Title: Library Book & Media Collection. Nov. 15, 2014

Sacramento City College Strategic Planning System

Title: Library Book & Media Collection. Nov. 15, 2014 Plan Type: Program Plan OPR: Dean, Learning Resources Collaborative Groups: Collection Development Librarian; Technical Services Librarian; Library Technical Services Staff; Media Services Librarian; LRC Dean Reference documents: SCC Goals; Student Success Task Force Recommendations, 2012; SCC Accreditation Self-Study; SCC Library Mission Statement; Library Unit Plan; Library Collection Development Policy and procedures; ACRL Value of Academic Libraries Report, 2012. Planning year: FY 2015-16

SECTION I: Overview & Strategic Information

A. PROGRAM DESCRIPTION & PURPOSE

Program Description

The library materials program consists of library books, media, periodicals, and web-based periodical databases. These resources comprise the core educational resources that support SCC instructional programs and provide information for students to succeed in their coursework.

Program Purpose

The purpose of the SCC Library Materials Program is to support student success and college goals through the ongoing selection of library materials.  The program accomplishes the Library mission of: “Providing a balanced, up-to-date collection of print, non-print and electronic resources.”  The program provides library resources to help meet college goals. Materials contribute directly to student engagement and success; successful transition to college; course and program success; preparation for degree, certificate, and transfer; improvement of basic skills; distance education; instructional improvement; and new community needs.  The program conforms to Student Success Task Force recommendations to: provide resources for college readiness; help entering and continuing students acquire college study, survival, and life skills; support career preparation; help build basic skills; provide content for professional development; support innovation in delivery of instruction. Appendix A provides more detail on correlations between library materials and Student Success Task Force recommendations.

1 B. ENVIRONMENTAL SCAN

Major factors affecting the work of the Program

Factors that significantly impact development of an effective library collection include rising book, periodical, and media prices; historically higher enrollment; increases in circulation rates (particularly for textbooks); fluctuations in college funding for library collections and spending per student (FTES) for library materials; outdated materials and the need to replace them with new publications; increased availability of and demand for online and alternative formats – ebooks and electronic databases; pressure to participate more fully in shared District library materials and services; and the growth of Outreach Centers. New curriculum, expanded faculty requests for library materials, and an accelerated rate in the production of information have also impacted the library materials program. These factors are discussed below.

College book prices and demand for textbooks: American Library Association data shows an annual rate of increase from 2% to 4% for the past several years in the price of U.S. college books. The average price for 2013 was $73.78, an increase of 4.21% over the previous year (Lynden). Book price increases combined with persistent consequences of the economic downturn may be driving students to the library in growing numbers for access to their textbooks. Over the last 10 years, reserve textbook circulation climbed from 42,371 in 2004-05 to 62,998 in 2013-14. Student responses on an annual library survey demonstrate the impact reserve books have on student success; for the previous decade respondents have ranked reserve textbooks very important or somewhat important an average of 93% of the time. (PFE Survey). Lack of access to college textbooks can have profound impacts on student success. A survey conducted by the U.S. Public Interest Research Group found that, “65% of students said that they had decided against buying a textbook because it was too expensive. The survey also found that 94% of students who had foregone purchasing a textbook were concerned that doing so would hurt their grade in a course. More than half of the students felt significant concern for their grade.” The report continues, “Nearly half of all students surveyed said that the cost of textbooks impacted how many/which classes they took each semester” (Senack).

2 Figure 1: Textbook prices and reserve book circulation per FTES, 2005-2014

Increases in reserve book circulation have tended to track increases in college book prices.

College growth and use of library materials: SCC full time student enrollment (FTES) has fluctuated from a high of 18,971 in 2009-2010 to a low of 15,634 in 2013-2014 as impacts from the recession forced course cuts and a reduced summer session. Enrollment has yet to recover.

In spite of the dip in enrollment, circulation of library materials has held steady overall during the last decade. Total book circulation (reserves, circulation and in-house) was 95,672 in 2005-06 and 100,545 in 2013-14. On a per student basis, the circulation rate for all books rose and fell from 6.4 loans in 2005-06 to 6.4 loans again in 2013-14. For reserve books, total circulation rose from 42,600 in 2005-06 to 62,998 in 2013-14. Per FTES, this was an overall increase in reserve circulation from 2.8 to 4.0 over the decade. These library book circulation rates track a decade when students have increasingly been using online resources, including library databases and general websites. The fact that all library materials circulated at a steady rate at the same time that online resources were proliferating suggests that students continue to find value in print books and media at the same time that they are incorporating electronic sources in their coursework.

