Collection Development Plan James Addison Jones Library Greensboro College 17 February 2005

I. Introduction A. Purpose of the Collection Development Plan The purpose of this document is to provide guidelines for developing, maintaining, and planning the collections of the James Addison Jones Library, Greensboro College. The plan addresses missions and goals of the Library and the College, faculty and staff responsibilities, collection development, acquisitions, gifts and donations, and remote access via electronic resources. B. The Greensboro College Community Greensboro College, a four year, independent coeducational institution affiliated with the United Methodist Church, was founded in 1838. The College enrolls nearly 1,300 from approximately 27 states and 16 nations.. The average class size is 16 and the student faculty ratio is 14 to one. The first graduate program was added in 2002. Greensboro College is located in an historical area of downtown Greensboro, North Carolina. Other colleges in Greensboro are Guilford College, Bennett College, North Carolina A & T, and Guilford County Technical College. There are 64 full-time faculty members. All of the College's tenured and tenure-track faculty members have earned the highest degree in their field. No graduate assistants teach classes at Greensboro College. Disciplinary majors are accounting, art, athletic training, biology, birth through kindergarten education, business administration and economics, chemistry, criminal justice, elementary education, English and communication studies, English, exercise and sport studies, French, history, history and political science, mathematics education, mathematics, middle grades education, music education, music, physical education, political science, psychology, religion, sociology, Spanish, special education, and theatre. North Carolina State Department of Public Instruction licensure is offered in elementary education (K-6), middle grades education (6-9), special education (K-12) (specific learning disabilities, mentally handicapped, behaviorally emotionally handicapped), physical education (K-12), art (K-12), music (K-12), Spanish (K-12), and theatre (K-12). Students seeking secondary licensure (9-12) must select one or more academic majors from the following: English, mathematics, biology and social studies. The birth through kindergarten and pre-kindergarten add-on programs have temporary approval for offering teacher licensure. Allied Health Programs (medical technology, radiologic technology), Ethics Across the Curriculum Program, First Year Seminar, George Center for Honors Studies, International Studies Program, Women's Studies, Writing Program, and

consortial arrangements. Greensboro College added a Masters of Teaching of English as a Second Language (TESOL) in 2002, and a Masters of Education in 2004. C. Mission and Goals of Greensboro College Greensboro College, an independent, coeducational college affiliated with the United Methodist Church, is an academic and social community that unites the liberal arts and Judeo-Christian values in an atmosphere of diversity and mutual respect. True to the United Methodist Church's historic ideal of nonsectarian education, Greensboro College's central purpose is the intellectual development of its students within the dual traditions of the liberal arts and the Judeo-Christian faith. Through a disciplined pursuit of truth, its students acquire knowledge and develop a critical awareness that allows them to live humanely, responsibly and productively in a free society. Such lives are characterized by clarity of thought and expression, a sense of history, an understanding of literature and language, knowledge of mathematics and science, an appreciation of the arts, an awareness of political and social realities, a familiarity with the biblical tradition and a respect for physical soundness. Through its student development services and other cocurricular offerings, Greensboro College encourages the personal and spiritual development of its students. A range of religious cultural, service, social and athletic programs allows students to participate meaningfully in a rich campus and community life and encourages students to develop a system of values consistent with the mission of the College. Through its professional, preprofessional and career-oriented programs, both undergraduate and graduate, Greensboro College encourages, as well, the professional development of its students. Indeed, the College believes the liberal arts curriculum to be the most appropriate context for such programs. A liberal education provides basic intellectual and communicative capabilities that enable a person to develop and to adapt throughout a productive lifetime. In order to realize its institutional mission, Greensboro College will: 1. Admit applicants who demonstrate promise of success, without regard for the applicant's race, color, religion, age, sex, national origin or disability. 2. Provide a balanced course of study, through its requirements for general education, involving a range of disciplines basic to liberal education and providing the knowledge and analytical skills requisite for a life of intellectual and professional growth. 3. Provide a focused course of study, through its requirements for academic majors, leading to a Bachelor of Arts or Bachelor of Science degree in one or more particular areas of study, including professional, preprofessional and career-oriented programs. 4. Provide an alternatively scheduled course of study, through its Adult Education

