Weeding
3.4 Reasons why Libraries do not Weed
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
Weeding which is the process of removing les used books from the library collection to
provide space for new ones to be easily retrieved is a very essential activity in collection
development process. This unit will provide with such things like concept of weeding,
importance of weeding, general criteria for weeding and the reasons why libraries do not
weed.
2.0 OBJECTIVES
It is expected that by the end of this unit, you will be able to:

Define weeding

State the importance of weeding

Enumerate the general criteria for weeding

Discuss the reasons why librarians do not weed
3.0 MAIN CONTENTS
3.1 Concept of Weeding
Weeding is defined by Goman and Howes (1989) to moan the process whereby the value
of the library collection is re-assessed in terms of its current needs with the view of
removing little used materials. Slote also defined weeding as removing the non-core
collection from the primary collection. The non-core collections are said to be the least
likely used materials. On his own part Evans (1979) saw weeding as the purging of the

76
library materials or officially withdrawing a volume from a library collection because it is
unfit for further MM' or no longer needed.
The above definitions centre on the removal of less used hooks from the main collection to
allow the most used books and new ones to be easily retrieved. Hence weeding can be
defined generally as "The continuous evaluation of library materials and the removal of
out-dated books and other materials with the aim of keeping them current and of making
room for addition to stock".

3.2 Importance of Weeding

Several authorities in the area of collection development have focused their attention to
weeding and its implication in libraries. Among them are McGraw, H.F. who stressed that
weeding increases the efficiency and vitality of library collection. Slote on his part
observed that unnecessary items weaken a collection.
Evans and Gardener (1981) also supported the idea of weeding library collection which
according to them will enhance quick and efficient services. Evans also argues that it is not
always that weeded or purged materials are destroyed, they are usually given out as gift or
exchange to individuals and organisations. Some are stored in secondary access area or
system and reserved for readers and researchers.
Weeding of library collection as an aspect of collection management according to Banta:
(1998) is an exercise every library regardless of type should seek to address. This is not
only because the exercise saves libraries the cost of new library building, but to satisfy
users. Commenting on the essence of weeding Slot further states that the exercise does not
in any way reduce the ability of the library to meet its objectives, but rather it increases
accessibility, improves collection and services users. In a short communication on weeding
need published in the African Journal of Library, Achieves and Information Science, the
writer stressed the point that libraries will continue to face space problem, and extension
of existing library facilities and would require substantial funds. He advised that Nigerian
University Libraries should articulate for more storage policies so as to cope with the issue
of obsolescence, proliferation of knowledge and little used items.
The replacement of worn-out books from the libraries' collection is necessary because
readers want most recent edition of any book and this should be made available. For this
reason, worn-out, outdated or obsolete materials in the libraries are collected and removed
from the libraries stacks. It is far better to have a smaller collection of live and currently
useful materials than larger but stale or less useful ones.
W.C. Benvick in stating the usefulness of weeding said, "Weeding is so essential in a
regular, adequate flow of addition to maintain the state of the existing collection, by
replacing worn-out copies and retaining copies considered essential". This carefully
pruning of the collection helps to erase yesterday's mistakes while leaving a sound structure
for future growth.

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Weeding, however, is not necessary in all libraries. Each library has its own policy with
regard to weeding and such policies depend on the aims and objectives of the parent
institution. In academic libraries, there is little or no weeding at all. Bantai (1998) in his
study on weeding practices in selected Nigerian university libraries found out that 75% of
his total respondents indicated that their collections were never weeded despite having
weeding policies. Only.2-5% affirmed that their collections are weeded periodically.
Academic libraries are supposed to select, acquire, organize, preserve, and disseminate
materials in all areas of knowledge basically for research and teaching. For this reason, all
materials are useful for both current and retrospective search and researching. Drastic
weeding is only possible when such an institution is changing its programme to a
specialized field. In school libraries weeding is only done for the purpose of space and
courses that are no longer offered. Besides school libraries do little or no weeding because
of the size of their collection. They are usually small which make school libraries feel
reluctant to weed.
In public libraries, weeding is done because of lack of space and the nature of their services.
The reading needs and interest of the general public or society is dynamic and ever
changing, weeding then becomes imperative to create space for new books acquired as a
result of changes in reading needs and interest.
In special libraries weeding is most intensively done. Since most special libraries are for
business organizations and research institutes, there is always the need for recent and up to
date information to support research and learning.
Urguhart and Urguhart (1978), stated that lack of weeding gives the greatest chance for a
user to find on the shelves rarely borrowed books than regularly borrowed books. He adds
that such collection will induce the user to have no confidence in the library stack and
eventually hinders discovery of lively materials. Gorman and Howes state that failure to
weed library collection is to contribute to the confusion over the differences between the
size of a library collection and its value.
3.3 General Criteria for Weeding
1. Appearance
It is easier to spot unattractive books and in most cases those are the targets for weeding.
This criterion is not error proof because good books are determined by their contents and
not by their physical appearance thus any weeding done on that basis will rid the library of
several useful books.
2. Physical Conditions of the Books
This includes looking for mutilated books with torn-off covers etc, sometimes mutilation
can be caused by over use but very often it is the result of selfishness or carelessness of
some readers. This criterion is good since such books don't have complete pages. If such
books are torn with the pages intact, they could be rebound and re-shelved for use. If there
is the possibility of acquiring new copies of such books, they should be placed in closed
access system as soon as they are acquired.

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 3. Age
This is rather reliable predictor especially in relation to the speed with which information
becomes obsolete or Inaccurate within a given subject field. Period of depreciation in
science and technology materials has been estimated at 10 years, Social
Sciences/Humanities 15 years and Fiction 5 years.
4. Superseded Edition
All superseded edition of books should be weeded if and when new editions are available.
In Nigeria, because of foreign exchange difficulties and the poor state of the book industry,
librarians cannot easily get at new edition of books. Because of this, we have to make good
of what is available in our library, if the librarian insists on weeding such material simply
because they are superseded, users may be left with no alternative which is not good. It
should be noted that serial titles should not be weeded no matter how old they maybe
because they are useful anytime for academic work.
5. Books that should encourage Juvenile Delinquency
All books that encourage delinquency among juveniles should be weeded or withdraw
especially in all collection that are made available for children and- young people. This is
a good criterion because we want to build a good future generation in our homes in
particular and society in general. Such books may be spotted by the laws governing our
society or by individuals representing religious organisations in the country.
6.Duplicate Copies
Books in duplicate should be weeded. In some cases such numerous, copies were purchased
because of higher demand at a particular time and when such demand reduce, the number
of copies should be reduced. In academic libraries such duplicate copies are usually
withdrawn from the circulation department and stored somewhere in secondary storage
room or reserve book room.
7. Usage
The usage of books should be a criterion for weeding. This refers to the number of times
per year that a book is used. Slote reported his research findings on the weeding of library
collection after formulating the shelf time period method. In it he said that the estimate or
measurement of the time a book remains on the shelf between successive user is important.
To determine usage, the following factors should be considered: circulation, counts, shelf
time patterns, in-library use, inter library loan request etc.
8. Space
Space constraints may also be another criterion for weeding library collection. Most
libraries are face with space problem and in an attempt to create space may consider
weeding some of the collections in order to make room for new and more current ones.
9. Currency

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Library collections that may at one time have been considered to be wonderful materials
of useful may be rendered virtually useless by the passage of time. Even if the library does
not have the resources to acquire new ones or new publications in the area, time may cause
books to lose those Intrinsic factors that enabled them to be useful before. It may be better
for the library to provide no information source on a topic than to provide incorrect and
out-of-date material. Library users seeking current information can be misled by outdated
materials.

10. Comprehensiveness
Some materials are replaced not by a newer work in the area, but by one that covers the
topic on a broader scope or provides a more in-depth treatment. This occurs frequently
infields that are rapidly changing such as those in science and technology.
3.4 Reasons why Librarians do not weed
Whatever criteria one adopts, there are bound to be problems. For this reason, some
librarians don't weed their collections even if there is need to do so. Gardener (1981) has
tried to rationalize the reasons for this state of affairs as follows:
1. Competition on quantity of collection
Some libraries want to be known by the size of their collections and not necessary by the
quality of the materials. Such libraries, therefore, don't include weeding in their duties. The
implication is that the bulk of such collection is not used and therefore useless.
2. Lack of time
Some libraries put weeding at the bottom of their priority duties. They always argue that
there is no time for weeding since there are other professional duties making heavy demand
on their time.
3. Difficulties Involved
The same care and thoroughness required in selection is also demanded in weeding. This
can be difficult especially in the absence of sufficient number of professional staff oriented
to such duty.
3. Errophobia (Fear of making mistakes)
Some express fear of making mistakes in weeding i.e. errophobia. This is because they
don't want to be held responsible for any valuable material that may be mistakenly weeded.
Because of that, even if weeding is necessary, it is done with a lot of caution and weeded
materials are rarely destroyed.
4. Political Reasons
Political reasons can cause difficulties in weeding. Government changes from time to time
so do ideology (ies) change. Which materials should the librarian weed when government
changes? After a socialist revolution, will all capitalist books be withdrawn from the

80
collection? Even if the government would want that done, many readers might still need
those books. The world is left to imagine what happens to library collection in Iran after
the overthrow of Shar of Iran by Ayatolla Khomeni who brought the Islamic revolution or
fundamentalism.
All these political changes can actually make weeding difficult for a librarian. As a general
advice, it is important to incorporate weeding in the library collection development policy.
Concerning errophobia, librarians should be courageous and bear in mind that no human
being is above mistake as it is said "To err is human". Weeding should be recognized as a
very important function of the library in spite of the problems associated with it.
4.0 CONCLUSION
The vitality of any library collection depends on the extent to which such collection is
weeded. If the library collection will remain relevant and attract continued patronage, such
collection should be weeded off irrelevant, old, and antiquated materials must be weeded.
5.0 SUMMARY
In this unit, we have dealt with the definition of weeding, importance of weeding, general
criteria for weeding and the reasons why libraries do not weed.
Self – Assessment
Explain the reason why librarians do not weed

6.0 TUTOR-MARKED ASSIGNMENT

1. What is weeding?
2. Discuss the importance of weeding
3. Outline the general criteria for weeding
7.0 REFERENCE/FURTHER READING
Allen, Joan (1961). The organisation of small libraries. London: Oxford University Press.

Freeman, P. (1975). Pathfinder. An operational guide to the school library. London:

Harper and Row Publishers.

Ologbonsaiye, R.I. (1993). Resources management in libraries. Lagos: Concept

Publishers.

Onwuazor, E. (1999). Developing library collection. Onitsha: Horn Bill Publishers.

Trueswell, R. (1965). "A qualitative measure of user circulation requirements and it's
possible effects on stack thinning and multiple determination." American
Documentation. 16 (I): 20-25.

Wombo, B.S.H. (2002) Essentials of library science. Yola-Nigeria: Paraclet

Publishers.

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MODULE 5: EVALUATION OF LIBRARY COLLECTION RESOURCE
SHARING AND ICT APPLICATION TO COLLECTION DEVELOPMENT

This module is made up of three units namely; evaluation of library collection, resource
sharing for collection development and ICT application to collection development.
Evaluation is the assessment of the library collection to see how far it has been able to meet
the needs of the users. Resource sharing is a strategy adopted by different libraries to help
each other by utilizing their resources together. Information and Communication
Technologies application to library services has tremendously changed the speed and
efficiency of service.
Unit 1: Evaluation of Library Collection
Unit 2: Resource Sharing for Collection Development in Libraries
Unit 3: ICT Application to Collection Development
UNIT 1: EVALUATION OF LIBRARY COLLECTION
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Definition of Evaluation
3.2 Reasons for Evaluating Library Collection
3.3 Techniques for Collection Evaluation
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading
1.0 INTRODUCTION
This unit will centre in the definition of evaluation, reasons for evaluating library
collection, and the techniques used in evaluating library collection.
2.0 OBJECTIVES
By the end of this unit, it is hoped that you will be able to:

Define evaluation

State the reasons for evaluating library collection

Understand the techniques used in evaluating library
3.0 MAIN CONTENTS
3.1 Definition of Evaluation