Media is an important component of library materials and an effective tool for visual learners. Students borrowed media in all categories (videotapes, CDs, DVDs, and audiotapes) 2451 times in 2013-14. The Instructional Media Center also circulates computer equipment, projection equipment, and course-specific software.

College growth and funding: While book circulation per FTES has trended up over the last 10 years, total funding for library materials has moved irregularly, from a low of $103,650 in FY2003-04 to a high of $163,000 in FY2007-08. Funding is down overall over the last decade, but total current funding has shifted up over the last few years to $125,300 in 2014-15, casting a positive light on future prospects for Library Mission support to, “the educational goals of the college by providing a balanced, up-to-date collection of print, non-print and electronic resources.”

3 Figure 2: Materials funding and FTES, 2005-14

Circulation of library books has expanded more quickly than college enrollment and materials funding. PFE and Budget committee augmentations generated peaks in materials funding in FY2007-08 and FY2008-09.

Per student funding: College funding per student for library materials is the total amount of materials funding divided by FTES. Over 15 years, per student funding at SCC has fluctuated from a high of $14.64 in FY2001-02 (with PFE funds) to a low of $6.00 in FY2010-11. For FY2014-15 this figure is up to $8.21, a welcome increase over the 2010-11 low of $6.55.

Per student funding for library materials is still low by historical standards, but students are beginning to get access to more research content per dollar of funds due to the availability of ebooks, which are priced on average lower than historical average prices for print books. As the acquisition of ebooks enlarges the collection, the value of the collection for student research also grows.

4 Figure 3: Per student funding for library materials, 2005-14

Funding for library materials has declined overall in relation to enrollment and the cost of college books.

Age of the print collection: The size of the print library book collection has leveled off over the past few years through scheduled weeding and reductions in purchasing. The first ebooks were added to the SCC collection in 2002. Since that time the number of ebooks in the shared District collection has risen significantly. The library now owns close to 74,000 print items and has purchased an additional 22,000 ebooks. In addition, the SCC library shares electronic access to a collection of over 120,000 subscription ebooks, accessible through OneSearch and the library ebook subscription databases.

In addition to books, the library owns 6397 media items, principally DVDS and videos. SCC has one year access to over 1,200 educational video clips and programs through a subscription to Ambrose Video. With continued weeding, the size of the print and media collections will be fairly stable over the next decade while the number of ebooks will continue to grow. Stable funding would allow regular updates of print and media materials and enable SCC participation in shared District purchase of ebooks.

5 Figure 4: Publication dates of print Library books Fall 2014

Steady acquisition of new books and weeding of outdated materials will maintain a print collection that meets students’ current research needs.

Growth in ebooks: District libraries pay for ebooks from the library materials budget. Close cooperation between librarians at all District libraries in shared selection and payment has promoted more rapid acquisition of ebooks since 2010. As a result of this shared process, students across the District have access to a greater number of book titles than any single library could afford, either electronically or in print.

District libraries currently purchase most ebooks in bundles that are often significantly discounted by vendors. Los Rios libraries are sometimes able to negotiate even deeper discounts, and then divide costs between them. Collection development responsibility is shared by a team of District librarians who coordinate selection of ebooks in order to acquire packages containing optimum research content for all LRCCD students, regardless of their location.

In addition to the ebooks that District libraries purchase, students have access to a collection of over 120,000 subscription ebooks paid for with database funding provided by the District (the number of titles in the subscription fluctuates). Since the libraries acquire and load the subscription ebooks collection as a vendor-packaged unit, the overall research content of the collection varies. But there are research gems in the bundles, and ebooks usage statistics suggests that both the purchased and subscription ebooks are well worth their relatively affordable cost.

When librarians ask about preferences for ebooks vs. print, students increasingly express some openness to electronic formats, particularly if the content is highly relevant. At the same time, many undergraduate students still prefer the convenience of print books for reasons including lack of access to a computer, instructor-required use of print, ease of viewing, and in a UC study, difficulty concentrating and learning in front of a computer screen (UC Libraries). Total ebook use is clearly on the rise, expanding from 6627 uses in 2011 to 9811 uses in 2013. Adding print book circulation to ebook use, students now make use of a larger total number of library book resources than they did before ebooks became available. When use statistics for articles in library databases are added to use numbers for book and ebooks, it is clear that students are accessing an immensely larger pool of information resources through the library than they were ever able to in the past.