Program, appropriate for the self-motivated adult, including non-credit courses, as well as course for which Continuing Education Units are awarded. 5. Provide distinctive graduate programs in selected areas which build upon the strengths of the undergraduate program and which are responsive to community needs. 6. Recruit, develop and maintain an exemplary faculty and staff. 7. Provide facilities and other instructional support services, including library and computer resources, adequate for the academic program. 8. Provide an environment that supports both residential and commuting students in their academic progress. 9. Provide student development services and cocurricular activities in support of the students' personal and spiritual growth, with opportunities to develop social awareness and a sense of responsibility to community. 10. Provide students with opportunities to develop an appreciation for physical fitness that will contribute to lifelong wellness. 11. Provide for open and effective management of the College, including the development, coordination and allocation of its various resources. D. James Addison Jones Library The James Addison Jones Library provides a quality environment for reading, listening and viewing of materials that support the curriculum of the College. Research and study are supported by a collection of more than 110,000 volumes including sound recordings, scores, video recordings and computer software. The collection also includes hundreds of periodicals and access to over 5,500 full-text electronic periodical and newspaper titles. The library is open more than 88 hours a week, and staff are available to help with reference services, small group and individualized instruction, locating and obtaining books and journal articles from other libraries, and other information needs. The library offers up-to-date technology in a web-based catalog, automated circulation, interlibrary loan, CD-ROM applications, library-to-library facsimile transmission, access to the Internet, and access to online search services such as NCLIVE, Proquest and Lexis-Nexis Academic Universe. Computer workstations are available on all three floors of the library. Mission Statement The James Addison Jones Library serves the academic and social community that is Greensboro College. As a component of Greensboro College, Jones Library subscribes to the mission of the College. The dual tradition of liberal arts and the Judeo-Christian faith or reflected in the collection, services, and environment of the Jones Library.

Toward support of disciplined pursuit of truth, the Jones Library provides collections and resources, which aid in the acquisition of knowledge and offers instruction and assistance to students to help in the development of critical awareness. The print and non-print materials reflect a sense of history while incorporating the latest technology, represent a range of languages and literatures across traditional liberal arts disciplines, present a spectrum of political and social issues, and demonstrate the grounding of the College in biblical tradition. In recognition that the faculty provides the most direct educational guidance of the students of Greensboro College the Jones Library seeks faculty participation in collection development, design of bibliographic instruction, and provision of other resources and programs. Materials are acquired and services are offered which support faculty teaching, research, and scholarship. Library staff work closely with faculty to develop methods and materials to assist students in effective use of resource materials. The Jones Library provides an environment that is participative in the cultural, service, and social programs of the College. Materials are acquired and events held which offer students the means to pursue personal and spiritual development and Jones Library staff are active in College community events and offering. Students are encouraged to develop research and work sills in an environment consistent with the culture avowed by the College. All of the programs offered by the College (professional, pre-professional, careeroriented, and lifelong learning) are supported through the collections, services, and instructional activities of the Jones Library. The Jones Library strives toward excellence in faculty, staff, and resources to aid in the intellectual, personal, and spiritual growth of the students at Greensboro College. Goals 1. Provide assistance and service to all students, faculty, and staff without regard to race, color, religion, age, sex, national origin, or disability. Provide a collection and resources that reflect the curriculum of Greensboro College, including the core requirements, academic majors, and the program of lifelong learning. Provide a collection and resources that support faculty teaching, research, and scholarship. Offer materials and programs that are developed cooperatively with faculty and serve to instruct and assist students in efficient and effective use of library resources. Provide services that expand the availability of materials to students, faculty, and staff beyond the library thorough interlibrary borrowing, provision of

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computer-based resources, and referral, as appropriate, to other libraries and information resources. 6. 7. 8. Recruit, develop, and maintain and exemplary staff. Provide an adequate facility and instructional support for library services. Provide an environment that supports both residential and commuting students in their academic progress. Provide an environment for student staff that supports the students personal and professional growth. Provide for open and effective management of the Library, including the development, coordination, and allocation of its various resources.

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II. Collection Development Organization and Responsibilities A. Overview of the Library Collection The James Addison Jones Library collection supports the mission of Greensboro College and reflects the dual traditions of liberal arts and the Judeo-Christian faith. The collections and resources of the Library support and enhance the curriculum of Greensboro College, including the core requirements, academic majors, and the program of lifelong learning. B. Roles and Responsibilities 1. Librarians a. The Director of Library Services allocates funds from the Library's acquisitions budget to specific departments and subject areas based on factors such as courses offered, assessment of the current collection and its use, faculty assessment of need, number of students enrolled in courses, number of faculty, and prices of materials. The Director of Library Services also allocates funds for general reference and general collection development. The Director of Library Services approves faculty orders and orders from the Reference Collection. Along with the Reference Librarian, the Director initiates orders for materials to be purchased on the general collection development fund. b. The Reference Librarian initiates orders for the Reference Collection and, with the Director, for the general collection development fund If faculty members in a particular department have not spent their Library allocation by a predetermined deadline (usually in March or April), the librarians use collection development tools and reviews and, based on their understanding of student, faculty, and curricular needs, place orders so that the funds will be expended.

