Competency F: Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items
Introduction
The selection, evaluation, organization, and preservation of information resources are among the fundamental responsibilities of information professionals. Together, these processes shape the development and maintenance of library collections, determining what materials are available, how they can be accessed, and whether they remain useful over time. Although these responsibilities have traditionally centered on physical materials, the increasing availability of digital resources has introduced new considerations for how information is managed. From printed books and historical manuscripts to electronic journals and digital archives, information professionals must understand how to manage different types of resources while ensuring they continue to meet the needs of the communities they serve.
Competency F asks us to demonstrate our understanding of the basic concepts and principles related to these four processes. While each serves a distinct purpose, they are closely connected and collectively contribute to the development of accessible, relevant, and sustainable information collections.
Selection and Evaluation of Information Resources
One of the responsibilities of information professionals is determining which materials should be included within a collection. Collection development involves selecting resources that reflect the mission of the institution while meeting the informational needs of the communities it serves. The American Library Association’s Selection & Reconsideration Policy Toolkit (2025) emphasizes the importance of establishing clear selection policies that guide collection development decisions and support intellectual freedom.
In academic libraries, these decisions are particularly important because collections must support the educational and research needs of students, faculty, and staff. For example, librarians may evaluate scholarly journals based on their relevance to academic programs, the credibility of their publishers, and their cost. However, selection is not simply about choosing the most popular or frequently requested materials. Information professionals must also consider whether their collections represent diverse experiences and perspectives, particularly those that have historically been overlooked.
Evaluation is an ongoing process that continues after materials have been acquired. Collections must be regularly assessed to determine whether resources remain accurate, relevant, and useful. This may involve reviewing circulation statistics, identifying gaps in subject coverage, or removing outdated materials.
Organization of Physical and Digital Materials
Once materials have been selected, they must be organized in ways that allow users to locate and access them. Libraries have traditionally relied on classification systems, such as the Dewey Decimal Classification and Library of Congress Classification, to arrange physical materials according to subject. Digital resources often rely on metadata and descriptive standards to support their discovery.
Riley (2017) explains that metadata plays an essential role in describing, identifying, and managing information resources. Information such as titles, authors, subjects, and publication dates allows materials to be discovered through catalogs, databases, and digital repositories. Without consistent organizational practices, even valuable resources may become difficult to locate. However, organizing information is not an entirely neutral process. The terminology and categories used to describe materials can influence how information is represented and discovered. Information professionals must therefore consider how their organizational decisions affect access, particularly for communities whose experiences may not be adequately represented within traditional classification systems.
Preservation of Information Resources
Beyond selecting and organizing materials, information professionals are responsible for ensuring their continued and future availability. Preservation involves protecting information resources from damage, deterioration, and loss. For physical materials, this may include maintaining appropriate storage conditions, handling fragile items carefully, and repairing damaged books or documents.
Digital preservation presents different challenges. Unlike physical materials, digital resources depend on technology that may become outdated or unsupported over time. The Library of Congress (2024) identifies factors such as file format transparency, software dependencies, and widespread adoption as important considerations when determining whether digital information can be preserved. As a result, digital preservation may require maintaining multiple copies of files, monitoring their integrity, and migrating materials to newer formats when necessary. These practices help ensure that digital information remains usable as technology changes.
Ultimately, the selection, evaluation, organization, and preservation of information resources are essential responsibilities within Library and Information Science. As someone pursuing academic librarianship, I recognize that these responsibilities involve more than simply maintaining a collection. They require thoughtful decisions about whose knowledge is represented, how information can be accessed, and what materials will remain available for future students and researchers.
Evidence
Evidence #1: Medieval Manuscript Study
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My first piece of evidence is a website I created for INFO 284: History of Books, in which I conducted an in-depth study of a fifteenth-century illuminated manuscript known as The Black Hours, currently housed at the Morgan Library & Museum. For this assignment, I selected a medieval manuscript and researched its historical background, physical construction, and distinctive characteristics. I organized my findings into three sections: Background, Physical Description, and Script. In the first section, I examined the manuscript’s origins in fifteenth-century Bruges, its possible connection to the illuminator Willem Vrelant, and its provenance, tracing its ownership through several private collections before its acquisition by J. Pierpont Morgan. I then investigated its physical attributes, including its dimensions, binding history, collation, pigments, and decorative elements. Of particular interest was the manuscript’s distinctive black vellum, which was produced using an iron-copper solution and carbon pigment. Finally, I examined its gothic textura script, rubrication, and marginal decorations, using digitized images from the Morgan Library & Museum to support my observations. Throughout the website, I incorporated photographs, historical context, and references to document my findings and make the manuscript’s characteristics accessible to readers.
I selected this artifact because it demonstrates my understanding of the principles involved in evaluating, describing, and preserving historical information resources. Through my research, I learned how the physical construction of a manuscript can influence its long-term survival and the challenges faced by institutions responsible for its care. For example, the materials used to create the black pages of The Black Hours have contributed to their deterioration, demonstrating how artistic techniques can introduce preservation concerns centuries after an item was produced. Examining the manuscript’s binding history also helped me recognize the importance of documenting previous alterations and conservation work when assessing the condition of historical materials. Additionally, researching its provenance and physical characteristics reinforced my understanding of how detailed documentation contributes to the organization and interpretation of rare collections. Although I did not work directly with the manuscript, studying its digitized pages allowed me to examine an otherwise difficult-to-access resource and consider how digital access can support research while limiting the need to handle fragile originals. This assignment strengthened my appreciation for the responsibilities involved in maintaining historical collections and ensuring their continued availability. As I pursue a career in academic librarianship, I hope to apply this knowledge when working with special collections, evaluating the condition and significance of materials, and supporting efforts to preserve and provide access to historical resources.