Figure 5: Ebook use 2011-2013 (calendar year)

Data includes both purchased and subscription ebook titles. Usage is logged to the ebooks report when a user clicks “eBook Full Text” to view a book.

6 Participation in District library services: The Los Rios District libraries have worked collaboratively for many years to provide students with access to high quality information resources that include a shared library management system, research databases, ebooks, policies and procedures, and interlibrary loan service that delivers materials from other libraries in the District and region to students at SCC. Through library collaboration students gain access to far greater resources, and the District is able to serve students at the Centers and in distance education.

Collaborative library planning has resulted in reduced costs to the colleges and the District. For example, sharing an integrated library system has saved on IT and maintenance costs for 25 years. District librarians are currently planning for a new library system that will provide increased opportunities for cooperation. Librarians collaboratively choose the most effective databases for students’ needs, which are then purchased at a group discount through the Community College League or by using group purchasing power to negotiate discounts from vendors.

Materials are shared across the District when students request books and media through the public catalog from another location. Intercampus loans reduce the need for excessive duplication and thus save on some purchase costs. However, each library shares responsibility for the development of robust home campus collections so students using each campus library will have immediate access to information resources they need for their coursework. In many cases, students cannot wait 2-3 days for a book to be delivered from one campus to another; they need information to complete assignments that are due tomorrow.

Stable ongoing funding is needed to allow the SCC library to continue sharing the cost of electronic library materials. The ARC, CRC, and FLC libraries require SCC’s financial participation in order to buy the electronic resources shared by all Los Rios students. The design of a shared system makes it impossible to exclude SCC patrons from access to these shared items. And SCC students should not be excluded: as District students they can readily borrow print materials from other District libraries and they should have the same ease of access to electronic materials. “Home” campus affiliation should not limit access to library materials at all campuses.

Services to the Outreach Centers: Library services at the Outreach Centers have evolved as an extension of library services for the main college. The Davis and West Sacramento Centers have developed on-site reserve textbook collections. Outreach Center students are also able to request books for delivery from the main library to the Centers via the request tool in the library catalog. Both centers are expanding their on-site reserve textbook collections and building local reference collections to serve students’ course-related information needs. Funding obtained through this program plan will support these efforts. In FY2015-16, $2000 will be assigned to each Center under Stage 2 funding; $2500 in the Stage 1 scenario.

C. MULTI-YEAR DIRECTIONS OR STRATEGIES

Multi-year directions: The Library Materials Program will continue to provide the diverse, balanced, up-to-date collection of print, non-print and electronic resources essential to helping SCC students

7 become efficient and effective consumers of information, able to find, evaluate, analyze, use and communicate data. The Library Materials Program will also continue to provide resources for teaching critical thinking and information seeking skills, as well as basic and significant works, suitable to lower division college students, in major fields of human behavior and knowledge. Regular weeding will continue to focus the collection on current student needs.

Over the next three years, the number of print books in the SCC circulating, reserve, and media collections will remain stable through balanced acquisition and weeding, and the number of ebooks will continue to grow (also subject to weeding). Librarians will maintain a focus on acquiring titles that support Student Success Task force Recommendations, including those that help basic skills students, support professional development for instruction and innovation, and promote the education of new and continuing students in general (See Appendix A). Across the District, librarians will continue to strategize means of providing print and electronic materials of value to student researchers at shared and reasonable costs. With improving fiscal conditions across the district, long term planning for a district-wide uniform library materials allocation will resume.

Although currently each campus determines the local allocation for library materials, a team of librarians and area managers across the district worked from 2009 to 2012 to create a multi-year plan for district-wide, FTES-based materials funding. Fulfillment of the plan was intended to give students at each location equitable access to adequate, accurate, and current library materials; to relieve historic budget fluctuations; and to allow for effective planning and consistent updating of collections. The plan addressed this SCC accreditation self-study planning item:

By Spring 2010, the LRC Dean and librarians will work with the District to analyze library funding to ensure a common, consistent and equitable base of ongoing funding for learning and research materials in libraries throughout the District.

In June 2012, the Folsom Lake College President issued a statement that the LRCCD college presidents did not support the plan for reasons to do with individual college budget priorities; a library materials allocation would negatively impact all other budgets. She also cited the then-current FLC budget and state budget (Scott-Skillman). Further work on the plan was suspended at that time.

