The University of California libraries, when considered collectively, represent one of the major research collections in the world. Just as the University is a leader in collecting research materials for traditional disciplines, so too should the university assume a leadership role in the collection of materials that reflect the culturally diverse composition of its student body and the citizens of the state and buttress future research strategies.
Although the ethnic and cultural composition of the state of California has been changing over the years, until recently, this change was not substantially reflected in higher education nor in the library collections of the University of California. Historical exceptions do exist, as reflected in specific ethnic, department, special and branch library collections located at some of the campuses. Berkeley has the Asian-American, Chicano, and Native American libraries, the Afro-American Reading Room, and the historical collections of the Bancroft Library. Davis has a Chicano Studies Reading Room. Irvine has the Southeast Asian Archives. Los Angeles has the Afro-American Library, the American Indian Studies Library, the Asian-American Reading Room, and the Chicano Studies Research Library. Riverside has the Costo Library of the American Indian and the Tomas Rivera Archives. San Francisco has the Oriental Medicine collection. Finally, Santa Barbara has the Chicano and Black Studies units, as well as the recently established California Ethnic and Multicultural Archives.
As noted, the tradition of collecting culturally diverse materials has varied from campus to campus. Some campuses have had faculty input and support in this area, as such collections were seminal to their research and instructional needs. Other campuses have not only received faculty support but have a tradition of administratively separate library units dedicated to collecting specific ethnic and culturally diverse materials. Spurred by institutional initiative or student demand some campuses have made ethnic studies courses part of the required curriculum.
The major issue of collecting culturally diverse materials has revolved around four questions: 1) subject content, 2) format, 3) financial responsibility, and 4) subject expertise.
Subject content deals with the fact that materials of a culturally diverse nature may not always reflect or support the research and instruction conducted on a specific campus. Nevertheless, the argument that these materials need not be collected is no longer valid, as the cultural and ethnic character of the University is diversifying. It is incumbent upon the University to reflect this change by diversifying the materials housed in its campus libraries.
The question of format reflects the fact that culturally diverse materials are frequently produced by small presses in limited runs, and in all formats. As such, they are seldom marketed by the major library materials dealers, resulting in their failure to appear in major bibliographies as well as in the standard approval plans.
As regards financial responsibility, the question still remains: Who will pay? The University of California is dedicated to cultural diversity; however, it has yet to exhibit the financial commitment to back up this claim in the collection of culturally diverse materials for the campus libraries.
Subject expertise in the area of cultural diversity must be a goal for the University of California in the hiring and training of its bibliographers and other librarians, so that they can give the proper care and focus in the development of diverse library collections.
7) Initiate a campus-by-campus evaluation and assessment of library holdings of culturally diverse materials and develop detailed campus policies for collecting culturally diverse materials.
In order to assess the strengths and weaknesses of all collections in the University, a survey is essential. It would be useful in overall planning and in implementing the other recommendations in this area. At some campuses, the general libraries have received faculty input and support in collecting ethnic and culturally diverse materials. At others, administratively separate library units have been dedicated to collecting such materials.
Implementation: Library Council and the Collection Development Officers; UC Ethnic Studies librarians.
8) Ensure that culturally diverse core collections are maintained as appropriate to each campus.
While William Katz has provided a standard definition of core collections, the work Developing Library Collections for California's Emerging Majorities has provided us with an outline for collection development among California's under-represented ethnic groups. Campus undergraduate libraries should maintain a core collection of culturally diverse materials. Campuses with major curricular and/or research efforts should maintain at least research level collections in these areas.
Implementation: Collection Development Officers; Library Council in consultation with the UC Ethnic Studies
librarians.
9) Ensure that all those involved in collection development on each campus are aware of and trained to recognize materials that pertain to cultural diversity.
Culturally diverse materials are frequently produced by small presses in limited runs as well as in all formats. As such, they are seldom marketed by the major library material vendors, resulting in their failure to appear in major bibliographies or in the standard approval plans.
Implementation: Collection Development Officers in consultation with the UC Ethnic Studies librarians.
10) Coordinate collection development decision- making processes for culturally diverse material
among all branch, unit, affiliated and department libraries.
Some campuses have had a tradition of administratively separate library units dedicated to collecting specific ethnic and culturally diverse materials, resulting in little or no input in overall campus collection development decisions.
Implementation: Collection Development Officers in consultation with the UC Ethnic Studies librarians.