Citation Analysis of Education Dissertations for Collection Development
DOI:
https://doi.org/10.5860/lrts.48n2.102-106Abstract
The reference lists of forty-three education dissertations on curriculum and instruction completed at the University of Minnesota during the calendar years 2000–2002 were analyzed to inform collection development. As one measure of use of the academic library collection, the citation analysis yielded data to guide journal selection, retention, and cancellation decisions. The project aimed to ensure that the most frequently cited journals were retained on subscription. The serial monograph ratio for citation also was evaluated in comparison with other studies and explored in the context of funding ratios. Results of citation studies can provide a basis for liaison conversations with faculty in addition to guiding selection decisions. This research project can serve as a model for similar projects in other libraries that look at literature in education as well as other fields.
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