Library staff members provide faculty with collection analysis and current publication information to aid in material selection. Library staff search course syllabi and reading to determine availability of materials for use in courses and lost and missing items will be identified for consideration of replacement. Items recommended by students and alumni will be so identified and submitted to the faculty for consideration. 2. Acquisitions Coordinator a. Solicits, facilitates, accepts, and researches orders from faculty and staff. b. Places orders for Library materials using the PALS online system c. Maintains purchase orders, and maintains fund accounts. d. Acknowledges gifts e. Provides the Director and faculty members with information about the status of accounts and new books received. 3. Other Library Staff Members All Library staff members provide reference service and are in a position to become aware of student and faculty needs. All Library staff members participate in the collection development process by bringing gaps in the collection or materials that should be acquired or weeded to the attention of Director the and Reference Librarian. 4. Department Heads Departments heads receive the annual collection development allocations from the Director of Library Services. They service as collection development liaisons for their departments, coordinating book orders and other collection activities with members of their departments. 5. Faculty Members Faculty members select materials to be ordered from their departmental budgets and forward them to the Acquisitions Coordinator or their Department Head, depending on departmental procedures. Faculty also participate in weeding, periodicals assessment, collection assessment, and the evaluation and selection of electronic resources. 6. Students and staff members Students and staff members are encouraged to suggest Library purchases. The Library Director may choose to purchase materials students suggest from the general fund or forward the suggestions to faculty members in the appropriate department. C. Budget and Allocations The Acquisitions budget includes serials, standing orders, and monographs. The Library Director makes the Acquisitions budget request in late December for the following fiscal year. Once the serials renewal costs have been received and decided upon, the Director allocates funds for reference, binding and preservation, electronic resources, general

collection developmental, and departmental purchases. The Director allocates the funds during Fall Semester, after the journal renewal statement has been received and renewals decided. D. Resource Sharing Jones Library is a member of the North Carolina Piedmont Automated Library System (NC-PALS) Consortium, which also includes Salem College, Guilford College, Bennett College, and Elon University. NC-PALS has a shared automated library catalog that provides user-initiated borrowing through a request function and on-site, direct borrowing. Jones Library also shares direct borrowing with University of North Carolina-Greensboro and North Carolina A & T. Jones Library borrows through Interlibrary Loan items not available from these institutions, a service available for faculty, staff, and students. E. Preservation The Library preservation budget includes funds for replacing lost and damaged books, for binding periodicals and paperback books, and for purchasing materials for in-house preservation. F. Weeding Withdrawal of materials is consistent with the goals as listed. Obvious candidates for withdrawal are 1. 2. 3. 4. 5. 6. 7. Multiple copies of titles purchased for courses no longer offered Superseded editions not held for academic or historic reasons Titles not circulated for many years Material damaged beyond repair Items missing for more than one year Curriculum Materials Center textbooks more than ten years old. Materials removed from the Reference Collection may be withdrawn or transferred to the circulating collection.

Decisions for withdrawal of actual items will be made by library staff in conjunction with the Teacher Education Committee and appropriate faculty members. III. Collection Development Procedures and Guidelines A. Evaluation of Collection and Identification of Weaknesses Jones Library staff will work collaboratively with faculty, staff, and students to evaluate the Librarys collection. Evaluation mechanisms may include comparing Jones Librarys collection against standard lists such as those in Books for College Libraries, lists of prize-winning books for adults and children, outstanding book lists, and bibliographies published for specific disciplines. Gaps are either filled through the Librarys General Fund, or brought to the attention of faculty members, who can choose to fill gaps with their departmental funds.

B. Selection 1. General Guidelines The collections and resources of Jones Library support and enhance the curriculum of Greensboro College, including the core requirements, academic majors, and the program of lifelong learning. Materials reflect an effort to represent the historic as well as the current, a range of languages and literatures, a spectrum of political and social views, and grounding in biblical tradition. As far as possible, the collections and resources of the library support faculty teaching, research, and scholarship, reflect the history and traditions of Greensboro College, and support the personal growth and development and recreational needs of students. 2. Departmental Funds Academic departments submit book orders to the Acquisitions Coordinator. The Director of Library Services and the Vice President for Academic Affairs approve all orders. Departmental Library funds are to be used only for materials that will be housed in the Library and will be accessible to all members of the Greensboro College community, in accordance with circulation policies. Materials to be housed in academic departments, including books and audiovisual material, must be purchased with departmental funds. See Appendix B for a working list of departmental funds. 3. Reference and General Funds Librarians select materials for the Reference and General funds after consulting reviews, bibliographies, recommended lists, or publishers catalogs and considering the following criteria: 1. Relevance to the curriculum or interest of Greensboro College community 2. Content 3. Quality of text and illustrations 4. Authority (e.g. of author, publisher, editor) 5. Price 6. Contribution of the item to the existing collection 7. Timeliness 8. Availability for consortial or interlibrary loan borrowing. 9. Compatibility of format (especially for computer software) 10. Language Materials selected are those with high standards of quality in content and format, and should support the stated goals of the Library and the College. 4. Multiple copies The Library generally does not order multiple copies of books or journals. Occasionally, the Library will purchase or add as a gift an additional copy of a book that is in great demand on a permanent basis. The Library specifically does not purchase multiple copies of reserve materials unless the need for multiple copies is expected to continue past a single semester.

