Roggia, Sally/Survey.txt Preservation Survey How-To Packet
Cons FileList
Filename:      Survey.txt
Formal Name:   Survey.txt
Description:   Preservation Survey How-To Packet
Author:        Various (Compiler: Sally Roggia)
Source:        Author
Local source:  na
Size:          37989
Subjects:      Preservation and Condition Surveys
               1) What an institution can do to survey its preservation
                   needs.
               2) Preservation Survey and Report: A planning tool
               3) Picking a Random Sample Using the Shelflist
               4) Condition Survey Procedures
               5) Preservation Survey (Report) Format
Formal Date:   nd
Last Revision: Sat  03-31-1990  17:42:42


PART 1 OF 5
Preservation Survey How-To Packet

September 1988

1.  Sample Size Table (not included)
2.  Random Numbers Table (not included)


   WHAT AN INSTITUTION CAN DO TO SURVEY ITS PRESERVATION NEEDS
             (Adapted from Cunha, NEDCC, Rev. 1981)

Few libraries/archives have a comprehensive preservation policy
or program.  Every library/archives should have such a policy and
a long-range program in order to prolong the useful life of the
collections and get the greatest return for scarce preservation
dollars.

What can be done to determine the preservation needs in a
library/archive in order to establish a preservation policy and
program?  Preservation has two aspects: (1) prevention and (2)
treatment or conservation.  This dichotomy enables us to examine
the preservation situation in library/archives in a similar
manner:  (1) what is happening to the collections and what can be
done to prevent further damage, and (2) what are the repair and
conservation requirements for materials already damaged, what can
be done "in-house," and what must be done by professionals.

Preservation surveys for library/archives are done to evaluate
buildings for their suitability as repositories for books, and to
examine the collections in the buildings.  Survey reports
describe the existing problems in the library/archives based on
evaluation and examination; draw conclusions from the same;
recommend necessary treatment (in-house and professional);
suggest priorities; and estimate the costs for proposed
preventive measures and conservation treatments.  This report
then becomes a planning document that among other things can be
used to support requests for grant assistance.


Preservation surveys study the entire library/archives, its
procedures and its collections by answering the following
questions:

     I. The Building: Characteristics (new construction is not
     always better)
          A. Construction materials
          B. Condition of roof and walls
               1. Do they leak?
               2. Does water accumulate on roof?
               3. Are walls and roof insulated?
          C. Condition of attic, basement and storerooms
               1. Are they clean or cluttered and dirty?
               2. Is cellar dry or wet?
               3. Evidence of rodents, insects, mold?

     II. The Environment in the Building
          A. Are there provisions to maintain constant
          temperature and humidity throughout the
          library/archives 24 hours a day, 365 days a year?  If
          so, what is the temperature and what is the humidity?
          B. What machinery is available for control of
          temperature and humidity?
          C. If building is air conditioned does machinery
          include humidifiers and dehumidifiers?  Are they
          working properly?
          D. If there are no provisions for year round positive
          close control of temperature and humidity, what are the
          prevailing conditions:
               1. In the summer months?
               2. During the heating season?
               3. During the transition periods in the spring and
               fall?
          E. How is sunlight entering the building controlled to
          minimize intensity and remove ultra-violet radiation
          associated with sunlight?
          F. What type of artificial illumination is in use?
          What is the illumination factor?  If fluorescent lights
          are in use, are they screened to filter out the ultra-
          violet energy radiated by fluorescent tubes?
          G. Is there a program and procedure for monitoring the
          environment on a regular basis?

     III.  Building Security
          A. What kind of intruder alarm is installed?  Is it
          connected to local police station or campus security
          office?
          B. What type of fire alarm is installed, and is it
          connected to local fire headquarters?
          C. What is the fire quenching system?
               1. Sprinkler: wet or dry pipe?
               2. Halogenated system?
          D. Number and type of portable fire extinguishers.
          E. Are heat furnaces within the building or elsewhere?
          F. Is heat transmitted by hot water, steam, or hot air?
          G. What is the age and condition of the heating system
          and the heat transferring equipment?

