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Overview of the Collection
Deselection or Weeding
Reference Collection Development Policy
Electronic Resources Collection Development Policy
Children's Award Books
Addendum - Freedom to Read
Addendum - Freedom to View Statement
Addendum - Library Bill of Rights
A. The University
The University of South Carolina Upstate is a coeducational, state-assisted, four-year metropolitan institution. USC Upstate offers bachelor's degree programs in the liberal arts, sciences, business administration, nursing, teacher education and selected master's degrees.
B. Library Users
The majority of students attending USC Upstate are enrolled at the Bachelor's degree level placing the heaviest demands on library resources. Many of these students use the library on a regular basis and require reference service and assistance. Students enrolled at area colleges, graduate students, including Ph.D. students, enrolled at USC, as well as other institutions, and citizens from the greater Spartanburg community, also rely on USC Upstate Library for their information needs as well. USC Upstate Library adheres to the principles of the Library Bill of Rights, the Freedom to View, and the Freedom to Read statements adopted by the American Library Association (see Addenda, attached).
C. Purpose of Policy
The Library's Mission states that "The USC Upstate Library promotes the metropolitan mission of the University by serving the curricular needs of USC Upstate students, faculty and staff, and where possible, the educational needs of the broader community. To this end, the library selects, acquires, processes, organizes and maintains library materials appropriate to the academic and cultural interests in the USC Upstate community." Beyond the more general guidelines, the library collection specifically supports degree-granting programs. Library collections include both print as well as non-print materials.
This policy is to provide guidelines for the selection, maintenance, and evaluation of USC Upstate Library's collection. In addition, the policy will inform users about the principles upon which selection and de-selection decisions are made.
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II. ORGANIZATIONAL STRUCTURE
A. Collection Development Team
All librarians are responsible for collection development in certain subjects and disciplines and are members of the Collection Development Team. They are liaisons to Academic program departments and forward requests in these subject disciplines. The team also helps formulate policy.
B. Area Selectors
The area selectors cooperate in the selection, de-selection and evaluation of materials for their respective areas. Area selectors are responsible for specific subject areas as outlined by the Library of Congress classification system.
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III. OVERVIEW OF THE COLLECTION
The library houses the following collections: Reference, Circulating, Juvenile (list of award winning juvenile titles starts at page 21), Oversized, Periodicals and Archives/Special Collections. There are also a limited number of collections for staff use, a technical services collection, a computer lab collection and a ready reference collection. Most collections are arranged in the Library of Congress classification system.
A. Collection Levels
Collection development intensity levels are assigned to satisfy program needs. Desired levels are listed on the individual one-page collection analyses, attached.
1. Minimal Level: A subject area in which few selections are made beyond very basic books.
2. Basic Information Level: A collection of up-to-date general materials that serves to introduce and define a subject.
3. Instructional Support Level: A collection that is closely tied to the needs of the curriculum:
3A – Undergraduate Support level: a collection that is adequate to support undergraduate instruction.
3B – Upper Level/Graduate Support level: A collection that is adequate to support undergraduate instruction and most upper level / graduate instruction or independent studies.
4. Research Level: A collection that includes major published source materials required for research needs.
5. Comprehensive level: A collection in which the Library includes all significant works of recorded knowledge for a necessarily defined and limited field.
B. General Considerations
With USC Upstate's emphasis on teaching, material selected should be current, with the exception of "classic" material or a certain amount of historical selections. When new courses are developed, it is necessary to purchase not only new material, but classic material as well.
2. Out of Print Material
With the emphasis on currency, the library does not, as a rule, attempt to purchase "out of print" material. Once an out-of-print purchase has been authorized by the Dean or the Collection Management Librarian, established guidelines for purchase will be followed. Exceptions may include replacement for classics in a field
USC Upstate library does not purchase duplicate material. An exception to this rule might be something that should be acquired for the circulating as well as the reference collection, or the reference collection and ready reference collection. If a new edition is purchased, the old edition will be withdrawn in most instances. (Updated editions will be added only if there is substantial change). New printings will not be routinely purchased
Since USC Upstate is part of the USC system, marginal material or more research-oriented material will not be purchased if it is available elsewhere within the system.
USC Upstate teaches French, Spanish and German only. Except for material in these languages, only English language material will be purchased. Should another language be offered in future, this policy is amended to cover all languages taught.
Particular emphasis is placed on materials covering the Southeast, South Carolina, and within South Carolina, the Upstate.
Unless there is a compelling reason to purchase the hardcover, paperbacks are purchased whenever possible.
All items over $200.00 must be approved by the Collection Development team; this rule does not apply to reference materials.
C. Selection Criteria
1. Approval Plan
The Library relies heavily on the criteria set up through the Blackwell Approval Plan with area selectors specified by L/C classification numbers. Material is received weekly for review, and sent to Columbia for cataloging. All librarians and faculty are encouraged to view the material received on a weekly basis. Their input is important to the program's continuing success. Subject criteria are reviewed by the Collection Management librarian and subject selectors on an ongoing basis. Where forms rather than books have been chosen, each selector chooses additional appropriate material in their subject areas.
2. Reference Material
Reference collection development is the responsibility of the subject selectors. The Reference Collection should meet the basic research needs of students, faculty, and, to some extent, the greater Upstate community. For greater detail, please refer to the Reference Collection Development Policy.
