ACRL News Issue (B) of College & Research Libraries A pril 1 9 9 5 / 2 4 5 ACRL S ta n d a r d s Standards for college lib ra rie s, 1 9 9 5 edition Final version approved by the ACRL Board and the ALA Standards Committee, February 1995 F o re w o rd These standards are intended to apply to li­ braries supporting academic programs at the bachelor’s and master’s degree levels. The 1995 edition retains the quantitative approach of the earlier editions. Smaller institutions or those with a strong media services component may find parts o f the “Standards for community, junior, and technical college learning resources pro­ grams” useful. Larger institutions or those seek­ ing a more process-oriented approach to stan­ dards may find sections o f the “Standards for University Libraries” helpful. The “Standards for College Libraries” are based historically on practices found at institutions w here li­ braries are providing effective support for the curriculum and for the scholarly and cre­ ative accom plishm ents o f students and fac­ ulty (Kaser, 1982). The 1995 edition o f the standards has the following sections: • Development and Approval o f the Stan­ dards • Introduction • Standards and Commentaries 1. Mission, Goals, and Objectives 2. Collections 3. Organization of Materials 4. Staff 5. Services 6. Facilities 7. Administration 8. Budget • Formula A, Collections • Formula B, Librarians • Formula C, Facilities • Bibliography • C om m ittee M em bers, 199 3 – 95 (s e e the list at the end of this article) DEVELOPMENT A N D A PPR O VAL OF THE STANDARDS The first edition of the “Standards for College Libraries” was published in 1959. Subsequent editions were published in 1975 and 1986. The standards are the particular responsibility of the College Libraries Section Standards Committee, a standing committee o f the Association of College and Research Libraries (ACRL) which is a division of the American Library Associa­ tion (ALA). The College Libraries Section Standards Com­ mittee is charged with the responsibility o f on­ going review of the standards, consultation with the profession on their development and evalu­ ation, and revision as needed. To that end, the committee conducted a national survey in 1991, and the results were reported in the May 1993 issue of College & Research Libraries (Walch, 1993). Hearings were held at the 1992 ACRL conference in Salt Lake City, and at the June 1994 ALA conference in Miami. The final ver­ sion of the 1995 edition was approved by the College Libraries Section Executive Committee, the ACRL Standards and Accreditation Commit­ tee, the ALA Standards Committee, and the ACRL Executive Board of Directors at the 1995 Mid­ winter Meeting. IN TR O D U C TIO N Academic libraries are operating in the midst o f extraordinary change in the scholarly com­ munication system. The cost o f the traditional system based on paper publication formats is P repared by the Standards Committee o f ACRL’s College Libraries Section 2 4 6 /C & RL News becoming prohibitive, and electronic forms of communication are emerging rapidly. It is too early to tell how much electronic formats will supplant and how much they will only supple­ ment p aper formats. T h e se ch an g es raise many questions w hich will be answered in time. Time is the key; the evolution o f this change cannot be predicted with precision. One speculation that seems possible to mem­ bers o f the 1993– 95 Standards Committee is that the transition will take about thirty years, and w e already have gone through the first ten years o f the period. In addition to changes in the scholarly communications system, there are many new trends that will change the way effective aca­ demic libraries operate. While a few can be recog n ized now through revisions to the commentaries for the standards, most are not developed well enough to be incorporated into the standards. It is important to be aware o f these trends, and they are identified brief­ ly here. The list is not intended to convey priorities. • Escalating user expectations regarding in­ formation retrieval and docum ent delivery times. • Increased focus on accountability lead­ ing to more emphasis on assessment o f stu­ dent performance and interest in output mea­ sures as well as input measures. • ‘Virtual ow n ersh ip ’ in lieu o f local, physical ow nership; acquiring materials ‘just in tim e’ instead o f ‘just in ca se ’; title counts b e c o m in g m o re im p o rtan t th an v o lu m e cou nts; rapid d ocu m ent delivery through electronic services; degradation o f browsing opportunities. • Stronger emphasis on services to persons with disabilities. • Shifting patterns in the use o f biblio­ graphic utilities; fracturing o f the national bib­ liographic databases; increased importance of networking and development of ANSI standards for search protocols; development o f the ‘na­ tional information highway.’ • Electronic storage and preservation of ma­ terials, e.g., reserve reading lists; digitization replacing microform. • Traditional audiovisual resources evolv­ ing into multimedia and hypermedia. • Computer equipment pervading library operations and facilities; greater need for staff training and user education in new technolo­ gies. • Emergence o f a paraprofessional group o f library employees. • Increased financial pressures for institu­ tions and their libraries. STANDARDS A N D COM M EN TAR IES Each standard is followed by commentary in­ tended to amplify its intent and assist in its implementation. Standard 1: Mission, Goals, and Objectives 1. The college library shall develop an e plicit statement o f its mission in accord with the mission o f the college. C o m m e n t a r y . It is accepted that the ad­ ministration and faculty o f every college have responsibility to examine the educational pro­ gram from time to time in light o f the goals and purposes o f the institution. Librarians share this responsibility by seeking ways to provide col­ lections and services which support those goals and purposes. Successful fulfillment o f this shared responsibility can best be attained when a clear and explicit statement o f library mission and goals is prepared and promulgated so that all members o f the college community can un­ derstand and evaluate the appropriateness and effectiveness of the library program. 1.1 The development o f library mission and goals shall be the responsibility of library per­ sonnel in consultation with members o f the classroom faculty, administrative officers, and students. C om m entary. In developing these missions and goals the library should seek in a formal or structured way the advice and guidance o f its primary users, the classroom faculty and stu­ dents, and o f the college administration, in particular those officers responsible for aca­ demic programs and policies. 1 .2 The statement of library objectives shall be reviewed periodically and revised as nec­ essary. C om m entary. The articulation of library ob­ jectives is an obligation of the librarians, with the assistance o f the support staff. In reviewing the objectives o f the library, careful atten­ tion should be paid to ongoing advances in the theory and practice o f librarianship. Simi­ larly, changes occurring within the edu ca­ tion program o f the parent institution should be reflected in a timely way in the program o f the library. x­ A pril 1 9 9 5 / 2 4 7 Standard 2: Collections 2. The library’s collections shall compri all types o f recorded information, including print materials in all formats, audiovisual ma­ terials, sound recordings, materials used with computers, graphics, and three-dim ensional materials. C om m en tary. Recorded knowledge and lit­ erary or artistic works appear in a wide range of formats. Books represent extended reports of scholarly investigations, compilation of find­ ings, and summaries prepared for institutional purposes. The journal literature communicates more recent information and is particularly important to the science disciplines. Reports in machine-readable form are an even faster means o f scholarly com munication. Govern­ ment documents transmit information gen­ erated by or at the behest o f official agen­ cies, and newspapers record daily activities throughout the world. Many kinds of communication take place primarily, or exclusively, through such media as films, slidetapes, sound recordings, and vid­ eotapes. Microforms are used to compact many kinds o f information for preservation and stor­ age. Recorded information also exists in the forms of manuscripts, archives, databases, and computer software packages. Each medium of communication transmits information in unique ways, and each tends to complement the others. The inherent unity of recorded information and its importance to all academic departments of an institution require that most, if not all, of this information be selected, organized, and made available for use by the library of that institution. In this way the institution’s infor­ mation resources can best be made known and balanced for the benefit of all users. 2.1 The library shall provide as promptly possible a high percentage o f materials needed by its users. C o m m en ta ry . The proper development of a collection includes concern for quality as well as quantity. A collection may be said to have quality for its purposes only to the degree that it possesses a portion of the bibliography of each discipline taught, appropriate in quantity both to the level at which each is taught and to the number of students and faculty members who use it. While it is possible to have quantity without quality, it is not possible to have qual­ ity without quantity in relation to the charac­ teristics of the institution. se a The library collection should be continually evaluated against standard bibliographies and evolving institutional requirements for purposes both of adding new titles and identifying for withdrawal those titles which have outlived their usefulness. No title should be retained for which a clear purpose is not evident in terms o f academ ic programs or extracurricular en­ richment. The best way to preserve or improve qual­ ity in a college library collection is to adhere to rigorous standards of discrimination in the se­ lection o f materials to be added, whether as purchases or gifts. The collection should con­ tain a substantial portion of the titles listed in standard bibliographies for the curricular areas