A Cross-Country Analysis of Collection Development Standards: Basis for the Enhancement of Standard IV (Collection Development) of the Standards for Philippine Libraries

• Main Author: Fresnido, Ana Maria B.
• Format: text
• Published: Animo Repository 2024
• Online Access: https://animorepository.dlsu.edu.ph/conf_dlsplc/2024/schedule/7
• Institution: De La Salle University

ABSTRACT Purpose/objectives: This study examined Standard IV (Collection Development) of the Standards for Philippine Libraries: School Library and Media Standards to suggest reforms and ensure they are on par with standards for school libraries in developed countries. Specifically, it endeavoured to (1) Compare and contrast the provisions in the Philippine Standards with the collection development standards of selected countries; (2) Identify provisions in the Philippine Standards that need updating, providing justifications and citing authorities that stand behind them; (3) Spot other features in the collection development standards of other countries that could be incorporated into the Philippine Standards; and, (4) Propose revisions to Standard IV (Collection Development) of the Standards for Philippine Libraries: School Library and Media Standards. Design, methodology, approach: This qualitative research employed document analysis and content analysis to compare the collection development standards of selected countries with the Philippine standards serving as the framework. Since provisions in these standards varied significantly, only items with equivalents in the Philippine standards were compared. Peculiar provisions, or those with no matches and other features unavailable with the Philippine standards, were examined for possible adoption. The provisions in the standards were analyzed using open deductive coding. Measures of central tendencies were computed, whenever applicable, to determine the best possible option for the Philippines to adopt while also considering the justifications in the literature and the authorities behind them. In comparing the quantitative provisions with attainment levels (e.g., At Risk, Basic, and Exemplary), the level equivalent to what is considered standard was used as the basis. Findings: The quantitative provisions in the collection development standards of the Philippines showed that it has the lowest ratio of books per student. The proportion between fiction and nonfiction collections needs re-appropriation, considering the significant portion allotted to nonfiction. However, provisions in terms of subscriptions and currency were shown to be internationally comparable. As for the qualitative provisions, findings revealed that the Philippine standards’ definition of balance is interpreted in terms of format and discipline, which does not conform with the current definition of balance. The currency provision suggests that current materials, being new, are expected to be in good physical condition; however, it does not specify time-sensitive subject disciplines. The relevance of the collection emphasized the need to consider diversity and inclusion. Curricular support means ensuring materials are aligned with the curriculum. Among all the standards, the Philippines presented the most varied material format. Policies specifying the need to conduct collection assessment and evaluation, periodic review of and revisions of collection development policies, safeguarding student privacy, and adhering to legal and ethical use of information are lacking. The resource-sharing provision is not part of Standard IV (Collection Management) but is under Standard IX (Linkages and Networking). Identified as beneficial additions to the Philippine standards include a clear distinction between quantitative and qualitative provisions, the use of compliance levels to measure attainment, and specifying which provisions are mandatory (use “must”), obligatory (use “should”), and optional (use “may”). Keywords: library standards, school libraries, collection development, quantitative standards, qualitative standards