Collection+Development+Policy,+Action+Plan+and+Selections+Project

CD Policy, Action Plan and Selection Project
==Be sure to open and use the linked file from the Week 3 webpage as this file contains the suggested outline and required contents for the collection development policy itself. ==

Part A: Collection Development Policy
Write a collection development policy for a real or simulated library or information center using materials provided in class (follow outline above which is also included in week 3 class materials) plus additional library or Internet resources that contain actual library collection development policies. Feel free to "borrow" materials from other policies; however, you are unlikely to find the perfect policy, so consult and use several policies to help you construct one for your library. Acknowledge the policies that you consult in writing your own in a bibliography in an appendix to the policy. Now that you have finished the collection development policy, put it into effect, so to speak, by using it to write an action plan and to select materials. As with the earlier assignments, this assignment can be done by groups of up to 4 students.

**REQUIRED CONTENTS FOR YOUR COLLECTION DEVELOPMENT POLICY**: Note: This can be used as a guide for what I require for the collection development policy portion of your project, but do remember the action plan as well as the selection portion of the project. Title Page/Cover Signature Page (may be included on title/cover) Signature(s) of the librarian and his or her supervisor(s). Table of Contents ** Purpose Statement ** - **//Carole//** This policy serves as a guide for all involved with Collection Development for the Bay City Public Library. The purposes of the policy are as follows: (Hoffman & Wood, pp. 7-8).
 * 1) To inform the library's staff and patrons of the scope and nature of the collection, the philosophies underlying collection decisions, and the plans for the continuing development of all resources within the library.
 * 2) To provide guidelines which, when combined with professional judgment by trained staff, may be used to evaluate the collection on a continuing basis.
 * 3) <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">To define the relationships of various parts of the collection with the whole.
 * 4) <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">To enable library staff involved with the collection management to work toward defined goals, thereby strengthening the collection and making the best use of available funds.
 * 5) <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">To assist library staff in the responsible expenditure of funds for resources.

<span style="font-family: 'Times New Roman',Times,serif;">** Background Statement- ** Melissa In 2008, the Advisory Board of the Bay City Public Library prepared a long-range plan which would guide the development of the library’s collections and services for the period 2009 - 2011. The planning process included an analysis of the community, as well as a statement of the planning committee’s vision for the community, which is a description of an ideal future for the Bay Cityarea. The long-range plan also includes a “library vision statement” which describes, in ideal terms, the impact that the library hopes to have in assisting the residents of the Bay City area to achieve the “community vision.” The final philosophical element is the library’s mission statement, which distills the essence of the vision statements, and explains “what business the library is in,” as well as what it does that is unique, or different, from what other agencies or organizations in the community do.

<span style="font-family: 'Times New Roman',Times,serif; line-height: 18pt; margin-top: 8.4pt;">** Vision Statement ** <span style="color: black; font-family: 'Times New Roman',Times,serif; line-height: 18pt; margin-top: 8.4pt;">Bay City Public Library will provide an innovative learning environment for all ages, collections and services relevant to our community needs, and staff who will provide courteous and responsive service.

<span style="font-family: 'Times New Roman',Times,serif; line-height: 18pt; margin-top: 8.4pt;">** Mission Statement ** <span style="color: black; font-family: 'Times New Roman',Times,serif; line-height: 18pt; margin-top: 8.4pt;">The Bay City Public Library's mission is to meet the educational, cultural and social needs of our diverse community by providing quality materials, information and services.

<span style="font-family: 'Times New Roman',Times,serif;">The Bay City Public Library's collection is developed and managed to meet the majority of the cultural, informational, educational, and recreational needs of library customers in Bay City. Library staff builds and maintain a customer-focused collection by anticipating and responding to needs and expectations. Staff recognizes the necessity of balancing budget, staffing, and building concerns when making decisions either to acquire or to provide access to materials and information. Materials budget allocation is set annually. Allocation decisions are based on factors including demand, cost of materials, publishing trends and changes in the marketplace. Bay City Library's goals include the following:


 * 1) <span style="font-family: 'Times New Roman',Times,serif;">People of all ages are engaged learners supported by a knowledgeable staff, a dynamic and broad collection of books, magazines, and audio-visuals, with access to state of the art electronic resources.
 * 2) <span style="font-family: 'Times New Roman',Times,serif;">People achieve life success by relying on libraries to meet their information needs through essential collections, information services, readers advisory, school support initiatives, classes and programs.
 * 3) <span style="font-family: 'Times New Roman',Times,serif;">Children's early literacy, teen and adult reading and writing skills, and information services are supported through multi-lingual library resources and collections designed to reach citizens of all ages and skill-levels through an informed staff, electronic databases, community outreach, and programs.

<span style="font-family: 'Times New Roman',Times,serif;"> **Responsibility for Collection Management/Development**- ﻿Melissa Final responsibility and authority for collection management and development, whether by purchase, donation, or any other means, is the duty of the Bay City Public Library Director and other select library staff, who operate in accordance with the policies established by the Bay City Public Library Advisory Board. The Advisory Board considers and adopts a Collection Development Policy, which they authorize the Library Director to administer. The Director designates staff, using developed selection and acquisition procedures, to make purchasing decisions subject to approval. The Director assigns to the Adult Services librarians and the Youth Services Manager the responsibility of overseeing collection management for their respective departments. All professional staff have collection development responsibilities. All library staff members who select materials are expected to adhere to the selection objectives and principles expressed in this policy, and to apply their knowledge and expertise in making selection decisions. Other library staff members and library patrons may recommend material for consideration and are encouraged to do so. Involvement by the community in the selection process is encouraged. Several mechanisms are provided for this purpose including: analysis of pending reserve requests; purchase suggestions submitted by library users; and questionnaires and surveys administered by the library. User suggestions for purchase will be evaluated in accordance with the Collection Development Policy. When library patrons make suggestions, reserve requests, and make interlibrary loan requests, these suggestions and requests are reviewed for borrowing or possible purchase. Here is how these decisions are made on a case by case basis:


 * ||  || **Requested Title** || **Borrow or Purchase** ||
 * Title was published over two years ago and is generally on the shelf at other Pinellas Public Library Cooperative (PPLC) libraries. || Borrow ||
 * Title was published in the last year and is generally on the shelf at PPLC libraries that purchased it. || Borrow or purchase if we think it would be useful to us ||
 * Title was published in the last year and is generally out at most PPLC libraries. || Purchase one or more copies ||
 * Title is brand new, has decent reviews, and hasn't circulated yet in most libraries. || Purchase ||
 * Title is available at several PPLC libraries, it is a title we should own, but the patron needs it in a hurry. || Borrow, but also purchase ||
 * Title is not owned by PPLC libraries, but has good to excellent reviews and fits our selection criteria. || Purchase ||
 * Title is not owned by PPLC libraries, has fair to poor reviews, but is the kind of book we collect. || Borrow from WorldCat, then make purchasing decision ||
 * Title is not owned by PPLC libraries or other area consortia, but did get good reviews. However, it is too specialized or academic for our collection. || Borrow via WorldCat ||
 * We can't find any reviews or information on the title, and the author is an unknown. || Borrow if we can find it somewhere ||
 * We can't find any reviews, nobody owns the title in PPLC, but the author is known, or we have purchased similar books from the same publisher, and they have been of decent quality. || Purchase ||
 * Title is well reviewed, but too academic, too expensive, or too specialized for our collection. || Borrow, if we can ||
 * Title is of marginal quality, but of local interest. || Purchase ||  ||   ||

The Director shall be responsible for the withdrawal and disposal of library materials. Such materials may be withdrawn and given to the Friends of the Library to be sold, recycled, or destroyed. (see Collection Maintenance/Weeding)

Library resources will not be limited by the possibility that controversial issues may be available to children. The responsibility for children’s choices in library resources rests with parents and legal guardians. Questions concerning the scope and development of the collection may be discussed with the Director. Final authority for the determinations of policy is vested in the Advisory Board.