3. Electronic Material
This collection includes, but is not limited to the following: Internet resources, machine readable data files, compact disks. Please refer to the Electronic Collection Development Policy.
The library welcomes gifts from individual or groups. However, the same rules that apply for the selection of materials overall apply to material received as gifts. In no way will the library promise to add gift material into the collection. Instead, the library is free to either add the gift or dispose of it in the best possible manner.
By law, the library cannot appraise gifts. It will only issue a letter stating the number of titles given.
Generally, the library does not add textbooks to its collection. However, where the material is difficult, i.e. the sciences or nursing, the library may purchase textbooks to aid the students in their comprehension of the subject matter. Textbooks may also be added to the Curriculum Lab.
6. Periodicals and Newspapers
All requests for new periodical or newspaper titles are forwarded to the Collection Management librarian. The Collection Management Team reviews these requests once a year. Only a limited number of new titles can be added, however. Urgently needed titles may be reviewed at any time during the year.
The library purchases documents using the same criteria used for all other titles. Most documents are on standing order.
8. Standing Orders
Most of the library's standing orders are purchased through Blackwell. New suggestions should be sent to the Collection Management librarian.
9. Non Print Materials
Consist of microforms, videos and DVDs. The library is downsizing its microform collection in favor of binding. However, certain titles might remain in microfilm format, i.e. newspapers. Due to the nature of this institution, a larger number of videos are purchased at USC Upstate than at pure research institutions.
10. Archivesand Special Collections
Comprise a specialist sub-collection within the USC Upstate Library collection. Commercially published material by USC Upstate faculty and staff are retained in two copies (1 in the Archives and 1 in the Circulating collection). Most pre-1900 imprints owned by the library are housed in Special Collections.
D. Replacement of lost material
Should a heavily used item be reported missing, the Collection Management librarian may decide to replace the item as soon as the need is brought to her attention. Subject specialists determine if an item needs to be replaced after it has been missing for 12 months and has been withdrawn.
IV. DESELECTION or WEEDING
A retention policy is set up for all existing standing orders; Technical Services personnel automatically withdraw superseded volumes, or place others into the circulating collection according to the policy established for each specific title.
Other materials need to be evaluated by the subject specialist on an ongoing basis. If the collection is to remain easily accessible and up-to-date, evaluation of the works already in the collection is as important as acquisition of new materials.
The subject specialist will identify superseded and outdated material with the following general criteria in mind:
significance of the publication
age and currency of the publication
availability of later editions
physical condition of the publication
duplication of the contents in more recent works
other criteria pertaining to a particular subject area
REFERENCE COLLECTION DEVELOPMENT POLICY
This policy is to provide guidelines for the selection, maintenance, and evaluation of USC Upstate Library's reference collection. In addition, the policy will inform users about the principles upon which selection and de-selection decisions are made.
While the Coordinator of Reference is responsible for the development and maintenance of the reference collection overall individual selectors are responsible for purchasing up-to-date materials in their areas. Details are listed in the Collection Development Policy
A. Definition of a Reference Book
Harrod’s Librarians’ Glossary defines a reference book as follows:
Sources of Information (databases, abstracts, journals, books, etc.) which are used for answering enquiries in the library. Such items are not normally lent, but consulted only on the premises. Related sources, such as collections of supporting literature, notes of valuable web sites, particular subject expertise of staff, may also be included in this expression.
In general, books such as dictionaries, encyclopedias, gazetteers, year books, directories, concordances, indexes, bibliographies and atlases are reference books.
Ranganathan gives a descriptive reference book definition. He states that a reference book is "characterized internally by an ensemble of disjointed entries of short, though varying lengths. The sequence of the entries is not determined, strictly by intimate thought-sequence. It is determined by the scheme of arrangement chosen. It is often alphabetical in the main. It is occasionally systematic. Even then, the connection between consecutive entries is not as compelling and continuous or as free from jerks as between the paragraphs in an ordinary book.”
In selecting titles for the reference collection at USC Upstate, selectors will bear in mind both of the definitions stated above.
B. Purpose of the Collection
The primary purpose of USC Upstate Library's reference collection is to serve the information needs of the university's academic community. Therefore, materials are selected first which support the university's overall curriculum and enhance departmental programs. Since USC Upstate's student body is largely composed of undergraduates, the library's first priority is to collect material at this level. USC Upstate Library also purchases reference materials which support the graduate programs. The level of support is dependent on the number of graduate students expected to use such research materials. Materials which support only faculty research must be given a much lower priority.
Secondly, reference materials will be selected to meet the general informational needs of USC Upstate's students, faculty and outside community users. Providing these materials is of particular importance given our metropolitan mission and outreach obligations. Some of the areas within this category are career and employment, business, medicine and health.
C. Selection Criteria for Individual Titles
Decisions to order a title for reference are based on the following criteria:
does the title fit within the mission of the University and its programs
are there recommendations or reviews
what are the authors' and publishers' reputations in the field
is the material in the most useful format for the USC Upstate collection?
online, print, non-print, etc.
is it the best source on the subject available
how does the work compare with other works in the same field
in case of print material, is the print legible, and the volume well bound
in case of non-print material, are search techniques user-friendly
is the information timely
is the information accurate; are there obvious omissions
is the coverage provided sufficiently broad and detailed
is the level of content appropriate to USC Upstate’s users’ needs
is the material well organized
is the format logical
are there bibliographies and indexes
is the resource priced appropriately
D. Scope of the Collection
Generally, only English language books are selected, however, the library strives to have a broad selection of foreign language dictionaries. For languages that are taught as majors or cognates encyclopedias will be selected as well.