     IV.  The Stacks and Other Storage Rooms
          A. What is the average temperature and humidity in
          each?  How are they maintained?
          B. Housekeeping situation:
               1. Clean?
               2. Dirty?
               3. Cluttered?
          C. Evidence of insects, mold or rodents?
          D. Location of steam and hot water pipes relative to
          stacks and cases?
          E. Type and amount of artificial illumination:
               1. If fluorescent, is it UV screened?
               2. Is it turned off when no one is working in the
               area?  Or is it on continuously?
          F. Condition of electric wiring?
          G. Evidence of building leaks on the walls and ceiling?
          H. Number, type and size of windows:
               1. What direction do they face?
               2. Do they have provision for UV control and
               reduction of intensity of daylight?
          I. Evidence of light damage on spines of books?
          J. Evidence of previous water damage, particularly in
          the basement and attic areas?
          K. Type of book stacks:
               1. Are they adequate for oversize volumes?
               2. Is there good air circulation around them?
          L. Is there a well planned and supervised housekeeping
          program?
               1. Who does the work?
               2. Who supervises it and checks the results?

     V. The Collections: The general appearance of each
     collection or category of materials.
          A. Evidence of wear and tear, soil and surface dirt,
          water stains?
          B. Evidence of acid damage - if so, to what degree?
          C. Evidence of fungus growth (mold), insect damage or
          damage by rodents?
          D. Evidence of photo chemical damage (faded spines,
          discolored paper, etc.)

     VI. Quality Control
          A. Does acquisitions staff know the difference between
          permanent/durable paper and other kinds of paper;
          publishers' binding and library binding; and etc.?
          Are they allowed to use these criteria in their
          purchases?
          B. Is there a system for controlling the quality of
          materials ordered by or for other departments?
          C. Is it possible for library/archives staff to
          evaluate materials offered to them by salespersons?

     VII. Disaster Vulnerability
          A. Does library/archives have a disaster plan?  A
          disaster preparedness committee?
          B. What would library/archives staff do if warned of an
          impending flood, windstorm, or fire on the premises?
          C. What are the provisions for coping with vandalism?
          D. Are library/archives shelflists and duplicate card
          catalogs kept elsewhere than in the building?

The foregoing are suggestions for evaluating the condition of a
library/archives building and its contents to determine where you
stand.  When the answers to those questions have been
accumulated it should be obvious where there are potential
sources for trouble.  Corrective action needed should also be
apparent.  The survey will help you arrive at the right decisions
to eliminate or minimize the effects of unstable temperature and
humidity, dangerous lighting conditions, unsatisfactory
housekeeping and building maintenance.

After necessary preventive measures have been taken, the next
step is to identify and take action on the repair and treatment
requirements for the library/archives collections.  The following
is based on these assumptions:

     1. Certain repairs can and should be done "in-house"
     2. Other categories of repair and restoration must only be
     done by professional conservators or bookbinders.
     3. "In-house" treatment includes simple book cover repairs;
     cleaning of books and other materials with erasers, ground
     art gum, etc., aqueous and non-aqueous deacidification of
     black and white (no colored illustrations/paper) material
     only; simple repairs and/or polyester film encapsulation for
     documentary materials, broadsides, posters, etc.
     4. All else should be done by professional bookbinders,
     conservators or conservation technicians working under the
     direction of a conservator.

With this in mind, is there someone in the library/archives
charged with deciding which materials shall be treated in-house
and which must be sent out for treatment?

Is there some one in the library/archives who decides which
materials are valuable as objects as well as content and which
are important only for their intellectual content?

Is there anyone in the library/archives who can recognize and
identify acid deterioration, photo-chemical degradation, water
damage vs. moisture damage resulting from high humidity (and
condensation therefrom), the effects of fluctuations in heat and
humidity on paper, various types of insect damage, damage by
rodents, and mold damage in its early stages as well as advanced
fungus growth?

If so, is that person qualified to determine whether the material
should be replaced or repaired, reformatted on microform or hard
copy, or discarded?  If the decision is to repair an item, can
that person then decide whether various materials need cleaning
only, rebinding only, or paper stabilization plus other paper
treatment?

If the library/archives is fortunate to have someone who is well
informed about the nature of materials and the effects which the
environment has on them, is there a well established procedure
for periodic examination on a regular basis of all of the
materials in the collection?  Are there provisions to bring to
the attention of this "preservation coordinator" reports of
damage by patrons or by staff personnel who become aware of
damaged materials during the course of their other
responsibilities?

