s17l117: introduction to libraries - snowrider mag to libraries page 3 lesson 6: card catalogues and...

S17L117: Introduction to Libraries Course dates: August 27, 2008 to February 11, 2009. Class meets: Wednesday night from 6:30 p.m. to 9:00 p.m., using the Communication Link, e-Live (Elluminate) from your Angel classroom at http://angel.credenda.net Instructor: Linda Aksomitis

TABLE OF CONTENTS S17L117: Introduction to Libraries .......................................................................................................1 TABLE OF CONTENTS .......................................................................................................................1

Course Outline ...........................................................................................................................................4 S17L117: Introduction to Libraries .......................................................................................................4 Course Section: Section 2, 2008-2009...................................................................................................4 Department: Credenda Virtual High School & College (College course).............................................4 Program: Library Training .....................................................................................................................4 Academic Prerequisites: COMP 1000 ...................................................................................................4 Course Equivalencies: Formerly S17-L101 Introduction to Libraries AND S17-L002 Basic Library Procedures ..............................................................................................................................................4 Course Description:................................................................................................................................4 Course Format/Delivery Methods: ........................................................................................................4 Instructor Information:...........................................................................................................................5 Student Readiness:.................................................................................................................................5 Course Resources:..................................................................................................................................5 Learning Outcomes:...............................................................................................................................6 Instructional Schedule:...........................................................................................................................7 Assessment and Evaluation: ..................................................................................................................9 Course Policies:....................................................................................................................................12

Module 1: History of Libraries ................................................................................................................13 Module #1: History of Libraries - Introduction...................................................................................13 Lesson #1: What is a library? ...............................................................................................................13 Lesson #4: Relationship Between Development of Books and Libraries - Introduction ....................19 Module #1: History of Libraries - Summary .......................................................................................20

Module 2: Basic Library Functions .........................................................................................................21 Module 2: Basic Library Functions - Introduction ..............................................................................21 Lesson #3: Public Service Functions ...................................................................................................23 Lesson #4: Technical Services Functions - Introduction.....................................................................27 Lesson #5: Interrelationships Between Services - Introduction..........................................................28 Module 2: Basic Library Functions - Summary..................................................................................30

Module 3: Library Employees .................................................................................................................31 Module 3: Library Employees .............................................................................................................31 Lesson 1: Levels of Staffing ................................................................................................................32 Lesson 2: Library Technician Training in Canada ...............................................................................33 Lesson 3: Typical Duties of each Staffing Level.................................................................................34

Introduction to Libraries

Introduction..........................................................................................................................................34 Lesson 4: Effects of Automation and Fiscal Restraint - Introduction.................................................36 Module 3: Library Employees - Summary..........................................................................................38

Module 4: Information Resources ...........................................................................................................39 Module 4: Information Resources .......................................................................................................39 Lesson 1: Categories of Information Sources - Introduction...............................................................39 Lesson 2: Physical Parts of a Book ......................................................................................................42 Lesson 3: Bibliographical Parts of a Book ..........................................................................................45 Lesson 3: Bibliographic Parts of a Book - Study.................................................................................45 Lesson 4: Other Print Resources – .......................................................................................................54

Module 11: Types of Libraries - Introduction.........................................................................................57 Lesson 3: School Libraries - Introduction ...........................................................................................64 Lesson 4: Academic Libraries –...........................................................................................................68 Lesson 5: Special Libraries – ...............................................................................................................74 Lesson 6: National Libraries ................................................................................................................78 Lesson 7: Virtual Libraries – ...............................................................................................................84

Module 5: Shelf Work..............................................................................................................................86 Module 5: Shelf Work - Introduction..................................................................................................86 Lesson 1: 4 S's of Shelf Work ..............................................................................................................87 Lesson 2: Terminology ........................................................................................................................89 Lesson 2: Terminology - Study............................................................................................................89 Lesson 3: Types of Shelving ................................................................................................................91 Lesson 3: Types of Shelving - Study...................................................................................................91 Lesson 4: Shelving Arrangements .......................................................................................................93 Lesson 4: Shelving Arrangements - Study...........................................................................................93 Lesson 5: Proper Shelving Techniques ................................................................................................96 Lesson 5: Proper Shelving Techniques - Study...................................................................................97 Lesson 6: Shelving Using the Library of Congress (LC) Classification System.................................99 Lesson 6: Shelving Using the LC Classification System - Study........................................................99 Lesson 7: Shelving Using the Dewey Decimal Classification (DDC) System..................................104 Lesson 7: Shelving Using the DDC System - Study..........................................................................104 Module 5: Shelf Work - Summary.....................................................................................................106 Module 6: Processing Library Materials............................................................................................107 Introduction........................................................................................................................................107 Lesson 1: Purpose of Processing........................................................................................................108 Lesson 2: Purchased vs. In-House Processing ...................................................................................108 Lesson 3: Steps in Processing ............................................................................................................109 Lesson 3: Steps in Processing - Study...............................................................................................110 Lesson 4: Basic Supplies and Equipment ..........................................................................................118 Module 6: Processing Library Materials - Summary.........................................................................119

Module 7: Integrated Library Systems (ILS) and Catalogues ...............................................................120 Module 7: Integrated Library Systems (ILS) and Catalogues ...........................................................120 Lesson 1: Integrated Library Systems................................................................................................121 Lesson 1: Integrated Library Systems - Study...................................................................................121 Lesson 2: Library Catalogues ............................................................................................................129 Lesson 3: Bibliographic Records .......................................................................................................130 Lesson 4: Access Points .....................................................................................................................135 Lesson 5: History of Library Catalogues ...........................................................................................135 Lesson 5: History of Library Catalogues - Study..............................................................................135


Lesson 6: Card Catalogues and OPACS ............................................................................................138 Module 7: Integrated Library Systems and Catalogues - Summary..................................................140

Module 8: Circulation ............................................................................................................................141 Module 8: Circulation........................................................................................................................141 Lesson 1: Role of Circulation Services..............................................................................................142 Lesson 2: Components of a Circulation System................................................................................144 Lesson 3: Features of Manual and Automated Systems ....................................................................146 Lesson 4: Circulation Functions ........................................................................................................155 Lesson 5: Security and Theft of Library Materials and Problem Patrons ..........................................165

Module 9: Inventory Control and Systems ............................................................................................168 Module 9: Inventory Control and Systems ........................................................................................168 Lesson 1: Purpose of Taking Inventory .............................................................................................168

Module 10: Book Repair and Binding ...................................................................................................173 Module 10: Book Repair and Binding...............................................................................................173 Lesson #1: Binding ............................................................................................................................174 Lesson #2: Simple Book Repairs.......................................................................................................179 Module 12: Library Associations - Introduction...............................................................................186 Lesson 1: Benefits of Association Membership ................................................................................187 Lesson 2 -- Types of Library Associations ........................................................................................189


Course Outline

S17L117: Introduction to Libraries

Course Section: Section 2, 2008-2009

Department: Credenda Virtual High School & College (College course)

Program: Library Training

Academic Prerequisites: COMP 1000

Course Equivalencies: Formerly S17-L101 Introduction to Libraries AND S17-L002 Basic Library Procedures

Course Description:

This course is an introduction to various types of libraries, their organization, purpose, function and services. Students are introduced to library terminology and are taught skills in the use of libraries. Students acquire skills in basic library procedures such as simple book repair, materials processing, shelving and all aspects of circulation. Procedural variations according to type of library are also covered. Levels of library employees are studied with particular emphasis on the role and duties of library technicians. The importance of professional associations is covered.

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Course Format/Delivery Methods:

Total Hours: Approximately 76 hours

Credit Hours: 3

Delivery Methods: Online

The following communication tools will be used in this course:

Communication Tool Explanation

Email For clarification about course materials, contact your instructor at [email protected]

Discussion Board Available for asynchronous interactions

Scheduled Lectures Weekly, Wednesday evenings. 6:30 to 9:00

Live Chat Available to students for synchronous interactions

Class Help/Technical Tutorials

Weekly, Tuesday afternoons 3 p.m to 4 p.m. and Wednesday mornings 9 a.m. to 10 a.m.


Effective Date: August 25, 2008

Last Revised: August 8th 2008

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Instructor Information:

Facilitator's name: Linda Aksomitis

Email: [email protected]

Office phone: 306-699-7202

Office fax: 306-699-7202

Office location: Qu’Appelle, SK

Online office hours in Elluminate for technical help or course content help: Tuesdays, 3 p.m. to 4 p.m. and Wednesdays, 9 a.m. to 10 a.m.

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Student Readiness:

Technology & Equipment Readiness

Technology prerequisites: Familiarity with use of PCs or Macs, basic knowledge of word processing.

Computer Students require a computer with enough memory and power to manipulate the course on Angel and in Elluminate. Headphones with microphone are required.

Plug-ins Windows Media Player, or QuickTime; Adobe Acrobat Reader, Java

Internet High-speed Internet required.

E-MAIL Students require an e-mail account, which they access at least weekly.

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Course Resources:

Textbook: None

References:

Module 3 Education & Employment – Canadian Library schools: http://www.collectionscanada.ca/6/7/s7-2500-e.html ALA employment guide - http://www.ala.org/hrdr/employment_guide.html


Alternative Careers & Personal Dev’mt - http://www.sla.org/chapter/ctor/resources/alternativejobs.asp Module 4 Dartmouth College Library. Parts of a book. http://www.dartmouth.edu/~preserve/repair/html/bookparts.htm Module 5 Oxford University Libraries Preservation and Care Handling Library Materials: http://www.bodley.ox.ac.uk/dept/preservation/training/handling/shelf.htm http://www.bodley.ox.ac.uk/dept/preservation/training/handling/shelf1.htm http://www.bodley.ox.ac.uk/dept/preservation/training/handling/shelf2.htm http://www.bodley.ox.ac.uk/dept/preservation/training/handling/shelf3.htm http://www.bodley.ox.ac.uk/dept/preservation/training/handling/handling.mpg Module 6 Brodart: http://www.brodart.ca/site_pages/bjc/default.htm# Carr McLean: http://www.carrmclean.ca/CategoryGroupBrowser.aspx Demco: http://www.demco.com Gaylord: http://www.gaylordmart.com/lobby_gaylordmart.asp Module 8 http://www.ala.org/ala/pla/plapubs/technotes/rfidtechnology.htm Module 9 Checkpoint Systems. Intelligent Library Systems Video http://checkpointsystems.com/default.aspx?page=libraryvideos Module 10 Brodart. A Simplified Step-by-Step Guide to Book Repair download from: http://www.brodart.ca/site_pages/h2guides/default.htm Module 12 Canadian Library Association (CLA): http://www.cla.ca Special Libraries Association(SLA): http://www.sla.org/ SALT (Saskatchewan Association of Library Technicians): http://www.lib.sk.ca/salt/ SSLA (Saskatchewan School Library Association: http://www.ssla.ca/ Saskatchewan Library Association: http://www.lib.sk.ca/sla/ American Library Association: http://www.ala.org/

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Learning Outcomes:

By the end of this course of study, you should be able to....

1. To acquire an acquaintance with the history of libraries. 2. To identify and describe the various functions within libraries.


3. To compare the different levels of employees in libraries. 4. To identify and describe different print media formats. 5. To gain skills in shelving and shelf reading using both Dewey Decimal and Library of Congress

call numbers. 6. To gain skills in processing print materials. 7. To acquire an acquaintance with integrated library systems and gain skills in using online

catalogues 8. To gain knowledge of different types of circulation systems and policies in primarily automated

environments. 9. To become acquainted with taking inventory. 10. To gain analytical skills in determining when print materials should be repaired or sent to a

bindery and skills in performing eight types of minor repairs. 11. To gain knowledge of the types of libraries and their organization, purpose and services. 12. Knowledge of professional library associations and their importance. 13. Acquire fluency in library terminology (You will learn new terminology throughout the entire

course).

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Instructional Schedule: Module/Unit/Week Topic Deliverables/Assignments/Exams

August 27 Course Outline/introduction/ Message Boards/ Choose assessment track/ Mentoring

September 3 MODULE I History of Libraries

Assignment strand - #1 due

September 10 MODULE 2 Basic Library Functions

September 17 MODULE 3 Levels of Library Employees


September 24 MODULE 4 Information Resources

October 1 Midterm on Modules 1 - 4 Project/Essays help in class


October 8 MODULE 11 Types of Libraries

October 15 Library Visits/Prince Albert or on own. End of Northern Library Conference for in-person class.


October 22 MODULE 5 Shelving Using DDC

October 29 MODULE 5 Shelving



Using Library of Congress

November 5 Study Period/Catch up homework. No Lecture. Scheduled chat in Angel.

November 12 MODULE 6 Processing


November 19 MODULE 7 Integrated Library Systems Catalogues & Bibliographic Records

November 26 MODULE 7 Integrated Library Systems Access Points & Library Catalogues


December 3 MODULE 8 Circulation Circulation Services

December 10 MODULE 8 Circulation Circulation Functions, Security & Theft


December 17 Mid-Term Modules 5 - 8 Work on Projects/Essays/Assignments

January 7 MODULE 9 Inventory Control

January 14 MODULE 10 Book repair & Binding


January 21 MODULE 12 Library Associations

January 28 REVIEW for Final Exam Assignment strand - #10 due

February 4 Complete Assignments/essays/projects Scheduled CHAT only.

February 11 FINAL EXAM All assignments, projects, essays must be handed in by Wednesday, February 11th.

Feb 16 – 20 WINTER BREAK

Start new course on Feb 23, 2009.


Assessment and Evaluation:

Students may choose from the following assessment strands to determine how they will be evaluated on their learning during this course. Assessments may be drawn from several strands if desired, by indicating choices in Angel. See UNITS/EVALUATION. Full criteria for each assignment are found in Angel under the Evaluation section or in the individual units for bi-weekly assignments.

MENTORING OPTION

Mentoring will be available for both course content and technical skills. Students may elect to be a mentor or to be mentored. If you wish to have a mentor who is an expert in the course content, you will be matched with a student who has already taken this course. If you’re knowledgeable with technical things (know Powerpoint, Word/Publisher program, how to create a blog, etc) you can become a mentor yourself, either for a student in this course or in another course. Mentoring requires both participants to keep a single wiki in Angel, where they describe and reflect on their weekly interactions. Mentor and Mentee may meet weekly in person or virtually, in the Angel chat area, an Instant Messaging service utilized by both, telephone, or asynchronously by email (through Ning, Angel, or personal accounts). See Angel under UNITS/ASSESSMENT/MENTORS for more on the guidelines/requirements of this option.

Students may earn up to 10 points for full participation in the Mentoring option. The marks may be used to replace their lowest marked assignment or to replace half of their lowest marked project/essay.

TESTING STRAND (All exams are time limited, but open book)

Join Credenda Library Social Network – post updates monthly

10%

1st Midterm (October 1) 20%

2nd Midterm (December 17) 20%

Final (covers whole course) – 3 hours – open book allowed.

50% (or 100%, whichever gives highest student mark)


ASSIGNMENT STRAND

Assignment Number Activity Points

Assignment #1 – September 3 Join Credenda Library Social Network, create profile including photos, & post monthly – marks assigned in February

10

Assignment #2 – September 17 Library Functions 10

Assignment #3 – October 1 Parts of a book 10

Assignment #4 – October 15 In-person Library Visits sheets handed in day of in-person class or Library Analysis assignment

10

Assignment #5 – October 29 Shelving assignment Part I 10

Assignment #6 – November 12 Shelving Assignment Part II 10

Assignment #7 – November 26 Automated Library systems 10

Assignment #8 – December 10 Circulation systems 10

Assignment #9 – January 14 Inventory & Book repair 10

Assignment #10 – January 28 Library Organizations 10

PROJECT/ESSAY STRAND

Join Credenda Library Social Network

Join Credenda Library Social Network, create profile including photos, & post monthly – marks assigned in February

10%

1st Project/Essay (October 1)

Project: Create a paper book dummy and include/label each part. Content pages to include info on types of bindings, etc, as per Angel instructions. Mail assignment.

Or

Technical Project: Create a Powerpoint explaining and illustrating (use images or photos from your library) the Public & Technical services functions of the library. Powerpoint must consist of a

20%


minimum of 20 slides.

Or

Essay: Write a 1500 word essay outlining your role in your library, indicating what your duties are and how they compare to the roles of library staff as outlined in Lesson 3 of Module 3. Point out disparities in role/training as outlined in the Module, and indicate how you prepared to do the tasks.

2nd Project/Essay (December 17)

Activity Project: Create a library game for children that will teach them how to shelve books in either the DDC or LC system. Mail project.

OR

Technical Project: Using digital photos from the in-person library tours in Prince Albert, create a powerpoint comparing the amount/types of resources available for patrons (and define who the patrons are).

Technical Project: Create a screencast that demonstrates how to shelve books in either the DDC or LC system and present it in class.

Essay: Write a 1500 word essay comparing the DDC and LC shelving systems, indicating the strengths and weaknesses of each.

20%

Final Project/Essay (February 11)

Activity Project: Create a series of activities or tutorials (4 required) designed to teach library patrons (of any age, but age must be defined) step-by-step how to use the OPAC in your library, giving specific information on organization of the library and how to find what they’re looking for. Activities may be posted in an online library blog, done in Word, or games/activities created by hand and mailed.

OR

Project: A Year in Your Library newsletter – Use MS Word or a Publisher program or write/add photos onto poster size paper – outlining your role in the library month by month, indicating what role (teacher-librarian, library assistant, etc) the jobs would normally fall to, indicate the procedures you use (processes/software for ordering, cataloguing,

50%


inventory, etc), listing each month’s activities as either Public services or Technical services.

OR

Technical Project: Give a 20 minute presentation using photos/short videoclips of your work to illustrate and explain how to mend/repair at least five different types of problems with library books. (You may use Powerpoint or Elluminate whiteboard) Presentation will include description of tools/materials used (if best materials aren’t available indicate what is being used and state the differences), terminology from throughout the course on the parts of the books, and reasons/justification for repair of the book (refer to weeding/inventory info).

OR

Essay: Write a 4500 word essay comparing automated and non-automated library catalog systems (including history), pointing out the strengths and weaknesses of each. You should use one specific automated system to give examples of how specific things are done or how/why the OPAC is/is not easier to use by library patrons than a standard print library catalog.

All students, regardless of assessment strand, are eligible for 5 bonus marks for attendance. Marks are earned at 1 mark for 4 classes.

Course Policies: General Academic Policies: It is the student's responsibility to be familiar with and adhere to the Credenda Academic Policies and Procedures. Full information can be found in the Credenda Student Handbook at: http://www.credenda.net/cvhs/students.htm Specific Policies: Unless otherwise specified, all assignments must be students’ individual unaided work. Plagiarism (unauthorized or unacknowledged use of others’ work, including copying from peers) is a serious academic offense. Supplemental Policies:

1. Assignments are due by midnight on the due date given in the course outline. 2. Each student is responsible for learning and for seeking help when it is required. 3. All assignments will be marked and returned to students within one week after the due date. 4. Students who elect to take the assignment or project/essay strands, but do not complete all of

the requirements before February 11 th, will be automatically moved to the exam option for 100% of their mark. Students on the testing strand who miss mid-terms and do not make them up, will also be required to take the exam option for 100% of their mark.

Failure to comply with requirements of this course will result in a failing grade.


Module 1: History of Libraries

Module #1: History of Libraries - Introduction Rationale: To better understand modern libraries, it is important to have knowledge of the history of books and libraries. This module provides a brief overview of the history of books and libraries, including highlights of Canadian Library History. History of Libraries Learning Outcomes: After completing this module, you should be able to: 1) Identify and discuss what your perception of the role of a library is. 2) Identify major events in the development of early libraries. 3) Identify economic and social conditions, which enable libraries to prosper. 4) Understand the relationship between the development of printed books and the growth and development of libraries. Requirements: Amount of time required to complete this module: Approximately 3 hours

Lesson #1: What is a library? Most people have used at least one library in their lifetime. According to his or her experience, each person will have different perceptions of the role and functions of a library. Learning Outcomes: After completing this lesson, you should be able to: 1) Identify what your perception of the role of a library is. 1.1 Exchange your ideas in a discussion group with other members in the class. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson #1: What is a Library? - Study

Reflect: Before reading the rest of this lesson, answer the following questions.


When you hear the term, "library", what immediately springs to your mind? What do you think the purpose of a library should be? What major roles does a library fulfill? Take about half an hour and jot down your thoughts. Lesson Notes: In their book, Introduction to Library and Public Services, Evans, Amodeo and Carter state that libraries serve society in four ways. 1. Libraries acquire materials. 2. Libraries store and preserve materials. 3. Libraries organize materials for easy access. 4. Libraries' staff assists clients in locating information. (Note 1) S.R. Ranganathan, a famous librarian from India, stated that there were five laws of library science. 1. Books are for use: This is a reminder that the purpose of a library is to provide access to information. If our rules and procedures hinder rather than promote the use of the collection, then we should take a serious look at our policies. 2. Every person his or her book: Each published item will reach at least one person. You will learn in a later course that libraries have collection development policies which include statements such as "Freedom to Read" highlighting that the library does not condone censorship. 3. Every book its reader: The fact that an item does not circulate is not necessarily indicative that no one will ever use it. Perhaps it would be more useful in another library's collection. Perhaps it has not been catalogued properly or promoted effectively. 4. Save the time of the reader: Libraries must be effective and efficient in providing a service or information to a patron when he/she requires it. Catalogues must be easy to use and lead people to appropriate resources. Libraries now need to provide links to important Internet sites either through their own Web site or through the online public access catalogue. 5. A library is a growing organism: Perhaps the most important thing to remember about libraries is that they are not static. Services change over time. New technologies can improve access to information. The service population of the library may change and therefore different types of materials are required. For example, in cities with large immigrant populations, the collections in public libraries will reflect the heritage language of these new Canadians, to encourage their use of the library. There may be also a great emphasis on English as a second language materials. Ranganathan, S. R. The Five Laws of Library Science. Madras, India: Madras Library Association, 1931.


Crawford and Gorman's Five Laws for the Future Michael Gorman Walt Crawford Although, Ranganathan's rules are timeless, Walt Crawford and Michael Gorman felt that they needed updating to reflect today's terminology and the increased scope of services in modern libraries. In 1995, they published these Five Laws for the Future in their book, Future Lib raries: Dreams, Madness and Reality. (Note 3) 1. Libraries serve humanity: This law reminds us that libraries provide services. In most libraries other than those in corporations or government agencies, these services are for large populations, not select groups of individuals. Library staff must always put the needs of its clientele first and foremost. 2. Respect all forms by which knowledge is communicated: It is hard to resist the temptations of the glitzy, World Wide Web with its timely access to information. After all, everything is on the Internet, right? WRONG! Not only is not everything on the Internet, the information found there is not always the most accessible. Thus, one can waste a lot of time searching the Internet when this information may be more readily available elsewhere. One real- life example of this occurred in a medical library where a patron had searched for hours on the Internet to locate an address, when the librarian was able to find it within two minutes in a print-based directory. Remember that radio did not replace newspapers, television did not replace the radio, nor will the Internet replace print resources. 3. Use technology to enhance service: Countless are the times library staff rush out to acquire an integrated library system, without first asking the important question, "How will this new technology improve service to our clients?" If you keep this focus, chances are the best system meeting your specific library's needs, will be chosen. It will also gain acceptance by the patrons when you emphasize how the new technology will benefit them rather than how it will help the library staff. Of course technology must also assist the library staff to provide services in an efficient and timely manner. 4. Protect free access to knowledge that includes both current and past information: The concept of free access to information is a fundamental one in democratic societies. Certain types of libraries (academic, research and large public libraries) have a fundamental role in preserving older materials. Failing to undertake this mandate results in a form of censorship. Libraries also need to resist the pressure of patrons demanding materials be taken off the shelf for political, religious, or ethnic reasons. You will learn more about this in a future course. 5. Honor the past and create a future: Crawford and Gorman state that in order to do this we must be receptive to new innovations. However, we must not become technology-driven. These innovations must be seen as tools to be used to provide essential services. Consider the statement, "Let us mourn the card catalogue." It is important to acknowledge that the card catalogue was a brilliant innovation for its time and served libraries well for many years. Modern online public access catalogues were built upon and enhanced the foundations of access to information. Crawford, Walt & Gorman, Michael. Future Libraries: Dreams, Madness and Reality. Chicago: American Library Association, 1995. Check for Understanding: Short Answer Questions


Without consulting the previous materials try answering the following questions: 1. Name the four ways libraries serve society. 2. Name Ranganathan's Five Laws of Library Science. 3. Name Crawford and Gorman's Five Laws for the Future. Check your answers within lesson 1. Lesson #2: Major Events in the Development of Early Libraries- Introduction Learning Outcomes: After completing this module, you should be able to: 1) Identify major events in the development of early libraries. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson #2: Major Events in the Development of Early Libraries - Study French Settlement and Early British Rule Like the settlers of the American Colonies, early French explorers, missionaries and priests brought books with them on their voyages to the New World. As early as 1635 the Jesuits created a library at their headquarters in New France. The first libraries in Canada were small religious collections and private libraries of officials. After the British conquest in 1763, Governor Frederick Haldeman helped to establish the first subscription library in 1780. The cost of belonging to the library for French and English subscribers was a down payment of 5 Pounds Sterling and 2 Pounds Sterling per year. Governor John James Simcoe donated his private collection to the Legislature of Upper Canada in 1791. The collection consisted of primarily legal and historical works.


Many of the United Empire Loyalists, who sought refuge in Canada during the American Revolution, were affluent families who valued book ownership and education. They established many private and social libraries in their new communities. Late Eighteenth and Nineteenth Centuries As institutions of higher learning were formed, such as the College of New Brunswick (founded in 1795) and King's College (circa 1802) in Nova Scotia, scholars donated collections of books which evolved into libraries. As in Great Britain, the early nineteenth century witnessed the development of Mechanics Institutes Libraries. Mechanics Institutes sponsored lecture serie s and provided reading material for the working class. Several of these agencies received governmental funding and their collections became some of the first public libraries in Canada. In the mid-1800's school district libraries were developed in Ontario and eastern Canada. Although operated by schools, these libraries were created to serve the general public. In western Canada, early explorers and fur traders brought a few books with them. The Hudson Bay Company made books available to traders at their outposts. Agent John McLaughlin had a sizeable collection of reading materials for private use and for the use of his many visitors. In 1847, the Red River Library was established in Manitoba. The collection was a donation by Peter Fidler, a trader and land speculator. As in eastern Canada, government officials, professional men and businessmen often had large private collections, which they donated to assist in the development of public and college libraries. It was not, however, until the last quarter of the nineteenth century that significant development of libraries occurred throughout Canada. New colleges and universities were founded, school libraries developed, and governments passed legislation providing for the development of municipally supported libraries. In 1882, the Ontario Free Libraries Act authorized towns to raise taxes for free libraries. Twentieth Century to World War Two By 1900, there were nearly 400 public libraries in Ontario alone and there was such significant interest in libraries that the Ontario Library Association was formed. In 1901, McGill University received an endowment to create the McLennan Travelling Libraries. Collections were loaned for three months for a fee of $4.00. Shipments of thirty to forty books were sent to any place in the Dominion of Canada. Western provinces established similar travelling collections in the early 1900's. The Saskatchewan Travelling Library Service began in 1914. Andrew Carnegie's Foundation greatly assisted the growth of public libraries in the United States and, to a lesser extent, Canada. It gave over $56 million to finance more than 2,500 libraries across North America in the early twentieth century. In Canada, 125 Carnegie libraries were built between 1901 and 1923, although only 13 were located outside Ontario. Carnegie money financed the William Avenue Library (1905), the St. John's (1914) and Cornish (1914) branch libraries in Winnipeg, and the Selkirk Carnegie Library (1909, now demolished). (Note 2) By the 1920's larger libraries hired trained librarians. Public Library Acts were passed providing provincial government grants. Urban centres often found it necessary to establish branch libraries to


serve the needs of a growing urban area and population base. However there was still a large part of the population which had no local library. To overcome this disparity, two regional library services, in Prince Edward Island and the Fraser River Valley in B.C., were created with Carnegie Funds in the 1930's. The Prince Edward Island service was province-wide with central libraries in Charlottetown and Summerside. The Fraser River Valley system served over 40,000 individuals and had seven branch libraries and a bookmobile. Most provinces in Canada have adopted the regional library concept. For example, in Manitoba, we have the Public Library Service Branch of the Department of Culture, Heritage and Tourism. It provides assistance in the development of rural public libraries in Manitoba and makes materials available to remote areas of the province. Since World War Two The Second World War produced great advances in technology and a heightened recognition of the importance of research and exchange of scholarly information. Computer technology assisted the development of the atomic bomb and enhanced scientists' ability to perform extremely complex calculations. The postwar era in North America was one of remarkable economic prosperity. There was also a sharp increase in the birthrate, known as the baby boom. One consequence of this, in Canada, was a phenomenal growth both in the size and in the number of college and university libraries during the 1960's. In 1953, the National Library of Canada was created, serving as a legal depository for all copyrighted materials produced in Canada. One of its many other services is to provide and coordinate interlibrary loan activities among Canadian libraries. As government bureaucracies grew in size, so did the number of libraries serving the specialized needs of civil servants within departments or ministries. Industrial and economic growth also created the need for corporations and businesses to quickly access critical information to ensure their competitiveness. Special libraries grew dramatically in size and in number during the 1960's and 1970's. Although school libraries were slow to develop in some provinces, in the 1970's and 1980's, they were often centralized and became multi-media resource centres. Perhaps the most challenging issue facing all libraries in Canada today is the ability to provide access to information in a wide variety of formats, while at the same time, experiencing continuing budgetary restraints and cutbacks. Bibliographic Notes: Note 1: This section is based upon information found in Chapter 2 of Lorraine M. Williams,The Library Trustee and the Public Librarian: Partners in Service, (Ottawa: Canadian Library Association, 1987). Note 2: This paragraph is mostly drawn from Donna G. Strike, ed. Directions: A Guide to Libraries in Manitoba, (Winnipeg: Manitoba Library Associatio n, 1998). Note that the William Avenue Library at 380 William Ave. now houses the City of Winnipeg's archives.


Lesson #3: Socio-Economic Conditions Favourable to Libraries - Interact

Reflect: Consider Jean Key Gates' list of socio -economic conditions for libraries given above. To what extent do any of these conditions apply in your own community? Could one or more libraries prosper in your community? Why or why not?

Lesson #4: Relationship Between Development of Books and Libraries - Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Understand the relationship between the development of printed books and the growth and development of libraries. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson #4: Relationship Between Development of Books and Libraries - Study

Library Life Cycle Patrick M. O'Brien created a "Library Life Cycle" graph which shows how the number of libraries grew rapidly after the development of printing. In the year C.E. (Christian Era) 1456 Gutenberg printed the first bible. It is interesting to note that, in the English language, the word "library" entered the language in the 14th century (i.e. the 1300's) C.E. However, it was not until three centuries later that the world "librarian" was introduced, and not until the second half of the 20th century that "library technician" was used to describe the mid-level library staff member trained in the latest library techniques to maximize effective and efficient service to patrons. Given this history of library terms, what does this suggest about how libraries continue to develop? O’Brien’s cycle shows a downturn beginning in the 1950s. What cultural phonmenon do you suppose caused this? It has to do with a piece of technology that was introduced into most households in North America beginning that decade which became a source of information and entertainment. O’Brien predicts a continuing downturn at "Present" and even after. Would you agree with this extrapolation? Why or why not? What major new information technology was introduced to the general public since 1992? What effect do you think that this technology would have on what direction library use would take after 1992?


Lesson #4: Relationship Between Development of Books and Libraries – Interact Discuss: Join the discussion group and share your findings with the other students in the class.

Module #1: History of Libraries - Summary In this module you studied a brief history of libraries and related it to the development of books. You discovered that there are particular socio-economic conditions favourable to the development of libraries. There are two sets of "laws" governing the proper management of libraries.


Module 2: Basic Library Functions

Module 2: Basic Library Functions - Introduction Rationale: Although there are different types of libraries, they all perform the same basic functions to effectively provide information and services to their clients. The five lessons in this module describe these functions briefly. Each major function is covered in detail by other courses in the program. Basic Library Functions Learning Outcomes: After completing this module, you should be able to: 1) Identify the different types of libraries. 2) Discriminate public service functions from technical service functions. 3) Define and describe public services and its major activities. 4) Define and describe technical services and its major activities. 5) Understand how both public and technical services interrelate to effectively meet the needs of library users. Requirements: Amount of time required to complete this module: Approximately 2 hours

Lesson #1: Types of Libraries - Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Identify the different types of libraries Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson #1: Types of Libraries - Study Lesson Notes:


In Module 1, you learned that many types of libraries evolved over time. Early libraries were often part of religious institutions. Many private libraries and royal libraries also existed in ancient times. Libraries are now divided into four major types: 1. Academic 2. Public 3. School 4. Special In addition, there is an emerging fifth type of library, the virtual or electronic library. This type of library is not yet "officially" included in this list of types of libraries because this type of library also often fits into one of the four major types. Each of these types is covered in detail in Module 11. Although the information needs of a college student writing a term paper is quite different from those of a public library patron wanting a book on effective parenting, all types of libraries serve the needs of their clientele by performing the same basic library functions.

Lesson #1: Types of Libraries - Interact Check for Understanding: Do the self-test after completing Lesson 5. Reflect: What types of libraries exist in your community? Create a table listing each type of library in one column and in the other column, write the names of libraries in that category in your community. Do any of the libraries fit more than one category? Discuss: Join the discussion group and share your findings with the other students in the class.

Lesson #2: Basic Library Functions - Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Discriminate public services from technical service functions Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson #2: Basic Library Functions - Interact Reflect:


Think of all the activities either you perform or you see being performed in a library. On a sheet of blank paper, make a list of these library activities. When you have finished your list, mark those, which involve direct interaction with library patrons, with a P. Mark the activities, which do not involve dealing directly with library patrons, with a T. Are some activities difficult to categorize? Which ones are they? Those activities you've marked with a P are most likely public service library functions and those you've marked with a T, technical service functions. Lesson #3: Public Service Functions –

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Define and describe public services and its major activities. 1.1 Define circulation and identify the activities in this area of library work. 1.2 Define information services and identify the activities in this area of library work 1.3 Define readers' advisory and identify the activities in this area of library work. 1.4 Define document delivery and identify the activities in this area of library work. 1.5 Define library promotion and identify the activities in this area of library work. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson #3: Public Service Functions - Study Lesson Notes: Public Services As you just identified, public services are those activities in which library staff members have direct contact with library users. Library patrons judge the quality of library services by their experiences with public services staff members. In customer service literature, these experiences are known as "moments of truth". If a library patron has a bad experience he or she may never use the library again. Major public service activities include: 1. Circulation 2. Information Services (Reference work) 3. Document Delivery (Interlibrary Loan)


4. Library Promotion Circulation -- There are four major tasks in circulation. 1. Registering new borrowers 2. Charging out or renewing items 3. Discharging items 4. Returning items to their proper location Registering New Borrowers To register a borrower, library staff must determine if the individual is permitted to borrow library materials or if the individual has to pay a fee for borrowing privileges. The table below identifies typical categories of patrons with borrowing privileges in the four types of libraries. TYPE OF LIBRARY

PATRONS WITH BORROWING PRIVILEGES

Academic

Students, faculty, non-academic and administrative staff, alumni; General public often pay a fee for borrowing privileges.

Public

All residents of the community; Residents of other communities may have to pay a fee to borrow materials.

School

Students, teachers, administration, staff; Some schools also allow parents, students from other schools and the general public to borrow.

Special

Most often only employees of the company or institution; Some government libraries or libraries in social service agencies or societies lend to the general pub lic.