Hardbound editions are preferred over paperbound.
With some minor exceptions, such as style manuals where multiple copies are a necessity, only single copies of reference materials are ordered.
Reference will make use of electronic resources through the Internet, or searches through bibliographic databases. Before replacing a hard copy version with an electronic version, reference librarians will carefully analyze each and every selection to ensure continuity of the source. Paper volumes which come equipped with a CD or disk are added to the collection intact.
As a policy, the Library does not collect the following:
Telephone books (with the exception of some local or heavily used telephone books kept
behind the reference desk)
Theses and Dissertations
Vertical File materials
E. Major Selection Tools Used
Librarians regularly reviews reference titles in American Reference Books Annual (ARBA), Booklist, Choice, College & Research Libraries, Journal of Academic Librarianship, Library Journal, RQ, emerging electronic sources, and publisher's flyers.
F. Sources which do not belong into the reference collection
Materials serving research areas
valuable items as a protection against theft or mutilation
items selected only to ensure consistency within the collection
items which "fill a niche"
something considered a "classic"
G. Replacement of lost material
Should a heavily used item be reported missing, the Coordinator of Reference may decide to order a replacement copy at any time. All other items will be replaced after the item has been missing for 3 months.
H. Location of Reference Material
1. Main Reference Collection and Indexes
The Library houses its reference collection on the main floor of the library.
2. Ready Reference
There is a small "Ready Reference" collection behind the reference desk. Book dummies alert library users to the existence and location of these materials.
When appropriate, a duplicate copy of a book shelved in "Ready Reference" is purchased for the general reference collection.
3. Reference Reserve materials
Reference material placed on Reserve is not removed from the reference area. Instead a reserve notebook directs users to the source.
I. Types of Materials
1. Almanacs and Yearbooks
The World Almanac is on standing order and received each year. In addition, the library purchases many different types of yearbooks such as Statesman's Year Book, Europa World Yearbook, and Municipal Yearbook. Older editions are retained if they have historical significance, i.e. Municipal Yearbook. If, however, outdated information might mislead the user, only the most recent edition is kept (Europa World Yearbook).
As outlined on the standing order list.
2. Annual Reviews
Annual reviews are on standing order and received each year. All standing orders are reviewed for their continued usefulness every other year.
As outlined on the standing order list.
3. Atlases, Geographic
A comprehensive, up-to-date collection of national and world atlases is maintained.
Only the most recent edition is kept in reference with earlier editions being withdrawn. Earlier editions of major atlases that have historical significance will be retained in reference.
4. Atlases, Non-geographic
The graphs and charts contained in many subject specific atlases make them ideal reference tools. Subject selectors are encouraged to purchase subject specific atlases; an example of a general subject atlas is the Atlas of American Women.
Only the most recent edition is kept in reference with earlier editions being withdrawn. Earlier editions with historical significance will be retained in reference.
Although USC Upstate Library is not a research library, bibliographies will be purchased when appropriate if they provide authoritative, broad and up-to-date coverage of major writers and subjects, and if they support the research needs of faculty. Wherever possible, bibliographies will be classed with their disciplines, but most are kept in the circulating collection.
Most bibliographies are housed in the circulating collection.
Trade bibliographies, such as Books in Print, are discarded once the new edition has been received.
Major comprehensive works concerning universal, national, and professional biographies both retrospective and current are collected.
Earlier editions of most collective biographies are kept in reference for retrospective research.
The library owns concordances for Shakespeare and the Bible. At this time concordances for additional subjects do not have high priority for purchase.
All concordances are kept in Reference.
Both general language and specialized dictionaries (i.e. etymological, idiomatic, and usage) for the English language are included in the reference collection. Foreign language dictionaries are purchased for those languages used by a portion of the student body or for languages that are taught at USC Upstate. In addition, dictionaries in a wide range of subject areas (i.e. business) are purchased to support the curriculum.
Most editions of foreign language dictionaries are kept in Reference. Earlier editions of foreign language dictionaries will be placed in the Circulating collection.
Earlier editions of subject dictionaries in areas where definitions may change (i.e. in computer science) will be withdrawn. The decision will be made on a title-by-title basis.
USC Upstate Library purchases and catalogues certain directories (i.e. the American Library Directory).
Only the most recent edition of directories is kept and housed in reference. Older editions are withdrawn unless otherwise indicated in the standing order title list.
The library owns various English language encyclopedias in book format as well as in electronic format. In addition, special encyclopedias are collected if they enhance the curriculum (i.e. the Encyclopedia of the Holocaust).
In most cases only the latest edition of an encyclopedia is retained, while older editions are withdrawn. In years past, the library automatically purchased one encyclopedia per year on a rotating basis. With the advent of multimedia encyclopedias, however, new editions are purchased as the need arises.
Handbooks are purchased where they are deemed appropriate. (i.e. Magill's Masterplots, several Area Handbooks, and the Occupational Outlook Handbook). Selection of handbooks follows the same guidelines established for other reference materials.