If there an isolation area for damaged books requiring rebinding
only and for "brittle books" in need of treatment or
reformatting?

Is there a procedure for periodic screening of the books in the
isolation area based on:
     1. Relation of each damaged item to the entire collection?
     2. The research or historical importance of the item?
     3. Importance based on frequency of use?
     4. Permanent vs. temporary importance of each?

Is there a policy on exhibition of materials?  Are exhibitions
limited in time?  Are items properly mounted and supported to
mitigate damage during exhibition.  Are climate and lighting
conditions within display cases and other exhibition areas
damaging to the items being exhibited?  Who is in charge of the
care of the items while they are on exhibition?

Is there a policy and/or budget for rehousing, refoldering,
and/or matting and framming items in the collection which are
being damaged by storage in acid containers and other poor
quality frames and mats?

Is there a budget for replacement/reformatting of items?  If so,
what proportion of the budget is for reprints, microforms or hard
copying, out of print sources, etc.?

How extensively does the library/archives rely on microfilm?  Is
there a policy for microfilm?

Does the library/archives have an "in-house" repair capability?
How is it staffed?  How is that staff trained?  What are they
required to do?  What are they told not to attempt?  What
workshop space and tools and equipment are available to them?
What is expected from them in the way of "production"?  What is
the average cost per repair in the facility?

Does the library have a binding coordinator?  Does that person
know the difference between publishers' bindings and library
bindings on new books?  Does that person know the difference
between library binding, conservation binding and restoration
binding?  Does the binding coordinator know the requirements for
a "good" library binding?  Does the library have a rebinding
preparation policy to keep down costs and binding specifications
to tell the binder what the library wants in the way of quality
of materials and workmanship as well as other binding
instructions?

It must be remembered that the effectiveness of library/archives
preservation measures depends to a great extent on the attitude
of the administrators and trustees based on their overall
awareness of preservation.  Are the senior staff and trustees
committed to preservation of the whole collection, or of the rare
and special collections only?  Is preservation education made
available to the entire staff or is it reserved for one reason or
another for a select few?

Do the library/archives senior staff and trustees have long range
goals for preservation and a determination to achieve them?  If
so, have they formulated a policy to accomplish those goals
including adequate budgeting for preservation?

Has the library/archives director appointed a preservation
committee and given them specific charges?  Has a
librarian/archivist for preservation been appointed and given
specific charges?  If so, to whom does the committee and
librarian/archivist for preservation report?  What authority has
been delegated to them in the everyday management of the
library/archives?  Does the preservation committee and/or the
librarian/archivist for preservation keep in touch with local,
state, regional and national preservation resources?

 ***

PART 2 OF 5

Preservation Survey How-To Packet

September 1988


WisPPr* Outreach: Consultations

*Wisconsin Preservation Program

Preservation Survey and Report: A planning tool

     Goals:
          1) Identify problems
          2) Reinforce good practices
          3) Suggests solutions to problems
          4) Suggests priorities

     The institution must develop this planning tool into a long
range preservation plan.  Preservation, like automation, requires
library-wide changes and organization which affects everyone.

     Suggestions given in the report must be within the
institution's capabilities, but must also offer goals which can
direct the institution's future activities.

     Ten Objectives:
          1) Determine condition of collection
          2) Determine reasons for existing conditions
          3) Suggest changes, if necessary
          4) Motivate staff and crusade for preservation
          5) Communicate with and teach staff
          6) Communicate with and teach staff
          7) Communicate with and teach staff
          8) Communicate with and teach staff
          9) Communicate with and teach staff
         10) Communicate with and teach staff


For Discussion:  Revised Preservation Survey and Report Procedure

Pre-Survey (telephone or visit) to gather information about the
     institution:
     questionnaire
     guides, brochures, and etc.
     floor plans
     annual report, funding sources, governance structure
     list of employees, organization chart, and etc.
     institutional goals and purposes
     background of survey request

First Visit:
     teach staff to do collection condition survey and
          environmental monitoring
     light measurements
     presentation to staff
     meet administration and trustees
     photos
     tour building and collections

Second Visit:
     collection monitoring data
     photos
     follow-up tour
     disaster planning session with staff

Draft Report Sent to Institution

Third Visit:
     present draft report and discuss with staff
     discuss suggested priorities
     identify and discuss staff training and information needs
     review progress on disaster planning