of the institution and for supporting general fields of knowledge. Subject lists for college libraries have been prepared by several learned associations, while general bibliographies such as B ooks f o r C ollege Libraries are especially use­ ful for identifying important retrospective titles. A majority o f the appropriate, current publi­ cations reviewed in scholarly journals and in reviewing media such as C h o ic e or L ib rary J o u r n a l should be acquired. Careful atten­ tion should also be given to standard works o f re feren ce and to b ib liograp h ical tools w hich describe the broad range o f informa tion sources. Institutional needs for periodical holdings vary widely. In general it is good practice to consider owning any title that is needed more than five times per year. Several good lists have been prepared o f periodical titles appropriate or necessary for college collections. Katz’s M ag azin esf o r L ibraries describes several thou­ sand titles and is useful in this regard. It may not be necessary to subscribe to certain less frequently used titles if they are available at s another library nearby, or if needed articles may be quickly procured through a reliable deliv­ ery system or by electronic means. While it is important that a library have in its collection the quantity of materials called for in Formula A, its resources ought to be aug­ mented whenever appropriate with external collections and services. A library that meets part of its responsibilities in this way must en­ sure that such activities do not weaken a con­ tinuing commitment to develop its own hold­ ings. T here is no substitute for a strong, immediately accessible collection. Moreover, once a collection has attained the size called for by this formula, its usefulness will soon di- 2 4 8 /C & RL News minish if new materials are not acquired. Li­ braries with collections which are significantly below the size recommended in Formula A should maintain a 5% growth rate until they can claim a grade of A (see standard 2.2). Those that meet or exceed the criteria for a grade of A may find it unrealistic or unnecessary to sus­ tain a growth rate as high as 5%. Although the scope and content of the col­ lection is ultimately the responsibility o f the librarians, this responsibility can be best ful­ filled by developing clear selection policies in cooperation with the classroom faculty. More­ over, the classroom faculty should be encour­ aged to participate in the selection o f new titles for the collection. 2.2 The amount of print material to be pro­ vided by the library shall be determined by a formula (see Formula A) which takes into ac­ count the nature and extent of the academic program of the institution, its enrollment, and the size of the classroom faculty. C o m m e n t a r y . A. P r i n t r e s o u r c e s . A strong core collection o f print materials, aug­ mented by specific allow ances for enroll­ ment, faculty size, and curricular offerings, is an indispensable requirem ent for the li­ brary o f any college. The degree to which a library meets this requirem ent may be cal­ culated with Formula A. B. Audiovisual re so u rces. The range, ex tent, and configuration of nonprint resources and services in college libraries varies widely according to institutional needs and character­ istics. Audiovisual holdings may be counted as volume unit equivalents and this number should be added to that for print volumes and vol ume-equivalents in measuring a library’s col­ lection against Formula A. If some or all of this material is housed in an administratively sepa­ rate media center or audiovisual facility, it may be included in the grade deter­ mination if properly organized for use and readily accessible to the college community.000 vols. C. D eterm in ation o f grade. 100 vols. The degree to which a library 15 vols. provides its users with materials is graded by comparing the total 350 vols. holdings of volumes and volume- equivalents with the results of the 00 vols. Formula A calculation. 00 vols. S tan d ard 3 : O rg an izatio n o f m aterials00 vols. 3 . Library collections shall b00 vols. organized by nationally approved “volume” is conventions and arranged for ef­ nted or oth­ ficient retrieval at time o f need. ined in one C o m m en ta ry . The acquisi­h has been Microform tion of library materials comprises whether by only part o f the task of providing rs each reel a c c e s s to th em . C o lle c tio n s ne volume- should be indexed and arranged s, films, and systematically to assure efficient , sound re­ identification and retrieval.rials includ­ 1 VUE), and ted to other 3 .1 There shall be compre hensive catalog of the library’s n’s Classifi­ holdings that permits identifica­ tion o f items, regardless of for­ volumes as mat or location, by author, title, s of library and by subject as appropriate.4% shall be C o m m e n t a r y . The catalog should be comprehensive and ­ e ­ F orm u la A : Collections 1. Basic collection 85, 2. Allowance per FTE faculty member 3. Allowance per FTE student 4. Allowance per undergraduate major or minor field* 5. Allowance per master’s field, when no higher degree is offered in the field* 6,0 6. Allowance per master’s field, when