If newer editions replace older editions, the older editions are withdrawn (i.e. Occupational Outlook Handbook). If, however, newer editions contain more material or do not repeat all of the previous entries, (such as certain Masterplots editions,) all editions are kept in Reference.
12. Indexes and Abstracts
Members of the Reference Collection development team select indexing and abstracting tools within budgetary limitations that meet the objectives of the collection (Section II), and provide access to the Library's holdings. Consideration is also given to indexes and abstracts provided through the USC system, however, in their recommendations for purchase of indexes and abstracts, librarians at USC Upstate must bear in mind that needs of USC Upstate library users must remain the prime consideration. Where financially possible, electronic indexes are preferred over paper.
a. Paper indexes: If the library continues purchasing the paper index title, the title is cataloged and shelved with the reference books. Older indexes the library no longer subscribes to are housed in title order with the bound periodicals.
b. Electronic indexes: Electronic indexes, for instance, those available through Ebsco or the DISCUS databases are made available on all Library PCs. Most are also made available from home computers through an authentication process.
Duplication of paper and electronic versions of indexes or abstracts is to be avoided unless coverage varies or other reasons necessitate keeping both versions.
13. Legal Materials
Legal materials, both primary as well as secondary, are purchased in support of undergraduate programs in many departments, including Business, Education, History, Criminal Justice, and Political Science.
Superseded editions of primary law sources are discarded. Secondary sources are discarded if a newer edition replaces the older. If deemed to be of continuing usefulness, they may be kept in reference.
The Library houses a non-circulating collection of South Carolina U.S. Geological Survey Topographic maps; this collection is maintained in a map case located on the main floor of the library.
Updated maps in the best available formats will be purchased from time to time.
15. Statistics Sources
An interdisciplinary collection of statistics resources is maintained to support the varied needs of the curriculum. Most statistical sources are kept on standing order so that the continuity and usefulness of individual titles is not interrupted. Although USC Upstate Library is not a government depository, some select government titles, such as Statistical Abstracts, are purchased.
All statistical yearbooks are retained in reference.
16. Style Manuals
All major, current style manuals that are related to the curriculum are selected. Multiple copies of heavily used titles, such as MLA Style Manual, are kept in the regular reference collection, the ready reference collection and on reserve.
Latest editions are kept in reference, with some older editions placed in the circulating collection. Other older editions are withdrawn on the recommendation of the Coordinator of Reference.
17. Online Resources
Considering the institution’s expansion of Distance Learning programs, material available online will be considered as it becomes available.
Online resource evaluation is ongoing.
18. Uncataloged materials
Certain reference tools, such as regional union lists, some telephone books, or other finding tools are not cataloged, but are housed on the shelves behind the reference desk or in the reference desk drawers.
Superseded material is withdrawn. The Coordinator of Reference conducts an analysis of these collections every summer, withdrawing items that are no longer relevant.
DE-ACQUISITION OR WEEDING
Is ongoing in order to provide an up-to-date collection at all times. General weeding rules apply.
Technical Services personnel automatically withdraw superseded volumes, or place others into the circulating collection according to the policy established.
Other reference materials need to be evaluated by the subject specialist on an established ongoing basis since evaluation of the works already in the reference collection is as important as acquisition of new materials, if the collection is to remain easily accessible and up-to-date.
The subject specialist will identify superseded and outdated material with the following general criteria in mind:
significance of the publication
age and currency of the publication
availability of later editions
physical condition of the publication
duplication of the contents in more recent works
Titles suggested as candidates for withdrawal are brought to the attention of the Coordinator of Reference who is ultimately responsible for the retention or withdrawal decision.
Electronic ResourcesCollection Development & Use Policy
General Statement of Purpose The USC Upstate Library supports the instructional and research functions of USC Upstate by collecting and providing access to information in multiple formats, including electronic formats. The challenges to providing access to electronic resources warrant a specific collection development policy that is a subset of the total collection development policy. This policy will provide guidelines for the selection and acquisition of electronic resources as well as the provision of access.
Definition of Terms
Electronic resources exist in a variety of types. It is useful to offer definitions for terms to be used:
Offline electronic resources: Those resources that are available primarily on CD (compact disk), as well as floppy disk et al. and are intended for use on a single user computer.
Networked resources: Those bibliographic or full-text resources that are made accessible over the campus network and are stored on a university server.
Internet resources: Bibliographic or full-text resources that are accessed using the Internet (World Wide Web).
Accompanying materials: Offline electronic resources that are included as part of a different primary format (i.e. a disk that accompanies a paper monograph).
Location of electronic resources: Though the library provides access to electronic resources, it does not necessarily mean that they are physically housed in the library or on campus. It is helpful to define the possible scenarios for the location of materials. This policy will cover:
Electronic materials physically received at the library. Included are: floppy disks, CDs, DVDs (Digital Video Display) and other files that are electronically transmitted to or received by the library that will be stored in digital format on campus.
Electronic resources that are accessible to library patrons and are maintained by subscription, contract, lease or other agreement, though not stored at the library itself.
Public domain electronic resources that have been selected by the library for inclusion on electronic browsers through hyperlinks.
The Library's collection development criteria should be paramount and should be applied consistently across formats including digital resources.
