This research was purposed to find out collection development based on the collection utilization analysis at library of STAIN Purwokerto. Research method used was qualitative method, with data collection technique through observation, interview and literature study. The research data sources were consisted of three library staffs, four users, and an expertise of collection development at library. The conclusion of the researh was collection development activity consisted of public analysis, collection development policy, selection, acquisition, weeding, and evaluation, had not completely implemented yet. Collection utilization analysis has not been optimal in the collection development.
keyword: collection evaluation, circulation collection, utilization, collection development.
Research by indah
Monday, October 26, 2009
Saturday, October 24, 2009
Collection as the first stage of retrieval
Assembling collections of library materials serves two different purposes:
1. preserving a copy of potentially useful material that might otherwhise be lost to present and future users in an archival role.
2. Arranging for copies of selected materials to be collected and housed locally for the greater convenience of local users is a logical role.
It is very significant characteristic of the use of books that it is very helpful to have copies stored locally, a point we shall examine further in considering the implications for collection development activity of change in the technical medium of library materials. The overwhelming preponderance of libraries collections, even of research libraries, serve the second, logistic purpose in the sense that most of the materials acquired also exist elsewhere in other copies in other libraries. Imagine how much different, smaller, and more economical libraries would be if only the archival role mattered, and just one or two copies were acquired nationwide or worldwide.
The assembling of a library collection, therefore, can reasonably be regarded as the first stage of the process of retrieving material for use. One might also argue that collections themselves serve as a form of bibliographic retrieval system analogue to the catalog in that by inspecting the array of books on the shelves one can discover works on perticular topics. Ordinarily “retrieval” is thought of only in term of catalogs, indexes, classification schemes, or other devices that provide pointers to the documents or dta that might satisfy the inquiries that arise. However it is important to recognize that, regardless of the terminology used, the archival role of library collections is, in an important sense, a necessary precondition for, or first stage of, retrieval-and the logistic role greatly facilitates convenient retrieval. Material that has not been collected at all is simply not available for retrieval by anyone. Material that has not been added to local collections is not available for convenient retrieval by individuals at that location. It is true that material that has not been collected locally can still be obtained by purchase, by reproduction, or by interlibrary loan, but all of these involve delay and expense and are best seen as procedures that are corrective of failures in collection development.
1. preserving a copy of potentially useful material that might otherwhise be lost to present and future users in an archival role.
2. Arranging for copies of selected materials to be collected and housed locally for the greater convenience of local users is a logical role.
It is very significant characteristic of the use of books that it is very helpful to have copies stored locally, a point we shall examine further in considering the implications for collection development activity of change in the technical medium of library materials. The overwhelming preponderance of libraries collections, even of research libraries, serve the second, logistic purpose in the sense that most of the materials acquired also exist elsewhere in other copies in other libraries. Imagine how much different, smaller, and more economical libraries would be if only the archival role mattered, and just one or two copies were acquired nationwide or worldwide.
The assembling of a library collection, therefore, can reasonably be regarded as the first stage of the process of retrieving material for use. One might also argue that collections themselves serve as a form of bibliographic retrieval system analogue to the catalog in that by inspecting the array of books on the shelves one can discover works on perticular topics. Ordinarily “retrieval” is thought of only in term of catalogs, indexes, classification schemes, or other devices that provide pointers to the documents or dta that might satisfy the inquiries that arise. However it is important to recognize that, regardless of the terminology used, the archival role of library collections is, in an important sense, a necessary precondition for, or first stage of, retrieval-and the logistic role greatly facilitates convenient retrieval. Material that has not been collected at all is simply not available for retrieval by anyone. Material that has not been added to local collections is not available for convenient retrieval by individuals at that location. It is true that material that has not been collected locally can still be obtained by purchase, by reproduction, or by interlibrary loan, but all of these involve delay and expense and are best seen as procedures that are corrective of failures in collection development.
Friday, October 23, 2009
Library Collection
Having considered the sort of inquiries that may be posed in a library, we shall now consider retrieval-the process whereby data or document are found in the attempt to deal with the inquiries that have been posed. There are two related process: arranging for selected materials to be collected for use.
In the mind’s eye, libraries and their collections are almost aynonymous. One tends to visualize libraries as collections, with rows upon rows of shelves of books. Much of what you see in a library is its collection. The number of volumes remains the most prevalent indicator of how good a library is. Assembling and maintaining collections accounts for much of libraries’ budget, labor cost, and space needs.
