91��ý

CHICAGO — The thoroughly updated and revised second edition of “,” published by , provides models and tools that will enable library staff who serve youth to create and maintain collections that provide equitable access to all youth. And as author Sandra Hughes-Hassell demonstrates, the only way to do this is for collection managers to be learner-centered, confidently acting as information guides, change agents, and leaders. Based on the latest educational theory and research, this book:

• presents the argument for why collection management decisions and practices should focus on equity, exploring systemic inequities, educational paradigm shifts, developments in the information environment, and other key factors;
• lays out the theoretical foundation for developing and managing a library collection that facilitates learning, supports the development of multiple literacies, and provides equitable access to an increasingly diverse group of young learners;
• touches upon current competencies and standards by AASL, YALSA, and ALSC;
• uses a learner-centered and equity perspective to cover core issues and criteria such as selection and removal of materials, budgeting, and cooperation among libraries;
• shows how a business viewpoint can assist the learner-centered collector in articulating the central significance of the collection to learning;
• discusses how library staff can work collaboratively to create policy and negotiate budgets; and
• includes customizable tools and templates, including a Stakeholder Contact/SWOT Analysis, Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance Equity, and Collection Development Analysis Worksheet.

Hughes-Hassell, Ph.D., is a professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. In her current research, she focuses on social justice issues in youth library services. She is a past president of the Young Adult Library Services Association (YALSA). She holds a master’s degree in education from James Madison University and a PhD in library and information science from the University of North Carolina at Chapel Hill.

remain available for instructors who are interested in adopting titles for course use. Instructors may also contact us at editionsmarketing@ala.org for a PDF of this and other titles for instructor use.

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