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Collection evaluation according to Ifidon (1997) is the assessment of the extent to which a
collection meets the library's objectives. This exercise is necessary in order to determine
the scope, depth, and usefulness of the collection, test the effectiveness, utility and practical
applicability of the written collection development policy, assess the adequacy of the
collection and thereby highlight the inadequacies and suggest ways of rectifying them;
reallocate resources so that the areas that really need them can receive greater attention;
convince the library's authorities that the allocated resources are not only being judiciously
utilized, but also inadequate; and to identify areas where weeding is required.
3.2 Reasons for Evaluating Library Collection
1. Every library collection needs to be evaluated from time to time to see how the
selection policies are working out. If the library is acquiring a lot of materials that
are not being used, or if it is not acquiring materials that are needed by users, those
involved in collection development need to know this so that they may take
corrective action.
2. Justification for increased funds
There is always the need to justify budgetary demand. There is always the need for added
sum of money to fill gaps in the collection in order to meet user need. Only evaluation can
yield the data required to support increase budgetary demands.
3. Accreditations
In academic libraries for example, those of the universities and polytechnics and colleges
of education, there is need to show an accreditation body that the present institution
possesses the necessary materials or facilities to support Instructions and research in certain
subject fields or a certain academic levels.
4. For purpose of comparison
Libraries have often been interested to see how they compare with other libraries in respect
of size and quality of their collection. Some librarians want to say that their libraries art
better than or are as good as their neighbours at least in terms of size or number:
Whatever reason is given for evaluation, it is a healthy and necessary task. It can only result
in an improved knowledge of the collection and it is hoped to improve library services.
3.3 Techniques for Collection Evaluation
Gorge Bonn (1974), Evans (1979), Magrill (1989) and Ifidon (1997) presented common
methods of collection evaluation as follows:
1. Compiling statistics on holding, use and expenditures.
2. Checking standard lists, catalogues and bibliographies
3. Applying library standards [using any of the foregoing methods).
4. Obtaining opinions from regular users.
5. Examining the collection directly.
1. Compiling statistics on holdings, use and expenditures
Compiling statistics is one of the commonest methods by which collections are
evaluated. They present a picture which cannot be succinctly stated in any other form.
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 Library surveyors rest their cases mostly on statistics and statistics are easily available
and easily understood.
Compilation of statistics is a phenomenon of the 19th and 20th centuries because few
library statistics available before this period were library collections. Other types of
useful statistics used for evaluation are the optimum size in the size needed to satisfy
the requests of a library’s clientele. Evaluation of collection by this technique will yield
better results and statistics are obtained on different parts of the collection so that
specific subject fields can be assessed.
In assessing library collections, librarians also compile statistics on comparisons. These
concern studies done at the same library at different times or with comparable libraries
in similar towns, cities or institution at the same time. Another type of statistics relates
to library expenditures for materials. But it is not the total monetary worth of the entire
collection that is considered; rather the assessment criterion is based on the current
expenditure on books. The final type of statistics that is used for evaluating the
adequacy of collections is use statistics. Ideally, all types of use should be included in
the exercise. It is difficult to regard more browsing as use and it is different to know
which books have been extensively used.
2. Checking lists, catalogues and bibliographies
List checking has been widely used by surveyors as a means of assessing the quality of
library collections. Some of the lists and bibliographies used for this purpose are as follow:
The book lists, the Molmhardt and Shaw list and Books for College Libraries, Choice,
C.M. Winchell's Guide to reference books etc. The idea behind list-checking is to
determine the percentage of titles available in a library's holdings.
The checking of footnotes and references is generally regarded as part of the checking of
lists, catalogues and bibliographies against a library's holdings.
3. Applying library standards
Another way of evaluating a collection is by applying standards which are the criteria by
which library services are measured. Usually, they are regarded as minimum level of
adequacy, and one of the many aspects they cover is stock provision. There are numerous
standards published in various forms by library associations and other accrediting agencies,
governmental bodies, institutions and groups of people. Library standards that pertain to
collections can be either of a benchmark nature - that is, measuring existing conditions
against some desired model condition that is considered ‘good’ or of a prescriptive nature
- that is, setting goals for the future or providing guidelines for development.
4. Obtaining opinions from regular users
This is another method of evaluating the adequacy of the collections and it is achieved by
obtaining user opinions to determine whether reasonable requirements for library service
are met. For the purpose of this, the regular users' opinions are sought and information

84
obtained are used for decisions making process. Equally such information could be used as
a yardstick for future development.
4.0 CONCLUSION
It is pertinent to note that evaluation of library collection makes for improvement of library
service since it will help to look at the strengths and the weaknesses. Sound knowledge of
how this is done is therefore required for tasks ahead.
5.0 SUMMARY
In this unit, we have defined the concept of evaluation, stated the reasons for evaluating
library collection and the techniques used in evaluating library collection.

Self – Assessment
What are the reasons for evaluating library collection?

6.0 TUTOR-MARKED ASSIGNMENT

1. Define evaluation
2. Describe the techniques used in evaluating library collection

7.0 REFERENCE/FURTHER READING

Evaluating Acquisitions and Collection Management edited by Pamela S. Cenzer and
Cynthia L. Gozzi. New York: HarWorth Press, 1991. Evans, G. (1979).
Developing Library Collections. Littleton: Libraries Unlimited.
Eze, I.O. &Eze, J.U. (2006). Collection Development in Academic Libraries. In
Administration of Academic Libraries: a book of Reading edited by F.C. Ekere.
Nsukka: UCD Academic Publishers.
Gorman, G.E. (1992). (ed.) Australian Studies: Acquisition and Collection Development
for Libraries. London: Mansell. Hainess, Helen (1990). Living with Books. 5th
edition. New York: Columbia University Press.
Ifidon, S.E. (1997). A practical approach to library collection development Ekpoma: Edo
State University Library.
Ochal, A. (2002) Collection Development in Nigerian Libraries: Problems and Prospects
(In) Olanlokun, S. O. and Salisu, T. M. Libraries and Librarianship in Nigeria,
Lagos: Ikeja Press.
Okoye, J.C. (2008). Collection Development in University Libraries in Eastern Nigeria.
Onitsha: ITP Press.
Omagbemi, C. O., Ogunbote, K. O., and Adekunmisi, S. R. (2003) Collection Development
in Nigerian Libraries: A Case study of Olabisi Onabanjo University Library,
Nigeria. Gateway Library Journal 6 (2): 113 - 114.

85
UNIT 2: RESOURCE SHARING FOR COLLECTION DEVELOPMENT IN
LIBRARIES
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Concept of Resource Sharing
3.2 Objectives and Scope of Resource Sharing
3.3 Need for Resource Sharing
3.4 Potentials of Resource Sharing
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
Resource sharing is a mutual agreement between libraries to exchange resources.
Generally, resource sharing is geared towards satisfying the user by giving the less
privileged libraries opportunity to get richer materials from their colleagues.
2.0 OBJECTIVES
It is expected that by the end of this unit, you will be able to:

Define resource sharing

State the objectives and scope of resource sharing

Determine the need for resource sharing

Discuss the potentials of resource sharing
3.0 MAIN CONTENTS
3.1 Concept of Resource Sharing
Resource sharing is a mutual agreement between libraries to exchange resources. Each
library gives its own materials to other participating libraries and also receives same from
them, Odini (1991) quoting Ridings (1977) defines resource sharing as the process by
which the resources or network of libraries are made available to the sum total of persons
entitled to use any of the resources in those libraries. Nwalo (2008) also defines resource

86
sharing as a formal arrangement by a group of organizations that have common interests,
to pull their material and human resources together so as to meet clientele needs much more
than they could have done if they were to depend on individual efforts. At inception, inter-
library lending constituted the major aspect of resource sharing, Today, it embraces many
more activities, Oyelude (2004) identifies the types of sharing as interlibrary loans; joint
acquisition; central cataloguing; exchange of library materials; computerized cataloguing
schemes; awareness services and joint storage of materials.
Generally, resource sharing is geared towards satisfying the user by giving the less
privileged libraries opportunity to get richer materials from their colleague's. .It is through
sharing that those resources or networks of libraries arc made available to people who
desire them. Sharing therefore makes information available at low cost and consequently
reduces frustration of information users. Malhot (1989) avers that sharing breaks down
institutional barriers since librarians identify libraries that have what they need and obtain
these resources from them. Exchange of collections, equipment, manpower and experience
makes libraries richer and more productive.

3.2 Objectives and Scope of Resource Sharing

Underlying principle of resource sharing is maximum service at a minimum cost. Main
objectives of resource sharing are to create a conductive environment in which libraries
can offer better services to meet user needs within available limited resources. The area of
resource sharing is quite wide, which broadly include all of the materials, functions, and
services. Materials and functions include reading materials of all types/formats,
acquisition, cataloguing, storage and preservation. Services include all the techniques
employed in libraries to establish link between the reader and reading material. ILL and
book exchanges also fail into this. Following are a few objectives of resources sharing.
1. Increased Availability and Accessibility of resources: Clientele of the
participating libraries will have an access to resources available in all the
libraries. Resources can be moved from one library to another manually or through
modern means. This provides an easy access to and easy/free flow of information.
2. To Diminish Cost: Resource sharing helps in building specialized collection and
all participating libraries need not duplicate the procurement of similar materials.
This facilitates availability of larger collection and even the basic material required
by the users can be obtained without causing much delay.
3. Resource Exploitation: Resource sharing advocates making reading material of
one library available to the clients of other libraries. Thus, the resource sharing
exposes the reading materials to a wider group of users. Similarly, the services of a
library can be exploited by the users of other libraries.
Co-operative activities like acquisition, exchange, storage, binding, training,
reference and documentation services, inter library loans, etc., can also be the part
of resource sharing.

87
 On the basis of experience and involvement in resource sharing activities in the area
of management, it can be visualized that the management institutes can have the
following objectives for their resource sharing initiatives:
o To provide better services
o To provide more coverage of collections and facilities
o To avoid duplication
o To share experiences
o To face financial crunch
o To promote interaction
o To provide wider access to users
o To provide high quality library and information support services.

Areas of Resource Sharing

Keeping in view the need of stake holders of the management institutes as well as the
potential information needs of the users of library and information support services
provided by management institutes, it is essentially required to identify the various areas
for resource sharing activities so that the management of management institutes as well as
users are able to enjoy the fruits of resource sharing equitably.
The following areas for resource sharing are identified and these may certainly be
beneficial to the management institutes' environment:
• Collection Building
• Inter Library Loan
• Reference Services
• Membership
• Contents Page Service
• Centralized Processing
• Human Resources
• Expertise and Facilities
• Data base creation
• Union Catalogue
• Training
• Software

3.3 Need for Resource Sharing

Scientific and research based information has a significant contribution for rapid promotion
of research, education and development of various other sectors of the economy. It saves a
lot of human effort, financial input as well as application of physical and logistic resources
otherwise needed to re-invent the wheel every time. It provides vital technical support to
keep going on all the scientific endeavors. Sharing of research information through
decentralized internet data input has a significance of its own. It is both economical and
time saving not only for users but also for the information professionals and document lists.
For the cause of economy, information data is prepared, entered, and processed, stored and

88
retrieved at a very high speed. Therefore, its utility is many times higher than the
conventional means of information sharing.
i. Knowledge Explosion: Research institutions, universities, industrial and
commercial organizations and others academic institutions are responsible for
knowledge generation. Inter-disciplinary, extra-disciplinary research and
emergence of new disciplines have become more important and relevant.
Professional activities in R & D also have increased considerably. Procuring all
published literature by a library is too difficult, but on the other hand the users have
been demanding access to all such available literature.
ii. Increase in Library Users: Population explosion, influx of people from rural to
urban, education, high priority on research and development have shown liberal use
of libraries by all. Increase in user population demands growth in libraries and
services, but there is a limit to such growth, as libraries cannot grow beyond a certain
point. Due to the increase in users' demand for diversified information, the libraries
are prompted to investigate ways and means for wider range of service and
collections. Resource sharing offers practical solutions to these problems.
iii. Library Services: Users in the libraries have become more and more information
conscious than ever before, demanding effective quality library services. The CAS,
SDl, information repackaging and consolidation would not be possible unless
libraries share resources. Also the disciplinary interdependence calls for diverse
collections of a variety of disciplines, which is not within the capacities and
competence of a single library.
iv. Acquisition Problems: Increase in publishing output necessitates large intake in
libraries to update their collection. This needs a large space to house the collection.
Obsolescence of knowledge also calls for weeding of collection. Co-operative
acquisition, storage, and services can eliminate the problems of space, balanced
collection building, efficient services, etc.
v. Economic Resources: General Price index everywhere indicates the rising trend.
Prices of books and journals have zoomed over the years. This has tremendously
affected the purchasing capacity of libraries. In spite of governmental and
institutional finance, libraries are not in a position to buy all that is required for their
user community. Regular budgetary cuts and introduction of new services and
maintenance of staff also have affected the procurement of libraries.
vi. Web Based Resource Sharing: Computer and telecommunication technology are
playing a vital role in the design and operation of resource sharing systems network.
A library network means as a group of libraries are inter-related through different
areas. Now, resource sharing among libraries has been accepted as a necessity.
These are required for working of large systems on national and international levels
also.
Web based resource sharing includes the sharing of resources hosted on the net. It
is very important for bibliographic control of the explosion of literature and
knowledge. It also avoids duplication in purchase of costly documents. Library web

89
 resource sharing is a helpful way to develop the flow of information among the
special information centers / libraries and other types of libraries.
The main objectives of web based resource sharing are to:
• Improve the sharing of resources among the member libraries;
• Centralize the information processing system;
• Reduce the communication gap among the libraries;
• Improve in productivity with fewer blind requests, automated creation and tracking
of requests, and faster turnaround;
• Control in costs (For one low transaction charge, we can route each request to many
libraries);
• Co-operative collection development;
• Increase use of collections with instant local access;
• A way for all group members to contribute, maintain and access information in the
group's database.