a higher degree is offered in the field* 3,0 7. Allowance per 6th year specialist degree field* 6,0 8. Allowance per doctoral field* 25,0 These figures are to be calculated cumulatively. A defined as a physical unit of work which has been pri erwise reproduced, typewritten, or handwritten, conta binding or portfolio, hardbound or paperbound, whic cataloged, classified, or otherwise prepared for use. holdings should be converted to volume-equivalents, actual count or by an averaging formula which conside of microfilm, or ten pieces of any other microform, as o equivalent. Audiovisual materials include videocassette videodisks (1 item = 1 VUE, volume unit equivalent) cordings, filmstrips, loops, slide-tape sets, graphic mate ing maps, and computer software packages (1 item = slides (50 slides = 1 VUE). This approach may be adap nonprint formats. *For an example of a list of fields, see Robert Morga cation o f Instructional Programs (NCES, 1990). Libraries that can provide 90 to 100% of as many are called for in Formula A shall be graded A in term resources; from 75 to 89% shall be graded B; 60 to 7 graded C; and 50 to 59% shall be graded D. A pril 1 9 9 5 / 2 4 9 provide bibliographic access to materials in all formats owned by the library. This can best be accomplished through the development o f a catalog with items entered in accord with es­ tablished national or international bibliographi­ cal conventions, such as Riles for entry, de­ scriptive cataloging, filing, classification, and subject headings. Opportunities of several kinds exist for the cooperative development of the library’s cata­ log. These include the use of cataloging infor­ mation produced by the Library of Congress and the various bibliographic utilities. It may also include the compilation by a number of libraries o f a shared catalog. Catalogs should be subject to appropriate editing to keep them abreast of modern technology, contemporary practice, and changing national and interna­ tional information standards such as MARC, AACR2, and NISO. 3 .1 .1 The catalog shall be in a format that can be consulted by a number of users concur­ rently. C o m m en ta ry . A public catalog in any for­ mat can satisfy this standard if it is so arranged that the library’s users normally encounter no delay in gaining access to it. 3 .1 .2 In addition to the catalog there shall also be requisite subordinate files to provide bibliographic control and access to all library materials. C om m entary. Proper organization of the collections requires the maintenance of a num­ ber of subordinate files, such as authority files, shelf lists, and complementary catalogs, such as serial holdings records, as appropriate. In­ formation contained in these files should also be available to library users. In addition, the content of library materials such as journals, documents, and microforms should be made accessible through indexes in printed or com­ puter-based format. 3.2 Library materials shall be arranged to provide maximum accessibility to all users. Cer­ tain categories of materials may be segregated by form for convenience. C o m m en ta ry. Materials should be arranged so that related information can be easily con­ sulted. Some materials such as rarities, manu­ scripts, or archives may be segregated for pur­ poses of security or preservation. Materials in exceptionally active use, reference works, and assigned readings may be kept separate as ref­ erence and reserve collections to facilitate ac­ cess to them. Audiovisual materials, maps, and microforms are examples o f resources that may be awkward to integrate physically because of format and may need to be segregated from the main collection. Fragmentation of the col­ lections should be avoided whenever possible, however, with the bulk o f the collections shelved by subject in open stack areas to per­ mit and encourage browsing. 3 .3 Materials placed in storage facilities shall be readily accessible to users. C om m entary. Many libraries or groups of libraries have developed storage facilities for low-use materials such as sets or backruns of journals. These facilities may be situated on campus or in remote locations. The materi­ als housed in these facilities should be eas­ ily identifiable and readily available for use in a timely fashion. If direct user access is not possible, a rapid retrieval system should be provided. Standard 4: Staff 4 . The staff shall be of adequate size and quality to meet the library’s need for services, programs, and collection organization. C om m entary. The college library shall need a staff composed of qualified librarians, skilled support personnel, and student assistants to carry out its stated objectives. 