honours psychology degree which is accredited by the Psychological Society of Ireland. This group is made up ... small a
UCD School of Psychology Library Information Resources Policy
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Table of Contents 1.0 Introduction .......................................................................................................................... 3 1.1 Application....................................................................................................................... 3 1.2 Audience .......................................................................................................................... 3 1.3 Policy Summary............................................................................................................... 3 2.0 The Profile of the School of Psychology ............................................................................. 3 2.1 Subject Specialisms ......................................................................................................... 4 3.0 Scope.................................................................................................................................... 4 3.1 Subject Coverage ............................................................................................................. 4 3.2 Location ........................................................................................................................... 4 3.3 Classification ................................................................................................................... 4 3.4 Dissertations and theses ................................................................................................... 5 3.5 Reference Resources ........................................................................................................ 5 3.6 Legal Deposit ................................................................................................................... 5 3.7 Test and Measures ........................................................................................................... 5 4.0 Selection of Resources ......................................................................................................... 5 4.1 Partnership between School and Library ......................................................................... 5 4.2 Procedure for purchase .................................................................................................... 5 4.2.1 Items recommended for purchase ............................................................................. 6 4.2.2 Research material ...................................................................................................... 6 4.2.3 Module and Programme support............................................................................... 6 4.2.4 Reading list items...................................................................................................... 6 4.2.5 Multimedia materials ................................................................................................ 7 4.2.6 Electronic Resources................................................................................................. 7 4.2.7 IReL .......................................................................................................................... 7 4.2.8 Journals ..................................................................................................................... 8 5. 0 Interdisciplinary Relationships ........................................................................................... 8 6.0 Donations ............................................................................................................................. 8 7.0 Library Support for resource use ......................................................................................... 9 8.0 Budget .................................................................................................................................. 9 8.1 Other sources of funding: .............................................................................................. 10 9.0 Stock Review ..................................................................................................................... 10 10.0 Future Considerations ...................................................................................................... 10 11.0 Review of Policy.............................................................................................................. 10 12.0 Contributors ..................................................................................................................... 11 Appendices............................................................................................................................... 12 Appendix 1 IReL Resources of interest to School ............................................................... 12 Appendix 2 Book Ordering Process .................................................................................... 14
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School of Psychology Liaison Librarian: Lorna Dodd 1.0 Introduction The Information Resources Policy for the School of Psychology is designed to facilitate successful partnership between the Library and the School in the selection, management and promotion of information resources supporting the teaching and research interests of the School.
1.1 Application This policy will inform School and Library decision-making in recommending items for purchase or deselection. The identification and implementation of key procedures and mechanisms will enable constructive review of existing resources as well as the selection of new resources targeted at areas of strategic growth in School education and research.
1.2 Audience The policy is aimed at academic and research staff from the UCD School of Psychology and relevant staff from the UCD Library.
1.3 Policy Summary This policy outlines procedures for selection, deselection and purchase of resources. Information on the HEA-IReL initiative is provided and the range of resources, as well as the scope of the collections, available to members of the School is described. Interdisciplinary relationships between the UCD School of Psychology and related schools are identified and library support for resource use to promote teaching and learning opportunities are outlined. Details of the Library budget are itemised and future trends which may impact on resource provision are included. The policy will be reviewed regularly by School staff and the Liaison Librarian.
2.0 The Profile of the School of Psychology The School of Psychology, incorporating the Centre for Disability Studies, is home to approximately 15 academic and administrative staff and 20 part-time tutors and laboratory demonstrators. The primary undergraduate student group are students on the single honours psychology degree which is accredited by the Psychological Society of Ireland. This group is made up of approximately 75 students in each of the three years. In addition, the School also offers 20 places each year to BA students minoring in psychology. The School Page | 3
has a distinguished record of academic achievement in research and in teaching and contains a thriving community of undergraduates and graduate students (approximately 70 students are registered for an M.Litt, PhD or D.Clin). Many of the Students are funded by the Irish Research Council for Humanities and Social Sciences (IRCHSS)
2.1 Subject Specialisms Course offerings and staff research interests can be found on the School’s website at http://www.ucd.ie/psychology/index.html
3.0 Scope The scope of the collection of resources will reflect the School’s teaching and research activities and resource management will be facilitated by the relationship between the School and the Liaison Librarian.