<span style="font-family: 'Times New Roman',Times,serif;"> **Mission, Goals, and Objectives Statements**- Melissa __Mission__ The Collection Development Policy supports the mission of the Bay City Public Library and provides direction and guidance for the Collection Development Plan. It is the goal of the library to provide a high-quality collection of books and other materials in a variety of formats and languages for all ages that is responsive to the needs and interests of the community and reflective of the diversity of the community. The Bay City Public Library will provide free and equitable access to library collections to all users. In selecting materials, library staff will use professional reference resources, judgment, knowledge and experience to select these materials, and will proactively solicit advice from, as well as anticipate the needs and interests of, the community. Within budgetary and space limitations, the collections will serve to enhance the cultural, literary, aesthetic and educational pursuits of library users and the needs of the community as a whole. The Bay City Public Library endorses the principles documented in the American Library Association’s Library Bill of Rights, Freedom to Read Statement, Freedom to View Statement, Code of Ethics, and Core Values of Librarianship Statement. (See Appendix) __Purpose Statement__ The Collection Development Policy serves the following purposes: __Goals__ The goals of having a Collection Development Policy in place include the following: __Objectives__ It is the responsibility and aim of the Bay City Public Library to provide circulating materials and reference service to meet the needs ofLargoresidents of all ages. Materials are selected and maintained for general information, education, and occupational uses, and the enjoyment and enrichment of leisure time. As a public agency, the library attempts to meet reasonable community needs within the limitations of budget and space. The Bay City Public Library does not seek to meet the specialized curriculum needs of the local public schools. The library is dedicated to the free and open distribution of ideas. It is the responsibility of the library to provide a wide-range of ideas, viewpoints, opinions, and information necessary for the functioning of a democratic society Materials are selected on the merits of a particular work in relation to the needs, interests and demands of the community. The library shall always be guided by a sense of responsibility to both the present and the future. To this end, librarians shall add materials which enrich the collections and maintain an overall balance. Further, the library shall make available materials for enlightenment and recreation, even though such materials may not have enduring interest or value. The library strives to provide up-to-date and accurate information. Because library materials and information come in a wide variety of formats, the library fulfills its mission by buying materials in both print and non-print form.
 * The Policy is intended to serve as a guide to library staff in maintaining existing collections and developing new areas of knowledge in an informed climate.
 * The Policy is a management tool to identify current collection development practice, to identify goals, to provide continuity among the selection practices within the library and to deploy the financial resources of the library.
 * The Policy facilitates cooperative development of library resources now and in the future.
 * The Policy informs the public about the principles upon which selections are made.
 * The Policy provides an objective and rational means of examining collection development and a consistency that supersedes individuals on the staff or Board.
 * To support the institution’s mission in the following areas by acquiring materials which support:
 * community research (Bay Cityresidents and members of the Bay City Public Library system)
 * public research (regional, national, and international researchers)
 * recreational and educational roles of the institution
 * To make material accessible;
 * To preserve the material for users now and in the future;
 * To service material by ensuring its availability to users;
 * To build on existing strengths;
 * To rationally develop collections in response to new research needs;
 * To make the best use of existing financial resources;
 * To make informed decisions in terms of format choices;
 * To develop and maintain a balanced contents management program, in light of increasing electronic resources, by establishing links among various formats of current and retrospective library holdings;
 * To maximize the availability of special resources by entering and maintaining collaborative programs;
 * To strive for a collection that is balanced, comprehensive, and of adequate size, quality, and diversity to meet the needs of its users;
 * To insure that all parts of the collection are up-to-date, attractive, and well-maintained;
 * To increase the involvement and knowledge of the entire staff in collection development and management;
 * To utilize collection usage statistics to insure an optimal allocation of the materials budget;
 * To continually evaluate present formats, and to identify new formats that will make the collection more valuable to our patrons;
 * To cooperate with Pinellas Public Library Cooperative (PPLC) and other area libraries to insure that our collections meet our consortium and regional responsibilities.

<span style="font-family: 'Times New Roman',Times,serif;"> **Target Audiences**- Melissa Using information from the United States Census Bureau, Demographics Now, and Bay City’s website, we are able to gather a plethora of information about who our potential library patrons could be. The following data was recorded for Bay City: Population Total: 76,199: Population by Age Population by Race Language Marital Status Income Education Based on the Highest Level of Education Achieved Occupation by Industry: Class of Workers: Unemployment Rate-As of March 2011, the unemployment rate for Bay City, Florida was 10.7%; this figure is down from a peak of 11.4% in January 2011 (Onboard Informatics, 2011**).** Political Affiliation-According to the Florida Department of State, Division of Elections, Pinellas County voter registration statistics show 38.27% of the population is registered with the Republican party, 36.55% are registered with the Democratic party, and 25.17% are registered with other affiliations (Florida Department of State, Division of Elections, 2010). Using this data in making our collection development selections will help to ensure that we are doing everything we can to meet the needs and interests of the Bay City community. Specifically, for the Youth Services collection, the Library’s responsibility is to serve the needs of children of varying backgrounds and interests, taking into account age and development levels. The Library makes available a collection that satisfies the informational, educational, recreational, cultural and inspirational reading needs of children from infancy through young adulthood, and the needs of those who serve the child - parents, teachers, and youth workers.
 * males: 35,890 (47.1%)
 * females: 40,309 (52.9%) (City ofLargo, 2011)
 * under 20 years of age: 15,469 (20.3%)
 * ages 21-44: 20,802 (27.3%)
 * ages 45-59: 10,821(14.2%)
 * ages 60-74: 15,848 (20.8%)
 * over 75 years of age: 13,259 (17.4%)
 * median age for the population is 48.9 years old (Onboard Informatics, 2011)
 * white alone: 62,864 (82.5%)
 * hispanic alone: 6,096 (8%)
 * black alone: 4,420 (5.8%)
 * asian alone: 1,448 (1.9%)
 * two or more races: 914 (1.2%)
 * other: 373 (.49%) (Onboard Informatics, 2011)
 * English as primary language spoken at home: 89.4%
 * Spanish as primary language spoken at home: 4.0% (Onboard Informatics, 2011)
 * single: 14, 859 (19.5%)
 * married: 38,176 (50.1%)
 * separated: 16,002 (2.1%)
 * divorced: 11,201 (14.7%)
 * widowed: 10,363 (13.6%) (Onboard Informatics, 2011)
 * married couples with children: 6,353
 * single-parent households: 3,327 (City ofLargo, 2011)
 * median household income: $38,561(City ofLargo, 2011)
 * population living in poverty: 9,830 (12.9%) (Onboard Informatics, 2011)
 * less than high school equivalency: 12,649 (16.6%)
 * high school graduate: 27,051 (35.5%)
 * some college: 18,822 (24.7%)
 * Associates degree: 5,105 (6.7%)
 * Bachelor’s degree: 8,153 (10.7%)
 * Master's degree: 2,819 (3.7%)
 * Professional school degree: 1,219 (1.6%)
 * Doctorate degree: 343 (.45%) (Onboard Informatics, 2011)
 * health care: 13.1%
 * construction: 12%
 * hospitality: 7.5%
 * finance and Insurance: 6.2%
 * professional, scientific, and technical services: 5.2%
 * administrative and support and waste management services: 4.8%
 * public administrative positions: 4.7% (Onboard Informatics, 2011)
 * private company employees: 55,702 (73.1%)
 * local government employees: 6,477 (8.5%)
 * self-employed: 5,258 (6.9%)
 * state employees: 1,143 (1.5%)
 * federal employees: 991 (1.3%) (Onboard Informatics, 2011)

<span style="font-family: 'Times New Roman',Times,serif;">** Budgeting and Funding ** ﻿ -Kristie Funding for acquisitions is based on a fiscal year basis to start on July 1st and end on June 30th of each year. The main source is the Library's operating grant which increases at an annual rate of 3.5% The Head of the Collections Department is responsible for allocating that funding in a "fair and equitable" manner. Factors to consider: Funding priority should go first and foremost to improving weak and outdated or damaged and/or lost areas of the collection. Budgeting general guidelines should adhere closely to this model: 73%- General Print Collection 20%- Electronic and Multimedia 5%- Special Collection 2%- Processing Any special funding with no restrictions on allocations will be spent according to this policy. Special funding with restrictions will be spent as per the donor's instructions. If the library cannot or will not accommodate those instructions the funding will be returned to the donor.
 * the average cost of new titles in each subject area
 * the average number of new titles published annually in each subject area
 * usage and/or circulation statistics
 * the size, age, and condition of the existing collection
 * the rate of change in the discipline

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">**Evaluation Criteria** -Kristie Statistics on holdings Checking standard lists- catalogs and bibliographies Obtaining opinions from regular users Examining the collection directly Once materials have been added to the Library’s collection, they are managed through an assessment and evaluation process to ensure that ongoing collection priorities are met; that collections remain up to date, balanced, and attractive; and that space limitations are minimized. This process identifies items for replacement, retention or de-selection. Library staff utilize professional judgment and expertise in deciding which materials to retain, replace, repair or de-select. De-selection (removing items from the collection) is an integral part of collection development. De-selected materials will, at the Library’s discretion, be donated to community resources, or disposed of through other means determined by the Library. The Library retains those materials that continue to have enduring or permanent significance to its mission and overall collection goals. Evaluation criteria for retaining, replacing, repairing or de-selecting include:
 * Availability of item in alternative formats
 * Feasibility, cost of repair
 * Historical significance, interest, or value
 * Physical condition
 * Relative usefulness of item
 * Space considerations
 * Superseded, inaccurate, or out-of-date content
 * Usage