3.4 Potentials of Resource Sharing

The need for resource sharing in libraries cannot be overemphasized. The benefits accruing
from it include:
1. Provision of access to different libraries and resources. Through this, researchers
have opportunity to see materials written by experts in their fields and where they
can be found. Library patrons can apply for these materials through their librarians.
Where the libraries arc near, they can avail themselves of the resources through
direct consultation and personal contact.
2. Resource sharing affords librarians the opportunity to exchange services with
other libraries in terms of manpower and programmes. Rosernberg (1993)
opines that if libraries share work to be done, collections, equipment, manpower and
experience, then each library will be richer.
3. When libraries have challenges with specific users' requests, resource sharing helps
them to identify libraries that have such materials. The librarian can then make
arrangements on how to obtain these resources for the users. This indirectly saves
the time, energy and money that the user would have spent in going to such libraries
to source for the materials by them.
4. While libraries share materials, the sharing of experiences and ideas is important.
Librarians are faced with challenges in the daily execution of their work and no
librarian can boast of having all the wealth of experience needed to race present and
future demands in the library. It behooves libraries therefore to share work, expenses
and also benefits. Each library gains from the money and efforts accruing from
active participation, while exchanging materials, libraries with fewer resources have
the privilege of enjoying the resources of bigger ones. In addition, it provides wider
platform for mutual benefit, irrespective of institutional size and capacity.
Libraries that share resources stand a better chance to provide robust materials for
their readers. This stems from the fact that materials in different formats arc pulled

90
 together so that each participating library accesses them. Ikpaahindi (2006) quoting
Rahman (2000) summarizes the need for resource sharing thus:

to promote free flow of information resources

to ensure better aces to information resources

to ensure maximization of information resources

to save resources and avoid duplication of efforts

to ensure faster provision of information and literature support to users.

to facilitate reciprocal exchange of local publications

4.0 CONCLUSION
The era of ICT is an important one in the history of librarianship. It has brought to bear
digitization of resources thus making digital exchange possible.
5.0 SUMMARY
In this unit, we have discussed aspects of resource sharing including definition, objectives,
needs and potentials of resource sharing.
Self – Assessment
Discuss the need for resource sharing

6.0 TUTOR-MARKED ASSIGNMENT

1. What do you understand by resource sharing?
2. Outline the objectives and scope of resource sharing
3. Discuss the potentials of resource sharing
7.0 REFERENCE/FURTHER READING

Ibrahim, U. et al., (2008). The impact of Information and communication technology (ICT)
in Nigerian Libraries. Abuja Infolib, 4(1), 47-54

Ikpahindi, L.N. (2006) Resource sharing in cataloguing, bibliographic and indexing

services in an ICT Age, A Paper presented at the seminar workshop of the
cataloguing, classification and indexing section of the Nigerian Library
Association, held at Simeon Adebo Library, Abeokuta,29th Qctober-3rd November
Malhot, P. (1989).The influence of technology on library networking. Special Libraries.
8(2), 82- 94

Nwalo, K.I.N.(2000) Collaboration in the provision and utilization of facilities for Library
and Information Science Education in Nigeria, In Fayose P. and Nwalo, K.(ed)
Library and Information Science Education in Nigeria; Papers Presented at the 10th
Biennial Conference of the National Association of Library and Information
Science Educators (NALISE). Ibadan, National Association of Library and
Information Science, 32-33

Nwalo K.I.N. (2008) Consortium building for effectiveness and sustainability of academic
and research libraries' services in Nigeria. A paper presented at the International

91
 Conference on education in the information age: global challenges and
enhancement Strategies, held at Faculty of Education, University of Nigeria
Nsukka, 11-21 June

Odini, Cephas (1991) Problems and prospects of Resource sharing in developing countries,
African Journal of Library 'Archives and Information Science, 1(2), 93-97

Oladapo, S.T.A, (2006) Library resource sharing in an ICT age...cooperative

indexing: the electronic option. A paper presented at the 2(5'' seminar/workshop of
the cataloguing, classification and indexing section of the Nigerian Library
Association, Simeon Adebo Library, Abeokuta, 29thOctober -3rd November

Rosemberg (1993) Resource Sharing -Is It the Answer for Africa? African Journal of
Library, Archives and Information Science 2(3) 107-112

Ubogu F.N.et al., (1992). Library Networks and Resource Sharing in Nigeria. African
Journal of Library, Archives and Information Science 2(2) p. 99-109

UNIT 3: ICT APPLICATION TO COLLECTION DEVELOPMENT

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Contents
3.1 Prospects of ICT Application to Collection Development
3.2 Problems of ICT Application to Collection Development
3.3 Challenges of ICT use in Developing Library Collection
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading

1.0 INTRODUCTION
This unit will focus on the prospects of the application of ICT to collection development,
problems of ICT application to collection development and the challenges of ICT use in
developing library collection.
2.0 OBJECTIVES
The expectation at the end of this unit is that you will be able to:

Discuss the prospects of the application of ICT to collection development.

Ascertain the problems of ICT application to collection development.

Explain the challenges of ICT use in developing library collection

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3.0 MAIN CONTENTS
3.1 Prospects of ICT Application to Collection Development

Application of ICT to developing library collections has bright prospects as well as

attendant problems some of which shall be treated in this chapter.
ICT according to Ifidon (2006) and Schamber (2009) is of immense value to developing
library collections as a result of the following prospects.
a. Around the clock access
ICT has the advantage of being accessible 24 hours of 7days of the week for needed
information and services.
b. Global resource content
ICT has turned the world to a global village. Users now have remote access to information
from any part of the world. It can reduce distances, virtually or physically, thereby enabling
libraries to have powerful search utilities to locate information stored on millions of
computers around the world in order to generate research, educational or recreational
information for use. Without leaving the information system and communication networks,
libraries and even individuals can get their goods bought, delivered, used and paid for at a
spot.
c. High fortunate and unexpected discoveries
ICT provides access to unlimited information from different sources at a go thereby
creating high chances for fortunate and unexpected discoveries.
d. Storage capacity and space
ICT has high storage capacity while it requires very little physical space thereby relieving
libraries of the problem of space to accommodate their collections.
e.Transformation of library functions
ICT is transforming the selection, preservation, communication, and liaison functions in
libraries. It has transformed libraries from being location specific to being indifferent to
the form and location of information by shifting library philosophy from ownership of
locally stored resources to provision of access to electronically stored resources thereby
reducing the functions of libraries from that of information provision to that of information
intermediaries and database managers.
f.Increased durability and accuracy of records and files
With the application of ICT, the problem of record and files being destroyed, due to space
problems or disasters, has been drastically reduced. Records and files can be kept for longer
periods and protected from disasters or reproduced incase of accidental destruction. And
with standardized processing rules, errors are easily detected when imputes are edited and

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duplication of efforts is avoided within a library and between libraries thereby increasing
the accuracy of records and files.
g. More dependable
With the qualities of being more flexible, not being bored and not having vocation and sick
leave, ICT facilities are more reliable and can work longer hours than people.
h. Ease in handling changes
With ICT, it becomes easier to handle changes in policies and processing rules like
changing from one catalogue scheme to another.

i. Adequate, easy and fast access to library resources

Both print and multi-media information resource can be accessed at a spot in ICT libraries
rather than at different locations in conventional libraries. Storage and retrieval of library
information resources (bibliographic, cataloguing, answer to users' queries, etc at different
locations is made easy, fast and efficient with ICT application. Moreover, due to the
phenomenal speed of ICT's transmission, libraries flow of work (bibliographic checking,
ordering and receipt, cataloguing and circulation) are done much more quickly than by
manual methods thereby saving the time of users by creating fast access to library
resources.
j. Increased and more efficient work production
The detail-intensive and repetitive work that developing library collection entail is eased
by ICT application which enhance easy integration of various library activities,
accommodates increased workloads, releases the professional staff for the more purely
policy and management decisions thereby increasing the range of services offered. This
results to increase in and more efficient work output.
k. Current awareness services
ICT ensures the dissemination of precise, concrete and more current information that
makes users aware of current trend in all fields of innovation and change thus benefiting
library services such as Selective Dissemination of Information (SDI).
i. Inter-library cooperation
ICT facilitates library cooperation and information of library networks. Thus librarians can
reach each other with messages and documents independent of the constraint of mail,
telephone or fax and also can compare their library's holdings with that of other libraries
for evaluation, and collection analysis which in turn facilitates bibliographic verification,
checking of new titles and even ordering from a number of university presses. This also

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enables them to access, exchange and acquire documents, articles of journals and
specialized materials, which required by their users, from other libraries.
3.2 Problems of ICT Application to Collection Development
Just as there are multiple prospects, so also, there are multiple problems associated with
ICT as regards developing library collections. Chaudry (1995), Beetherama (2009) and
Schamber (2009). According to Gomina and Sambe (2021) some of the challenges of ICT
in information dissemination in academic libraries include cyber insecurity, constant
monitoring and stay on the job, slow nature of information dissemination and accessibility,
unfamiliarity with new technology and lack of system development according to the new
environment. The following are problems of developing library collections in an ICT era:

a. Funding
With inadequate and dwindling budgets facing libraries, it becomes a Herculean or
impossible task for libraries to acquire ICT facilities to develop their collections.
b. Administrative costs and effort
The high administrative costs and effort in acquiring ICT components, more so when they
are manufactured within African countries thus attracting high air freight charges and
custom duties, is of intense headache to libraries.
c. Vendor reliability
Libraries are confronted with a large exploitation local 1(!T components market of which
most vendors are more Interested in high profit turn-over without consideration for quality
nor durability of components supplied and regard the developing countries as a dumping
ground for unsatisfactory products. They most often tell the capability leaving out the
limitation of their wares.
d. Maintenance and technical software and hardware requirement
High cost of routine maintenance and unsatisfactory after sales maintenance and support is
another issue that libraries are grappling with. The issue of multiplicity of softwares for
every conceivable routine and application, lack of a single, formal and the rapid growth of
application software is a serious hindrance to ICT application in developing library
collection.
e. Infrastructural facilities
Inadequate level of infrastructure that is required for the smooth and efficient operation of
ICT, such as electricity, is a teething problem.
f. Integration of resources with traditional form

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This has been another hard nut for libraries. They are faced with data base conversion
problem.
g. Lack of expertise with networking technology
Most of the library staff and users lack or are inadequate in the skills and competencies
needed for the use of ICT. They hardly can determine what collection development really
means in electronic environment. This, to a large extent, spurs resistance to the introduction
and use of ICT in library, operation and services by staff and resistance and failure to adopt
ICT in information findings and use by users.
h. Standardization
There is no specific standard in the contents of collection development in the network
environment due to lack of a developed system of publication and distribution of electronic
resources, adequate controlled bibliography of easy to identify, and well-reviewed
electronic resources. Thus quality and authenticity of scholarly next in humanity and
copyright issue has become more complex and librarians cannot prevent unhealthy
information from reaching the public.
i. Online access for some documents
For some documents, like books and monographs, routine online access is a distance
possibility which will be a minus to developing library collection in an ICT era.
j. Health and social hazard
ICT has the resultant effect of fatigue, computer addiction and obsession, cumulative
trauma disorders, stress and other occupational safety and health problems as well as social
problems like isolation, alienation, depersonalization, etc on the user.
k. The state of networked information
The unstable and chaotic state of networked information due mostly to frequent changes
and modification of information technologies is a serious constraint to ICT application
developing library collections.
3.3 Challenges of ICT use in Developing Library Collection
In view of the recency of ICT in developing library collection and its attendant problems,
libraries have some challenges to content with. Areas of challenges according to Anunobi
(2005), Islam (2006] and Okorie (2005).
a. Funding
Due to decrease in funding, Increases in operating costs and dwindling budget, libraries are
faced with the challenges to source for funds to acquire, access, maintain and upgrade
modern ICT facilities and services.
b. Basic Infrastructure

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Libraries are faced with the challenge of how to solve the problem of lacked of or poor
infrastructural facilities such as computers, electricity and low network bandwidth.
c. Changing role
Due to the changing role of libraries as conventional library to visual library and inability
of a large number of web users to use the library the web efficiently e.g. the challenge of
balancing ownership and access, how to develop new skills and accept new responsibilities
how to maintain, nurture and optimize library resources with the help of this new
technologies, the role they should play in access provision and document delivery, and bow
to change their ways of performing various library operations and prepare their staff to
meet new challenges, stare them to their face.

d. Training
Due to lack of skills and competencies on the part of staff and users, the need to train staff
to learn basic skills, knowledge and use of the ever changing technologies and change their
conventional attitudes and assumptions about information transfer coupled with making
ICT knowledge available to users by creating e-learning centres within the libraries,
becomes a prominent challenge.
e. Preservation of information
Due to the fact that some of the information stored in format or media cannot be accessed
or read despite ICT era's infancy, libraries are faced with the challenges of how to preserve
ICT resources.
f. Legal deposit
Who is responsible for the long-term preservation of ICT resources is still not clear in many
countries which pose a serious challenge of how to regulate authors in ICT
environment.
g. Copyright management
The difficulty and sometimes impossibility to detect the movement of works electronically
stand as a source of big challenge to libraries on how to make copyright management more
workable to prevent a situation of government, under pressure from information produce/,
putting in place rigid copyright laws that increase the right of the right holder at the expense
of users thereby affecting the provision of access to ICT sources in libraries.
h. Collection development policy review
As a result of the differences between print materials and electronic resources, the
challenge of redefining collection development policy in mostly the area of balancing

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ownership and access, cooperative efforts, an evaluation so as to integrate both traditional
forms of documents and electronic resources, is laid on libraries.
i. Online service delivery
Another area of challenge is planning for and ensuring online service delivery so as to give
support to Federal Government learning project and make it effective.
j.Information control
The ease at which unhealthy information, like pornography and information produced for
deliberate disinformation, challenges libraries on excluding access to such types of
information.