Evidence #2: Towards Knowledge Justice: Transformative Models for Collection Development
My second piece of evidence is a position paper titled Towards Knowledge Justice: Transformative Models for Collection Development, which I completed for INFO 230: Issues in Academic Libraries. For this assignment, I examined the historical and structural biases embedded within academic library collection development practices and explored how libraries can adopt more equitable approaches to selecting and maintaining their collections. My research focused on how traditional classification systems, publishing practices, and acquisition decisions have historically privileged Western and Eurocentric perspectives while limiting the representation of marginalized communities. I also investigated transformative diversity, equity, and inclusion frameworks that encourage libraries to reconsider established ideas of authority and whose knowledge is represented within academic collections. Building upon this research, I explored practical strategies for addressing these inequalities, including conducting diversity audits, identifying gaps in existing collections, diversifying vendor relationships, and collaborating with other academic institutions to expand access to underrepresented perspectives. Throughout the paper, I considered how institutional constraints, such as limited budgets and established acquisition workflows, can complicate efforts to implement meaningful changes to collection development practices.
I selected this artifact because it demonstrates my ability to critically examine the principles that guide the selection and evaluation of information resources. Through this research, I came to recognize that collection development is not simply a matter of acquiring materials that meet an institution’s immediate needs, but also involves considering how selection decisions influence whose knowledge is preserved and made accessible. Evaluating a collection therefore requires looking beyond traditional measures of relevance and usage to consider gaps in representation and the broader systems that shape what materials are available for acquisition. My examination of diversity audits and collaborative collection development also helped me identify approaches that libraries can use to assess their existing resources and make more informed acquisition decisions. Additionally, this assignment reinforced the importance of recognizing how institutional policies and financial limitations can influence collection development priorities. As I pursue a career in academic librarianship, I hope to apply these principles by participating in collection assessments, advocating for the inclusion of underrepresented perspectives, and supporting acquisition practices that reflect the diverse educational and research needs of academic communities.
Evidence #3: Omeka Digital Exhibits
My third piece of evidence consists of two digital exhibits I created using Omeka for INFO 284: History of Books. For this assignment, I was tasked with developing two exhibits that explored different periods in the history of printing, selecting historical materials and organizing them into accessible online presentations. My first exhibit, Incunabula – The Use of Red Ink in Early Printing (1450-1500), examined the use of red ink in books printed before 1501, particularly its role in identifying headings, emphasizing important passages, and organizing text for readers. I selected seven examples of early printed books, including the Gutenberg Bible and Mainz Psalter, and researched how rubrication was incorporated into their production and design. My second exhibit, Printing in the American Colonies — Printing for the Public (1639–1783), explored how printed materials contributed to communication and the circulation of information throughout colonial America. This exhibit focused on publications such as newspapers, pamphlets, broadsides, and almanacs, examining their different purposes and significance within colonial society. For both exhibits, I selected materials that supported their respective themes, researched their historical context, and developed individual descriptions to explain their relevance. Using Omeka, I organized these resources into digital exhibits that allowed visitors to explore the materials and understand their significance within the broader history of printing.
I selected these exhibits because they demonstrate my ability to apply principles of selection, evaluation, and organization to historical information resources within a digital environment. Developing each exhibit required me to establish a clear scope, identify materials that supported its purpose, and evaluate how individual items contributed to the overall presentation. Rather than simply gathering examples of historical printing, I considered how each item could provide a distinct perspective on the subject and contribute to a more comprehensive understanding of the topic. Organizing these materials through Omeka also provided practical experience in presenting digitized historical resources in a way that was accessible and meaningful to users. Through this process, I recognized the importance of balancing historical accuracy, thoughtful selection, and clear organization when developing digital collections and exhibits. Additionally, working with digitized materials reinforced my appreciation for how digital access can support the study of rare and historically significant resources without requiring direct handling of the originals. As I pursue a career in academic librarianship, I hope to apply these skills when contributing to digital collections, developing educational exhibits, and supporting initiatives that make special collections and historical materials more accessible to students, faculty, and researchers.
Conclusion
Through these assignments, I have developed a greater appreciation for the responsibilities involved in building and maintaining information collections. My coursework has helped me recognize that selection, evaluation, organization, and preservation are interconnected processes that influence not only what information is available, but also whose knowledge is represented and how it can be accessed. I have also learned the importance of balancing the historical and cultural significance of materials with the practical considerations of their long-term care and accessibility. Diving into academic librarianship, I hope to apply these principles by contributing to thoughtful collection development practices, supporting the preservation of physical and digital resources, and helping ensure that collections remain relevant, inclusive, and accessible to future generations of students and researchers.
References
| American Library Association. (2025, June). Selection & reconsideration policy toolkit for public, school, & academic libraries. ALA. https://www.ala.org/tools/challengesupport/selectionpolicytoolkit Riley, J. (2017, January 1). Understanding metadata: What is metadata, and what is it for? National Information Standards Organization. https://www.niso.org/publications/understanding-metadata-2017 Library of Congress. (2024, June 18). Sustainability of digital formats: Planning for Library of Congress collections. Library of Congress. https://www.loc.gov/preservation/digital/formats/ |