4 .1 Librarians, including the director, shall have a graduate degree from an ALA-accred- ited program, shall be responsible for duties of a professional nature, and shall participate in professional activities. C om m entary. The librarian has acquired through education in a graduate school o f li­ brary and information science an understand­ ing of the principles and theories of selection, acquisition, organization, interpretation, and administration of library resources. It should be noted that the MLS is regarded as a termi­ nal professional degree by ALA and ACRL. Moreover, developments in computer and in­ formation technology have had a major im­ pact on librarianship, requiring that librar­ ians be well inform ed in this constan tly developing area. Librarians shall be assigned responsibilities which are appropriate to their education and which encourage the ongoing development of 2 5 0 /C & RL News professional competencies. Participation in li­ brary and other professional activities on and off campus is also necessary to further personal development. 4 .2 Librarians shall be organized as a sepa­ rate academic unit such as a department or a school. They shall administer themselves in ac­ cord with ACRL’s “Standards for Faculty Status for College and University Librarians” and in­ stitutional policies and guidelines. C om m en tary. Librarians comprise the fac­ ulty o f the library and should organize, admin­ ister, and govern themselves accordingly. The status, responsibilities, perquisites, and gov­ ernance o f the library faculty shall be fully organized and supported by the parent in­ stitution. 4 .3 T h e num ber o f librarians required shall be determ ined by a formula (se e For­ mula B ) and shall further take into consid er­ ation the goals and services o f the library, programs, degrees offered, institutional e n ­ rollment, size o f faculty and staff, and auxil­ iary programs. C om m en tary. Formula B is based on stu­ dent enrollment, collection size, and annual change in size of the collection. Other factors to be considered in determining staff size are services and programs, degrees offered, size of faculty and staff, and auxiliary programs. Ex­ amples o f services and programs include refer­ ence and information services, bibliographic instruction, computer-based services, collection development, and collection organization. In addition, auxiliary programs, e.g., extension, community, and continuing education, as well as size and configuration o f facilities and hours o f service, are factors to be considered for de­ termining adequate staff size. 4 .4 The support staff and student assistants shall be assigned responsibilities appropriate to their qualification, training, experience, and capabilities. The support staff shall be no less than 65% o f the total library staff, not including student assistants. C o m m en ta ry . Full-time and part-time sup­ port staff carry out a wide variety of parapro­ fessional, technical, and clerical responsibili­ ties. A productive working relationship between librarians and support staff is an essential in­ gredient in the successful operation o f the li­ brary. In addition, student assistants provide meaningful support in accomplishing many li­ brary tasks. 4 .5 Library policies and procedures concern­ ing staff shall be in accord with institutional guidelines and sound personnel management. C o m m en ta ry . The staff represents one of the library’s most important assets in support o f the instructional program o f the college. Its management must be based upon sound, con­ temporary practices and procedures consistent with the goals and purposes o f the institution, including the following: 1. Recruitment methods should be based upon a careful definition of positions to be filled and objective evaluation o f credentials and qualification. 2. Written procedures should be developed in accordance with ACRL and institutional guide­ lines, and followed in matters of appointment, promotion, tenure, dismissal, and appeal. 3. Every staff member should be informed in writing as to the scope o f his/her responsibili­ ties. 4. Rates o f pay and benefits o f library staff should be equivalent to other positions on cam­ pus requiring comparable backgrounds. 5. There should be a structured program for orientation and training o f new staff members, and career development should be provided for all staff. 6. Supervisory staff should be selected on a basis of job knowledge, experience, and hu­ man relations skills. 7. Procedures should be maintained for pe­ riodic review o f staff performance and for rec­ ognition o f achievement. See relevant ACRL documents listed in the bibliography. Standard 5: Services 5. The library shall establish, promote, and maintain a range and quality of services that will support the academic program o f the insti­ tution and encourage optimal library use. C o m m en ta ry . The primary purpose of col­ lege library service is to promote and support the academic program o f the parent institution. Services should be developed for and made available to all members o f the academic com­ munity, including persons with disabilities and nontraditional students. The successful fulfill­ ment o f this purpose will require that librar­ ians work closely with classroom faculty to gain from them a clear understanding of their edu­ cational objectives and teaching methods and A pril 1 9 9 5 / 2 5 1 to communicate to them an understanding of the services and resources which the library can offer. While research skills and ease o f ac­ cess to materials will both serve and encour­ age library use, the primary motivation for stu­ dents to use the library originates with the instructional methods used in the classroom. Thus, close cooperation between librarians and classroom faculty is essential. Such coopera­ tion must result from planned and structured activity and requires that librarians participate in the academic planning councils o f the insti­ tution. They should assist classroom faculty in appraising the actual and potential library re­ sources available, work closely with them in developing library services to support their in­ structional activities, and keep them informed o f library capabilities. 