Implications of newer models of popularization of science for science library collection development When we look at science communication - communication about science or by scientists - we normally divide that into communication among scientists (scholarly communication) and communication to non-scientists (variously: popular communication of science, popularization, or the French - vulgarization). Within scholarly communication we have formal scholarly communication (journal articles, books, textbooks, etc.) and informal scholarly communication (sometimes conference papers, but basically any communication among scientists besides what's in formal - see my review). The formal/informal bit was really solidified in the Garvey and Griffith models [e.g., 1].

The "dominant model" of popularization developed over the 20th century (maybe starting in the 19th), but it has become obvious from SSS research that it no longer adequately models reality, if it ever did [2,3, 4]. Some of the proponents of the dominant model are the scientists themselves. The dominant models makes some very large assumptions. Namely:

• scientists produce genuine knowledge and then it is dumbed down, translated, distorted, simplified, and polluted
• the public is ignorant -- essentially a blank slate
• the information flows one way -- scientist to public [5]
  
• scientists don't want to talk to the public, but they will if they have to to get funding [4].

But we understand now from Paul's study [4] and others cited by her that:

• popularization is a continuum
  
• writing journal articles in general scholarly publications is a form a popularization
• textbooks are a form of popularization
• can be children's books, to heavy duty journal articles that require a high level of more general science knowledge
  
• science is so very specialized now, that anyone outside of the exact area needs a popularized view
• science professors need textbooks outside their particular field (more to come out of my current research project)
• scientists are big consumers of popularizations to get ideas from adjacent and disparate research areas for their own work as well as for their own popularizations or teaching
• popularizations are used by scientists to gain the support for their revolutionary ideas (in the Kuhnian sense) from other scientists

About Libraries
Academic and Research libraries in the sciences (in my experience) collect "popular works" as extra or entertainment reading. These are the first to go because they are seen as extra or not real science. When libraries collect these, they may be shelved in a special place for popular books, and not in with the subject area. Yet, these works can spark creativity and connections for the scientists. In a place with applied scientists who have their heads down in their work, these may serve the very important purpose of connecting the scientists to new relevant research.

But they have to be the right popularizations. There exist book reviews written by scientists of popular science books. How do librarians tell if this popularization is more on the sciencey end of the continuum? Probably from reviews in science magazines and journals as well as by the publisher. Maybe by browsing within the pages? Looking at the footnotes and citations. Hey, how about looking in the science blogosphere (hm, oh that's another post there...)!

Here's my point: research science libraries should make more effort to collect and market popular science materials. These materials should be an important part of the service we do -- plus they're cheap. Compare $25 for a popular book and minimum $125 for a specialized science book (yep, really).

Notes (in some strange half apa half other format):

[1] Garvey, W. D., & Griffith, B. C. (1967). Scientific communication as a social system. Science, 157(3792), 1011-1016.

[2] Whitley, R. (1985). Knowledge producers and knowledge acquirers: Popularisation as a relation between scientific fields and their publics. In T. Shinn, & R. Whitley (Eds.), Expository science: Forms and functions of popularisation (pp. 3-28). Dordrecht, Holland: D. Reidel Pub. Co.

[3] Hilgartner, S. (1990). The dominant view of popularization: Conceptual problems, political uses. Social Studies of Science, 20(3), 519-539. (or actually probably Whitley in 1985, but I don't have e- access to this to check it)

[4] Paul, D. (2004). Spreading chaos: The role of popularizations in the diffusion of scientific ideas. Written Communication, 21(1), 32-68. DOI:10.1177/0741088303261035

[5] Myers, G. (2003). Discourse studies of scientific popularization: Questioning the boundaries. Discourse Studies, 5(2), 265-279. DOI:10.1177/1461445603005002006

Labels: collection development, science communication, science libraries

  ¶ 2:23 PM| (0) comments |cites (technorati) |

  On Weeding... Weeding, variously called "pruning", de-selection, de-accessioning, collection management, is a vital part of maintaining a healthy, vibrant, welcoming library collection. It is the careful, thoughtful removal of items from the collection. Reasons for weeding include:

• No longer within the scope of the collection
• Duplicate copies
• Low circulation (therefore low interest)
• Poor condition (replacement copies may be added)
• No circulation within x time period
  
• Information is out of date or superseded
  

How the time period is determined, or if the book can be repaired, or any of these other things are determined by the library mission and policies and by the professional judgment of the librarian responsible for managing the collection.

Research collections are rarely, if ever, weeded. Books are repaired and/or moved to off site storage. If they are weeded, the circ period may be within 10 years.

Public libraries, on the other hand, especially branch collections, usually will weed more aggressively. First, the books are handled much more roughly and so can be in much poorer shape. Second, the mission of the library is for the local citizen's person information needs like health information (should be rigorously and continuously weeded), legal information (should be rigorously and continuously weeded), self-help, hobby related, entertainment, and educational materials for both children and adult learners. Libraries that fail to weed will have out of date and possibly harmful materials. Sections like travel books where there are new copies every year should also be weeded -- who wants a restaurant guide from 1999?

Weeding is continuous in many libraries and it's part of the job description for the librarians. In other libraries, it's only done when necessary to free up space.

All libraries should have a policy that is agreed upon by the highest levels of library management. The policies should be different for different communities with different needs and should be different for different subject areas. Public libraries may have this policy approved by the library board.

One of the books I always keep near to hand and reference quite regularly here is F.W. Lancaster's If You Want to Evaluate Your Library... 2nd ed. (Champaign, IL: University of Illinois, 1993). Chapter 6 is on Obsolescence, Weeding, and the Use of Space. I like his method because in journal selection, too, he comes up with a set of measures and then has you weigh each and score the total for each item. For weeding he has last recorded circ date, date of publication, on "recommended" list, physical condition. He has these weighted so circ date is most important. Finally a quote from him (p.116)

Weeding can improve the quality of a collection. When old and unused books are removed, the shelves appear more attractive to users and it is easier for them to find the newer or more popular items they are likely to be looking for. An effective weeding program has been known to increase circulation (Slote, 1989), although no evidence of this was detected by Roy (1990).

This is all, of course, IMHO.
Updated, minutes later, for typos.

Labels: collection development, library policies, weeding

  ¶ 2:52 PM| (2) comments |cites (technorati) |