Preservation
Certain types of materials require activities to extend the physical life of the item or to retain the intellectual content. Decisions for preservation recognize that not all items need to be given the same level of care, security, and attention. In addition to the criteria outlined above under Collection Evaluation and Maintenance, staff use the following criteria when evaluating an item for preservation:
 * Cost (includes value of the item and preservation expense)
 * Intellectual content
 * Intrinsic value
 * Significance/uniqueness of item to the collection
 * Storage/environmental capabilities

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; line-height: 18px;">**General Criteria**-<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12px; line-height: 18px;">Melissa Criteria for materials selection, including books, periodicals, electronic, and audiovisual materials, is based on three factors: the needs of the community, the individual merit of the material, and the existing collection and budget of the library. Librarians exercise judgment, experience, and expertise in the application of the Criteria for Materials Selection, making acquisition decisions as objectively as possible. No single criterion can be applied to all materials, and various criteria carry different weights in different circumstances. Contextual considerations – budget and space availability, interlibrary loan –also shape the selection process. Judgment in selection is based on reviews and professional library and literary evaluation as shown in journals and other review sources. Final decision is based on the value of the material to the library and the community, regardless of the personal taste of the selectors. The Library selects materials, within the limitations of its budget, based on reviews in the media both print and electronic, recommendations from the public, examination materials from publishers or producers, consensus among recognized subject authorities, and the knowledge and expertise of the Library staff. Materials are selected on the basis of content and style, and the present and potential informational, educational and recreational needs of the community. Selection is a discerning and interpretive process, involving a general knowledge of the subject and its important literature, a familiarity with the materials in the collection, and recognition of the needs of the community. The Library strives to select material that will build a well-rounded collection. The Library makes a positive effort to provide materials of sound factual data and honest opinion representing all points of view on topics of public interest and importance. Titles are not excluded on the basis of moral, racial, religious, or political prejudice. Materials are evaluated on the significance of the entire work, not on selected passages or sections. The following criteria will be considered when making selection decisions. An item need not meet all of the criteria in order to be acceptable. In keeping with the Mission Statement and the Collection Development Policy of the Bay City Public Library, general selection criteria include: suitability for meeting the needs of the community > In selecting materials the Library serves to promote the love of reading “for reading’s sake,” to develop appreciation and discrimination, to satisfy natural curiosity and to contribute to the growth of the child as an individual and a future citizen in an expanding world. Materials are purchased with the idea that the young reader is not only the influential adult of tomorrow, but a person in his/her own right today. > Youth Services material is selected using the selection guidelines and criteria stated in this policy. Additional criteria may be considered when selecting children’s materials. Materials for children should broaden mental and aesthetic horizons and assist in the formation of sympathetic judgments; cultivate appreciation of beauty through format, expression or content; add to the fund of useful knowledge; present ideals of conduct and achievement worthy of emulation; provide enjoyment and stimulation for further reading, and be a part of the child’s literary heritage. > Both juvenile and young adult materials are selected with the same care and judgment as adult materials. The collection is carefully chosen for children of all ages and abilities, with emphasis on materials which educate and entertain, stimulate the imagination, develop reading ability and enable children to learn about the world around them. Materials are purchased in both print and non-print formats. > Materials selected for the Children's Collection meet similar standards as all other materials selected for the Library's collection. Special effort is made to continuously update the collection and to weed worn and outdated materials. High priority for purchase is given to books of use and value to parents, teachers, and other people working with children. The Children's Collection strives to provide children with the library materials necessary to aid their educational and personal development. > Children and young adults are not limited to the special collections selected for them. They are encouraged to make full use of the entire collection to the extent that their interests and capabilities allow. Some items may be included that might not be considered appropriate by all adults for all children. While some books are too mature for one child, other children may be ready for them. Only each child and his or her parents can decide what material is suitable for that child to read. > Responsibility for the reading/viewing/listening of children rests with their parents and legal guardians. The Library does not serve in loco parentis (in the place of a parent) to restrict the access of minors to library materials. The selection of materials intended for use by adults shall not be inhibited by the possibility that they may be accessible by children. > Elementary and high school libraries serve the curriculum needs of the students. While not duplicating these resources or attempting to follow all the changes in curriculum, the Bay City Public Library does recognize the need to provide a wide variety of cultural and recreational reading matter for students and to provide some basic class related materials for students seeking to complete their assignments outside school hours. The Bay City Public Library is committed to developing a collection of materials that support the local school district curriculum.
 * 1) ** appeal to the interests of the community
 * artistic excellence
 * literary merit
 * local interest/ relevance to the history of Bay City
 * technical quality
 * quality of presentation
 * reputation and significance of the author, generally and in the local community
 * accuracy
 * authoritativeness
 * objectivity
 * reviews in the professional and popular media
 * originality of thought
 * permanent value
 * popular demand
 * relation to existing collections and other material on the subject
 * inclusion of title in standard or special bibliographies or indexes
 * skill, competence and purpose of the author
 * budget, cost and space considerations
 * contemporary significance and current usefulness
 * suitability of physical form for library use
 * availability of materials at other libraries
 * availability of materials online
 * relevance to the library’s mission
 * c urrent usefulness or interest
 * r elevance to the existing collection’s strengths and weaknesses
 * series title

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">**Specific criteria**-<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Melissa The librarians must consider each type of material in terms of its own kind of excellence and the audience for whom it is intended. No single standard can apply to all acquisition decisions. Librarians may select some material primarily for its artistic merit, scholarship, or its value as a human document, while they choose others to satisfy the recreational and entertainment needs of the community. To build a collection of merit and significance, librarians acquire materials according to objective guidelines. They evaluate all acquisitions, whether considered for purchase or donated to the library, by examining reviews in one or more of the professional library review media and checking against standards listed below.

Specific Criteria for the Evaluation of Works of Information and Opinion 1. Authority 2. Comprehensiveness and depth of treatment 3. Objectivity 4. Clarity, accuracy and logic of presentation 5. Representation of challenging, although extreme or minority, point of view Specific Criteria for the Evaluation of Works of Imagination 1. Representation of important movement, genre, trend or national culture 2. Vitality and originality 3. Artistic presentation and experimentation 4. Sustained interest 5. Effective characterization 6. Authenticity of historical or social setting


 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Analysis of subject fields **

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">**Evaluation of the collection** by classification number or breakdown by general subject area. This analysis should focus on the current strength and the desired strength of the collection. Use one of the rating schemes found in the literature. - **//Carole//**