5.1 The library shall provide information an instruction to the user through a variety of tech­ niques to meet differing needs. These shall in­ clude but not be limited to a variety o f profes­ sional reference services, and bibliographic instruction programs designed to teach users how to take full advantage o f the resources available to them. C om m entary. A fundamental responsibil­ ity of a college library is to provide instruction in the most effective and efficient use of its d F o rm u la B: L ib rarian s F o r e a c h 5 0 0 , o r fr a c tio n th e r e o f, F T E stu d e n ts u p to 1 0 ,0 0 0 1 lib ra ria n F o r e a c h 1 ,0 0 0 o r fr a c tio n th e r e o f, F T E stu d e n ts a b o v e 1 0 ,0 0 0 1 lib ra ria n F o r e a c h 1 0 0 ,0 0 0 v o lu m e s , o r fr a c tio n th e r e o f, in th e c o lle c t io n 1 lib ra ria n F o r e a c h 5 ,0 0 0 v o lu m e s , o r fra ctio n th e r e o f, a d d e d an d/ or w ith d ra w n p e r y e a r 1 lib ra ria n Enrollment, collection size, and growth of collection determine the number of librarians re­ quired by the college. These figures are to be calculated cumulatively. Libraries which provide 90- 100% of these formula requirements can, provided they are supported by sufficient other staff members as described in Standard 4.4, consider themselves at the A level in terms of staff size; those that provide 75–89% of these requirements may rate themselves as B; those 60–74% of requirements qualify for a C; and those with 50-59% requirement warrant a D. This formula does not include campuswide media, archives, or academic computing services when adminis­ tered by the library. Those units require additional personnel. S u p p le m e n ta l s ta ffin g factors to be considered O rganizational and Institutional The individual library’s organization and institutional factors also influence its staffing needs. Additional factors to be considered are as follows: Library • Services and programs • Size and configuration of facilities • Hours of services Examples o f services and programs • Reference and Information • Bibliographic Instruction • Computer Based Services • Collection development • Collection organization • Archives • Audiovisual services Institutional • Degrees offered • Size of faculty and staff • Auxiliary programs Examples of institutional factors • Undergraduate programs • graduate programs • Research • Community • Continuing education 2 5 2 /C & RL News materials. Bibliographic instruction and orien­ tation may be given at many levels of sophisti­ cation and may use a variety of methods and materials, including course-related instruction, separate courses (with or without credit), and group or individualized instruction. O f equal importance is traditional reference service wherein individual users are guided by librarians in their appraisal of the range and extent of the library and information resources available to them for learning and research. Pro­ fessional services are optimally available all hours the library is open. Use patterns should be studied to determine those times when the absence o f professional assistance would be least detrimental. The third major form o f in­ formation service is the delivery o f information itself. Although obviously inappropriate in the case o f student searches which are purpose­ ful segm ents o f classroom assignment, the actual delivery o f inform ation— as distinct from guidance to it— is a reasonable library service in almost all other conceivable situ­ ations. Many of the services suggested in this com­ mentary can be provided or enhanced by ac­ cess to computerized forms o f information re­ trieval. Many information sources are available only in computerized format, and every effort should be made to provide access to them. Services may be provided in person or through other means such as videocassette, computer programs, or other appropriately prepared pro­ grams. 5.2 Library materials o f all types and f mats that can be used outside the library shall be circulated to qualified users under equitable policies without jeopardizing their preservation or availability to others. C o m m en ta ry . Circulation o f library materi­ als should be determined by local conditions which will include size o f the collection, the number o f copies, and the extent of the user community. Every effort should be made to cir­ culate materials o f all formats that can be used outside the library without undue risk to their preservation. Circulation should be for as long a period as is reasonable without jeopardizing access to materials by other qualified users. This overall goal may prompt some institutions to establish variant or unique loan periods for dif­ ferent titles or classes of titles. Whatever loan policy is used, it should be equitable and uni­ formly administered to all qualified categories or­ o f users. The accessibility o f materials can also be extended through provisions of inexpen­ sive means of photocopying within the laws regarding copyright. 