4.0 CONCLUSION
Information and Communication Technology has indeed revolutionized every sphere of
human endeavor including collection development. The application of ICT has tremendous
improved the collection development activities in libraries.
5.0 SUMMARY
In this unit, we have discussed the prospects of the application of ICT to collection
development, the problems of ICT application to collection development and the
challenges of ICT use in developing library collection.
Self – Assessment
Explain the challenges of ICT use in developing library collection.

6.0 TUTOR-MARKED ASSIGNMENT

1. Discuss the prospects of the application of ICT to collection development.
2. What are the problems of ICT application to collation development?

7.0 REFERENCE/FURTHER READING

Anunobi, C.V. (2005). ICT availability and use in Nigeria University Libraries Global
Review of library and information science, 1(1), 39-51.
Bernhardt, F.S. (1995). Introduction to Library Technical Services. New York: The H.W.
Wilson.
Chaudry, A.S. (1995). Exploiting network information resources for collection
development in libraries, from IFLA. General conferences website: PLANET.
Collection Management in Sci-Tech Libraries edited by Ellis Mount. New York:
The Harworth Press, 1989.
Exploiting Network Information Resources for Collection Development in Libraries.
INFLANET Conference Proceedings, August 20-25, 1995.

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Gomina, H.E. & Sambe, M.T. (2021). Challenges of ICTs in Information Dissemination in
Academic Libraries in the Era of COVID-19 Pandemic. Proceeding of the 7th
National Conference if Academic and Research Libraries Held at Nnamdi Azikiwe
Library, University of Nigeria Nsukka, 27th September – 1st October. Pp. 227-232.

Islam, S. & Islam, N. (2006). Information and Community Technology (ICT) in libraries:
A new dimension in librarianship. Retrieved April 7, 2009, from Medwell online:
Asian Journal Technology, 5(8). Website: Google.
Nwachukwu, V.N. (2005). Information technologies application to libraries in developing
countries. The need for caution. Global Review of Library and Information
Science, 1(1), 84-93
Okorie, A.M. (2005). The challenges of information communication technologies (ICT)
for Nigeria academic libraries. Global Review of Library and Information Science,
1(1), 84-93.
Seetharama, S. (1997). Collection development/management in an information
technology-based environment: Current initiatives and issues. Retrieved April 7,
2009, DESIDOC Bulletin of information technology, 17, (1), 11-20. Website:
Google. Bank, Wallace John (1979). Building Literacy Collection. 5th edition
London: The Scarecrow Press.

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MODULE 6: LEGAL AND ETHICAL ISSUES IN COLLECTION
DEVELOPMENT
This module comprised of three units namely, intellectual freedom, censorship and
copyright. Intellectual freedom is the right to seek, receive, hold and disseminate
information without restrictions.
Censorship is a situation whereby some published materials are restricted from
circulation to the public. Copyright is a form of legal right granted to the author or creator
of work to publish, distribute and sell for a given period of time.
Unit 1: Intellectual Freedom in Collection Development
Unit 2: Censorship in Collection Development
Unit 3: Copyright and the Library Collection Building

UNIT 1: INTELLECTUAL FREEDOM IN COLLECTION DEVELOPMENT

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Intellectual Freedom
3.2 Purpose of Intellectual Freedom
3.3 What Intellectual Freedom mean for Libraries?
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION
In this unit, the major concern will be to provide you with definition of intellectual
freedom, and the purpose of intellectual freedom.
2.0 OBJECTIVES

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 It is hoped that by the end of this unit, you will be able to:
• Understand what intellectual freedom is all about
• Discuss the purpose of intellectual freedom in collection development activities
• Explain what intellectual freedom mean to libraries
3.0 MAIN CONTENT
3.1 Definition of Intellectual Freedom
Simply stated, intellectual freedom mean that people have both the freedom and the right
to think as they like and say what they please, without governmental interferences, except
where there is a possible danger to others in the community.
Intellectual freedom is the right to seek, receive, hold, and disseminate information from
all points of view without restriction, "it provides for free access to all expressions of ideas
through which any and all sides of a question, cause or movement may be explored"
Article 19 of the United Nations Universal Declaration of Human Rights
"Everyone has the right to freedom of opinion and expression; this right includes freedom
to hold opinion without interference and to seek, receive and impart information and ideas
through many media and regardless of frontiers.
3.2 Purpose of Intellectual Freedom
All human beings have the fundamental right to have access to all expressions of
knowledge, creativity and intellectual activity, and to express their thoughts in public. The
principles of intellectual freedom are hallmarks of the library and education professionals.
For Democracy to thrive there must be free and open access to ideas.
But librarians and teachers sometimes face strong opinions regarding what material people
think is appropriate for children and teenagers to have access to in a school library, public
library, or classroom,
The profession of librarianship views intellectual freedom as a core activity.
3.3 What Intellectual Freedom mean for Libraries?
It means the Librarians must understand the principles of intellectual freedom, and also
how those principles are applied in the real world.
They must be willing to acknowledge their own biases and fears and then move beyond
them.
And they must be prepared to defend the rights of children and teens for whom they have
a professional responsibility.
Libraries have recognized that the atmosphere of free enquiry and exposure to wide range
of viewpoints is essential to the education of students in order for them to thoughtfully
participate in a democratic society. However, occasionally, objections to some materials
may be made.
4.0 CONCLUSION

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 It is evident that intellectual freedom is a situation where people have both the freedom
and the right to think as they like read what they like and say what they like without
anybody or government interfering with that freedom. However, this freedom could be
restricted when there is possible danger to others in the society.
5.0 SUMMARY
In this unit, the concept of intellectual freedom has been discussed. Also the purpose of
intellectual freedom was deliberated upon as well as the explanation on what intellectual
freedom mean to librarian.
Self – Assessment
What are the purpose of intellectual freedom?

6.0 TUTOR-MARKED ASSIGNMENT

1. What do you understand by intellectual freedom?
2. Explain what information freedom mean to libraries
7.0 REFERENCES/FURTHER READING
American Library Association (1995). Code of Ethics of the American Library
Association. Retrieved November 9, 2007, from:
http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm.

Boissonnas, C. M. (1987). The cost is more than that elegant dinner: Your ethics are at
stake. Library Acquisitions: Practice &Theory, 11(2): 145-152.
doi:10.1016/0364-6408(87)90054-8.

Cottrell, J. R. (1999). Ethics in an age of changing technology: familiar territory

or new frontiers? Library Hi Tech, 17(1): 107-113.
doi:10.1108/07378839910267271.

Coyle, K. (1995). Electronic information-Some implications for libraries. Retrieved

November 9,2007, from http://www.kcoyle.net/carlart.html.

Entsua-Mensah, F.O. (2020) Legal & Ethical Issues in Collection Development and
Management. Department of Information Studies, University of Ghana.

Highby, W. (2004). The ethics of academic collection development in a politically

contentious era. Library Collections, Acquisitions, and Technical Services,
28(4): 465-472. doi: I0.1016/j.lcats.2004.09.003.

Kertesz, C. (2001). The unwanted gift: When saying "no thanks" isn't enough.
American Libraries, 32(3): 34-36. Retrieved November 9, 2007, from
Research Library database.

Max Planck Society (2007). Max. Planck Society cancels licensing agreement with Springer.
Retrieved November 9, 2007, from http://www.mpg.de/english/

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 IIustrationsDocumentaiion/documentation/pressReleases/2007/pressRelease2007
1022A

Morrisey, L.J. (2008). Ethical Issues in Collection Development

https://www.ijla.haworthpress.com. Doi:10.1080/01930820802186506. Retrieved
24th August, 2021.

UNIT 2: CENSORSHIP IN COLLECTION DEVELOPMENT

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Concept of Censorship
3.2 Types of Censorship
3.3 Points from Code of Ethics from American Library Association
3.4 Censorship and the Librarian
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment (SAEs)
7.0 Reference/Further Reading

1.0 INTRODUCTION
This unit will focus on the concept definition of censorship, types of censorship prevalent
in libraries, the points from code of ethics from American Library Association and
censorship and the libraries.
2.0 OBJECTIVES
The expectation at the end of this unit is that you will be able to:
• Define censorship
• Mention the types of censorship
• Discuss the points from code of ethics from the American Library Association
• Explain censorship and the librarian.
3.0 MAIN CONTENT
3.1 Concept of Censorship
Censorship is the attempt to restrict types of materials that are disseminated to the
public.

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 Censorship is a change in the access status of material, based on the content of the work
and made by a governing authority or its representatives. Such changes include exclusion,
restriction, removal, or age/grade level changes. -ALA Intellectual Freedom Committee.
This principle has existed since the history of the library profession. In this
case,censorship becomes a major restriction to the provision of books for all readers
because an important principle in librarianship is that "books are for all".
3.2 Types of Censorship

Religious Censorship

Political Censorship

Moral Censorship Crime and violence
Religious Censorship
This takes the form of obtaining materials that provide negative information on certain
religions or pose a challenge to some religious group.
For example; Salman Rushdie's Satanic Verses.
The novel provoked a lot of controversies especially in the Muslim communities.
Political Censorship
In the field of politics, censorship can take the form of banning or restricting
the circulation of materials that provide negative propaganda on the
ruling government.
For example, George Orwell's Animal farm.
Moral Censorship
This often involves materials relating to obscenity, profanity, pornography and indecent
exposure. Moral censorship attempts to prevent the exposure of these materials to the
general public. For example; Playboy Magazine and Blue Films.
Crime and Violence
In some countries, attempts are made to restrict the circulation of books, films and
magazines that show too much crime and violence. This is because of their negative
influences on the society.
Ethics & Legalities
These help in ensuring sanity in the dispensation of the librarian's job.An information
professional must be aware of what the norms of the profession suggest and what the
laws regarding the profession are. IPs must therefore ensure a fair balance between
ethics, law and job responsibilities
3.3 Points from Code of Ethics from American Library Association

"... unbiased, and courteous responses to all requests."
Libraries should create a mechanism to obtain input from users as well as to provide
feedback in return. If the library has created a place on its website where users can submit
requests for new books, journals, databases, etc., there should be briefguidelines listed as
to who is eligible to submit such requests and an acknowledgement that the request was
received. Requests coming from unauthorized sources, e.g., an author promoting her/his
own book, publishers' e-mail blurbs, etc., need not be acknowledged. If the request comes

104
through an intermediary, such as a patron at the Reference or Circulation desks, it should
be evaluated by the appropriate subject selector before being submitted for purchase.
Selectors need to make sure that it's not always the vocal faculty member that gets their
attention. It's important to make a point to keep in contact with all of your faculty who may
be less proactive about their library needs and not just the member who sends you a steady
stream of requests. Selectors need to keep on top of individual subject budgets so they don't
run into a situation where they have overspent or over-encumbered funds- For those who
are responsible for purchasing materials for more than one discipline, do not mix your pots
of money. You need to make your case at the beginning of each fiscal year to your
collections manager if you feel you need more funds for a specific collection area. You're
better off making a case for additional resources earlier than trying to explain later why
you bought dance books out of your nursing fund.

