Learning Resources Collection Development Policy - Fall 2007

I. Introduction

A. Purpose

The purpose of the Learning Resource Collection (LRC) is to provide access to contemporary educational resources that support the curriculum in the College of Education and associated colleges, contribute to research in education theory, curriculum design and assessment, and foster innovation and change in the field of education. The LRC strives to provide a wide variety of high quality instructional materials for inspection, evaluation, and utilization in the implementation of instructional plans. The materials are appropriate for use with children from pre-school through grade twelve. The collection reflects cultural diversity and promotes respect and appreciation for specific cultures and the global community.

B. Clientele

  1. Primary users of the LRC consist of: Education students, graduate and undergraduate; education faculty; and local area educators.
  2. Secondary users consist of: non-education students, graduate and undergraduate; faculty and staff from all academic departments; and members of the general public.

II. General Collection Management and Development Policies

A. Scope and Boundary

  1. Curricular level and subject treatment:
    1. The LRC contains California state adopted textbooks for K-8.
    2. Reading, language arts, music, science, health, mathematics, special education, early childhood, social studies, multicultural education, English as a second language, and teacher resources are subject areas included in the collection.
    3. College level textbooks are not collected.
  2. Language: The primary language of material in the collection is English, although materials used to teach ESL, foreign languages, or in multicultural environments are also included.
  3. Chronology: The emphasis of the collection is on teaching materials of current significance, although some older items of historical or research value may be kept.
  4. Geographical Guidelines:
    1. Educational methods and approaches used in the U.S. are emphasized in the LRC.
    2. Materials issued or published by the state education agency and area school systems may be considered.
    3. Material from other states and countries may be selectively collected.
  5. Cultural Diversity: Materials should reflect cultural diversity and promote respect and appreciation for the specific cultures.
  6. Size: The size of the collection is correlated with the needs of its users. Currently, the limit on the number of books to be kept in the LRC is 20,000 items broken down in the following categories:
Collection Number of Books
Fiction—Children’s Literature 750
Fiction 3,000
Fiction---Picture Books 2,750
Non-Fiction 9,500
Textbooks 2,500
Curriculum Guides
(In Main Collection)		 1,500
Total 20,000

B. Content

The Learning Resource Collection includes:

  1. Textbooks: Textbooks are collected in all curricular subjects for grades K-8. Emphasis in the textbook collection is on materials approved by the California State Department of Education. Texts adopted by local schools may be acquired comprehensively, while other exemplary texts are collected selectively.
  2. Children’s books: The LRC consist primarily of literature that accompanies curriculum sets and classroom sets, which are appropriate for preschool through middle school. These curriculum materials come in a variety of formats such as “Big Books,” and books with cassettes.
  3. Reference collection: The LRC considers editions of reference sources which are related to the focus of the LRC and not duplicated elsewhere. Electronic versions of these resources may be selected as they become available.
  4. Professional literature: The LRC maintains resources which support other materials in the LRC collection such as: sources about children’s and young adult literature; selected teaching methods books; and books which teach students how to write behavioral objectives and prepare lesson plans.
  5. Journals: Scholarly journals to support teacher education are acquired and kept with the general periodical collection.
  6. Teacher resource materials: The LRC purchases hands-on materials, idea books, activity books, lesson plan books, and thematic units.
  7. Non-print materials: Media materials that accompany State-adopted materials such as: cassettes, transparencies, study prints, games, realia, multimedia kits, videos and manipulatives may be located in the LRC.
  8. Educational software: Software that accompanies State-adopted materials and books used in preschool through twelfth grade educational settings may be located in the LRC collection.

III. Criteria for the Selection of Materials

A. Introduction

The Education Librarian is responsible for the selection of materials to be included in the LRC. However, input from other professionals, such as the education faculty and librarians involved in areas related to the mission of the LRC, will be encouraged. Reasons for selecting a specific item will be based on evaluation of the item and its relationship to the LRC and the materials needed for curriculum being offered by the College of Education.

B. Selection Criteria

  1. Intellectual content and presentation:
    1. Authority: Authority includes the qualifications and abilities of the people responsible for the creation of the work.
    2. Appropriateness of content to users: Content should be presented at the user’s interest and developmental level.
    3. Scope: Scope is the overall purpose of the material and the depth of coverage. The scope should meet the needs of the collection. The material should fulfill its purpose.
    4. Accuracy: Information should be accurate and opinions should be recognizable as such.
    5. Presentation: The style of presentation should be appropriate for the subject matter and intended use. The sequence and development of content should facilitate understanding.
    6. Literary merit: Text should be clear and well written.
    7. Availability: The need for materials on a particular topic may at times overshadow other literary criteria.
    8. Special features: The merits of teacher’s guides, maps, graphics, glossaries, indexes, bibliographies and other special feathers are considered.
    9. Value to collection: The material should meet the need of the programs and users.
    10. Correlation with California State Curriculum
    11. Versatility: Preference is given to items that serve a variety of needs.
  2. Physical format:
    1. Technical quality: Photography, sound, filming techniques, color, and graphics should be of good quality and appropriate for the subject matter and audience.
    2. Safety and health considerations: Safety issues are of particular importance when selecting realia or tactile materials.
    3. Multiple formats: The LRC will consider multiple formats of material available if the format has sufficient added value to justify the purchase.
      Equipment needed to utilize the media:
      1. Ease of use, maintenance, and service.
      2. Reliability of performance.
      3. Compatibility with other equipment.
    4. Size: Space considerations, shelving, and room size limit the collection
    5. Cost: Cost considerations limit inclusion into the collection.
    6. Format: Less expensive formats may be preferable to more expensive formats for materials dealing with rapidly changing subjects because replacements can be obtained more economically.