5 .3 Interlibrary loan activities, cooperative programs, and utilization o f commercial ser­ vices shall be encouraged for the purpose of extending and increasing services and re­ sources. C o m m en ta ry . The rapid growth of infor­ mation sources, the availability o f a variety of automation services, and the development of new technologies continue to impact a library’s ability to provide services and resources. Co­ operation with other institutions, and particu­ larly with multitype library organizations, of­ ten becomes a necessity. This involves not only receiving, but also a willingness to give or share, on the part o f each library. Formal reciprocal agreements, according to ALA codes, may need to be developed. Access to materials should be by the most efficient and rapid method pos­ sible, incorporating such measures as delivery services, rental services, and electronic mail in addition to, or in place of, traditional forms of delivery. The extent o f resource sharing through ILL, cooperative arrangements, and other de­ livery methods should be recognized in any assessment o f the ability o f a library to supply its users with needed materials. 5 .4 The hours o f access to the library shall be consistent with reasonable demand. C o m m en ta ry . The number of hours per week that library services are available will vary as a reflection o f reasonable local need. Dur­ ing peak hours of operation the users deserve competent, professional service. However, in some institutions users may need access to study facilities and to the collections, in w hole or in part, during m ore hours o f the w eek than they require personal assistance. In any case, the high value o f the library’s facilities, co l­ lections, associated materials, and equipment d ictates that resp on sible p ersonnel be on duty at all times. 5.5 Where academic programs are offered at off-campus sites, library services shall be pro­ vided in accord with ACRL’s “Guidelines for Extended Campus Library Services.” C om m en tary. Special library problems ex­ ist for colleges that provide off-campus institu­ tional programs. Students in such programs must A pril 1 9 9 5 / 2 5 3 be provided with library services in accord with ACRL’s “Guidelines for Extended Campus Li­ brary Services.” These guidelines suggest that such services be financed on a regular basis, that a librarian be specifically charged with the delivery o f such services, that the library impli­ cations of such programs be considered before program approval, and that courses so taught encourage library use. Services should be de­ signed to meet the different information and bibliographic needs of these users. Standard 6: Facilities 6. The library building shall provide we planned, secure and adequate housing for its collections and personnel; secure space for us­ ers and staff; and space for the provision of services and programs. Com m entary. Successful library service pre­ supposes an adequate library building. Although the type of building will depend upon the char­ acter and purposes of the institution, it should in all cases be functional, providing secure fa­ cilities for accommodating the library’s person­ nel and resources, sufficient space for their ad­ ministration and maintenance, and secure and comfortable reading and study areas for users. A new library building should represent a co­ ordinated planning effort involving the library director and staff, the college administration, campus constituents, and the architect, with the director responsible for the preparation o f the building program. The needs of persons with disabilities should receive special attention and should be pro­ vided for in compliance with the Architectural Barriers Act of 1968 (Public Law 90-480) and the Rehabilitation Act of 1973, Section 504 (Pub­ lic Law 93-516), and their amendments; and the Americans with Disabilities Act of 1990 (Pub­ lic Law 101-336). Particular consideration must be given to any present or future requirements for equipment associated with automated systems or other applications o f library technology. Among these might be provision for new wiring, cabling, special climate control, and maximum flexibil­ ity in the use of space. Consideration should also be given to load-bearing requirements for compact shelving and the housing of mixed formats including microforms. 6.1 The size of the library building shall determined by a formula (see Formula C, next page) which takes into account the enrollment l b of the college, the extent and nature of its col­ lections, and the size of its staff. 