"... resist all efforts to censor library resources."
Public libraries deal with many issues around censorship and intellectual freedom but
academic libraries are not immune. Highby2 raises the question in her article as to when
advocacy in collection development trumps neutrality. Do buying racist or bigoted
materials add to the overall value of the collection? Can you separate your personal feelings
and values when evaluating controversial materials? Do you buy adequate resources that
look at both sides of a controversial issue? For example, working at a religious institution
might be challenging when it comes to providing information to patrons about such issues
as birth control or LGBTI (Lesbian, Gay, Bisexual, Transgender, Intersexed) issues. I have
been in the situation where the parent of a student objected to a book that has been
purchased as being morally reprehensible. I needed to explain to the parent that it's not the
library's role to determine what is morally appropriate, but instead to provide access to
enough resources so that each individual can make that decision for her/himself.

"... prefect each library user's right to privacy and confidentiality..."

Often we think of privacy and confidentiality within the realm of library services such as
reference, circulation and interlibrary loan and not necessarily within the traditional areas
of collection development. But as collection development continues to change from an
ownership, or just-in-case, model to an ownership plus access, just-in-time model,
materials requested by patrons must be kept in strict confidentiality. Collection managers
may choose to share interlibrary loan data with bibliographers to have them consider
requests as potential collection purchases, but it's important that bibliographers are
reminded that any records containing personal requestor information need to be destroyed
as soon as possible to protect the privacy of the requestor.

"... recognize and respect intellectual property rights,"
Librarians are acutely aware of the issue of intellectual property rights but often students
and even sometimes faculty are not. Property rights often come into question when

105
materials are copied from one format to another, most often with print to digital copies.
For this reason, use in-house expertise when possible, either a librarian or a member of
your institution's legal counsel, to help determine when it may be appropriate to digitize
materials owned by the library. Use due diligence in determining when it might be
preferable for the library to purchase an out-of-print item or a digitized copy of an item,
rather than making a copy on your own. Collection development librarians need to
consistently educate and remind students and faculty about copyright, fair use and
intellectual property,

“…. treat co-workers and other colleagues with respect... "
Collection managers need to take a role in making sure that the task of collection is handled
cooperatively and collegially. Actions of over-eager bibliographers can often be
misinterpreted as disrespectful. Constantly recommending new titles outside of one's
collection scope for others to purchase may be construed as you not trusting your
colleagues' collection development skills. Get to know other bibliographers practices and
preferences. Some may not mind your recommendations at all while others will ask you to
refrain. Any concerns about selection policies should be addressed by the collections
manager with the individual bibliographer. What shouldn't happen is to have librarians buy
materials outside their selection scope and out of their own funds in order to purchase books
that another librarian has chosen to pass on. It only allows fewer funds for their assigned
subject collections in the long run.

"..do not advance private interests at the expense of library users..."
In academia, librarians may have an additional Master's or PhD degree in a subject field.
These librarians need to check to make sure that their personal research interests don't
overshadow their collection development responsibility. Collection managers also have a
responsibility in making sure that one part of the collection isn't taking on too narrow a
slant. Having a top notch collection in Freudian psychology benefits the library and the
user little if a university's psychology department focuses more on cognitive science.

"... distinguish between our personal convictions and professional duties..."
Do you buy materials that don't represent your own personal point of view? This can be
contentious especially when the materials can be seen as hateful or representing an extreme
point of view. It is best to take a step back and ask basic questions about the work. Is it
scholarly or well-researched? What are the author's credentials? Does the author ignore
current research that might disprove her/his premise? Does the book attempt to discuss
both sides of an issue? Is it from a reputable publisher? Etc.
Speaking of publishers, do you avoid purchasing materials from a particular publisher
because of exorbitant pricing or other peeves you have? Recently the Max Planck Society
decided to cancel its entire electronic journal subscription with Springer3 due to an inability
to negotiate what the society thought was a fair price for the journals. What the society did
in good faith was to analyze the usage statistics, compare prices with other important

106
publishers, and then make a commitment to their scientists to "develop strategies together
with the Institute libraries most affected to secure the supply of essential contents on a cost-
effective basis."37 The lesson learned here is to have data to back up your actions as well
as the research interests of your users in mind before you take a drastic action.
3.4 Censorship and the Librarian
Censorship affects the librarian in the selection of materials for the library. Although it is
realized that the librarian should not compromise his/her professional principles with
religious or political activities, this has not always been the case. Government, religious
groups or civil society groups have protested over the inclusion of some materials in
libraries.
For instance, in the case of children’s and public libraries where parents can openly protest
the inclusion of certain materials unfavourable for children. The ideas of censorship thus
restricts librarians from providing information for all. It must however, be realized that the
librarian owes allegiances to the government of the day.

4.0 CONCLUSION
Censorship is a weapon intended to be used to ensure that in collection development
process, there will be sanity in the dispensation of the librarian’s job. The librarian must be
aware of what the norms of the profession suggest so that in the process selecting materials
for acquisition, the laws regarding censorship will be strictly followed.
5.0 SUMMARY
In this unit, we have presented the concept of censorship, types of censorship, points from
code of ethics from the American Library Association as well as censorship and the
librarian.
Self – Assessment
Discuss censorship and the librarian.

6.0 TUTOR-MARKED ASSIGNMENT

1. Define censorship
2. What are the types of censorship?
3. Explain the points from the code of ethics from the American Library Association
7.0 REFERENCE/FURTHER READING
American Library Association (1995). Code of Ethics of the American Library
Association. Retrieved November 9, 2007, from:
http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm.

Boissonnas, C. M. (1987). The cost is more than that elegant dinner: Your ethics are at
steak. Library Acquisitions: Practice &Theory, 11(2): 145-
152. doi:10.1016/0364-6408(87)90054-8.

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Cottrell, J. R. (1999). Ethics in an age of changing technology: familiar territory
or new frontiers? Library Hi Tech, 17(1): 107-113.
doi:10.1108/07378839910267271.

Coyle, K. (1995). Electronic information-Some implications for libraries. Retrieved

November 9, 2021, from http://www.kcoyle.net/carlart.html.

Entsua-Mensah, F.O. (2020) Legal & Ethical Issues in Collection Development and
Management. Department of Information Studies, University of Ghana.

Highby, W. (2004). The ethics of academic collection development in a politically

contentious era. Library Collections, Acquisitions, and Technical Services,
28(4): 465-472. doi:I0.1016/j.lcats.2004.09.003.

Kertesz, C. (2001). The unwanted gift: When saying "no thanks" isn't enough.
American Libraries, 32(3): 34-36. Retrieved November 9, 2007, from
Research Library database.
Max Planck Society (2007). Max. Planck Society cancels licensing agreement with Springer.
Retrieved November 9, 2007, from http://www.mpg.de/english/
IIustrationsDocumentaiion/documentation/pressReleases/2007/pressRelease2007
1022A.

Morrisey, L.J. (2008). Ethical Issues in Collection Development

https://www.ijla.haworthpress.com. Doi:10.1080/01930820802186506. Retrieved
10th October, 2021.

UNIT 3: COPYRIGHT AND LIBRARY COLLECTION BUILDING

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Concept of Copyright
3.2 Brief History and Evolution of Copyright
3.3 Nature of Copyright
3.4 Purpose of Copyright
3.5 Materials/Works Eligible for Copyright
3.6 Copyright and the Library
3.7 Effects of Copyright on the Library
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment (SAEs)
7.0 Reference/Further Reading

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1.0 INTRODUCTION
The concept of copyright is meant to protect intellectual property of someone and to stop
it from being reproduced and sold by unauthorized persons. It therefore enables the author
to enjoy the fruit of his/her labour. Copyright does not protect mere ideas, but it protects
the expression of an idea in a tangible form.

2.0 OBJECTIVES
It is hoped that by the end of this unit, you will be able to:
• Define copyright
• Narrate the history and evolution of copyright
• Discuss the nature of copyright
• Explain the purpose of copyright
• Identify materials/works eligible for copyright
• Discuss censorship and the library
• State the effects of copyright on the library
3.0 MAIN CONTENT
3.1 Concept of Copyright
Copyright refers to ownership vested in the creator of intellectual property by law and for
which he or she gets paid duly for the inventiveness of the imagination expended.
An intellectual property may be in the form of book, article, piece of music, film, theatre
production.
The concept copyright is to protect intellectual property of someone and to stop it from
being reproduced and sold by unauthorized persons. It therefore enables the author of the
work to enjoy the fruit of his/her labour. Copyright does not protect mere ideas, but it
protects the expression of an idea in a tangible form.
However, the unfair taking of the results of the application of human intellect may infringe
more than any one single right. Copyright provides a very useful and effective way of
exploiting a work economically. It also provides a mechanism for allocation of risks and
income from the sale of the work (Bainbridge, 2007)
Copyright is a set of exclusive rights granted by the law of a jurisdiction to the author or
creator of an original work, including the right to copy, distributed and adapts the work.
The Black's Law Dictionary 8th edition, defined copyright as the right to copy; a property
right in an original work of authorship (including literary, music, drama, choreographic,
pictorial, graphic, sculptural and architectural works and sound recording) fixed in any
tangible medium of expression, giving the holder the exclusive right to reproduce, adapt,
distribute, perform and display the work.
(Miller, 2016) defined copyright as a form of legal construct that fails under the realm of
intellectual property law. It is a concept that grants a set of exclusive rights to the author
of an original work. These exclusive rights ' mean that the author has the power to, among

109
other things, make and sell copies of their work. In addition, it also restricts who else 'may
do so. Works that can be copyrighted include, but aren't limited to, software, movies, songs,
literature, and pictures. Copyrights last for the author's lifetime, plus up to a hundred years
beyond his or her death.
WIPO (2016) defined Copyright as a legal concept describing rights given to creators for
their literary and artistic works which include books, music, works of fine art such as
Paintings and sculpture, as well as technology-based works such as computer programs
and electronic databases. A work does not need to be published or 'made available to the
public' to be protected. It is protected from its creation. As seen earlier, copyright law
protects only the form of expression of ideas, not the ideas themselves. The creativity
protected by copyright law is creativity in the choice and arrangement of words, musical
notes, colours and shapes.
Some of the exclusive rights that a copyright affords an author include the right to display
the work publicly, transmit or display the work by radio or video, to produce and sell copies
of the work and create derivative works for the original. Work no longer protected under
copyright or created by any government office for civil use is considered in the "public
domain" and may be used freely.
The Copyright Act, CAP. 68, Laws of the Federation 2004 does not give clear definition
of copyright. It however, recognizes it as a right to stop or debar others from doing
something and to restrain others from printing or interfering with ethers work.
It can be inferred from the various definitions that the fundamental purposes of copyright
are to control the copying of the intellectual materials existing in the field of literature and
the arts, and to protect the writer or artist against unauthorized copying of his materials.
(Norman, 2005) pointed out that copyright protection has a restricted lifespan. It applies
for a specific period of time, after which the work is said to enter the public domain. The
period of restriction ranges from 25 years to 70 years. This limitation can be justified on
the basis that copyright law does not lock away the ideas underlying a work. According to
her, copyright initially only applied to published books, but over time, it was extended to
other uses, such as translations and derivative works. It now covers a wide range of works,
including maps, dramatic works, paintings, photographs, sound recordings motion pictures,
and computer programs.
3.2 Brief History and Evolution of Copyright
Sokefun (2001) gave a brief history and evolution of copyright. He reiterated that it has a
relatively long history and its roots can be traced back to the period before the advent of
technology, which permitted the printing of multiple copies quickly at relatively little
expenses. However, the origin of copyright law in most European countries lies in effort
by the church and governments to regulate and control the output of printers. Before the
invention of the printing press, writing once created, could only be physically multiplied
by the highly laborious and error-prone process of manual copying by scribes.
However, before the 15th century, most books were written by hand. Books were expensive
and few people owned them. If a person was able, they were free to copy book they pleased.
There was no copyright protection. By the mid-century, the printing press invented by

110
Johann Guttenberg made books more accessible to the public. It also made unauthorized
copying more widespread.
In 1662 England began requiring that books be registered and licensed. This is to control
writing that could be hostile to Church and Government.
In 1710, the author's rights were first recognized when the British Parliament established,
passed a law that the principles of authors' ownership of copyright and preventing a
monopoly of booksellers who were able to make fortunes printing books without
compensating the authors.
Later copyright laws becoming international, several international treaties were signed; in
1886 the Berne Copyright Convention was formulated with the purpose of promoting
greater uniformity in copyright law giving copyright owners full protection in all
contracting states. This was revised in 1908, the then universal copyright conversion was
first promulgated in 1952.
Nigeria as a nation was not left out of the history of copyright with the promulgation of the
Copyright Act in 1970. This was followed by the 1988 Copyright Decree (Copyright Act)
CAP.68, Laws of the Federation 1990, which talked generally about the regulation of
copyright law in Nigeria. There is also copyright Amendment Act of 1992. The law
governing copyright is enshrined in the Law of Federation of Nigeria 2004.
3.3 Nature of Copyright
Literally, copyright is the right to prepare and distribute copies of intellectual production.
The essential aspect of this branch of law is the recognition of the fact that writers and
authors should enjoy the ownership in their creation; its purpose is to protect from
exploitation by other people the fruit of a person's work, labour or skill.
It is age long principle of copyright that there is no protection of ideas per se unless they
are embodied in permanent form; Even though one cannot have copyright in ideas or
information, nevertheless, any attempted publication of another's idea or information
breach of faith or confidence will be restrained by the court at the instance of the originator
of the ideas. (Sokefun, 2001) It is in this respect that the copyright Act in sections 5, 6, 7
and 8 gives the owner of a work the exclusive right to control (subject to the exceptions
specified in the Second Schedule to this Act) in Nigeria, the reproduction, broadcasting,
publication, performance, adaptation or communication in any material form, the whole or
substantial part of the work either in its original form or any other form derived from the
original.
3.4 Purpose of Copyright
When books were made by hand, published materials were few in number. Therefore the
need to preserve the intellectual property of authors was not strongly felt.
This meant that any printer or publisher could reproduce the whole or a substantial part of
another person's work without any permission. There were no laws against such
reproduction. Sometimes, copying was even encouraged as a means of spreading
knowledge.

