Collection management and the budget crunch: are we adequately preparing library students for current practices?

Abstract

Purpose – The purpose of this paper is to determine whether collection management practices that evolved as a result of recent budgetary constraints are included in the LIS curriculum or not. Design/methodology/approach – Ten collection management trends related to budgetary constraints were identified through a review of the literature. Then, collection management educators at ALISE member institutions were identified and surveyed regarding the inclusion of the aforementioned trends in their curricula. Survey results were analyzed using descriptive statistics and content analysis. Findings – Four trends (collaborative collection development, just-in-time acquisitions, patron-driven-acquisitions, and participation in consortia) were mentioned in nearly all curricula; six others were covered with varying frequency. Professional standards are also found to include limited information on collection management. Additionally, a review of two popular collection development texts revealed that very few of the trends were covered in a budgetary context. Originality/value – This study examines collection management education in a novel way and highlights the disconnect between professional practice, professional standards, and education. The paper also adds the domain of collection development to the discussion of how or why LIS courses are influenced by practice.