Borrower registration is essential, as it allows the library to keep records of which items are signed out to each borrower. Charging Out Items or Renewing Items When an item is charged out, a record is created linking the borrower's record to the item's record and a due date is assigned. Accuracy is essential in a circulation transaction. Items, which are charged out incorrectly can result in an individual being charged overdue fines for items never borrowed. Items are renewed when the due date is extended. Speed is important. Labour- intensive circulation systems cause line-ups at the desk and frustrated library patrons. Discharging Items When items are returned, the link between the borrower's record to the item's record must be cancelled. This is called discharging. Again, accuracy is important to avoid overdue fines for materials, which have been returned and are on the shelf. Returning Items to Their Proper Location This activity is commonly called shelving. Today's libraries have many diffe rent formats of materials. Not all items are placed on shelves. Speed and accuracy are important in undertaking this task. An item


shelved or filed incorrectly is a missing item in the library patron's eyes. Many patrons may not take the time to ask if an item has been returned recently or request library staff to search for an item not on the shelf. Consequently, discharged materials not returned to their proper location quickly may also be considered missing. Information Services Often called reference work, information services include the following activities: 1. Answering directional questions 2. Information retrieval 1. Ready or quick reference 2. In-depth research 3. Information referral 3. Reader's advisory Answering Directional Questions When a library user asks where the photocopiers are, he or she is asking a directional question. The same attention and care should be given in answering a directional question as for an in-depth research request. If library staff is perceived as being friendly and helpful, the individual will be more likely seek the staff's assistance in finding information. Information Retrieval - Ready or Quick Reference When a question can be answered by quickly consulting such reference works as a dictionary, encyclopaedia or directory, it is a ready or quick reference question. Such questions normally seek simple, straightforward answers based on factual information that can be easily found or verified in an appropriate reference work. The challenge for the reference staff is to know which reference tool would provide the most efficient and direct means to find the information. As the great British lexicographer, Samuel Johnson, is attributed to have said, "The importance of information is on knowing where to find it." The following questions fall into the category of quick or ready reference question.

• When did Elvis Presley die? (Some may not consider this a quick reference question)

• Who was Prime Minister of Canada in 1900?

• Information Retrieval - In-depth Research Some requests require an extensive search of many different sources and media formats. Assisting someone in locating material on the portrayal of women in advertising would require searching for books, periodical articles, advertising in magazines and newspapers held in the library, and video resources. Information Referral When information is not available in the library, patrons need to be referred to other resources. This may be another library, an association or social agency. For example, if a person needed information about a rare disease, a support group would be an excellent source of information. To the patron, it


does not matter that the library did not have the information, if he or she is given an alternate resource. Libraries do well not to let patrons leave empty-handed and unsatisfied. Even giving patrons a lead to other resources than those held in the library, reinforces the perception that the library as an effective source of information and will ensure that patrons become repeat customers. Reader's Advisory Reader's advisory is primarily a public library service. Often library staff will be asked to recommend other books similar to those written by Len Deighton or if there are any new Canadian mystery writers. There are special refe rence tools to assist library staff in answering this type of request. Document Delivery Formerly known as interlibrary loan, document delivery, also referred to as resource sharing, is a rapidly growing service in all types of libraries. If an item is not available in the library, document delivery staff determines which library has the item and request it from that library on an interlibrary loan. As library budgets shrink and information resources explode in number, it is essential to share resources with other libraries and to seek out alternate methods of acquiring information. Commercial services are now available, which offer, for a fee, guaranteed delivery of copies of periodical articles within 24 hours or less. When a patron considers time is more important than money and is willing to pay, libraries will order documents from these commercial suppliers. Because these items are not received from another library, many interlibrary loan services are now called document delivery services. Library Promotion In the current climate of deficit reduction and fiscal restraint, it is more important than ever to promote library services and maintain positive relationships with library clientele, granting agencies and parent organizations. The library must be viewed as an essential service in the community, schools, universities, colleges, and in business or it may face closure. There are many ways to promote the library. The first and foremost is to constantly strive to give the best service possible to clients. Satisfied customers are repeat customers and can be the library's best allies when budget cuts arise. Libraries also need to market their services to ensure that the public is aware of the wealth of services libraries have to offer. Libraries need to sponsor programs to attract new clients and encourage regular patrons to come more often. Libraries are increasingly involved in fundraising campaigns. It is not uncommon for libraries to sell T-shirts, coffee mugs and other promotional items. Recently, t he Canadian Library Association has the American Library Association's campaign, @ your library. Friends of Libraries, library trustees and library staff members across Canada are receiving advocacy training. This involves learning how to promote public support of libraries through the use of the media, lobbying governments and awareness campaigns.

Lesson #3: Public Service Functions - Interact Check for Understanding: Do the self-test after completing Lesson 5.


Lesson #4: Technical Services Functions - Introduction Learning Outcomes: After completing this module, you should be able to: 1) Define and describe technical services and its major activities. 1.1 Define collection development and identify the activities in this area of library work. 1.2 Define acquisitions and identify the activities in this area of library work. 1.3 Define cataloguing and identify the activities in this area of library work. 1.4 Define processing and identify the activities in this area of library work. 1.5 Define seria ls maintenance and identify the activities in this area of library work. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson #4: Technical Services Functions - Study Lesson Notes: If you were to follow the steps from ordering library materials to their being available to the public, most technical services activities would be included. These are:

1. Collection Development 2. Acquisitions 3. Cataloguing 4. Processing 5. Serials Maintenance

Collection Development Collection development is the process of determining which materials to acquire within a budget. Libraries have collection development policies to assist them in allocating scarce resources. The policy outlines what emphasis should be placed on different media, subject areas, audience level and fiction. It also states when multiple copies should be purchased, the criteria used to weed materials out of the collection (e.g. accuracy, currency, circulation, condition, etc.) and how to handle gifts or controversial materials. These policies are invaluable when individuals request the removal of items from the collection on moral or religious grounds. A well-written and detailed policy combined with an established procedure for handling challenged materials ensures the issue will be handled calmly and professionally. Acquisitions Once materials are selected, they are then acquired or purchased. There are many activities in acquisitions.


1. Bibliographic verification (author, title, publisher, price) 2. Checking against library's catalogue (avoiding duplication) 3. Choosing supplier (which company offers best price) 4. Preparing & sending orders (orders may now be sent electronically) 5. Maintaining order files (to keep track of what's ordered, received) 6. Maintaining accounts (to ensure proper billing & payment, staying within budget) 7. Receiving items (ensuring proper items received, back orders) 8. Paying invoices

It is important to keep accurate and up-to-date records in acquisitions. No library wishes to be under or over budget. Cataloguing Cataloguing is the process of creating bibliographic records for items in the library's collection. Years ago, it was a very labour-intensive process. The advances in computer technology have allowed libraries to easily acquire bibliographic records from commercial sources and other libraries. To further reduce staff costs, many libraries now outsource their cataloguing. Outsourcing is contracting an outside agency to do the cataloguing for the library. However, libraries still catalogue items that are locally produced and are unlikely to have been previous ly catalogued by another library. Another major responsibility in cataloguing is maintaining the library catalogue. Bibliographic records for missing items or items withdrawn from the collection must be removed from the catalogue. Processing After an item is catalogued, it must be prepared for use. Call number and barcode labels need to be affixed. Items need to be stamped with the library's name. Items also require protective measures. Book jackets are laminated or covered with a plastic cover. Audiovisual materials may need special containers. After prolonged use, some materials may need repairing. Most libraries perform only minor repairs, such as taping torn pages, tipping in loose pages, or reinforcing the hinges and spine with binding tape. Serials Maintenance Periodicals (or magazines, as they are commonly known as) are received on an ongoing basis, and consequently require special attention. As each issue is received, it must be recorded in a Kardex file or in an on-line serials management system. The date each issue is received is also recorded. This assists staff in predicting when the next issue should arrive. Much time is spent claiming issues which are late arriving and in processing invoices and in subscription renewal. Special and academic libraries generally have very large periodical collections. After a complete volume has been received, the issues may be prepared for binding. Many libraries buy complete volumes of periodicals in a microform format rather than bind them, to save space.

Lesson #4: Technical Services Functions - Interact Check for Understanding: Do the self-test after completing Lesson 5.

Lesson #5: Interrelationships Between Services - Introduction


Learning Outcomes: After completing this lesson, you should be able to: 1) Understand how both public and technical services interrelate to effectively meet the needs of library users. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson Notes: In small libraries, the distinction between public services and technical services are not as great as in large libraries. In a one-person library that person performs all the tasks and easily recognizes how all the activities contribute to effective service. In larger libraries it is essential that staff members understand how their work interrelates with others. If circulation staff is slow in returning reference materials to the shelves, this has a serious impact on the reference staff's ability to provide quality service. If cataloguing staff is slow in removing records for missing or discarded items from the catalogue, circula tion or reference staff can spend far too much time looking for an item that is no longer in the collection. The diagram below shows the continuum of selecting, acquiring, cataloguing, use and weeding of materials within a library. This highlights how all functions of the library interact with each other. Every library activity should have the ultimate goal of providing quality service to the library patrons.

In the not so good old days, there was little communication or understanding between staff members in public services and staff members in technical services. Technical services staff were often viewed as adhering too rigidly to cataloguing rules and not understanding how people looked for information.


Public services staff were often viewed as too demanding and not caring about the amount of effort required to create library catalogues. Many modern libraries whether large or small often demand that staff members work in both public and technical services areas in order to gain a better understanding of the library as a whole. Good communication between staff members resolves existing problems and prevents other problems from occurring. For example, if circulation staff informs reference staff that patrons are continually requesting reference assistance at the circulation desk, they might determine that the information desk is not visible enough and find ways of solving this

Lesson #5: Interrelationships Between Services - Interact Check for Understanding: Now it is finally time to do the self- test. Complete both the True/False test and the Matching test:

Module 2: Basic Library Functions - Summary In this module, you learned what basic functions are performed in libraries. You discovered that there are traditionally two types of services in libraries; those that are offered directly to the public; and those that occur behind the scenes. All functions interact with one another to ensure that the library provides quality service to its clientele.


Module 3: Library Employees Module 3: Library Employees –

Introduction Rationale: To most people, anyone who works in a library is a librarian. The four lessons in this module describe the different classifications of library personnel, the level of education required by each of the four major types of library workers and the duties usually performed by these four types, with major emphasis on the duties of a library technician. Education and training programs for library technicians in Canada are briefly discussed. This module also outlines how automation of libraries and the recent societal emphasis on fiscal restraint have dramatically affected levels of staffing in all types of libraries. Library Employees Learning Outcomes: After completing this module, you should be able to: 1) Identify and describe the four major classifications of library personnel and their educational requirements. 2) Identify common characteristics of library technician training programs across Canada. 3) Describe typical duties of the four levels of library workers.

3.1 Identify typical duties of professional librarians or teacher-librarians.

3.2 Identify typical duties of library technicians.

3.3 Identify typical duties of library assistants.

3.4 Identify typical duties of library clerks. 4) Describe the effect of library automation and the recent societal emphasis on fiscal restraint on staffing levels in libraries. Requirements: Amount of time required to complete this module: Approximately 6 hours (3 hours for readings, 3 hours for assignment) Resources: Library and Archives Canada. Library and Information Technology Programs: http://www.collectionscanada.ca/6/7/s7-2500-e.html . The American Library Association's Guide to Employment Sources in the Library and Information Professions (2001) includes a section, "using information skills in non- library settings". http://www.ala.org/hrdr/employment_guide.html


Lesson 1: Levels of Staffing

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Identify and describe the four major classifications of library personnel and their educational requirements. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/

Lesson 1: Levels of Staffing - Study Lesson Notes: CLASSIFICATIONS OF LIBRARY PERSONNEL Although the titles of positions may vary from library to library, there are primarily four classifications of library personnel: 1. Librarian / Teacher Librarian 2. Library Technician 3. Library Assistant 4. Library Clerk EDUCATIONAL QUALIFICATIONS The table below describes the minimum educational qualifications for each level. POSITION

MINIMUM LEVEL OF EDUCATION REQUIRED

Librarian Masters Degree in Library Science (MLS) or Bachelor's Degree in Library Science (BLS) (Note 1) from an American Library Association (ALA) accredited program. Note 1: The BLS is no longer granted.

Teacher-Librarian Bachelor's Degree in Education plus additional specialized courses in school libraries. Must also possess a valid teacher's certificate. Some teacher librarians also have an MLS.

Library Technician

Two-year diploma or one year certificate (no longer offered) from community college or technical institute. (Note 2) Programs should follow guidelines produced by Canadian Library


Association (CLA). Library Assistant High school diploma. Some libraries may prefer

or require a Library Technician Diploma or Certificate or Bachelor's Degree in any discipline.

Library Clerk Often no level of education required. Some libraries might require a high school diploma.

Librarians may also possess a Ph.D. and a second master's degree in another field (such as a Masters of Business Administration). Library technicians and library assistants often have undergraduate degrees. Some may even have a graduate degree. Most university libraries have library assistants and will often prefer hiring individuals who have a bachelor's degree, especially if it is in the same discipline (e.g. arts or sciences) in which that library specializes. The reason for this is the belief that employees with degrees will better understand the mission of a university library and will learn specialized library skills on the job. As more graduates of library technician programs in Canada have also completed several years of university or a degree, university libraries hire library technicians more frequently. The position title, however, has not changed. You might be wondering why there is no level of education required to be a library clerk. This is due to the fact that the duties tend to be quite basic (e.g. shelving, processing, etc.); specific to the organization hiring and can be readily learned on the job. Some libraries hire high school students on a part-time basis to shelve materials or work at circulation.

Lesson 1: Levels of Staffing - Interact Check for Understanding: Do the self-test at the end of Lesson 4. Reflect: What levels of library staffing are there in the library where you work or you use most often? Are there educational requirements to work at the various levels?

Discuss Join the discussion group and share your findings with the other students in the class. Lesson 2: Library Technician Training in Canada

Introduction Learning Outcomes: After completing this lesson, you should be ab le to: 1) Identify common characteristics of library technician training programs across Canada. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/


Lesson 2: Library Technician Training in Canada - Study Red River College was the first in Canada to offer the equivalent of a library technician certificate program (then called a "Library Assistant's Certificate"), introduced in September 1963 when the College was known as the Manitoba Institute of Technology. (Note 2) Ironically, Red River College was the second last program in Canada to offer a certificate (one year program) as a day program. Up until 1991, students could only complete their diploma courses through Continuing Education. To see which institutions offer library technician programs, visit the Library and Archives Canada site: http://www.collectionscanada.ca/6/7/s7-2500-e.html. (Please note that the program listed at Lakehead University in Ontario no longer exists.) As early as 1966, the Canadian Library Association studied the training requirements of this new level of library staff. The first edition of their guidelines was published in 1981. Library technician training across Canada follows the second edition of the Canadian Library Association's Guidelines for the Education of Library Technicians (also known as the CLA Guidelines), published in 1991. All library technician diploma programs are two years in length and are available at community colleges or technical institutes. A high school diploma or equivalent is required for entry into the program and the program should be completed within seven to eight years, for part-time studies. Courses include between 50% to 60% technical courses (e.g. information services, cataloguing, etc.) and between 40%-50% academic courses (e.g. children's literature, human behaviour in organizations, etc.). Programs also require students to spend a minimum of five weeks on field placements (work experience) to enable students to apply the acquired skills in a library setting. Note 2 Brown, Gerald. R. Red River College Library and Information Technology Education Labour Market Study. (Winnipeg: The Author, 1996), p. 5 Lesson 3: Typical Duties of each Staffing Level

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Describe typical duties of the four levels of library workers. 1.1 Identify typical duties of professional librarians or teacher- librarians. 1.2 Identify typical duties of library technicians. 1.3 Identify typical duties of library assistants. 1.4 Identify typical duties of library clerks. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/


Lesson 3: Typical Duties of each Staffing Level - Study The type of duties each staff level performs varies from library to library. There is, however, a general consensus that when more than one level of library staff exists, the breakdown of duties are as described below. Duties of Professional Librarians and Teacher-Librarians Professional librarians usually manage a library department or an entire library. As managers, they develop policies and ensure that the policies are implemented consistently and appropriately. Librarians report directly to library boards, senior management within a company or to academic administrators. In some organizations, in-depth research or requests for information in highly specialized subject areas are only performed at the professional librarian level. Teacher-librarians do much more than simply manage school libraries. As teachers first, teacher-librarians lead in the implementation of resource-based learning at the school level. They are responsible for instructing students in a variety of topics including the use of tools such as the online catalogue and other electronic resources. In collaboration with classroom teachers, teacher-librarians integrate information literacy skills throughout the curriculum. Teacher- librarians assist other teachers with curriculum development and provide advice regarding appropriate resources to support and supplement existing curriculum. Like professional librarians, teacher-librarians design and implement such library policies as collection develop ment. Usually reporting to school principals, teacher-librarians are also delegated such front-line supervisory tasks as managing school library budgets and staff. Duties of Library Technicians Library technicians support professional librarians and teacher- librarians and perform duties requiring specialized library training, such as cataloguing, bibliographic verification, answering basic reference questions. They often assist library patrons in the use of the OPAC, CD-ROM resources, or library equipment, such as microfiche readers. Library technicians sometimes may supervise other staff members, including library assistants or library clerks. Library technicians may sometimes also manage small (often one-person) libraries or departments within larger libraries, under the supervision of professional librarians. Duties of Library Assistants Library assistants also support professional librarians or teacher-librarians. The only major difference between them and library technicians is that they do not necessarily possess a certificate or diploma, but rather receive "on the job training". As they gain more specialized training and experience, they can move into supervisory positions. Duties of Library Clerks Library clerks perform duties that require little specialized training. Such duties include shelving, processing and checking out or discharging library materials.


Staffing Levels in Small Libraries In small or one-person libraries, you may find professional librarians shelving library materials, or library technicians reporting to senior level administration within a company. The emphasis is on providing quality library service within existing staffing levels rather than assigning specific duties to specific positions.

Lesson 3: Typical Duties of each Staffing Level - Interact Check for Understanding: Do the self-test at the end of Lesson 4. Reflect: How would the scenario of a one -person library affect how all the various responsibilities are carried out? What difference would it make if the person in this position does not have any library education credentials (i.e. no formal library training) whatsoever? What difference would it make if the person has a library technician diploma? In the case of a one-person school library, what difference would it make if the person holding that position were a teacher- librarian?

Discuss Join the discussion group and share your findings with the other students in the class.

Lesson 4: Effects of Automation and Fiscal Restraint - Introduction Learning Outcomes: After completing this lesson, you should be able to:

1) Describe the effect of library automation and the recent societal emphasis on fiscal restraint on staffing levels in libraries.

Lesson 4: Effects of Automation and Fiscal Restraint - Study Before computers were available, much of library work was labour intensive and required special skills. Only libraries with few staff allowed library technicians, assistants and clerks to perform non-clerical tasks. Computer technology streamlined many repetitive tasks, such as checking out and discharging materials, and most importantly, allowed libraries to easily share bibliographic records. No longer was it necessary to have professional staff interpreting complex cataloguing rules if cataloguing copy was available from another library or a commercial source. Well-trained library technicians or library assistants were able to search for bibliographic records and to make minor modifications to reflect the local library's cataloguing practices and holdings. Effect of Fiscal Restraint on Staffing Levels In recent years, financial pressures have necessitated that library administrators find more economical methods of providing library services. This often results in re-evaluating which duties should be performed at the professional level and which should not. This is not only a trend in libraries.


Throughout society organizational structures are flattening, often resulting in reductions in mid-management level positions. To compensate for the loss of mid -management, team building is frequently emphasized in organizations. Although assignment of new duties can lead to more challenging and rewarding work for library technicians, it is often accompanied by re-deployment of staff, rather than large salary increments or increased managerial responsibilities. As a result, library workers can experience burnout and a sense of frustration. Alternative Careers Many library workers are seeking out alternative careers. This began to take off in the 1980s when publicly funded libraries (i.e. academic, public and school libraries) first experienced significant budget cutbacks. Ironically, this occurred in the midst of a rising deluge of information which more and people found increasingly difficult to access and manage. Although the need for information professionals increased by leaps and bounds, the demand for traditional library workers remained constant or fallen. For this reason, library workers increasingly took their futures into their own hands, marketing their valuable skills and creating their own opportunities. Librarians and library technicians obtained positions as information consultants, webmasters, and sales representatives for publishing firms, to name a few. For more information on the ways library workers are finding/creating their own employment, see the article "The New Information Pros" by Lisa Peryman from the November 1997 issue of Quill & Quire. It discusses skills library workers possess to enable them to work in other areas. Françoise Hébert's article "Looking for Work" accompanies Lisa Peryman's article. It offers guidelines to assist library workers use their skills as they embark on the adventure of alternative careers. The American Library Association's Guide to Employment Sources in the Library and Information Professions (2001) includes a section, "using information skills in non- library settings". . The Web site for this resource is at: http://www.ala.org/hrdr/employment_guide.html Human Resources Development Canada states that the employment outlook for library workers overall is expected to be limited through 2007. For an explanation as to what this means and a detailed analysis of the Canadian market for library workers consult Job Futures 2000, Outlooks by Occupation at: http://jobfutures.ca/en/home.shtml. Click on "I want to be" tab and then click on NOC (National Occupation Code) and then click on Arts, culture, recreation and sports link and then look for technical occupations in libraries, archives, museums and libraries (no. 521). This information is contrary to what graduates of the Red River College Library and Information Technology Program experience. In Manitoba, we are seeing more universities listing the Library Technician Diploma as a requirement to work technical services positions and there is movement to make it a requirement for public services positions as well. Public libraries are expected to hire more technicians and there are quite a few retirements coming up in school libraries. Graduates of masters programs are in very high demand with dot.com companies, as they possess highly technical computer skills, understand how humans search for information and have stronger people skills than most computer programming graduates. The salaries at these firms are so lucrative, that traditional library employers in the United States are actively recruiting Canadian graduates.


Lesson 4: Effects of Automation and Fiscal Restraint - Interact Reflect: Have there been changes or cutbacks in the library you work in or visit most often?


Module 3: Library Employees - Summary In this module you learned that not everyone who is employed in a library is a librarian. Although the educational requirements and job position titles may vary from library to library, there are traditionally five categories of employees, each having a distinct role to play in the provision of library services.


Module 4: Information Resources Module 4: Information Resources –

Introduction Rationale: This module contains four lessons outlining the different types of media found in libraries. Special emphasis is made on print resources in general and books in particular. Information Resources Learning Outcomes: After completing this module, you should be able to: 1) Identify five major categories of sources of information. 2) Identify and define the physical parts of a book. 3) Identify and define the bibliographical parts of a book. 4) Identify and define other print materials.

4.1 Identify and define serials. 4.2 Identify and define pamphlets. 4.3 Identify and define government documents. 4.4 Identify and define dissertations and theses. 4.5 Identify and define archives

Requirements: Amount of time required to complete this module: Approximately 6 hours Hardware/software requirements: Access to the Internet and Adobe Acrobat

Lesson 1: Categories of Information Sources - Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Identify five major categories of sources of information. Reflect: 1. Take a sheet of paper and list all the different sources of information you have used. 2. Are there any similarities between some of the sources you have listed? Can they be grouped together under a broad category? For example, does one access them using a computer? 3. Take another sheet of paper and rewrite your list grouping the sources under the categories you have chosen. Discuss: Join the discussion group and share your findings with the other students in the class.

Lesson 1: Information Resources - Study Lesson Notes: Media Formats Libraries now provide access to a wide variety of media formats. Although there are many different ways to classify sources of information, the following five categories are commonly used:


1. Print Resources Print resources are the most familiar types of information sources. They include books, magazines, pamphlets and government documents.

2. Microform Resources Photos courtesy of Colorado State University Libraries


Microform resources are printed text, which has been reduced in size after being photographed. In order to read the text, a special machine with a magnifying lens must be used. Microforms are produced in two formats: Microfilm: rolls of 35mm or 70mm film Microfiche: 4" x 6" flat sheet of film The machines used to read microfilm or fiche are called readers. Some readers have special attachments to allow both microfilm and microfiche to be read. Reader-printers also allow print copies to be made of the magnified text. 3. Graphic Resources

Two-dimensional and three-dimensional items are called graphic resources. In order to be classed as three-dimensional, an item must have depth, width and height and exist independently from other items. These are primarily visual representations of concepts rather than text. Included in this format are maps, photographs, posters (all two-dimensional), dioramas, globes, models, and sculpture (all three dimensional). 4. Audiovisual Resources These materials can only be heard or viewed when played on specialized equipment. In the 1970's, libraries collected long-playing records (LPs), tapes, motion pictures (films) and filmstrips. In the 1980's, videotapes began to replace motion pictures and compact discs (CDs) began to replace LPs. In the past several decades, videodiscs, interactive video and interactive CDs and DVD's also became available.


5. Electronic Resources

This category includes magnetic tape, floppy disks, CD-ROMs, hard-drives, networks (including the Internet), remote databases and in-house databases.

Lesson 1: Media Formats - Interact Check for Understanding: Do the self-test at the end of Lesson 4. Lesson 2: Physical Parts of a Book –

Introduction Learning Outcomes: After completing this lesson, you should be able to:

1) Identify and define the physical parts of a book.


Lesson 2: Physical Parts of a Book - Study Lesson Notes: Most of us are familiar with books, but we ma y not be able to quickly define what a book is nor identify all the parts of a book. Definitions:

PHYSICAL PARTS OF A BOOK Please carefully study the terms of the physical parts of a book given in the illustration below and on the following website: Dartmouth College Library. Parts of a book. http://www.dartmouth.edu/~preserve/repair/html/bookparts.htm

Types of Bindings: Covers can be in various types of bindings, suc h as:

Book: Collection of more than 48 pages that has a distinctive title and are fastened together in a binding. Monograph: Complete bibliographic unit on a particular subject. In cataloguing, a monograph is any printed item, which is not a serial. Thus, most but not all books are monographs because some books are serials, like almanacs and yearbooks, and monographs are not serials. Many monographs (such as those in pamphlet form) are not books.

Series: A number of monographs related in subject or form most often issued by the same publisher with a collective series title.

Book Jacket or Dust Jacket: This is the paper cover folded loosely over the bound book. Publishers design colourful and eye-catching jackets to attract the attention of a potential purchaser. Jackets are often informative, giving a brief description of the content of the book and a biographical sketch of the author. They may also contain excerpts from reviews of the book or descriptions of other books written by the same author. Because the information assists library patrons in deciding whether or not to borrow an item, many libraries keep the dust jacket, protecting it with plastic or having it laminated and taping it to the book cover

Cover: This is the binding that holds the leaves of a book together and protects them. A hard cover is generally made of heavy cardboard that is covered with another material such as cloth or leather. The cover has three parts, a front cover, a back cover and spine.

Trade binding The binding, which is intended for sale in bookstores, is usually hardcover.

Library binding: This is a sturdier and more expensive hardcover binding. The pages are stitched together before being glued into the book cover. Because of the cost, ma ny libraries no longer request library binding unless they expect heavy use of an item.


Spine : This is the part of the book that holds the front and back covers together. Publishers usually put the title of the book, the author's name and the publisher's name on the spine. Hinge or Joint: The hinge is the area that joins the front or back cover to the spine. With each use of a book, the hinge endures much stress and is often the first area of a book to wear out. Endpapers : These are heavy lining papers inside the front and back covers of the book. They extend from the edge of the cover of the book across to the edge of the pages of the book. The pastedown is that part of the endpaper which is pasted to the inside board of the cover. The flyleaf is the loose portion of the endpaper that covers the leaves of the book. Leaf: A leaf is one sheet of paper consisting of two pages, one on each side. The "front" of each leaf, or the right hand page of an open book, is called the recto. The "back" of each leaf, or the left-hand page of an open book, is called the verso. Signature: A signature is a folded printed sheet. The text of a book is printed on large sheets of paper, which are then folded and the edges cut to make pages. Signatures are often numbered or lettered so that they will be put in proper order. When signatures are sewn to one another, they make up the printed book. The following are terms used to describe types of signatures.

• Folio: Sheet folded once to make 2 leaves, or 4 pages • Quarto: Sheet folded twice to make 4 leaves or 8 pages • Octavo: Sheet folded three times to make 8 leaves, or 16 pages.

The octavo is the most commonly used signature.

Lesson 2: Physical Parts of a Book - Interact Explore: Create your own signature activity. Take a sheet of paper.

• Fold it in half • Fold it in half again like a greeting card • Use a pair of scissors to cut the top folds.

Now try answering the quiz. Check for Understanding: Do the self-test after completing Lesson 4.

Adhesive binding: This is the binding used in producing paperback books. The cover and leaves are merely glued together.

Spiral binding: This is a mechanical binding that uses plastic or metal material to bind the pages. This is often used for handbooks or manuals, as the spiral binding allows the book to lie flat. Heavy use of this type of binding, however, results in pages loosening themselves, requiring the entire item to be rebound.

Permabound style binding: This is a technique of fusing a heavy plastic material to the cover of a paperback book to make it more durable.


Lesson 3: Bibliographical Parts of a Book –


1) Identify and define the bibliographical parts of a book.

Lesson 3: Bibliographic Parts of a Book - Study

Lesson Notes:

What you've just covered is the physical parts of a book. When you look up materials in a library catalogue, the description of each item is called a bibliographic record. Cataloguers create bibliographic records by following standard rules, known as the Anglo-American Cataloging Rules, or (AACR). This set of rules is in its second revised edition, and is often referred to as AACR2R. AACR2R instructs cataloguers to use information in specific areas of books to create the bibliographic record. These areas are known as bibliographic parts of a book.

PRELIMINARY PAGES

The preliminary pages precede the body of the book. They are usually numbered with small Roman numerals, e.g. i, ii, iii, etc. to distinguish them from the major contents of the book.

Half-title page

Leaf preceding the title page, which gives the brief title of the book and the series title, if the book is part of a series, and serves as protection for the title page.Sample Half- title page

Frontispiece

Precedes the title page and is an illustration relating to the subject matter of the book.


Title Page (Recto)

Title

The name of the work

Subtitle

A secondary title which clarifies or explains the main title and is often in smaller print or separated by punctuation by a colon, semicolon or dash.

Statement of responsibility

This usually includes the author's name and other individuals or agencies, such as editors, illustrators, translators, or issuing agencies (for example, an association or government department) that have contributed in a significant way to the intellectual or artistic content of the work.

Edition

Copies of the same work printed from the same setting of type, for example, 3rd ed., New ed., Rev. ed.

Imprint

This generally appears at the bottom of the title page. It often includes the place of publication, the name of the publisher and date of publication.

Sample Title Page (Recto)


Title Page (Verso)

As you learned by reading the definition of leaves, this is the reverse side of the title page. It usually contains the date of copyright, printing history, Cataloguing-In-Publication (CIP) data, ISBN and may also include restrictions on photocopying or the type of typeface or paper used.

Copyright date

Usually found on the verso of the title page, is indicated by the symbol (c) and may include the name of the copyright owner. In Canada, copyright is the legal right given to a person or organization to exclusive ownership of a work's content for the lifetime of the author plus an additional fifty years.

If substantial changes are made to a work's content before it is reprinted, it is considered to be a new edition and is given a new copyright date. Consequently, copyright dates are an excellent indication of how current the book's content is. To see the full text of the Canadian Copyright Act (C-42) visit the following URL: http://laws.justice.gc.ca/en/C-42/

Printing history

May also be given on the verso of the title page. The publisher, in this instance, indicates how many times the book has been reprinted from the same setting of type, for example, Seventh printing 1991, (c)1971

Cataloguing-In-Publication (CIP)

Data is a brief bibliographic record produced in catalogue card format for inclusion by the publisher on the verso of the title page.

Before items are published, publishers participating in the CIP program, submit their galley proofs and/or descriptive front matter to the National Library of Canada, the Library of Congress in the United States or their designated agents. In Manitoba, the University of Manitoba Libraries is the National Library's designated agency for non-governmental Manitoba publications and the Manitoba Legislative Library is the designated agency for Manitoba government publications.

Cataloguers then prepare a bibliographic record and send a copy of this record back to the publisher, so that it may be added to the verso of the title page at the time of publication. CIP reduces cataloguing costs and speeds the access to new materials in libraries. However, it is important to note that any changes made after the galley proofs are submitted may not be reflected in the Cataloguing-In-Publication data. As you will learn later in your cataloguing course, it is not advisable to accept CIP without quickly double-checking the accuracy of the information it contains.

EXAMPLES OF CIP:


International Standard Book Number (ISBN)

Regardless of the country in which a book is published, each book receives a unique ten-digit ISBN. The number identifies a specific title, binding and edition of a work published by a particular publisher. For example, if a publisher produces a hardcover and paperback edition of the same work, each edition would receive a separate ISBN.

This numbering system is a standard internationally controlled by the International ISBN Agency in Berlin, Germany. It began in 1969 as a method to improve speedy access and management of the increasing number of materials being published. In Canada, the National Library administers the ISBN program for English language publishers and the Bibliothèque nationale du Quebec administers it for French language publishers. These two agencies determine how large a block of ISBNs to assign each publisher and provides them with log books to assist them in keeping accurate records of which number has been assigned to each title.

Example of an International Standard Book Number (ISBN):

The ISBN is divided into four groups and often the number will contain hyphens to identify each group.

Consider the example: ISBN 0-7710-7162-0


1. Group Identifier - 0 - specifies the country or language in which the book is published. 0 represents all books published in Canada, the United States, Great Britain, Australia and New Zealand.

2. Publisher Prefix - 7710 - indicates the publisher of the book, in this case, McClelland and Stewart Limited. All books published by McClelland and Steward would have the same first five digits in their ISBN.

3. Title Number - 7162 - identifies one specific title, binding or one edition of a title. In this instance it is the 1989 edition of the Canadian Green Consumer Guide

4. Check Digit - 0 - allows a mathematical check of the accuracy of the ISBN.

The ISBN assists the book trade and libraries in inventory control, ordering and obtaining cataloguing copy. Lately, many libraries are using EDI, electronic data interchange, to order materials or obtain bibliographic records electronically.

In Canada, we often acquire French language materials. The ISBN group identifier for French language materials is 2. For example the ISBN for Ces enfants de ma vie by Gabrielle Roy, published in Paris is 2-8770-6197-3.

Sample Title Page (Verso)

(c)1997 Patricia Routledge

All rights reserved. No parts of this book may be reproduced or transmitted in any form, by any means, without permission from the publisher, except by a reviewer, who may quote brief passages in a review.

First printed in 1998

Memorial edition first printed 2002

Winnipeg School of Obedience

Winnipeg, Manitoba

Canadian Cataloguing in Publication Data

Routledge, Patricia, 1953-

Cleopatra's revenge : a dog's guide to human ownership

Includes index and bibliography

ISBN 0-1234-5678-9

1. Dog owners-Humor. 2. Basset hound-Humor. I. Title.


SF429.B2R682002 636.7'00207 C97-123456-7

Dedication

This is usually printed on the first leaf following the title page of a work. It is a statement thanking or honouring individuals, often a relative or a friend.

Sample Dedication Page

Preface

The preface is a short note by the author stating the purpose or origin of the work. The author writes directly to the reader in a personal manner often stating reasons why the book was written. At the end of the preface the author may identify those who assisted him or her in writing the book. This is also referred to as acknowledgements. Acknowledgements may also be on a separate page from the preface. A foreword is similar to a preface but is written by someone other than the author.

Sample Acknowledgements

Sample Foreword


Table of Contents

The table of contents lists the chapters of books in order, giving the beginning page number of each chapter or section. This gives the reader information about the scope of the work and the amount of material devoted to each topic.