5. Replacement copies Library staff identify lost, missing, and damaged items and consider replacement. 6. Retrospective Collection Development The Librarys General fund is used to purchase materials that fill gaps in the collection. Gaps come to our attention through interactions at the Reference Desk, reviews, examination of bibliographies, syllabi, best books lists, articles, and other resources. The Reference Librarian and Library Director generally initiate these purchases, although they will sometimes use the general funds to purchase items suggested by a faculty member, especially if the item is outside the faculty members area of expertise. 7. Out of print materials The Library purchases out-of-print books from a variety of dealers against both General and departmental funds. Because our collection is to be actively used by the Greensboro College community, the Library does not usually purchase rare books, collectors items, or other materials in need of protection or special handling. 9. Government Documents State, local, federal, and international publications are acquired, cataloged, and classified with Library of Congress call numbers according to guidelines for the general or Reference collections, as appropriate. 10. Maps Jones Library does not have a separate Maps collection, but does acquire atlases as part of its Reference Collection. The Library will add specialized atlases to the general circulating collection if requested by departments. 12, Textbooks The Library does not usually purchase textbooks for the general collection or to place on reserve, unless the book is a reference source, survey, literary work, or other publication that will be of lasting valuable to the collection. Jones Library does receive a copy of each K-12 state adopted textbook used by Guilford County Schools. Because of their agreement with the State of North Carolina, publishers of state adopted textbooks must deposit one copy of each adopted textbook with each institution that offers a teacher education program. Jones Librarys collections are housed in the Curriculum Materials Center. 13. Paperback/hardcover Jones Library purchases hardcover books when they are available. Our vendor, EmeryPratt, binds paperbacks for us before shipment. We decide on an individual basis whether to bind paperbacks from other sources. 14. Electronic Resources The Library makes electronic books available through NetLibrary (via NC LIVE and direct purchase). The Library generally does not duplicate in print those books available

through NetLibrary. NetLibrary books are available through the library catalog and the Library makes information on how to gain access to them available to faculty, staff, and students. They are accessible off-campus to those Library users who have registered for a free account while using a workstation with a campus IP address 15. Microform Library has a collection of newspapers and journals on microfilm, but does not actively collect this format. 16. Other Nonprint Nonprint collections include music LPs and CDs, video (VHS and DVD), computer software, and educational realia for the Curriculum Materials Center. Faculty may purchase nonprint items with their departmental allocations, provided the materials are housed in the Library for the use of the Greensboro College Community. 17. Suggestions for purchase Faculty, students, administrative staff, and alumni may recommend items for purchase. 18. Standing orders Reference and Departmental standing orders are provided for in the Librarys acquisitions budget. Faculty are occasionally asked to review their departments standing orders to determine whether they should be continued. 19. Periodicals Periodicals in the Library fall into two broad categories: general and Curriculum Materials Center (CMC) periodicals. General periodicals include journals, magazines, and newspapers on a wide range of subjects supporting the colleges curriculum and are located on the main floor of the Library. CMC periodicals are housed on the lower level of the library and support the Education Curriculum at Greensboro College. Thousands of periodicals are available in full text through NC-LIVE and other electronic databases available to the Greensboro College community. These databases are now accessible offcampus via the Greensboro College Proxy Server. (Access requires a valid College email address and password.) a. Format Periodicals may be acquired in print or electronic format or both, determined through consultation with faculty in appropriate disciplines. When electronic periodicals are acquired through aggregators, the Library will cancel print versions only after consultation with the appropriate faculty members. The Library will make access to electronic journals as seamless as possible for faculty and students. b. Binding Print journals that are kept indefinitely are commercially bound to ensure preservation and continuing ease of use. The Serials Coordinators prepares

periodicals for binding and is in charge of sending shipments to the bindery and .checking the accuracy of binding upon return of the periodicals. c. New Journal Subscriptions New journal subscriptions must be approved by the Director of Library Services. Periodicals. Generally, the Library does not place new subscriptions for journals that are available electronically through databases such as NC-LIVE, Proquest, Lexis-Nexis or PsycArticles, but length of retention and embargoes will be taken into consideration. d. Renewal The Library receives a renewal notification for our serial vendor (currently W.T. Cox) in mid-Fall semester. The Library Director returns the renewal contract before the end of fall semester to ensure continuation of subscriptions. Subscriptions are discontinued only with the approval of the faculty in the relevant disciplines. e. Survey of Periodical Subscriptions The Library occasionally conducts a survey of periodical subscriptions to determine which can be cancelled or replaced by other subscriptions. C. Acquisitions Process Faculty members and librarians initiate orders. Librarians may initiate orders for materials recommended by staff, students, or alumni. Faculty members send orders directly to the Acquisitions Coordinator, who places orders and monitors accounts. The Director of Library Services approves all orders. The Director of Library Resources establishes a deadline by which all departmental orders should be received, usually the end of March. After the deadline has passed, the Director of Library Services and the Reference Librarian spend the remaining funds for materials in the appropriate subject areas, using reviews and other collection development aids .