Adherence to Other Collection Development Guidelines: The acquisition of electronic resources should follow the Library's present collecting policies whether general or subject specific. As with other materials library liaisons should also:
1) consider present curriculum and research needs,
2) select materials which meet the standards the Library expects of all materials with regard to excellence, comprehensiveness, and authoritativeness,
3) weigh the acquisition of a particular title against other possible purchases from material budgets.
C. Principal considerations include:
1. Subject and budget
2. Establishing a coherent rationale for the acquisition of each resource.
3. Meeting faculty and student information needs.
4. Providing orderly access and guidance to the digital resources.
5. Integrating them into library service programs such as reference, library instruction, special education, etc.
6. Ensuring that the advantages of the electronic resource are significant enough to justify its selection in digital format.
7. Understanding that the cost for most electronic resources will be recurring and not a one-time fee.
D. Balance must be maintained among disciplines as well as among instructional and research tools.
E. Priority should be given to digital format acquisition for those resources that offer economies of scale by benefiting the most faculty and students. It is understood that small programs may need special consideration. (Ultimately the Dean will make the final decision based upon input from various sources including the Electronic Resources Coordinator Librarian for technology requirements, library and program faculty for subject expertise).
Priority should be given to electronic resources when they offer significant added value over print equivalents in such ways as:
1. More timely availability (more current)
2. More extensive content
3. Greater functionality such as the ability to invoke linkages to local and/or related resources
4. Greater access because they can be delivered rapidly, remotely, at any time
5. Ease of archiving, replacing, and preserving.
General Selection Principles
Selection Responsibility: Primary responsibility for recommending materials falls to the individual library liaisons. A written rationale that addresses why and how the material meets the criteria must accompany suggestions for purchases. The Electronics Resources Coordinator Librarian, along with the Collection Development Librarian will recommend the purchase of a new database to LMT and the Dean. Additionally, all supporting documentation should be forwarded with the recommendation in order to facilitate the decision-making.
Additionally, technological possibilities must constantly be weighed in the selection process, such as:
To evaluate single user versus networked versions of the same resource
To examine local ownership vs. remote access
To evaluate the value of hypertext or interactive versions of materials
Whether the resource can be installed and used on currently owned University hardware, operating system and with existing protocols or if it has specialized requirements that would prohibit its availability over the campus network, or would limit its use to library patrons.
Evaluate staff time required to load and maintain the software.
Specific Format Criteria: The Electronics Resources Librarian should closely consider the criteria listed below:
The broad accessibility of the resource under present copyright laws and licensing agreements.
The compatibility of the resource with existing hardware/software in the Library and on campus.
The ability to network the resource if deemed appropriate.
Staff time to provide access, training, and assistance.
Trial Subscriptions: An important part of the selection process will be the inclusion of a trial subscription for evaluation purposes. Requests for trials should initially go to the Electronics Resources Librarian or the Collection Management Librarian
The Library will comply with existing copyright laws, and will promote copyright compliance among its users and among its staff.
The Library will negotiate and comply with vendor licensing agreements. The Dean or his/her designated representative will direct these negotiations and sign contracts. This format increases the complexity of licensing agreements. Liaisons should include a copy of the necessary licensing agreement, when available, with any order request for electronic resources.
Licensing Issues: The following issues should be taken under consideration when negotiating a license:
Inclusion of permanent rights to information that has been paid for
Licensed content should be accessible from all institutionally supported computing platforms and networked environments, based on current standards.
Remote access should be provided if at all possible
Licenses should permit "fair use" of all information for education, instructional and research purposes by authorized users
Archiving responsibility should be clearly spelled out
Provision of Access
The Library will provide access to the Library’s electronic resources through several means:
Providing storage, as necessary, on the designated server
Creating and maintaining web pages that provide links to Internet resources
Provision, maintenance, preparation, and loading of necessary software and hardware
Appropriate staff and user support and training for product use
Circulation of resources according to established procedures
Storage: Storage of electronic resources that accompany other formats will depend upon the status of the primary piece. Whether the primary material is circulating or non-circulating, the electronic resource will be stored with the primary piece using established procedures.
Use of Accompanying Materials: The Library will attempt to provide access to materials accompanying items bought by the library. For some programs, users may be required to use software installed in the Library computer lab. However, due to the wide variety of software used by publishers, providing access may be difficult and time consuming, and at times, might not be possible. Library users are encouraged to install these materials on their personal computers. If that is not possible, then an appointment can be made where the library systems staff will attempt to install said material on university machines for a limited time.
Replacements and Back-up Copies
The Library will attempt to replace offline electronic resources and accompanying digital materials using the same criteria for other formats: demand of the resource, cost and availability from publishers or vendors.
The Library does not make back-up copies of digital accompanying materials.
Because of the complex and dynamic nature of providing access to electronic resources, this policy should be reviewed on an annual basis.