111
With the introduction of printing press by Gutenberg, books became very cheap to produce
and knowledge spread very fast. That was when authors and writers begun to seek way of
protecting their intellectual property. As a result, copyright has become very, important in
recent times. Anyone who breaks this law commits a crime of Plagiarism or Piracy. The
intention of copyright is not to restrict free spreading of information or knowledge. It is to
protect the author's right" so that he/she can enjoy the benefits of his/her intellectual
creation.
3.5 Materials/Works Eligible for Copyright
Ordinarily, what is being rewarded is the mental decision to create the work coupled with
the toil or labour to bring it to fruition. The basic notion of protection works of copyright
is that it is confined to the expression of an idea, principles, systems, methods and so on,
fixed in any tangible medium of expression or in any material form.
The following works are eligible for copyright protection in Nigeria as listed in the
Copyright Act, 1990
(1) subject to this section, the following shall be eligible for copyright ) literary works;
musical works;
(a) artistic works;
(b) cinematograph works;
(c) sound recording; and
(d) broadcasts.
(2) A literary, musical, or artistic work shall not be eligible for copyright unless-
(a) sufficient effort has been expended on making the work to give it an original character;
(b) the work has been fixed in any definite medium of expression now known or later to
be developed, from which it can be perceived, reproduced or otherwise communicated
either directly or with the aid of any machine or device.
(3) An artistic work shall not be eligible for copyright, if at the time when the work is made,
it is intended by the author to be used as a model or pattern to be multiplied by any industrial
process.
The Copyright Act of 2004 in its section 39 defines literary works to include:

Novels, stories and poetic works;

Plays, stage directions, films scenarios and broadcasting scripts;

Choreographic works;

Computer programmes;

Text-books, treatises, histories, biographies, essays and articles;

Encyclopedias, dictionaries, directories and anthologies;

Letters, reports and memoranda;

Lectures, addresses and sermons;

Law reports, excluding decisions of courts;

Written tables or complaints.
According to (Ugocha, 2014) the following basic conditions, qualifies a work to be granted
copyright.
1. That work must fall within the category of works protected

112
2. The work must satisfy the notions of originality
3. The work must be fixed in a definite medium of expression.
4. It must be created by a qualified person.
Copyright law protects the owner of property rights in literary and artistic works against
those who' copy' or otherwise take and use the form in which the original work was
expressed by the author. To qualify for copyright protection, a work must be original.
3.6 Copyright and the Library
• Effects of Copyright on the Library
• Effects of Copyright on the Library User

3.7 Effects of Copyright on the Library

The library might need to copy some materials for another library on the basis of library
cooperation.
The copyright law makes it difficult to copy such materials for exchange purposes.
Sometimes the library might also need to replace mutilated original copies in the collection
that are very difficult to come by. The law places restrictions on the number of pages to be
made.
4.0 CONCLUSION
Copyright does not protect ideas, but it protects the expression of an idea in a tangible form.
However, the unfair taking of the results of the application of human intellect may infringe
more than any one single right. Copyright provides a very useful and effective way of
exploiting a work economically.
5.0 SUMMARY
In this unit, the concept of copyright was provided along with the brief history and
evolution were equally treated. Also the materials/works eligible for copyright were
outlined and copyright and the library was discussed. Equally the effects of copyright on
the library was highlighted.

Self – Assessment
What are the purpose of copyright?

6.0 TUTOR-MARKED ASSIGNMENT

1. What is copyright
2. Narrate a brief history and evolution of copyright
3. Explain the nature of copyright
4. Outline the materials/works eligible for copyright
5. Discuss copyright and the library
6. Discuss the effects of copyright on the library
7.0 REFERENCE/FURTHER READING
Age, T. D., Internet, T., Infrastructure, I., Force, T., litf, T., & Paper, G. (1994). Copyright
in the Digital Age.
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Anaeme, F.O., Akpom C. C, &Agunwa (2015). Copyright and Intellectual Property. In C.
O. Omekwu, M. O. Okoye& C. N. Ezeani (Eds.). Introduction to the use of
thelibrary and study skills (2""' ed.) Nsukka, Nigeria: University of Nigeria Press.

Antony, M. (2015). Enforcement of copyright in information communication technology

(ICT) era: how effective? (Gpr 699).

Bainbridge, I.D. (2007). Intellectual property, 6th ed. Pearson: Education ltd. Black' Law
Dictionary (2004) 8'" edition Copyright Act (Cap C68 Laws of the Federation of
Nigeria. 1990)

Copyright Act (Cap C 28 Laws of the Federation of Nigeria. 2004)

Cornish, W., Llewelyn, D. and Aplin, T. (2013) Intellectual Property, patents, copyright,
trademarks and allied rights, 8th ed. London: Sweet and Maxwell.

Forensis Group (2015). Intellectual Property: Understanding the Differences between

Patents. Copyrights, Trademarks, and Trade Secrets.
http://www.forensisgroup.com/author accessed on 23/10/2021.

Gardner, J. (2009). What is the Difference between Copyright & Intellectual Property,
http://www.tech.no accessed on 23/10/2021.

In. I. (2014). The John Marshall Review of Intellectual Property Law, 782.

Marert, P. (1996). Intellectual property law, London: Sweet and Maxwell.

McKay, M. (2016), Difference between Copyrights & Patents, Hearst Newspapers.

Houston. Texas https://www.chron.com/term_of_use. accessed on 21 /10/21.

Miller, J., (2016). Advertising: What is a Copyright. Patent & Trademark.

http://www.admedia.com/advertising accessed on 20/10/2021.

Nwabachili. C.C, M. L. L. B. H. L. L., Ph.D..& Law, F. (2015). The Challenges of

Enforcing Intellectual Property Rights across the Economic Community of West
African States U: The Nigerian Experience, 34, 67-73.

Norman, H., (2005). Intellectual property. London: University of London Press.

Nwogu, M. I. O. (2014). The Challenges of the Nigerian Copyright Commission (NCC) in

the Fight Against Copyright Piracy in Nigeria. Global Journal of Politics and Law
Research, 2(5), 22-34.

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Rights, R., Actions, L, & Resolution, A. D. (n.d.). Enforcement of Intellectual Property
Rights Enforcement of Industrial Property Rights, Copyright Arbitration and
Mediation of Intellectual Property. Intellectual Property, 205-236.
Sokefun, J. A., (2001). An overview of the protection of intellectual property in Nigeria:
The Niger. A journal of private and commercial laws, 2(1)
Ugocha, O. (2014). Introduction to Book Publishing and Printing. Okigwe; Macro Press.

WIPO, (2016). World International Property Organization.

https://www.wipo.int/edocs/pubdocs/en/wipo_pub_941_2016.pdf,

MODULE 7: MANAGEMENT OF ELECTRONIC RESOURCES, COST

BENEFIT ANALYSIS AND INVENTORY CONTROL
This module is made up of two units. They are management of electronic resources as
well as cost benefit analysis and inventory control. Electronic resources management is
the practices and software systems used by libraries to keep track of important
information about electronic information resources. Cost benefit analysis is an important
aspect of management and helps in decision making.
Unit 1: Management of Electronic Resources
Unit 2: Cost Benefit Analysis and Inventory Control

UNIT 1: MANAGEMENT OF ELECTRONIC RESOURCES

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Electronic Resources Management
3.2 Types of Electronic Resources
3.3 Advantages of Electronic Resources
3.4 Features of Electronic Resource Management Systems
3.5 Electronic Resources Management in the Libraries
3.6 Use of Electronic Resources in Management Libraries
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment (SAEs)
7.0 Reference/Further Reading

1.0 INTRODUCTION

115
Rapid growth in the number of electronic resources over the years and the complexity of
managing e-collections has provided with a new tools for electronic management. The
electronic resources such as e-journals, e-databases, and e-books require efficient and
effective management.
2.0 OBJECTIVES
It is expected that by the end of this unit, you will be able to:
• Define electronic resource management
• Mention the types of e-resource
• State the advantages of e-resources
• Explain the features of electronic resource management systems
• Discuss e-resources management in the libraries
• Outline the use of e-resources in management libraries

3.0 MAIN CONTENT

3.1 Definition of Electronic Resources Management
Electronic Resource management is the practices and software systems used by libraries to
keep track of important information about electronic information resources, especially
internet-based resources such -as electronic journals, databases, and electronic books. The
development of ERM became necessary in the early 2000s as it became clear that
traditional library catalogs and integrated library systems were not designed to handle
metadata for resources as mutable as many online products.
Electronic resource management (ERM) is the applications and software systems used by
the libraries and information centers to keep track of vital information about electronic
resources for instance electronic journals, databases, and electronic books.
No company meets the needs of libraries like Innovative. We were first to market with
Electronic Resource Management and continue to lead the pack with an aggressive
enhancement schedule. By centralizing and assimilating all of the technical and
administrative details of digital resources, Innovative ERM saves staff time, improves
collection analysis, and makes the most of scarce budgetary resources,
An ERM system is basically a tool for librarians, but its impact also relates to end users.
The information gathered in the ERM system can serve as a starting point for users'
interaction with e-resources. Such interaction would be built on the ERM system's
integration with other library products, such as a link server, meta search system, or library
OPAC. For example, an OPAC could query the ERM system for license permissions to
display to the user. However, with a comprehensive knowledge base, such an ERM system
may replace some of the roles assumed by other products, such as the generation of
alphabetical lists of e-resources. In the near future, we can expect to see the fruits of the
committee's work in the ways in which the various players in the information industry build
their ERM systems.

116
3.2 Types of Electronic Resources
Electronics resource include electronics book, electronics journals, electronics database, CD
-ROMs, Internet resource resources etc. E-Resources delivers the collection of
information as full text databases, e-journals, image collections, multimedia in the form of
CD, Tape, internet, web technology etc. In simple sense, E-resources may include e-
journals, e-discussions, e-news, data archives, e-mail on the line chatting among many
others that can be called e-resource (Imran, 2021). The different types of e-resource are
described as follows:
E-JOURNALS are the simple electronics representation of a journal, the library at
the University of Glasgow provides the following definition. "Any Journal that is
available over the internet can be called an electronic journal. In case, not. Some
electronics journals (e -journals) are freely available; other has changing
mechanism of different types. Established publishers issue some"; other are
product from an individual academic's office. As by means of relevance of e-
journals, the quality and relevance of e-journals can vary considerably. In other
words, e-journals are one, which is available electronically to be used with the
help of computer and other communication technologies. Journals available on
internet are also referred to as Internet journals are networked journals. They
include newsletters, magazines, periodicals and discussion lists. The Full Text e
resource is: (i) ACM Digital Library (ii) ASCE Journals (iii) ASME Journals (IV)
IEL online (V) Springer's Link (VI) ASTP (Applied Science and
Technology Plus) Electronics journals can be grouped under the following there
broad categories.
(i) Online Journals
These are paid journals that are available on pay-as-you-go or cost -par-accesses
based via online database, such as EBSCO information services. The user or the
organization has to bear the cost of subscription.
(ii) CD-ROMs
These are journals published on CD-ROM, may be bibliographical or full-text. They
vary in frequency and are distributed along with search software to access and print.

(iii) Networked e-journals

Networked e-journal are -electronic available over networks, such as Internet or
many other commercial networks Many of the networked e-journals are based on
mailing list software, such as listserv, majordomo etc. and are distributed in one of
the following two ways. The central computer holds a list of list of subscribers and
sends them content pages and abstracts by e-mail when a new issue is published.
Subscribers can then retrieve articles through file transfer (FTP) and have they
delivered to their mailboxes. Subscribers' are automatically sent the full-text of
each issue by e-mail (Jesse, 2018).
117
E-BOOKS: An e-book is an electronic representation of a book, usually a parallel
publication of a print copy, but occasionally born digital. The new concise oxford
English dictionary (2001).
CD-ROM, or downloadable program. Electronic books are portable computerized
devices that allow readers to download text and then read and marked it. E-Book is also
referred as paperless book is read a specially designed device such as personal digital
assistant (PAD), or a desktop or laptop computer. These are two types of e-books, (i)
Those, which represent an e-version of a whole book (Print), (ii) Those, which are
effectively database of linked materials.