IV. Collections A. General Collection The library has a general collection of almost 110,000 circulating items. These circulating items are located on the four floors of the stacks and are accessible from the main floor and the lower level of the library. The general collection includes all fields of study and is easily accessible using location guides posted throughout the library. B. Reference The Reference Collection is located in the Reference Room on the main floor of the library and houses thousands of print resources such as encyclopedias, indexes, statistical

sources, critical reviews, law research materials, biographical information, and subject specific dictionaries and encyclopedias. The Library also subscribes to electronic references sources that are available both on and off campus. For more information about this collection visit the Reference Desk in the main lobby. Materials needed for consultation, rather than cover-to-cover reading, for identifying specific pieces of information, for answering reference questions, and for identifying resources for further reading. Most reference materials are selected by the Reference Librarian, but may also be suggested by the Director of Library Services, other Library staff members, faculty members, or students. Reference materials do not circulate. In rare cases, copies of a book may be added to both the Reference collection and the circulating collection. C. Reserve Professors place supplemental readings and other materials for their courses on Reserve so that all students in the class will have access to them. Reserve items are available at the Circulation Desk, on the main floor of the library. Reserve materials can include sample tests, solutions manuals, books, videos, study guides, periodicals, photocopied articles, computer software, and many other items. Because instructors consider student access to reserve materials important, these materials are held where all students will have a chance to examine them for limited periods of time and generally cannot be taken from the library. The Library will purchase materials for Reserve upon faculty request. There is no separate Reserve fund. Reserve items are usually purchased with departmental funds. The Library does not purchase textbooks for Reserve, and only purchase multiple copies if the need for multiple copies is expected to extend beyond one semester. If a faculty member anticipates a need for many copies of an item, he or she should consider requiring students to purchase the item at the Bookstore. The Library follows Greensboro Colleges Fair Use guidelines in determining what materials can be placed on Reserve. The Library does not place on Reserve items acquired through Interlibrary Loan or checked out from another Library. The Library will place an instructors personal copy of an item on reserve, with the understanding that the Library will not be responsible for loss or damage. D. Music Library The Music Library Collection, located at one end of the Periodical Room on the main floor of the Library, provides access to thousands of circulating musical scores, compact discs, and phonograph recordings. Media stations are available for in-house listening, but compact discs and phonographs may also be checked out. The Music, Theatre, and other departments as appropriate select items for the Music Library. The preferred format for sound recordings is compact disc or DVD, although gifts of vinyl or tape recordings may be added upon departmental request.

E. Video Collection The video collection includes both VHS and DVD formats and is located in the Periodicals area on the main floor of the library. It contains hundreds of feature, instructional, and documentary films. Any video can be viewed at the library by any person. Circulating videos may be checked out for seven days with an additional renewal being possible. F. Curriculum Materials Center The CMC, located in the lower level of the library, houses more than 5000 resources for teacher education faculty and students. Materials include professional literature, juvenile books, activity books, curriculum guides, videos, kits, and North Carolina state-adopted textbooks. The Education Department selects items for the Curriculum Materials Center. A separate CMC fund is established for this purpose. Funds from the Graduate School support purchase of materials supporting the TESOL and M. Ed. programs CMC funds do not cover materials to be housed outside the Library or consumable items like worksheets or copies of tests. Furnishings for the CMC are paid for the Librarys equipment budget, in consultation with the Education Department and other faculty and staff, as appropriate. G. Reavis Reading Area The Reavis reading area, located within the Curriculum Materials Center on the lower level of the library, includes publications published by the Phi Delta Kappan Education Foundation. This Foundation provides "fastbacks" (concise, informative booklets) along with books on a wide range of educational topics. H. Teaching and Learning Resources (TLR) The TLR, located in the library's top floor front hallway, includes book, periodical and video resources in the area of higher education. The focus of this collection is to provide faculty and staff with an opportunity to peruse current trends and thought in research related to higher education. I. Special Collections a. Levy-Loewenstein Holocaust Collection The Levy-Loewenstein Holocaust Collection was established by Richard and Jane Levy to provide Greensboro College students with a complete and up-to-date collection of publications on Holocaust history. The Levy-Loewenstein Holocaust Collection is located on the top floor of the Library. Additions to the LevyLoewenstein Collection are selected by History faculty. b. Faculty Publications Faculty publications are located in the main lobby and contain a good cross section of books, articles, studies and other material published by teaching personnel. Jones Library welcomes faculty and staff publications as gifts, and will