Sample Table of Contents

Table of Contents List of Illustrative Matter v Acknowledgements vi Foreword vii Preface viii

I. Selection Process 1. Standing Out From Your Litter-mates 1 2. Winning the Hearts of the Humans of Your Choice 10

II. Ruling the Roost 3. Establishing the Dominant Role 15 4. Setting the House Rules 25 5. Selecting the Menus 30 6. Basic Human Training 130 7. Advanced Human Training 150

III. Tools of the Trade 8. The Sad-eyed Look 170 9. The Art of Fawning Adoration 175


10. Howl if You're Hungry 178 11. The Subliminal Whine 180

Bibliography 185 Index 186

List of Illustrative Matter

This list is a key to where illustrations, photos, or other graphic materials may be found in the work. It usually follows the table of contents.

Sample List of Illustrative Matter

List of Illustrative Matter 1. Plate 1 The Sad-eyed Look Opposite p. 4 2. Plate 2 Which Puppy Would You Choose? Opposite p. 5 3. Figure 1 Appealing Appetizers p. 45 4. Figure 2 Enticing Entrees p. 75 5. Figure 3 Scrumptious Sauces p. 105 6. Figure 4 Delectable Desserts p. 115 7. Figure 5 Tasty Treats p. 125 8. Plate 3 Teaching Your Human to Open the Door

on Command Opposite p. 134

9. Plate 4 Teaching Your Human to Fill Your Food Bowl on Command

Opposite p. 135

10. Plate 5 Training Your Human to Properly Plump Your Favourite Pillow

Opposite p. 154

11. Figure 6 Proper Height of a Couch for Ease of Jumping Onto

p. 165

v

Introduction

The introduction specifies what the book is about and how the author intends to approach the subject. Although often written by the author, it may be another expert in the field or an editor.

Body or text

The body or text includes all of the numbered chapters in the work. These pages are most likely numbered with Arabic numerals.


Supplementary Material

Supplementary material, as its name suggests, follows the text of the work and may include an appendix, bibliography, glossary, notes and index.

Appendix

An appendix may contain material referred to, but not explained in the text or the full text of a document referred to in the text. For example, if the text was describing the results of a survey, the appendix might include the survey questionnaire forms.

Bibliography

A bibliography is a list of the materials used by the author in researching the book or a list of recommended readings. Bibliographies may appear at the end of each chapter or as one complete list at the end of the book. Bibliographies lend authority to the work and assist others researching the same subject.

Glossary

The glossary lists and defines specialized terms used in the text.

Notes

Notes explain particular passages in the text or provide bibliographic information about quotations or sources listed in the text. Like bibliographies, notes may be found at the end of each chapter or at the end of the text. If notes appear at the bottom of the same page as the passages or quotes, they are referred to as footnotes.

Index

An index is an alphabetical list of names, places and subjects covered in the work. Each item is followed by a page number or numbers where it appears in the text. Broader topics may have further subdivisions and there may also be cross-references to similar terms. In some works, there are separate indexes for names and topics.

Colophon

The colophon is an inscription placed at the end of a book by the printer, containing facts about the production, the author, date of publication and even the title of the work.

Modern books often do not have a colophon. The title page and verso are now more likely to contain this information. However, should the book have unique features, such as special typeface, paper quality, or binding, publishers are once again using a colophon to highlight such details.

Please note that some books may not have all the bibliographic parts described on these pages, nor would the parts necessarily follow the same order as given.


Lesson 3: Bibliographic Parts of a Book - Interact Check for Understanding: Do the self-test after completing Lesson 4.

Lesson 4: Other Print Resources –

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Identify and define other print materials.

1.1 Identify and define serials. 1.2 Identify and define pamphlets. 1.3 Identify and define government documents. 1.4 Identify and define dissertations and theses. 1.5 Identify and define archives

Lesson 4: Other Print Resources - Study Lesson Notes: Serials : Serials are not always in print format. They can also be electronic, microform or audiovisual. What distinguishes serials from other types of information resources is that they must be issued in successive parts, at regular or irregular intervals, to be continued indefinitely. Serials include the following types of publications: 1. Periodicals 2. Newspapers 3. Proceedings, reports, annuals You may know serials by the term magazines. Magazines are usually considered popular in nature, whereas journals are more scholarly. In libraries, the official term for this type of serial is periodical. Information in serials is current and is often aimed at a particular audience. For example, Quill & Quire is published monthly to serve the Canadian book trade. Check out the Quill & Quire Online Web site at: http://www.quillandquire.com Periodicals Most periodicals are issued on a regular basis, such as weekly, monthly, quarterly, biweekly, or bimonthly. Issues are numbered or dated or both. As an example, the cover of an issue of Canadian Gardening states that it is the "August/September 1997" issue. If you were to look at the page listing the publisher's address and phone number (also known as the masthead), you would notice that it is also Vol. 8 No. 5 August/September 1997. One volume of Canadian Gardening is comprised of seven issues in a given calendar year.


The first issue of a periodical can be at any time of year. Quarterly periodicals may be identified by month and year or by season. Like books, each periodical title has a unique International Standard Serial Number (ISSN). ISSN's are managed and controlled in the same manner as ISBNs. Some periodicals have continuous paging throughout the whole volume. Issue 2 might begin with page 150. Others have each issue beginning with page 1. Working with periodicals can be confusing. Some publishers do not produce issues of their periodicals during the summer months, so a monthly periodical may actually only have 10 issues per year. Some serial publishers seem determined to continually change the names of their serials. For example, in the mid-1980's, two American engineering societies changed the titles of every periodical they published (between twenty to thirty titles in total). In one instance, all that was changed was the removal of the words "the" and "division" from each title. This seemingly small change resulted in many libraries having to dramatically shift periodical collections to keep their periodicals in alphabetical order. With the growing popularity of the Internet and increasing costs of print publishing, more and more periodicals are being offered online. An example of a print periodical that is also offered online is School Library Journal (SLJ) http://www.schoollibraryjournal.com/ .An example of a periodical that is offered exclusively online is CM (also known as the Canadian Review of Materials http://www.umanitoba.ca/cm ) Newspapers The newspaper is another common type of serial. Larger city newspapers are issued on a daily basis; smaller community papers may appear weekly or less fr equently. The content and format of newspapers are what distinguish them from a periodical. Proceedings, Reports & Annuals Proceedings and reports are more likely to be published on an irregular basis. Annuals, as their name suggests, are serials published once a year. Pamphlets A pamphlet is a printed publication of 48 pages or fewer, bound in paper covers. We've all seen pamphlets in travel agencies, doctors' or dentists' offices, or in our local bank. They are usually free of charge and provide information about a specific service or topic. Pamphlets are extremely useful to have in libraries. For example, a pamphlet written by the Canadian Diabetes Association about insulin would be far easier for a member of the general public to read, than a medical text. Most libraries store pamphlets in special boxes called Princeton files or in folders in a file cabinet. Government Documents To be classified as a government document a publication must have its origins from, be authored by, or published by a government or one of its agencies. Because of the massive number of publications and


the way they are listed in government bibliographies or publications catalogues, libraries with large government documents collections shelve them in a separate area, arranging them by the name of the issuing agency. Government documents are viewed as reliable and authoritative sources of current information on a wide variety of topics. Theses and Dissertations Academic and research libraries collect theses and dissertations. A dissertation is research performed and written up as one of the requirements for a doctoral degree (Ph.D.) at a University. A thesis is research performed and written up as one of the requirements for a master's degree. Most academic libraries have one copy of each dissertation and thesis written by graduate students at that particular university. Archives Archives contain collections of unpublished and published materials that have special historical value. Great emphasis is placed on preserving the materials and climate and temperature control and proper storage are extremely important. Even the smallest public library may have an archival collection containing the papers of a notable person in the community or historical publications of interest to the community.

Lesson 4: Other Print Resources - Interact Check for Understanding: It's finally time to do the self-test. True / False Self Test Multiple Choice Self Test

Module 4: Information Sources - Summary In this module, you learned that libraries have more than just books in their collections. There are five commonly used categories of information. You learned to identify and define both the physical and bibliographic parts of a book.


Module 11: Types of Libraries - Introduction Rationale: Each library tailors its services to meet the needs of its clientele. Traditionally, libraries have been classified into four broad categories, each of which serves specific populations or institutions. This module has six lessons describing the different types of libraries and their unique characteristics. Recently, many libraries are offering more of their services electronically. On the World Wide Web, there are now virtual libraries. This module will describe this trend and discuss how the virtual or digital library may become a fifth category of libraries. Types of Libraries Learning Outcomes: After completing this module, you should be able to: 1) Define and describe the four major categories of libraries. 2) Define and describe public libraries. 2.1 Interpret a sample organization chart for a public library. 2.2 Identify and describe current standards governing public libraries. 2.3 Identify and describe public library objectives. 2.4 Identify and describe basic services in public libraries. 2.5 Identify and describe issues and trends facing public libraries. 2.6 Identify the role and services of Public Library Services within the Manitoba Government. 3) Define and describe school libraries. 3.1 Interpret a sample organization chart for a school library. 3.2 Identify and describe current standards governing school libraries. 3.3 Identify and describe school library objectives. 3.4 Identify and describe basic services in school libraries. 3.5 Identify and describe issues and trends facing school libraries. 4) Define and describe academic libraries. 4.1 Interpret a sample organization chart for an academic. 4.2 Identify and describe current standards governing academic libraries.


4.3 Identify and describe academic library objectives. 4.4 Identify and describe basic services in academic libraries. 4.5 Identify and describe issues and trends facing academic libraries. 5) Define and describe special libraries. 5.1 Identify and describe current standards governing special libraries. 5.2 Identify and describe special library objectives. 5.3 Identify and describe basic services in special libraries. 5.4 Identify and describe issues and trends facing special libraries. 6) Define and describe national libraries. 6.1 Interpret a sample organization chart for a public library. 6.2 Describe the role and services of Library and Archives Canada. 6.3 Describe the role and services of the Canada Institute for Scientific and Technical Information. 6.4 Describe the role and services of the Library of Congress. 7) Define and describe virtual libraries 7.1 Identify and describe issues and trends facing virtual libraries.

Lesson 1: Types of Libraries - Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Define and describe the four major categories of libraries. Key Terms and Concepts Whenever you encounter terms you do not understand in this and future modules, consult the Online Dictionary for Library and Information Science (ODLIS) at the following URL: http://lu.com/odlis/


Lesson 1: Types of Libraries - Study Lesson Notes: As mentioned in Module 2, there are four major categories of libraries. 1. Academic Libraries 2. Public Libraries 3. School Libraries 4. Special Libraries (including National Libraries)

Lesson 1: Types of Libraries - Interact Check for Understanding: Do the self-test at the end of Lesson 7. Lesson 2: Public Libraries –

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Define and describe public libraries. 1.1 Interpret a sample organization chart for a public library. 1.2 Identify and describe current standards governing public libraries. 1.3 Identify and describe public library objectives. 1.4 Identify and describe basic services in public libraries. 1.5 Identify and describe issues and trends facing public libraries. 1.6 Identify the role and services of Public Library Services within the Manitoba Government.

Lesson 2: Public Libraries - Study Lesson 2: Public Libraries - Study Lesson Notes: Public libraries are the most familiar type of library to the general public. Their mission is to serve the informational and recreational needs of the community. Funding for public libraries is provided through municipal taxes and special government grants. In Saskatchewan, The Public Libraries Act legislates equitable access to information for all Saskatchewan residents through the province-wide public library system.


The Saskatchewan public library system provides library services from over three hundred branch libraries in communities across Saskatchewan through seven regional library systems, a federated library system in the north, and two municipal libraries in the cities of Regina and Saskatoon. The Provincial Library is also a key component of the public library system. It coordinates public library services as well as library co-operation. In Saskatchewan, "provincial public library system" means all municipal libraries, regional libraries, including the local libraries located within regional libraries, and the northern library system, including northern community public libraries located within the northern library system. From section 47 of the Saskatchewan Public Libraries Act, 1996: (1) The Northern Library Office [the original name of the northern library system] is continued as the northern library system. (2) The northern library system shall: (a) act as the central library for northern Saskatchewan; (b) maintain a central library facility in northern Saskatchewan; (c) act as a co-ordinating agency for school, regional college, public and special libraries in northern Saskatchewan; (d) provide library services that, in the opinion of the board, are necessary for remote areas of northern Saskatchewan; (e) co-operate with the Saskatchewan Provincial Library in maintaining province-wide library services; and (f) perform any other related functions that the Lieutenant Governor in Council may direct. From section 48 of the Public Libraries Act(1) The general management, control and operation of the northern library system is vested in a board, to be known as "The (name adopted by the northern library system)", consisting of: (a) one person appointed by the local school advisory committee or board of education of each school division located within the area served by the northern library system that has a library that is part of the northern library system; (b) one person appointed by each Indian band, as defined in the Indian Act (Canada), that is located and operates a school library or northern community public library in northern Saskatchewan and that participates in the northern library system; (c) one person appointed by the board of each northern community public library providing library services within the area served by the northern library system; and (d) one person appointed by the regional college board and each postsecondary institution board providing library services within the area served by the northern library system. The role and mandate of Saskatchewan public libraries is to provide people of all ages with equitable access to information resources and services. Public libraries strive to make information accessible to all residents regardless of economic, social or racial status. Public libraries have frequently been called the unofficial university of the public.


A municipal library may only be established in a municipality other than a northern municipality. (1) On its own initiative, a council may establish a municipal library by bylaw. (2) On receipt of a petition that requests the establishment of a municipal library and that is signed by at least 15% of the electors in the municipality, the council shall prepare and submit to the electors a proposed bylaw providing for the establishment of a municipal library in accordance with the provisions. Every resident of Saskatchewan is entitled to borrow, directly or by interlibrary loan, library materials held by any public library in Saskatchewan, subject to any reasonable conditions, other than the payment of a fee, that may be imposed by the responsible public library board. Funds are raised for library operation through taxes pursuant to the Public Libraries Act, which are levied and collected on the same basis as taxes for municipal purposes are levied and collected. Public Library Standards In 1967, the Public Library Association, a division of the American Library Association, published Minimum Standards for Public Library Systems. (Note 2) It promoted the concept that public libraries should attempt to serve the needs of the entire community, not just regular library users. It also encouraged the development of library systems serving regions of at least 150,000 people. There would be branch libraries at the local level supported by headquarter libraries. This standard emphasized quality of service rather than quantity of resources, but still included quantitative recommendations such as the amount of money per capita which should be spent on library services. In 1980 the Public Library Association published A Planning Process for Public Libraries (Note 3) and in 1987 it published Planning and Role-Setting for Public Libraries. (Note 4) These two documents stressed the need for each library to establish two to three roles to serve its community and to develop long-range plans with goals and objectives to fulfil these roles. The 1987 document itemized eight potential roles. (Note 5) These included: 1. Community activities centre (e.g. meeting space) 2. Community information centre (e.g. bulletin boards) 3. Formal education support centre (e.g. adult literacy classes, tours for school groups, etc.) 4. Independent learning centre (e.g. quiet area with tables, carrels conducive to study) 5. Popular materials Library (e.g. access to best-selling novels) 6. Preschooler's door to learning 7. Reference Library (e.g. access to dictionaries, encyclopaedias, atlases, almanacs, etc.) 8. Research Centre (e.g. access to Internet, photocopiers, etc.) In 1987, the Public Library Association also produced Output Measures for Public Libraries: A Manual for Standardized Procedures. (Note 8) This was a handbook for measuring library uses and services. These measurements could be collected at the national and state leve l. Local library systems could then compare their own measures against the state and national statistics. Note 2: Public Library Association, Minimum Standards for Pubic Library Systems, 1966, (Chicago: ALA, 1967) Note 3: Vernon Palmour, A Planning Process for Public Libraries, (Chicago: ALA, 1980)


Note 4: Charles R. McClure, et al., Planning and Role-Setting for Public Libraries: a Manual of Options and Procedures, (Chicago: ALA, 1987) Note 5: Charles R. McClure, et al., Planning and Role-Setting for Public Libraries: a Manual of Options and Procedures, (Chicago: ALA, 1987), Chapter 4 Note 6: Nancy Van Horn, et al., Output Measures for Public Libraries: A Manual for Standardized Procedures. 2nd ed., (Chicago: ALA, 1987) Objectives Public libraries exist to provide their communities' residents with services and materials to meet their informational and recreational needs. Depending on which roles each library chooses to fill, the objectives can vary from library to library. For example, the new Vancouver Public Library building houses a massive collection on seven different levels. It has many computer terminals for accessing the Internet, searching subject specialized CD-ROMs, as well as terminals for searching the OPAC. Each level is devoted to either specific services or subject areas. The children's section is on the lower level and the different subject areas are on the upper levels. The upper levels have two information desks staffed with reference librarians specializing in a particular field. For example, on one level there is an information desk for science and technology related information inquiries and another for business and economics. Clearly, the Vancouver Public Library downtown branch has chosen to fulfil the role of research centre. Basic Services Regardless of which roles a particular library chooses to fulfil, public libraries generally categorize their services by age groups and geographic location. Common categories of services are: 1. Children's services 2. Young adult services 3. Adult services 4. Information services 5. Outreach services Children's Services Public libraries generally have a separate area within their facilities for the children's collection and services. Children's collections include both fiction and non-fiction materials aimed at the pre-school to twelve-year olds. CD-ROM resources are also popular with young children. Typical programs for children include storytelling, puppet shows, and summer reading programs. Some public libraries have developed intergenerational programs where young adults or seniors read to children. Young Adult or Teen Services


It can sometimes be challenging providing services to young adults (ages twelve through seventeen). This age group may use the library more for meeting others their own age than for the collection and services. However, many public libraries have successful teen programs by offering programs such as babysitting clinics, crafts and book talks. Public libraries also provide multiple copies of paperback young adult novels, covering themes of interest to this age group. Adult Services Adult services may include programs such as retirement planning seminars, book discussion groups, and cooking classes. Libraries serving a multicultural community may have programs in other languages than the two official languages or make meeting rooms available for ethnic organizations to hold meetings or present lectures. Public libraries have diverse collections for adults including large print and talking books for the visually impaired and audiovisual materials, including how-to videos or popular TV series or movies on videos and audio CD-ROMS for loan. Many public libraries place a great emphasis on popular fiction collections, which are often arranged on the shelves by genre, e.g. mystery, romance, science fiction and westerns. In multicultural communities, public libraries may also collect materials in different languages and provide English as a second language (ESL) resources. Information Services Public libraries offer the typical information services as discussed in Module 2. They have reference collections with major directories, encyclopaedias and other resources. Depending on the community, a public library might emphasize a particular subject area, such as business resources or genealogical or local history resources. Although not as prevalent as in academic libraries, public libraries provide bibliographic instruction. Public libraries also serve as a referral service to other resources, such as social service, health, and government agencies. They will often have these agencies' brochures available or list them in a directory or on a database. Another major information service is reader's advisory. Many library patrons use the public library as a source of recreational reading and request books, which are similar to their favourite author. Outreach Services These services include bookmobiles, books-by mail, shut- in services where books are delivered to the homes of seniors or persons with disabilities. Lists of available materials are sent to individuals who are unable to visit the library. The individual submits his or her choice of titles and the materials are either mailed or delivered. Some public libraries create profiles for each individual. Such profiles list the types of materials those individuals would like or dislike so that their public library would then ship appropriate titles, as they become available. Issues and Trends in Public Libraries Public libraries are faced with declining budgets and increasing availability of resources in a wide variety of formats. Public libraries must compete with other services providing recreational and informational activities. When a local video store has over fifty copies of the latest releases available for a low rental fee, why would a patron wish to be placed on a lengthy waiting list for the same item? The Internet has had both a positive and negative impact on public libraries. For families who are unable to afford a home computer, the pubic library can provide access to an important information


resource. For individuals who have access to the Internet at home, there may be a misperception that "everything is available on the Internet", and they no longer use the public library as a result. A disturbing trend in today's society is the growing number of homeless people and cutbacks in social services providing assistance to these and others who may have difficulty with societal expectations. The public library is often perceived as a refuge from the cold climate and a place for safe interaction with others. This in itself poses no problem. Unfortunately, the behaviour of some these individuals may be disturbing or offensive to other library patrons and to library staff. Public libraries have found it necessary to establish procedures to ensure that the disruptive behaviour is curtailed in a respectful, yet effective manner. You can read the complete text of the Public Libraries Act, 1996 for Saskatchewan at: http://www.qp.gov.sk.ca/documents/English/Statutes/Statutes/P39-2.pdf

Lesson 2: Public Libraries - Interact Explore: Public Libraries Activity Visit your local public library web site or the PNLS site for Northern Saskatchewan at: http://www.pnls.lib.sk.ca/English/engindex.html Reflect: After examining your selected library's website, answer the following questions : 1. Which of the eight potential roles do you think this library is trying to fulfil? 2. Is the Library Catalogue accessible over the World Wide Web? Is it easy to use? 3. Does the Web Site entice you to use the library? Why or why not?


Lesson 3: School Libraries - Introduction

Learning Outcomes: After completing this lesson, you should be able to:

1) Define and describe school libraries.

1.1 Interpret a sample organization chart for a school library.

1.2 Identify and describe current standards governing school libraries.

1.3 Identify and describe school library objectives.

1.4 Identify and describe basic services in school libraries.


1.5 Identify and describe issues and trends facing school libraries.

Lesson 3: School Libraries - Study

Lesson Notes: School libraries support the curriculum and programs of schools from kindergarten through grade twelve. In United States and Canada, formal libraries were slow to develop in schools, as the majority of teaching was through textbooks. There were often classroom resource materials, but few schools had a central library until the 1950s. As schools made use of a variety of educational resources in different formats, school libraries became known as media centres in some school divisions. Many schools provide services to not only the teachers and students, but also to school administrators and parents.

Teacher-librarians administer larger school libraries. In some school divisions, there may be only one teacher- librarian who oversees the school library program for the entire division and library technicians manage the day-to-day operations of the individual school libraries.

A sample organization chart for a school media centre is provided below.

Standards

Various standards for school libraries have existed since the 1920s. The American Library Association, the American Association of School Librarians and the Association of Educational Communications Technology created standards in 1945, 1960, 1969 and 1988. The latest standard is Information Power: Building Partnerships for Learning. (Note 1) This publication encourages the integration of school library media programs into the school curriculum.

In Saskatchewan, Saskatchewan Learning is concerned with the development of the school library. It releases bibliographies for each subject/grade area, along with annual updates. Material is available online through the Evergreen Curriculum Web site, Instructional Resources Unit. See: http://www.sasklearning.gov.sk.ca/branches/curr/evergreen/resources_main.shtml


For access to school library policies and documents from all across Canada, visit the School Library Information Portal (SLiP): the Canadian connection to school library documents at: http://cla.ca/slip/

Note 1AASL/AECT, Information Power: Building Partnerships for Learning (Chicago: ALA, 1998).

Objectives: The Guidelines for Resource Based Learning , released by Saskatchewan Learning, indicate a resource centre program is essential for resource-based instruction. The resource centre program begins with a well-organized collection of print and nonprint materials selected to reflect the curriculum. These materials are just a starting point. From this foundation the resource centre offers planned, purposeful programs which:

• allow teachers and teacher--librarians to work together in the development of projects and units to meet the objectives of the curriculum,

• bring students and materials together for both curricular and personal needs, • assist students to develop skills in finding, generating, evaluating and applying information.

The development of school libraries in Saskatchewan have been slotted into three phases for staffing:

• Phase 1 -- Access to qualified teacher- librarian at the school level is necessary to provide program.

• Phase 2 -- Qualified teacher-librarian(s) are necessary to plan and manage program. • Phase 3 -- Qualified teacher-librarian(s) are necessary to plan and manage program. Additional

staffing is available to meet demands of expanded program.

For full information on the Saskatchewan Learning Vision of School Library Development see: http://www.sasked.gov.sk.ca/docs/policy/rbl/guide.html

Basic Services

Services provided through school libraries have some similarities to those offered by public and academic libraries. Storytelling is part of an elementary school library program. Book talking is part of a middle or high school library program. A major role of a school library is to educate students in research skills and in the use of library resources. The following services are highlighted.

1. Instruction in informatio n literacy skills 2. Information services 3. Reserve readings 4. Curriculum support and development 5. Technology skills

Information Literacy Skills Instruction

These skills include analysing the best resources to use when beginning to search for a topic, finding the most up-to-date materials, locating relevant materials, evaluating information retrieved, and using a variety of media formats. It has been recognized that students who develop good information literacy


skills in elementary school have a better chance of succeeding in not only in future studies but in the work force as well.

Students and teachers are taught how to use the card catalogue or OPAC (online public access catalogue). Students are also informed how the Dewey Decimal Classification system organizes materials on the shelves. In conjunction with the school curriculum, school library staff informs students and staff about the resources available on specific units. For example, for a unit on dinosaurs, the library staff would alert the teacher to a variety of available resources and coordinate a library activity related to that topic. The teacher might give an assignment, which requires library staff assistance in instructing students on the use of a CD-ROM product specifically about dinosaurs, or an electronic or print encyclopaedia, or how to search the Internet. Sometimes agreements are made between schools to stagger the teaching of specific units, to allow school libraries to request additional materials from each other.

Information Services

School libraries provide traditional information services to teachers and students. This includes quick reference and in-depth research. To provide this service, the school library staff makes use of both materials available within the library, and often of outside community resources. In some communities, there is a close relationship between the school and public libraries, where programs are coordinated and resources shared. School libraries frequently rely on electronic resources to deliver information services to their clientele. However, both print and electronic formats for many materials are utilized as different students respond to different formats in their own unique ways. Visual learners, those who may not have English as their first language, as those who prefer the tactile connection with print material are generally given the option.

Reserve Readings

As in academic libraries, school libraries place items required for projects on reserve to be either used only in the library or on a short-term loan. This allows many students access to limited resources on a specific topic.

Curriculum Support and Development

The school library staff provides support for the curriculum, by alerting teachers to new resources and giving guidance on appropriate resources for different grade levels. It also supports the curriculum by acquiring new materials in a variety of formats and discarding materials which are outdated. Teacher-librarians assist teachers in developing, implementing and evaluating learning activities incorporating various library media resources.

Technology Skills

A recent development in school libraries is the placement of a computer laboratory next to or within the library facility. Library staff is expected to provide assistance to students using the computer equipment and software and to troubleshoot when technical problems arise. As so much of library resources are now electronic, this is a natural progression of services within a school media program. Many school libraries see this development as enhancing the visibility and value of information literacy within the school.


Issues and Trends in School Libraries

School libraries have the same dilemma as other libraries on how to acquire resources in a variety of media formats with limited funds. There is tremendous public pressure to acquire computer technology in schools, often to the detriment of providing equally important print and audiovisual resources. Many schools have heritage language programs, or are French immersion schools. This requires the school library to acquire materials in English and French as well as other languages. Some of these materials may be expensive or less easily acquired and lack cataloguing copy.

Lesson 3: School Libraries - Interact

Explore: School Libraries Activity

Visit Peter Milbury's Network of School Librarian Web Pages at:

• http://www.school- libraries.net/ and/or • Resources for School Librarians at: http://www.sldirectory.com

Find three school sites that have their own web page.

Reflect:

Try to answer the following questions:

1. Does the library's page tell you about what the library does?

2. Does the library's page make you want to go to the library?

3. For whom do you think the page is written (e.g. students, teachers, parents, etc.)?

4. Did the library's page appeal to you? If you were considering sending a child to that school, would the library sway you either way?

Discuss

Join the discussion group and share your findings with the other students in the class.

Lesson 4: Academic Libraries –

Introduction

Learning Outcomes:

1) Define and describe academic libraries:

1.1 Interpret a sample organization chart for an academic library.


1.2 Identify and describe current standards governing academic libraries. 1.3 Identify and describe academic library objectives. 1.4 Identify and describe basic services in academic libraries. 1.5 Identify and describe issues and trends facing academic libraries.

Lesson 4: Academic Libraries - Study Lesson Notes: Academic libraries are those within an institution providing post-secondary education. In Canada, there are community colleges, universities and technical institutes. The mission of an academic library is to support the parent institution in delivering its programs. University libraries are geared toward general studies at the undergraduate and graduate levels. Community college and technical institute libraries are aimed at programs that teach practical skills. In Saskatchewan, there are two university library systems: University of Saskatchewan in Saskatoon, and the University of Regina. There are twenty-three college and Institute libraries. For a complete listing see: http://www.lib.sk.ca/Rex9/college.cfm . There are over a hundred special libraries in cities throughout the province. See the listing at: http://www.lib.sk.ca/Rex9/special.cfm Academic libraries are funded by government grants to post-secondary institutions as well as tuition fees paid by students. A difference between university libraries and community college or technical institute libraries in Canada is the breadth of materials held in their collections. University libraries contain materials in many different languages and also house theses and dissertations written by graduates of the university. For example, the University of Manitoba has an Icelandic collection as well as a Slavic collection. Most works in collections in libraries at community colleges or technical institutes are in the English language and are written at the undergraduate level. However, as more community colleges and technical institutes offer advanced diploma programs and courses towards university degrees, this difference may not be as noticeable. Organization Chart A sample organization chart of a university library is provided below. Note that the Faculty Library Advisory Committees are linked to the department libraries with a dotted line. This indicates that the Head Librarians do not report directly to these committees. The committees merely provide advice regarding their department or faculty's information needs and the types of services and collections they require.


Standards The Association of College and Research Libraries (a division of the American Library Association) has established standards for university and college libraries. Historically there was three separate standards, one for university libraries, one for university undergraduate libraries and the third for college libraries. Now there are only two standards.


Association of College & Research Libraries. Standards for Libraries in Higher Education. Chicago: American Library Association, 2004. Retrieved December 20, 2006 from: http://www.ala.org/acrl/guides/college.html These standards make recommendations for the appropriate size of a basic collection, the number of volumes per full- time faculty member and full time undergraduate and the number of volumes for each field taught at the masters and doctoral levels. They also recommend minimum and excellent staffing levels within libraries. Formulas are provided for calculating the size of facility required to house all the materials and to provide appropriate study space and services. Objectives There are four major objectives of academic libraries. 1. To educate 2. To provide research resources 3. To provide information 4. To preserve materials Basic Services To meet these objectives, academic libraries have the following basic information services. 1. Information Literacy (also referred to as Bibliographic Instruction) 2. Virtual reference 3. Electronic reference resources 4. Government publications 5. Document delivery 6. Reserve readings 7. Photocopiers Information Literacy (Bibliographic Instruction) To meet the objective of educating students, academic libraries offer information literacy services. In simplest terms, this is teaching individuals how to use library and other information resources. It may be given at the time a patron approaches the information desk (Point of Use), through library orientations or tours, or it may be offered as seminars or courses (Formal Instruction). University and college libraries offer a wide variety of formal seminars and courses in using library resources, from finding materials using the OPAC, highlighting relevant resources in a specific subject area, searching specialized periodical indexes, to effectively surfing the Internet. These courses are now being offered over the Internet, as well as in a classroom environment. Creating handouts, which explain the physical layout of the library and producing pathfinders, which list sources of information in a specific field of study, are another form of information literacy services. Academic librarians are finding that they now spend more time instructing than providing traditional reference service. They believe the reason for this is the increasing complexity in locating information via electronic means. Virtual Reference


Many academic libraries offer reference assistance over the Internet. Initially, this consisted primarily of posting an e-mail address where clients could send an e-mail request for information and the librarians would respond with their answer. Now the service is often offered in real-time, meaning that the patron and librarian chat over the Internet providing immediate interaction and feedback. Software has been developed where the librarian can even show on the patron's computer how to search a particular periodical index or to use a specific software product. Electronic Reference Resources As in all other aspects of life, advances in computer technology has dramatically altered the way research is done. No longer is it merely necessary for the academic library to subscribe to major periodical indexes, subject specialized encyclopaedias and handbooks and major directories. Academic libraries must now decide upon the best format of providing these resources. Are the print indexes still required as well as electronic versions? Should the library purchase the indexes on CD-ROM and make them available over a network, or should it subscribe to the same resources over the Internet? Most CD-ROM publishers have different subscription prices for networked versions, depending on the number of individuals who are allowed access at a time. The library then requires sophisticated network hardware to ensure that only authorized users access the networked CD-ROMs and to keep track of how many of these users are accessing a single CD-ROM product at any point in time. Most academic libraries have noted that requests for on-line searches on remote databases have declined dramatically since the advent of CD-ROM and World Wide Web technology. On- line search services are still offered, but they are usually for resources unavailable on CD-ROM or the Internet, or when individuals need extremely current information. Government Publications Academic libraries have large collections of government publications to support the research and teaching of the parent institution. Rarely are these integrated into the main collection, but are generally housed separately and arranged alphabetically by the name of the jurisdiction, which published the material. Resource Sharing/Document Delivery Document delivery is a rapidly growing service in academic libraries. The remarkable expansion of knowledge (over 40,000 scientific journals publish over one million articles per year) and the ease of access to this literature through remote databases and CD-ROM indexes have resulted in alerting library users to many excellent resources, which are unavailable in their local university of college library. At the same time, libraries are experiencing budget cuts and are forced to cancel many periodical subscriptions. To ensure that researchers continue to have access to resources, libraries have had to place more emphasis on document delivery. This is known as the "just-in-time" method of collection development as opposed to the traditional "just in case" (i.e. having items on the shelf in the expectation that students and faculty will use them) method. Academic libraries readily embraced facsimile transmission and optical scanning technologies to reduce the time required to acquire materials from other libraries. Reserve Readings


Reserve readings are required readings for many courses. They may consist of books, periodical articles, reports, software packages or items in non-print formats. Because all students in a particular course will be requesting the same material, academic libraries place the material "on reserve". There is usually a separate room or shelving area at the circulation desk for these items. The items are on short-term loan, often one hour, two hour, twenty- four hour or two or three day loan. To encourage their prompt return fines are levied for overdue materials. In the days before photocopiers, (Yes, they did exist!) academic libraries had large reading rooms with study carrels for students to read reserve materials. Now most academic libraries provide numerous photocopiers in reserve reading areas for students to make copies of the materials. It is predicted that in the near future academic libraries will obtain copyright clearance to place most reserve readings on the Internet for students to download a single copy onto their own computer. Photocopiers Academic libraries, as mentioned above, provide many photocopiers for student and faculty use. Larger libraries sell encoded plastic cards for particular amounts of money. For example, if each copy costs 10 cents, an individual can purchase a card encoded with $10.00, which would allow him or her to make 100 copies. Photocopiers take up much staff time in clearing paper jams, adding paper or toner, phoning for repairs and in instruction on use. However, with the advent of full text articles available over the Internet, the use of photocopiers is declining and the use of networked printers is on the rise. There are still maintenance issues such as connectivity of the printers, replacing of toner and clearing paper jams. Preservation To meet the research needs of the parent institution, academic libraries must ensure that library materials do not deteriorate to the point where they are unable to be used. Modern book publishers use lower quality paper and as a consequence, some books are literally turning to dust on the shelves. However, due to rising demand from academic libraries, more academic book publishers are using acid-free materials. Academic libraries have actively pursued preservation programs to ensure valuable resources are not lost. Local newspapers are microfilmed, and libraries are exploring the feasibility of scanning documents into a digital format and storing them on CD-ROMs or making them available over the Internet. Issues and Trends in Academic Libraries Academic libraries face many challenges. University and colleges introduce new fields of study that require additional funds to support and, in some instances, require materials from non-Western countries where the expense and difficulty locating may create huge headaches. Colleges and technical institutes have experienced dramatic increases in both student enrolment and the number of programs offered. Although enrolment in universities has declined, more students are pursuing part-time and distance education studies. Distance education has different service requirements to on-campus studies. Large academic libraries have constantly faced the issue of centralization vs. decentralization. Library users want conveniently located resources, which results in the establishment of branch libraries and sometimes of undergraduate libraries. Branch libraries or undergraduate libraries require duplication of major reference resources and in times of fiscal restraint, this is seen as inappropriate expenditure of limited resources. In Canada, both the University of Toronto and the University of British Columbia have recently closed their undergraduate libraries.