(Revised) Report Submitted to Institution

Training:
      training for staff conducted in-house or in Madison

 ***

PART 3 OF 5

Preservation Survey How-To Packet

September 1988

Picking a Random Sample Using the Shelflist

Supplies needed:    1.  Rulers (retractable metal, sewing gauge,
                    etc.)
                    2.  N [n = number] colored 3 x 5 cards for
                    marking places in the shelflist (for more
                    careful control, the cards can be numbered
                    from 1 through N)
                    3.  Shelflist counting form (attached)
                    4.  Recording form (example attached)
                    5.  Calculator

In order to get an idea of the condition of the collection, you
will draw a sample of N (number drawn from a sample size table
based upon the number of titles in the collection to be sampled,
e.g., for a collection of 710 titles the sample size is 250
titles for a confidence level of 95% and a reliability of +/-5%)
titles from your shelflist.  The N (e.g., 250) cards in the
sample will be evenly spaced across the shelflist so that the
full shelflist can be represented in the sample.

The following procedure is designed for those libraries with
cardfile shelflists.  Those with electronic shelflist files will
need to determine a method for randomly sampling titles from
their database.

Data Gathering

Step 1:

Take a ruler and measure the total number of inches of tightly-
packed cards in each drawer of the shelflist.  Do not measure the
length of the drawer itself.  I you use a retractable metal ruler
with a hook on the end, you can hook around the pack of cards.

Measure the cards on their side rather than on top.  This gives a
more accurate measurement since you will not have to contend with
tabs on guide cards.

Record the measurement for each drawer on a separate line of a
pad.  You will find adding the measurement easier if you
translate the measurements into decimal form.  Use the interval
index:

Decimal        Sixteenths
0.0625    =    1/16
 .1250    =    2/16
 .1875    =    3/16
 .2500    =    4/16
 .3125    =    5/16
 .3750    =    6/16
 .4375    =    7/16
 .5000    =    8/16
 .5625    =    9/16
 .6250    =    10/16
 .6875    =    11/16
 .7500    =    12/16
 .8125    =    13/16
 .8750    =    14/16
 .9375    =    15/16
1.0000    =    16/16

Record the total number of inches for all titles in the shelflist
on line R of the shelflist counting form.  Record any fraction of
an inch in sixteenths.  Using the interval index translate any
fraction of an inch into decimal form.  Enter the total number of
inches in decimal form on line B.

Step 2:

Determine the number of inches between each sample card to be
drawn as follows, and record your computations on the shelflist
counting form.

     *Divide the total number of inches of cards which the entire
     shelflist occupies (line B) by N (e.g., 250).  The quotient
     obtained is the number of inches within each sample
     interval.  Enter the quotient on line C of the shelflist
     counting form.

Step 3:

Take the answer which you obtained for line C and translate it
into an inch interval using the interval index.  This will be the
inch interval for your library which you will use for the
remainder of this study.  If you mark your inch interval in ink
on your ruler, it will save time and eye strain.  Similarly if
the interval is less than 6 inches, a sewing gauge or machinist's
gauge can be fixed at the inch interval and used throughout the
shelflist.

If the interval is less than one inch, it may be easier to count
the cards in the interval than to measure them.  Steps 4 to 6
show how to determine the number of cards to count between the
sampled cards.

An Example

This is an example of how to proceed, but you must substitute the
actual measurements from your own library.  Use the shelflist
counting form as a worksheet.

How to calculate the number of inches between each sample card:

     *length of shelflist = 1322 3/4 inches = 1322 12/16 inches
     (line R)
     *total number of inches in decimal form = 1322.7500 (line B)
     *number of inches within a sample interval = 1322.7500
     divided by 250 = 5.291 (line C)

The interval index on the shelflist counting form allows you to
translate the answer you obtained on line C (the sample interval
expressed in decimal form) into sixteenths of an inch.  For
instance, if the fraction of an inch for this example is .291,
which falls nearer to .3125 than to .2500 on the interval index.
Therefore, for this example, you would use 5 5/16 inch interval
between sample cards.  Enter this figure on line D.

Remember, the actual number of inches per sample interval must be
determined by you on the basis of the length of your shelflist
and the average number of cards per inch in your library.

Step 4:

If you are going to measure the sampling intervals, you may skip
to Step 7.