Writings on library of collecting have, understandably, concentrated on procedural aspects of selecting material. The purpose of the library collection is generally discussed briefly, if at all, wiyh a vague phrase about how, for example, a university’s library collections “support the academic programs”. The library is often referred to as a center for the community, as the heart of a university, or as a the laboratory of the humanities, but studies of library use have concentrated heavily on surface phenomena, such as frequency of visit or loan statistics. There has been far less examination of how the use of library materials relates to learning, to research, and to the broader context of library service. What are people doing with library materials when they use them? How is the role of a collection related to other aspects of library service? How does the cultural context in which the library is the set affect the collection?
Richness and diversity
The range of objects that libraries and library-like institutions such as archives and museums collect is remarkable. Most obviously, large research libraries have truly massive collections of bools and journals.
Images are also assembled: photographs and slides, movies and videos, painting ang print, also often in millions. Sounds are collected: speeches, shongs, music, and language lessons are accumulated in libraries, language labs, museums, and schools. Easily overlooked are the often very extensive is likely to have an art gallery and local history museum. A large university is likely to have a herbarium, a rock collection, an historical or anthropological museum, skeletons, fossils, and much more besides.
We are concerned here with library collections, which although ordinarily thought of in terms of books and serials, actually contain a very broad range of materials: manuscripts, archives, photographs, recording, movies, and much else. Not only will particular collection include different sorts of objects, but some objects combine textual, visual, audio, and artifactual aspects
Library materials as evidence
One learns from the examination of various sorts of things. In order to learn, texts are read, numbers are tallied, objects ang images are inspected or listened to. In a significsnt sense library materials are used as evidence in learning-as the basis for understanding. One’s knowledge and opinions are affected by what one sees, reads, hears, or experiences. Texbooks and encyclopedias provide material for an introduction to a subject; literary texts and commentaries provide sources for the study language and literature; arrays of statistical data provide sources for calculations and inferences; statutes and law reports indicate the law; photographs show what people, places, and events looked like; citations and sources are verified; and so on.
In each case it is reasonable to view library materials as evidence, though without implying that what was read, viewed, listened to, or otherwise used was necessarily accurate, useful, or even pertinent to the user’s purposes. Nor need it be assumed that the user did (or should) believe or agree with what was read.
In the mind’s eye, libraries and their collections are almost aynonymous. One tends to visualize libraries as collections, with rows upon rows of shelves of books. Much of what you see in a library is its collection. The number of volumes remains the most prevalent indicator of how good a library is. Assembling and maintaining collections accounts for much of libraries’ budget, labor cost, and space needs.
Writings on library of collecting have, understandably, concentrated on procedural aspects of selecting material. The purpose of the library collection is generally discussed briefly, if at all, wiyh a vague phrase about how, for example, a university’s library collections “support the academic programs”. The library is often referred to as a center for the community, as the heart of a university, or as a the laboratory of the humanities, but studies of library use have concentrated heavily on surface phenomena, such as frequency of visit or loan statistics. There has been far less examination of how the use of library materials relates to learning, to research, and to the broader context of library service. What are people doing with library materials when they use them? How is the role of a collection related to other aspects of library service? How does the cultural context in which the library is the set affect the collection?
Richness and diversity
The range of objects that libraries and library-like institutions such as archives and museums collect is remarkable. Most obviously, large research libraries have truly massive collections of bools and journals.
Images are also assembled: photographs and slides, movies and videos, painting ang print, also often in millions. Sounds are collected: speeches, shongs, music, and language lessons are accumulated in libraries, language labs, museums, and schools. Easily overlooked are the often very extensive is likely to have an art gallery and local history museum. A large university is likely to have a herbarium, a rock collection, an historical or anthropological museum, skeletons, fossils, and much more besides.
We are concerned here with library collections, which although ordinarily thought of in terms of books and serials, actually contain a very broad range of materials: manuscripts, archives, photographs, recording, movies, and much else. Not only will particular collection include different sorts of objects, but some objects combine textual, visual, audio, and artifactual aspects
Library materials as evidence
One learns from the examination of various sorts of things. In order to learn, texts are read, numbers are tallied, objects ang images are inspected or listened to. In a significsnt sense library materials are used as evidence in learning-as the basis for understanding. One’s knowledge and opinions are affected by what one sees, reads, hears, or experiences. Texbooks and encyclopedias provide material for an introduction to a subject; literary texts and commentaries provide sources for the study language and literature; arrays of statistical data provide sources for calculations and inferences; statutes and law reports indicate the law; photographs show what people, places, and events looked like; citations and sources are verified; and so on.
In each case it is reasonable to view library materials as evidence, though without implying that what was read, viewed, listened to, or otherwise used was necessarily accurate, useful, or even pertinent to the user’s purposes. Nor need it be assumed that the user did (or should) believe or agree with what was read.
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