Program Directions aligned with College Goals: Librarians select materials that help students master coursework across the curriculum. Small Basic Skills grants in FY2009-10, 2011-12, and 2013-14 bolstered a continuing effort to build up-to-date collections in basic skills, including math, reading, writing, college orientation and study skills. Focused effort has also developed a collection that helps students write resumes, interview, adapt to workplace environments and pursue personal and civic aims. Through involvement in the curriculum process, librarians acquire materials to support courses and programs that lead to certificates, degrees, and transfer.

The Library Program provides the subject content students need to develop critical thinking skills and information competency. “There are two reasons that critical thinking sticks to subject matter: sometimes you need subject knowledge to recognize what the problem is in the first place, and

8 sometimes you need subject knowledge to know how to use a critical-thinking skill” (Willingham, 12). For the college, the Library furnishes materials that encourage customer service and institutional communication and materials related to college presentations. To demonstrate program value, the library produces reports that highlight acquisitions, resource use, and user satisfaction.

SECTION II: Operational Review and Plan

A: REVIEW OF ACCOMPLISHMENT OF THE PREVIOUS YEAR’S WORK

Objective Expected Outcomes Results/Progress 1. Acquire funding for a. Development of Program Plan. o Program Plan funding library materials at b. Allocation of funds to Program Plan. acquired at $75,000. target level of c. Allocation of funds to subject areas per o Allocations completed. $100,000. allocation formula; to purchase of shared ebooks; to Outreach Centers.

2. Select and a. Provide students with the tools and o 102 Basic Skills books, 11 purchase library resources they need to complete DVDs, and 3 math materials at degrees and certificates and/or manipulables sets for appropriate levels transfer… students with disabilities in all formats, b. Provide content on basic skills added. including books, competencies in reading, writing, math, o More than a dozen ebooks, media, and and information competency. books on teaching, periodicals using c. Provide reserve collection of required including titles on collection textbooks for first year students. working with a diverse development d. Provide materials that help students student body. policies and input prepare to transfer and prepare for o Program plan allocations from students, jobs. to Centers. faculty, and staff. e. Participate equitably in intercampus o 405 reserve textbooks lending to support equivalent added. educational outcomes in all locations. o 3655 circulating books f. Provide materials on teaching and and media items added. curriculum for a diverse student body. o 26 multi volume ebooks g. Provide course resources for students purchased; access at Outreach Centers. acquired to add’l subscription ebooks (number n.a.). o Objective is ongoing.

9 3. Provide books and a. Through the curriculum process, the o More than 37 media to support librarians work with faculty in each conversations between revision and subject area to ensure that the library librarians and instructors development of carries appropriate material for re: new curriculum. courses & services. courses. o Objective is ongoing.

4. Disseminate a. Production of collections-related email, o Reader posts, email to information about newsletter posts in The Reader, library faculty, flat-screen slide collections to articles in other campus publications, shows, campus posters, campus, Centers, slide shows, posters, and new materials new materials lists. and District. lists. o Objective is ongoing.

5. Build a library a. The Association of Higher Education Facilities o Potential college survey collection that may Officers (2006) reported that “libraries are an data about what help attract important consideration when students select a influenced students to university or college, and, as a result, academic enrollment. libraries can help institutional admissions boost choose SCC over other enrollment” (ACRL, 13). “The library ranked colleges (besides price second in terms of facilities important in the and location). selection decision process; only facilities for o Objective is ongoing. students’ majors ranked higher. Libraries were ranked ahead of technology facilities, the student union center, and even recreational facilities” (ACRL, 13). 6.7. Provide library a. Expected outcome: Acquisition and o Over 2 dozen new titles materials that publicity about materials related to on hiring, training, support the hiring, training, and customer service, customer service, career development of a as well as books and media on effective development, workplace strong service institutional communication. communication. environment and b. Acquisition and publicity about titles o Acquisition of titles connect staff to related to current college interests and related to campus the college. presentations. events. o Objective is ongoing. 8. Compile library a. Use of quantitative and qualitative data o Continuing to track ACRL statistical reports (circulation, interlibrary loan, and age of progress on that illustrate collection statistics, as well as input demonstration of Library meaningful from students, instructors, surveys, Value. collection trends. policies, and formulas) to determine o 2553 books and 150 value of the collection and help make media items weeded. collection decisions. o Update of allocation b. Systematic review of areas of the library formula. collection for weeding and renewal o Update of collection through the acquisition of new policies and procedures. materials in order to maintain currency, o 2014 PFE Survey results accuracy, and relevance. re: transfer, job, etc. c. Management of fund allocations using o Objective is ongoing.