If the sampling interval is so small that it  would be more
practical to count cards between sampled cards than to measure
them, you can use the following procedure to determine how many
cards to count.

Open any drawer of the shelflist at random.

     *Use the ruler to measure a one-inch-thick pack of cards.
     Hold the pack tightly when you are measuring it.

     *Put markers before and after these cards, and count how
     many cards are in this one inch pack.

     *Record this number on the shelflist counting form as sample
     1 on line E.  Remove the markers from the shelflist.

Step 5:

Repeat this process six more times, using a different drawer each
time and a different location in each drawer.

     *Record the number of cards per inch for each sample on line
     E of the shelflist counting form as samples 2 through 7.

     *Add the figures on the seven sample lines and enter the
     result at "sum" on line E.

     *Average the number of cards per inch for the seven samples
     by dividing the sum of the seven samples by 7.  Enter the
     result on line F of the shelflist counting form.

     *look at your seven sample counts.  If the number of cards
     per inch varies by more than four from the average, you are
     not applying an equal pressure on each inch sample.  In this
     case, repeat the entire process in Steps 4 and 5.

Step 6:

Determine the number of cards between each sample card to be
drawn as follows, and record your computations on the shelflist
counting form.

     *Multiply the average number of cards per inch (line F) by
     the number of inches in the sample interval (line C).  Enter
     the results on line G of the shelflist counting form.  This
     is the number of cards to be counted between each sampled
     card.

     Example:
     *number of inches per sample interval (line C) = 0.64 inches
     *average number of cards per inch (line F) = 80 cards
     *number of cards per sample interval = 0.64 x 80 = 51.2 or
     51 cards

Step 7:

Open the first drawer of the shelflist.  Measure in your inch
interval.  Place a colored marking card in the shelflist to mark
the location.  Beginning from just behind the marking card,
measure the inch interval again, and place a marking card at the
end of the interval.  Continue through the shelflist, measuring
the inch interval and placing a marking card in the indicated
location, until you have gone though the entire shelflist.  You
should have marked approximately 250 evenly spaced locations in
the shelflist.

If you have part of an interval remaining at the end of a drawer,
carry this number forward to the next drawer.  For example, if
your interval is 1 and 5/8 inches and you have 3/8 inch pack of
cards left at the end of a drawer, you would measure in 1 and 2/8
inches to mark the first place in the next drawer.  Remember, the
numbers we have used are only examples.  You must calculate the
correct inch interval for your library.

Step 8:

Take the recording form, beginning at the front of the shelflist,
examine the card immediately behind the first marking card, and
record the citation information from the card one the recording
form.

Continue through the shelflist until the titles behind each of
the marking cards are recorded.  Take the recording forms to the
stacks and do the condition survey.  Record all information asked
for on the forms.

If a particular item is not on the shelf:
     *skip it and continue on to the next item
     *go back to the shelflist, pick a drawer at random and
     repeat Steps 7 and 8 until you have completed the sample
     number.

Note how many person hours were required for this survey.


Procedures have been adapted from Ernest R. Deprospo, Ellen
Altman, and Kenneth Beasley, Performance Measures for Public
Libraries. Chicago: ALA, 1976.



Shelflist Counting Form

Name:______________________________

A. Measure the length of the shelflist in inches =______________
   (= inches in the shelflist)

B. Translate into decimal form =________________________________

C. Divide total inches in shelflist by N (sample size) = B.
divided by N =_______________________________________________
   (= number of inches per sample interval in decimal form)

D. Convert inches per interval from decimal form to sixteenths of
   an inch by means of the interval index table below=__________
   (= inches per sample interval in sixteenths)

E. Take seven different samples from the shelflist and record the
   number of card per inch in each sample:

     Sample 1  __________     Sample 5  __________

     Sample 2  __________     Sample 6  __________

     Sample 3  __________     Sample 7  __________

     Sample 4  __________
                              Sum ________________

F. Divide the Sum above by 7 (seven) =__________________________
   (= average number of card per inch)

G. Multiply the average of cards per inch by the number of inches
   in the sample interval (F. x C.) =___________________________
   (= number of cards per sample interval)
****************************************************************