 * ||  || Bay City Public Library - Children's Collection ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || Classification Analysis ||   ||   ||   ||   ||   ||   ||   ||
 * ||  ||   |||||||| CODES* |||||| COMMENTS ||
 * Dewey # || Line # || Classification || CL || AC || GL || PC ||  ||   ||   ||
 * 000 ||  || Computer science, knowledge & systems ||   ||   ||   ||   ||   ||   ||   ||
 * 010 ||  || Bibliographies ||   ||   ||   ||   ||   ||   ||   ||
 * 020 ||  || Library & information science ||   ||   ||   ||   ||   ||   ||   ||
 * 030 ||  || Encyclopedias & books of facts ||   ||   ||   ||   ||   ||   ||   ||
 * 040 ||  || (Unassigned) ||   ||   ||   ||   ||   ||   ||   ||
 * 050 ||  || Magazines, journals & serials ||   ||   ||   ||   ||   ||   ||   ||
 * 060 ||  || Associations, organizations & museums ||   ||   ||   ||   ||   ||   ||   ||
 * 070 ||  || News media, journalism & publishing ||   ||   ||   ||   ||   ||   ||   ||
 * 080 ||  || Quotations ||   ||   ||   ||   ||   ||   ||   ||
 * 090 ||  || Manuscripts & rare books ||   ||   ||   ||   ||   ||   ||   ||
 * 100 ||  || Philosophy ||   ||   ||   ||   ||   ||   ||   ||
 * 110 ||  || Metaphysics ||   ||   ||   ||   ||   ||   ||   ||
 * 120 ||  || Epistemology ||   ||   ||   ||   ||   ||   ||   ||
 * 130 ||  || Parapsychology & occultism ||   ||   ||   ||   ||   ||   ||   ||
 * 140 ||  || Philosophical schools of thought ||   ||   ||   ||   ||   ||   ||   ||
 * 150 ||  || Psychology ||   ||   ||   ||   ||   ||   ||   ||
 * 160 ||  || Logic ||   ||   ||   ||   ||   ||   ||   ||
 * 170 ||  || Ethics ||   ||   ||   ||   ||   ||   ||   ||
 * 180 ||  || Ancient, medieval & eastern philosophy ||   ||   ||   ||   ||   ||   ||   ||
 * 190 ||  || Modern western philosophy ||   ||   ||   ||   ||   ||   ||   ||
 * 200 ||  || Religion ||   ||   ||   ||   ||   ||   ||   ||
 * 210 ||  || Philosophy & theory of religion ||   ||   ||   ||   ||   ||   ||   ||
 * 220 ||  || The Bible ||   ||   ||   ||   ||   ||   ||   ||
 * 230 ||  || Christianity & Christian theology ||   ||   ||   ||   ||   ||   ||   ||
 * 240 ||  || Christian practices & observance ||   ||   ||   ||   ||   ||   ||   ||
 * 250 ||  || Christian pastoral practice & religious orders ||   ||   ||   ||   ||   ||   ||   ||
 * 260 ||  || Christian organization, social work & worship ||   ||   ||   ||   ||   ||   ||   ||
 * 270 ||  || History of Christianity ||   ||   ||   ||   ||   ||   ||   ||
 * 280 ||  || Christian denominations ||   ||   ||   ||   ||   ||   ||   ||
 * 290 ||  || Other religions ||   ||   ||   ||   ||   ||   ||   ||
 * 300 ||  || Social sciences, sociology & anthropology ||   ||   ||   ||   ||   ||   ||   ||
 * 310 ||  || Statistics ||   ||   ||   ||   ||   ||   ||   ||
 * 320 ||  || Political science ||   ||   ||   ||   ||   ||   ||   ||
 * 330 ||  || Economics ||   ||   ||   ||   ||   ||   ||   ||
 * 340 ||  || Law ||   ||   ||   ||   ||   ||   ||   ||
 * 350 ||  || Public administration & military science ||   ||   ||   ||   ||   ||   ||   ||
 * 360 ||  || Social problems & social services ||   ||   ||   ||   ||   ||   ||   ||
 * 370 ||  || Education ||   ||   ||   ||   ||   ||   ||   ||
 * 380 ||  || Commerce, communications & transportation ||   ||   ||   ||   ||   ||   ||   ||
 * 390 ||  || Customs, etiquette & folklore ||   ||   ||   ||   ||   ||   ||   ||
 * 400 ||  || Language ||   ||   ||   ||   ||   ||   ||   ||
 * 410 ||  || Linguistics ||   ||   ||   ||   ||   ||   ||   ||
 * 420 ||  || English & Old English languages ||   ||   ||   ||   ||   ||   ||   ||
 * 430 ||  || German & related languages ||   ||   ||   ||   ||   ||   ||   ||
 * 440 ||  || French & related languages ||   ||   ||   ||   ||   ||   ||   ||
 * 450 ||  || Italian, Romanian & related languages ||   ||   ||   ||   ||   ||   ||   ||
 * 460 ||  || Spanish & Portuguese languages ||   ||   ||   ||   ||   ||   ||   ||
 * 470 ||  || Latin & Italic languages ||   ||   ||   ||   ||   ||   ||   ||
 * 480 ||  || Classical & modern Greek languages ||   ||   ||   ||   ||   ||   ||   ||
 * 490 ||  || Other languages ||   ||   ||   ||   ||   ||   ||   ||
 * 500 ||  || Science ||   ||   ||   ||   ||   ||   ||   ||
 * 510 ||  || Mathematics ||   ||   ||   ||   ||   ||   ||   ||
 * 520 ||  || Astronomy ||   ||   ||   ||   ||   ||   ||   ||
 * 530 ||  || Physics ||   ||   ||   ||   ||   ||   ||   ||
 * 540 ||  || Chemistry ||   ||   ||   ||   ||   ||   ||   ||
 * 550 ||  || Earth sciences & geology ||   ||   ||   ||   ||   ||   ||   ||
 * 560 ||  || Fossils & prehistoric life ||   ||   ||   ||   ||   ||   ||   ||
 * 570 ||  || Life sciences biology ||   ||   ||   ||   ||   ||   ||   ||
 * 580 ||  || Plants (Botany) ||   ||   ||   ||   ||   ||   ||   ||
 * 590 ||  || Animals (Zoology) ||   ||   ||   ||   ||   ||   ||   ||
 * 600 ||  || Technology ||   ||   ||   ||   ||   ||   ||   ||
 * 610 ||  || Medicine & health ||   ||   ||   ||   ||   ||   ||   ||
 * 620 ||  || Engineering ||   ||   ||   ||   ||   ||   ||   ||
 * 630 ||  || Agriculture ||   ||   ||   ||   ||   ||   ||   ||
 * 640 ||  || Home & family management ||   ||   ||   ||   ||   ||   ||   ||
 * 650 ||  || Management & public relations ||   ||   ||   ||   ||   ||   ||   ||
 * 660 ||  || Chemical engineering ||   ||   ||   ||   ||   ||   ||   ||
 * 670 ||  || Manufacturing ||   ||   ||   ||   ||   ||   ||   ||
 * 680 ||  || Manufacture for specific use ||   ||   ||   ||   ||   ||   ||   ||
 * 690 ||  || Building & construction ||   ||   ||   ||   ||   ||   ||   ||
 * 700 ||  || Arts ||   ||   ||   ||   ||   ||   ||   ||
 * 710 ||  || Landscaping & area planning ||   ||   ||   ||   ||   ||   ||   ||
 * 720 ||  || Architecture ||   ||   ||   ||   ||   ||   ||   ||
 * 730 ||  || Sculpture, ceramics & metalwork ||   ||   ||   ||   ||   ||   ||   ||
 * 740 ||  || Drawing & decorative arts ||   ||   ||   ||   ||   ||   ||   ||
 * 750 ||  || Painting ||   ||   ||   ||   ||   ||   ||   ||
 * 760 ||  || Graphic arts ||   ||   ||   ||   ||   ||   ||   ||
 * 770 ||  || Photography & computer art ||   ||   ||   ||   ||   ||   ||   ||
 * 780 ||  || Music ||   ||   ||   ||   ||   ||   ||   ||
 * 790 ||  || Sports, games & entertainment ||   ||   ||   ||   ||   ||   ||   ||
 * 800 ||  || Literature, rhetoric & criticism ||   ||   ||   ||   ||   ||   ||   ||
 * 810 ||  || American literature in English ||   ||   ||   ||   ||   ||   ||   ||
 * 820 ||  || English & Old English literatures ||   ||   ||   ||   ||   ||   ||   ||
 * 830 ||  || German & related literatures ||   ||   ||   ||   ||   ||   ||   ||
 * 840 ||  || French & related literatures ||   ||   ||   ||   ||   ||   ||   ||
 * 850 ||  || Italian, Romanian & related literatures ||   ||   ||   ||   ||   ||   ||   ||
 * 860 ||  || Spanish & Portuguese literatures ||   ||   ||   ||   ||   ||   ||   ||
 * 870 ||  || Latin & Italic literatures ||   ||   ||   ||   ||   ||   ||   ||
 * 880 ||  || Classical & modern Creek literatures ||   ||   ||   ||   ||   ||   ||   ||
 * 890 ||  || Other literatures ||   ||   ||   ||   ||   ||   ||   ||
 * 900 ||  || History ||   ||   ||   ||   ||   ||   ||   ||
 * 910 ||  || Geography & travel ||   ||   ||   ||   ||   ||   ||   ||
 * 920 ||  || Biography & genealogy ||   ||   ||   ||   ||   ||   ||   ||
 * 930 ||  || History of ancient world (to ca. 499) ||   ||   ||   ||   ||   ||   ||   ||
 * 940 ||  || History of Europe ||   ||   ||   ||   ||   ||   ||   ||
 * 950 ||  || History of Asia ||   ||   ||   ||   ||   ||   ||   ||
 * 960 ||  || History of Africa ||   ||   ||   ||   ||   ||   ||   ||
 * 970 ||  || History of North America ||   ||   ||   ||   ||   ||   ||   ||
 * 980 ||  || History of South Africa ||   ||   ||   ||   ||   ||   ||   ||
 * 990 ||  || History of other areas ||   ||   ||   ||   ||   ||   ||   ||
 * *Codes ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * CL ||  || Current collection level ||   ||   ||   ||   ||   ||   ||   ||
 * AC ||  || Acquisitions commitment ||   ||   ||   ||   ||   ||   ||   ||
 * GL ||  || Goal level ||   ||   ||   ||   ||   ||   ||   ||
 * PC ||  || Preservation commitment ||   ||   ||   ||   ||   ||   ||   ||
 * 7/1/2011 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * 940 ||  || History of Europe ||   ||   ||   ||   ||   ||   ||   ||
 * 950 ||  || History of Asia ||   ||   ||   ||   ||   ||   ||   ||
 * 960 ||  || History of Africa ||   ||   ||   ||   ||   ||   ||   ||
 * 970 ||  || History of North America ||   ||   ||   ||   ||   ||   ||   ||
 * 980 ||  || History of South Africa ||   ||   ||   ||   ||   ||   ||   ||
 * 990 ||  || History of other areas ||   ||   ||   ||   ||   ||   ||   ||
 * *Codes ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * CL ||  || Current collection level ||   ||   ||   ||   ||   ||   ||   ||
 * AC ||  || Acquisitions commitment ||   ||   ||   ||   ||   ||   ||   ||
 * GL ||  || Goal level ||   ||   ||   ||   ||   ||   ||   ||
 * PC ||  || Preservation commitment ||   ||   ||   ||   ||   ||   ||   ||
 * 7/1/2011 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * PC ||  || Preservation commitment ||   ||   ||   ||   ||   ||   ||   ||
 * 7/1/2011 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * 7/1/2011 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||