The increasing availability of information resources in a variety of formats have forced academic libraries to determine which resources to acquire in the most effective format and which resources to provide by document delivery.

Lesson 4: Academic Libraries - Interact Explore: Visit the library web site of a university or college near you. Reflect: Try to answer the following questions: 1. How many libraries are there? 2. What hours is (are) the library (ies) open? 3. Does the library provide access to periodical indexes over the Internet (e.g. EBSCOhost, ProQuest, Jstore)? If so, name up to two titles. 4. Does the library offer virtual real-time reference? 5. Are there pathfinders online?


Lesson 5: Special Libraries –

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Define and describe special libraries. 1.1 Identify and describe current standards governing special libraries. 1.2 Identify and describe special library objectives. 1.3 Identify and describe basic services in special libraries. 1.4 Identify and describe issues and trends facing special libraries.

Lesson 5: Special Libraries - Study Lesson Notes: Special libraries have been defined as those which are not academic, public or school libraries. In the Special Libraries Association Bylaws, Article II: Membership, special libraries are defined as: (a) A library or information center maintained by an individual, corporation, association, government agency, or any other group; or (b) A specialized or departmental collection within a library. (Note 1)


Special Libraries Association, Bylaws, (Washington, DC: Special Libraries Association, October 1995) What distinguishes special libraries is the subject specialization of their collections and services, which are primarily designed to further the objectives of the parent organization. Services are tailored to the parent organization's needs and even to the individual patron's needs. In corporations, special libraries must be seen as contributing to the company's profits. Many special libraries' collections have more periodicals than books. Others may have one format only, such as photos, slides or maps. Organization Chart There is no one standard organization chart as the reporting structure of special libraries varies greatly. The library may serve an individual department or may serve the entire organization. Some special libraries are placed within the administrative services division, others within a research and development division. What is a common trait of special libraries, is that the size of staff is usually small. Many special libraries are one-person libraries, although some may have as many as five staff members. Standards In 1996, the Special Libraries Association produced a document entitled Competencies for Special Librarians of the 21st Century. It was revised in 2003 and is available at: Joanne Marshall, Competencies for Special Librarians of the 21st Century. Revised ed. Washington, DC: Special Libraries Association, 2003. Retrieved on December 20, 2006 from: http://www.sla.org/content/learn/comp2003/index.cfm This standard outlines both the professional and personal competencies special librarians must have to effectively manage special libraries. Some of these competencies are: Professional 1. Expert knowledge of and the ability to evaluate information resources 2. Specialized subject knowledge appropriate to the parent organization's business 3. Ability to assess information needs and to create and market value-added information services 4. Ability to use appropriate information technology to acquire, organize and distribute information Personal 1. Commitment to service excellence 2. Effective communication skills 3. Team player 4. Commitment to lifelong learning The Canadian Health Libraries Association has also produced standards for health libraries, which are linked to the accreditation process within hospitals. Objectives


The objective of a special library is to provide information and resources, which allow the parent organization to achieve its mission and goals. Special libraries staff must fit within the corporate culture of the parent organization if they are to be seen as an essential service. Library staff must have a sound knowledge of the parent organization' s business and of the industry or field of the parent organization. Special libraries acquire materials in a variety of formats, but place a great emphasis on the "just- in-time" rather than the "just in case" collection development model. Special librarians are often required to analyze and synthesize the information they acquire to present their clientele with manageable, relevant material rather than with a large number of sources that the patrons must sort through. Basic Services Special libraries offer many of the same basic services as academic libraries, but the emphasis may differ. With the advances in computer technology, many corporations have provided computer workstations to the majority of staff members and expect them to conduct their own searches for information. Special librarians are now offering more bibliographic instruction or instruction in information literacy skills to assist staff members in searching specialized electronic resources and to improve their skills in using the Internet. Some major and unique services in special libraries are: 1. Current awareness services 2. Information services 3. Translations 4. Abstracting and indexing 5. Archives and records management Current Awareness Services Special libraries have traditionally assisted their clients in keeping abreast of news and developments in their fields. Recent issues of journals or the tables of contents of recent issues are routed to patrons. Each time an online database or CD-ROM version of a periodical index is updated, a library staff member performs a customized search to retrieve references to the latest articles on a particular topic. Special libraries use commercial services, such as CARL UnCover to have recent articles faxed directly to the patron's department or office. Information Services In many ways, information services in a special library are identical to those in other libraries. However, the special librarian must have sound knowledge of resources in their specialized subject area. Information requests in special libraries may be so specific that little published information is available, requiring the special librarian to make considerable use of personal networks such as telephone calls or e-mails to outside specialists in the field. The need for creativity in finding relevant information makes reference work in special libraries both challenging and rewarding. Translations In certain fields, many excellent sources of information are not published in English. Special libraries are often requested to locate translations for these materials. Before an original translation is requested, library staff search for existing translations and request them through a document delivery service. In


Canada, the Canada Institute for Scientific and Technical Information (CISTI) is an excellent source for finding translations of scientific articles and reports. Abstracting and Indexing Many special libraries have items in their collections that are not covered by major commercial indexes. They may be small newsletters, in-house publications or technical reports. To provide better access to these items, library staff will index them. It is not unusual for special librarians to produce newsletters listing interesting new articles in the literature, complete with abstracts describing their content. Archives and Records Management In the 1980s, many special librarians took on the additional roles of managing the companies' archives and records management departments. It was viewed as a natural fit for the corporate library as these services dealt with internal information. Archival materials and records are treated differently than library materials. Library staff may require further training to perform these duties. Some organizations prefer to donate their archives to a local public or university library or public archives where they are more readily available to social historians. For example, the United Grain Growers donated a large collection to the University of Manitoba while the Canadian Mental Health Association -- Manitoba Division donated many of its archives to the Provincial Archives of Manitoba, a branch of the Manitoba Government Department of Culture, Heritage and Tourism. Issues and Trends in Special Libraries Perhaps the most pressing issue facing special libraries recently has been the downsizing of their parent organizations. Many special libraries have had their budgets severely cut, or their entire services "outsourced" to a local academic library. When this occurs, library staff may be re-deployed to other departments within the organization or given severance or early retirement packages. Special librarians are aware of the need to actively market their services to ensure that the library is viewed as an essential service within the organization. Special libraries are constantly seeking ways to streamline operations and to keep costs of maintaining the library's collection to a minimum. Consequently, cataloguing in special libraries is often outsourced to allow the staff to concentrate their efforts on information services. In this instance, the use of outsourcing is an opportunity for the library to expand rather than reduce services. The reliance on electronic resources is as prevalent in special libraries as it is in other types of lib raries. CD-ROM resources have reduced the costs of providing electronic access to periodical indexes. Special libraries are actively involved in developing the parent organization's Web sites or home pages on the World Wide Web, or the company's Intranet. Media: Mead Data Control. Information Partnership: Communicating with Upper Management. Dayton, Ohio: Mead Data Central, 1992. Z 674.4 .I541 1992

Lesson 5: Special Libraries - Interact Check for Understanding: Do the self-test at the end of Lesson 7.


Lesson 6: National Libraries –

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Define and describe national libraries. 1.1 Describe the role and services of Library and Archives Canada. 1.2 Describe the role and services of the Canada Institute for Scientific and Technical Information. 1.3 Describe the role and services of the Library of Congress.

Lesson 6: National Libraries - Study Lesson Notes: National libraries are usually funded by the federal government and serve the entire nation. In Canada, the two major national libraries are Library and Archives Canada and the Canada Institute for Scientific and Technical Information (CISTI). Library and Archives Canada (Formerly the National Library of Canada) The National Library of Canada (NLC) was formed in 1953 and located in Ottawa. Its mandate was to acquire, preserve and promote the published heritage of Canada. NLC also provided a leadership role in resource sharing among Canadian libraries and in promoting the development of library services in Canada. NLC's collection was the most comprehensive collection of materials about Canada and by Canadians in the world. In April 2004, the National Library of Canada and the Public Archives of Canada were officially merged into one organization called Library and Archives Canada. The background to this development is outlined in the quote from the Library and Archives Canada web site. Retrieved on December 20, 2006 from: http://www.collectionscanada.ca/consultation/012012-200-e.html . On October 2, 2002, the Minister of Canadian Heritage announced that the National Archives of Canada and the National Library of Canada would be drawn together to create a new knowledge institution for Canadians. The announcement of the new Library and Archives Canada (LAC) marked the beginning of a change process that was quickly recognized to be not merely a reorganization to take place overnight, nor a transition process to happen over months, but a transformation process that will take several years to accomplish. The first step was to establish the mandate of the new institution in legislation. The Library and Archives of Canada Act received Royal Assent on April 22, 2004. The Act preserves the essential elements of the mandates of the former two institutions, adding some new scope and new powers. It introduces a new legal concept, "documentary heritage", which includes publications in all media and records related to Canada. The objects conveyed to the new institution are:

• To acquire and preserve the documentary heritage; • To make that heritage known to Canadians and to anyone with an interest in Canada and to

facilitate access to it;


• To be the permanent repository of publications of the government of Canada and of government and ministeria l records that are of historical or archival value;

• To facilitate the management of information by government institutions; • To coordinate the library services of government institutions; • and to support the development of the library and archival communities.

Modernized, technology-neutral wording allows online publications and future new media to be included in legal deposit. The Act also gives LAC power to sample web sites and request the transfer of any government records deemed to be at risk. Basic Services Library and Archives Canada offers many services for libraries. If you visit the following URL: http://www.collectionscanada.ca/libraries/index-e.html you can read more details. Some of the major services are: 1. AMICUS 2. Canadiana (The National Bibliography) 3. Cataloguing Standards 4. Interlibrary Loan 5. Library Information Service 6. Union Catalogue Access AMICUS AMICUS, "the Canadian National Catalogue", is the National Library's library automated system. NLC began the development of AMICUS in 1991 and, by 1996, it replaced the older system, DOBIS. AMICUS contains over 25 million bibliographic records from 1,300 Canadian Libraries. These records can no w be searched via the World Wide Web at http://www.collectionscanada.ca/amicus/index-e.html This service is now known as AMICUS Web. To access the full version of AMICUS Web, you must obtain a free personal account. This is an excellent source for cataloguing copy, bibliographic verifications and library locations for materials. Canadiana Canadiana is the National Bibliography listing of publications produced in Canada and those produced in other countries about subjects of interest to Canada or by Canadian authors. This list is available on CD-ROM or by searching AMICUS or via FTP. Cataloguing Standards Library and Archives Canada assists in the development of Anglo-American Cataloguing Rules, Répetoire vedettes-matière, Canadian Subject Headings, Class FC for Canadian History and Class PS 8000 for Canadian Literature.


Interlibrary Loan LAC will lend a copy or photocopy of materials within its collection to other libraries worldwide. It will also provide a list of other libraries that have the requested item. LAC patrons may also use AMICUS to request items from hundreds of Canadian Libraries through interlibrary loan. Only library staff managing interlibrary loans in Canadian Libraries may apply for the free AMICUS Interlibrary Loan Account. Library Information Service This service produces bibliographies, indexing services and in-house databases about library and information science. Union Catalogue Selected Canadian libraries report their holdings to the National Library of Canada. The National Library produces a union catalogue from these records. Post 1980 records are available on AMICUS, pre- 1980 records are in card catalogues on site in Ottawa. Canada Institute for Scientific and Technical Information (CISTI) Like Library and Archives Canada, CISTI is also located in Ottawa. Its collection contains over 50,000 different serial titles, over 600,000 books, conference proceedings and technical reports and two million technical reports on microfiche. All materials are in the fields of science and technology. Basic Services CISTI offers current awareness services, database services, information services, and document delivery services. For more information, visit CISTI's home page at http://www.cisti.nrc.ca/ Current Awareness Services CISTI offers three current awareness services: InfoAlert, SwetScan Alert and SwetScan. These services provide regular updated listings of current research, new publications and recent conferences in specific subject areas. Database Services Database services include access to the National Library of Medicine's on-line search service MEDLARS, and the National Library of Medicine's Docline service providing library locations for major health sciences journals. Information Services CISTI receives thousands of requests each day. Its information services include searching for specific data, patent searches and referral to experts in the field. Information specialists at CISTI have expertise both in library and information science and a specialty in a field of science or technology.


Document Delivery Services CISTI offers an extensive document delivery service. CISTI staff will verify article titles, search for translations of foreign language documents and provide articles, conference papers, technical reports or books in hardcopy, fax or electronic file formats. Library of Congress Contrary to the Canadian situation, the Library of Congress (LC) in the United States has had a very lengthy and rich history. It was established in 1800 (as opposed to 1953!). The original building and collection was burned in 1814 by British troops fighting the Americans during the War of 1812. (As an aside, did you know that the term, White House, refers to the paint job done to the President's residence after British troops burned it?) In 1815, Congress acquired Thomas Jefferson's collection and opened the present Thomas Jefferson building in 1897. The size of this library is truly mind-boggling. It now occupies three massive buildings and houses the largest library collection in the world (over 100 million items). Materials are in over 450 languages and the library has a budget of over $330 million to acquire new materials. The staff alone numbers 5,000! Roles of the Library of Congress LC fulfils many roles. Among them are: 1. Legislative library and major research arm of the U.S. Congress 2. Copyright agency of the United States 3. One of the world's largest providers of bibliographic data and produc ts 4. Government library 5. National library for the blind and physically handicapped 6. Public institution that is open to everyone over high school age 7. Research centre for the preservation and conservation of library materials 8. Worlds largest repository of maps, atlases, printed and recorded music, motion pictures and television programs. 9. Centre for the commissioning and performance of chamber music 10. Home of the nation's poet laureate 11. Sponsor of exhibitions and of musical, literary, and cultural programs Ainsworth Rand Spofford, Librarian of Congress Spofford was the Librarian of Congress from 1865-1897. Under his brilliant leadership, he convinced Congress to: 1. Expand buildings to house the library's ever growing collection 2. Acquire the collections of the Smithsonian Institute 3. Pass legal deposit legislation (1870) 4. Actively purchase early Americana collections 5. Institute international exchange of materials


His success with the Legal Deposit legislation meant that the collection began to grow at an exponential rate. The photo below, taken in 1897 shows legal deposit materials waiting unpacking in the new library building.

Courtesy of the Library of Congress photo LC-USZ62-38245 Key 1901 Services As early as the turn of the last century, LC was offering interlibrary loan services, sharing its cataloguing and classification methods to other libraries, and even selling printed catalogue cards to other libraries! With the growth of the collect ion, LC also had to expand its classification scheme to accommodate new subject areas. Key Services Today LC is still the leader in cataloguing and classification methods. Most North American academic and research libraries use LC's interpretations of AACR2R rules as guidelines for their own in-house catalogues. LC still publishes its subject headings, classification schemes and in-house cataloguing manuals. Many libraries copy bibliographic records from the Library of Congress online catalogue for inclus ion in their own OPACs. Libraries contact LC for hard to locate document delivery requests and researchers worldwide view the Library of Congress as one of the major research resources.

Lesson 6: National Libraries - Interact Check for Understanding: Do the self-test at the end of Lesson 7. Explore: Library and Archives Canada Activity Visit the NLC Web site at: http://www.collectionscanada.ca/index-e.html and answer the following questions. 1. How many bibliographic records are in the National Library of Canada Catalogue?


2. a) How many sound records does Library and Archives Canada hold? b) What types are they?

3. How many items are there in the Rare Book Collection? 4. a) Using the virtual tour on which floor is the Reference Service located?

b) What services are provided in this area? 5. How many copies of a book or music publication must be deposited to the National Library under the Legal Deposit regulations, if more than 101 copies are published? 6. How many copies of musical sound recordings and multimedia kits must be deposited to the National Library of Canada? 7. How quickly after the release date of publications must they be deposited to the National Library of Canada? 8. Should the National Library of Canada be the first choice library for people living in Ottawa? 9. Can users browse the stacks at the National Library of Canada? 10. a) Using AMICUS, determine how many titles written by Joan Routledge are held at the National Library of Canada.

b) What subject do they cover? 11. What different AMICUS services are there? 12. Can you download records from AMICUS on the Web? 13. In which formats is Canadiana available? CISTI Activity Visit the CISTI Web site at: http://www.cisti.nrc.ca/ 1. What is CISTI's mission? 2. Who are CISTI's clients? 3. What is the primary focus of CISTI's collection? 4. What current awareness services are there? 5. How many serial titles are in CISTI's collection? 6. How many are currently received? 7. How many books, conferences and technical reports are in CISTI's collection? 8. How many microfiche reports does CISTI have? 9. Are internet-accessible electronic journals listed in CISTI's catalogue? 10. Does CISTI have limits on the language materials should be in to be included in its collection? 11. Can everyone search the Table of Contents database? 12. Is the journal Library Trends available through CISTI Source?


13. What is the cost of having tables of contents of journals sent to you? 14. What is the average cost per year of a customized search profile? 15. a) Using CISTI's catalogue, determine how many titles by P.N. Scharbach (also known as Peter Scharbach) are listed. b) What is their subject matter? Library of Congress Activity If you have ever seen the movie, All the President's Men, starring Dustin Hoffman and Robert Redford as Carl Bernstein and Bob Woodward breaking the news story of the Watergate Scandal, you will recognize the Library of Congress domed reading room as one of the locations where they conducted their background research. The Reading Room is just one of the many breathtaking architectural features of the Thomas Jefferson Building. To see more, take the virtual tour at http://www.loc.gov/jefftour .


Lesson 7: Virtual Libraries –

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Define and describe virtual libraries 1.1 Identify and describe issues and trends facing virtual libraries.

Lesson 7: Virtual Libraries - Study Reading Assignment:

Coffman, Steve. (Mar99). Building Earth's Largest Library: Driving into the Future. Searcher; v7 I3, p34-46. Retrieved on December 20, 2006 from: Academic Search Premier (EbscoHost). Read it at this link: http://64.233.179.104/scholar?q=cache:RNjt6yRqywgJ:infotoday.com/searcher/mar99/coffman.htm+Building+Earth%27s+Largest+Library:+Driving+into+the+Future&hl=en&lr=&strip=1

Lesson Notes: Finally, we come to a relatively new library phenomenon: the "virtual library". What exactly does this term mean? A.J. Harley defines a virtual library as


"[o]ne where the user has the illusion of access to a much larger collection of information than is really present, immediately or simultaneously. In the ultimate virtual library, [the user] has access to universal knowledge, without delay, at his desk." (Note 1) D. Kaye Gapen states that "[t]he virtual library has been defined as the concept of remote access to the contents and services of libraries and other information resources, combining an on-site collection of current and heavily used materials in both print and electronic form with an electronic network which provides access to, and delivery from, external worldwide library and commercial information and knowledge sources." (Note 2) With the advent of the World Wide Web and Z39.50 protocol, virtual libraries are more of a reality today. The Z39.50 protocol allows patrons to search many resources using the same search syntax as their local catalogue and to search many different library catalogues at the same time. Searching the MAPLIN Global system at http://maplin.gov.mb.ca you can experience an excellent use of Z39.50 protocol or an example of a virtual library, visit The Internet Public Library at: http://www.ipl.org.ar/ . Note 1: A.J. Harley, "The Nationwide Provision and Use of Information." Aslib/IIS/LA Joint Conference Proceedings. (London: Library Association, 1980). Note 2: D. Kaye Gapen."The Virtual Library: Knowledge, Society and the Librarian." The Virtual Library: Visions and Realities, edited by Laverna M. Saunders. (Westport, Conn: Meckler, 1993) p. 1. Issues and Trends in Virtual Libraries There are some important issues linked to the development of virtual libraries. Users now have higher expectations regarding information that should be available to them and how quickly they should be able to access it. Greater emphasis on informa tion in electronic format has resulted in new classifications of library personnel, such as Internet librarians, cyberlibrarian, webmasters and others. Library workers are suffering from technostress more frequently and face serious ergonomic issues when working long hours at computer workstations. In his article, "Building Earth's Largest Library", Steve Coffman foresees the library of the future modelled on the Internet bookstore amazon.com. He predicts that future library catalogues will include reviews of materials, tables of contents, photos of covers and those delivery mechanisms will be improved and document delivery greatly enhanced. "Building Earth's Largest Library" could potentially influence collection development, alter relationships between libraries and significantly change document delivery. For the purposes of the exam, you must read the following article: Coffman, Steve. (Mar99). Building Earth's Largest Library: Driving into the Future. Searcher; v7 I3, p34-46. Retrieved on December 20, 2006 from: Academic Search Premier (EbscoHost).

Lesson 7: Virtual Libraries - Interact Check for Understanding: Now it's finally time to do the self- test. Fill In the Blank Self-Test. Multiple Choice Self-Test


Module 5: Shelf Work

Module 5: Shelf Work - Introduction

Rationale:

In a busy library, shelf work is a never-ending and seemingly, thankless task. The arrangement of books in the library makes them accessible and usable by library patrons. If materials are misplaced or never re-shelved, locating information would be impossible. It is recommended that all library materials be re-shelved within twenty- four hours of their return to the library, yet many libraries fail to realize the importance of shelf work.

Although shelvers are often the most junio r people on staff, the quality, speed, and efficiency with which shelving is carried out will affect how patrons view the library and its services. Backlogs of un-shelved materials cause delays in service because patrons must wait for un-shelved items to be located. Shelving and shelf work is critical to the efficiency and effectiveness of any library.

This module has seven lessons to introduce you to the various tasks involved in shelf work and assist you in gaining skills in shelving materials using both the Library of Congress and Dewey Decimal classification systems.

Shelf Work Learning Outcomes:

After completing this module, you should be able to:

1) Describe the 4 S's involved in shelf work. 1.1 Define and describe sorting. 1.2 Define and describe shelving. 1.3 Define and describe shifting. 1.4 Define and describe shelf reading.

2) Understand shelving terminology. 3) Describe different types of shelving.

3.1 Describe standard shelving. 3.2 Describe specific purpose shelving. 3.3 Describe compact storage shelving.

4) Outline the various ways the materials can be arranged on shelves. 5) Identify and describe proper shelving techniques. 6) Shelve books using the Library of Congress Classification System. 7) Shelve books using the Dewey Decimal Classification System.

Requirements:

Amount of time: Approximately 7 hours (5 hours reading, 2 hours assignment) Hardware/software requirements:

Access to the Internet, Media player

Required Readings/Viewings:

Oxford University Libraries Preservation and Care Handling Library Materials:


http://www.bodley.ox.ac.uk/dept/preservation/training/handling/shelf.htm

http://www.bodley.ox.ac.uk/dept/preservation/training/handling/shelf1.htm



http://www.bodley.ox.ac.uk/dept/preservation/training/handling/handling.mpg

Additional Resources:

Western Connecticut State University Libraries shelving LC call number quizzes:

http://people.wcsu.edu/reitzj/lcquiz/lcquiz.html

St. Pius X College Senior Resource Centre. Dewey Order Drag and Drop Exercise:

http://www.spx.nsw.edu.au/src/Dewey/deweydecimal.html

Let’s do Dewey (includes cutter numbers) http://frank.mtsu.edu/~vvesper/dewey2.htm

Lesson 1: 4 S's of Shelf Work

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Describe four S's involved in shelf work.

1.1 Define and describe sorting. 1.2 Define and describe shelving. 1.3 Define and describe shifting. 1.4 Define and describe shelf reading.

Lesson 1: 4 S's of Shelf Work - Study Lesson Notes: As mentioned in the introduction, there are several different tasks involved in shelf work. They are: 1. Sorting 2. Shelving 3. Shifting 4. Shelf reading


Sorting Materials to be shelved come from a number of sources: 1. Returned material 2. New acquisitions 3. Books used by patrons in the library and left on tables or special shelves Before materials can be shelved, they need to be broken down into workable units according to shelf location and call number. Sorting prepares materials for efficient and quick re-shelving. Sorting is usually done on book trucks or on special shelves. Shelving Shelvers move book trucks of sorted library materials to the appropriate location to begin shelving. As the books are shelved, the shelvers should be looking for misshelved materials and routing them to the sorting area, or re-shelving them properly. Shelves should be straightened by aligning all spines even with the edge of the shelf. This makes it easier for patrons to see titles and remove them from the shelves. At the same time, volumes should be shifted to the left side of the shelf. A book support (a wire fixture hanging from the shelf above) or bookend should be used to draw the books closely together to prevent lean. Shifting Shifting is the process of moving sections of books. A shift may be necessary because: 1. A collection is being rearranged 2. Different rates of growth in the collection 3. Portions of the collection are being removed 4. New shelving has been added 5. A new facility has been built To minimize disruptions to patrons, shifts should be scheduled during periods of low collection use (e.g. over ho lidays or between semesters). To allow for expansion and reduce the need to shift, it is a good idea to: 1. Leave top or bottom shelves empty 2. Leave space at the end of each major break in classification 3. Leave space at the end of each range Materials should be carefully placed in order in their new location. Range numbers and directional signs will need to be modified. Shelf reading Following a shift and on a regular schedule throughout the year, the collection should be shelf read. Shelf reading is the process of checking the shelves to make sure that each item is in its proper place. Books get out of order because of staff and patron errors. To keep the collection in order, each shelver


is usually assigned a particular section of the stacks that he or she is responsible for reading on a regular basis (e.g. daily, weekly, or monthly). As shelf reading usually turns up lost or long overdue items that were incorrectly shelved, the library literature recommends shelf reading at least once a week. In most libraries, there is simply not enough time, or staff, to shelf read the entire collection once a week. Heavily used areas are shelf read daily and other areas read less frequently. As the shelves are read, any materials on crowded shelves should be shifted. Shelf reading is psychologically and physically challenging. Because it is boring, eye straining, and stressful on the back, each shelf-reading session should be no more than 1 to 2 hours with a break every 30-45 minutes. Lesson 2: Terminology


1) Understand shelving terminology.

Lesson 2: Terminology - Study

Lesson Notes:

Before discussing shelving arrangements, it is important to be clear on the terminolo gy used to describe shelves and shelving in libraries. There are four components to bookshelves:

1. Shelf 2. Section 3. Range 4. Stacks

The diagram below identifies the components of two ranges of library stacks


Stacks

Components of Library Stacks

Shelf

A flat piece of wood or metal that is placed horizontally between two uprights to hold books. Shelves are hung in a series of slots running the length of each side of the upright. This permits shelves to be easily adjusted for materials of varying heights. A 3 ft. shelf length is the standard. Depths of 8, 9, 10, and 12 inches are available. However, a 9- inch depth is considered the standard.

Section (also called a Bay)

A vertical series of shelves, between two uprights. A section is 3 1/2, 5 1/2, or 71/2 feet high. The section is the basic unit of shelving and may be:

a) Double-faced - shelves are hung on both sides.

b) Single-faced - shelves are hung on one side only and are usually placed against a wall.

Range

A number of sections lined up end to end. Ranges are aligned parallel to each other. Sections of freestanding shelves are usually bolted together and made more aesthetically pleasing by installing end panels. As well a range will be capped with a top, referred to as a canopy top. The canopy top adds stability, protects books on the top shelf from getting dusty, and gives a finished appearance to the range.


Stacks

All of the ranges within the library are collectively referred to as "the stacks." The aisle width between ranges should be a minimum of 3 feet.

Information about access for people with disabilities is available from the National Library of Canada.

Lesson 3: Types of Shelving

Introduction

Learning Outcomes: After completing this lesson, you should be able to:

1) Describe different types of shelving. 1.1 Describe standard shelving. 1.2 Describe specific purpose shelving. 1.3 Describe compact storage shelving.

Lesson 3: Types of Shelving - Study

Lesson Notes:

In addition to the standard shelving illustrated above, there are a large variety of display and special-purpose shelving available for:

• Audiovisual materials • Periodicals and paperbacks • Special displays (e.g. new books)

As well, special types of storage shelving have been developed to help libraries rearrange their collections to increase capacity. Compact storage systems can house more books than traditional shelving in the same amount of floor space because most aisles are eliminated. There are two kinds of compact shelving:

1. Compact Movable Shelving 2. Sliding Drawer System

Compact Movable Shelving

When an aisle is required, the stacks are moved to one side or the other to open up an aisle. The ranges are mounted on metal rails and can be moved by: pushing, use of a mechanical crank, or use of an electric motor. When an aisle has been opened, there is no aisle access available for the neighbouring ranges. Built- in safety devices ensure that an aisle cannot close with a person standing in it. Patrons and shelvers may have to line up while waiting for access to the unavailable ranges. Browsing time may be limited if others are waiting.


Compact Shelving

This type of shelving is usually used for storage of infrequently used material or for items that can be retrieved without browsing (e.g. outdated book collections or old runs of bound periodicals). Because the weight of compact movable shelving is heavier than standard shelving, it must be installed on the ground floor or in a specially built facility.

Sliding Drawer System

This type of shelving is a fixed framework of individual shelves that can be pulled out into the aisle. It requires more aisle room than standard or compact shelving.

Cutaway of Sliding Drawer System

Lesson 3: Types of Shelving - Interact Check for Understanding: Do self test after completing Lesson 7.


Explore: To see what types of specialized shelving there is for audiovisual and serial collections, visit the Brodart web site www.brodart.ca and enter the following words into the product search box: Search 1: audio visual; Search 2: periodicals Lesson 4: Shelving Arrangements

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Outline the various ways the materials can be arranged on shelves.

Lesson 4: Shelving Arrangements - Study

Lesson Notes:

Library collections can be open stacks or closed stacks. There are reasons to have both in a library and each arrangement has implications for library staffing and shelf work.

Open Stack Collections

Open stack collections give patrons complete access to the materials on the shelves. Patrons may browse and choose their own materials. The result of open access is more re-shelving and shelf maintenance to keep the collection in call number order. In addition, as we noted in Module 2, there are extra problems with library security. Libraries try to discourage patrons from re-shelving their materials because untrained individuals may misshelve materials and as a result materials become lost. Signs are typically posted encouraging patrons to put material they have used onto specially designated carts, tables, or shelves. This facilitates the job of collecting, sorting, and reshelving materials for library staff. The level of maintenance required in an open stacks collection is justified by a major increase in accessibility for the patron.

Closed Stack Collections

Any collection that is not open to the general public or only on a selective basis is a closed stack collection. Stacks are usually closed to protect rare or valuable material or control high-demand materials. In libraries with closed stacks, materials are "paged", i.e. the item is retrieved by a library staff member and brought to the patron. The patron requests the material by writing the call number on a "call slip" that is given to the a staff member at the circulation desk. The library staff member, or page, is sent to select the requested book from the closed stacks and carries it or sends it by conveyor or book lift to the circulation desk where it is given to the user.

Closed stack collections are prevalent in university, special libraries, and archival collections. Since the collection is accessible only to library staff, it is generally in better call number order and requires less maintenance. Also, the stacks can have narrower aisles than open stacks, so the collection may require less floor space.


Libraries with open stacks may keep certain materials in closed stacks because they are in high demand, valuable, or may be stolen. Some materials are kept in closed separate stacks because of their physical shape (e.g. maps or newspapers). As well, if a collection is very large and the library has fixed stack space, little used materials are often kept in a closed stack storage area.

Shelving Arrangements

The arrangement of books on the shelves makes them accessible to patrons and library staff. Unless you are starting or completely revising a library collection, the arrangement of materials in the stacks is already established.

In all types of libraries, non- fiction is usually arranged according to classification systems (Dewey Decimal or Library of Congress). These systems group material by subject and make it possible to browse the shelves.

Most libraries have reference material shelved in a separate area from the regular collection. Reference materials will include such things as dictionaries, atlases, and handbooks that are consulted on a regular basis.

Other materials that are often kept in separate areas include:

5. Audiovisual materials 6. Biographies 7. Foreign language materials 8. Government publications 9. Large print books 10. Microforms - e.g microfilm or microfiche 11. New books 12. Newspapers 13. Paperback fiction 14. Periodicals 15. Rare books

Shelving these types of materials in separate areas facilitates browsing. As well, the nature of the material may require specia l cases or shelving. However, separate areas makes shelving, retrieval, and browsing more complicated. Signage and library maps are helpful tools for explaining library arrangements.

Typical Shelving Arrangements in School Libraries

Shelving in elementary and middle school libraries is usually single sided ranges attached to the outside walls of the library rather than in stacks. This allows for better visibility. The arrangement of materials is usually divided into the following categories.

Fiction: Alphabetical by author's last name. May also be sub arranged by:

2) Type or genre (e.g. science fiction, western, mystery, romance) 3) Audience (easy reading, ESL, picture books, foreign language etc.)


Nonfic tion: Dewey Decimal Classification call number order.

Separate sections for periodicals, a/v materials biographies, etc. Some school libraries store their videos behind the circulation desk or in the library office.

Typical Shelving Arrangements in Public Libraries

Public libraries often have double-sided ranges arranged in stacks. Materials are usually divided into audience collections (children's, young adult, adult). Within these collections, the materials are usually divided into the following categories:

Fiction: Alphabetical by author's last name. May also be sub arranged by type or genre (e.g. science fiction, western, mystery, romance).

Nonfiction: Dewey Decimal Classification call number order

Real literature (drama, poetry, fictional literary classics) is often shelved with non-fiction in the 800s of the Dewey Decimal Classification system. (This is a topic of hot discussion: What is real literature and what is merely fiction?)

Separate sections for periodicals, a/v materials biographies, large print materials etc.

Typical Shelving Arrangements in Academic and Special Libraries

All fiction and nonfiction materials arranged by either Library of Congress Classification or Dewey Decimal Classification numbers

Government Publications may be shelved separately by special classification scheme (CODOC or SUDOC)

Periodicals often shelved separately by title or LC or Dewey Decimal call number

Separate A/V department (may be completely separate from the library)

Rare books or archives separate collection

Maps and microforms shelved separately

Block Arrangement

Materials are arranged in the stacks using a block arrangement. The typical pattern of shelving is from left to right, from the top shelf down, section-by-section, and range-by-range.


Lesson 4: Shelving Arrangements - Interact Check for Understanding: Do self test after completing Lesson 7. Reflect: What type of shelf arrangement is in the library you use most often or work or volunteer in? Have you ever seen compact shelving? If so where was it?

Discuss Join the discussion group and share your findings with the other students in the class. Lesson 5: Proper Shelving Techniques


1. Identify and describe proper shelving techniques.


Lesson 5: Proper Shelving Techniques - Study

Reading Assignment:


http://www.bodley.ox.ac.uk/dept/preservation/training/handling/shelf.htm




Media:


http://www.bodley.ox.ac.uk/dept/preservation/training/handling/handling.mpg

Lesson Notes:

Each shelf should be left roughly two thirds full. This gives enough room to shelve new books and returned books without overcrowding. Books should not be tightened too much with the book support or bookend. If books are too tightly packed, patrons will have difficulty removing books and may damage book spines. Also, if they attempt to re-shelve a book they will push several books to the back of the shelf.

To view a variety of book support models, visit the Brodart site http://www.brodart.ca/ and type in the words book supports in the product search box.

If books are too loosely packed, the patron will push some of the books to the back of the shelf. Eventually, they fall in behind the shelf and are not easily found. Loosely packed books may fall off the front of the shelf and hurt someone. Books will sustain damage if they are leaning at sharp angles.

Remove books from the shelves by grasping them in the middle rather than tugging at the headcap. Adjacent books can be pushed slightly towards the back of the shelf so enough of the book can be exposed for grasping.

