The Reference and User Services Association, acting for the American Library Association in its adoption of this guideline, recognizes the importance of appropriate resource-sharing responses to libraries and library collections affected by natural or man-made disasters.

The nature of a disaster that may affect a library is difficult to predict in terms of the type of disaster and its damage, and also in terms of when it may strike. It is therefore difficult for libraries to effectively prepare for a disaster. Regardless of the disaster, as the library begins its recovery effort, resource sharing is an important avenue to ensure the continuity of service.

1.0 Definitions

1.1 Resource-sharing activities include such services as interlibrary loan, document delivery, consortia/remote circulation, access services, courier services, and other shared library services.

1.2 A disaster is any circumstance that significantly damages a library (including damage to the physical structure of a library facility) and/or its collections with interruptions to the services of that library for an extended period of time. It may involve the following damages: flooding/water, fire/ smoke, mold, tornado/hurricane/wind, and earthquake, or factors such as war or terrorism.

2.0 Purpose

The purpose of this guideline is to make recommendations as to what are appropriate resource-sharing responses to libraries and library collections affected by natural or man-made disasters.

3.0 Scope

This guideline, although not a policy, recommends suitable communication channels and processes to assist affected libraries, and to outline a library-to-library response to ensure the continuity of services.

4.0 Recommdendations for Responding Libraries

After a disaster has occurred at a library, responding libraries should wait to be contacted by the affected institution(s), or designee(s), so as not to add to the stress of the recovery effort. Once contacted, the responding library may be asked for assistance with resource-sharing equipment or service needs, including such actions as:

4.1 Providing direct assistance in the rescue of damaged or potentially damaged materials;

4.2 Providing needed rescue supplies for materials;

4.3 Extending due dates for materials lent to the affected institution(s) or their patrons;

4.4 Allowing more time for billing matters to be resolved;

4.5 Sharing electronic and print collections/resources and allowing the affected library’s users access to these collections/resources (possibly without charge);

4.6 Increasing and being more flexible in providing interlibrary loan and consortia circulation services;

4.7 Providing bookmobile services from either the affected or responding libraries (if local).

5.0 Preparation Before a Disaster

5.1 Libraries should already have an up-to-date disaster plan that at the very least includes current contact information for essential personnel, including the persons responsible for recovery and communications. Resources for writing an institutional disaster plan are available on the American Libraries Association website “Disaster Preparedness and Recovery” at www.ala.org/ala/issuesadvocacy/advocacy/federallegislation/govinfo/disasterpreparedness/index.cfm.

5.2 In terms of resource-sharing needs, libraries should identify in their disaster planning documents what partnerships and agreements they have with other libraries. Resource-sharing agreements with and expectations for consortium relations during a disaster should be explicitly defined. If such agreements do not already exist, libraries should consider forming them. Additionally, libraries should consider developing a formal relationship with a library or related institution in another region to possibly act as a back-up of important information and/or act as a conduit for communicating to other libraries after a disaster.

5.3 Departments/divisions that participate in resource sharing should develop their own disaster plan or ensure that their institution’s disaster plans address resource sharing concerns with the larger document. Should a library’s collection become damaged or inaccessible, resource sharing can help ensure the continuity of library services that is essential during disaster recovery. The resource sharing disaster plan should address topics such as:

5.3.1 Where resource-sharing operations might relocate after a disaster;

5.3.2 How requests would be received and processed;

5.3.3 How materials would be delivered to users;

5.3.4 What technology and equipment needs exist;

5.3.5 How staff might be redistributed to ensure efficient services;

5.3.6 How institutions are to be contacted for assistance in providing essential services;

5.3.7 How institutions are to be contacted about the disaster;

5.3.8 How to update the changes necessary in the OCLC policies directory;

5.3.9 How to identify the contact information for courier services.

1.0 Introduction

Traditionally, the United States has been a country that attracts large numbers of immigrants from all over the globe. While some libraries have established collections and programs to serve the needs of library-users whose native language is not English, little has been done on a national scale to systematically address these needs. In addition, the multilingual needs of library patrons who are language students, foreign students or bilingual citizens have been under-served by traditional library services.

It is the responsibility of libraries to provide an equitable level of service to all members of their communities regardless of ethnic, cultural, or linguistic background. Providing library materials for ethnic, cultural and linguistic groups should not be seen as an “additional” or “extra” service, but as an integral part of every library’s services. Libraries should establish goals, objectives, and policies that integrate multilingual services into their overall work plan. These guidelines should serve as models with which to assess the provision of services and materials.

2.0 Collection and Selection of Materials

Provide an effective, balanced, and substantial collection for each ethnic, cultural or linguistic group in the community. Purchase materials in the languages, dialects, etc. of the groups served.

Consider the demand and availability of materials as important factors in establishing a level of collection development. The low volume of publishing in some languages or difficulty in obtaining publications may make it impossible to provide the same amount of material in all languages. Bindings and paper quality of the materials may not be equal to the quality of materials typically purchased in the United States, Canada, and elsewhere. Libraries may find it necessary to purchase from small presses, publishers and bookstores outside the country, neighborhood bookstores, conferences, and book fairs.