Updated HES-R, CV 7/06 Approved 4/19/2000
CHILDREN'S AWARD BOOKS COLLECTED BY USC UPSTATE
1. Aesop Accolade
2. Aesop Prize
3. American Institute Of Physics Science Writing Award for Children
4. Américas Award
5. Américas Honorable Mention
6. Asian Pacific American Award for Illustration
7. Asian Pacific American Award for Text
8. Asian Pacific American Honorable Mention for Illustration
9. Asian Pacific American Honorable Mention for Text
10. ASPCA Henry Bergh Award-Fiction Companion Animals
11. ASPCA Henry Bergh Award-Fiction Environment And Ecology
12. ASPCA Henry Bergh Award-Fiction Humane Heroes
13. ASPCA Henry Bergh Award-Illustration
14. ASPCA Henry Bergh Award-Non-Fiction Companion Animals
15. ASPCA Henry Bergh Award-Non-Fiction Environment and Ecology
16. ASPCA Henry Bergh Award-Non-Fiction Humane Heroes
17. ASPCA Henry Bergh Award-Poetry
18. ASPCA Henry Bergh Award-Young Adult
19. ASPCA Henry Bergh Honor-Fiction Companion Animals
20. ASPCA Henry Bergh Honor-Fiction Environment and Ecology
21. ASPCA Henry Bergh Honor-Fiction Humane Heroes
22. ASPCA Henry Bergh Honor-Illustration
23. ASPCA Henry Bergh Honor-Non-Fiction Companion Animals
24. ASPCA Henry Bergh Honor-Non-Fiction Environment and Ecology
25. ASPCA Henry Bergh Honor-Non-Fiction Humane Heroes
26. ASPCA Henry Bergh Honor-Poetry
27. Boston Globe Horn-Book Award-Fiction (Until 2000; then Fiction and Poetry)
28. Boston Globe Horn-Book Award-Fiction and Poetry (Beginning 2001)
29. Boston Globe Horn-Book Award-Nonfiction
30. Boston Globe Horn-Book Award-Picture Book
31. Boston Globe Horn-Book Honor-Fiction (Until 2000; then Fiction and Poetry)
32. Boston Globe Horn-Book Honor-Fiction and Poetry (Beginning 2001)
33. Boston Globe Horn-Book Honor-Nonfiction
34. Boston Globe Horn-Book Honor-Picture Book
35. Boston Globe Horn-Book Special Citation (Sporadic)
36. Caldecott Honor
37. Caldecott Medal
38. Children's Africana Award-Best Book for Older Readers
39. Children's Africana Award-Best Book for Young Children
40. Children's Africana Honor
41. Coretta Scott King Author Award
42. Coretta Scott King Author Award- Special Citation (One time)43. Coretta Scott King Author Honor
44. Coretta Scott King Illustrator Award
45. Coretta Scott King Illustrator Honor
46. Giverny Book Award
47. Henry Bergh Honor and Award: See ASPCA Henry Bergh
48. James Madison Award Book
49. James Madison Honor Book
50. Jane Addams Award
(Until 1992; then Subdivided into Picture Book & Book for Older Children)51. Jane Addams Award-Book for Older Children
52. Jane Addams Award-Book for Younger Children
53. Jane Addams Award-Picture Book
54. Jane Addams Award-Special Commendation (One Time)55. Jane Addams Honor
(Until 1992; then Subdivided into Picture Book & Book for Older Children)56. Jane Addams Honor-Book for Older Children
57. Jane Addams Honor-Book for Younger Children (In 2005 instead of Picture Book Subdivided into Book for Younger Children &Book for Older Children)
58. Jane Addams Honor-Picture Book
59. Jane Addams Special Recognition (Sporadic)
60. Kate Greenaway Medal
61. Margaret A. Edwards Award
62. Michael L. Printz Award for Excellence in Young Adult Literature
63. Michael L. Printz Honor for Excellence in Young Adult Literature
64. Mildred L. Batchelder Award
65. Mildred L. Batchelder Honor
66. New York Times Best Illustrated Books
67. Newbery Honor
68. Newbery Medal
69. Orbis Pictus Award for Outstanding Nonfiction for Children
70. Orbis Pictus Honor for Outstanding Nonfiction for Children
71. Pura Belpré Award for Illustration
72. Pura Belpré Award for Narrative
73. Pura Belpré Honor for Illustration
74. Pura Belpré Honor for Narrative
75. Robert F. Sibert Informational Book Honor
76. Robert F. Sibert Informational Book Medal
77. S B & F Prize for Excellence in Science-Children’s Science Picture Book
78. S B & F Prize for Excellence in Science-Hands-On Science/Activity Book
79. S B & F Prize for Excellence in Science-Middle Grades Science Book
80. S B & F Prize for Excellence in Science-Popular Science Book for High School Readers
81. Schneider Family Book Award-Young Children
82. Schneider Family Book Award-Middle School
83. Schneider Family Book Award-Teen
84. Scott O'Dell Award for Historical Fiction
85. Sydney Taylor Award (Until 1980; then Subdivided into Older and Younger Readers)
86. Sydney Taylor Award For Older Readers
87. Sydney Taylor Award For Younger Readers
88. Sydney Taylor Honor For Older Readers
89. Sydney Taylor Honor for Younger Readers
90. Tomás Rivera Mexican American Children's Book Award
The Library Bill of Rights
1. Books and other library resources should be provided for the interest, information andenlightenment of all people of the community the library serves. Materials should not beexcluded because of the origin, background, or views of those contributing to their creation.
2. Libraries should provide materials and information representing all current and historical
issues. Materials should not be proscribed or removed because of partisan or doctrinal
3. Libraries should challenge censorship in fulfillment of their responsibility to provide information and enlightenment.
4. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.