<span style="font-family: 'Times New Roman',Times,serif;"> **Analysis of collection by format**- formats collected and any special considerations for particular formats - Melissa The children’s collections differ from the rest of the library in many ways and have more specific methods for analyzing the collection. The children's collections are intended primarily for children from birth through age 13. These collections include fiction and the entire Dewey range of nonfiction. Books and other formats such as periodicals, DVDs and CDs are collected. Older formats such as VHS, CD-ROM and audiocassette are disappearing as newer technologies make them obsolete. While children are the primary users of these collections, teens and adults also use them. Parents, teachers, budding and experienced children's authors and illustrators, library school graduate students, students of children's literature, preschool teachers, adults and children learning a new language, adults studying for their early childhood accreditation, and children's literature researchers all find much to use here. Popular interest topics, children's classics, materials with great child-appeal and materials needed by children to complete school assignments comprise the majority of these collections. Works by local authors and illustrators are considered, applying the same criteria that is used for all other children's materials. Most materials are examined by at least one children's librarian before they are purchased. Very few titles are purchased "sight unseen," solely based upon written professional reviews. This reflects the expectation that a children's librarian will be able to make specific and tailored reading, viewing and listening recommendations to children of many ages and reading levels. Children's Board Books-This collection consists of books with sturdy, laminated cardboard or plastic pages. Selected especially for babies and toddlers, this format is important in introducing books to the youngest child. These titles have clear, uncluttered drawings or photographs and are wordless or accompanied by very brief text. This collection has very high usage and wears out quickly. Many titles have a short life in print and will not be replaceable after they are withdrawn. They are intended for babies, toddlers and preschoolers. Selection and duplication will depend on budget, the number of young children in a neighborhood and other population characteristics. The collection is built to meet current needs only. Children's Picture Books-Picture books are often the child's first introduction to books. They are usually written for pre-readers and beginning readers and are typically shared with the child by an adult. Illustrations play an especially large role in picture books, and consideration is given to both the text and illustrations and how the union of the two makes an integrated whole. Illustrations in picture books should extend and interpret the story, supplying what paragraphs of words in a novel do for older readers. The inclusion of non-stereotypical illustrations is especially important because of the lasting impressions that can be made by illustrations. Picture books intended for older children (ages eight and up) is a subgroup also purchased and placed in this section. These books can be distinguished by their greater sophistication and higher reading level. Picture books are selected individually for literary quality, quality of the illustrations, and subject appeal. As the picture book collection is typically a very large part of children's collections throughout the Library, and has high circulation, multiples of especially good books are purchased. Classic and older titles are purchased continually to retain depth. Beginning Readers-Readers are written for the beginning reader, using a controlled vocabulary. Children learn to read at different chronological ages, but usually, within the range of five to eight years, they begin to decode words and start to read by themselves without adult help. Readers help a child to practice the skill of reading and decoding while controlling the frustration level. Readers have large print, ample white space, illustrations and large margins. Pre-primers, basal readers and textbooks are not collected. Readers are selected individually for literary quality, attractive illustrations and subject appeal. The number of readers published is small, so purchasing is often done in multiples. This collection is meant to meet current needs. Classic and older titles are purchased continually to retain depth. Nonfiction readers are also purchased. They are classified in their subject areas unless their content is too general to be useful in a nonfiction collection. Children's Fiction-Fiction books, or novels, make up a significant part of the children's circulating collection in all libraries. Fiction books are those written for the child who has the reading skills, attention span, ability to form mental images and the capacity to enjoy longer, more detailed stories. These books range from the easiest chapter books (designed for younger readers ready to make the transition from heavily-illustrated beginning readers) to sophisticated fare for younger teen readers. The range of fiction includes realistic stories, fantasy and science fiction, animal stories, historical fiction, mystery and adventure, and sports stories. The collection includes titles popular with today's children, recreational reading and school-assigned classics. Fiction is selected individually using the same criteria used to evaluate adult fiction: consideration of theme, plot, characterization, setting, and style. Good fiction offers an appealing story, smoothly told, with freshness and originality. Positive racial, ethnic and sex role representation are important factors for consideration, as are appropriateness of length and format for the intended age level. Series, which are often formulaic, are sometimes evaluated individually, but are more often selected for their popularity with children. The library acknowledges that there are many more series than can practically be purchased. Many series are treated as ephemeral and are purchased in paperback format only. Duplicate copies of classics and other titles that appear on school reading lists are also frequently purchased in paperback format, to supplement hardcover editions. As a general rule, abridged or adapted editions of classic fiction works are not collected. Children's Graphic Novels-Graphic novels are fictional works that are unique in their pictorial presentation of the story line. This collection has grown dramatically in recent years. Graphic novels are selected for their quality of illustrations, story line and popularity. This ephemeral collection is constantly changing as reading tastes change. It is geared toward children ages six through thirteen. There is no effort to collect deeply or broadly, but rather to keep a popular reading collection that is responsive to readers' preferences. Children's Magazines-The children's periodicals collection offers a wide range of age and subject appeal to attract readers and to complement the book collection, especially in areas of current popular interest. Magazines also reflect the many diverse cultures, languages and interests ofSan Francisco's children. Included are general interest, literary and special interest titles on a variety of reading levels. Periodicals dealing with children's literature and the review of children's materials are also included. Some of these are purchased as reference materials for the use of children's librarians. Significant children's magazines are indexed in Readers Guide to Periodical Literature or Children's Magazine Index. The library tries to maintain magazine issues for one year. If space and physical condition permit, back issues may be kept longer. Periodicals for children in languages other than English are purchased depending on availability and need. While most magazines are in print format, selection is not limited to this format. Magazine titles are reevaluated annually. Children's International Languages-Fiction and nonfiction titles in languages other than English are collected with an emphasis on picture stories, easy-to-read fiction titles, single, illustrated folk tales, popular subjects and picture dictionaries. The library strives to collect books published in the country where an international language originates in order to preserve cultural authenticity in storyline and illustrations. Books published in theUnited Statesand translations of popular English-language titles are also collected. The collection represents the most common languages spoken or studied inBay City. Users of the International Languages collection include children and adults who are more comfortable reading in their native languages or who are learning, or hoping to maintain their reading ability, in another language, as well as teachers and students of English as a Second Language and other languages. Changing population patterns are taken into account in developing and maintaining language collections. Children's Media-The media collection consists primarily of DVDs and CDs. The children's DVD collection includes educational television programs and children's movies (educational as well as popular, box office titles). Children's audio encompasses literary works, folktales, drama and music. This collection is very popular and circulates heavily. It requires constant refreshing to compensate for loss and damage. Much effort and money is spent to replace copies of popular materials, such as Disney movies, which are often unavailable for purchase for many years at a time. Videocassettes and audiocassettes are no longer purchased, and this format is slowly disappearing from Library holdings. Attempts are made to purchase movie adaptations of quality children's books as well as original works of quality that are produced for children. No attempt is made to collect most commercially produced, current children's television programs nor compilations of such programs from previous decades. The music collection is collected in greater depth in works for younger children as well as in titles that will be useful for librarians planning lapsits and storytimes. Audio renditions of classic and popular children's fiction are collected, as are audio versions of children's readers (which assist children in their mastery of reading). Audio versions of picture books are also collected. Very little audio nonfiction is collected, except for folktale compilations, since they bring the spoken tradition to life in a way that books cannot. Children's Software-The children's software collection is a small group of computer programs aimed at educating and entertaining children. Most programs are Windows-based and available as CD-ROMs. The children's software collection is small and shrinking, collected on a very limited basis. The collection focuses on nonviolent games as well as learning products, and is intended for children ages four through 13. Rapid technological changes make it likely that this collection will disappear as more children's software is replaced by Internet-based programs, downloadable web sites, and smaller computer platforms. Parent/Teacher Collection-This collection contains titles intended for parents and teachers of young children (up to age eight). Some of these books are also collected in the adult department, but the children's collection is more focused on items that are useful for teachers, home schooling parents and parents interested in education. This collection has a rather limited scope and is not intended to be exhaustive on the subject of early childhood issues. There are a small number of titles on pregnancy, birth and children's health, though these topics are also included in the j600s. The early childhood and parenting collection focuses on issues addressed by most parents and on subjects (such as phonics and classroom projects) studied by teachers of younger children. There are some titles on behavior and learning issues that typically occur during early childhood. This collection does not contain education textbooks. Areas devoted to early childhood and parenting materials are increasing in size as many children's departments are placing these collections near the books for younger children in order to aid parents and caregivers in conveniently locating these materials in the same area of the library. Literacy/Theme Kits-This collection consists of a variety of materials designed to meet the developmental needs of children from toddlers through the third grade. Included in this collection are puzzles, puppets, flash cards, themed kits and other developmental materials. Educational aids are important for the growth and development of young children. This collection offers families a variety of learning devices to aid them in instructing their children. Because it is used very heavily, much of the collection shows wear. The purpose of the collection is to provide learning aids to children who might not otherwise have access to them. Day care teachers and home day care providers also use the collection to broaden the variety of materials they use with children. Catalogs of early childhood materials are primarily used to select in this area. The library may also see a puppet vendor occasionally to select new puppets and puzzles. Puppets and other washable items are sent to the cleaners on a regular basis to keep them clean and in good condition. Puzzle pieces are made to replace those that are lost or damaged. Materials are withdrawn when they become tattered and unusable. We plan to maintain a constant level in this collection. Space constraints limit the growth of this collection. We will continue to purchase new items as old items are withdrawn. Professional Reference-The Youth Services Department maintains a collection of non-circulating items housed in a nonpublic area, which are used exclusively by staff members for library activities. This collection includes picture books, folklore, nursery rhymes, fingerplays, lift-the-flap, pop-up, and “big” books as well as AV items such as cassettes, compact discs, videos and DVDs. Due to the extensive volume of programming done in the Youth Services Department, we maintain a collection of books available at all times which can be used to conduct these activities. Also, storytelling is more enjoyable for all when the books used are clean and in good condition. The Youth Services Department staff creates many of their own storytelling props, such as flannel stories, and produces fliers and booklists. In order to produce these materials, the staff maintains a collection of clip art and pattern books. The library may duplicate titles of books and AV materials already owned by the Youth Services Department, if staff members feel they would work especially well in storytime. In addition, we use publishers’ catalogs to order books in formats that do not circulate well but are ideal for group use, such as pop-up. We use standard selection tools to purchase professional materials. Bookstores are an additional source for these materials. Materials in this collection generally remain in very good condition because only staff members use them. An item is removed from this area and placed in the circulating collection only if staff members feel it no longer is being used enough to warrant its inclusion. We will re-evaluate this collection every two years. We will continue to add titles whenever a staff member discovers an item that will be useful for storytimes and group visits. This area will have limited growth and will be weeded every other year.

