Sandra Hughes-Hassell, Ph.D., is a professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. In her current research, she focuses on social justice issues in youth library services. She is a past president of the Young Adult Library Services Association (YALSA). She holds a master’s degree in education from James Madison University and a PhD in library and information science from the University of North Carolina at Chapel Hill.
- Table of Contents
- About the Author
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With a renewed emphasis on facilitating learning, supporting multiple literacies, and advancing equity and inclusion, the thoroughly updated and revised second edition of this trusted text provides models and tools that will enable library staff who serve youth to create and maintain collections that provide equitable access to all youth. And as Hughes-Hassell demonstrates, the only way to do this is for collection managers to be learner-centered, confidently acting as information guides, change agents, and leaders. Based on the latest educational theory and research, this book
- presents the argument for why collection management decisions and practices should focus on equity, exploring systemic inequities, educational paradigm shifts, developments in the information environment, and other key factors;
- lays out the theoretical foundation for developing and managing a library collection that facilitates learning, supports the development of multiple literacies, and provides equitable access to an increasingly diverse group of young learners;
- touches upon current competencies and standards by AASL, YALSA, and ALSC;
- uses a learner-centered and equity perspective to cover core issues and criteria such as selection and removal of materials, budgeting, and cooperation among libraries;
- shows how a business viewpoint can assist the learner-centered collector in articulating the central significance of the collection to learning;
- discusses how library staff can work collaboratively to create policy and negotiate budgets; and
- includes customizable tools and templates, including a Stakeholder Contact/SWOT Analysis, Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance Equity, and Collection Development Analysis Worksheet.
This resource will be as useful to current school librarians and supervisors, youth librarians in public libraries, and educators as it will to LIS students.
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List of Figures
List of Tables
The Library as a Place for Learning
Part One: Theoretical Foundations
Chapter 1: Why a Focus on Equity
Chapter 2: Changing Theories and Frameworks of Practice
Chapter 3: Models of Collection Development
Chapter 4: Collector Behaviors
Part Two: Strategies for Learner-Centered Equitable Collection Management
Chapter 5: Policy as the Foundation for the Collection
Chapter 6: Selecting Resources That Support Learning
Chapter 7: Budgeting for Maximum Impact
Chapter 8: Collaboration and Collection Planning
Part Three: Tools for Equity, Inclusion and Learning
Tool 1 – Stakeholder Contact/SWOT Analysis
Tool 2 – Identifying Resources in Your Community
Tool 3 – Identifying Learner Characteristics
Tool 4 - Preparing a Strategic Learner-Centered Equitable Access Environment Vision and Collection Goals
Tool 5 - Learner-Centered Equitable Access Environment Policy Critique
Tool 6 - Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance Equity
Tool 7 – Matrix for Gathering Data About the Curriculum
Tool 8 - Matrix for Gathering Data about Learning Outcomes in Public Libraries
Tool 9 – Collection Development Analysis Worksheet
Tool 10 – Shelf Audit for Diversity and Inclusion
Tool 11 – Identifying Funding Sources in Your Community
Tool 12 – Budget Justification Plan
Tool 13 - Checklist for Planning Promotional Efforts for an Equitable Access Environment Collection Development Plan
About the Author
”Certainly a timely publication as our profession strives to address the troubling issues of equity, diversity, and inclusion in the environments in which we work ... Hughes-Hassell writes clearly and persuasively. I recommend this book not only to those who work with children and teens, but to all who work in libraries. Far too many library practitioners remain unaware of the biases that are present in our library collections and services. Collection Management for Youth: Equity, Inclusion, and Learning, Second Edition would also be an excellent textbook in graduate library and information science programs and in teacher education programs, as well."
"Most would agree that a modern collection development policy needs to address issues of diversity. Hughes-Hassell takes this further and has created a fully formed description of what this should look like ... This book does not stand alone, but should be used to reform the existing tools of collection development for libraries which represent youth in the community. The attitudes and biases which are sometimes ignored by existing tools can be challenged with a framework such as this which creates a strategy to move forward and represent all voices of the young community equitably.”
— Journal of the Australian Library and Information Association