2.1 Levels for Selection

2.1.1 Provide library materials related primarily to the population of the targeted ethnic, linguistic, or cultural groups served.

2.1.2 Base materials selection on community analyses, needs assessments, and statistical data such as the U.S. Census. Appropriate aids include focus groups, interviews and questionnaires.

2.1.3 Provide a cross-section of subjects, literary genres, geographic areas and time periods appropriate to the users’ interests and needs. In order to provide information and to promote intercultural awareness and understanding, it is also desirable that library materials, reflecting the interests and experiences of the various cultural groups of the community, be available in both English and the original language, by authors from each national, linguistic and cultural group represented in the community.

2.2 Formats

2.2.1 Acquire materials in a variety of formats, which may include print, audio, audio-visual, and computer software as appropriate to diverse patron needs. When print materials are scarce, or when literacy materials are in high demand, place an emphasis on acquiring non-print materials, such as audio recordings and videos.

2.2.2 Provide literacy materials, including computers with literacy software, in the native languages of their non-English speaking patrons.

REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish Speaking, has taken a role in the production of this document: one committee member served as liaison to REFORMA, and the organization has given input throughout the revision process.

Although these guidelines were written by persons with professional interest in service to Spanish-speaking library users, they were written consciously for all library personnel who see a need to initiate service to this population. In that sense, the guidelines are a basic beginner’s manual intended for a hypothetical librarian serving as an administrator of a medium-to-small institution having become aware of the needs of Spanish-speaking communities within its service area. As with any guidelines, these are designed to aid in the development of that service and to remind readers of professional concerns regarding the target population.

1.0 Collection and Selection of Materials

Spanish-speaking communities in the United States have varying language skills and competencies in English and Spanish. The members of these communities have diverse needs and are entitled to access to materials that meet those needs. Use standard criteria to aid in the selection of library materials. In order to best carry out a systematic focus for collection development for these communities, develop and regularly update a Spanish Language Collection Development Policy.

1.1 Relevancy

1.1.1 Library materials for Spanish-speaking library users should meet the educational and recreational needs of the communities served. Libraries should provide appropriate and culturally relevant materials at a level that meets the needs and interests of the various user groups represented in the communities.

1.2 Language

1.2.1 The collection should also contain bilingual materials. Emphasize titles from publishers in the countries represented by the major user groups in these communities. The collection should also contain standard Spanish language titles from Spanish-speaking communities and countries. When purchasing translated works, carefully examine the languages used to insure accuracy and faithfulness to the original work.

1.3 Bibliographic Access

1.3.1 Bibliographic access to the library’s collection should include Spanish-language subject headings in the public catalog to facilitate the location of Spanish-language and bilingual materials. Also provide any locally produced access and identification aids, including lists, bibliographies, and point-of-use bibliographic instructional materials in Spanish.

1.4 Formats

1.4.1 Collect all formats including both print and non-print materials. Include all reading levels, whether educational or recreational. Supplement traditional print and audiovisual materials with electronic resources available on the Internet.

Guidelines

1.0 Considerations before making a commitment to developing of a local history collection

1.1 Establish and maintain a dialog between local institutions and agencies. Consider what is currently being collected, what services are needed, to what depth such collections are being developed, and what collaborative or cooperative agreements are needed. Determine the most suitable repository for particular materials with respect to use, dissemination, and preservation.

2.0 Scope and Services of the Collection

2.1 Identify the focus and depth of the collection. Limiting factors may include geography, format, and so on.

2.2 Identify the range of services which will be provided, onsite and remotely.

3.0 Collection Development

3.1 Write an acquisitions policy for collecting local history materials.

3.1.1. State the intended geographic collection area.

3.1.2. Describe those materials desired by the institution and the extent to which they will be collected.

3.1.3 Describe the formats you will collect.

3.1.4 Identify the types of materials that will not be collected by the institution. Other institutions may be better equipped to handle a given type of material. Some items may not be accepted due to preservation issues.

3.1.5 Identify those subject areas that will be acquired only on a cooperative basis.

3.2 Write a policy on acceptance of materials through gifts and bequests. Include forms for “deeds of gift”. See the Society of American Archivists Web page for detail guidelines.

3.3 Write a policy on de-accessioning that is in keeping with the overall policy of the institution. Bear in mind policies already established by other professional organizations. (See www.archivists.org or www.aam-us.org for de-accessioning guidelines.)

4.0 Collection Location and Access

4.1 Establish the local history collection in an identifiable place in the library, separate from other collections. Create a separate area on the library’s Web site for the local history collection.

4.2 Provide an environment that is conducive to the preservation of materials.

4.3 Designate a secure space for the local history collection with proper provisions for monitoring materials.

4.4 Provide a clear and visible access policy.

4.5 Provide equipment and workspace sufficient to use the collection.

4.6 Utilize professional staff to collect, process, maintain and provide access to the local history collection. Professionals may be assisted by trained paraprofessionals and volunteers.