also purchase books written by faculty and staff members. Faculty and staff books and copies of articles, when available, are shelved in the Librarys lobby. c. Rare Books Special Collections rare books are located in the top level of the library within the technical staff offices. These books are available for use only within the library. This collection includes many books published in the nineteenth century and earlier. It also contains autographed copies of books published by Greensboro College faculty members and by authors who have spoken at the College. d. Brock Museum The Brock Historical Museum, located in Main Building, houses College archives and collections. It is under the management of the Museum Director, who reports to the Director of Library Services. The Brock Historical Museum seeks to foster a sense of identity, community, and pride in the College's rich history by collecting, preserving, exhibiting, and interpreting archival materials and physical artifacts pertinent to the history of the College, life at the College, and the College's relation to and influence on both the surrounding communities and society in general. The museum's collections consist of a variety of archival materials and artifacts that relate to historical events at Greensboro College; are directly associated with students, alumni, faculty, staff or administrative bodies; or that supplement the documentation and study of the United Methodist Church as it relates to the College. Within the museum's holdings are college publications (annual catalogs, student newspapers, yearbooks, literary magazines, etc.), records of individuals or administrative bodies, a variety of photographs, the alumni doll collection, personal effects, artwork, Euterpe Club scrapbooks, and materials relating to the United Methodist Church. J. Electronic Resources Jones Library librarians select electronic resources to make available to the Greensboro College Community through the online resources section of the Library website. Librarians select sites that meet high standards for websites and correspond to the needs of the Greensboro College curriculum and community. V.. Communication Mechanisms A. Allocations In Fall Semester, after the Library has finalized periodical renewals, the Director of Library Services determines departmental allocations. The Director of Library Services sends the allocation information to Department Chairs along with the deadline for submitting orders so that funds See Appendix B for Allocation Formula.

B. New Book Lists The Acquisitions Coordinator sends lists of books acquired with departmental funds to departmental chairs at least once per semester. New book lists are posted on the Librarys website (in process). C. Academic Curriculum Changes The Director of Library Services is a member ex officio on the Curriculum and Instruction Committee and on the Graduate Council, both of which review proposed curriculum changes. When proposing curriculum changes, departmental faculty must fill out a form indicating whether the changes will D. Faculty Affairs Committee In the absence of a formal faculty library committee, the Faculty Affairs Committee serves as the library committee as needed.. VI. Donations A. Gifts Gifts may be accepted which are consistent with the collection development goals. Once a gift of a collection of books has been received, Library staff may choose to dispose of the books or other materials as they see fit. Materials not consistent with the Librarys collection development goals may be offered to other libraries, sold to used bookstores, offered to Library users on the Book Exchange shelves, or discarded. Gifts that are cataloged and added to the collection will be classified and shelved according to their call numbers. The Library does not keep gift books together in one place, but places them on our shelves according to their classification. B. Memorial Books Memorial books are donated to the Library or purchased with funds given to the Library to commemorate an individual or individuals. Memorial books include a bookplate commemorating the individual in whose name the book was donated. Like other gift books, memorial books are shelved according to their classification rather than kept in one place. C. Student Staff Books Student staff members who are working at the Library at the time of their graduation are honored having a book added to the Librarys collection in their honor. The student is encouraged to select a book in his or her major or minor, but some student select books on other subjects. Library staff suggest and approve appropriate titles. These books include a bookplate indicating that the book was added to the Librarys collection in honor of the student. D. Book Exchange The Library maintains a book exchange where Library users may leave unwanted books and pick up books others have left. The Library staff do not organize, approve, or control

the book exchange in any way. Library staff may place gift books in the book exchange as an alternative to adding them to the collection. VII. Weeding Withdrawal of materials will be consistent with the goals as listed. Obvious candidates for withdrawal are: 1. 2. 3. 4. 5. 6. 7. Multiple copies of titles purchased for courses no longer offered Superseded editions not held for academic or historic reasons Books not circulated for many years Material damaged beyond repair Items missing for more than one year Curriculum Materials Center textbooks that are over ten years old. Decisions for withdrawal of actual items will be made by library staff in conjunction with the Teacher Education Committee and appropriate faculty members.