10 an allocation formula that balances acquisitions across subject areas. d. Regular review, etc., and distribution of policies and procedures to library staff.

B. PROGRAM OBJECTIVES AND OUTCOMES/ MEASURES OF MERIT FOR THE PLANNING YEAR

Library Materials Program Objectives for FY2015-16

Objectives 1-2 align with College Goal A: Deliver student-centered programs and services that demonstrate a commitment to teaching and learning effectiveness and support student success in the achievement of basic skills, certificates, degrees, transfer, jobs and other student educational goals.

Objective 1: Acquire funding for library materials.  Expected outcome: College allocation of funds through the program plan process.  Expected outcome: Internal allocation of funds to subject areas, to shared ebooks using the allocation formula, and to West Sacramento and Davis Outreach Centers.

Objective 2: Select and purchase library materials at appropriate levels in all formats, including books, ebooks, media, and periodicals using collection development policies and input from students, faculty, and staff.  Expected outcome: Provide students with the tools and resources they need to complete degrees and certificates and/or transfer as measured by annual library materials survey.1  Expected outcome: Provide content on basic skills competencies in reading, writing, math, and information competency.  Expected outcome: Provide reserve collection of required textbooks.2  Expected outcome: Provide library materials that help students prepare to transfer.3  Expected outcome: Provide materials that help students prepare for jobs.4  Expected outcome: Provide funds for course resources for students at Outreach Centers.

1 For the past decade respondents have consistently ranked library books as somewhat or very important over 90% of the time. In 2014, 91% of those surveyed reported an expectation that library books would help them complete a course; 88% that books would help improve grades; 85% that books would help them stay in school; and 82-83% that books would help them prepare to graduate or transfer. These values have increased over the 12 years of the survey. 2 Reserve textbooks reduce achievement gaps, give all students access to content, and help first year students cope with college costs. In Spring semester 2014, the reserve collection accumulated a total circulation of 27,491 loans. 3 82.4% of surveyed students said that library books helped prepare them to transfer. 4 Surveyed students reporting that library books help them prepare for a job increased by 17 points over ten years, from 50% to 67%. The library provides students with books and media on resumes and interviews, company profiles, business startups, workplace conduct and more. Library materials help students develop value as candidates for employment. “Three of the areas employer stakeholders ask higher education to emphasize are related to the skills libraries have always taught: critical thinking and analytical thinking skills (81% of employers); ability to analyze and solve complex problems (75%); and ability to locate, organize, and evaluate information from multiple sources (68%)” (Hart). 11 Objectives 3-4 align with College Goal B: Align enrollment management processes to assist all students in moving through programs from first enrollment to completion of educational goals.

Objective 3: Provide books and media to support revision and development of courses and services.  Expected outcome: Through the curriculum process, the librarians work with faculty in each subject area to ensure that the library carries appropriate material for courses.

Objective 4: Disseminate information about collections to campus, Outreach Centers, and District.  Expected outcome: Production of collections-related email, newsletter posts in The Reader, library articles in other campus publications, slide shows, posters, and new materials lists.

Objectives 5-6 align with College Goal C: Improve organizational effectiveness through increased employee engagement with the college community and continuous process improvement.

Objective 5: Provide materials that connect staff to the college community.  Expected outcome: Acquisition and marketing about titles related to current college interests.

Objective 6: Compile library statistical reports that illustrate meaningful collection trends.  Expected outcome: Continued exploration of the use of library data in making collection decisions and as evidence of the value of library collections.  Expected outcome: Systematic review of areas of the library collection for weeding and renewal through the acquisition of new materials.

 Expected outcome: Management of materials fund allocations according to an allocation formula that helps balance acquisitions across subject areas.  Expected outcome: Regular review, revision, documentation, and distribution of policies and procedures to library staff.

C. PROCEDURES AND RESOURCE REQUIRMENTS FOR THE PLANNING YEAR:

Procedures Used to Accomplish Objectives

Library collection development is guided by the SCC Library and Instructional Media Center Collection Development Policy (http://bit.ly/1d2xbwh) , developed in collaboration with librarians at ARC and CRC and which follows guidelines established by the Association of College and Research Libraries of the American Library Association.

