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Standards for Libraries in Higher Education Approved by the ACRL Board of Directors, June 2004 Preface These standards differ from earlier ACRL library standards in four significant respects.
To be applicable to such a wide range of libraries, it is necessary that the standards not be prescriptive. Instead, they provide a comprehensive outline to methodically examine and analyze all library operations, services, and outcomes in the context of accreditation. The expectation is that these standards embrace key principles that will continue to be espoused by regional accrediting associations as critical elements or core requirements that provide a foundation upon which a library documents its compliance. The standards refer to other specific ACRL guidelines and standards developed to address specialized operations and initiatives (for example, "Guidelines for Distance Learning Library Services," "Information Literacy Competency Standards for Higher Education," and "Guidelines for Media Resources in Academic Libraries"). The Committee recognizes that not all variations in types of collections or services are directly addressed in the Standards. Without incorporating such specifics directly into this document, it is anticipated that there would be less need for its frequent revision. It is expected that ACRL standards and guidelines, both existing and those developed later, as well as standards from other organizations, can be used as part of a library’s analytical structure as appropriate. Foreword These standards are intended to apply to libraries supporting academic programs at institutions of higher education. Earlier standards for libraries relied heavily upon resource and program "inputs" such as financial support, space, materials and staff activities.(1) These new standards continue to consider "inputs," but they also take into consideration "outputs" and "outcomes." In order to create uniformity, the definitions as described in the ACRL Task Force on Academic Library Outcomes Assessment Report will be used in these standards. Inputs are generally regarded as the raw materials of a library program-the money, space, collection, equipment, and staff, out of which a program can arise. Outputs serve to quantify the work done, i.e., number of books circulated, number of reference questions answered. Outcomes are the ways in which library users are changed as a result of their contact with the library's resources and programs.(2) These Standards provide both a quantitative and a qualitative approach to assessing the effectiveness of a library and its librarians. They advocate the use of input, output, and outcome measures in the context of the institution's mission statement. They encourage comparison of these measures with those of peer institutions; they provide statements of good library practice, and they suggest ways to assess that practice in the context of the institution's priorities. They address libraries only, not other components of a larger organization (e.g., computing). In considering the application of these Standards, those who make use of them should keep in mind the rapid changes in scholarly communications that have taken place in recent years. While electronic publications have increased in number, publications on paper and microtext have continued, making it necessary for librarians to store, provide, and interpret information in multiple formats. With the increase in the availability of information, user expectations have risen substantially. Librarians are increasingly expected to assist users in evaluating the information they receive. These changes evince an evolving role for librarians, one that suggests a closer partnership with users and a greater responsibility for the educational process. Points of Comparison Each library is encouraged to choose its own peer group for the purpose of comparisons. Peer groups may already be identified for benchmarking purposes by the institution. If not, a peer group could be identified using criteria such as the institution’s mission, reputation, selectivity for admission, size of budget, size of endowment, expenditure for library support, and/or size of collection. Once a peer group has been determined, "points of comparison" can be made to compare the strength of the library with its peers. Suggested points of comparison for input and output measures are provided. This list is not to be considered exhaustive; other points of comparison can be determined by the institution. If comparisons are going to be conducted on an annual or other regular basis, the same categories should be used each time to assure a consistent and usable result. Suggested Points of comparison: Input measures
Suggested Points of comparison: Output measures
Planning, Assessment, and Outcomes Assessment Planning The library should have a mission statement and goals to serve as a framework for its activities. The mission and goals should be compatible and consistent with those developed by the institution. Assessment of the quality and effectiveness of the library should be linked closely with the specific mission and goals of the institution. In order to build its programs and services in the context of the institution the library should be involved in the overall planning process. Formal planning procedures and methods, such as strategic planning, are used frequently. These planning methods require input from a broad spectrum of the institution’s community. They help the institution prepare for the future by clearly defining a vision and mission, by setting goals and objectives, and by implementing specific strategies or courses of action designed to help meet those ends. Strategic planning is an iterative process that includes evaluation, updating, and refinement. This process helps the community focus on its essential values and provides an overall direction that helps to guide day-to-day activities and decisions.(5) Assessment Comprehensive assessment requires the involvement of all categories of library users and also a sampling of non-users. The choice of clientele to be surveyed and questions to be asked should be made by the administration and the staff of the library with the assistance of an appropriate advisory committee. Questions should relate to how well the library supports its mission and how well it achieves its goals and objectives. Library users should be encouraged to offer signed or anonymous comments and suggestions. Opportunities for making suggestions should be available both in the library and through remote electronic access. All categories of users should be given an opportunity to participate in the evaluation. The weight given to responses should be consistent with the focus and mission of the library. A program of assessment and evaluation should take into consideration the changing rhythm of the academic year. Evaluation, whether it involves some or all of the techniques listed below, should be an ongoing process. Formal evaluation tools may include the following:
