Title: Exploring The Impact Of Collection Development Policies On User Satisfaction In Academic Libraries: A Human Service Delivery Theory Perspective
Authors: Efemini, Maryjane Chidi, Prof. Boma Beatrice Obi
Volume: 9
Issue: 5
Pages: 68-75
Publication Date: 2025/05/28
Abstract:
This study investigates the interplay between collection development policies and user satisfaction in academic libraries, utilizing Casey Reader's Human Service Delivery Theory as a theoretical framework. As academic libraries adapt to rapid technological changes, developing effective collection policies that align with user needs becomes crucial for maintaining relevance and enhancing educational outcomes. The research highlights persistent user dissatisfaction stemming from a disconnect between existing collection resources and the evolving information needs of diverse user groups. By adopting a user-centric approach informed by empirical data, the study aims to identify key factors within collection development policies that contribute to satisfactory user experiences. Findings suggest that effectively implemented collection policies, which actively incorporate user feedback mechanisms, significantly improve overall library experiences and resource utilization. Additionally, the study emphasizes the necessity for library staff training and adherence to established policies to foster a collaborative environment that prioritizes user engagement. Furthermore, practical recommendations for enhancing collection development policies are provided, aiming to create a more inclusive and responsive library environment. This research contributes to the existing literature by addressing gaps in empirical studies on user satisfaction related to collection policies, ultimately guiding library administrators in strategic decision-making. By fostering deeper connections between libraries and their constituents, this study advocates for a more user-centered library service model that can adapt to the ever-changing landscape of academic information needs.