The Collection Development Policy supports the goals, strategies, and educational programs of SCC as well as the mission and objectives of the Library. The Policy states the principles for selecting and acquiring library materials and provides specific operational procedures for selection and acquisition.

12 The procedures are continually updated and made available to library staff. The formula used to allocate library materials funds to subject areas was updated from 2011 to 2014 to better reflect current college programs, course enrollment, and trends in usage of library materials.

Viable collections depend on the expertise of librarians, and input and support from faculty, students, and staff. Librarians develop a relevant collection using instructor input, curriculum review, library instruction, department meetings, syllabi and assignments, and email solicitation throughout the year. Librarians also select materials through work with students on assignments, including reference, one-on-one appointments, library instruction and interlibrary requests. Librarians use standard college library reviewing resources as well as additional reviews as needed. Further selections are based on analysis of use, age, and relevance of the existing collection.

The library materials budget will be expended according to established collection development objectives, policies, and procedures under guidance from library faculty, staff, and management.

Resource Requirements Required for Procedures (See Appendix C for prior funding.)

This program plan requests funding for library materials for FY2015-16. Two alternate stages of funding are proposed: A. $75,000 to sustain a minimal program (the funded amount for FY2014-15);

B. $100,000 for full implementation of the program (the funded amount for FY2008-09).

This program plan covers funding for necessary library circulating, reference, and reserve books and media for both the main campus and the Outreach Centers. Funding is required to provide students with adequate, up to date, and accurate research information.

13 Funding Sources (See Appendix D for details.)

Program Plan: The annual Program Plan allocation is the primary and only current source of college funding for core reference, reserve, and circulating books and media. Division Resources: Division funding pays a share of the costs for all types of library materials, including books, media, periodical subscriptions, and standing orders (reference serials). Additional Funds: In some years the library materials budget has been augmented by one-time infusions. No additional funds are anticipated for FY2015-16.

SCC Library Book and Media Collection Program Plan Objective Procedure Timeline Responsible Resource Funding Source(s) persons Requirements

Objective 1: a. Develop Program Plan Sept. – Nov. Coll. Dev. Libn & Acquire funding for Collaborative library materials. Group b. Receive allocated budget and July – Sept. Tech. Services staff Library materials Program Plan request account numbers for allocation new fiscal year c. Assign funds per allocation July – Sept. Tech. Services staff Staff Program Plan formula d. Assign funds to Outreach Centers July – Sept. Tech. Services staff Staff Program Plan

e. Determine funds for ebooks July – Sept. Tech. Services staff Staff Program Plan & Div. Resources (PPDR) f. Monitor materials allocations Monthly Coll. Dev. Libn Staff

Objective 2: Select a. Select, purchase, and process Aug. – July Tech. Services & Staff PPDR and purchase reserve textbooks Circ. staff library materials…

14 b. Select circ. and ref materials Aug. – May Librarians Staff PPDR using goals, objectives, policy, surveys, curriculum, diversity, reviews, circ. data, gap list, more c. Solicit requests from faculty; Aug. – May Librarians Staff meet with departments d. Collect add’l requests from Aug. – July Librarians Staff faculty, staff, and students e. Order and process materials Aug. – May Tech. Services staff Library materials PPDR allocation f. Analyze collection for age, Aug. – May Librarians Staff circ, and usefulness; weed worn and outdated titles g. Add new or replacement Aug. – May Librarians, faculty Library materials PPDR titles allocation Objective 3: a. Receive curriculum actions, Aug. – May Librarians Library materials PPDR Provide materials meet with faculty re: library allocation to support … services and collections, update courses & services collection Objective 4: a. Publish newsletter posts, lists, Aug. – May Librarians Staff Disseminate slide shows, posters on new information… acquisitions b. Receive, evaluate add’l requests Aug. – May Librarians Staff Objective 5: a. Identify current college interests Librarians, library Staff Program Plan Provide materials and presentations staff that connect staff b. Select, purchase and process to the college c. Distribute new materials community information to campus Objective 6: a. Compile and analyze circ. and ILL Aug. – May Librarians, library Staff Compile statistical data to find trends in library use, staff reports… collection gaps b. Produce age of collection report Aug. – May Tech. Services and Staff to track growth and age Coll. dev. librarian 15 c. Produce use and age reports for Aug. – May Coll. dev. librarian Staff weeding and updating d. Track allocation funds to evaluate Aug. – May Coll. dev. librarian Staff and revise formula e. Review, revise, and distribute Aug. – May Librarians, library Staff policies and procedures staff, dean Anticipated Program Plan Funds: $75,000 $100,000 minimal full impl. Anticipated Division CDF Resources: ~$50,000 ~$50,000 See Appendix D Total Cost: $125,000 $150,000

November 10, 2014 Annual revisions Nov. 5, 2010; Nov. 14, 2011; Nov. 9, 2012; Nov. 15, 2013. Original Program Plan February 2009.

