Building a Reference Collection Checklist Kristine Rowe
(Based on Chapter 2 from Reference Skills for the School Librarian, November 29, 2021
by A. Riedling, L. Shake and C. Houston) CONT 997 001
First, know the curriculum objectives, available textbooks, teacher methods/common research
projects assigned, then collaborate with teachers to discover the needs of the students.
Selection Process:
• read and research reviews (see Chapter 2 for 14 sources to check with)
• use knowledge of what the library has already (continually re-evaluate quality)
• use your informed judgement
Evaluation Process:
Content Scope- *seek out statement of purpose for the resource
Considerations:
> basic breadth/depth (subject, geographical area, time period coverage)
> is it current? Is any key information missing?
> does it reflect the purpose of the source and intended audience?
Accuracy, Authority, Bias- *seek out statement of authorship
Considerations:
> who provided the information and why? (education of author, editor, reputation of publisher)
> is it objective, reliable and fair? Is there evidence of bias?
Arrangement/Presentation
Considerations:
> does it follow a familiar sequence? (alphabetical, chronological, classified)
> are indexes available? Table of Contents?
> Book: physical makeup, binding, illustrations, layout
> Web Source: layout, ease of use, help or example sections, age appropriate, use of graphics,
navigational links
Relation to Similar Works – if we already have something similar,
Considerations:
> what will this add?
> to what extent does the content correspond? (time period covered, more information
provided?)
Timeliness/ Permanence
Consider their currency:
> see Table 2.1 on page 24 for ‘expiry dates’ on reference material categories
> for web sources, check for dates in the header or footers, or seek out posting or revision dates, or
policy statements for site or link maintenance
Accessibility/ Diversity: Does it represent the whole school’s population?
Consider how well it meets our school’s needs culturally, linguistically and intellectually
> does it provide inclusive information from different cultural perspectives?
Cost
Considerations:
> is the price appropriate in relation to the needs of the students?
> what is the anticipated frequency of use?
> are there additional costs for software licenses? maintenance? subscriptions?
Create an easy-to-follow system for your collection: REVIEW, WEED, ADD NEW
Chapter 2’s weeding criteria:
• age/currency
• frequency of use
• relevance
• physical condition
• format
• space availability
Your focus should be on what areas of your collection need to be updated or strengthened.
Choices you face are: Choices will depend on:
• what format should you purchase, • available shelf/cart space
book or online source? • student ages and abilities
• same content but at a different • alignment with the curriculum
reading level, language or format? • personal preferences
• buy the same book but a newer
edition, or a new book?
• CD or online access? (probably don’t use
CR ROMs anymore)
Keep in mind: “It is more important to have a small but relevant and up-to-date collection of
materials that a large collection that is neither useful or of good quality.”
-A. Riedling, L. Shake and C. Houston