3.1 Subject Coverage Topics include
Clinical Psychology
Cognitive Psychology
Biological psychology and Neuroscience
Developmental Psychology
Disability Studies & Rehabilitation
History of Psychology
Statistics and methods
Theory of Psychology
Social Psychology
Occupational psychology
Language development and bilingualism
3.2 Location The majority of physical resources are located on Level 2 of the James Joyce library. A small amount of relevant material is also held in the Health Sciences Library.
3.3 Classification UCD Library uses the Dewey Decimal system to classify material in all formats. The primary classification range for psychology is 150-159. However, some relevant material is held in other ranges. For example, mental health is 306.3 and Social Services is 362.4 Page | 4
3.4 Dissertations and theses In accordance with university regulations, the Library receives copies of all major doctoral and research theses submitted to University College Dublin. The collection comprises of mainly doctoral and Master's theses by research. For more information, see the Library website at http://www.ucd.ie/library/finding_information/our_collections/theses/
3.5 Reference Resources The reference collection for the School provides both print and electronic resources and reflects the Library’s policy requirement (UCD Library Information Resources Information Policy section 3.2.1) “to increasingly make information resources (notably…reference materials) available electronically”)
3.6 Legal Deposit The Copyright Act 1963 designates UCD Library as a legal deposit library for printed material published in the Republic of Ireland. These items are integrated into the relevant Library’s collections wherever possible or stored in closed access.
3.7 Test and Measures While the library holds some psychological tests and measures it is Library policy not to purchase this material. However, the School of Psychology also holds a small collection which is accessible to students.
4.0 Selection of Resources School-Library Liaison Representative (SLLR): Eilis Hennessy
4.1 Partnership between School and Library The SLLR, a primary point of contact in the School, will work closely with the Liaison Librarian to co-ordinate library purchases across the School in consultation with colleagues from Psychology. The purchase of materials in all formats will be based on a proactive partnership to ensure a balanced and representative collection.
4.2 Procedure for purchase Please see Appendix 2 for a diagram illustrating the book ordering process.
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4.2.1 Items recommended for purchase Items for purchase should contain as much detail as possible including title, author, date, publisher and ISBN. Requests to support Teaching and Learning should, additionally, specify the module name, the estimated number of students taking the module, programme name and year of programme.
4.2.2 Research material Material required to support School research will be purchased when possible. Purchase requests will be based on the professional expertise and knowledge of the Liaison Librarian and the research interests of the School staff.
4.2.3 Module and Programme support The Library will continue to actively review its resources to ensure that modules and programmes at undergraduate and postgraduate level are adequately supported and that the impact on library resources can be correctly assessed. To ensure the timely purchase of resources, the Liaison Librarian will need to be informed as soon as possible about the following:
The introduction of new modules
Any modification to existing modules
The introduction of new programmes
Current modules on offer in each programme for the new academic year
The introduction of new methods of teaching (e.g. Enquiry-Based Learning)
The Liaison Librarian monitors usage of the collection and will order replacement/extra copies of items due to:
Damage
Loss
Multiple requests for an item over a short period of time
User need based on information received from Information Desk, Library Suggestion Books and online queries
4.2.4 Reading list items Reading lists will be given to the Liaison Librarian prior to the start of each academic year. Items on reading lists will be purchased for the General Collection (i.e. long loan). Additional copies are held in the Short Loan Collection when necessary. For items that are difficult to source, the Reserve Collection (i.e. Library use only) will be used. Items will be Page | 6
moved between collections, as required, to facilitate maximum use of resources by users. The average turn-around time for ordered items to appear in the Library is 4-6 weeks. The Liaison Librarian will also facilitate the purchase of urgent items when necessary. Requests for reading list items should be made in a timely fashion to ensure that items are available to users once the semester begins.