Interval Index

Decimal --- Sixteenths             Decimal --- Sixteenths

0.0625   =   1/16                  0.5625   =   9/16
 .1250   =   2/16                   .6250   =  10/16
 .1875   =   3/16                   .6875   =  11/16
 .2500   =   4/16                   .7500   =  12/16
 .3125   =   5/16                   .8125   =  13/16
 .3750   =   6/16                   .8750   =  14/16
 .4375   =   7/16                   .9375   =  15/16
 .5000   =   8/16                  1.0000   =  16/16

 ***

PART 4 OF 5

Preservation Survey How-To Packet

September 1988


Condition Survey Procedures

I. Brittleness

Finger Nail Test for Brittleness

If your finger nail goes through the paper, the paper is brittle:
               -open book to middle
               -turn it upside down
               -take a corner between your first finger and thumb
               -press one finger nail into the paper against
               your other finger (don't press so hard that you
               hurt yourself)
               -if your nail goes through the paper, the paper is
               brittle
               -if your nail does not puncture the paper, the
               paper is not brittle (disregard creases or marks
               in the paper left by your nail)

Alternative Test for Brittleness

Fold test: if it breaks off before 4 double folds, it is brittle:
               -open book to middle
               -turn it upside down
               -fold a top corner over and press, fold in
               opposite direction and press = one double fold
               -then hold the tip of the corner and give a light
               tug
               -repeat folding/tugging, if the corner breaks off
               on or before the fourth repetition the paper is
               brittle
               -stop at four, if it takes more than four, the
               paper is not considered brittle


II. Binding Condition

Stitching means the thread used to hold the leaves of text in
sections or signature together and sometimes to fasten the text
block to the boards.  Glue is used in many books to fasten leaves
together and to fasten the text block to the boards.

     Rating    Condition
     0         Stitching/glue intact, glue not dried or cracked,
               all pages fastened in tightly, no loose pages even
               if tugged gently.

     1         Stitching may be loose, but not broken, glue not
               dried or cracked, pages may seem loosened if
               tugged gently, but no more than 2 or 3 pages
               loose.

     2         Stitching broken, glue dried or cracked, pages not
               tight, more than 3 pages loose, 1 or more pages
               detached.

III. Boards and Covers

Boards are the cardboard providing stiff backing to the text
block.  Covers are the fabric, paper or leather covering the
outsides of the boards.

     Rating    Condition
     0         Boards fastened to text block, no breaks at hinges
               either outside or inside, corners not broken,
               bent, or missing, spine not torn, no pieces
               missing, spine cover fastened tightly, cover not
               torn or badly worn, no repair work done, no tape.

     1         Boards fastened to text block, but there may be a
               crack at the hinge either inside or outside,
               corners or boards may be bent or worn but are not
               missing or badly broken, spine may have minor tear
               (at head or tail) but not ripped off or missing,
               cover still intact but may be showing signs of
               wear, unbound or unsupported materials, may have
               been inadequately repaired, evidence of tape.

     2         Boards not fastened to text block, or so badly
               broken at hinges that they no longer support the
               text block, corners broken, missing or worn away,
               spine has major damage - torn away from cover,
               missing major portions, cover badly torn, worn or
               missing large portions, extensive damaging
               repairs, major tape damage.


IV.  Insect and Vermin

Insects may be silverfish, beetles, bookworms, earwigs,
cockroaches, termites, etc.  Vermin are rats or mice.  Signs will
be round or oval tunnel-like holes in pages/bindings or covers
which have surface abraisions in a lace-like pattern, chewed
corners, dead bodies, droppings, or tiny piles of "sawdust", live
creatures may be sighted in severe cases.

     Rating    Condition
     0         No signs of holes, chews or bites on pages, spines
               or covers, no creatures dead or alive if book is
               shaken upside down gently, no droppings on books
               or shelves.

     1         May be a few old holes in cover or text, no signs
               of recent activity around books, no creatures if
               book is shaken gently.

     2         Live creatures in books or on shelves, signs of
               current activity, holes, tunnels, abrasions, or
               chew marks in boards/covers and areas of text
               eaten away.

V. Mold

Black, green, brown (or any color) "stain" or growth that looks
like spots or fuzzy patches on paper or covers, smells "musty".

     Rating    Condition
     0         No signs of stains or spots, no musty smell.

     1         Suspicion of mold - small spots on paper or
               binding, not widespread, no noticeable musty
               smell, or stain remaining from past mold
               investation - but no current growth, no smell.