Ideally, oversized books should be placed on their sides on broad fixed or roller shelves. They should shelve flat on top of each other to a maximum of three (3) books. Oversized books should not protrude into an aisle. To remove a volume, transfer upper books to another shelf or truck then select volume. To replace, reverse the procedure.


Oversized Books should be shelved flat (Note that the call numbers beginning with W are National Library of Medicine call numbers)

Book trucks are usually used for transporting materials. They should be loaded in the following manner to prevent non-sequential transfer to the proper location and to keep the truck from tipping.

Loading a Book Truck

Load carts with the spines facing outwards, not up, to prevent spine damage.


Lesson 6: Shelving Using the Library of Congress (LC) Classification System


Shelve books using the Library of Congress Classification System.

Lesson 6: Shelving Using the LC Classification System - Study

Lesson Notes:

In Module 1, you read that even in ancient times, libraries arranged clay tablets by subject. Classification schemes allow libraries to shelve like materials together. This process is called collocation.

To better understand the concept of collocation, think for a moment how library users might wish to find information about dogs. One person may want material on dogs in general. Another individual might be interested in a specific breed of dogs, such as the basset hound. A well-designed classification scheme would arrange materials about dogs on the shelves in a logical and orderly manner. All books about dogs would be in the same major class and subdivision. The subdivisions would have further divisions. Books about dogs could be shelved in the following order.

1. Books about dogs in general

2. Books about training dogs

3. Books about specific breeds of dogs:

Books about Alaskan malamutes Books about basset hounds Books about beagles Books about huskies Books about Labrador retrievers, etc.

Classificatio n schemes break down the total body of human knowledge into major categories or classes. Within each class, there may be smaller categories, or subdivisions. Classes and subdivisions are assigned either numbers or letters to identify them. This way, all materials on a particular subject will have the same number or letter. Most schemes have the same major classes of knowledge, such as history, science, literature, and music.

There are two major classification schemes used in libraries, the Dewey Decimal Classification System (DDC or Dewey) and the Library of Congress Classification System (LC). As a rule, public and school libraries use Dewey and academic and research libraries use LC.

If only numbers or only letters are used in a classification scheme it is called a pure notation (e.g. the Dewey Decimal Classification System uses only numbers) If a classification scheme uses a


combination of letters and numbers, it is called a mixed notation (Library of Congress Classification System uses a combination of letters and numbers).

Call #s

The anatomy of a call number is:

You just learned about classification numbers. Libraries add author numbers, book numbers or cutter numbers to classification numbers to provide a unique call number, identifying where each item is shelved. This way the patron knows the location of the item.

To create an author number, you simply use the first three letters of author's surname or the title (often used in public & school libraries). A method for creating book numbers is to assign a cutter number. This system was designed by Charles A. Cutter to sub arrange items on the same topic by the author's surname or title. Tables have been created which consist of one to three letters from the surname or title followed by one or more Arabic numerals. If the library uses the Library of Congress Classification scheme, you consult the LC Cutter Table. If the library uses the Dewey Decimal Classification system, you consult the Cutter-Sanborn Table.

After the book number, the library may also list the date, volume number or copy number. To distinguish different works by the same author that have the same classification number a workmark may be added. These are one or two letters added to the end of the Cutter number.

The first letter is the initial letter of the first significant word of the title of the work.

Special Designators

In both the LC and DDC systems, other special collections of items are arranged according to the general rules that apply to the rest of the collection. However, special designators are added above the call numbers to show that the items are shelved in a separate collection. Some examples include:

In some libraries (for instance where two collections using slightly different special designators have been merged and there was no time to change all the labels), there may be different designators for the same special collections (e.g. R or REF to indicate the Reference Collection).


Library of Congress

Most academic and special libraries shelve books according to the Library of Congress (LC) classification system. The Library of Congress uses single upper case letters to represent major classes of knowledge. For example the field of geography is assigned the letter G. Subclasses are assigned two upper case letters. The subclass GB represents the field of physical geography. Subdivisions of major classes are assigned Arabic numerals. A very specific subdivision may also have a decimal extension.

If you are not familiar with how the Library of Congress Classification scheme is structured, study the outline at: http://www.loc.gov/catdir/cpso/lcco/lcco.html

For more information on the Library of Congress Classification system, you can also go to:

http://www.evergreen.edu/library/catalog/lcclassification.htm

http://library.amnh.org/catalog/callnumberhelp.html

http://people.wcsu.edu/reitzj/res/lcclass.html

http://library.osu.edu/sites/guides/lcsubjectsgd.html

http://www.lib.duke.edu/reference/lcclass.html

A Canadian cookbook by Martha Routledge published in 1990, would have the following call number:

Call # Explanation TX Subclass for home economics 715.6 Subdivision for cookbooks and .6 decimal

extension for Canadian .R68 Book number for Routledge 1990 Year of publication

Call # How each line is filed TX Alphabetic by major class and subclass 715.6 The whole number is filed numerically

and then decimally by the decimal extension.

.R68 Letter filed alphabetically and number is filed decimally (note the decimal point in front of the R)

1990 Year of publication

To shelve LC call numbers, you read one line at a time.


When filing, always remember: Nothing comes before something. Numbers file before letters.

Call numbers beginning with the letter H would shelve in the following order:

H H A HB HC HD HE HF

The first line of the first call number is H nothing which files before H something (here HA). All the others file alphabetically by the second letter.

If the library has more than one book in the same subclass, TX for example, then you look at the second line and file numerically.

If the library has more than one book in the same class and subdivision, then the books file alphabetically then decimally.

The middle three books in this sequence have been filed decimally after the letter H.

Filing Decimally

You may be wondering from the example above, "Why does 45 come before 5?" An easy way to remember how to file decimally is to treat each number as a separate word. Suppose you had a series of call numbers with the same class and subdivision and you were trying to figure out how to sub arrange them by the book numbers listed below.

.R2 Files as .R2 nothing

.R23 Files as .R2 something (3) nothing

.R234 Files as .R2 something (3) something (4)

.R4 Files as .R4 (which is greater than R2) nothing

.R5 Files as .R5 (which is greater than R4) nothing

If the library has more than one edition of the same book, then the books file by date.

TX TX


23

.H4

1990

23

.H4

1996

A sample shelving arrangement for LC Call numbers would be:

LC Arrangement

Here are some examples of LC call numbers with special designators, workmarks, and copy and volume numbers.

*This is an example of a workmark.

If you have two LC call numbers beginning with the same two three lines and one has a date on the third line and another has another Cutter number. Remember, numbers file before letters. Therefore the call number with a date on the third line would file first.


Lesson 7: Shelving Using the Dewey Decimal Classification (DDC) System Introduction Learning Outcomes: After completing this lesson, you should be able to:

Shelve books using the Dewey Decimal Classification System.

Lesson 7: Shelving Using the DDC System - Study

Lesson Notes:

In public and school libraries non-fiction books are usually shelved according to the Dewey Decimal Classification (DDC) system. These call numbers consist of whole numbers and decimals (e.g. 629.13, 629.5, 629.9). A book number, also called an author number or a Cutter, is added to the classification number to create a unique call number for each item in the library.

The U.S. librarian, educator and social reformer, Melvil Dewey (1851-1931) divided the entire body of human knowledge into ten categories using Arabic numerals to represent each class. Major classes were further divided into ten subdivisions and subdivisions were further divided by using decimal points.

Consequently, his system is called a decimal classification system and was originally published in 1876. As knowledge continues to grow and expand, Dewey Decimal Classification (DDC) continues to grow and expand along with it. For more information about Dewey, the system and its creator, visit:

http://www.mtsu.edu/%7Evvesper/dewey2.htm.

Major classes have numerals such as 100, 200, 300, etc. up to 900. The class represented by 600 is technology or applied sciences. History is represented by 900. North American history is assigned 970. If a library has many books on a broad topic, DDC allows each aspect of that topic to be represented by a specific number by adding a decimal point and more numerals.

Example:

A book on electronic engineering: 621.38

A book on cellular telephones: 621.38456


Components of a DDC Call Number with a Cutter Number (Note that in DDC call numbers, there is no decimal in front of the Cutter number)

Many libraries create author numbers by recording the first three letters of the author's surnames in either all uppercase letters or the first letter in uppercase the second two letters in lower case.

621.38 Class number for electronic engineering

GAR Author's surname, Garfield

621.38 Class number for electronic engineering

ODI Author's surname, Odie

A sample shelving arrangement for a DDC call number using a simple author number would appear as follows:

DDC Arrangement Using Simple Author Number

If the library has more than one book on the same topic by the same author, a letter can be added to the Cutter-Sanborn author number to represent the title of the work.


512 Dickensen, D. Introduction to algebra

D557i

512 Dickensen, D. Principles of algebra

D557p

DDC Arrangement using Cutter-Sanborn Numbers

If the work on electronic engineering was a major handbook and needed to be in the reference section, the call number would read:

Here are a few exercises for you to practice shelving DDC books in the correct order: DDC Self Test 1 through 11. Now it's finally time to do the self-test for the entire module: True / False Self Test and Multiple Choice Self Test

Module 5: Shelf Work - Summary

In this module you learned the dos and don'ts of shelving library materials. You discovered that shelving arrangements differ depending on the type of library. Through practice you gained skills in shelving materials using both the Library of Congress Classification and Dewey Decimal Classification systems. Remember that accuracy is critical in shelving. A misfiled book is unavailable for use until it is re-shelved in its proper location.


Module 6: Processing Library Materials

Introduction

Rationale:

This module has four lessons providing an overview of basic procedures involved in processing library materials. Differences between processing in manual and automated environments are described. As well, the differences between purchased vs. in-house processing are outlined. Finally, some information is provided on the supplies and equipment needed for processing library materials.

Processing Library Materials Learning Outcomes:


1) Understand the purpose of processing materials. 2) Compare purchased vs. in-house processing. 3) List the steps involved in processing materials in manual and automated environments. 4) Identify basic supplies and equipment required for processing.

Requirements:

Amount of time: Approximately 2 hours Hardware/software requirements:

Access to the Internet

Required readings: Brodart site: http://www.brodart.ca/site_pages/bjc/default.htm

Carr McLean: http://www.carrmclean.ca

Demco: http://www.demco.com

Gaylord: http://www.gaylordmart.com/lobby_gaylordmart.asp Additional Resources:

Blackwell's North America (primarily for academic, large public and special libraries): http://www.blackwell.com/level4/PhysicalProcessing.asp

Brodart: http://www.books.brodart.com/products/brodartbooks/standard_products.htm

Library Bound Inc.: http://www.librarybound.com/

United Library Services: http://www.uls.com/ULS/index2.jsp


Lesson 1: Purpose of Processing


Understand the purpose of processing materials.

Lesson 1: Purpose of Processing - Study Lesson Notes: Before items can be shelved and then circulated from the library, they need to be physically prepared. Library materials go through processing so that they can be located, used, and returned to the library from which they originated. Each item in the library must go through physical processing including the application of: 1. Accession numbers (manual systems) 2. Circulation cards (manual systems) 3. Pockets (manual systems) 4. Date due slips (manual systems) 5. Call number labels 6. Plastic covers laminates, or cases to protect materials 7. Barcodes (automated systems) 8. Detection strips or slips (security systems) 9. Property stamps Processing can either be done in-house (i.e. in the library) or purchased through a vendor.

Lesson 1: Purpose of Processing - Interact Check for Understanding: Do the self test after completing Lesson 4.

Lesson 2: Purchased vs. In-House Processing


Compare purchased vs. in-house processing.

Lesson 2: Purchased vs. In-House Processing - Study Lesson Notes: Processing can be a tedious, time consuming, and labour intensive procedure. In an effort to save time and money, many large libraries have centralized technical services or have entered into cooperative arrangements with other libraries. In large libraries or systems, the centralized processing unit will


handle acquisitions, cataloguing, and preparation of materials for different libraries. All sizes and types of libraries have turned to outside vendors and have contracted processing services. Most book jobbers (i.e. companies that sell large volumes of books to libraries such as Baker and Taylor, Midwest, or Coutts) offer processing services. As well, the re are now a number of companies that offer complete cataloguing and processing services (e.g. OCLC Canada). As part of the contract with a jobber or commercial cataloguing service, the library completes a profile sheet that identifies exactly what they would like to have done to items before they are delivered to the library. Each processing product would be priced out. The library may choose to have materials partially or fully processed. Check out the United Library Services' prices for shelf-ready processing at http://www.uls.com/ULS/index2.jsp . Take a look at their downloadable Cataloguing and Processing Specifications form by clicking the download link. If a vendor cannot meet the particular process ing specifications, or if a library cannot afford to contract processing services they will opt to process materials in-house. Even if funds are available, there are usually materials that end up being processed in-house. For example, if materials are donated to the library, it may not be worth the cost to send them for outside processing. As well, if a library is moving from a manual to an automated circulation system and/or purchasing a theft detection system, extra funds may not be available to add barcodes and/or detection strips.

Lesson 2: Purchased vs. In-House Processing - Interact Check for Understanding: Do the self test after completing Lesson 4. Explore: To get a feel for what shelf-ready services are provided by vendors, take a look at the following sites (this is by no means an exhaustive list, nor is it a list of recommended vendors):

Blackwell's North America (primarily for academic, large public and special libraries): http://www.blackwell.com/level4/PhysicalProcessing.asp

Brodart: http://www.books.brodart.com/products/brodartbooks/standard_products.htm Library Bound Inc.: http://www.librarybound.com/ United Library Services: http://www.uls.com/ULS/index2.jsp

Lesson 3: Steps in Processing


List the steps involved in processing materials in manual and automated environments.


Lesson 3: Steps in Processing - Study

Lesson Notes:

There is some variation in the steps involved with processing materials depending on whether a library is using a manual or automated circulation system. Basic physical preparation includes six steps:

Inspection Identification Assignment of accession numbers Preparation of cards, pockets, date due slips Preparation of call number labels Attachment of a protective coating

Inspection

The material should be examined for any physical defects such as (e.g. damaged covers or folded pages). If a book or other item purchased by a library is defective, it can usually be returned. However, it will not usually be accepted for return by the vendor if it has gone through processing. A new book should be carefully and properly opened in order to prevent spine damage:

Press five to ten pages against the back cover of the book. Press five to ten pages against the front cover of the book. Repeat until all pages have been pressed open.

The figure below shows how this is done.

Opening a book for the first time and cutting signatures

Occasionally, signatures have not been completely cut during the publication process. To make the pages accessible, use a long, narrow, thin knife, with a rounded end. Insert the knife between the pages,


holding the blade as nearly parallel to the fold as possible. Cut by pushing the knife outward rather than sawing open the fold.

Identification

Most libraries label their materials with some form of permanent identification that gives the name of the library and its address. Identification is done to discourage theft and to ensure that lost library materials are returned to the library from which they originated. As well, identification is a relatively inexpensive means of publicizing the library.

Ownership stamps are usually applied in all of the following places in books:

Along the top, front or bottom edge of the book

Stamps in these locations are easily seen and cannot be erased or torn out easily. Very thin books cannot be stamped on the edge. In order to stamp the book on the edge, it must be held tightly closed. Because the stamp must be narrow enough to fit between the covers, it usually only states the name of the library. Any type of rubber stamp can be used and these can be custom ordered from any office supply store.

Title page, inside front cover, or inside back cover

Again, these can be done with a rubber stamp. Because this is a larger area, the stamp used on these locations includes the name and address of the library. Instead of a stamp, some libraries will purchase special bookplates that are pasted on the inside front cover. A bookplate can be designed so that additional information can be included (e.g. "This book was donated by the Smith family in memory of their son, John"). Bookplates can also be generated in-house on a laser printer.

Pockets

In libraries with manual circulation systems, the pocket is usually stamped with the name and address of the library. Pockets can also be ordered with pre-printed name and address information.

Assignment of Accession Numbers

Each item in the library is traditionally distinguished from every other item by the addition of a unique number. This helps in the process of identifying whether a given copy of an item has been returned and in inventorying the collection. Although the first copy of an item has a unique author and title, additional copies are not unique in this regard. One way of handling this problem is to assign a copy number to the record for the item (e.g. c.2). This eliminates the need for an accession number. Materials can also be distinguished from one another by assigning a unique number to each item. This process varies depending on whether the library uses a manual or automated circulation system.

Accession Numbers in Manual Circulation Systems

In libraries with manual systems, the accession number is usually stamped (or written) on:


Circulation card and/or pocket - if it is done on both, ensure that the correct card is placed in the correct item.

Shelflist card - this is done for inventorying purposes. Title page verso - helps to identify the book if the pocket and circulation cards go missing.

Accession numbers need to be unique sequences of numbers. To ensure that the numbers are not duplicated, most libraries use an accession numbering machine. The machines are available through library supply vendors. The numbering machine is a stamp that can be set to provide unique incremental sequences of numbers. By pressing a lever, you can adjust the machine to indicate the number of times that the same accession number will be repeated. The machine is then stamped on each place where the number will appear. For the next item, the machine will automatically advance to the next sequential number.

Many libraries use the first 2 digits to indicate the year that an item was added to the collection and the remainder of the digits as inventory control counts for the year (e.g. 98-305, 98-306). Other libraries simply take note of the accession number at the beginning of the year and at the end of the year. This gives them the total number of processed items. Libraries that do not use accession numbers based on the date will also often stamp the date on a new item. This helps to indicate when the item was acquired and may be useful in weeding and inventory processes.

Accession Numbers in Automated Circulation Systems

In libraries with automated circulation systems, barcodes provide a unique accession number for an item. Barcode labels are also either "smart" or "dumb". Smart barcodes are specific to an item. Each item in the collection is assigned a unique barcode number by the automated system, usually during the cataloguing or acquisitions process. During barcode label production, the computer program associates the appropriate call number and copy number with each barcode. When the barcode labels are printed, the call number and title of each item is included on the barcode label. The barcodes are usually printed in call number order for ease of application during processing.

Smart Barcode Label

Dumb barcode labels can be used on any item. The barcode number is not associated with a particular item prior to affixing it to the item. During processing, staff must electronically link the barcode number to the item record (catalogue record). The barcode label is then affixed to the item. Usually a dumb barcode label will have an eye -readable number printed below the barcode. The library may also choose to have the library name printed above the barcode as a means of identification.


Dumb Barcode Label

Smart or dumb barcode labels are put on materials in the following locations:

Inside the front or back cover - this protects the barcode label from being damaged but adds a step at the circulation desk because the book has to be opened.

On the front or back cover - this makes it easier to circulate the item because the book does not have to be opened but the label may be subject to damage from patron use.

On both - this gives you more options but increases your processing costs.

Whatever location is chosen, it should be consistently used so that circulation desk staff do not have to look for the barcode when they are checking items out.

Barcode labels may be applied at different times during processing including:

When they are received During cataloguing When the call number label is being added

Libraries can either purchase barcode labels or create labels in-house using a laser printer. Purchased labels are usually photocomposed, a computer controlled graphic process that forms original images within photosensitive paper. Photocomposed labels are very durable and will handle the abrasion of repeated scanning very well. Laser printer produced labels are less durable because the barcode is printed only on the surface. Repeated scanning, dirt, abrasion, and grease will damage the label and so it should be protected with a clear plastic label protector.

Preparation of Circulation Cards, Pockets, and Date Due Slips

Circulation Cards

Circulation (or book) cards are a key component of manual circulation systems where they are used to identify who has borrowed material and when the material should be returned to the library. Circulation cards should have the following information on them: call number, author, title, accession number, and copy number. Some libraries may also add the price as reference information in case the item is lost or damaged by the patron. The lower section of the circulation card is used when the item is checked out in order to record borrower information and due date. Circulation cards come in a wide variety of colours, weights of paper, and sizes (3" x 5" is very common).

Pockets

The pocket holds the circulation card and sometimes information about when the item should be returned. Pockets range from narrow strips to heavy paper. As we noted earlier in this module, pockets


can be printed with the library's name and address. The pocket can also have a date due information area on it. This eliminates the need for a date due slip. Pockets can be attached by:

Using glue or a glue gun Dampening a pre-gummed backing Peeling off the backing if the pocket is pre-glued and pressure-sensitive

The best place to place the pocket is on the front flyleaf because:

During circulation the book will not have to be turned over The book will lay flat and stay open for due date stamping A firm backing is available to support the pressure of a due date stamp

They should always be placed in the same location so that circulation staff does not have to waste time looking for them. Exceptions to the location can be made for items that may have critical information located on the flyleaf.

The pocket should be attached neatly and parallel to the paper edges. It is a good idea to leave about 1" between the spine and the pocket in the event that mending must be done to the book in the future.

Date Due Slips

Date due slips are placed in library materials as a courtesy and aid to the patron. The patron uses this slip to determine when the material should be returned to the library. As we mentioned earlier, pockets may be pre-printed with a grid for date due information. Other options are "slips" that are attached above or below the pocket. These can be purchased from library supply companies and come un-gummed, pre-gummed, or pressure-sensitive. Even libraries with automated circulation systems may opt to insert a date due slip in order to ensure that patrons are aware of the length of time they can keep the material. Many automated circulation systems would automatically print a list of items that the patron borrowed along with the due dates. This would be handed to the patron at the end of the checkout procedure. However, if the patron loses this information and there is no date due slip in the item, they will likely have to call the library to find out when material is due. A bookmark pre-stamped with due date inserted into each book eliminates the need for a pocket and still provides a date reference for the patron.

Preparation of Call Number Labels

Call number labels identify the location of library materials. Call number labels would include the call number of the item and other special indicators about where the book would be located in the library (e.g. audiovisual area, reference, reserve, etc.) In the past, an electric stylus was used to hand letter the call number in a contrasting colour directly onto the spine of a cloth-bound book. This system required excellent lettering skills and could be frustrating because the stylus needed time to heat up and could cause finger burns. Shellac was used for coating the lettering so that it would be durable. This was dabbed or sprayed on and required a work area with good ventilation.

A more practical solution is a label that can be adhered to library materials. Information for an adhesive label can be typed on a typewriter, printed as part of a cataloguing software program, or purchased as part of a cataloguing service. Labels come in a wide variety of sizes and materials. Some have a special


coating to prevent smudging. Some labels require the use of a special iron that permanently adheres and bonds them to materials (brand name Se-Lin). Labels can be purchased in sheets that fit in printers (or typewriters) or as part of a set that includes labels for the circulation card, pocket, and call number label.

Three types of pressure sensitive labels are widely used: cloth, foil back, and paper.

Cloth labels

Cloth labels last longer than paper and foil back labels because of their high tear resistance. They are more resistant to water and conform to curved book spines better than paper labels.

Foil back labels

Foil back labels are more pliable for better adhesion to an irregular or curved surface. They are highly recommended for use on fabric, cloth, and shiny surfaced books. The foil back prevents the adhesive from penetrating through the label. Adhesives can discolour the label, attack the print, and cause it to fade. Foil labels are opaque and therefore you cannot see underlying information. They are excellent for placement over existing spine labels or barcode labels. However, they are more expensive than cloth or paper labels.

Paper labels

Paper labels are less expensive than cloth or foil back labels and are a good all-purpose label. They are smudge resistant and conform well to book covers and other paper surfaces.

Decisions about the type of label to use should be based on bud get, usage, and other processing steps that are employed. For example, when a plastic jacket cover is used, foil back labels would be an unnecessary expense. Children's books may justify the expense of foil back label because they are heavily circulated.

Once call numbers have been printed or typed onto a label, they should be placed on the item. Ideally, labels should all be placed at the same height. This aids the user in visually browsing the collection and gives materials an orderly, attractive appearance. For narrow-spine books (or other irregularly shaped library materials such as compact disks), the label can be placed on the front. It is a good idea to protect the label with tape, or better still, a clear label protector.

Besides the basic call number label, some libraries also use location and genre labels. Books are labelled with a mystery, romance, westerns, science fiction, or other genre indicator. These can be useful in a library where the patrons prefer to browse for materials and are looking for particular types of fiction books. Some libraries do not use call number labels at all for paperback fiction, only a genre label. This works well if all of the different genres are shelved together in separate sections (e.g. mysteries). Other libraries use a call number label and identify the more popular genres (e.g. mysteries, westerns, romance). This permits paperbacks to be combined with hardbacks or to be shelved on special racks.

Regardless of the system used, each label adds another step to processing and additional costs for labour and materials.


Attachment of a Protective Covering

Protective coverings are used to protect book jackets, prolong the life of materials, increase the attractiveness of materials, and protect call number labels. Clear Mylar covers can be purchased as part of the processing contracted from a jobber or commercial cataloguing service. Libraries can also apply covers in-house and have a variety of choices including:

Single sheets pre-cut to fit various sizes of books Rolls of various sizes that are cut in-house Adjustable book jacket covers that are perforated and can be adjusted to fit a variety of sizes Rolls of heat-fusible laminate Clear vinyl laminates Clear vinyl book tape

The costs of these materials vary. The thicker the material, the more it costs. A minimum weight of 1.5 mm is recommended because it offers durability and strength. Pre-cut materials will be more expensive than perforated materials. Covers will also cost more if they come with pressure-sensitive adhesive tabs to fasten them to materials.

Variations in Processing

The steps involved in processing vary in each library. The processing steps will certainly vary by type of library and within a library different types of materials may be processed in different ways. For example, a public library would probably reinforce fiction paperbacks with vinyl book tape and protect book jackets with a vinyl laminate. Academic libraries do not usually retain jackets because they do not need eye-catching covers to attract readers. The purpose of the collection is research not entertainment.

Some libraries have found that automating their circulation system results in revised and streamlined processing procedures. As well, time saving materials such as pressure sensitive labels and book jackets can simplify processing. In order to make processing efficient in terms of time and money, libraries need to regularly evaluate their processing methods.

When all processing steps are completed, materials are interfiled on a book cart, separated by department or area, and set out for shelving.

Lesson 3: Steps in Processing - Interact Check for Understanding: Do the self test after completing Lesson 4. Explore: Processing Activity Go to the stacks in the library you use or work or volunteer in. Locate a mass-market paperback book (usually in spinners), a hardcover book, a quality paperback book (usually in the regular stacks and not pocketbook size), a spiral bound book, an unbound issue of a periodical, a CD or CD-ROM, a video or DVD, and an audiocassette. Examine each item and try answering the following questions. Identify the type of library you used:


Mass-market paperback: 1. How and where are materials permanently identified? 2. How are accession numbers assigned? 3. If barcodes are used, are they smart or dumb? 4. What kinds of call number labels are attached? 5. Are protective coverings used? If so, what kind(s)? Hardcover book: 1. How and where are materials permanently identified? 2. How are accession numbers assigned? 3. If barcodes are used, are they smart or dumb? 4. What kinds of call number labels are attached? 5. Has the dust jacket been kept on the item? 6. Are protective coverings used? If so, what kind(s)? Quality paperback book: 1. How and where are materials permanently identified? 2. How are accession numbers assigned? 3. If barcodes are used, are they smart or dumb? 4. What kinds of call number labels are attached? 5. Are protective coverings used? If so, what kind(s)? Spiral bound book: 1. How and where are materials permanently identified? 2. How are accession numbers assigned? 3. If barcodes are used, are they smart or dumb? 4. What kinds of call number labels are attached? 5. Are protective coverings used? If so, what kind(s)? Unbound periodical 1. How and where are materials permanently identified? 2. How are accession numbers assigned? 3. If barcodes are used, are they smart or dumb? 4. What kinds of call number labels are attached? 5. Are protective coverings used? If so, what kind(s)? CD or CD-ROM: 1. How and where are materials permanently identified? 2. How are accession numbers assigned? 3. If barcodes are used, are they smart or dumb? 4. What kinds of call number labels are attached? 5. What type of case is used to store the item on the shelf?


Video or DVD: 1. How and where are materials permanently identified? 2. How are accession numbers assigned? 3. If barcodes are used, are they smart or dumb? 4. What kinds of call number labels are attached? 5. What type of case is used to store the item on the shelf? Audiocassette: 1. How and where are materials permanently identified? 2. How are accession numbers assigned? 3. If barcodes are used, are they smart or dumb? 4. What kinds of call number labels are attached? 5. What type of case is used to store the item on the shelf? Lesson 4: Basic Supplies and Equipment


Identify basic supplies and equipment required for processing.

Lesson 4: Basic Supplies and Equipment - Study Explore: To see what supplies you can use for processing materials visit the Brodart site http://www.brodart.ca/site_pages/bjc/default.htm Click on: shop the Brodart catalog and click on the headings to see the variety of supplies available. Pay special attention to: 1. Book jacket covers 2. Paperback & magazine protection 3. Barcode scanners and ID cards 4. Labels and protectors 5. Circulation & processing 6. AV Supplies Brodart also has some excellent series of How To's and Buyer's Guides. Some of them are even downloadable. To learn more about how to choose the right supplies for your library and techniques in processing, check them out at: http://www.brodart.ca/site_pages/h2guides/default.htm . In Northwestern Ontario, Manitoba, and Saskatchewan, Universal Bindery is the distributor of Brodart products. Their web site is www.universalbindery.com Carr McLean is a Canadian owned and operated company. Check out their products at www.carrmclean.ca by clicking the Shop Online @ Carr McLean button. Then click on the Library


supplies & processing equipment category. Pay special attention to the products under the Supplies - Processing Materials heading. Also check the products under the Multimedia storage category. Demco specialized in school library materials. Check out their site at http://www.demco.com and click on the following headings: 1. Book care 2. Book & magazine protection 3. Labels Another major supplier is Gaylord, check out their catalogue at: http://www.gaylordmart.com/lobby_gaylordmart.asp? Click on the picture for Library and Multimedia Supplies and pay special attention to: 1. Book protection & care 2. Circulation & processing supplies 3. ID cards, barcodes & security 4. Labels, holders & protectors 5. Multimedia storage 6. Periodical, pamphlet & document storage and care

Lesson 4: Basic Supplies and Equipment - Interact Check for Understanding: Now it's finally time to do the self test.

Multiple Choice Self Test Jumbled Sentence Self Test 1 Jumbled Sentence Self Test 2 Jumbled Sentence Self Test 3 Fill in the Blanks Self Test

Module 6: Processing Library Materials - Summary

In this module, you learned why libraries process materials. You identified six steps in processing and compared purchased vs. in-house processing. Many vendors provide supplies and equipment to prepare materials for circulation. You visited the web sites of several major firms.


Module 7: Integrated Library Systems (ILS) and Catalogues

Module 7: Integrated Library Systems (ILS) and Catalogues

Introduction

Rationale:

This module contains six lessons introducing you to integrated library systems and library catalogues. You will identify the different components of an integrated library system and how they interact with one another. You will be introduced to the history of library catalogues, their functions and purposes as well as to the different types of library catalogues used in libraries today.

Integrated Library Systems and Catalogues Learning Outcomes:After completing this module, you should be able to:

1) Understand how integrated library systems function. 1.1 Define integrated library systems and turnkey systems. 1.2 Identify and describe the various modules within an ILS. 1.3 Describe how the modules interact with one another. 1.4 Identify the steps a library must take before automating. 1.5 Identify and describe important features that an ideal ILS should have. 1.6 Identify sources of information to assist you to choose an appropriate ILS for your library. 1.7 Determine the length of time it might take to automate a library.

2) Describe the functions and general characteristics of a library catalogue. 3) Identify elements in a bibliographic record. 4) Distinguish different access points. 5) Describe the development of different types of library catalogues. 6) Compare and contrast the advantages and disadvantages of two types of library catalogues used today.

Requirements:

Amount of time:

Approximately 6 hours


Library Technology Guides Automation Companies at http://www.librarytechnology.org/vend-search.pl

Integrated Library System Reports http://www.ilsr.com/reviews/search2.cfm (lists recent articles reviewing various integrated library systems)

Library Automation Resources http://www.libraryhq.com/automation.html


Lesson 1: Integrated Library Systems

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Understand how integrated library systems function.

1.1 Define integrated library systems and turnkey systems. 1.2 Identify and describe the various modules within an ILS. 1.3 Describe how the modules interact with one another. 1.4 Identify the steps a library must take before automating. 1.5 Identify and describe important features that an ideal ILS should have. 1.6 Identify sources of information to assist you to choose an appropriate ILS for your library. 1.7 Determine the length of time it might take to automate a library.

Lesson 1: Integrated Library Systems - Study

Lesson Notes:

In Module 2, you learned about basic library functions. An integrated library system automates these functions. Beverly Duval states that,

"An integrated library system is one whose functions use a single database made up of a collection of files. All the functions are fully interactive with one another and are kept automatically in synchronization. For example, if a book is checked out at circulation, this is simultaneously reflected in the OPAC."

Duval, Beverly and Main, Linda. Automated Library Systems: a Librarian's Guide and Teaching Manual. Westport, Conn.: Meckler, 1992. p. 5

An integrated library system can communicate or interface with external sources on the Internet such as vendors (to obtain library materials) or cataloguing utilities (cataloguing records can be imported into the local library's catalogue).

You may also hear the term turnkey system. Duval defines this term as:

"An automated library system which has been designed, programmed and tested by a vendor and then offered for sale to libraries, ready to be installed and operated. In theory, when the system is delivered and installed, all that is required is to plug it in and turn it on."

Duval, Beverly and Main, Linda. Automated Library Systems: a Librarian's Guide and Teaching Manual. Westport, Conan. Meckler, 1992. p. 258

Note how Duval states, in theory. Often the installation of a new integrated library system is a very bumpy ride. Even when the change is from one system to another (known as migrating in library


speak), all sorts of unforeseen issues arise. Sometimes the information or database does not transfer correctly, and creates problems at every level of the library operation for years.

Most libraries do not develop their own systems, as there are many turnkey systems on the market.

Modules

Integrated library systems usually have up to six modules.

Acquisitions Audio-visual booking Cataloguing Circulation OPAC Serials

The diagram of an integrated library system below is based on Figure 1.2 of the book PC-Based Integrated Library Systems by Marshall Breeding (Westport, Conn.: Meckler, 1994). This diagram identifies five modules, the databases or files they use, and how they interact with one another. You might wish to print the diagram and consult it while you read the next part of this lesson.

Databases or Files

An ILS has several databases or files (these appear as cylinders in the diagram).

The bibliographic database contains a record for each distinct catalogued item in the library's collection.

The authority files contain records that contain the headings for persons, corporate bodies, series or subjects that have been used in the catalogue as well as cross-references for those names or headings which have not been used. For example, should the user look up the author of The Adventures of Huckleberry Finn as Twain, Mark (his pseudonym) or, Clemens, Samuel Langhorne (his real name)? The authority record would indicate that the heading used is Twain, Mark and refer the person who keys in Clemens, Samuel Langhorne to search under Twain, Mark.

The item files contain records for each physical item. For example, you may have multiple copies of Harry Potter and the Order of the Phoenix. There would only be one bibliographic record describing who wrote the book, who published it, when it was published and so on and as many item records as there are copies, giving the barcode and loan status for each copy.


The funds database manages the financial records for purchasing materials. The vendor database contains the names and addresses all the different publishers, bookstores, or jobbers you use to

purchase materials for your library.

Model of an Integrated Library System (above)

The patron database contains all the information pertaining to each registered patron.

Interaction Between Modules and Databases

Illustrated below is the possible library cycle of Harry Potter and the Order of the Phoenix. The highlighted activities are the ones that the focus is on in this module.


Collection Development

The collection development policy states that the library collects children's fiction and that when there is an expected high demand for an item, multiple copies should be ordered.

Selection

A library staff member in collection development decides to purchase 5 copies of Harry Potter and the Order of the Phoenix and forwards a request form to acquisitions.