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">**Selection Aids**-<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Melissa The librarians select most materials on the basis of reviews published in sources recognized as reliable and authoritative. These include library-oriented journals such as Kirkus, Booklist, Library Journal, Horn Book, and School Library Journal. Although aimed at bookstores, Publishers’ Weekly is also widely used by librarians. Librarians also regularly consult review sources aimed at the general public, such as the New York Times Book Review, Newsweek, and Time. Because the number of items librarians can select is only a small fraction of the number produced each year, some items must be chosen on the basis of publishers’ fliers and catalogs. Librarians make these selections with caution, however, and the publisher’s reputation is an important factor in these cases. Librarians also consult standard bibliographies such as Public Library Catalog, and lists of “best books” published in the library review media, especially when they need retrospective materials to fill a gap in the collection. In addition to standard review sources and other selection aids, the Youth Services Manager of the Bay City Public Library checks publishers’ catalogs regularly. It is also wise to consult bibliographies and indexes such as Children’s Catalog, Elementary School Library Collection, Junior High School Catalog, etc. A number of other ways exist for a material to be considered for addition to the collection. One such way is through patron title requests and/or staff recommendations. All patron requests for new titles (last two years) are considered for purchase, or referred to Interlibrary Loan. Patron title requests come in on paper Materials Selection forms, online Materials Suggestion forms, reserve slips for titles not in the collection, or ILL requests that the Reference orILLlibrarian feels should be considered for local purchase. The librarian in charge of patron book suggestions obtains reviews and refers the suggestions to the Assistant Director. Requests for other formats are referred to the appropriate selector. Staff recommendations are given high priority, but follow the same procedures as patron requests, and must meet the same selection criteria. Another way an item may be considered for purchase is through publishers’ catalogs. Since the majority of titles are not reviewed, publishers' catalogs are an important source of information, sometimes the only information on a title. Crucial to buying decisions is the reputation of the publisher in general, and the series or type of book in particular. New catalogs are received by or routed to the appropriate selector and to reference librarians, who check the database for holdings of desired titles, and make suggestions for ordering. Publishers' catalogs are particularly useful for new editions of standard titles, and to fill subject needs. New fiction is rarely bought from publishers' catalogs, unless the author is a known quantity and demand is certain. The library staff can play a crucial role in collection development by keeping a list of subjects that cannot be filled from the library's collection, or standard titles that should be in the collection but are not (or are not in sufficient quantity). The Assistant Director or other professional staff member can then identify and purchase titles to meet these needs.

<span style="font-family: 'Times New Roman',Times,serif;">**Copyright Statement** <span style="font-family: 'Times New Roman',Times,serif;">The Bay City Public Library complies fully with all the provisions of the U.S. Copyright Law (17 USC) and its amendments. The Library suports the Fair Use section of the Copyright Law (17 USC Section 107) which permits and protects the right to reproduce and make other uses of copyrighted works for the purposes of teaching, scholarship and research.

<span style="font-family: 'Times New Roman',Times,serif;">**Position on Intellectual Freedom and Censorship** <span style="font-family: 'Times New Roman',Times,serif;">An informed citizenry is a requisite in a democracy and the public library is integral in achieveing that goal. The Bay City Public Library provides an impartial environment in which individuals may explore their interests in a universe of ideas and informatin spanning the spectrum of knowledge. <span style="font-family: 'Times New Roman',Times,serif;">The library subscribes to and is guided by the positions articulated in the Library Bill of Rights, an Interpretation of the Library Bill of Rights and the Freedom to View policies adopted by the American Library Association. <span style="font-family: 'Times New Roman',Times,serif;">[] <span style="font-family: 'Times New Roman',Times,serif;">[] (Freedom to Read Statement) <span style="font-family: 'Times New Roman',Times,serif;">[] (Interpretation of the Library Bill of Rights from the ALA) <span style="font-family: 'Times New Roman',Times,serif;">The collection development policies of the Bay City Public Library are based solely on the merit of the work as it relates to the library's mission. Inclusion of an item in the library in no way represents an endorsement of its contents. The library recognizes that some materials may be controversial and that some opinions expressed in the materials may be offensive to some. Only individuals can determine what is most appropriate for their own needs and can define what material is consistent with their personal values. Individual users can apply those values to the use of library materials only for themselves. Parents and legal guardians are responsible for their children's use of library materials.

<span style="font-family: 'Times New Roman',Times,serif;">**Requests for Reconsideration of Selection Decisions** <span style="font-family: 'Times New Roman',Times,serif;">The library encourages its users to recommend items for purchase. In deciding whether to acquire the items recommended, the staff considers not only users’ recommendations but also criteria identified in this document.. <span style="font-family: 'Times New Roman',Times,serif;">Users who wish the library to acquire an item the staff has decided not to acquire and those who wish the library to remove an item in its collection must submit a formal written request. <span style="font-family: 'Times New Roman',Times,serif;">Upon receipt of such a request, the director will convene a panel of librarians on the staff to re-assess the challenged decision, and, after considering their recommendation, will decide whether to accede to the user’s request. <span style="font-family: 'Times New Roman',Times,serif;">If the director declines to do so, the user may appeal the decision to the Board of Trustees by making a written request to the president.

