Part+3

Part 3

Here is the collection development policy for the Children Reading Tent program in Kenya.

Here is the general collection policy for the Lubuto Library Project in Zambia. [|Lubuto guidelines]

(100 points) Based on a thoughtful consideration of the community needs analysis that you performed and the needs of the parent organization develop a formal, written policy statement for your collection. You may use existing policy statements from other collections as a model or guide for your own statement. If you use significant portions of another policy statement, please document this use. Please address each of the issues as listed below (unless they don’t make sense for the type of collection that you are developing; you may need to include additional information if your collection is unique or warrants a different description in a policy statement):  1. ** PURPOSE ** . Usually beginning with an infinitive, this section clearly and briefly indicates why the collection is being developed. 
 * Assignment ** – Create a document that contains answers to the following.
 * Part III - The Policy Statement **

To provide a core collection of early literacy materials for children ages 10 and under using one of Save the Children's 500 Temporary Classrooms in the Port-au-Prince area of Haiti. The collection should meet the early literacy goals of Save the Children, the National Government of Haiti, as well as UNESCO's Millennium Development Goals.  2. ** AUDIENCE ** . Clearly identify those who are most likely to use the collection and for what. The collection will be used by students and teachers who come to a Temporary Classroom to receive and give schooling. It will be accessed most frequently by those needing assistance with the development of literacy skills. 

3. ** DEFINITION ** . Present a brief definition of your collection subject or scope using appropriate descriptors. Include major LC or DDC class numbers if your information organization is a library.

4. ** LANGUAGE ** . Identify the languages needed by content seekers which are important for materials in your topic. For subjects such as art history or a craft, where materials often contain minimal text and maximum illustration, foreign language exclusion may be waived. Typically, most items would be selected only in English. If your collection is limited to English language items, this section may be deleted.  Materials should be in Haitian Kreyol. Minimal materials that are bilingual Kreyol/English are permitted.

5. **GEOGRAPHIC EMPHASIS**. Clearly identify geographical priorities within your subject. Typically, the selector begins with the region where the community is located and then expands outward in concentric circles. For example, will the model railroading collection include model railroading world-wide or just in the U.S.? Particular emphasis will be placed on materials that recognize the Haitian experience and Caribbean lifestyles. Materials that represent a Northern Hemisphere perspective will be kept to a minimum and shelved in a multi-cultural/foreign cultures section.

6. **COUNTRY OF ISSUANCE**. In many communities, only materials issued in North America and Great Britain would be considered

7. **CHRONOLOGICAL EMPHASIS**. Clearly indicate which time periods are of priority within your subject. For example, are you interested in model railroading in the 19th Century?

8. **DATE OF ISSUE**. Indicate if only new or new and retrospective items will be selected (e.g. are you going to select items that are only newly published or will you attempt to collect things that are now out of print?). Most communities are interested in newly issued items, but some will consider retrospective items as well.

9. **TYPE AND FORMAT OF MATERIALS**. Rank, in order of their importance to the collection, the formats and treatments which will be selected. For a server (internet) collection, indicate the relative importance of text, images, audio, full motion video, and the like.

10. **SELECTION CRITERIA**. List and briefly discuss subject specific criteria which are important or need to be considered in developing a collection on this particular subject. General criteria which apply to virtually all subjects or to a particular format do not need to appear here. If there are no specialized criteria for your subject, say so.

11. **SUBJECTS AND COLLECTING LEVELS**. The larger subject is divided into appropriate categories, topics or parts as indicated by your community analysis. Parts may be logically consistent and parallel or they may be mixed. Each part identified above is assigned a depth or priority level such as 3 or B. You may create your own coding scheme or use a standard one (such as the RLG conspectus). The scheme may be alphabetic or numeric. Each value should indicate a level of priority or depth. All parts would not ordinarily have the same priority. Below the subject-priority section, define each of the levels which you have used. Level definitions should include some sense of how many items might be included. Parents' Browsing Shelf: An assortment of functional print materials that address issues of parenting, coping with grief, business skills and practices

12. **OTHER COLLECTIONS**. Identify other major accessible collections or sources of information on your subject accessible to members of your organization or community. These are the collections you would refer users to after they have exhausted your collection. Briefly characterize these collections.