REVIEW CYCLE: Annual

Contact Mary Ann Robinson, Librarian, Collection Development [email protected] 916-558-2377

16 Appendix A. Library materials support these Student Success Task Force recommendations:

1. Increase college and career readiness

2. Strengthen support for entering students.

3. Incentivize successful student behaviors: Require students to begin addressing basic skills deficiencies in their first year.

5. Improve the education of basic skills students.

6. Direct professional development resources toward improving basic skills instruction and support services.

8. Encourage innovation and flexibility in the delivery of basic skills instruction.

Recom- Library support for Student Success Task Force Recommendations mendation 1, 2 The library buys a great deal of material to help students with academic preparation, college orientation and life skills, study skills, and academic goals. In addition, the library also provides books that profile colleges and describe scholarships. In the most recent library book survey, 82% of students said library books helped them prepare to transfer. 1 Career readiness is a particular focus of materials selection. Librarians buy a broad range of course-related materials, books and media on careers targeted by coursework, books and media on resumes, interview preparation, workplace conduct, starting a business, and more. Library surveys indicate that students use library materials to prepare for jobs. 1, 5 Library materials provide relevant subject content that students engage with in their coursework as they develop the critical thinking, analytical, and problem solving, and organizational skills that employers value. 1, 5 Library instruction helps students complete college assignments. Instruction sessions focus on basic skills and information competency students will need throughout their college and working careers. Library books and media are core components of instruction; these materials contain the subject content students need to develop critical thinking skills. 1, 2, 3 Many students cannot afford textbooks. The library reserve collection is key to matriculating students addressing basic skills deficiencies through coursework, supported by textbooks. Reserve books also support student retention and graduation. Reserve materials may allow students to preserve funds for other expenses while they continue college. 1, 2, 3 The library prioritizes the selection of circulating books, ebooks, and media intended to help new and continuing students make academic progress in basic skills courses, as well as in the areas of college and career readiness.

17 Recom- Library support for Student Success Task Force Recommendations mendation 6, 8 The library acquires materials to revitalize staff development, including books and media on teaching methodology, campus diversity, basic skills instruction, educational grants, and other instructional innovation.

18 Appendix B. Measures of Merit

Several measures attempt to assess how well library materials meet the goals of providing adequate, accurate and up to date information for students to successfully complete coursework, and how well library materials help fulfill college goals and the library mission. Additional measurements of library value are addressed by a 3 year unit plan objective to identify and organize library data.

Objective Measurement Tool Frequency Description of outcome measure 1 Budget Allocation Annual Determines funding for library materials, other outcomes 2, 6 Library PFE survey Annual Data collected from students on how they use and value library books in terms of college and personal success 2, 3, 5 LRC survey Periodic Data collected from college personnel on LRC services, including library materials 2, 3, 4, 5 College & District Periodic Data collected from college personnel on college services, including library materials surveys 1, 2, 6 State Chancellor’s Annual Reports on library budget, circulation, acquisition, and other activities Office Annual Data Survey 2, 6 Circulation data Monthly Statistics describing use of materials by type – reserve, circulating, reference, and media 2, 3, 6 Collection analysis data Periodic Statistics describing quantity, age, use, and other factors of materials in defined areas of the during year collection 1, 2, 6 Per Student Spending Annual Report on the amount of library materials funding spent per FTES calculation 1, 2, 6 Age of Collection Annual Report on changes in numerical holdings by publication dates Report 1, 2, 6 Allocation formula Periodic Subject area allocation formula that reflect acquisitions, use, and spending revision 1, 2, 6 Expenditure of funds Monthly Internal reports on fund balance in allocated subject areas by subject area 2, 4 New Book and New Every Publicity for materials added to the book and media collections Media lists semester

19 Appendix C: Prior funding for library materials:

General Fund/Block Grant Year Funding source Amount What it buys 1990 to General fund/block grant $54,000 to print periodicals and reference serials (excludes circulating, present current $50,300 reserve, most reference books and media)