     2         Current investation, visible mold bloom, spotting
               on many pages &/or cover, musty smell.

VI. Mutilation

Deliberate marking, note-taking, highlighting of text, vandalism
of illustrations, removal of pages, pictures, and parts thereof.

     Rating    Condition
     0         No marking, no cut-out or torn-out pages.

     1         Some marking of the text and illustration - but
               material remains readable, no missing or
               obliterated text or illustrations.

     2         Markings which interfer with readability,
               obliterated text/illustrations, cut-out or torn-
               out pages or parts of pages.




RECORDING FORM


call number    title                    date       place
floor:   , range:   , section:   , shelf:   , book:
paper: ___ brittle   ___ not brittle
binding:  0    1    2    boards/cover:  0    1    2
insects and/or vermin:   0    1    2     mold:    0    1    2
mutilation:  0   1   2


call number    title                    date       place
floor:   , range:   , section:   , shelf:   , book:
paper: ___ brittle   ___ not brittle
binding:  0    1    2    boards/cover:  0    1    2
insects and/or vermin:   0    1    2     mold:    0    1    2
mutilation:  0   1   2


call number    title                    date       place
floor:   , range:   , section:   , shelf:   , book:
paper: ___ brittle   ___ not brittle
binding:  0    1    2    boards/cover:  0    1    2
insects and/or vermin:   0    1    2     mold:    0    1    2
mutilation:  0   1   2


call number    title                    date       place
floor.
:   , range:   , section:   , shelf:   , book:
paper: ___ brittle   ___ not brittle
binding:  0    1    2    boards/cover:  0    1    2
insects and/or vermin:   0    1    2     mold:    0    1    2
mutilation:  0   1   2


call number    title                    date       place
floor:   , range:   , section:   , shelf:   , book:
paper: ___ brittle   ___ not brittle
binding:  0    1    2    boards/cover:  0    1    2
insects and/or vermin:   0    1    2     mold:    0    1    2
mutilation:  0   1   2


call number    title                    date       place
floor:   , range:   , section:   , shelf:   , book:
paper: ___ brittle   ___ not brittle
binding:  0    1    2    boards/cover:  0    1    2
insects and/or vermin:   0    1    2     mold:    0    1    2
mutilation:  0   1   2

 ***

PART 5 OF 5

Preservation Survey How-To Packet

September 1988

Preservation Survey (Report) Format
(Adapted from Frangakis, CCAHA, 1986)


I.   INTRODUCTION
     History of the institution, general description of site,
     staffing and collection

II.  GENERAL DISCUSSION
     Discussion of general principles of environment (acidity,
     relative humidity, light and temperature), storage and
     exhibition

III. LONG-TERM PRESERVATION PLANNING
     Description of any existing plan and past and proposed
     preservation efforts.  Discussion of any necessary general
     policy, space, funding and personnel additions and/or
     changes.  Discusses, as appropriate, the need for an
     acquisitions policy and/or retention schedule.

IV.  ENVIRONMENT
     A.   The building and storage locations
     B.   Temperature and Relative Humidity
          May fall into the following format:
          1.   Temperature
          2.   Heat
          3.   Humidity
          4.   Air-conditioning
     C.   Light
     D.   Housekeeping
     E.   Disaster Preparedness
     F.   Fire
     G.   Security
     H.   Handling
          Discussion of both staff and user handling and, when
          appropriate, book drops, photocopying, and the need for
          user education.

V.   STORAGE
     Description and recommendations of: storage areas,
     furniture, conditions, quality of materials used, storage
     methods/measures, and processing requirements.
     Observations and recommendations are individually given for
     each type of material surveyed.

VI.  REFORMATTING
     Assessment of any current program, especially microfilming.
     Discussion of any need for a program and possible options
     including cooperative efforts.

VII. EXHIBITION
     Discussion of exhibition methods, exhibition environment,
     packing and shipping, and the need for good exhibition and
     loan policies.

VIII. SUMMARY OF PRIORITIES
      Narrative and outline format of short- and long-term
     preservation goals in terms of institutional priorities
     from  a preservation/conservation perspective.

IX.   SUPPLEMENTARY INFORMATION
      A bibliography and enclosed handouts that provide further
     information concerning the recommendations given in the
     report.