5. A person’s right to use a library should not be denied or abridged because of origin, age, background or views.
6. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.
Adopted June 18, 1948
Amended February 2, 1961, and January 23, 1980
inclusion of "age" reaffirmed January 23, 1996
by the ALA Council.
The Freedom to Read
The freedom to read is essential to our democracy. It is continuously under attack. Private groups and public authorities in various parts of the country are working to remove books from sale, to censor textbooks, to label "controversial" books, to distribute lists of "objectionable" books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid; that censorship and suppression are needed to avoid the subversion of politics and the corruption of morals. We, as citizens devoted to the use of books and as librarians and publishers responsible for disseminating them, wish to assert the public interest in the preservation of the freedom to read.
We are deeply concerned about these attempts at suppression. Most such attempts rest on a denial of the fundamental premise of democracy: that the ordinary citizen, by exercising critical judgment, will accept the good and reject the bad. The censors, public and private, assume that they should determine what is good and what is bad for their fellow-citizens.
We trust Americans to recognize propaganda, and to reject it. We do not believe they need the help of censors to assist them in this task. We do not believe they are prepared to sacrifice their heritage of a free press in order to be "protected" against what others think may be bad for them. We believe they still favor free enterprise in ideas and expression.
We are aware, of course, that books are not alone in being subjected to efforts at suppression. We are aware that these efforts are related to a larger pattern of pressures being brought against education, the press, films, radio and television. The problem is not only one of actual censorship.
The shadow of fear cast by these pressures leads, we suspect, to an even larger voluntary
curtailment of expression by those who seek to avoid controversy.
Such pressure toward conformity is perhaps natural to a time of uneasy change and pervading fear. Especially when so many of our apprehensions are directed against an ideology, the expression of a dissident idea becomes a thing feared in itself, and we tend to move against it as against a hostile deed, with suppression.
And yet suppression is never more dangerous than in such a time of social tension. Freedom has given the United States the elasticity to endure strain. Freedom keeps open the path of novel and creative solutions, and enables change to come by choice. Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able to deal with stress.
Now as always in our history, books are among our greatest instruments of freedom. They are almost the only means for making generally available ideas or manners of expression that can initially command only a small audience. They are the natural medium for the new idea and the untried voice from which come the original contributions to social growth. They are essential to
the extended discussion which serious thought requires, and to the accumulation of knowledge and ideas into organized collections.
We believe that free communication is essential to the preservation of a free society and a creative culture. We believe that these pressures towards conformity present the danger of limiting the range and variety of inquiry and expression on which our democracy and our culture depend. We believe that every American community must jealously guard the freedom to publish and to circulate, in order to preserve its own freedom to read. We believe that publishers and librarians have a profound responsibility to give validity to that freedom to read by making it possible for the readers to choose freely from a variety of offerings.
The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand firm on these constitutional guarantees of essential rights and will exercise the responsibilities that accompany these rights.
We therefore affirm these propositions:
1. It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions, including those which are unorthodox or unpopular with the majority.
Creative thought is by definition new, and what is new is different. The bearer of every new thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to maintain themselves in power by the ruthless suppression of any concept which challenges the established orthodoxy. The power of a democratic system to adapt to change is vastly strengthened by the
freedom of its citizens to choose widely from among conflicting opinions offered freely to them. To stifle every nonconformist idea at birth would mark the end of the democratic process. Furthermore, only through the constant activity of weighing and selecting can the democratic mind attain the strength demanded by times like these. We need to know not only what we believe but why we believe it.
2. Publishers, librarians and booksellers do not need to endorse every idea or presentation contained in the books they make available. It would conflict with the public interest for them to establish their own political, moral or aesthetic views as a standard for determining what books should be published or circulated.
Publishers and librarians serve the educational process by helping to make available knowledge and ideas required for the growth of the mind and the increase of learning. They do not foster education by imposing as mentors the patterns of their own thought. The people should have the freedom to read and consider a broader range of ideas than those that may be held by any single librarian or publisher or government or church. It is wrong that what one can read should be
confined to what another thinks proper.
3. It is contrary to the public interest for publishers or librarians to determine the acceptability of a book on the basis of the personal history or political affiliations of the author.
A book should be judged as a book. No art or literature can flourish if it is to be measured by the political views or private lives of its creators. No society of free people can flourish which draws up lists of writers to whom it will not listen, whatever they may have to say.
4. There is no place in our society for efforts to coerce the taste of others, to confine adults to the reading matter deemed suitable for adolescents, or to inhibit the efforts of writers to achieve artistic expression.
To some, much of modern literature is shocking. But is not much of life itself shocking? We cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents and teachers have a responsibility to prepare the young to meet the diversity of experiences in life to which they will be exposed, as they have a responsibility to help them learn to think critically for
themselves. These are affirmative responsibilities, not to be discharged simply by preventing them from reading works for which they are not yet prepared. In these matters taste differs, and taste cannot be legislated; nor can machinery be devised which will suit the demands of one group without limiting the freedom of others.
5. It is not in the public interest to force a reader to accept with any book the prejudgment of a label characterizing the book or author as subversive or dangerous.
The ideal of labeling presupposes the existence of individuals or groups with wisdom to determine by authority what is good or bad for the citizen. It presupposes that individuals must be directed in making up their minds about the ideas they examine. But Americans do not need others to do their thinking for them.