Additional Funding for Library Materials Year Funding source Amount What it buys 2000- Campus SIEF (District PDF $50,000 General library materials (circulating, reference, and reserve books FY2006-07 prior to 2000). and media) From 1998-99 to 2002 the library received a total of ~ $300,000 in PFE funds. FY2007-08 Campus SIEF plus Budget $100,000 General library materials and media Committee augmentation FY2008-09 Campus SIEF plus Budget $100,000 General library materials and media Committee augmentation FY2009-10 Campus SIEF plus Budget $85,000 General library materials and media; basic skills and outreach/DE Committee augmentations materials FY2010-11 Program Plan $67,500 General library materials and media FY2011-12 Program Plan plus Basic $69,330 General library materials and media; basic skills materials Skills grant ($1830) FY2012-13 Program Plan $75,000 General library materials and media; includes $1500 to each Center, Davis and West Sacramento FY2013-14 Program Plan $75,000 General library materials and media; includes $1500 to each Center, Davis and West Sacramento. The Library also received a $1000 IQ grant for Basic Skills as well as $2000 in BS funds from SSSP during the fiscal year. FY2014-15 Program Plan $75,000 General library materials and media; includes $2000 to each Center, Davis and West Sacramento

20 21 Appendix D. Library Materials Funding Resources

Program Plan Background: Prior to FY2010-11, acknowledging that library materials are college-wide resources, the college granted annual funding for library books and media “above the line.” In FY2010-11 the funding process for these materials was converted to an annual program plan.

College Discretionary Fund Background: CDF funding pays for periodical subscriptions and reference standing orders (standard reference book updates). This allocation has ranged from a high of $54,000 in FY2008-09 to a low of $43,200 in FY2009-2012 to the current allocation of $50,300. With reductions in the CDF allocation in 2007, the library began a series of use analyses and prioritization efforts that have resulted in the elimination of numerous print periodical subscriptions. The librarians have also examined the use of books in the reference collection in order to reduce the number of titles received on standing order. Cuts in periodical subscriptions and reference standing orders have redirected several thousand dollars toward maintenance and development of the reserve, general, and ebook collections, helping to mitigate program plan reductions.

Fines and replacement funds: The library spends these funds throughout the year to replace materials, primarily reserve textbooks, for which there is a continuing need for new replacement editions. Fines and replacement funds are also used to purchase updated and replacement books and media for the general collection. The bulk of these funds are collected as students pay their library fees prior to registration, so there are dramatic seasonal fluctuations in the balance and the total amount is not known until the end of the fiscal year. The library has attempted to maintain a minimum level in this fund in anticipation of a year when there may be little other funding.

Additional Funding History: From FY1998 to FY2002 the library received Partnership for Excellence grants for library acquisitions. In FY2007-08 and FY2008-09 the Campus Budget Committee provided augmentations that funded additional copies of high use textbooks for reserves; new titles to support students in basic skills courses; and a collection of ebooks which are of particular value to outreach, DE, and other off-campus students, as well as students on the main campus. Small Basic Skills Initiative grants in FY2009-10, 2011-12, and 2013-14 as well as an IQ grant in 2013-14 allowed library staff to purchase additional titles to support students in courses designated by the Basic Skills coordinator.

22 Works Cited

Association of College and Research Libraries. Value of Academic Libraries: A Comprehensive Research Review and Report. Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries, 2010. Web. 31 Oct. 2012.

Hart Research Associates. Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn. A Survey among Employers Conducted on Behalf of the Association Of American Colleges and Universities. Washington: Hart Research Associates, 2010. Web. 31 Oct. 2012.

Lynden, Frederick C. “U.S. college book price information, 2013.” Choice 51 (April 2014): 1358- 1361. Web. 20 Oct. 2014.

PFE (Partnership for Excellence) Survey on Library Books, April 2014. Sacramento City College Library. Oct. 30, 2014.

Scott-Skillman, Thelma. “Proposal for Uniform LRCCD Library Funding.” Email. June 22, 2012.

Senack, Ethan. “Fixing the broken textbook market: How Students Respond to High Textbook Costs and Demand Alternatives.” U.S. PIRG Education Fund and the Student PIRGS, 2014. Web. 16 Oct. 2014.

UC Libraries Academic e-Book Usage Survey: Springer e-Book Pilot Project. University of California Libraries, 2011. Web. 7 Nov. 2014.

Willingham, Daniel T. “Measured approach or magical elixir? How to tell good science from bad.” American Educator 36.3 (Fall 2012): 4-12+. Print.