Collecting intensity levels adopted in the Frohring Library range from 1 to 3 according to the following scale:[1]
0 |
Out of Scope Library does not intentionally collect materials in any format for this subject. |
1 |
Minimal Information Level Collections that support minimal inquiries about this subject and include:
The collection should be frequently and systematically reviewed for currency of information. Superseded editions and titles containing outdated information should be withdrawn. Classic or standard retrospective materials may be retained. |
2 |
Basic Information Level Collections that serve to introduce and define a subject, to indicate the varieties of information available elsewhere, and to support the needs of general library users through the first two years of college instruction include:
The collection should be frequently and systematically reviewed for currency of information. Superseded editions and titles containing outdated information should be withdrawn. Classic or standard retrospective materials may be retained. |
3 |
Study or Instructional Support Level Collections that provide information about a subject in a systematic way, but at a level of less than research intensity, and support the needs of general library users through college and beginning graduate instruction include:
The collection should be systematically reviewed for currency of information and for assurance that essential and important information is retained, including significant numbers of classic retrospective materials. |
4 |
Research Level A collection that contains the major published source materials required for doctoral study and independent research includes:
Older material that is retained and systematically preserved to serve the needs of historical research |
5 |
Comprehensive Level A collection in a specifically defined field of knowledge that strives to be exhaustive, as far as is reasonably possible (i.e., a "special collection"), in all applicable languages includes:
|
[1] See: IFLA, Guidelines for a Collection Development Policy Using the Conspectus Model, 2001, 7-9, http://archive.ifla.org/VII/s14/nd1/gcdp-e.pdf.