Acquisitions

The library staff member working in acquisitions receives the order request. She or he signs onto the integrated library system and opens the acquisitions module, first makes ensuring that these five copies have not already been ordered. If not, all the relevant information about Harry Potter and the Order of the Phoenix (e.g. author, title, publisher date, price etc.) is entered.

Using the vendor database, the vendor who will offer the best price and turnaround time for this title is selected. The acquisitions module will automatically record the date the request was entered into the database and link the information about the request to the vendor information.

If the library staff member wishes to order the book right away the system is commanded to process an order. The system may automatically create a purchase order number, and automatically records the date the order was initiated. Depending on which vendor was chosen, the order is either sent electronically to the vendor or a paper order form is printed and mailed or faxed. If a patron were to search the online public access catalogue (OPAC) at this point, a brief record of the book would appear and the status of the five copies would display as being on order (this would only occur if the library has chosen to display on order records in the online catalogue).


Cataloguing

The acquisitions department has received 5 copies of Harry Potter and the Order of the Phoenix, paid the invoice, and forwarded the books and all accompanying paperwork to the cataloguing department. If someone were to now check the OPAC for this item, it would display as being received and in process.

The library staff member in cataloguing signs onto the integrated library system and opens the cataloguing module to search the Internet resources to see if another library has already catalogued this item. If he finds copy (e.g. another library's bibliographic record), it is downloaded and then the record is uploaded into the bibliographic database. Necessary changes are made to the record and the updated authority files may attach five item records to the bibliographic record containing the barcode number for each item and the location of each item (this step might be performed by someone in the processing department).

The item is then processed. If a library patron were to search the OPAC for this title after the items are processed, a complete bibliographic record would appear. Item records would show which branches have a copy of this book and the status might show in transit (e.g. copies of this book are being shipped from cataloguing to different branches or locations within the library).

Circulation and Use

Jane Doe walks into the Happy Smiles Branch of the library and searches for Harry Potter and the Order of the Phoenix in the OPAC. The system responds with a display of the bibliographic record for this title and the item records for each copy. The first item record shows that a copy of this book is located in the Main Branch, is out on loan and not due back for another week. The second item record displays that Happy Smiles Branch also has a copy, which is currently on the library shelves. Jane copies the call number down and goes to the stacks and retrieves the book.

Jane finds some other books on the shelf that she wishes to borrow and brings them all up to the circulation desk. She presents her library card and the books to a library staff member. This staff member is already signed onto the integrated library system and has the circulation module open. The staff member scans Jane's card. If Jane had an overdue book or a fine, the system would alert the library staff member that Jane would have to either return the overdue book or pay the fine before she could borrow these materials. Fortunately, Jane has no fines or overdue materials. The circulation staff member immediately scans each book's barcode. The circulation module automatically links Jane's patron record to the item records and records the due date for each book.

If her twin brother, John, were to search from home using the Web-based version of the OPAC for Harry Potter and the Order of the Phoenix seconds after Jane signed it out, the display would now show that the Happy Smiles Branch's copy of this book is out on loan and display when it is due back.

Weeding/Deselection

It is now one year later and one copy of Harry Potter and the Order of the Phoenix at the Main Library is looking pretty battered. A circulation staff member has determined that it is beyond repair and forwards it to the appropriate staff member in technical services. This person decides that it is cheaper to order a new copy rather than send it a commercial binder to be rebound. She knows that the library owns many copies of this title and checks the OPAC to see what their status is. She discovers


that another copy at Happy Smiles Branch has been missing for several months, two more copies are currently out on loan and one other copy is on the shelf at Sunny Skies Branch.

The staff member checks the circulation statistics for all copies and finds that the demand, although not as high as when this Harry Potter book was first published, is constant. She contacts the Sunny Skies Branch to determine what shape their copy is in. The Sunny Skies Branch responds that their copy is probably can survive two or three more circulations with minor repairs, but after that, a new copy will be required.

The decision is made to order three more copies of Harry Potter and the Order of the Phoenix. The library staff member opens the acquisitions module and places the order. If a patron were to search the OPAC at this point, the item records would show that the Main Library's copy has been withdrawn, the Sunny Skies Branch's copy is on the shelf, the Happy Smiles Branch's copy is still missing and three more copies are on order. If the Happy Smiles Branch's copy is not found, at some point the item record will be deleted and a new copy ordered.

Before Automating

As mentioned in Module 1, the very first question to be asked before using new technology is: How can we improve services to our clients with a new automated system? If you are automating for the first time, the following steps should be taken:

Determine what improvements in services are required or desired. Evaluate present procedures. Determine set of tasks and how much time and staff is required for each. Determine what type of control needed. Determine how tasks interrelate.

What to Look for in an Integrated Library System

Ease of use: Are the screens easy to read and understand? Is there online help? Are keystrokes or commands kept to a minimum?

Integration: Can modules be purchased individually or in phases to reduce upfront costs? Do modules truly interact with one another?

Industry standards: Are cataloguing records in full MARC 21 format? Is there authority control? Is the system Z39.50 compatible? Is it a Windows-based system? Can the catalogue be accessed through the World Wide Web? Does the acquisitions module accept electronic data interchange (EDI) documents? (Many of these standards will be dealt with in future modules or courses)

Speed of transactions: If a circulation transaction takes longer than 2-5 seconds, it is too slow. Record input should take only 10 seconds.

Customer support: Is toll- free telephone support provided? Are product guarantees given? Is there a surcharge for maintenance and support? How knowledgeable are the staff providing the customer support?


Training: Does the vendor require staff to attend training sessions? If so, how much time and how much does it cost?

Documentation: Are there manuals? Are they written in "computerese" or plain English?

Price: Is it within your budget range? Are you getting your money's worth?

Upgrade policy: What are the vendor's plans for future development?

Multi-user capacity: How is the system networked? Is it reliable when many people are using the system at one time?

Portability: Can bibliographic records be exported should you wish to migrate to another system? Remember that many libraries change automated systems every three to five years if their vendor does not have an aggressive update policy.

Sources of Information

There is a lot of information to be gathered before you can make an informed choice about selecting an integrated library system. Fortunately, there are many resources available, including promotional materials from the vendor, books, articles, reviews, exhibits at conferences and visits to other libraries.

Sources of Information: Vendors

Vendors produce a wide variety of brochures, demonstration packages, and testimonials. Most now have Web sites that provide a great deal of information about their product. To find out where these Web sites are, visit the Library Technology Guides Automation Companies at: http://www.librarytechnology.org/vend-search.pl

Sources of Information: Books - To obtain recent articles on integrated library systems, consult the following Web sites.

Integrated Library System Reportshttp://www.ilsr.com/reviews/search2.cfm (lists recent articles reviewing various integrated library systems)

Library Automation Resourceshttp://www.libraryhq.com/automation.html (Tools to help you choose a Library Management System)

Sample Timeline of an Automation Project

Compiled from information in Adams, Helen. "Media Magic: Automating a K-12 Library Program in a Rural District." Emergency Librarian 21 (May-June 1994): 24-29. This article describes a project in rural central Wisconsin, in the Rosholt School District. There are two library resource centres, one for K-8, one for 9-12. The system has 650 students altogether.

DATE ACTIVITY 1986 Committee set up to revise district

Media Services Plan


1987 Long range plan presented to Board of Education in January

1987 Plan adopted, collections weeded and retrospective conversion begun

1987 Nine months spent to complete conversion of 11,000 unique items

1987-88 Vendor research begun 1988 Networked circulation system installed

in August 1988 Barcoding in August and September (24

student, community, faculty and administrative volunteers

1990 Networked union catalogue component added (one week to install network, library automation software, build indexes, do backups, run diagnostics, train staff)

1990 Teachers trained at all day open-house, threes weeks for student training

1992 New Technology Committee set up to develop comprehensive technology plan (four months taken to produce plan)

1992-93 Implementation of plan (results have included enlarging and enhancing resource centres with the addition of computer labs)

1993 Evaluation of plan submitted to Board in April

1993 CD-ROM resources networked 1994 Modem access to public library

catalogue provided in January 1994 Internet access given by University in

the fall

Lesson 1: Integrated Library Systems - Interact Visit the Library Technology Guides Automation Companies: http://www.librarytechnology.org/vend -search.pl Search for the following popular vendors by entering their names in the second box: 1. CASPR 2. Follett Software 3. Hardcover Software


4. Kelowna Software 5. The Library Corporation 6. Sagebrush Technologies 7. SIRS Mandarin Inc. In each case, click on the link to the company's Web site to help you answer the following questions: 1. Which modules does this system have: acquisitions, cataloguing, circulation, OPAC, serials, and/or A/V bookings? 2. Does this company seem to be marketing their system to a specific type(s) of library(ies)? 3. If yes, which type(s): academic, public, school and/or special? 4. Does this system accept MARC (machine -readable cataloguing)? 5. Does the company provide customer support? 6. If yes, does this include a toll- free help line? 7. Does the company provide training? 8. Can you place your catalogue on the WEB with this system? 9. Does this system support Z39.50 protocol? 10. Is a demo of the system available? 11. Does the vendor provide references of other libraries already using its system? Reflect: Which library system did you like the most? List reasons for your choice. Discuss: Join the discussion group and share your findings with the other students in the class. Lesson 2: Library Catalogues


Describe the functions and general characteristics of a library catalogue.

Lesson 2: Library Catalogues - Study Lesson Notes: What is a Library Catalogue? A library catalogue lists and describes the materials held by the library. It also indicates where each item is located in the collection. Depending on the library, the descriptions of items may be brief or very detailed. A library may choose not include every item in its catalogue. The library may produce a separate list or bibliographies of pamphlets, clippings or other special materials. Functions of a Library Catalogue All library catalogues, regardless of format, inform the library user:


1. Whether the library owns a copy of a particular item. 2. Which works by a specific author are in the collection? 3. Which editions of a particular work the library owns. 4. What materials are ava ilable on a particular subject? 5. About the following details for each item:

a) Author b) Title c) Imprint d) Collation (number of pages, whether the item has illustrations, etc.) e) Subject headings f) Location in the collection

More recently, library catalogues also refer patrons to outside sources, such as sites on the Internet, and allow the patron to link directly to that site from the library's catalogue. Lesson 3: Bibliographic Records


Identify elements in a bibliographic record.

Lesson 3: Bibliographic Records - Study

Lesson Notes:

All catalogues contain bibliographic records, but may represent this information differently. The first four examples are of a bibliographic record in card catalogue format. The first is a main entry card, which usually provides access by author.


As you can tell from the examples above, many copies of the bibliographic record are required to provide access by autho r, co-authors, title, subject and series. To accomplish this before technology intervened, the main entry card was duplicated or retyped manually and headings for the other access points were entered above the first line of the record. This particular record would have required a total of ten cards to allow library users to find the item in a variety of ways. Nevertheless, the card catalogue


has been extremely effective in providing a great deal of information on a small card measuring 7.5 cm x 12.5 cm.

A screen shot of the bibliographic record for the same record as displayed in Red River Library's on-line catalogue is provided below. Each part of the record is labelled, making it easy for the library client to understand what information is being provided. The words the client searched for are highlighted in bold. Notice how certain items are underlined. If you were to point your mouse and click on Evans, G. Edward, the catalogue would automatically display a listing of all the works the library has by Evans. Similarly, if you were to point and click on REFERENCE SERVICES (LIBRARIES), the catalogue would display a list of all the items available in the library on that subject. You will be asked to refer to this page again, when the advantages and disadvantages of online catalogues are discussed.

For a live, interactive look at the record, visit the College's Library Web site at http://www.rrc.mb.ca/library/default.htm , Click on "Finding Resources" at the top left-hand column, then the "Search our Catalogue". The "Simple Search" screen will appear with a "Search " box. Enter the title of the book, introduction to library public services (you do not need to capitalize words). Then in the "Search by" menu, select "Title keyword" and then click on "Search". The search will generate only two titles; select the one that is the 1992 edition, the same edition given in the card catalogue examples.

If you scroll down the screen, you will see the status of the two copies the library owns.


This next screen shot shows the same bibliographic record in the staff view (MARC format). This is format cataloguers use to create and edit bibliographic records.


Lesson 4: Access Points


Distinguish different access points.

Lesson 4: Access Points - Study Lesson Notes: Library catalogues provide access to items by their author, title, subject, co-author, translator, illustrator, and by series title. Each author's name, or title, etc. is often referred to as an access point or entry. The catalogue also provides the call number for each item, so that it may be located on the shelf.

Lesson 4: Access Points - Interact Check for Understanding: Do the access points self test. Lesson 5: History of Library Catalogues


Describe the development of different types of library catalogues.

Lesson 5: History of Library Catalogues - Study

Lesson Notes:

The four types of library catalogues are listed below. They will be discussed in more detail later in this module.

Card Catalogue Book Catalogue COM Catalogue On-line Public Access Catalogue (OPAC)

Card Catalogues

Up until twenty years ago, this was the most familiar type of catalogue. The card catalogue is made up of 7.5 cm x 12.5 cm cards, each containing a full bibliographic record or part of a bibliographic record. These cards have a small hole in the middle of the card near the bottom edge. The cards are filed alphabetically by the entry in metal or wooden drawers in cabinets.


Each drawer has a rod extend ing the full length of the drawer. The rod is fed through the hole at the bottom of the each card to keep them secure whenever a drawer is removed for consultation. The rod also serves the purpose of allowing filing to be double-checked for accuracy. When cards are first filed, they are placed above the rods. Another library staff member will then double-check the filing. When all cards are filed correctly, the rod is removed to allow the new cards to fall into place and then returned to the drawer to secure the cards once more.

Card catalogues are often divided catalogues. This usually means that the catalogue is divided into two (or three) alphabetic sequences, one for authors and titles (or titles may have its own alphabetic sequence in a three-way divided catalogue) and one for subject headings. If a card catalogue is a dictionary catalogue, it is one alphabetic sequence with all entries interfiled. Most libraries prefer divided catalogues.

The fronts of the cabinet drawers have labels to indicate which alphabetic sequence is contained in each drawer; assisting the library user in quickly identifying which drawer they need to consult. In a divided catalogue, the labels may be colour-coded to identify whether a drawer belongs to the author/title or subject alphabetic sequence.

Although most libraries have now abandoned the card catalogue, it has to be given credit, as it was a truly ingenious invention, serving the needs of library patrons admirably for many years. Unfortunately its disadvantages now outweigh its advantages in an electronic age.

Book and Microform Catalogues

As libraries began to use computer technology to produce library cards, they also began to produce book catalogues using this same technology.

A book catalogue lists bibliographic records in alphabetic order by various entries, or by classification number. There may be more than one record on each page. The pages are then bound into a cover, forming a book. These were easy to produce (the computer was merely programmed to produce a book rather than individual card sets), easy to use (just like using a dictionary or directory) and many copies could be made and distributed throughout the library or parent organization. However, the moment it was printed it was out of date.

Other libraries decided to move to microform catalogues. This was done in two different ways. Some libraries photographed each catalogue card in alphabetic sequence then transferred these images onto microfilm or microfiche. When bibliographic records were first available in electronic format, high-speed cameras would photograph screen images and these images would be transferred onto microform. These are known as COM or computer output microform catalogues.

Like the book catalogue, the moment it was produced, it was out of date. No one enjoys using microform or microfiche. Although these catalogues took up far less space than a card catalogue, problems included line-ups at the readers, and if microfiche was used, the fiche were constantly out of order, or missing. These catalogues were often divided into three files, author, title and subject. The best thing to be said about this type of catalogue is that the online public access catalogue very quickly took its place.


Online Public Access Catalogues (OPACS)

In an online catalogue, bibliographic records are stored in an electronic database. Each element of a bibliographic record is entered into a separate field. If you were to search the Red River Library OPAC for Carol Shields' Stone Diaries, you would see the following result:

Carol Shields' name is in the main author field. Stone Diaries is in the title field.

Each record has a unique record number. This record's number is 34661, only visible in the "Staff View" screen as MARC (Machine-Readable Cataloging) field 001. View this MARC record by clicking on the "Staff View (MARC)" button, which appears on the display screen. When a person at the OPAC, keys in a request for the author, Carol Shields, the computer does not search through every single record for her name. It searches an author index instead. When it finds an index entry for Carol Shields, there will be a list of record numbers for items with her name in the author field. The computer would then respond to the person at the terminal by either listing the actual bibliographic records found (usually in an abbreviated format) or

with the number of items found and ask the person if she or he wishes to have them displayed. Searching indexes rather than each entire record enables the computer to respond quickly to a request.

Early online catalogues were cumbersome to use, requiring users to learn special commands for finding an author or a subject heading (e.g. A= or AU= or browse au). GUI-based online catalogues now have easy to understand icons. Using a mouse, a user merely has to move a pointer to the icon desired and click for a search by author, title or subject. Searches can now be performed by combining terms from different fields, specifying date ranges, format of media, language of publication, or ISBN number. The combinations seem endless.

Doing a keyword search for the RRC Library record for Introduction to Library Public Services (5th edition, 1992) could be done by using only part of the title, "library public services". By searching this way, this particular record comes up within the top 10 of over 5000 records. The computer was able to search several indexes for the occurrence of any of the three words, library, public, or services and rank the records, which contained all three words with the highest relevance.

If you were to search for the Stone Diaries by entering the author's name "Carol Shields" as keywords, it would not matter that the author is entered as "Carol Shields" rather than "Shields, Carol". The computer looked for either of those words in various indexes and ranked those records, which had both, with the highest relevance.

Libraries have now started including summaries, reviews and photos of book covers in the bibliographic records to make the OPACs more attractive and to entice library patrons to borrow the items. Search the Edmonton Public Library at http://www.epl.ca for the book titled Revenge of the


Cootie Girls by Canadian writer, Sparkle Hayter. The inclusion of the summary and cover just might tempt people to read this book.

Lesson 6: Card Catalogues and OPACS


Compare and contrast the advantages and disadvantages of two types of library catalogues used today.

Lesson 6: Card Catalogues and OPACS - Study Lesson Notes: Card Catalogue Advantages 1. Flexibility and Currency: Staff time and size of collection growth permitting, cards for new materials can be added quickly and cards can be easily removed for those items no longer in the collection. The card catalogue is as up-to-date as your cataloguing and filing. 2. Ease of Use: Library clients are comfortable with the alphabetic approach and easily adapt to a divided catalogue. It is not much different from using either the white or yellow pages of a phone book. The white pages are for specific names of people and businesses (author/title drawers) and the yellow pages are for listings of companies in a particular type of business or people in a specific profession (subject drawers). 3. Availability: The likelihood of more than one person needing the same catalogue drawer at the same time is minimal. Unless, of course, every student in a class has been given exactly the same topic to research. This is often referred to as a queuing problem (i.e. everyone must wait in line). 4.Costs: In smaller library, the cost of maintaining a card catalogue is not overly expensive. Card stock is readily available and there are software programs that can produce catalogue cards on a computer printer. Libraries can now order prepared catalogue cards from their book supplier, which may only require the call number to be added. Card Catalogue Disadvantages 1.Size: As the collection grows, so does the card catalogue. This takes up precious space which could be used to house more materials. 2. Human Error: Even the most careful filer can make mistakes and someone checking for accuracy can overlook these mistakes. A single card misfiled can lead to another card being misfiled. When large academic libraries had card catalogues, double-runs, as they were fondly called, could become


extremely large, resulting in hours of re-filing cards in their proper order. When you heard a co-worker wail, "Oh NO!' as she was filing or checking, you knew exactly what she had discovered. 3. Ease of Use: Because of the way cards are filed, only one bibliographic item can be viewed at a time. Only the first word of a title or subject heading is accessible. If a patron cannot remember the first word of a title or does not know the exact subject heading, he or she may not find the item. 4. Costs: When you had to type cards individually on a typewriter, this took an incredible amount of time. The typewriter had to be fitted out with a special platen to hold the cards firmly in place. Even with the special platen, the cards would sometimes slip (especially if you were trying to type as close to the bottom as you could to avoid having the record go onto a second card) and the typing would either slope up or down. It also takes time to file and pull cards and staff time is costly. When libraries have branches, it can be expensive to maintain many catalogues in many locations. 5. Flexibility and Currency: Individual cards are not easily altered and may have to be reprinted. Before computer production of cards, many libraries purchased electric erasers to remove outdated headings on cards, which were delicate instruments to use. OPAC Advantages 1. Flexibility and Currency: OPACs are easily updated. As soon as items are entered, they can be indexed to become accessible. Some systems index new items the moment they are entered. Records are also easily removed from the database. 2. Ease of use: New GUI technology makes OPACs very user- friendly. OPACs offer sophisticated methods of searching for materials. Users can combine terms such as "Shields" in the author field and "diaries" in the title field, limit searches to a particular date range or format. If the OPAC is networked, terminals can be installed throughout the school, university, public library or branches of a library, making catalogues accessible from individual's desktops. Regional library systems can now access each other's catalogues. Some libraries offer access to their catalogues over phone lines or the Internet. Clients can search the catalogue from the comfort of their own home. 3. Size: Terminals can take up much less space than bulky card catalogues. Patrons do not have to be physically in the building to access the library's catalogue. OPAC Disadvantages 1. Ease of use: Not all OPAC user interfaces are created equal. Some are menu-driven, intuitive and easy to use. Others may not be user-friendly at all. It would then require staff time to train library patrons. Several terminals are necessary to avoid line-ups. Some form of backup is needed if the system goes down, or the library catalogue will be unavailable. Complicated search strategy options can lead to too many or too few results. This can easily waste a user's time. 2. Costs: Depending on the size of library, the type of computer hardware, software and networking cable required plus the retrospective conversion of existing bibliographic records in the library's manual catalogue, the cost can be extremely high. In addition, existing libraries would need to undergo a ruthless weeding of their collections before the retrospective conversion can begin. However, small


libraries can now afford microcomputers, which have high capacity memories, making on-line catalogues within their financial reach. 3. Design: If the system is poorly designed, it may require undue switching back and forth between screens to see detailed records. This can be tedious and frustrating for the user.

Lesson 6: Card Catalogues and OPACS - Interact True / False Self Test Multiple Choice Self Test Explore: Explore the wide variety of online catalogues available on the Internet through Libdex: The Library Index (formerly, webCATS: Library Catalogues on the World Wide Web), created by Peter Scott and Doug Macdonald of the University of Saskatchewan Libraries. Its Web site address is: http://www.libdex.com Reflect: What type of catalogue does the library you use most often or the library you work or volunteer in use? If it is an OPAC, which system is used? How easy is it to search the OPAC? Can you limit your searches?

Module 7: Integrated Library Systems and Catalogues - Summary

In this module you learned about integrated library systems and different types of library catalogues. You compared the advantages and disadvantages of using card catalogues and OPACs. You did some basic searching on the Red River College Library OPAC and analyzed how bibliographic records are displayed differently in card catalogues and OPACs.


Module 8: Circulation

Module 8: Circulation

Introduction

Rationale:

This module has five lessons to familiarize you with the purpose of library circulation, circulation functions, and the components of a circulation system in both automated and manual settings. Some of the differences in approaching these functions in different types of libraries (school, public, special, and academic) are highlighted. The module also discusses other considerations in circulation including establishing loan periods, reasons for charging (or not charging) fines for overdue materials, and monitoring theft and mutilation of library materials.

Circulation Learning Outcomes:


1) Identify the roles of circulation services in library settings. 2) List the components of an ideal circulation system. 3) Describe the features of manual and automated circulation systems and discuss the use of such systems in different library settings. 4) Gain skills in performing circulation functions

4.1 Gain skills in patron registration and verification 4. 2 Gain skills in charging and discharging materials 4.3 Analyse the purpose of loan periods and discuss what loan periods are appropriate in different types of libraries 4.4 Understand the purpose of the reserve function 4.5 Gain skills in placing holds and processing for library materials 4.6 Understand the purpose of searches for library materials 4.7 Analyse the pros and cons of having an overdue and fines policy 4.8 Identify what types of statistics need to be kept.

5) Discuss the role of circulation staff in monitoring security and theft of library materials and dealing with problem patrons.

Requirements:

Amount of time: Approximately 16 hours (12 hours reading, 4 hours assignment) Additional Resources:

Burnaby Public Library. Membership and Policies. (Sample of circulation polices of a public library.)

http://www.bpl.burnaby.bc.ca/mem.htm

University of Alberta. Circulation Policies and Procedures (Sample of


circulation policies of an academic library.)

http://www.library.ualberta.ca/circulation/index.cfm

Winnipeg Public Library. Library Cards and Borrowing Informationhttp://wpl.winnipeg.ca/library/libraryservices/jointhelibrary.asp

Electronic Reserves Clearinghouse: Links and Materials on the Web (Site providing information about setting up electronic reserve systems)

http://www.mville.edu/Administration/staff/Jeff_Rosedale/

National Core Library Statistics Program http://www.collectionscanada.ca/8/3/r3-203-e.html

National Commission on Libraries and Information Science (NCLIS) Library Statistics Cooperative Program (LSCP): http://www.nclis.gov/survey.htm

3M web site http://www3.3m.com/search/

Checkpoint Systems web site http://www.checkpointsystems.com/content/home/default.aspx

Lesson 1: Role of Circulation Services


Identify the roles of circulation services in library settings.

Lesson 1: Role of Circulation Services - Study Lesson Notes: Most people who have used a library are familiar with the circulation desk. In a medium to large -sized library, the circulation desk is a hub of activity with people asking questions and bringing up armloads of library materials. In fact, from the viewpoint of many library users, the circulation desk is the library. In order to use the library, they have to talk with the circulation desk staff and apply for a library card. Users have to check out materials at the circulation desk. And of course, if the items become overdue, users can expect to receive an overdue notice from the circulation desk requesting that the item be returned along with a bill outlining their overdue fines. All of these procedures tend to lead to certain stereotypes about the library and library personnel. In fact, many people think librarians spend all day checking out books and putting them away. A number of cartoonists have entertained the public with visions of "Conan the Librarian" coming after hapless library users to claim overdue items,


extract overdue fines, and supply punishment for daring to bend, fold, spindle or mutilate library materials. These public perceptions point to the two important roles of library circulation services: 1. Control and regulation of access to library materials. 2. Service and public relations. Control and Regulation of Materials In any size or type of library (public, school, academic, or special), the circulation department provides the library user with the means of utilizing materials housed in the library. The basic purpose of circulation is the control and regulation of library materials. We have come to assume that the use of library materials outside of the library as standard operating procedure for most types of libraries. However the concept of freely circulating materials is an idea that only developed in the late 1800s as public libraries became recognized as places that could stimulate improvements in society by helping users to learn on their own. Prior to 1900, control of library materials was emphasized over use, service, or public relations. For example, a typical Victorian-age free library in Canada might include a grilled- in book stack room from which users requested library staff to retrieve materials that were then read under supervision in a secure reading room within the library. A more "modern" library would have a separate reading area for women. Children under 16 years were less fortunate; generally, they were completely denied access to library materials. Such closed stacks arrangements emphasized the physical custody of library books -- preservation and conservation -- over use. These restrictions reflected a centuries long tradition of libraries as places to preserve and guard knowledge. Historically the use of books was restricted because they were very expensive and few people (mostly rich or powerful men) were literate. Library personnel were regarded as custodians of materials. Strict control on the circulation of materials was felt to be necessary because they were difficult and costly to replace. Service and Public Relations The change from excessive conservation and protection to increased concern for public service mirrors the changing societal concept of libraries as places that provide free and fair access to information for all citizens. As emphasis on the use of books increased, public libraries established open stacks, allowed materials to be borrowed and used outside the library, lowered the minimum age of borrowers, and established children's rooms. Academic libraries eventually followed this trend and established less restrictive circulation policies for students. With a greater emphasis on the needs of children, school libraries became more commonplace. A consequence of more liberal access to materials was that keeping track of the materials became much more difficult. Materials that circulated outside the library could potentially be lost or stolen. Individual users might be interested in the location of a book and when they could expect to be able to read it. Policies had to be established for how long materials could be borrowed and procedures had to be developed for dealing with library users who kept materials beyond the loan period. As a result, circulation services became an important part of basic library functions and a key to good public relations. The following quotation from Mary Plummer, an American public librarian writing in 1893, quaintly sums up the shift to a service orientation that had occurred and the relative importance that circulatio n now played in this new model: The charging or loans system is the part of a library's administration by which chiefly its communication with borrowers is carried on. The word "loan" applies to it because the books are lent,


and the word charging because every library, no matter how small, with any pretense at all at having a method, has some way of keeping account of these loans. The characteristic of a loan system best appreciated by the public is the speed with which it can receive and deliver books; and as a trifling annoyance, such as having to wait a few minutes for a book. Another requisite is simplicity. The more complicated the system the greater the chance for error. The third thing to keep in mind is that the less the borrower's part in the operation the better he likes the system. The library must ask of him only the fact that it is absolutely necessary to have to fill his order, and if there is any red tape it should be kept behind the desk. Plummer, Mary W. Loan Systems. Library Journal 18 (July 1893): 242-246. Not so surprisingly, little has changed since 1893. Since the first and last contact of many users is the circulation desk, public opinion of a library can be affected by the speed with which material can be borrowed and the quality of the interaction with circulation staff. Users appreciate libraries that are well organized and library circulation systems that are simple, accurate, and require little effort on their part. Fair, yet flexible application of policies regarding the circulation of materials is also an important part of public relations. This is especially critical as circulation staff may have to deal with dissatisfied patrons with overdue materials, missing books, or borrower registration problems. As with other positions involving working with the public, courteous and efficient service from the staff reflect well on the library.

Lesson 1: Role of Circulation Services - Interact Check for Understanding: Do the self test after completing Lesson 5. Reflect: Take a moment to reflect on the types of policies and procedures that might be in place in a Victorian-age Canadian public library. How would it be different from managing a collection that had books stacks that were open to the public and that could be borrowed and used outside the library?

Discuss Join the discussion group and share your findings with the other students in the class. Lesson 2: Components of a Circulation System


List the components of an ideal circulation system.


Lesson 2: Components of a Circulation System - Study

Lesson Notes:

Circulation is one of the most visible jobs in the library and involves three sections of the library:

The circulation desk or point of charging out library materials. The book stacks (closed or open) where the library materials are housed. A circulation records section which is typically a non-public part of the circulation desk. The

records section is where clerical routines, such as filing, compiling statistical reports, preparing overdue notices, and computing fines, are carried out.

In larger libraries a full-time professional librarian may be in charge of circulation services and will have various library technicians and clerical support staff handling the day-to-day responsibilities of circulation. The librarian would take responsibility for developing policies and procedures, dealing with user complaints, and for compiling and analysing statistical reports. Smaller libraries are more likely to have library technicians or assistants managing circulation services.

While open stacks are most typical in libraries, there are some situations that require closed stacks. For example, many academic libraries have rare book rooms that contain library materials that are irreplaceable and valuable. Such collections would be in closed stacks as the emphasis is on conservation and preservation. As well, some collections within a given library may not circulate or circulate on a limited basis. Most libraries have reference collections containing items such as dictionaries, atlases, and handbooks that are regularly consulted by librarians and the public. Such collections usually do not circulate because it is more convenient to have them readily available for quick consultation. As well, many school, academic, and even public libraries have reserve areas. Material housed in reserve is typically set up so that students can borrow it for a couple of hours for use in conjunction to a class they are taking. Placing the item in the reserve area with a time restriction on the length of time it can be borrowed ensures that all students in the class have access to the material when they need it.

Components of an Ideal Circulation System

Although a general shift had occurred in the philosophy of the library by 1900 from a place to conserve and preserve materials to a place that emphasized access to information and service to the public, librarians had not abandoned the need to control and regulate materials. In the quest to keep accurate records of the location of library materials (e.g. circulating, on the shelf, missing) various types of circulation systems have been developed. Many of these systems have focused on four objectives:

To be easy for patrons to use and library personnel to operate. To save borrower time, to speed up the routine of checking in and out. To reduce costs. To relieve librarians for more professional work.

As well, they have attempted to answer four basic questions:

Who has each item? When are items due?


What items does each borrower have checked out? How many items were checked out?

In an effort to answer these questions, systems have focused on providing library staff and patrons with information and services in five categories:

Category of Information or Service

Elements Purpose

Patron Information Name Address Borrower identification number Category of borrower

Determines the patron's eligibility to borrow, his or her borrowing privileges and how to contact the patron.

Material Information Author Title Call number Copy number

Determines which items are in the library, where they are located and how many copies there are of each item.

Loan Information Date due Date returned Loan period

Enables circulation staff to quickly and efficiently charge and discharge materials and to keep current and accurate records of circulation transactions.

Collection Management Information

Combines the elements from the patron, material and loan files

Permits the production of various reports, such as, overdue, recall and hold notices, lists of materials charged out to patrons, calculation of fines.

Statistical Information Reports generated by categorizing and tallying various types of circulation transactions

Staff can determine how many items circulate, the number of borrowers, or which areas of the collection receive the most use.

Lesson 3: Features of Manual and Automated Systems


Describe the features of manual and automated circulation systems and discuss the use of such systems in different library settings.


Lesson 3: Features of Manual and Automated Systems - Study

Lesson Notes:

The history of circulation systems reflects changes in technology over the past 100 years. While early circulation systems were manual and required library staff to do many tedious and repetitious tasks, such as record and file information by hand, later systems began to take advantage of technologies such as photography and punch cards that automated some circulation functions. The advent of the computer has meant that libraries could develop fully automated circulation systems.

Manual Systems

While automated systems have become very common in libraries, manual and semi-automated systems are still used. Primarily these systems continue to be used in small to medium-sized libraries where the cost of investing in a computer and the necessary software may not be justifiable, the number of library users is small enough that a manual system can cope with the demands placed upon it, and the manual system continues to be convenient for both staff and patrons. The most common manual system in use is the Newark System and its variations.

Newark System

Prior to the 1890s most libraries used a ledger system to record loans in consecutive order. In some libraries those journal entries were transferred into two ledgers: one a record of books by borrower and the other a record of borrowers of each book. Ledger systems were expensive and forced patrons to wait while information was recorded. By the turn of the century, ledger and other experimental manual systems had been almost uniformly replaced by the Newark System developed in 1900 at the Newark Public Library in New Jersey.

The Newark System involves the insertion of a circulation card with the call number, author and title in a paper pocket in each item. A date due slip is pasted on the pocket. Patrons may also be issued some kind of borrower's identification card that gives them a library identification number.

Charging materials became a straightforward process and included the following steps:

1) The patron presents the items they would like to borrow, along with their identification card at the circulation desk.

2) Library staff verify that the call number on the circulation card and the pocket match (see figure 1 below).

3) The date material is due back in the library is stamped on the date due slip and on the book card (see figure 2 below).

4) The borrower's name or identification number is entered on the circulation card (see figure 3 below). There are two variations on this step:

self-charge, where the borrower writes his/her own name and/or identification number on the first available blank line


staff-charge, where a library staff member writes the borrower's identification number on the circulation card.

5) The circulation card is placed in a tray for filing at the end of the day (see figure 4 below).

6) At the end of the day, all circulation cards are arranged in the desired order (see figure 5 below). (The recommended order is first by date due, and then by author or numerically by call number.)

Figures 1-5 Charging out materials in a manual system

Over the years other systems were developed using the Newark System as a model. They include the Dickson, Gaylord and Transaction systems. The most popular choice for libraries with manual circulation is still the Newark System.

Limitations of Manual Systems

Limited information access points because creating duplicate records to increase access points is time consuming and costly.

Slow and difficult processes for determining the circulation status of a given item. The potential for misfiled records. No means of easily providing users with a list of all items they have currently charged. No means by which library users can be informed of pending due dates. Provision of only the most rudimentary statistics because of the time involved in manually

compiling detailed information. Difficulty in determining if a patron has overdue materials or other lost items which should

prevent them from being able to borrow more material.