VIII. Appendices A. Collection Development Policy (James Addison Jones Library, Greensboro College) B .Departmental Funds C. Allocation Formula D. Library Bill of Rights (American Library Association) E. The Freedom to Read Statement (American Library Association and Association of American Publishers) F. The Freedom to View Statement (American Library Association) G. Intellectual Freedom Principles for Academic Libraries: An Interpretation of the Library Bill of Rights (American Library Association and Association of College and Research Libraries) H. Procedures for Dealing with Challenged Materials Appendix A: Collection Development Policy Adopted 3 March 1994 Published in the Pride Guide and available on the Jones Librarys website (library.gborocollege.edu) The James Addison Jones Library collection development policy supports the mission of Greensboro College and reflects the dual traditions of liberal arts and the Judeo-Christian faith. The collections and resources of the Jones Library support and enhance the curriculum of Greensboro College, including the core requirements, academic majors, and the program of lifelong learning. Materials reflect an effort to represent the historic as well as the current, a range of languages and literatures, a spectrum of political and social views, and grounding in biblical tradition. As possible, the collections and resources of the library support faculty teaching, research, and scholarship, reflect the history and traditions of

Greensboro College, and support the personal growth and development and recreational needs of students. The librarians and faculty work together to develop the collection through determination of collection policy and in the selection of materials for inclusion. Goals 1. To acquire, house, and provide access to materials, which directly support the curriculum of the college as reflected in the college catalog. 2. To acquire, house, and provide access to an adequate and appropriate general reference collection. 3. To acquire, house, and provide access to a basic collection that supports the traditional liberal arts disciplines and the Judeo-Christian tradition. 4. To acquire, house, and provide access to materials to support faculty teaching, research, and scholarship. 5. To acquire, house, and provide access to materials that reflect or relate to the history and traditions of Greensboro College. 6. To acquire, house, and provide items to support recreation and personal growth and development. Guidelines 1. The stated goals reflect the order of established priorities for collection development. The Director of Library Services allocates funds from the Library's acquisitions budget to specific divisions and subject areas based on factors such as courses offered, assessment of the current collection and its use, faculty assessment of need, number of students enrolled in courses, number of faculty, and prices of materials. The Director of Library Services also allocates funds for general reference and general collection development. All materials purchased with funds from the Library's acquisitions budget are housed in the Library and accessible to all Greensboro College faculty, staff, and students. 2. Library staff will provide faculty with collection analysis and current publication information to aid in material selection. Course syllabi and reading lists will be searched by library staff to determine availability of materials for use in courses and lost and missing items will be identified for consideration of replacement. Items recommended by students and alumni will be so identified and submitted to the faculty for consideration. 3. Gifts may be accepted which are consistent with the collection development goals. 4. Withdrawal of materials will be consistent with the goals as listed. Obvious candidates for withdrawal are multiple copies of titles purchased for courses no longer offered superseded editions not held for academic or historic reasons titles not circulated for many years material damaged beyond repair items missing for more than one year Curriculum Materials Center textbooks that are over ten years old.

Decisions for withdrawal of actual items will be made by library staff in conjunction with the Teacher Education Committee and appropriate faculty members. Appendix B: Departmental Funds Accounting Art Athletic Training Biology Business/BBA Chemistry Child and Family Studies Curriculum Materials Center Computer Science Criminal Justice Dance Education English Ethics First Year Seminar Foreign Language (German) French History Insternational Studies Kinesiology Mathematics

Music Physical Education Physics Political Science Psychology Religioin and Philosophy Sociology Spanish Theatre Womens Studies Appendix C: Allocation Formula Note: The figures given are from FY 2002-2003. They are included as examples. Actual figures will vary according to each years acquisitions budget. The Library Director, in consultation with the Dean of Faculty and Provost/Vice President for Academic Affairs, will determine departmental library allocations in the Fall Semester, after receiving Library budget allocations and the annual serial invoice from our vendor. Funds for the following needs will be encumbered against the materials budget before departmental allocations can be calculated: Reference materials: based on previous years expenditures ($15,000) Serial subscriptions: based on vendor invoice, assuming $3,000 cancellations ($30,000) Binding and preservation ($3,500) Electronic resources ($15,000) General and interdisciplinary collection development, including standing orders ($2000.00) Funds for special allocations for new programs or other unusual needs, to be allocated at the discretion of the Library Director in consultation with the Dean of Faculty and the Vice President for Academic Affairs. ($5,000) Departmental allocations follow a formula based upon enrollment, number of courses offered, average cost of books, and circulation statistics. N=total funds available ($23,500)

Enrollment (E%): Registrars records will provide enrollment figures. The enrollment figure will consist of the enrollment for each course taught during the previous academic year multiplied by the number of credit hours for the course. E%=departmental total divided by college total Cost (C%): The average cost of book for the discipline. Source: Choice annual study of the academic book trade. C%=percentage of all total of all average costs. Material Use (U%): Use of materials as calculated from circulation statistics (internal, external, reserve), interlibrary loan activity, and faculty expectations. D=Departmental percentage of allocation Formula: E% + C% + U% _____________ = D (departmental percentage of allocation) 3 . N x D + any special allocations = total departmental allocation

Appendix D: Library Bill of Rights (American Library Association) The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services. I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas. A persons right to use a library should not be denied or abridged because of origin, age, background, or views. 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.

II.