4.2.5 Multimedia materials Based on School requests and in support of the UCD Library’s Information Resources policy (section 5.1), the Liaison Librarian will facilitate the purchase of relevant multimedia material” and this currently includes the purchase of DVDs.
4.2.6 Electronic Resources As identified in UCD Library’s Information Resources policy, it is Library strategy to move towards electronic information provision where possible. The Liaison Librarian and academics in the School Psychology will continue to identify relevant electronic databases which support the work of the school. A full listing of electronic resources is available at http://librarysearch.ucd.ie
4.2.7 IReL UCD Library users have benefitted from the availability of resources provided by the IReL initiative, a joint funding initiative from Science Foundation Ireland and the Higher Education Authority to substantially increase the range of resources available to Irish university libraries. A complete list of IReL funded resources can be found at http://www.irelibrary.ie/resources.aspx?g=HSS Key databases of relevance to the School,currently funded via the IReL initiative include
PsycINFO
PsycARTICLES
InformaWorld (Taylor & Francis)
Academic Search Premier
Appendix 1 lists interdisciplinary resources funded by IReL that may also be of benefit to the School.
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4.2.8 Journals Peer reviewed Journal literature is of paramount importance to the School of Psychology. Within the School of Psychology fund, the maintenance of this collection should be given priority above all other collections supporting the School. To ensure that journal titles to which the School subscribes reflect current teaching and research interests, print and electronic subscriptions will be reviewed as required but at a minimum of every five years. Interdisciplinary resources, of interest to the School, accessible via IReL or funded by other Schools may not be cancelled by the School of Psychology. The review process will be a collaborative endeavour between the Liaison Librarian and the School representative and will consider:
Current holdings
School teaching and research interests
Impact factors
Online availability
Cost
Savings
Identified interdisciplinary material relevant to Psychology but not funded by the School
Individual electronic journals are accessible via the E-Journals search on the library catalogue, the A-Z of Electronic Journals at http://librarysearch.ucd.ie Requests for purchase will mirror the review criteria above. When suggesting a journal title for purchase, please provide the Liaison Librarian with the journal name, subject matter and intended audience. In keeping with Library policy (Information Resources Policy, 3.2 and 3.3), new titles are purchased in electronic format where possible.
5. 0 Interdisciplinary Relationships Interdisciplinary teaching and research is significant across the School of Psychology. The Library provides subject and liaison support for a range of subjects of relevance to the School including: Philosophy, Public Health, Medicine, Nursing, Sports Studies and Computer Science. As a result of multiple user groups accessing the resources, usage is closely monitored.
6.0 Donations The following donations of material are welcome: Page | 8
Books
Collections to supplement/augment holdings in the General Collection.
The Library will manage the donated material as appropriate and as reflected in the UCD Library’s Donations policy.
7.0 Library Support for resource use The Library is committed to supporting the promotion and use of all information resources. To this end, the Liaison Librarian will continue to work with library colleagues and academics to maximise exploitation of key Psychology sources using accepted international frameworks for information skills delivery to support undergraduate teaching, academic research and postgraduate studies. The library currently provides this support to different levels within the School and will work together with the School in order to ensure that all groups of Psychology students receive information skills as required. In doing this the School and Library will work together in order to:
Identify the level and detail of training required
Identify a suitable place within the timetable to deliver information skills at the point of need
Identify the most suitable method for the delivery of information skills
Assess and evaluate the delivery of information skills
8.0 Budget A resource allocation model (RAM) divides library funding among the schools and across funds to maximize the purchase of targeted items to support both research and teaching. The fund designation for the School of Psychology is currently as follows:
A reading list fund: to purchase items on reading and resource lists for modules across UCD
A research monograph fund: to purchase monographs required for research areas represented within the College of Human Sciences
A general fund: to purchase items which are not represented by either the Research fund or the Reading List fund but which would materially enhance the teaching and research work of the school. Purchases may include electronic resources not requiring yearly subscriptions.