Automated Systems

Although the previously mentioned circulation systems were a step above hand-written, chronologically arranged ledgers, their limitations still hampered the efficiency of circulation staff in completing day-to-day tasks, and severely limited the variety of services and information that staff were able to deliver. In the mid -1970s more and more libraries began using computers to handle


various library functions. Circulation was an obvious first choice for automation in libraries because of the volume of paperwork and filing inherent in the process and the efficiencies that could be achieved.

Online Processing

Early automated systems were developed in-house and used a batch processing method of processing circulation transactions. In present day circulation systems, all processing occurs in real time. Circulation systems that are purchased from a commercial vendor are often called turnkey systems because they are ready to be installed and operated. They do not require any debugging because they have already been tested and can function without the assistance of a systems specialist. The disadvantage over a system designed in-house is that the library cannot typically make any modifications to the system that may be required due to unique policy or procedure within the library. Larger libraries or library systems that purchase turnkey systems usually do some custom development so that the system meets local needs. This necessitates maintaining a staff of computer programmers and systems specialists.

Storage of Automated Circulation Records

Circulation systems can be designed in one of two ways:

Absence reporting method (also called transaction systems) Full database method

The absence reporting method tracks items in circulation only. Records are added and deleted constantly. As books are circulated, their titles and call numbers (or other identification codes) are entered in the system, and as they are returned, their records are deleted. Not much computer disk space is required to store circulation records. Those familiar with database software, such as Microsoft Access, could create a simple c irculation system using the absence reporting method. The database would not be a substitute for the card catalogue but would provide basic information on circulating items.

The full database method involves the entire collection. Typically, the full cataloguing record for every item in the library is input into the database. Instead of adding and deleting records continually, records are permanently retained in the database and are coded as they are checked out or in. A whole database system requires more computer disk storage space because records for the whole collection are included.

Systems that include full cataloguing records will typically also permit users to access this information. An online public or patron access catalogue (OPAC) enables patrons to search a library's holdings from a computer terminal and also gives information on the circulation status of an item.

Basic Features of Automated Circulation Systems

Regardless of whether a system is developed in-house or purchased from a vendor, most libraries look for a system that provides the following basic features:

Efficient and effective charge and discharge functions. Ability to record and access pertinent user information. Automatic maintenance of accurate, up -to-date circulation records.


Information detailing availability of individual items. Information that allows tracking of an item's progress through its processing stages in the

library. Efficient hold and recall functions. Automatic production of overdue, recall and hold notices and bills. Automatic calculation of fines. Ability to handle different loan periods, user categories, and item type categories. Capability to handle course reserves. Ability to create and manipulate statistical information. Flexibility in handling increases in collection size, number of users, and number of transactions.

In addition, the system might include additional features, such as various batch-processed reports, or flexibility in setting user categories and loan periods. Another desirable feature is permitting patrons to access their own circulation records so that they can review items that they have borrowed or place their own holds.

Charging and Discharging with Automated Circulation Systems

Information regarding a circulation transaction can be entered in one of two ways. The first way is to key in all information about a particular item or a patron. Transaction systems typically work in this manner.

Most libraries with automated circulation systems have increased efficiency in the circulation process through the use of barcode systems. Barcodes would be similar to those used in grocery stores. Each individual item in the library receives a barcode label. The barcode number corresponds to catalogue information about the item. Similarly, each pa tron is assigned an identification number that corresponds to the barcode placed on her card. This creates two computer files of information:

Patron information filed by identification number. Item information filed by the barcode number on the item.

Barcode readers exist in various forms including: pen or wand, CCD Scanner, laser scanners, and swipe readers.


Pen or Wand Reader

Laser Scanner

Information on the barcode label is read by projecting a beam of light from the barcode reader. Patterns of light and dark are read and translated into a digital number which can be utilized by the computer for processing. Barcode labels have a number of advantages over book cards including:

Labels can be affixed to all types of items (e.g. videotapes, audiocassettes) Labels do not to have to be removed in the charging and discharging process Labels are not as subject to mutilation or damage as book cards and pockets Labels do not require book pockets

There are two main types of schemes for encoding information on barcodes:

1. Codabar

This is the most frequently used scheme in libraries. The rectangle of lines and spaces translates into 14 digits, which are displayed below the barcode. The first digit is used to identify whether the barcode is for a patron or for an item. Digits 2-5 identify the institution. Digits 6-13 represent patron or item information. The final digit is an error checking digit.


2. Code 39

The rectangle of lines and spaces translates into 10 digits. The first digit is used to identify whether the barcode is for a patron or for an item. The next 2 digits identify the library. The last 7 digits are a unique code which represents either a patron or an item.

In addition to the numbers, barcodes also have small stop and start characters embedded into them. These characters inform the barcode reader that the beginning or the end of the barcode has been scanned. They also allow barcodes to be read from either direction (i.e., left to right or right to left).

Charging routines involve:

Running the barcode scanner over the patron's barcode number on their identification card and over the barcode of each item that is being borrowed. This step is very important because it links the patron information file to the item information file (see figure 1(b) below).

Stamping due-date on a slip placed in book or printing a transaction slip with items and due dates(see figure 2 below).

Discharging routines involve:

Running the pen or wand run across the item barcode label. This breaks the patron-item link and updates all appropriate files such as fine records, recalls, etc. (see figure 3 below).

Removing due-date slip and re-shelving the item (see figure 4 below).


Figures 1-4 Charging and Discharging with an Automated Circulation System

Recent Trends

Radio frequency identification (RFID) is the latest technology available in circulation systems. Instead of using barcodes, which need to be placed directly under a scanner, the library places RFID tags anywhere on an item. These tags record all the bibliographic information about the book and its status including patron information if the item is on loan. An RFID scanner does not require line of sight, so there is no need to open materials if the tag is inside the item. Another major advantage is that many items may be charged or discharged at one time.

Reading Assignment:

For more information about RFID Technology read: Boss, Richard W. "RFID Technology for Libraries". Tech Notes(May 14, 2004) Public Libraries Association http://www.ala.org/ala/pla/plapubs/technotes/rfidtechnology.htm

We now live in a very self-serve society. We pump gas into our own vehicles, use ATMs to withdraw cash from our bank accounts and sometimes even check out our own groceries. Many patrons wish to sign out books or renew materials without waiting in line at a circulation desk.

To facilitate a self-checkout system, terminals have been designed to be linked directly to the integrated library system's databases. These terminals not only read the barcodes to make the link between the patron file and the item file, they also de-sensitise materials so that no alarms are set off when patrons exit the library (see Lesson 5 for more information about security systems).

There are two major suppliers of this technology. To find out more about the self- checkout systems, visit the following URLs:


3M Library Systems

http://cms.3m.com/cms/US/en/2-115/cerlRFW/view.jhtml

Checkpoint Systems Inc. http://www.checkpointsystems.com/content/library/default.aspx

3M Selfcheck SystemsTM permission to use photo granted by 3M

Online Inquiries

Most online systems will permit you to do two types of inquiries:

Item inquiry Patron inquiry

With an item inquiry it should be possible to search the item by title, author, or barcode label and answer the following questions:

Is the item on file? Does the item circulate? Does it circulate to this patron type? Is the item available at this branch? How many copies are there of this item? Is the item charged out? If so, what is the due date? Is the item on hold? If so, what kind of hold? Which patron is next in line? Is the item overdue? If so, has it been recalled? Is the item missing; withdrawn; on order; in process; or claimed returned by the patron?

It should be possible to search for patron information by name or bar code label. This information should display on screen with a list of all items currently charged, fines, payments, and any messages. Due to a concern for ensuring patron privacy most circulation systems do not keep records of all items which have ever been borrowed by a patron. Reasons for patron block should be evident (e.g. has not


paid overdue fines). As well, it should be a relatively easy matter to register a new patron and include their name, address, and borrower privileges.

Notices and Reports

The system usually also permits various types of circulation notices to be generated including: overdue notices, recalls, and holds. As well, the system should be able to produce reports on demand by: categories of items, patrons, call numbers and items added or withdrawn; by check-out date; by number of titles and copies owned by a branch; by copies currently missing or overdue; by list of titles with cumulative circulation per copy; by total number of patrons; by number of new patrons; by number of patrons registered by status, age, geographical location; and number of transactions by patron category, age, or residential location.

Lesson 4: Circulation Functions

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Gain skills in performing circulation functions

1.1 Gain skills in patron registration and verification 1.2 Gain skills in charging and discharging materials 1.3 Analyse the purpose of loan periods and discuss what loan periods are appropriate in different types of libraries 1.4 Understand the purpose of the reserve function 1.5 Gain skills in placing holds and processing for library materials 1.6 Understand the purpose of searches for library materials 1.7 Analyse the pros and cons of having an overdue and fines policy 1.8 Identify what types of statistics need to be kept.

Lesson 4: Circulation Functions - Study

Lesson Notes:

No matter what types of material a library circulates, there are a number of questions that must be answered:

What items circulate? Who can check out items? How long can they stay out? Will fines be charged, and if so, how much? Will a patron be able to check an item out if there is a fine? How long will a fine continue on a particular item?


Most libraries develop policy and procedure manuals that outline in detail the way that various circulation functions (and other library functions) should be handled. An important first step for anyone who starts working in a library is to become familiar with the details of the circulation manual. You will want to be able to answer any questions that patron's might have about borrowing materials. If you become the manager of a library, an important first step would be determining if the library has a policy and then a procedure for each circulation function. If it does not, developing a manual would be an important first step.

Patron Registration and Verification

All types of libraries (public, school, special, and academic) need information about their borrowers. Patron registration facilitates the collection of basic information so that patrons do not have to provide this information every time they wish to borrow material. Libraries register patrons in order to:

Identify those who have the right to borrow.

In a public library most taxpayers and local residents in city or town would have the right to borrow material. Public libraries may also extend privileges to non-resident users. Usually this is because the library is part of larger public library system or network that enables a patron to charge materials from all libraries in a geographic region. This is referred to as reciprocal borrowing.

School and academic libraries would be interested in ensuring that staff and students can borrow materials. It should be noted, however, that many academic libraries also permit users outside the university community to register, although, they may charge some kind of registration fee. Special libraries, such as a law library affiliated within a law firm, would restrict the right to borrow materials to lawyers and staff in the firm.

Identify what their privileges are.

In many cases various patrons are assigned particular privileges based on their status. For example, in an academic library, university faculty are usually permitted to borrow materia l for longer periods of time than students. Faculty may also be exempt from overdue fines. Patrons from outside the university may be limited in the amount of material they can borrow.

Identify where patrons can be located.

Location information is particularly crucial for a public library to obtain. Since public libraries serve a wide variety of people and people may move often, keeping the information up to date is critical. This may be less of a problem for academic, school, and special libraries because users can be tracked down within the institution or workplace.

Give each eligible patron a special form of identification.

In Lesson 2, you learned about the use of barcodes in automated circulation systems. A unique numerical (or alphanumeric) patron identification code is critical for tracking circulation records with most automated circulation systems. In a smaller library using a manual system and where library staff is completely familiar with their users, the patron's name may be sufficient identification.


Obtain statistical information.

Patron registration can be used as an opportunity to collect some background information on users. For example, in a public library it may be useful to know occupations, ages, reading interests, geographic location, etc. This information can help the library to determine who is, or who is not, using the library; develop the collection; and plan services. Library staff should be aware that provincial Freedom of Information and Protection of Privacy laws state that organizations can only collect personal information that is required to perform their business functions. Consequently, although it might be nice to know your patrons income level to determine which sectors of society are repeat users, this information is not necessary to sign out and keep track of library materials. For more information on Manitoba's Freedom of Information and Protection of Privacy Act, (FIPPA) you can visit the following URL: http://www.gov.mb.ca/chc/fippa/introduction/privacyprotection.html

Patron registration in a public library is usually done with a form. Registration with a school, university, or college usually constitutes registration with the library. In a special library, employment in a company usually means that a person can use the library. Once patrons are registered the method used to identify an authorized patron include:

Borrower's card

This would be a special card that includes, at a minimum, the user's name and identification number (represented both numerically and as a barcode for an automated system. Most public libraries issue a borrower's card.

Winnipeg Public Library Borrowers Card Identification card

In an academic setting (or even some school settings), the multi-purpose student identification card (with photo and student identification number) will also serve as the library card. In a special library, the employee identification card may serve as method of identifying authorized users.

Registration file

Since formal registration is usually not required in school libraries and most do not issue student identification cards, registration information from school files is used. Students' names, room numbers, addresses, and phone numbers can be kept on file by the library or readily accessed


from school's main office.

Regardless of the way in which a patron is registered or the form of identification required, the patron's first contact with a library is the circulation department. Library personnel should take advantage of this opportunity for creating positive public relations. During borrower registration, library staff can distribute information about library policies and services. Staff should be prepared to give straightforward, friendly responses regarding a patron's borrowing privileges and access to the collection. There should also be some room within the library's patron registration policy for flexibility with regard to identification. For example, in a smaller library which requires a library card, circulation staff may still be able to check materials out without a card to a well-known borrower.

Charging and Discharging

In Lesson 2, you identified features of manual and automated circulation systems. Procedures for charging and discharging in automated circulation systems will vary depending on the system. Refer to pages 219-221 of Introduction to Library Public Services, for a flowchart detailing charging and discharging procedures in manual and automated circulation systems.

Whatever circulation system is used, when charging material circulation personnel should make sure that:

The patron is registered with the library or is recognized as a legitimate user of the library. The materials that he/she wishes to borrow can circulate. Correct charge-out routines are followed according to a given library's procedures manual. The date due is somehow indicated to the patron (e.g. by a stamp on a date due slip or a print-

out of borrowed items from an automated circulation system). A hold is placed on an item if it is not available and the patron still wishes to eventually borrow

the item.

When discharging material circulation personnel should make sure that:

The material actually belongs to the library. Correct charge-in routines are being followed according to the library's procedures manual. Fines are collected, or a note is made that overdue material has been returned. Returned items are inspected for damage (torn pages, loose bindings, missing labels or cards). Hold requests are processed properly.

Loan Periods

Loan periods establish the amount of time that a patron can borrow an item. The length of the loan period can have a big impact on staff workload and patron satisfaction with a library. For example, if loan periods are too long users may be frustrated that they can't get the materials they want. If loan periods are too short, there will probably be a lot of overdues and staff will be frustrated by the burden of processing them. The length of a loan period depends on a number of factors:

Type of library.


Most public libraries have a loan period from between two to four weeks. School libraries usually have a one or two week loan period. Academic and special libraries may permit longer loan periods for staff because the material is usually being used for work-related matters (e.g. teaching a class, special projects).

Size of the collection.

A small collection typically means a shorter loan period so that more people can use the materials.

Frequency with which particular materials circulate.

Children's books are read quickly and have high circulation demand and so a shor ter loan period may be appropriate. Another example would be periodicals in an academic library. These usually are high demand items and lengthy loan periods will frustrate others who may need to consult a particular volume of a research journal.

Purpose of lending materials.

If materials are being loaned for extensive research, longer loan periods may be necessary. Materials being loaned for recreational use, probably should have a shorter loan period.

Clientele served.

Libraries serve a variety of clientele. A special library located in a workplace may choose to lend materials on a longer basis because they materials can be easily tracked down within the building. Public libraries may choose to have four week loan periods in recognition of the fact that their patrons do not live close to the library and only visit once a month.

Type of materials.

Some materials are more fragile and require special treatment. For example, magazines, compact disks or videotapes may circulate on shorter loan periods. Other materials such as dictionaries, atlases, and handbooks of various types may not circulate at all because they are consulted by librarians and patrons on a regular basis. Circulating such reference materials will mean that they are not available when needed. As well, if materials are rare and need to be preserved (e.g. very old, rare books) they may not circulate.

It is often easiest to have a single loan period for all items to provide for consistency in procedures. Other possibilities include: different loan periods for different collections (e.g. periodicals or audiovisuals) or different loans periods for different user groups (e.g faculty versus students); or a single day each week on which everything is due (e.g. Fridays). The latter method may be useful in a smaller library with limited staff because it is easier to keep track of overdue materials, date stamps change only once a week, and patrons will get used to everything being due at the same day each week.

Loan periods are a matter of policy. There sho uld always be some flexibility within the process so that the policy does not need to be changed for exceptions. The length of loan periods should be made very clear to patrons and any exceptions carefully noted.


Renewals

Renewals are one way of providing some flexibility in loan periods. As with establishing policies on length of loan, policies must be set regarding renewals. Some of the issues to be resolved are:

Should renewals be allowed on all materials or only certain types of materials (e.g. no renewals on audiovisual materials or periodicals)?

How many times can items be renewed? Are renewals to be done in person or can they be done by phone, fax, or e-mail? Are renewals only permitted for certain borrowers (e.g. staff or faculty)?

In general, most libraries set limits on the number of renewals (two or three) and do not allow books to be renewed more than three or four days in advance of the due date. Overdue items usually cannot be renewed without paying the appropriate fine. With automated systems, patrons may be able to renew items on their own. If there are overdue items, the computer system will "block" the user from renewing items. The user will be forced to talk to library staff about the overdue materials so that the block can be removed.

Reserves

Reserve collections are usually found in most school and academic libraries. They address the problem of what to do when a group of students all need to consult materials for a class within a limited period of time for an assignment. Regular loan periods would mean that students would be frustrated because the material would always be circulating and library staff would be annoyed because students would be demanding holds or recalls on material. Public libraries might also need to establish reserve collections in support of school libraries with a "hot" research topic or community continuing education (e.g. cookbooks for a cooking class).

Both the access and the loan period are usually restricted in a reserve collection. The reserve materials area is kept closed to patrons. Staff members retrieve the items at the request of the user. In a school or academic library, it is the instructor's responsib ility to identify which titles need to be on reserve. Instructors fill our forms indicating the title, author, and call number of each title they want placed on reserve. The library staff will need to know: how long the material should be kept on reserve; the loan period (2 hours, 2 days, 1 week); whether the material can leave the library; and who can use the material.

Policies regarding access to reserve collections are changing in some libraries. For example, University of British Columbia Libraries has an open stack reserve area. The reserve area is secure and students cannot leave the area with materials. Additional employees are required in the reserve area to keep it organized. However, less staff time is spent on retrieving materials.

Another optio n that larger university libraries are exploring is electronic reserves. Instead of storing the physical item on a shelf in reserve area, an electronic copy is stored on a computer. Students can access the reserve item and print a copy as needed for their own reference. The WWW site, Electronic Reserves Clearinghouse: Links and Materials on the Web http://www.mville.edu/Administration/staff/Jeff_Rosedale/ explores some of the challenges facing development of electronic reserves. Right now the big hurdle to placing items on electronic reserve is resolving copyright issues.


Usually titles should be placed on reserve well in advance of the class they are intended for because it takes time to process the material and it might be necessary to recall material in order to place it on reserve. However, in some instances library staff become aware that material should be placed on reserve only after three or four students come in and request the same material.

Reserve materials should be easily identified so that they are not accidentally returned to the main circulating collection. Easy methods of identification include applying stickers to book cards, pockets, or spines. As well, patrons using the library should be able to determine that materials are on reserve. In an automated circulation system this can be indicated as part of the circulation status of an item (e.g. charged to reserve). In a manual system, card catalogue cards can be marked with dots, stars, or paperclips. Alternatively, lists of reserve materials can be posted.

Recalls and Holds

Library materials are usually either on the shelves or circulating. Recalls and holds are services offered to patrons so that they can obtain materials that are checked out to another user. In the case of recalls, patrons are sent a notification requesting the return of material for another user prior to the date that it is due. If the patron does not respond to the recall notice, they may be subject to fines. A hold (sometimes called a reservation) puts a patron on waiting list for a particular item. The person who currently has the item is permitted to keep the material for the full loan period. However, when he/she returns the item, it cannot be renewed but will go to the next patron on the hold list.

Patrons who have placed holds are notified that the item is waiting for them in the library. Notification may be by postcard, e-mail, phone, or bulletin boards. If that patron does not borrow the recall or hold item within a certain time period (e.g. two weeks) it can be checked out to another patron.

Materials in heavy demand will place a strain on the recall or hold service. In public libraries, bestsellers may have lengthy hold lists. It can be a public relations nightmare if the waiting period is too long. Public libraries may respond by purchasing multiple copies of a best sellers and limiting loan periods. Academic and school libraries can attempt to overcome demand by placing materials on reserve.

Searches

What happens when a patron is looking for an item that is apparently not in its proper location on the shelf and according to circulation records not checked out? Most libraries then initiate a "search" (or trace) on the item. In a busy library, it is usually impossible to stop what you are doing to look for a book. The patron is usually asked to fill out a "search form" that asks for the author, title, and call number of the missing item. Later when it may be less busy or, at a certain time each day, staff will search for the missing item(s).


Sample of Front and Back of a Search Form

The usual procedure is to:

Recheck the circulation files (in a manual system where the book card may have been misfiled). Recheck the shelves to see if the item has been mis-shelved or, to see if the patron made a

mistake in where they were looking for the item. Look on book carts of materials to be shelved. Check to see if the book is being mended or bound. Check library staff offices. Check the book return slot to see if it has become stuck somewhere in the bin.

If after this effort, the item still cannot be found then the search form should be put aside and on a regular basis, searched. After a certain time period (three to six months) if the item cannot be found then the catalogue record should be withdrawn or reordered. In the meantime, the patron should be notified about the status of the search and if necessary, another copy of the item might be requested from another library through interlibrary loan for the patron.

Overdue Materials, Fines, and Fees

Perhaps no policy and procedure causes as much controversy as overdue items and fines. Overdue materials are a problem because they are not available to other library users. Of course, if no one has recalled or put a hold on an item, library patrons may wonder why all the fuss? Fines lead to the public perception that libraries are able to function and buy materials because of the vast quantities of money collected in overdue fines. Why, the pubic may wonder, does the library need even more money to function? Would that library fines could support a library! Most libraries spend a significant amount of time and money attempting to retrieve overdue materials and collect various fines. Overdue fines represent a drop in the bucket for library revenues and may or may not be, worth the effort depending on the size and type of library.

The theory behind fines for overdue material is that they provide an incentive for patrons to return material on time. Responsible citizens and library users should respect library property and other users' rights. As well, the return of library materials means that the library will not have to use the acquisition


budget to replace these materials (that may or may not still be in print) but can use it for new acquisitions.

Many libraries, especially public libraries, have responded to high overdue rates by: increasing fines, imposing service charges, and taking legal action against the worst offenders. Certainly, overdue fines may provide some incentive for returning materials. They also show that the library is serious about the policies that have been established regarding loan periods. To a certain extent, fines do provide a source of income for libraries. On the other had, a number of studies have shown that overdue fines are not a significant deterrent to the ultimate return of items. (Patsy Hansel and Robert Burgin, Hansel and Burgin, in their article, "Hard Facts About Overdues," in The February 15, 1983 issue of Library Journal 108, write about a survey they conducted of North Carolina public libraries in 1981 concerning overdue library materials. They found that most overdue materials are returned within one year and concluded that since most library procedures involving overdue items have little or no effect on the return rate, most need not be done. Most overdue materials are returned regardless of what steps libraries take.

Fines may also have the opposite effect from what they were intended. They are certainly a hardship for children, students, the poor and the disadvantaged (those who may most need access to a library). Parents may discourage children from using the library if they are constantly paying overdue fines. We have already noted that pursuing overdue fines may cost more in administration than the revenue they bring to the library. Sometimes excessive fines may result in lower circulation or, result in more theft and mutilation.

In response to the negative reaction to fines, many libraries (especially public libraries) have tried alternate methods such as amnesty weeks or "fine free days". During amnesty week users can return items without fear of being fined. Response to such efforts is usually quite good and demonstrates that the library is interested in the timely return of materials rather than punishment or revenue generation. Overdue materials and fines may be avoided if the library has an appropriate loan period for its clientele. As well, if patrons can drop off materials outside of regular library hours (e.g. evenings or weekends) there may be fewer problems with items not being returned by the due date.

Libraries that have gone the complete no fines route report that the number of overdue notices increases considerably. The trick is to achieve some kind of balance. Fees must not be so high as to financially discourage users from returning material. However, they should be high enough to reflect the library's concern regarding the rights of all library patrons. If a library chooses to go with fines, the schedule of fines must be well advertised and there must be a reasonable cycle of notices requesting the return of material. Given the negative nature of fines, the library should also be very sure of the amount of fines owing. The usual cycle is:

First notice - a card, letter or voice mail one or two weeks past the due date informing the user that the item is overdue. Studies have indicated that approximately 90-95% of all library materials are returned within four weeks, whether or not overdue notices are sent.

Second notice - a card, letter or voice mail three weeks past the due date informing the user that they will be billed for replacing the item.

Third notice - a bill sent six to eight weeks past the due date outlining replacement costs for the items that are overdue. Final notices may be referred to an outside collection agency. In a pub lic library the final recourse may be court action. In an academic library, the library works with the registrar or


business office withholding transcripts and degrees from students. In a school library the library staff will contact parents. In fact, in all types of libraries suspension of library privileges may be a very effective last stage in the overdue process.

The process of sending notifications is easier with an automated system. As well, an automated system can readily be set up to block patrons from borrowing additional items until they have returned the overdue items and paid fines.

In addition to overdue fines, libraries may also collect fines for damaged materials, lost materials, or lost library identification cards. The fee is designed to replace or repair the material (either fixed in advance or calculated costs of purchasing from a publisher) plus a processing fee. Libraries may also collect fees for the use of certain collections in the library. For example, some public libraries have rental collections of audiovisual materials. Regardless of whether a fine or fee is being collected, a proper receipt should be issued to the patron. Monetary transactions must be tracked with some type of accounting system and cash should be kept in register, locked cash box, or safe.

There should be some flexibility with overdue policies. For the patron with a legitimate reason for being unable to return items before the due date, policies need to be in place so that staff can use their judgement and waive fines. It is also not a good idea to pursue payment of overdue fines from the families of patrons who have died. This leads to bad publicity and more negative stereotypes about crazy librarians.

Patron Confidentiality

All patrons deserve the right to privacy. In establishing charging and reserve procedures, the library staff must be conscientious about patron privacy. It is really no one's business what anyone is reading.

Patron privacy is a sensitive issue. People read for pleasure, but also for self-education in dealing with issues concerning themselves and their families. It is their right to have their privacy protected and library staff should be aware of protecting this right for their patrons.

Circulation Statistics

To close, a few words on circulation statistics. At the end of the day after all the various circulation functions have come to a close, circulation statistics tell part of the story about what happened in the library in a given day, month, or year. The purpose of gathering statistics is to provide management with information on how the collection is used and to indicate need for changes in:

Staff scheduling Collection weeding Reserve practices Duplication practices Selection based on use of various classification sections

Library personnel may require the following statistical information:

Number of items loaned Subject classes of items


Circulation by format type Peak/low times of day/year Circulations per volume owned Circulations per capita Proportion of circulated to non-circulated items in total collection Attendance figures

As previously noted, many automated circulation systems can provide a variety of statistical reports. Although it can be extremely time consuming, most libraries with manual circulation systems also keep track of the number of books that were circulated each day by various categories (e.g. adult and juvenile) and by classification. These statistics are kept by counting book cards and recording information on statistics sheets.

To see what statistics are required nationally in Canada and the US, visit the following URLs:

National Core Library Statistics Program http://www.collectionscanada.ca/8/3/r3-203-e.html

National Commission on Libraries and Information Science (NCLIS) Library Statistics Cooperative Program (LSCP): http://www.nclis.gov/survey.htm

Lesson 5: Security and Theft of Library Materials and Problem Patrons Introduction

Learning Outcomes: After completing this lesson, you should be able to: Discuss the role of circulation staff in monitoring security and theft of library materials

and dealing with problem patrons.

Lesson 5: Security, Theft & Problem Patrons- Study Lesson Notes: Because the circulation desk is typically the last stop that patron's make before they leave the library, circulation desk staff usually have a role to play in library security. Theft is a problem facing all libraries. Missing material is frustrating for both patrons and library staff. Stolen material limits access to informatio n and is a drain on collection development funds. Staff time will have to be spent to reacquire and reprocess the stolen items. If a book in no longer in print, it may not be possible to replace it at all. To combat theft problems many libraries have purchased and installed theft detection systems. The basic purpose of any surveillance or theft detection system is to prevent materials from being removed from the library without having been charged out. Theft detection systems operate on the common principle: electromagnetism. Systems usually interact with detection metal strips hidden in the spines of books, or between pages or in the gutters of periodicals. A special detection screen is set up by the library exit. If a patron attempts to leave the library with an item without going through the check-out procedure at the circulation desk, an audible and sometimes, visible alarm (flashing light) is triggered. Some systems include a lock the exit gate so the patron cannot leave.


Theft detection systems can be set up in one of two ways: 1. By-pass method 2. Full-circulating method. In the by-pass method, library materials are permanently activated. They are never de-magnetized or de-sensitised. Patrons walk through the security gate and circulation staff have the responsibility of passing the items around the gate and giving them to the patron. These systems are less expensive than full-circulation systems because the library does not have to purchase an activate/deactivate unit. They do require more staff time because all items have to be handed to the patron around the security gate. The full- circulating method usually involves the use of a special activate/deactivate unit purchased from the manufacturer. During the checkout procedure, staff run items across the unit to de-sensitise them. During the check- in procedure, a switch is flipped on the unit and all items are re-sensitised. Two major firms providing security systems are: * 3M Library Systems * Checkpoint Systems, Inc. Theft detection puts the circulation staff in the position of security guard. When an alarm goes off many patrons are surprised and quickly surrender the item they have. In many cases, they have absentmindedly walked off without going to the circulation desk. Sometimes circulation staff must undertake the uncomfortable task of having to search a patron's bag, backpack, or briefcase. In the event that a patron runs away with an item (by jumping the turnstile), a call to the police or security guard is the best solution. Many libraries have special procedures for handling patrons when the alarm goes off. This ensures that patrons are handled consistently with respect and tact. Through the use of barcodes on library cards or identification cards, some patron protection is built into a circulation system. A very frequent occurrence, especially in a small library, is the patron who is looking for an item and finds that it is checked to someone else. Patrons will often approach the circulation desk wanting to know who has borrowed the item. They believe they probably know the patron and would like to get them to give the material up. Circulation staff should be very clear with patrons that they cannot give out any kind of patron information. Recalls and holds offer solutions to these individuals. Although they may not get their hands on the material as quickly as they like, your patrons will be more satisfied if they believe they can borrow material and use it privately. Problem Patrons Having touched on the theft detection role that is involved with circulation, a few words also need to be said about "problem patrons". Circulation desk staff often deals with dissatisfied library users and have the responsibility of explaining overdue policies, collecting fines, and catching thieves. As well, if a library is open in the evenings and on weekends, only limited staffing is usually scheduled. Thus, the job of clearing out the library at closing time often falls on circulation (which has to be staffed all the hours that a library is open). Faced with an upset and angry patron, circulation desk staff need to be prepared to be courteous and calm. Most patrons will eventually calm down. For those, who are out of control, a policy needs to be


in place that protects staff. Often, a good strategy is to refer the patron to the head of the library. This will give the individual a feeling that their complaint is being heard by someone else who may be in a position to change things. If no one else is around, staff should not hesitate to call the police or building security if they feel threatened. Such incidents should always be described in detail in writing so that a record is on hand if there are any further problems from the individual. Media: Watch the video on the Checkpoint Intelligent Library System at: http://www.checkpointsystems.com/default.aspx?page=productsintelligentlibrarysyshttp://www.checkpointsystems.com/default.aspx?page=productsintelligentlibrarysys

Lesson 5: Security, Theft & Problem Patrons - Interact Reflect: Does the library you use or work or volunteer in have a security system? Who manufactures the system? What type of system is used (full or bypass)? What type of gate is there (walk through or locking)? What problems, if any, have you encountered with this system. If your library does not have a security system, do you know how many materials are lost each year?

Module 8: Circulation - Summary In this module, you identified and gained skills in performing various circulation functions. You learned about security of library materials and visited web sites for two major manufacturers of security and self-checkout systems.


Module 9: Inventory Control and Systems

Module 9: Inventory Control and Systems

Introduction

Rationale:

This module has two lessons and is designed to introduce you to the costs and benefits of doing different types of inventory. As well, the major techniques of performing a library inventory in both an automated and manual environment are overviewed.

Inventory Control and Systems Learning Outcomes:

After completing this module, you should be able to: 1) Understand the purpose of taking inventory 2) Identify and describe the steps involved in doing an inventory.

2.1 Identify and describe the steps involved in doing an inventory in a manual setting 2.2 Identify and describe the steps involved doing an inventory in an automated setting 2.3 Analyse the impact of Radio Frequency Identification (RFID) technology

Requirements:

Amount of time: Approximately 2 hours

Lesson 1: Purpose of Taking Inventory


Understand the purpose of taking inventory

Lesson 1: Purpose of Taking Inventory - Study Lesson Notes: Inventory is: 1. A standard business procedure 2. A survey of goods and materials in stock In a library this primarily involves checking the library collection on the shelves against the catalogue records, but it could also involve an equipment and supplies inventory. Why do Libraries Conduct Inventories?