III. IV. V. VI.

Appendix E: The Freedom to Read Statement (American Library Association Council and the Association of American Publishers Freedom to Read Committee) 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 or limit access to reading materials, to censor content in schools, to label "controversial" views, 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 counter threats to safety or national security, as well as to avoid the subversion of politics and the corruption of morals. We, as individuals devoted to reading and as librarians and publishers responsible for disseminating ideas, wish to assert the public interest in the preservation of the freedom to read. Most attempts at suppression rest on a denial of the fundamental premise of democracy: that the ordinary individual, by exercising critical judgment, will select the good and reject the bad. We trust Americans to recognize propaganda and misinformation, and to make their own decisions about what they read and believe. 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. These efforts at suppression are related to a larger pattern of pressures being brought against education, the press, art and images, films, broadcast media, and the Internet. 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 or unwelcome scrutiny by government officials. Such pressure toward conformity is perhaps natural to a time of accelerated change. 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 controversy and difference. Now as always in our history, reading is among our greatest freedoms. The freedom to read and write is almost the only means for making generally available ideas or manners of expression that can initially command only a small audience. The written word is the natural medium for the new idea and the untried voice from which come the original contributions to social growth. It is essential to the extended discussion that 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 toward 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 that are unorthodox, unpopular, or considered dangerous by 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 that 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 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 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 bar access to writings on the basis of the personal history or political affiliations of the author.

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 that 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 expression 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 values differ, and values cannot be legislated; nor can machinery be devised that 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 the prejudgment of a label characterizing any expression or its 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 others. 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; and by the government whenever it seeks to reduce or deny public access to public information. It is inevitable in the give and take of the democratic process that the political, the moral, or the aesthetic 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. Further, democratic societies are more safe, free, and creative when the free flow of public information is not restricted by governmental prerogative or self-censorship. 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 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 the freedom to read requires of all publishers and librarians the utmost of their faculties, and deserves of all Americans 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 the written word. We do so because we believe that it is 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, July 12, 2000, June 30, 2004, by the ALA Council and the AAP Freedom to Read Committee. Appendix F.: Freedom to View Statement (American Library Association) 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

Appendix G: Intellectual Freedom Principles for Academic Libraries: An Interpretation of the Library Bill of Rights (American Library Association and Association of College and Research Libraries) A strong intellectual freedom perspective is critical to the development of academic library collections and services that dispassionately meet the education and research needs of a college or university community. The purpose of this statement is to outline how and where intellectual freedom principles fit into an academic library setting, thereby raising consciousness of the intellectual freedom context within which academic librarians work. The following principles should be reflected in all relevant library policy documents. 1. The general principles set forth in the Library Bill of Rights form an indispensable framework for building collections, services, and policies that serve the entire academic community. 2. The privacy of library users is and must be inviolable. Policies should be in place that maintain confidentiality of library borrowing records and of other information relating to personal use of library information and services. 3. The development of library collections in support of an institutions instruction and research programs should transcend the personal values of the selector. In the interests of research and learning, it is essential that collections contain materials representing a variety of perspectives on subjects that may be considered controversial. 4. Preservation and replacement efforts should ensure that balance in library materials is maintained and that controversial materials are not removed from the collections through theft, loss, mutilation, or normal wear and tear. There should be alertness to efforts by special interest groups to bias a collection though systematic theft or mutilation. 5. Licensing agreements should be consistent with the Library Bill of Rights, and should maximize access. 6. Open and unfiltered access to the Internet should be conveniently available to the academic community in a college or university library. Content filtering devices and content-based restrictions are a contradiction of the academic library mission to further research and learning through exposure to the broadest possible range of ideas and information. Such restrictions are a fundamental violation of intellectual freedom in academic libraries.

7. Freedom of information and of creative expression should be reflected in library exhibits and in all relevant library policy documents. 8. Library meeting rooms, research carrels, exhibit spaces, and other facilities should be available to the academic community regardless of research being pursued or subject being discussed. Any restrictions made necessary because of limited availability of space should be based on need, as reflected in library policy, rather than on content of research or discussion. 9. Whenever possible, library services should be available without charge in order to encourage inquiry. Where charges are necessary, a free or low-cost alternative (e.g., downloading to disc rather than printing) should be available when possible. 10. A service philosophy should be promoted that affords equal access to information for all in the academic community with no discrimination on the basis of race, values, gender, sexual orientation, cultural or ethnic background, physical or learning disability, economic status, religious beliefs, or views. 11. A procedure ensuring due process should be in place to deal with requests by those within and outside the academic community for removal or addition of library resources, exhibits, or services. 12. It is recommended that this statement of principle be endorsed by appropriate institutional governing bodies, including the faculty senate or similar instrument of faculty governance. Approved by ACRL Board of Directors: June 29, 1999 Adopted July 12, 2000, by the ALA Council.