5.0 Fiscal Considerations

5.1 Provide a budget sufficient to acquire, process, maintain, and staff the local history collection.

5.2 Provide a budget for physical and bibliographic access to the collection.

5.3 Provide a budget for reproduction and reformatting of rare and fragile materials.

Bibliography

Harden, Johanna Jaeggli. “Saving the Past for the Future! Part 1: Deciding What to Save for a Local History Collection.” Colorado Libraries 27 no. 4 (Winter 2001):43-44

——. “Saving the Past for the Future! Deciding What to Save, Part 2: Preserving What Is Saved.” Colorado Libraries 29 no. 3 (Fall 2003): 44-46.

Ogden, Sherelyn, ed. Preservation of Library & Archival Materials: A Manual. Andover, Mass.: Northeast Document Conservation Center, 1999.

Phillips, Faye. Local History Collections in Libraries. Englewood, Colo.: Libraries Unlimited, 1995.

North Carolina Library Association. “Establishing and Main-taining a Local History Collection.” North Carolina Libraries 46 (Summer 1988): 70-84.

Carvalho, Joseph. “Organizing a Local History Collection in a Small Public Library.” Library Quarterly 8, no. 1-2 (1987-1988): 109-18.

American Association for State and Local History series. Several titles available from AltaMira Press.

Developed by the Local History Committee of the History Section, Reference and Adult Services Association, American Library Association, June 1979. Reaffirmed by the Reference and Adult Services Division Board of Directors, January 1993. Revised 2005 and approved January 2006 by the Reference and User Services Association Board of Directors.

This is the first edition of a new online document developed by the RUSA CODES Materials Reviewing Committee in 2003-2004. Its primary purpose is to guide librarians who wish to become reviewers on the elements that make up a good review; in addition, it warns them about elements to avoid. Its secondary purpose is to help library selectors recognize elements that define a good review. Finally, it may serve the needs of authors and publishers by demonstrating how reviews in professional library trade journals are written. For all three audiences, it offers an overview into the reviewing process.

Reviews serve multiple purposes for library selectors, publishers, authors, students, and scholars. Library selectors use reviews to make informed decisions concerning the potential usefulness of an item for their clientele, to compare like items, to choose one item over another (or to choose not to purchase an item), and to justify the purchase and defend the appropriateness of an item for a library collection. Reviews in some publications (such as Library Journal ) are written for a library audience; the purpose of such reviews is not only to evaluate the quality of a specific item but also to assess how it may fit into an academic, public, school, or special library collection. Selectors may also use reviews for readers’ advisory and for program planning (such as book or film clubs). Publishers and authors may use reviews to promote sales, to improve existing products, and to develop future products. Scholars and students may use reviews to track and evaluate publishing trends as well as related cultural and social changes.

Reviewers should be qualified to judge the reliability and validity of facts presented in materials that they evaluate, to compare such materials to similar works, and to determine whether such materials provide a greater understanding of a specific subject. Consequently, reviewers should have a solid academic background and strong personal or professional interest in the subject of the materials examined. Fiction reviewers should have an extensive background or a keen interest in literature.

Reviewers need to schedule sufficient time and obtain appropriate equipment (such as a CD player for music recordings or a DVD player for films) to examine and write about materials. Reviewers must adhere to deadlines and inform the editor immediately if a deadline cannot be met. Some journals publish reviews of materials prior to their publication; such reviews normally require quick turn-around time (often two or three weeks). Prior to publication, some materials may lack graphics, indexes, or other elements and reviewers need to indicate what elements were unavailable for examination.

Reviewers should be sensitive to ethical issues regarding the practice of examining and evaluating materials. Reviewers should make every effort to provide an objective evaluation. Consequently, they should not review materials written by themselves, colleagues, or friends; they should also avoid reviewing materials if any financial stake is involved. A review should be submitted to only one publication.

Reviewers should be aware that each publication has its own guidelines, requirements, and audience for reviews. Editors of some publications request that potential contributors submit a sample review. It is unusual for reviewers to receive monetary compensation, but they are often permitted to keep materials they have reviewed.

Table of Contents

1. Introduction

2. Common Elements Found in Most Reviews

3. Reviewing of Books

3.1 Adult Fiction
3.2 Adult Nonfiction
3.3 Collections of essays, short fiction, and other multi-authored works
3.4 Reference Books
3.5 Academic Books
3.6 Children’s Books
3.7 Teen Books
3.8 Graphic Novels
3.9 Materials in Other Languages

4. Electronic Resources

4.1 General Considerations
4.2 Special Considerations for Various Electronic Formats

5. Audio Visual

5.1 General Considerations
5.2 DVD and VHS
5.3 Spoken Word
5.4 Musical Recordings
5.5 Scores

6. Finalizing the Review–Polishing

Appendix I Major Genres

Appendix II Example of a Bad and Good Review

Appendix III Bibliography

Developed by the Materials Reviewing Committee of the Collection Development and Evaluation Section (CODES). Approved by the Reference and User Services Association Board of Directors, January 2006.