<span style="font-family: 'Times New Roman',Times,serif;"> **Collection Maintenance/Weeding**- policy and procedures plus evaluation criteria. May include collection mapping. - Melissa Collection maintenance is an ongoing part of the conscientious evaluation of collections by professional librarians and is undertaken with as much care and consistency as the initial selection of materials. Collection maintenance helps to keep the collections current, attractive, responsive, diverse and useful to the needs of the community. Librarians are responsible for regular evaluation of collections in their branch, unit or selection area. Librarians may review their collections for gaps in subject areas and replacement of titles in or out of print as appropriate, based on the criteria below:
 * Accuracy and currency of information
 * Physical condition of materials
 * Availability of newer, more comprehensive or more accessible material
 * Relevance to collection and scope of collection
 * Ease of borrowing materials from another library
 * Relevance to community needs
 * Date of last circulation and number of circulations
 * Number of copies in the collection

The purpose of discarding materials from the collection is to maintain an accurate and up-to-date collection for library patrons. Materials which are inaccurate, outdated, unused, or in poor condition detract from the usefulness and aesthetic appeal of the collection. Materials that no longer meet the stated objectives of the library are identified, withdrawn, and discarded according to accepted professional practices. Those staff members who have a direct role in the selection of materials (i.e. the Director and professional librarians) conduct de-selection, also known as weeding, using CREW guidelines under the general direction of the Director. Some criteria for weeding include: antiquated appearance, damaged, worn, superseded, replaced, outdated, multiple copies, no longer useful, no longer in demand, trivial. Items meeting one or more of these criteria will not necessarily be removed. Additional criteria considered when deciding on replacements include the current availability of the item, availability of newer material on the subject, the importance of the work in its field, and its listing in standard bibliographies. Systematic weeding of the collection is essential to maintain the purposes and quality of the library, to insure its usefulness to the community, and to make room for newer materials. In addition to giving the Library a fresh, inviting appearance, systematic weeding gives the library a reputation of having a current, reliable collection, allows the library to utilize space in the best and most economical way, aids in locating materials which need to be repaired or replaced, and identifies areas where additional material is needed. Weeded materials are disposed of in the most appropriate manner. No material will be held for or given to individuals. Some items may be offered to other libraries or institutions. Many of these items will be given to the Friends of the Bay City Public Library to be sold or otherwise disposed of with any proceeds going to the Friends. Bay City Public Library’s children’s department continues to remove worn or damaged materials on an ongoing basis. They also weed the entire collection every three years and more often in over-crowded areas such as the 500’s and 900’s.

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">**Gift Policy and Procedures** - //**Carole**// <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">The library is grateful for gifts of used or new books, periodicals and other library materials. Donations of materials are accepted by the library with the understanding that they meet the same standards as the materials purchased for the collection. The library reserves the right to refuse any donations of materials. In addition, the library reserves the right to not add gift materials to the collection. Donations not added to the collection will be given to the Friends of the Bay City Library to sell or dispose of as deemed appropriate. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Receipts for gifts are available, and they will indicate the type and number of items donated. It is the responsibility of the donor to determine the value of donated items. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">**Replacements** - //**Carole**// <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">The library attempts to maintain copies of standard and important works, but it does not automatically replace all materials that have been withdrawn due to loss or damage. The staff will consider several factors when determining whether or not an item will be replaced. The factors include the following:
 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Availability of the item to be replaced.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">If another item or format might better serve the same purpose.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">If there is sufficient demand to replace the item.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Availability of updated, new or revised materials for item replacement.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Possible historic value of the item.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">The number of copies available in the collection.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Present coverage of the subject within the collection.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">Comparison of the cost of mending versus replacement.

<span style="font-family: 'Times New Roman',Times,serif;"> **Special Collections**-although school media centers are unlikely to have a special collections of the nature held in universities or public libraries, they may have a professional collection for teachers. - Melissa With financial assistance from the Friends of the Library, we are able to have several Special Collections in the Children’s department. One Special Collection in the Children’s area of the Bay City Public Library is the Parent/Teacher Collection. It contains materials for child care givers, as well as educators and parents. The books in this collection provide ideas for developing curriculum activities for toddlers thru middle school-age children. Another Special Collection in the Children’s area of the Bay City Public Library is the World Languages Collection. This collection houses books and other materials in languages other than English. Currently the collection has Spanish, French, German, and some Asian languages too. In the coming fiscal year, we hope to expand both of these collections as well as add an additional collection, Early Literacy Kits.

<span style="font-family: 'Times New Roman',Times,serif;">**Appendix** - Melissa I did this--Alice
 * Should include the following in the final draft: ALA Library Bill of Rights, Freedom to Read Statement, Freedom to View Statement, Code of Ethics, Core Values of Librarianship Statement, and Request for Reconsideration Form.

====<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 1.06em;">Part B: The Action Plan <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 1.06em;">Nikki ====

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">Include the following: <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">1. Using your needs survey that has already been completed and your collection development policy, pick a subject area or areas that need strengthening. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">2. The need(s) from which the project springs -- not objectives,but rather the "whys." <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">3. The main objectives sought by you in terms of changes to be effected as a result of your plan of action. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">4. The strategies and techniques you will employ to achieve the changes, the "how." Include the process you will use for selection of materials to meet the objectives of the selection project. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">5. The resources, human and material, you anticipate employing for the purpose of achieving the "how." <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">6. The means you will use for evaluation of whether you have indeed achieved success and the degree of success. Thus, be sure to spell out in your objectives the extent of success that would be satisfactory. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">7. The critically **annotated** bibliography of professional references employed by you to make decisions about this project. **Note: your annotations should one or two sentences that explain why these materials were important or why they were the best ones to use.**

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 11.5pt;">Part C: Selection of Materials
<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">You have $3,500 to spend toward collection development in a particular subject area or areas. Do not limit yourself to books. Be sure to look at serials, electronic, and non-book materials as may be appropriate under your collection development policy. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">1. Using selection aids (such as //Choice, Booklist,// etc.) identify potential items for purchase. Describe the sources used for this purpose and why you chose those particular sources. (This part of C should be included in the annotated bibliography in Part B and does not have to included here.) <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">2. From this group of potential titles, select enough appropriate titles to spend your budget without going over the budget more than $25. Tell how you narrowed down the potential titles to the ones actually chosen. Provide a list of the chosen titles with all necessary ordering information (such as author,title, publisher, date, edition if applicable, and ISBN or ISSN). <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 9pt;">3. Tell where you would purchase the chosen items, and why you would use these particular publishers/jobbers.