Outcomes Assessment Outcomes assessment will increasingly measure and affect how library goals and objectives are achieved. It will address the accountability of institutions of higher education for student achievement and cost effectiveness. It should take into consideration libraries' greater dependence on technology, their increasing use of online services, their growing responsibility to provide information literacy skills, their increasing reliance on consortial services, the possibilities of dwindling financial resources for collection development, and new developments in the ways in which scholarly information is published and distributed. Outcomes assessment can be an active mechanism for improving current library practices. It focuses on the achievement of outcomes that have been identified as desirable in the library's goals and objectives. It identifies performance measures, such as proficiencies, that indicate how well the library is doing what it has stated it wishes to do. Assessment instruments may include surveys, tests, interviews, and other valid measuring devices. These instruments may be specially designed for the function being measured, or previously developed instruments may be used. It is critical, however, to choose carefully the instrument, the size of the sample, and the method used for sampling. The instrument should be valid, and the way it is used should be appropriate for the task. Colleagues at peer institutions may render invaluable assistance by suggesting assessment questions and sample sizes, by sharing lessons learned, and suggesting alternative methods for measuring outcomes. Questions:
Services The library should establish, promote, maintain and evaluate a range of quality services that support the institution’s mission and goals. The library should provide competent and prompt assistance for its users. Hours of access to the library should be reasonable and convenient for its users. Reference and other special assistance should be available at times when the institution’s primary users most need them. Questions:
Instruction The library should provide information and instruction to users through a variety of reference and user education services, such as course-related and course-integrated instruction, hands-on active learning, orientations, formal courses, tutorials, pathfinders, and point-of-use instruction, including the reference interview. As an academic or instructional unit within the institution, the library should facilitate student success, as well as encourage lifelong learning. By combining new techniques and technologies with the best of traditional sources, librarians should assist primary users and others in information retrieval methods, evaluation, and documentation. In addition, librarians should collaborate frequently with classroom faculty; they should participate in curriculum planning and information literacy instruction as well as educational outcomes assessment. Information literacy skills and user education should be integrated across the curriculum and into appropriate courses with special attention given to information evaluation, critical thinking, intellectual property, copyright, and plagiarism. Modes of instruction, often referred to as teaching methods, "may include, but are not limited to advising individuals at reference desks, in-depth research consultations, individualized instruction, electronic or print instruction aids, or group instruction in traditional or electronic classroom settings."(6) Questions:
Resources The library should provide varied, authoritative and up-to-date resources that support its mission and the needs of its users. Resources may be provided onsite or from remote storage locations, on the main campus and/or at off-campus locations. Moreover, resources may be in a variety of formats, including print or hard copy, online electronic text or images, and other media. Within budget constraints, the library should provide quality resources in the most efficient manner possible. Collection currency and vitality should be maintained through judicious weeding. Questions:
Access Access to library resources should be provided in a timely and orderly fashion. Library collections and the catalog for accessing them should be organized using national bibliographic standards. A central catalog of library resources should provide access for multiple concurrent users and clearly indicate all resources. Provision should be made for interlibrary loan, consortial borrowing agreements, access to virtual electronic collections, and document delivery to provide access to materials not owned by the library. Furthermore, distance learning programs should be supported by equivalent means such as remote electronic access to collections, the provision of reliable network connections, and electronic transmission or courier delivery of library materials to remote users. Policies regarding access should be appropriately disseminated to library users. Questions:
Staff The staff should be sufficient in size and quality to meet the programmatic and service needs of its primary users. Librarians should have a graduate degree from an ALA-accredited program. In addition, there may be other professional staff who will have appropriate combinations of training, experience, and/or degrees. All library professionals should be responsible for and participate in professional activities. The support staff and student assistants should be assigned responsibilities appropriate to their qualifications, training, experience, and capabilities. The further development of professional and support staff should be promoted through an on-going commitment to continuing education, including training on security, emergencies, and the preservation of materials. Professional library staff should be covered by a written policy that clearly establishes their status, rights and responsibilities. This policy should be consistent with the ACRL Standards for Faculty Status for College and University Librarians (http:// www.ala.org/acrl/guides/facstat01.html). Questions:
Facilities The library facility and its branches should be well planned; it should provide secure and adequate space, conducive to study and research with suitable environmental conditions for its services, personnel, resources and collections. The library's equipment should be adequate and functional. Questions:
Communication and Cooperation Communication is essential to ensure the smooth operation of the library. Communication should flow from all levels of the library: from the director/dean to the staff and from the staff to the director/dean. The library should have a regular mechanism to communicate with the campus. Library staff should work collaboratively and cooperatively with other departments on campus. A special relationship should be encouraged between the library and information technology staff in providing access to electronic information resources. In some cases, a vice-president, dean, or director may administer library, media, and information technology operations and services. The library is usually responsible for selecting and providing information content. Information technology usually provides the technical infrastructure and support to deliver information. There is no single organizational model that will work for all institutions. Regardless of whether the services are independent or are integrated in some way, it is important that the services work collaboratively and keep each other fully informed. Questions:
Administration The library should be administered in a manner that permits and encourages the most effective use of available library resources. The library director/dean should report to the president or to the appropriate chief academic or instructional officer of the institution. There should be a standing library advisory committee. The responsibilities and authority of the library director/dean should be defined in writing. If there are distance learning services provided, they should be administered in keeping with the suggestions offered in the ACRL Guidelines for Distance Learning Library Services. The library should be administered in accordance with the spirit of the ALA "Library Bill of Rights." Questions:
Budget The library director/dean should prepare, justify, and administer a library budget that is appropriate to the library's objectives. The budget should meet the reasonable expectations of library users when balanced against other institutional needs. The library should utilize its financial resources efficiently and effectively. The library director/dean should have authority to apportion funds and initiate expenditures within the library budget and in accordance with institutional policy. The budget should support appropriate levels of staffing and adequate staff compensation. Questions:
Notes
About the Standards These standards supersede earlier separate library standards produced by the CLS, CJCLS, and ULS sections of ACRL. The first edition of the college library standards was published in 1959; subsequent editions were published in 1975, 1986, 1995, and 2000. Standards for two-year institutions were first published in 1960 and revised in 1979, 1990, and 1994. Standards for university libraries were first issued in 1979 and revised in 1989. (1a) In 1998, on the recommendation of the Task Force on Academic Library Outcomes Assessment, the ACRL Board mandated that all future standards incorporate outcomes assessment. The 2000 edition of "Standards for College Libraries" was the first to incorporate outcomes assessment and was considered a model for the other two library standards. Representatives from the standards committees of the CLS, CJCLS, and ULS sections met and eventually recommended that the new College Library standards be adapted as a single comprehensive standard for use by all academic and technical libraries. ACRL formed a task force in 2002 to accomplish this task. The College and Research Libraries Standards Task Force produced a draft document that was widely circulated on electronic discussion lists, printed in C&RL News, and published on the ACRL webpage. Review of the draft was encouraged by email to members, comments by an expert, and through public hearings at the ALA conferences in Toronto (June 2003) and San Diego (January 2004). A revised draft was then published on the website for additional comment. In June 2004, the ACRL Standards and Accreditation Committee and the ACRL Board approved the final document, and the three extant library standards were rescinded. About the authors Members of the Task Force on Academic Library Outcomes Assessment who were responsible for the preparation of these standards were: Chair, Barton M. Lessin, Wayne State University, email:lessin@wayne.edu; Mary M. Carr, Spokane Community College, email: mcarr@scc.spokane.edu; Robert W. Fernekes, Georgia Southern University, email: Fernekes@georgiasouthern.edu; Lori A. Goetsch, University of Maryland, email: lgoetsch@lib.ksu.edu; David W. Lewis, Indiana University-Perdue University Indianapolis, email: dlewis@iupui.edu; Ellen J. Meltzer, University of California—California Digital Library, email: ellen.meltzer@ucop.edu; William N. Nelson, Augusta State University, email: wnelson@aug.edu; and Cary L. Sowell, Austin Community College, email: cary@austincc.edu Note (1a) William N. Nelson, "Library Standards in Higher Education: An Overview," Encyclopedia of Library and Information Science. Online published July 21, 2004. http://www.dekker.com/servlet/product/DOI/101081EELIS120021360.(last accessed 8/26/2004) |