There are six reasons why libraries should conduct an inventory : 1. To ensure the accuracy of their catalogue records 2. To estimate loss rates and costs in order to evaluate the success of current security systems and procedures and, if necessary, to make a business case for a new security system. 3. To replace or withdraw all missing items and to indicate such information on the catalogue record by withdrawing or flagging the record to alert the patron. 4. To evaluate the condition of materials on the shelves. 5. To evaluate the quality of the cataloguing record. 6. To analyse a collection's strengths and weaknesses. To ensure the accuracy of their catalogue records . Over time missing books, replacements, withdrawals, human error and changes in cataloguing practice contribute to inconsistencies between a library's actual holdings and its official records. Often these inconsistencies are inconsequential. There are occasions, however, when a patron and/or staff member can spend a substantial amount of time searching for an item listed in the catalogue, which, in fact has been lost, misplaced or withdrawn from the collection. Not only do such instances cause frustration and confusion, they also erode library users' confidence in the library's ability to deliver information in a timely and efficient manner. If the number of searches for items not on the shelves rises, this is a prime indicator that an inventory of the library's holdings is needed. To estimate loss rates and costs in order to evaluate the success of current security systems and procedures and, if necessary, to make a business case for a new security system. There are two types of losses, known and unknown. If a user tells you that they have lost or damaged an item, at least you are aware of the loss and can take immediate steps to replace it and recover its cost. If the item has been stolen, damaged or misplaced and you have not been informed, then the loss becomes a potential embarrassment and frustration. It will not be there when you are asked for it. A well-run library or business needs to know the degree of such losses and an inventory is the only way to find out. To replace or withdraw all missing items and to indicate such information on the catalogue record by withdrawing or flagging the record to alert the patron. Libraries must not only discover the fact a loss has taken place. They must do something about it. At the very least the catalogue record must be flagged in some way to warn the user. Secondly a search or trace procedure should be initiated. Finally the library must decide whether to withdraw or replace the item in question, either immediately or after a predetermined interval of searching for the item. Some libraries search for wayward items for up to three years. To evaluate the condition of materials on the shelves. Depending on the thoroughness of the inventory and the skill level of the staff doing the inventory, libraries can also use the inventory to look for any damaged or worn items on the shelves at the same time as they are doing a simple inventory. If an item is obviously damaged and unusable, it should be brought to the immediate attention of the person in the library who makes the decision to withdraw or replace missing items. As many damaged items are best discovered by a more time consuming, evaluative process, some libraries will not perform this inventory function except for obvious


candidates. The removal of damaged items is called weeding. Weeding will be covered in more detail in the course, Collection Development and Acquisitions. To evaluate the quality of the cataloguing record. While comparing the item in hand to the cataloguing record, all kinds of discrepancies and inconsistencies may be discovered, mostly due to human error (an error rate of 1-5% is typical), but also due to changing cataloguing rules over time. All such errors discovered in the process of inventorying should be reported and evaluated for possible remedial action. Most libraries will not spend the time or use the qualified staff to review the catalogue records in depth during an inventory. However, accidental discoveries may be recorded to assess any cataloguing problem statistically and give feedback to the cataloguing staff or agency. To analyse a collection's strengths and weaknesses. Libraries try to order quality materials by using various selection tools on a day-to-day basis. The inventory process offers the systematic opportunity to run some checks on how well this process is working. The analysis can be done at a minimal level by doing a statistical count of the number of items held under each call number level (e.g. 100's, 110's, 111's, etc.). Obvious gaps and over ordering in certain areas can be discovered in this way. At the next level, the circulation record of each item can be examined. How often did this item go out in the past year? Some items may never have circulated at all. At the highest level of analysis, a thorough examination of each item will be done by a qualified or experienced selector to evaluate if the item is dated. The removal of any dated, underused or low value items is called weeding. When to Inventory? How often, when and whether an inventory is conducted depends on the types and size of the library, the library's budget, and the nature of the collection. Not only is taking inventory time-consuming, but it is also detailed, involved and repetitious. Staff concentration and enthusiasm wanes after more than two hours. The more thorough and analytical the inventory, the more staff time and expertise and expense is involved. There are also logistical problems. If the library cannot be closed during inventory, the materials on the shelves may change from day to day and hour to hour. The first priority of staff is to serve the user. This will cause necessary interruptions in taking inventory. Staff may also feel that the inventory, being a special project, is taking them away from their more important regular duties. The most important criterion in determining whether an inventory should be conducted is the magnitude of discrepancies between the library's actual holdings and its official records and the cost in time and public relations, if an inventory is not done. The library may not be able to avoid delay and embarrassment in serving the user when it does not inventory its collection regularly. Staff, in these circumstances should react quickly and strongly to reported incidents by either purchasing or borrowing a replacement copy from another library, or finding a suitable substitute to meet the client's information need. Type and Size of Library It is much easier to conduct an inventory in small libraries. Library staff working in teams of two may complete an inventory of an entire collection in one or two weeks. School and college libraries can use


periods of low user demand and circulation during a semester break or during the summer. Most libraries have varying usage over the course of the year and they should choose the period of lowest usage/circulation to do their inventory. In this way, staff will have more free time and disruptions will be minimized. Large libraries can seldom afford to inventory their entire collection at one time. They have to decide whether to do a rotating inventory over a span of three to five years or to do a partial inventory of those sections which receive the greatest use or where the losses are particularly acute, e.g. videos. Libraries may also decide to conduct randomly generated periodic sample inventories. Budget Some libraries may not do an inventory at all. They may only have enough staff to perform regular day-to-day functions. The number of users and volumes and the constant circulation can make an inventory too daunting and expensive to justify. These libraries should, at the very least, have strong procedures in place for investigating and remedying all missing item incident reports. The volume and type of material should be monitored as well, in order to detect any patterns of loss and the degree of loss. Patterns may indicate a change in security procedure. Certain items or classes of items may need to be protected in closed stacks or reserve collections. Nature of the Collection If the collection is secure and well protected and preserved, the need for inventory will be far less. If the collection dates quickly and the users focus on more recent acquisitions, the loss of older items may not be a problem. Incident Report/Search/Trace Procedures The minute an item is reported missing, an experienced staff should initiate a search procedure using a form to check for all the likely places/files that a missing item may be. Automated libraries will have a lot fewer files to check as most of this information can be flagged on the online catalogue record. Here is a list of the most likely possibilities to check: 1. Does the catalogue record (in automated systems) or the circulation file (in manual systems) show it as circulating to someone else? If, so offer to place a hold on the item. 2. Is it in process or transit somewhere (in bindery, in repair, waiting to be shelved/discarded, on display, on reserve, in cataloguing, in storage, on some staff member's office or in use in the library). 3. Is the item misshelved in any other collection that the library has: Reference, Rare Books, Reserve, Oversize Books, Juvenile/Young Adult/Adult, etc.? If an item still cannot be found, a trace procedure may be initiated to search for the item again at intervals in case it turns up. In a manual environment, a special search form/file will have to be created or the shelf list card flagged in some way. In an automated library a missing items list can probably be generated on demand. For critical items, the library may search more diligently but missing items are usually checked for at monthly, quarterly or even yearly intervals until such time as the library decides to give up.


Since this process is so labour intensive and since materials vary widely in demand and value, the library may decide to abort the trace procedure and simply replace the item if it is still in print and not too expensive, or borrow it from another library on interlibrary loan. If it is not a valuable item, the library may simply decide to withdraw the item and remove all cataloguing records. The head of the library or the person(s) in charge of selecting library materials usually makes this decision. They may decide to replace the item exactly or to purchase a newer item. In a manual catalogue card environment, the decision to withdraw the last copy of an item or give up the search for it also involves pulling all catalogue cards in the set: author(s), title(s), series and subject. The shelf list or main entry cards lists all the other added entries in the card catalogue. In an automated item, the record can be deleted in one step.

Module 9: Inventory - Summary

To some people, inventories are pure drudgework and not worth the effort. To others, inventories are wonderful learning and evaluation tools. The truth probably lies between these two extremes and each library must decide whether to do a systematic, partial, selective or sample inventory depending on their own unique situation. How great is the problem and are the resources available to do the job? Even if your library does not do a full inventory, it must maintain minimal inventory control by tracking all missing, lost, misplaced, and damaged library materials through an incident reporting trace system. Library staff can help greatly by remaining alert to the problems discussed in this list and applying such inventory control checks as they work in a library.


Module 10: Book Repair and Binding

Module 10: Book Repair and Binding

Introduction

Rationale:

This module has two lessons on book repair and binding. Lesson 1 introduces you to eight simple book repairs that can be conducted in-house in any size library. You will also analyse when it is inappropriate to repair a book and send it to be rebound. In Lesson 2, you will review binding options for libraries. You will also learn the steps in preparing books for binding, receiving binding shipments, and binding serials.

Book Repair and Binding Learning Outcomes:

After completing this module, you should be able to: 1) Identify when it is appropriate to send an item to be bound or rebound and identify the steps required in preparing both books and serials for shipment to and receiving material from a bindery.

1.1 Identify reasons to bind (or not bind) library materia ls. 1.2 Identify the steps involved in preparing books for shipment to a bindery. 1.3 Identify the steps involved in receiving material that has been returned from a bindery. 1.4 Identify the steps involved in binding serials.

2) Determine when it is appropriate to repair a book and perform eight simple book repairs 2.1 Repair a torn page. 2.2 Tip in a loose page. 2.3 Repair a weak hinge. 2.4 Mend a torn cover hinge. 2.5 Replace a worn spine. 2.6 Repair worn edges and worn corners. 2.7 Repair frayed corners.

Requirements:

Amount of time: Approximately 7 hours Required Readings/Viewings:

Brodart. A Simplified Step-by-Step Guide to Book Repair downloadable from: http://www.brodart.ca/site_pages/h2guides/default.htm


Dartmouth College Library. A Simple Book Repair Manual. Retrieved on August 15, 2005 from: http://www.dartmouth.edu/~preserve/repair/repairindex.htm


Lesson #1: Binding

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Identify when it is appropriate to send an item to be bound or rebound and identify the steps required in preparing both books and serials for shipment to and receiving material from a bindery.

1.1 Identify reasons to bind (or not bind) library materials. 1.2 Identify the steps involved in preparing books for shipment to a bindery. 1.3 Identify the steps involved in receiving material that has been returned from a bindery. 1.4 Identify the steps involved in binding serials.

Lesson #1: Binding - Study

Lesson Notes:

Binding procedures are the steps taken to ensure the preservation of written, printed, or near-print materials through a process of attaching permanent covers to the gathered pages. Although some very large university and research libraries maintain in-house bindery operations to deal with special materials (e.g., rare books, oversize books, pamphlets, sheet music), most libraries send material to a commercial binder. The selection of a commercial binder needs to be made very carefully and a number of factors should be considered including the binder's:

Workmanship Accessibility Turn around time Willingness to assume financial responsibility for material in his care Ability to handle volume Price schedule

In an effort to create standards for library binding, the Library Binding Institute (LBI) was established in 1935. This is a trade association of commercial library bookbinders of the United States and Canada. One o f the Institute's principal objectives is to inspect and certify library binderies in terms of the quality of materials and level of workmanship in the books they bind. No library bindery whose binding fails to meet the Institute's standards, which began on January 1, 1958, can claim its binding to be Library Binding and, therefore, to be in compliance with all the requirements of the Library Binding Institute standard for library binding. A list of the members of the Library Binding Institute is available on the World Wide Web (refer to Additional Resources at the end of this module).

Binding and New Acquisitions

As you have already learned in this course, libraries have a number of binding options for new acquisitions. Options include: publishers trade binding; pre-bound library bindings; publisher's library bindings; and permabinding.


Rebinding

Once new library materials begin to circulate, they are exposed to hazards that can damage them. During circulation, materials are often mistreated by patrons and exposed to food, dirty hands, moisture, and heat. Corners will be turned down on pages and among other things, books will be dropped, jammed onto tight shelves, written in with crayon, pen and highlighters, and chewed on by bugs, dogs and children. A worn book can often be repaired or rebound and thus have its shelf life extended.

In the rebinding process, the book is:

Removed from the original binding. Trimmed. Put into a new more durable binding. Relabelled.

This gives the worn book a longer life and sometimes, a more attractive appearance. There has been concern in recent years among conservationists about the loss of original bindings from books through the use of commercial binding. Original bindings tell the story of the progression of the North American publishing industry; are examples of the sheer beauty of the North American decorative arts; and contain important research data for scholars studying bibliographic history. The fear is that rebinding a book may be destroying valuable information. Every library has differing needs for books, magazines, pamphlets, and serials. Therefore, each library must weigh the value of an individual item with regard to binding.

Some questions to consider before rebinding:

Is the item worth keeping in the collection? Is the cos t of rebinding less than the cost of a new copy? What is the physical condition of the item?

Is the item worth keeping in the collection?

Obviously, this is a key question. Most small and medium sized libraries cannot keep every item they ever receive. Special consideration needs to be given to the value of each item. For example the following questions might be asked:

What are the circulation figures for the item? Will the item be high demand in the future? Are there additional copies in the library? Is the book out of date in its content? Can the item be replaced? If it is out of date and out of print, does it have important historical value? Does the book have some other special importance to the collection? Is the cost of rebinding less than the cost of a new copy?

Binding prices vary according to binder and according to the size of the book. It may cost less to bind an older item than buy a new edition.


What is the physical condition of the item?

If the item is worth retaining, the physical condition of the item may be the deciding factor in whether it can be rebound. Factors to consider:

1) Is the item reasonably clean with no excessive damage to pages? If pages are missing or if they are flimsy, brittle, badly torn, or excessively marked up the book may not be worth rebinding.

2) Are the inner margins at least 1" in width? In the binding process, at least 1/2" is required for oversewing and the pages will have to be trimmed.

3) Does the item have full-spread illustrations? The value of these will be lost in binding because pages will be trimmed.

4) Has the item already been rebound? If an item has been rebound once, it usually cannot be bound again because it has already been trimmed.

5) Has the book been carelessly or improperly mended? The following repairs may make it impossible to bind a book:

Application of too much glue on the inside cover, or when tipping in loose leaves. The glue runs between the leaves so far that it is impossible to separate the leaves without tearing the entire inner margin or destroying some print.

Use of gummed cloth for reinforcing joint. When the volume is being trimmed, it will skid if the gummed cloth is not removed.

Mending tears with tape. The removal of the tape will destroy some of the print.

Rebinding should be considered when the following conditions exists:

There are no replacement copies. There are several loose sections or signatures. The cover of the book has been severely damaged but the contents are in good shape. The items are considered valuable enough to the collection to warrant the cost. There are many loose pages and they will be permanently lost without rebinding.

Mending would be another option if the item:

Has torn or loose pages. Weak or damaged hinges. Loose signature. Worn cover.

Preparing Books for Shipment to the Bindery

Before books are sent to a commercial bindery, procedures for preparing materials should be agreed upon with the bindery. Some procedural considerations include:

Is a binding slip required for each book?


Should an alphabetical list of the books in the shipment be provided? Will the call number, as well as the author and title, be placed on the spine of each book by the

binder? If books are sent and then returned without binding, will information be provided on the reason

for not binding? Will the books be rebound with picture covers that are reproductions of the original cover or the

original dust jacket?

Once the library's instructions have been issued to a commercial binder, they become a part of the bindery's records and are reserved until changed. A workable set of specifications must be established that fit the individual library. Specifications should include:

Quality of cloth binding. Instructions for lettering including type size and colour. Colour of cloth binding. Sewing or gluing.

Before books selected for binding are packed:

1) Ensure that no pages or sections are missing. Carefully and properly mend any torn pages.

2) Verify that the library ownership and identification marks are still on each item.

3) Mark the title page. With a pencil, underline the first letter of the author's last name with two lines. Underline the first letter in the title with one line. Write the call number on it.

Marking Title Page for Binding Shipment

4) Remove any dust jackets, book pockets and cards, or bar code labels. File cards and pockets by title in a binding file.

5) Charge out items to Bindery

6) Place a bindery form or slip into each book. This is the sheet of instructions sent to bindery with the specific instructions for binding an item. The binding slip is inserted at the title page or between the front cover and body of the book. It should protrude beyond the edge of the book. The slip will indicate the style, colour, lettering, and any special instructions.


7) Send sample volumes or a rub-off if matching is necessary for lettering on the binding. A rub-off or rubbing is an impression of the lettering and its position on the spine of a book. To create a rubbing, place a piece of strong, thin paper, the exact length of the book and a little wider over the spine, exactly even with the bottom of the spine. Hold the paper firmly and then rub with a soft lead pencil until every letter of each word is clearly transferred. Indicate the top of the volume with a horizontal line. Use of a standardized lettering plan improves the appearance of a library's bound items and eliminates the need for rub-offs.

8) Prepare a binding list. On the list include author, title, and call number of each item. Indicate the total number of items, copies of items, and date sent. File one copy for you own records and send a duplicate copy to the binder in one box of the order.

9) Divide material for binding according to type (this may not be required by some binders). Books and serials should be separated.

10) Pack all items and label boxes. Be careful in packing to ensure that no shifting occurs. Some binders supply their own boxes and shipping labels.

11) Notify bindery of impending shipment. Indicate the number of boxes in shipment, number of books, date of shipment, and shipment method. Notify binder of any Rush items. Some binders will pick up and deliver.

Receiving Material from Binding

When a shipment returns from the bindery:

Unpack the boxes. Check items received against packing slip and verify receipt of all items. Any items not

received are noted on the packing slip and the bindery should be notified. Check invoice aga inst packing slip and original order. Check each item against bindery form to ascertain if it has been bound according to

specifications (colour, lettering, correct author, title, and call number). Check for faulty workmanship.

Remove book cards, pockets, or other records from binding files. Discharge items from Binding.

Reapply book cards, pockets, and barcode labels. Replace dust jackets. Replace marks of library ownership. Put call number labels on the spine if not done by the binder. Reshelve books.

Sometimes items are returned unbound. The bindery may have returned the item because: the volume is incomplete; the physical condition of the paper may make rebinding impossible; and unusual or extra binding processes may be required that will incur extra charges above the usual rate.

Binding Serials and Special Materials

Preparing serials for binding is slightly more complicated than handling books. Only complete sets or volumes should be sent to the bindery. It is very important to check sets and make sure they are in the


proper order. The contents of individual issues should also be checked to make sure that pages are not missing. The volume or year must be complete and in nearly perfect condition for binding. Replacement issues and pages should be requested to fill in any gaps in a serial.

Pamphlets are typically not sent out for binding. These materials have a limited life and lose their usefulness in a short time. Pamphlet covers or boxes can be purchased and applied in-house.

In some cases books may be too brittle to bind, incomplete, or rare and requiring extensive treatment at a later date. An option for these materials is the marginal materials case (or phase box), a simple enclosure designed to provide stable security to damaged materials on the shelf.

Lesson #2: Simple Book Repairs

Introduction Learning Outcomes: After completing this lesson, you should be able to: 1) Determine when it is appropriate to repair a book. 2) Perform eight simple book repairs

2.1 Repair a torn page. 2.2 Tip in a loose page. 2.3 Repair a weak hinge. 2.4 Mend a torn cover hinge. 2.5 Replace a worn spine. 2.6 Repair worn edges and worn corners. 2.7 Repair frayed corners.

Lesson #2: Simple Book Repairs- Study

Reading Assignment:

Brodart. A Simplified Step-by-Step Guide to Book Repair download from: http://www.brodart.ca/site_pages/h2guides/default.htm

Supplementary Reading

Dartmouth College Library. A Simple Book Repair Manual. Retrieved on August 15, 2005 from: http://www.dartmouth.edu/~preserve/repair/repairindex.htm

Lesson Notes:

Rebinding a book is not always the most cost effective option for preserving material. Simple repair techniques can extend the circulation life of the book if they are done with care using the proper materials. Mending is a an option for items that have:


Torn or loose pages. Weak or damaged hinges. Loose signatures. Worn covers. Moderately damaged spines.

Repair Considerations

Just as with binding an item, some thought should be given as to whether the item should actually be repaired. Since even simple repairs require time, effort, and the use of library supplies, there are some questions to consider before beginning a repair:

Is the item worth keeping the collection? What is the physical condition of the item? What is the desired outcome of the repair? How much time is available for the repair? Is there personnel available for the repair? Are there funds available for this repair? Is there the expertise for this repair?

Is the item worth keeping the collection?

Again, this is a key question. Consider how essential the book is to the library's collection, whether the item can be easily replaced, and whether there is another copy. If the item is heavily used, rebinding may be a better option.

What is the physical condition of the item?

Is the item reasonably clean with no excessive damage to pages? If pages are missing or if they are flimsy, brittle, badly torn, or excessively marked up the book may not be worth repairing.

What is the desired outcome of the repair?

How long does the library intend to keep the book? Is the repair only temporary until something better can be done? What are the consequences of the chosen repair?

How much time is available for the repair?

How much time is there for the repair? As you will learn, it takes time to properly execute a repair. Items often have to be left overnight to dry. It may be better to set aside the item until there are other similarly damaged items.

Is there personnel available for the repair?

Who makes the decision about the repair? Am I the only person that can do this repair? Can someone else help me? Are there steps I can leave to others?

Are there funds available for this repair?


How much money will it cost for the repair. Is the repair affordable? Do I have the necessary supplies?

Is there the expertise for this repair?

What techniques do you know for executing the repair? Is the repair beyond my abilities? Should I ask for outside help?

Generally an item is repaired in-house because of the simplicity of the problem, the economy of the process, and the expediency of getting the item back in use.

Basic Tools and Supplies

A designated work area for in-house repair is helpful for conducting repairs. All materials and supplies should be readily accessible and interruptions be kept to a minimum during the process. A clean, organized workspace increases efficiency and helps conduct an effective and well-done repair. A large table, proper lighting, and an adjustable stool or chair, are helpful. In addition, an area to store repair supplies will facilitate work.

Tools and supplies do not have to be a very costly investment. A core of basic supplies might include:

Folders Tool Purpose Plastic or Bone Folder (see below for picture)

Used to press loose pages into place, rub tape down flat, or score hinges. Bone is best but of course more expensive than plastic.

Brushes Used to brush on glue. A small brush with a flat tip is useful. Try to find a brush with bristles that are securely crimped so that they do not shed into your repairs.

Long Wooden Sticks Used to apply glue in difficult to reach places (e.g. hinge repair). Should be thin and with rounded tip.

X-Acto Knife (see below for picture) Used to make sharp accurate cuts (e.g. on card stock).

Ruler Handy for making accurate measurements.

Wooden Dowels In combination with elastic bands, are used to press book.

Rubber Bands Used to keep book tightly closed and pressed so that repair dries properly.

Scissors Handy for cutting tape and wax paper. T-Square or Triangle Convenient for making accurate angular

or perpendicular measurements and cuts.


X-Acto Knife

Supply Purpose Glue (plastic adhesive) Used for many simple repairs. Should be

polyvinyl acetate (PVA). Avoid using other types such as rubber cement

because they are harmful to books. Cloth Tape Used for strengthening spines. Transparent Mending Tape Used to repair torn pages. Do not use

scotch tape. Should be archival quality mending tape that will not bleed or yellow.

Double Stitched Binder Tape Used for refastening contents of books to cover. Two strips of heavily gummed grey cloth sewn with gumming on outside.

Hinge Tape For repairing or reinforcing book hinges and spines.

Heavy Duty Transparent Book Tape For reinforcing worn covers. Card Stock For re-backing worn covers. Should be thin

enough to be cut fairly easily but still provide reinforcement.

Wax Paper Used to protect pages from glue after repair is completed and while drying.

Types of Repairs

Read this section before watching the videotape, Mending: A Practical Guide To Book Repair. The videotape provides visual details on the procedures for some basic book repairs. There are other variations on repair procedures however these are the recommended ones. These repairs are intended to keep material functional and circulating. There are other repair techniques that are more reversible. Such repairs ma y be more desirable with materials that are rare or need special preservation treatments. The following repair procedures are demonstrated in the videotape.

Type of repair: Torn Page


Supplies & tools: Transparent mending tape, scissors

Steps:

Unfold edges of tear. Match and smooth out page. Tape both sides of tear. Trim close to page edge.

Type of repair: Loose page

Supplies & tools: Liquid plastic adhesive, waxed paper

Steps:

Apply bead of adhesive. Insert loose page. Insert wax paper. Close book and press.

Type of repair: Weak hinge

Supplies & tools: Liquid plastic adhesive, wax paper, applicator stick, wooden dowels, plastic or bone folder, elastic bands

Steps:

Open hinge. Apply liquid adhesive. Repeat at opposite end. Insert wax paper. Close book and press.

Type of repair: Torn cover hinge

Supplies & tools: Liquid plastic adhesive, wax paper, single stitched binder tape, wooden dowels, elastic bands, plastic or bone folder, hinge tape

Steps:

Attach single-stitched binder tape to contents. Attach contents to cover. Reinforce hinge.

Type of repair: Worn spine

Supplies & tools: Light weight card stock, scissors, liquid plastic adhesive, straight edge, cloth tape, hinge tape, single edge razor blade/X-acto knife


Steps:

Cut card stock to s ize. Cut tape to book length. Trim tape for folding. Set the spine.

Type of repair: Worn edges/corners

Supplies & tools: Cloth tape, heavy duty transparent book tape scissors

Steps:

Worn Edges

Cut transparent tape to length. Fold over cover. Smooth Tape.

Worn Corners

Cut cloth tape in 2" squares. Place tape over corner. Clip two 45° angle cuts to corner point. Fold the two pieces over the corner. Smooth tape into place with plastic or bone folder.

Type of repair: Frayed Corners

Supplies & tools: Liquid plastic adhesive, wax paper

Steps:

Fan out frayed layers. Apply liquid adhesive. Squeeze adhesive out. Fold wax paper over. Let dry overnight.

Lesson #2: Simple Book Repairs - Interact Check for Understanding: Now it's time to do the self- tests Matching Self Test Multiple Choice Self Test Fill In The Gap Self Test Explore:


Book Repair Activity After viewing the videotape or studying the Web links, complete the following repairs on a book or books from your home or the library where you volunteer or work (make sure you have permission to do so if you are using a library book). Also make sure that the item(s) you choose is (are) not valuable or of sentimental value. If you do not have the necessary supplies available to you, contact your tutor. 1. Tip in a page. 2. Mend a worn corner 3. Mend a torn page. 4. Repair a weak hinge Reflect: Write a brief paragraph describing your experience and post it on the discussion board.

Discuss Join the discussion group and share your findings with the other students in the class. Remember, you must do this activity post to the discussion board in order to complete the course.

Module 10: Book Repair and Binding - Summary

In this module you learned when it is appropriate to send an item to a commercial bindery for rebinding and when it is appropriate to do simple in-house repairs. You practiced proper repair techniques and identified what tools and supplies should be used.


Module 12: Library Associations - Introduction

Rationale:

Like libraries themselves, there are many types of library associations. Some represent all types of libraries, library personnel, friends of libraries and library trustees in a particular country. Others address the concerns and needs of a particular type of library and library personnel. This module includes two lessons and discusses the importance of becoming a member in a library association. While several associations of particular interest to library workers in Manitoba are highlighted, these would parallel similar library associations of interest to library workers in other jurisdictions. The Canadian Library Association maintains a comprehensive listing of library associations in Canada, by province and territory (plus a list of some major American library associations) in the Resources section of their Web site at: http://www.cla.ca/resources/assoc_area.htm. Library and Archives Canada also maintains a listing of library associations in Canada at http://www.collectionscanada.ca/6/7/s7-2000-e.html.

Library Associations Learning Outcomes:


1. Identify and describe major benefits of association membership.

2. Identify and describe different types of library associations that may be of particular interest to you.

Requirements:

Amount of time required to complete this module:

Approximately 5 hours (3 hours reading, 2 hours assignment)

Hardware/software requirements:

Access to the Internet

Required Readings:

Canadian Library Association (CLA): http://www.cla.ca

Saskatchewan Library Association (SLA): http://www.lib.sk.ca/sla/index.html

Saskatchewan Association of Library Technicians (SALT) http://www.lib.sk.ca/salt/

Saskatchewan School Library Association (SSLA): http://www.stf.sk.ca/prof_growth/ssc/ssla/

Saskatchewan Association of School Paraprofessionals (SASP): Web site


pending.

U.S. Special Libraries Association (SLA): http://www.sla.org/


List of Library Associations by CLA: http://www.cla.ca/resources/assoc_area.htm

List of Library Associations by Libraries and Archives Canada: http://www.collectionscanada.ca/6/7/s7-2000-e.html

International Federation of Library Associations and Institutions (IFLA): http://www.ifla.org/index.htm

International Association of School Librarianship (IASL): http://www.iasl-slo.org

Canadian Association of Law Libraries (CALL): http://www.callacbd.ca/

Lesson 1: Benefits of Association Membership


Identify and describe major benefits of association membership.

Lesson 1: Benefits of Association Membership - Study Lesson Notes: I strongly recommend that all students become a member of one library association. Membership fees for students are typically much lower than regular fees and it is an excellent way to find out what's new and happening in the library community. There are many benefits of joining library associations. The major benefits are: 1. Networking 2. Continuing education 3. Benchmarking 4. Acquiring new skills 5. Employment opportunities


Networking Through association membership, you are able to meet other library workers in similar types of libraries or similar employment positions. This can be invaluable when faced with a large project, such as automating the library. The experiences of others enable you to be better prepared for the pitfalls to avoid and the level of planning required for such an endeavour. On a more personal note, you may meet people who become long-time very close friends. Membership in associations also increases your awareness of the resources available at other libraries. This knowledge can enhance your ability to provide quality information services. Another advantage of networking is the fact that there is strength in numbers. It may be impossible for one individual to lobby for changes in copyright legislation, which reflect the needs of libraries. A coalition of lib rary associations can have a far greater impact. Continuing Education The field of library and information science is a rapidly changing one. It is impossible to learn everything you need to perform well in your position by obtaining a Library Technician Certificate or Diploma. You must constantly upgrade your skills as new technology develops and be aware of new information resources. The need for keeping current is now called lifelong or continuous learning and it is often difficult to accomplish this on your own. To assist their membership in this task, most associations offer continuing education programs. They may hold an annual conference, host a series of workshops, sponsor a discussion forum on a major issue, or produce a journal and/or newsletter. Library associations are now beginning to offer extensive continuing education programs at a distance, using video-conferencing and Internet delivery methods. Benchmarking Benchmarking is comparing your own situation to an existing measurable standard or guideline with a mind to improve your situation. For example, health libraries use lists of standard medical, nursing and allied health reference works and periodical titles to measure the quality of their collections. Library associations often produce salary surveys, which can be used to determine whether your library is paying its employees average, above average or below average salaries. Library associations also produce directories of libraries, which can be used to compare staffing levels, size of collections and variety of services with similar libraries. Sometimes, if an existing standard or guideline does not yet exist (or is too difficult or expensive to find) for a particular situation, the library might have to do some of its own original research like conduct a survey. This need not be overly difficult, time-consuming or even scientific. Sometimes comparing your own situation to two or three other similar libraries (to ensure that you would be comparing apples to apples) is all you need to determine what your next step would be. For instance, if you suspected that your overdue statistics have been too high for the past several months, you could find two or three other libraries like your own (of the same type, similar size and clientele) to see what their experience has been over a similar time period. Their statistics would become your benchmark. You could plot your results on a graph (number of overdue materials on vertical axis, time on horizontal axis) that would reveal how your statistics compare with the other libraries. If your overdue rates are significantly higher, then you might ask those libraries what they do


to help encourage patrons to return materials on time. If your overdue rates are lower or about the same, you may decide that it is not worth going any further. Your research would have at least given you some peace of mind that the number of overdue materials is not that high after all! Acquiring New Skills You can acquire new skills by serving on the library association executive or on committees. For example, by maintaining association membership records, you could learn how to design a database or create customized reports. By serving on a public relations committee you would gain experience in media relations. These skills enhance your ability to compete for employment opportunities requiring skills, which you might not acquire in your present position. Employment Opportunities Another service provided by library associations is the announcement of employment opportunities in their journals or newsletters, on their home pages or listserv through the Internet, or on a recorded telephone message. Some employers prefer listing their vacant positions through lib rary associations, to taking out an advertisement in the local paper, as they are reaching a more targeted audience. By belonging to the association, you may find out about employment opportunities before non-members do.

Lesson 1: Benefits of Association Membership - Interact Check for Understanding: Do the self-test after completing Lesson 2. Reflect: Do you belong to any associations, library or otherwise? What have been the benefits to you in being a member (or what would they be if you were a member)? What new skills have you learned?

Lesson 2 -- Types of Library Associations

Introduction Learning outcomes: After completing this lesson you should be able to: 1) Identify and describe particular types of library associations that may be of interest to you.

1a) Compare and contrast the costs, benefits, and services of different associatio ns.


Lesson 2: Types of Library Associations - Study

Reading Assignment:

For more information about these associations, you are required to visit each site.

Canadian Library Association (CLA): http://www.cla.ca

Manitoba Library Association (MLA): http://www.mla.mb.ca

Manitoba Association of Library Technicians (MALT) http://www.malt.mb.ca

Manitoba Association of Health Information Providers (MAHIP): http://www.chla-absc.ca/chapter/mahip/index.html

Manitoba School Libraries Association (MSLA): http://home.merlin.mb.ca/~mslaUnder Construction

Special Libraries Association (SLA): http://www.sla.org/

Lesson Notes:

There are five major types of library associations:

National library associations Provincial library associations International library associations Specialized library associations Library consortia

Some library associations may fall into more than one category. What you will notice during this module is the proliferation of acronyms. In everyday conversation, library workers will refer to CLA (Canadian Library Association), MALT (no t an alcoholic beverage, but the Manitoba Association of Library Technicians), SALT (not what you shake onto your food, but the Saskatchewan Association of Library Technicians), AALT (not as in control-alt-delete, but the Alberta Association of Library Technicians), SLA (Special Libraries Association), MLA (which could mean either Manitoba Library Association or Medical Library Association).

National Library Associations

National library associations represent all types of libraries, library personnel, and trustees within a particular country. The Canadian Library Association (CLA), American Library Association (ALA) and The Chartered Institute of Library and Information Professionals (CILIP formerly LA, The Library Association in the United Kingdom) are three examples. A primary objective of this type of library association is to lobby governments on broad issues such as funding of libraries, copyright and censorship. National library associations may have divisions representing particular types of libraries.


For example, the CLA has five divisions.

Canadian Association of College and University Libraries (CACUL) Canadian Association of Public Libraries (CAPL) Canadian Association of Special Libraries and Information Services (CASLIS) Canadian Library Trustee's Association (CLTA) Canadian School Libraries Association (CSLA)

In turn, divisions may have sections or chapters representing a specific geographic area or special service or type of library. For example, CACUL has the Community and Technical College Libraries (CTCL) section and CAPL has the Canadian Association of Children's Librarians (CACL) Section. CASLIS has chapters in Calgary, Edmonton, Manitoba, Ottawa, Toronto, and Atlantic Canada.

For more information about CLA, visit the CLA home page at http://www.cla.ca

Provincial Library Associations

Provincial library associations represent the needs of all types of libraries at the provincial level. These associations often coordinate their lobbying efforts with the national association, which is known as The Partnership. The Partnership was created in 2004 by the Executive Directors of the British Columbia Library Association (BCLA), the Library Association of Alberta (LAA), the Ontario Library Association (OLA) and the Saskatchewan Library Association (SLA) to support the professional development of librarians and information professionals. In February of 2005, the Nova Scotia Library Association (NSLA) and the Atlantic Provinces Library Association (APLA)also joined. By August of 2005, the Manitoba Library Association (MLA)and the Northwest Territories Library Association (NWLA) had also joined.

Read the history of the Saskatchewan Library Association here: http://www.lib.sk.ca/sla/history.html

International Library Associations

International Library Associations represent the interests of libraries in more than one country. Consider the following three examples:

International Federation of Library Associations and Institutions (IFLA). Explore IFLA's Web site at: http://www.ifla.org/index.htm

International Association of School Librarianship (IASL). It maintains the School Libraries Online Web site at: http://www.iasl-slo.org

Special Libraries Association (SLA). SLA is also a specialized library association and will be discussed under that category.

Specialized Library Associations

These associations represent a specific group of library personnel, such as the Saskatchewan Association of Library Technicians (SALT) http://www.lib.sk.ca/salt/. They can also represent the interests of a specific type of library, such as the Manitoba Association of Health Information Providers: http://www.chla-absc.ca/chapter/mahip/index.html, the Canadian Association of Law


Libraries http://www.callacbd.ca/ or the Special Libraries Association.

SALT represents the interests of Library Technicians and library support staff throughout Saskatchewan, welcoming to its membership students, graduate technicians, librarians, library workers, and anyone interested in the continuing development of libraries and library technology in the province. It produces a newsletter, hosts workshops annually, and provides a forum to exchange information and ideas with other people in the library field.

The Special Libraries Association has members from many different countries. It has divisions representing specific types of libraries or subject areas, and chapters representing specific geographic areas. The chapter of most interest to special library personnel in Saskatchewan is the Western Canadian Chapter (SLA/WCC). To find out more about the Special Libraries Association, visit SLA's home page at http://www.sla.org. SLA/WCC's home page is at the following address: http://units.sla.org/chapter/cwcn/

Library Consortia

Although they are do not accept individual personal membership, library consortia are extremely important organizations within the library community. They often represent libraries in a particular geographic area or a particular type of library. Libraries join consortia to gain the following types of benefits:

Provide library patrons with access through the OPAC to all member libraries' collections. Share costs of a library integrated system Negotiation with vendors of Internet-based periodical indexes (such as EBSCOhost or

Proquest) for reduced subscription rates for member libraries. Provide staff members with continuing education opportunities

For examples of library consortia, visit the following URLS:

Council of Prairie & Pacific University Lib raries (COPPUL) is a consortium of 20 university libraries located in Manitoba, Saskatchewan, Alberta and British Columbia: http://www.coppul.ca/index.html

NEOS: http://www.neoslibraries.ca/index.aspx

BC Electronic Library Network: http://www.eln.bc.ca/

Lesson 2: Types of Library Associations - Interact Check for Understanding: Now it's time to do the self- test Reflect: Which library association are you going to join, if you plan to join one?

What are your reasons?