E- DATABASES
Electronic databases are the organized set of data stored in a computer and can be
searched automatically. Database contains usable raw data or description of the
sources where data can be found. Database generally refers to machine readable file
or bibliography records but may be used more specifically to refer to a shared
collection of structured data managed by a se.t of special software. According to
Jennifer Rowley, "Database that might be available to information users in the
public arena, and which might be accessed either remotely via an online search
service or more locally on CD-ROM can be categorized as follows ".

(i) Bibliographic database:

in bibliographic database, all those databases are counted in which the information
related with documents such as books, periodical, encyclopedias etc. is contained
and users use them for access, of information.

(ii) Full text database:

This category contains not only full text of the documents but full source also, hence one
can get primary information along with full.

iii) Numeric Database:

Numeric Database is those that contain numeric, statistical or survey type information to
give answers of numeric queries.

CD-ROM Today CD-ROM has become a popular e-media for archival, retrieval
and distribution of information. Now every possible title on commercial and
technology products, entertainment, database, education and business applications
are available on CD-ROMs. The rising demand for multimedia applications, due to
easy accessibility of PCs is also fuelling its growth.
3.3 Advantages of Electronic Resources
a. Information access can be made without wasting any time.

118
 b. Desired information can be retrieved within few minutes at learning desk.
c. Vast collection of information may be stored in a small place.
d. Resource sharing at desired level among the libraries and information centers.
e. Coping with open mouth problem of space and budget etc. in libraries and
information centers etc
3.4 Features of Electronic Resource Management Systems
The essential features which an ERM should have are as follows:
Align and report data as appropriate to support the evaluation of the collection and cost
analysis.
• It should possess advanced search and thesaurus capability for quick access.
• One other important feature of Electronic Resource Management Systems is in the
area of managing, licensing and accessing details from the point of view of
subscribing electronic resources.
• Manage and maintain library subscriptions to electronic content including life
cycle changes i.e. new, dropped, cancelled, transferred, vendor changes,
maintenance of subscription history, and verification of continued access.
• Electronic Resource Management System should be able to gather information
about the information providers and access platform.
• It should be able to create the linkages between license resources to resource
records.
• Maintaining acquisition and management of electronic resources
• Electronic Resource Management Systems should be able to manage the public
interface, it could be separate or integrated with the OPAC.
• It should be able to provide details of resources at the database package level and
relate package contents, to the package record.
• Sorting problems with resources and database providers (Wikipedia, 2014)
• Track titles within packages, ^appropriate to institution including parent/child
relationships, business terms, and association of titles with deals
• Identify and maintain appropriate coverage and URLs per title; support holdings
display in the catalog.
• Provide query-based reporting on desired characteristics.
• Provide clean easy to use interface with consistent displays
• Supporting the e-resources with tracking, reminders, routing and redistribution of
workflow and notifications to stakeholders.
• Obtaining, gathering and organizing usage statistics and providing historical
statistics
• Management and storing of accessible administrative information such as usernames
and passwords
• Provide acquisitions support for 'budget management, fund management, financial
reporting, repository of cost data and invoicing.
• Functionality, including linking to the online catalog, integrated ILL request
119
 capability, and compatibility with link resolving software
• Subscription management- Managing and maintaining library subscriptions of
electronic databases
• Support a variety of public display options to the public including A-Z journal
listing, database lists and article-level linking.
• Store and provide access to ERM related data in one place (Collins &Grogg,
2011).
• Providing contact information for all database providers
3.5 Electronic Resources Management in the Libraries
The development of information technology and the dissemination of Web
environments have a dramatic effect on the user behavi'6rs in information usage.
The library user requests swifter -and more convenient usage of information beyond
the time and space barriers, which changes the library atmosphere. The workflows
from acquisitions to user services and the life cycle of electronic resources is quite
different from that of print resources since it is characterized by access without
holding the physical objects. Also, the functional responsibilities for managing
electronic resources are often distributed over departments such as serials,
acquisitions, and library systems. As licensing electronic resources has greatly
increased in recent years, libraries have struggled to control this information in
paper files, integrated library systems, separate databases stored on local computers
or network. Under these circumstances, the need to get a better handle on these
resources has grown.
During nineteenth century the college librarians were particularly active in making self-
surveys and evaluation of their service in relation to instruction. Changes which librarians
have developed to effect, have, in fact, taken the lead in, concerns the movement toward
library cooperation. Cooperation among libraries has taken several forms:
1. Co-ordination of existing library resources represented by the regional library
consolidations, the UGC program, and others;
2. Liberalization of inter. -library loan policies and the provision for full and direct use
of library facilities by neighboring colleges;
3. Co-operation in book ordering whereby larger discounts have been made available
to individual libraries; and
4. Strengthening of serial resources through publication of regional "union lists".
The primary objective of the college library is to make its services contribute as effectively
as possible to the instructional program of the libraries. If this objective is to be achieved,
the library must perform certain functions.
a. Provide the study and references materials required for supplementing classroom
instruction ' in so far as these needs are not met by the lecture, laboratory, or other
college resources. Such material include general reference books, reference books'
in special fields, general and specialized books journals, publications. of

120
 associations and societies, government publications, pamphlets, maps, films, slides,
music records and scores, radio transcriptions and other materials.
b. Provide the technical and specialized study materials needed to keep the faculty
abreast of their fields for teaching purposes. A great deal of this material will be in
current, specialized journals whose purchase can seldom be justified on the basis
that they are needed for class instruction. Librarians are quick to appreciate the
teacher's need of this material in the sciences since it is fairly obvious that the results
of original research appear first in the journals.
c. Provide as far as possible the -material for research needed by individual faculty
members. This function should not be confused with the preceding, which is
concerned only with such needs as the faculty member may have for books and
periodicals necessary to keep abreast of developments in his subject of instruction'.
In contrast/ this function has to do with resources necessary if the individual faculty
member is to make contributions to the extension of boundaries of his field of
knowledge.
d. Cooperate with other libraries in strengthening library resources in the region in
which the college is located.
3.6 Use of Electronic Resources in Management Libraries

The library professionals have not acquire only the electronic resources but also
organize them for optimum access with adequate and appropriate navigation
structures to enable their clientele to exploit the Internet resources clientele's
maximum advantages. Emergence of Information technology has completely
changed- the definition and dimension of library services; "hence we cannot ignore
the role of Internet resources in library service. We should prepare ourselves to take
the advantages of Internet resources in forth coming time. J-Gate, Emerald, EBSCO
and ProQuest are management e-journals which we can access through subscription.
E-resources are invaluable research tools which complement print based resources in any
traditional library. 'Electronic resources provide access to information that might be
restricted to the user because, of geographical location or finances. Electronic resources
also provide access to current information as these are often updated frequently. Through
their various search techniques, electronic resources provide extensive links to explore
additional resources or related content. In addition, electronic resources are convenient to
use since users are able to access information from the library. It is for these reasons,
electronic resources are considered as important resources of teaching, research and
training. Thus, most of libraries as well as the universities of the present day provide
electronic resources for higher education and research. According to Dim (2021). The lack
of e-resources collection development policy committee and selection criteria can be traced
to inadequate acknowledge and skill of libraries librarians in e-resources management.

4.0 CONCLUSION

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 The emergence of electronic resource management became inevitable because in the
current 21st century information handling, it is obvious that traditional library catalogues,
and integrated library systems were not designed to handle metadata for resources.
5.0 SUMMARY
In this unit, we have been able to define the concept of electronic resource management,
mention the types of e-resources and the features of e-resource management systems. In
addition, e-resources management in the libraries as well as the use of e-resources in
management libraries were discussed.
Self – Assessment
State the advantages of e-resources

6.0 TUTOR-MARKED ASSIGNMENT

1. What is electronic resource management?
2. What are the types of e-resources?
3. Explain the features of e-resource management system
4. Discuss e-resource management in the libraries
5. Discuss the use of e-resources in management libraries
7.0 REFERENCE/FURTHER READING
Armstrong, C.J. and Lonsdale, R.E. (1998). The publishing of electronic scholarly
monographs and textbooks.

Ashcraft, Linda and Langden. Electronic journals and academic library collection.
Collection Building .1999; 18,3;pp, 105-13

Badhusha, K. Nazeer, Nagarajan, M., Natarajan, R. and Thanuskodi, S. (2012).

Recent Trends in-Electronic Resources Management Systems (ERM).
International Journal of Professional Development, 1(1).

Breeding, Marshall. (2004). The Many Facets of Managing Electronic Resources

Retrieved from http://www.infotodav.com/cilmag/ian04^reeding.shtml 24th
September, 2021.

Chaddha, R.K. (2002). Trends and Strategic issues for libraries in global
information society. TSILGIS.

Chakravarty, R. and Singh, S. (2005). E-resources for Indian universities: New

initiatives. SRELS journals of Information Management', 42(1), pp.57-73.

DESIDOC Journal of Library & Information Technology, Vol.30, No.04, July

2010,pp.ll-16.

Dim, C.L. (2021). Utilization of E-resources by Postgraduate students in Nnamdi

Azikiwe Library, University of Nigeria Nsukka during COVID-19 lockdown

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 period. Proceeding of the 7th National Conference if Academic and Research
Libraries Held at Nnamdi Azikiwe Library, University of Nigeria Nsukka, 27th
September – 1st October. Pp. 191-202.

E-Resource Management and ERM information retrieved from http://informationr.net/ir/9-

4/p186fig1.gif. 25th July, 2021.

Haridassan, S, & Khan, M. (2009). Impact and use of e-resources by Social

Scientists in National Social Science Documentation Centre (NASSDOC).

http:// community.brandrepublic.com/blogs/gordons_ republic/WSJe.ipg

http:// en. wikipedia.org/wiki/Electronic resource management

http:// koklcada.com/wp-content/images/2009/02/amazon kindle 2.jpg

http://en.wikipedia.org/wiki/Electronic_resource_management.

http://librarvdotcom.webs.com/apps/blog/

http://w ww.iii.com/products/electronic resource, html

http://www.ariadne.ac.uk/issue22/web-watch/warwick.gif

http://www.ariadne.ac.uk/issue22/web-watch/warwick.gif

http://www.ccc.lor.edu.in/search.asp

http://www.inforlibrarian.com//eHs.htm

http://www.mnchiro.com/images/April 09 e- Journal. IPS

Imran, A.A. (2021). Use of E-resources in Support of E-learning in Academic Libraries.

Experience in Federal College of Education (Special) Oyo, Nigeria. Proceeding of
the 7th National Conference if Academic and Research Libraries Held at Nnamdi
Azikiwe Library, University of Nigeria Nsukka, 27th September – 1st October. Pp.
276-281.
Jesse, K. (2018). Electronic Resources and Libraries In Encyclopedia of Library and
Information Science 4th Edition ed. By John D. Macdonald & Michael Levine
London: CRC Press.
Jharotia, Anil Kumar (2010). The Role of Internet and E-Resources in Digital Era,
National -conference “ICT impact on Knowledge and Information

123
 Management" held at ACCMAN Institute of Management, Greater Noida on
14Sept. 2010. pp.125-131.

Kaur, N. (2007). E-Resources and collection development: Emerging issues for the
Academic libraries_C4L/5£K. 2007, Chandigarh; pp599-607.

National Knowledge Commission (2007). Libraries: Gateway to knowledge. N. Delhi:

Govt. of India.

Pagan,-Jody Cbndit (2009). Marketing the Virtual Library: Computer in Libraries

2009, 29(1), pp.49.

Sharma, H P. (2008). Moving beyond library automation: Role of e-resources in

academic library University News. 46, 34; 2008; 6-10.

Sirohi, Sunanda and Jharotia, Anil Kumar (2011). Principle of E-Resources in

Library, proceeding of National Conference "Managing Libraries in New
Information Environment" held at Asia-Pacific Institute of Management,
New Delhi, on 07-08 Jan.2011 Book Age Publisher, Delhi pp.324-331.

Swain, D.K.& Panda, K.C. (2009). Use of e- resources by users in a state of India:
A Study Collection Building'WQ9, 28 (3), pp.108-16.

