Abstract

Lorcan Dempsey has formulated the brilliant concept of the "facilitated collection”, which represents what the academic library collection should be today. Library collections have traditionally been dominated by print logic, where size and closeness are core values. This logic has been altered by the possibilities of the Internet and digital collections. Presently, collections can be built around the user's needs and as a result libraries must assure access to documents that are not necessary owned by the library. Therefore, collection development should be based on cooperation between institutions, which entails a great deal of effort because of the constant updating, maintenance of catalogs, and discarding the vision that assimilates a collection to a property.

Abstract

The current relevance of LGTBI collections in public libraries is studied; these collections are included and prescribed in the recent laws for equality in Spanish regions such as Galicia, Catalonia, Extremadura, Madrid, Murcia, and Balearic Islands. After reflecting on the visibility of LGTBI authors and editorials, it is concluded that these collections are still scarce and that public libraries must learn about and incorporate information and documents that expand the social knowledge of sexual diversity.

Abstract

After the introduction of electronic journals collections in academic libraries the next step is to expand the existing collections of books and reference materials with new content in digital format. The international publishing industry is currently offering their books in digital format. The present article reviews the key factors to be considered in the selection and acquisition stages of electronic books as well as the existing international publishing offer. It is shown also a comparison of electronic books aggregators with strong presence in Spain.

Abstract

The objective of this study is to establish which document types are considered essential for learning at universities and, therefore, are recommended to students. Additionally, an analysis was conducted to determine if electronic resources are a part of the recommended reading lists for the various subjects across the curriculum and what exactly their weight is in relation to other document types. The current syllabi for the 2014-2015 academic year were accessed for each subject in ten majors offered at three Spanish universities: University Carlos III of Madrid, University of León, and University of Salamanca. The primary finding is the lack of homogeneity in the number of references by university and major which is due to the disparity observed as far as the number of references per subject. Books are the resources most frequently suggested in all of the curricula analyzed. The scarce use in course syllabi of journal articles and, particularly, conference papers, is significant. Links to institutional websites predominate, whereas the presence of electronic books is residual despite a proven inclination to prioritize recommendations for monographs and textbooks. The presence of electronic journals and electronic articles is also marginal. It is evident that traditional document types continue to be recommended despite the increase of electronic documents in academic libraries’ collections.

Abstract

The objective of this study is to establish which document types are considered essential for learning at universities and, therefore, are recommended to students. Additionally, an analysis was conducted to determine if electronic resources are a part of the recommended reading lists for the various subjects across the curriculum and what exactly their weight is in relation to other document types. The current syllabi for the 2014-2015 academic year were accessed for each subject in ten majors offered at three Spanish universities: University Carlos III of Madrid, University of León, and University of Salamanca. The primary finding is the lack of homogeneity in the number of references by university and major which is due to the disparity observed as far as the number of references per subject. Books are the resources most frequently suggested in all of the curricula analyzed. The scarce use in course syllabi of journal articles and, particularly, conference papers, is significant. Links to institutional websites predominate, whereas the presence of electronic books is residual despite a proven inclination to prioritize recommendations for monographs and textbooks. The presence of electronic journals and electronic articles is also marginal. It is evident that traditional document types continue to be recommended despite the increase of electronic documents in academic libraries’ collections.