Title Publisher Date Edition ISBN/ISSN Estimated Price With Processing Costs Sunshine Reader List Not Wanted by the Police Gulliver Books 2005 N/A 978-0152164744 $19.00 Not Wanted by the Police Gulliver Books 2005 N/A 978-0152164744 $19.00 Psychic Investigator Puffin 2006 N/A 978-0142406984 $12.00 Psychic Investigator Puffin 2006 N/A 978-0142406984 $12.00 How Tia Lola Came to (Visit) Stay Knopf Books for Young Readers 2001 N/A 978-0375802157 $20.00 How Tia Lola Came to (Visit) Stay Knopf Books for Young Readers 2001 N/A 978-0375802157 $20.00 The World Eater Holiday House 2005 N/A 978-0823419401 $21.00 The World Eater Holiday House 2005 N/A 978-0823419401 $21.00 May Bird and the Ever After Aladdin 2005 N/A 978-0689869235 $23.00 May Bird and the Ever After Aladdin 2005 N/A 978-0689869235 $23.00 The 100-year-old Secret Henry Holt and Co 2008 1st 978-0805083408 $21.00 The 100-year-old Secret Henry Holt and Co 2008 1st 978-0805083408 $21.00 The Magic Half Bloomsbury Children's Books 2008 N/A 978-1599903583 $21.00 The Magic Half Bloomsbury Children's Books 2008 N/A 978-1599903583 $21.00 NERDS: National Espionage, Rescue and Defense Society Amulet Books 2009 N/A 978-0810989863 $19.00 NERDS: National Espionage, Rescue and Defense Society Amulet Books 2009 N/A 978-0810989863 $19.00 Extra Credit Atheneum Books for Young Readers 2009 N/A 978-1416949299 $21.00 Extra Credit Atheneum Books for Young Readers 2009 N/A 978-1416949299 $21.00 Out of My Mind Atheneum Books for Young Readers 2010 N/A 978-1416971702 $21.00 Out of My Mind Atheneum Books for Young Readers 2010 N/A 978-1416971702 $21.00 Umbrella Summer Laura Geringer Books 2009 N/A 978-0061431876 $20.00 Umbrella Summer Laura Geringer Books 2009 N/A 978-0061431876 $20.00 The Secret of Zoom Henry Holt and Co 2009 N/A 978-0805088564 $21.00 The Secret of Zoom Henry Holt and Co 2009 N/A 978-0805088564 $21.00 Dying to Meet You Harcourt Children's Books 2009 N/A 978-0152057275 $19.00 Dying to Meet You Harcourt Children's Books 2009 N/A 978-0152057275 $19.00 Flight of the Phoenix Houghton Mifflin Books for Children 2009 N/A 978-0547238654 $21.00 Flight of the Phoenix Houghton Mifflin Books for Children 2009 N/A 978-0547238654 $21.00 Where the Mountain Meets the Moon Little, Brown Books for Young Readers 2009 N/A 978-0316114271 $21.00 Where the Mountain Meets the Moon Little, Brown Books for Young Readers 2009 N/A 978-0316114271 $21.00 Alivn Ho: Allergic to Girls, School, and Other Scary Things Schwartz and Wade 2008 N/A 978-0375839146 $20.00 Alivn Ho: Allergic to Girls, School, and Other Scary Things Schwartz and Wade 2008 N/A 978-0375839146 $20.00 How Oliver Olson Changed the World Farrar, Staus and Giroux 2009 N/A 978-0374334871 $20.00 How Oliver Olson Changed the World Farrar, Staus and Giroux 2009 N/A 978-0374334871 $20.00 Captain Nobody Putnam 2009 N/A 978-0399250347 $21.00 Captain Nobody Putnam 2009 N/A 978-0399250347 $21.00 Dragon's Egg Greenwillow Books 2007 N/A 978-0061288487 $21.00 Dragon's Egg Greenwillow Books 2007 N/A 978-0061288487 $21.00 Bobby vs. Girls (Accidentally) Arthur A. Levine Books 2009 N/A 978-0545055925 $20.00 Bobby vs. Girls (Accidentally) Arthur A. Levine Books 2009 N/A 978-0545055925 $20.00 The Strange Case of Orgami Yoda Amulet Books 2010 N/A 978-0810984257 $17.00 The Strange Case of Orgami Yoda Amulet Books 2010 N/A 978-0810984257 $17.00 The Prince of Fenway Park HarperCollins 2009 N/A 978-0060872427 $21.00 The Prince of Fenway Park HarperCollins 2009 N/A 978-0060872427 $21.00 Flawed Dogs: The Novel: The Shocking Raid on Westminster Philomel Books 2009 N/A 978-0399252181 $21.00 Flawed Dogs: The Novel: The Shocking Raid on Westminster Philomel Books 2009 N/A 978-0399252181 $21.00 Dark Life Scholatic Press 2010 N/A 978-0545178143 $21.00 Dark Life Scholatic Press 2010 N/A 978-0545178143 $21.00 Pemba's Song: A Ghost Story Scholatic Press 2008 N/A 978-0545020763 $21.00 Pemba's Song: A Ghost Story Scholatic Press 2008 N/A 978-0545020763 $21.00 Scat Knopf Books for Young Readers 2009 N/A 978-0375834868 $21.00 Scat Knopf Books for Young Readers 2009 N/A 978-0375834868 $21.00 Alibi Junior High Aladdin 2009 N/A 978-1416979593 $20.00 Alibi Junior High Aladdin 2009 N/A 978-1416979593 $20.00 The Day of the Pelican Clarion Books 2009 N/A 978-0547181882 $20.00 The Day of the Pelican Clarion Books 2009 N/A 978-0547181882 $20.00 Woods Runner Wendy Lamb Books 2010 N/A 978-0385738842 $20.00 Woods Runner Wendy Lamb Books 2010 N/A 978-0385738842 $20.00 Bystander Feiwel and Friends 2009 N/A 978-0312379063 $21.00 Bystander Feiwel and Friends 2009 N/A 978-0312379063 $21.00 Alcatraz Vs. The Evil Librarians Scholatic Press 2007 N/A 978-0439925501 $21.00 Alcatraz Vs. The Evil Librarians Scholatic Press 2007 N/A 978-0439925501 $21.00 Jolted: Newton Starker's Rules for Survival Wendy Lamb Books 2009 N/A 978-0385909440 $27.00 Jolted: Newton Starker's Rules for Survival Wendy Lamb Books 2009 N/A 978-0385909440 $27.00 Killer Pizza Feiwel and Friends 2009 N/A 978-0312373795 $21.00 Killer Pizza Feiwel and Friends 2009 N/A 978-0312373795 $21.00 Peace, Locomotion Putnam Juvenile 2009 N/A 978-0399246555 $20.00 Peace, Locomotion Putnam Juvenile 2009 N/A 978-0399246555 $20.00 Upcoming Popular The Hobbit Houghton Mifflin 2007 70th Anniversary 978-0618968632 $29.00 The Hobbit Houghton Mifflin 2007 70th Anniversary 978-0618968633 $29.00 The Lord of The Rings Houghton Mifflin 2005 50th Anniversary 978-0618645619 $42.00 The Lord of The Rings Houghton Mifflin 2005 51st Anniversary 978-0618645620 $42.00 The Silmarillion Houghton Mifflin 2004 2nd 978-0618391110 $44.00 Judy Moody and The Not Bummer Summer Candlewick Press 2011 Movie tie-in 978-0763653514 $12.00 Judy Moody and The Not Bummer Summer Candlewick Press 2011 Movie tie-in 978-0763653514 $12.00 Judy Moody (Book 1) Candlewick Press 2010 Reissue 978-0763648503 $20.00 Judy Moody Gets Famous (Book 2) Candlewick Press 2010 Reissue 978-0763648541 $20.00 Judy Moody Saves the World! (Book 3) Candlewick Press 2010 Reissue 978-0763648602 $20.00 Judy Moody Predicts the Future (Book 4) Candlewick Press 2010 Reissue 978-0763648572 $20.00 Judy Moody, M.D. (Book 5) Candlewick Press 2010 Reissue 978-0763648619 $20.00 Judy Moody Declares Independence (Book 6) Candlewick Press 2010 Reissue 978-0763648527 $20.00 Judy Moody: Around the World in 8 1/2 days (Book 7) Candlewick Press 2010 Reissue 978-0763648640 $20.00 Judy Moody Goes to College (Book 8) Candlewick Press 2010 Reissue 978-0763648558 $20.00 Judy Moody, Girl Detective (Book 9) Candlewick Press 2010 Reissue 978-0763634506 $20.00 Judy Moody and Stink: The Mad, Mad, Mad, Mad Treasure Hunt Candlewick Press 2009 1st 978-0763639624 $19.00 Judy Moody and Stink: The Holly Joliday Candlewick Press 2007 N/A 978-0763632373 $19.00 Judy Moody Goes to Hollywood: Behind the Scenes with Judy Moody and Friends Candlewick Press 2011 N/A 978-0763655518 $19.00 Reference/Non Fiction The World Almanac for Kids World Almanac 2011 2011 978-1600571534 $19.00 Britannica Discovery Library Encyclopedia Britannica 2008 2008 978-1593394264 $260.00 Childcraft The How and Why Library World Book, Inc. 2007 2007 B000Y0AS3A (ASIN) $350.00 Oh My Gods! A Look It Up Guide to the Gods of Mythology Scholatic Library Publishing N/A 2009 978-1606310267 $55.00 $2,519.00

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">﻿Bibliography [] [] [] [] [] [] [] [] [] [] [] [] [] [] [] [] [] [] []

Collection Development Policy Overview. Retrieved from []

Policies: Collection Development. Retrieved from []

About the BA Libraries. Retrieved from []

Nelson, S. (2009). //Implementing for results [electronic resource] : Your stragetic plan in action//. Chicago: ALA Editions. Nelson, S. (2008). //Strategic planning for results// (Rev. ed.). Chicago: ALA Editions. <span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-clip: initial; background-color: white; background-origin: initial; color: black; font-size: 16px;">Hennepin County Public Library Board Policy. Retrieved from [] **

<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-clip: initial; background-color: white; background-origin: initial; color: black; font-size: 16px;">Hoffman, FW & Wood, RJ (2005). Library Collection Development Policies: Academic, Public and Special Libraries. Lanham, Maryland: Scarecrow Press. ** <span style="background-color: white; backgroundclip: initial; backgroundorigin: initial; color: black; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Used in the Purpose Statement and the Gift Policy & Procedures statements.

<span style="font-family: 'Times New Roman',Times,serif;">**<span style="background-clip: initial; background-color: white; background-origin: initial; color: black; font-size: 16px;">Tempe Public Library Collection Development Policy. Retrieved from ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12px;">[]

Used in the Gift Policy & Procedures and Replacements policies.