Wikipedia. (2014). Electronic resources Management. Retrieved from

UNIT 2: COST BENEFIT ANALYSIS AND INVENTORY CONTROL

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Concepts
3.2 Justification for Cost Benefit Analysis
3.3 Purpose of Cost Benefit Analysis
3.4 Procedures in Library Inventory Control
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 Reference/Further Reading
1.0 Introduction
In view of the exponential growth of knowledge and information, libraries are trying their
best to acquire all the documents available all over the world. However, paucity of funds

124
has not allowed them to achieve this. As a result, cost benefit analysis method is inevitable.
There is also the need to keep inventory of the resources acquired using the available
financial resources.
2.0 OBJECTIVES
It is hoped that by the end of this unit, you will be able to:
• Explain what cost benefit analysis and inventory control mean
• Justify why cost benefit analysis is desirable
• Explain the purpose of cost benefit analysis
• Discuss the procedures in the library inventory control.
3.0 MAIN CONTENT
3.1 Definition of Concepts
Definition of Cost Benefit Analysis
"A library has been rightly enabled with the functions of collecting, preserving,
preparing and disseminating knowledge with a certain aim-the aim being the fulfillment
of the purpose of the parent body" (Mittal, 1963). The general aim of libraries is the
provision of reading facilities to the public so that their personality is enlightened. These
aims and purposes differ to some extent in different kinds of libraries. In public
libraries, the aim of the library is to provide inspiration, recreation, and information
to the readers so that they can become ideal citizens and that they may be able to
perform their duties properly. In the case of academic libraries, the libraries have to
provide the reading materials particularly in accordance with the curricula of various
disciplines to help the students to grasp knowledge for examination purposes, besides
their general mental development.

These aims can be fulfilled only if all relevant reading materials including books,
periodicals, etc are made available to the readers.
Inventory Control
Stock is the way toward checking the increase er of each book 'in the racks against
the library records. Its motivation is to distinguish the books for fix and authoritative,
broken down (destroyed), for substitution and getting rid of. Library Accession Record
alludes to the archive which contains data of all library assets, for example, the hour
of obtaining and bibliographic data. Every asset is allotted with an increase number.
Online Databases alludes to library assets which are in electronic arrangement and
available through the neighborhood, web and by means of Wi-Fi "association. These are
formed electronic magazines/diaries, digital books, procedures, digests, references and
different references. Further, these are assets are available on/off grounds, day in and day
out. Access alludes to the capacity or right to enter to a library and its accumulation.
Additionally, to look, see and recover data from the sites, online databases different
sources with the utilization of username and secret key that have been enrolled in the
framework. Enlisted Users are understudies/ employees and staff who have enlisted in
the library and have library card and access to the library assets and its administrations.

125
Past due Book alludes to obtained book which isn't returned on determined due date.
Late Fine alludes to the punishment as money installments for the unreturned books past
due date. Undergrad Thesis alludes to the examination yield put together by the
graduating understudies as necessity in their separate curricular program. Graduate
Thesis is the Material proposition presented by alumni understudies.
3.2 Justification for Cost Benefit Analysis
Cost-Benefit Analysis is an important aspect of management and helps in decision making.
To study the feasibility of any system, to evaluate it or to choose one system out of several
alternatives the decision making authorities have to make a Cost-Benefit Analysis. In this
process, the total cost involved in terms of equipment's, materials and manpower have to
be taken into account including the value of all the benefits i.e. expenditure in terms of
money, efforts and time involved have to be calculated. If the value of benefits is more as
compared to the cost involved, the system is suitable and if the results are reverse to this,
the system is a misfit. It is, therefore essential to use cost-benefit analysis in the libraries
instead of blindly following other techniques.
Due to the exponential growth of knowledge and information, libraries are trying their best
to acquire all the documents available worldwide. But lack of funds leads the librarians
to a situation in which he/she has to take decisions judiciously as to which documents
should be purchased and which not to be purchased. It is the responsibility of the librarian
to convince the higher authorities and prove the value of the library's collection and
services. For this purpose, the cost-benefit analysis method is appropriate. In this scenario
to prove the economic value of the library, the librarian's responsibility increases. But with
the help of various types of CBA study librarians can prove the worth of the library
collections and services.
The periodicals are not only the chief medium for disseminating current information but
also serve as an important part of a library collection. These are helpful in fulfilling both
the objectives of teaching and research within an organization. Periodicals such as
Journals are very expensive to subscribe therefore librarians must take decisions-
judiciously as to which journals to subscribe and which not to. University and Research
libraries usually spend more than 70 percent of their total budgets on the subscription of
periodicals only, Periodicals, a source of current information have become
indispensable these days because the results of research being done in different parts of
the world are communicated through them (Ravat & Kumar, 2002).
3.3 Purpose of Cost Benefit Analysis
In the present scenario, all types of libraries are facing problems due to the explosion
of literature, escalation of prices, growing demands of-users and shrinking budget, etc.
To overcome these problems, librarians have to adapt to different ways and means. In
this era of decreasing financial resources and increasing demands for accountability,
libraries all over the world are facing the challenge of representing and quantifying
their value to their funders and stakeholders.
In the context of academic libraries, librarians must prove their value to the institution
in order to secure the financial resources necessary to serve the university and research
community. As Financial Authorities weigh competing priorities and allocate limited

126
resources, they need concrete evidence of how the library supports the institution's
strategic goals. In addition, they need evidence that helps them weigh the value
of new discretion. As the library administrators make budgeting decisions, librarians are
asked to prioritize their products and services to focus on those entities that are most
effective in serving the institutional mission with increasing financial challenges.
In this economic crisis, librarians with the help of management tools such as Cost-benefit
analysis can prove the value or worth as well as justify the expenditure of the library's
collections and services.
3.4 Procedures in Library Inventory Control
Set up the stock tallies sheets for books. Check the promotion number against the
increase number in the spine of the books. Comments are noted with regards to the status
of the books. Compromise of the missing books. Present the last rundown of the missing
book/s and for substitution. Present the last report to the Heads of the accompanying
workplaces: School Director, Property, and Audit. Quality Records include: Accession
Records, Library Cards. These Documents are dispersed to Head Administration, Overall
Academic Dean, Head of Property, Head of Accounting, Head of Audit, Head of
Quality Assurance and Accreditation.
To get to the online databases assets, clients are required to demand the relating
username and secret key for the understudy/personnel/staff from the I. T. Division.
Enrolled clients can get to the library assets with the relating username and secret
key. Rundown of accessible databases will be shown for individual access to: EBSCO
online database, IEEE online models database, IEEE CSDL (Computer Society Digital
Library), ACM Association for Computing Machinery) advanced library. The library
open access indexed (OPAC) can likewise be gotten to from here. These databases are
open on and off grounds, day in and day out. The bookkeeper gives help on the most
proficient method to utilize the online databases assets by leading directions and library
guidelines.
Community oriented library exercises with the personnel are booked to upgrade and
encourage the looking through aptitudes of the understudies to the online databases.
Updates and declarations identifying with the online databases assets are sent to the
office worried through email. Quality Records include: Statistical Report from
databases suppliers Comparative Utilization reports. These Documents are appropriated
to all units in college. Late fines are as per the following: Borrower/s of the general
dissemination books not returned on due date/s will be fined 5 dollars for every day, per
book.
Borrower/s of hold book/s not returned on due date/s is/are fined 5 Dollars for each day
and with an expansion of 10 dollars for each hour of postponement. The Library staff
ought to advise the understudy/workforce/endless supply of-books. Follow up update
on fines/s caused ought to likewise be done through telephone or email. The
administrator/library staff rounds out the past due slip installment structure or the

127
installment receipt structure from the library framework and offers it to the
understudy/personnel/staff for installment in the college clerk.
Understudy/Faculty/Staff should show the official installment receipt from the
bookkeeping office to the administrator/library staff to be encoded in the library
framework. The library staff stamps the borrower's library card demonstrating that the
past due fines have been paid and returned it to the understudy. Worker/staff library
card are being kept in the library card plate in the flow territory. Quality Records include':'
Library Overdue Slips, Overdue installment Slip, Official Receipt of Payment.
These records are disseminated to all units in the University. For the Undergraduate
Thesis: Secure the affirmation structure from the population guide/bookkeeper.
Checking of the total signatories of the postulation, dates and with the going with CD.
Fragmented prerequisites won't be acknowledged. Stamp the AR for the theory. Record
the AR's as needs be. Encoding of-the population per program. Set up the increz.se
number and name the theory. Postulation accumulation is for library utilize as it were.
Photocopying is carefully denied. For the Masteral Thesis: Two (2) duplicates of
masteral proposal are submitted to the library with going with two (2) CD's. Submit one-
duplicate, of-the theory in the Public Library Directorate, and get the confirmation of the
accommodation. Present the first duplicate of the authentication of accommodation to
the Registrar Office. Hold the one duplicate for the library document. Proposal
Collection: Thesis and research yields are for library utilize as it were Log sheet for the
utilization of the proposition gathering is accommodated checking purposes.
Refreshed rundown of propositions per curricular program is accessible for the library
clients. The increase number of the proposal is accommodated simple recovery of the
reference. Quality Records include: Thesis Collection Record, Certificate of the
Submission of Thesis. These Documents are disseminated to all Heads of the
Academic Cluster, Head of Quality Assurance and Accreditation and Head of Research
and Publication Office.
4.0 CONCLUSION
The overall aim of libraries is the provision of reading facilities to the public so that
personality is enlightened. The aim can be achieved only if all relevant reading materials
including books, periodicals etc are made available to the readers.

5.0 SUMMARY
Under this unit, we have been able to explain the meaning of cost benefit analysis and
inventory control and justification for cost benefit analysis. Equally the purpose of cost
benefit analysis was discussed and the procedures in library inventory control was
discussed.
Self – Assessment
What is library inventory control?

128
6.0 TUTOR-MARKED ASSIGNMENT
1.
What is cost benefit Analysis?
2.
Discuss the justification for cost benefit Analysis
3.
Explain the purpose of cost benefit analysis
4.
Describe the procedures in the library inventory control
7.0 Reference/Further Reading
Ananth, C. (2018). Policy Document on Library of Books, Library Overdue Fines,
Thesis Collection and Online Resources Database at higher Quality Accredited
Institutions. International Journal of Advanced Research in Management,
Architecture, Technology and Engineering (IJARMATE) 6(11) 36-.38

Cruce, T. M., Wolniak. G. C., Seifert, T. A., & Pascarella, E. T. (2006), Impacts of good
practices on cognitive development, learning orientations, and graduate degree
plans during the first year of college. Journal of College Student Development, 47
(4), 365-383.

Del Rios, M., & Leegwater, L. (2008). Increasing student success at minority-serving
institutions: Findings from the BEAMS project Washington, DC: Institute for
Higher Education Policy.

Dowd, A. C., Sawatzsky, M., & Korn, R. (2011). Theoretical foundations and a research
agenda to validate measures of intercultural effort. The Review of Higher
Education, 35 (1), 17-44.

Edgerton, R. (1997). Education white paper (unpublished manuscript).Retrieved from

http://www.faculty.umb.edu/john_saltmarch/resources/Edgerton%20Higher%20Educ
ation%20wHITE%20Paper.rtf. Accessed 20 Apr. 2021.

Ehrenberg, R. (2002). Tuition rising: Why college costs so much. Cambridge: Harvard
University Press.

Ewell, P. T. (2010). The US National Survey of Student Engagement (NSSE). In D. D. Dill

& M. Beerkens (Eds.), Public policy for academic quality: Analyses of innovative
policy instruments. New York: Springer.

Ewell, P. T. & Jones, D. P. (1993). Actions matter: The case for indirect measures in
assessing higher education's progress on the national education goals. The Journal of
General Education, 42 (2), 123-148.

Ewell, P. T., & Jones, D. P. (1996). Indicators of "good practice" in undergraduate education:
A handbook for development and implementation. Boulder, CO: National Center for
Higher Education Management Systems.

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Ewell, P. T., McClenney, K., & McCormick, A, C. (2011, September 20). Measuring
engagement. Inside Higher Ed. Retrieved from
www.insidehighered.com/views/2011/09/20/essay_defending_the_value_of_surveys_of_
student_engagement. 15th June, 2021.

Feldman, K., & Newcomb, T. (1969). The impact of college on students. (2 Vols.). San
Francisco: Jossey-Bass.

Fosnacht, K. & Gonyea, R. M. (2012). The dependability of the NSSE 2012 pilot: A
generalizability study. Paper presented at the annual meeting of the Association for
Institutional Research, New Orleans. LA.

Gabriel, K. F. (2008). Teaching underprepared students: Strategies for promoting success

and retention in higher education, Sterling, VA: Stylus.

Gladwell, M. (2011, February 14). The order of things. The New Yorker, 87(1), 68-75.

Graham, A., & Thompson, N. (2001). Broken ranks. The Washington Monthly, 87(1), 68-
75.

Greene, T., Marti, C. N., & McCIenney, K. M. (20C7). The effort-outcome gap: Differences
for African-American and Hispanic community college students in student
engagement and academic achievement. Journal of Higher Education, 79 (5), 513-539.
Mittal, R.L. (1963, June). Acquisition of serials in Indian university libraries. Indian
Librarian, 18, 25.

Ravat, P.P. & Kumar, T. (2002). Encyclopedic Dictionary of Library and Information
Technology (Vol. II). New Delhi: Crest Publishing House.

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