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8.1 Other sources of funding: (a) A number of multi-disciplinary electronic resources are purchased via a top-sliced Library fund dedicated to purchase of items not tied to the teaching or research of one particular school. (b)The Irish Research e-Library (IReL) initiative funds a number of significant databases of relevance to the School. These include PsychINFO and PSYCArticles. Payment for IReL funded resources does not come out of the School’s budget. (See Appendix 1 for full listing of relevant IReL resources for Psychology)
9.0 Stock Review In line with UCD library policy (section 12.2 of the Information Resources Development Policy), print resources are reviewed regularly to ensure currency and relevance. As a result, decisions will be made in conjunction with the School regarding the permanent disposal of items as well as the removal of items from the open shelves to closed storage.
10.0 Future Considerations The Library is committed to aligning the provision of information resources to the strategic priorities of the School. Identification of best practice will facilitate effective resource management to support the teaching and research of the School. Issues impacting on current planning include:
Future trends in social science and medical research.
The development of inter-disciplinary and thematic research
The provision of lifelong learning and information skills to library users
11.0 Review of Policy This policy is intended to be an active document designed to help with information resource development and assessment in support of School teaching and research priorities. The School Head (or the designated Library liaison) and the Liaison Librarian will review this document on an ongoing basis to ensure its relevance to School interests. The Liaison Librarian (Lorna Dodd –
[email protected]) welcomes comments and suggestions regarding the evolution of this policy Policy created: January 2010
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12.0 Contributors Mrs. Lorna Dodd Dr. Eilis Hennessy
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Appendices Appendix 1 IReL Resources of interest to School Academic Search Premier Provides full text access to more than 3,430 scholarly publications in the humanities, social sciences, language and linguistics, arts and literature. Time span: 1965 onwards. The database is updated daily.
Cambridge Journals Online Provides full text access to almost 200 journals in the sciences, humanities and social sciences.
InformaWorld (Taylor & Francis) A provider of specialist information to the global academic & scientific, professional and commercial communities via publishing, events and performance improvement.
Dissertations and Theses Abstracts Providing details of over two million doctoral and master's theses, this is the single, central and authoritative resource for North American theses. Covers works from 99 percent of US institutions in addition to thousands of international titles. Includes significant, though patchy, European content. Coverage: 1861 to present. Includes detailed abstracts for doctoral theses 1980 onwards and for masters 1988 onwards.
ERIC Education. Indexes journal articles, documents and reports. Time span: 1966 onwards.
Index to Theses Indexes theses accepted for higher degrees by the Universities of Great Britain and Ireland. Abstracts of PhD theses are included from 1970 onwards. Time span: theses accepted since 1716
Nexis UK The single most powerful global news and business information service with over 20,000 sources of authoritative news, company, financial and market research data.
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Oxford Journals Online Provides full text access to Oxford University Press titles. Time span: 1996-.
Oxford Reference Online Offers access to over 150 of Oxford University Press' authoritative reference titles. Includes an extensive range of language and subject dictionaries in addition to some General Reference titles. Also includes key titles from the "Oxford Companion" Series which provide informative subject overviews.
PsycARTICLES(CSA) Full-text articles from journals published by the American Psychological Association, the APA Educational Publishing Foundation, the Canadian Psychological Association, and Hogrefe & Huber
PsycINFO(CSA) Provides access to international literature in psychology and related disciplines. Unrivaled in its depth of psychological coverage and respected worldwide for its high quality, the database is enriched with literature from an array of disciplines related to psychology such as psychiatry, education, business, medicine, nursing, pharmacology, law, linguistics, and social work. Nearly all records contain nonevaluative summaries, and all records from 1967 to the present are indexed using the Thesaurus of Psychological Index Terms.
Science Direct Social science, science, technology and medicine - including veterinary medicine. Full text access for UCD starts from 1995.
Web of Knowledge Web of Knowledge from ISI provides access to several products including: Web of Science, ISI Proceedings, Journal Citation Reports, Essential Science Indicators and ISI HighlyCited.com.
Wiley Interscience Now incorporates the Blackwell journal collection including humanities and social science subjects and also covers the Current Protocols series, full text journals (time span: 1799 onwards)
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Appendix 2 Book Ordering Process
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