6. It is the responsibility of publishers and librarians, as guardians of the people's freedom to read, to contest encroachments upon that freedom by individuals or groups seeking to impose their own standards or tastes upon the community at large.
It is inevitable in the give and take of the democratic process that the political, the moral, or theaesthetic concepts of an individual or group will occasionally collide with those of another individual or group. In a free society individuals are free to determine for themselves what they wish to read, and each group is free to determine what it will recommend to its freely associated
members. But no group has the right to take the law into its own hands, and to impose its own concept of politics or morality upon other members of a democratic society. Freedom is no freedom if it is accorded only to the accepted and the inoffensive.
7. It is the responsibility of publishers and librarians to give full meaning to the freedom to read by providing books that enrich the quality and diversity of thought and expression. By the exercise of this affirmative responsibility, they can demonstrate that the answer to a bad book is a good one, the answer to a bad idea is a good one.
The freedom to read is of little consequence when expended on the trivial; it is frustrated when the reader cannot obtain matter fit for that reader's purpose. What is needed is not only the absence of restraint, but the positive provision of opportunity for the people to read the best that has been thought and said. Books are the major channel by which the intellectual inheritance is handed down, and the principal means of its testing and growth. The defense of their freedom and integrity, and the enlargement of their service to society, requires of all publishers and librarians the utmost of their faculties, and deserves of all citizens the fullest of their support.
We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty claim for the value of books. We do so because we believe that they are good, possessed of enormous variety and usefulness, worthy of cherishing and keeping free. We realize that the application of these propositions may mean the dissemination of ideas and manners of expression
that are repugnant to many persons. We do not state these propositions in the comfortable belief that what people read is unimportant. We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours.
This statement was originally issued in May of 1953 by the Westchester Conference of the American Library Association and the American Book Publishers Council, which in 1970 consolidated with the American Educational Publishers Institute to become the Association of American Publishers.
Adopted June 25, 1953; revised January 28, 1972, January 16, 1991, by the ALA Council and the AAP Freedom to Read Committee.
A Joint Statement by:
American Library Association
Association of American Publishers
Subsequently Endorsed by:
American Booksellers Association
American Booksellers Foundation for Free Expression
American Civil Liberties Union
American Federation of Teachers AFL-CIO
Anti-Defamation League of B'nai B'rith
Association of American University Presses
Children's Book Council
Freedom to Read Foundation
International Reading Association
Thomas Jefferson Center for the Protection of Free Expression
National Association of College Stores
National Council of Teachers of English
P.E.N. - American Center
People for the American Way
Periodical and Book Association of America
Sex Information and Education Council of the U.S. Society of Professional Journalists
Women's National Book Association
YWCA of the U.S.A.
FREEDOM TO VIEW STATEMENT
The FREEDOM TO VIEW, along with the freedom to speak, to hear, and to read, is protected by the First Amendment to the Constitution of the United States. In a free society, there is no place for censorship of any medium of expression. Therefore these principles are affirmed:
1. To provide the broadest access to film, video, and other audiovisual materials because they are a means for the communication of ideas. Liberty of circulation is essential to insure the constitutional guarantees of freedom of expression.
2. To protect the confidentiality of all individuals and institutions using film, video, and other audiovisual materials.
3. To provide film, video, and other audiovisual materials which represent a diversity of views and expression. Selection of a work does not constitute or imply agreement with or approval of the content.
4. To provide a diversity of viewpoints without the constraint of labeling or prejudging film, video, or other audiovisual materials on the basis of the moral, religious, or political beliefs of the producer or filmmaker or on the basis of controversial content.
5. To contest vigorously, by all lawful means, every encroachment upon the public's freedom to view.
This statement was originally drafted by the Freedom to View Committee of the American Film and Video Association (formerly the Educational Film Library Association) and was adopted by the AFVA Board of Directors in February 1979. This statement was updated and approved by the AFVA Board of Directors in 1989. Endorsed by the ALA Council January 10, 1990.
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REQUEST FOR RECONSIDERATION OF LIBRARY RESOURCES
The Library of the University of South Carolina Upstate has delegated the responsibility for coordinating the selection and evaluation of library/educational resources to the Collection Development Coordinator and has established reconsideration procedures to address concerns about those resources.
Completion of this form is the first step in those procedures. If you wish to request reconsideration of library resources, please return the completed form to the Collection Development Coordinator, University of South Carolina Upstate Library, 800 University Way, Spartanburg, SC 29303.
State ______ Zip ________
Do you represent yourself? ____ Organization? ____
If you are representing an Organization, please list the Organization and its address:
1. Resource on which you are commenting:
____ Book ____ Video ____ Display ____ Magazine
____ Library Program ____ Audio Recording ____ Newspaper
____ Electronic information/network (please specify)
____ Other ___________________________
2. What brought this resource to your attention?
3. Have you examined the entire resource?
4. What concerns you about the resource? (use other side or additional pages if necessary)
5. Are there resource(s) you suggest to provide additional information and/or other viewpoints on this topic?
Adapted from the outline developed by the American Library Association Intellectual Freedom Committee on June 27, 1995.
The University of South Carolina Upstate is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate and masters degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia, 30033 or call 404-679-4500 for questions about the accreditation of USC Upstate. Comments or Complaints?