6 .2 In designing or managing a library building, the functionality o f floor plan and the use of space shall be the paramount concern. C o m m en ta ry . The quality o f a building is measured by such characteristics as the utility and comfort o f its study and office areas, the design and durability of its furniture and equip­ ment, the functional interrelationships o f its service and work areas, and the ease and economy with which it can be operated and l- used. 6 .3 Except in certain circumstances, the col­ lege library’s collections and services shall be administered within a single structure. C om m en ta ry . Decentralized library facili­ ties in a college have some virtues, and they present some difficulties. Primary among their virtues is the convenience to the offices or labo­ ratories o f some of the classroom faculty. Pri­ mary among their weaknesses is the resulting fragmentation o f the unit o f knowledge, the relative isolation o f a branch library from most users, potential problems of staffing and secu­ rity, and the cost of maintaining certain dupli­ cate services or functions. When decentralized library facilities are being considered, these costs and benefits must be carefully compared. In general, experience has shown that decen­ tralized library facilities may not be in the best academic or econom ic interest of a college. Standard 7: A dm inistration Matters pertaining to college library adminis­ tration are treated in the several other stan­ dards. Matters o f personnel administration, for example, are discussed in standard 4, and fis­ cal administration in standard 8. Some impor­ tant aspects o f library management, however, must be considered apart from the other stan­ dards. 7 . The college library shall be administered in a manner which permits and encourages the fullest and most effective use o f available li­ brary resources. C om m entary. The function o f a library ad­ ministrator is to direct and coordinate the com­ ponents o f the library— its staff, services, col­ e lections, buildings, and external relations. Each component contributes effectively and imagi­ natively to the mission of the library. 2 5 4 /C & RL News 7 .1 The statutory or legal foundation for the library’s activities shall be recognized in writ­ ing. C o m m en ta ry . In order for the library to function effectively, there must be an articu­ lated understanding within the college as to the statutory or legal basis under which the li­ brary operates. This may be a college bylaw, a trustee minute, or a public law which shows the responsibility and flow of authority under which the library is empowered to act. 7 .2 The library director shall be an officer of the college and shall report to the president or the chief academic officer of the institution. C o m m en ta ry . For the closest coordination of library activities with the instructional pro­ gram, the library director should report to ei­ ther the president or the chief officer in charge o f the academic affairs of the institution. 7.2 .1 The responsibilities and authority of the library director and procedures for appoint­ ment shall be defined in writing. C om m entary. There should be a document defining the responsibility and authority vested in the library director. This document may also be statutorily based and should spell out, in addition to the scope and nature o f the director’s duties and powers, the procedures for appointment. 7 .3 There shall be a standing advisory com­ mittee comprised of students and members of the classroom faculty which shall serve as a channel of formal communication between the library and its user community. C om m en tary. This committee— of which the library director should be an ex-officio member— should be used to convey both an awareness to the library of its users’ concerns, perceptions, and needs, and an understanding to users of the library’s objectives and capabili­ ties. The charge to the committee should be specific and in writing. F orm u la C: Facilities The size of the college library building shall be calculated on the basis of a formula which takes into consideration the size of the student body, the size of the staff and its space requirements, and the number of volumes in the collection. To the result of this calculation must be added such space as may be required to house and service nonprint materials and microforms, to provide bibliographic instruction to groups, and to accommodate equipment and services associated with various forms of library technology. The formula may need to be adjusted in accordance with local interpretation and application o f the requirements of the Americans with Disabilities Act o f 1990. a. S p a ce f o r users. The seating requirement for the library of a college when less than 50% of the FTE enrollment resides on campus shall be one for each five students. That for the library of a typical residential college shall be one for each four FTE students. Each study station shall be assumed to require 25 to 35 square feet for floor space, depending upon its functions. b. S p a ce f o r books. The space allocated for books shall be adequate to accommodate a conve­ nient and orderly distribution of the collection according to the classification system(s) in use, and should include space for growth. Gross space requirements may be estimated according to the following formula: S q u a re F eet/V olum e For the first 150,000 volumes 0.10 For the next 150,000 volumes 0.09 For the next 300,000 volumes 0.08 For holdings above 600,000 volumes 0.07 c. S p a ce f o r staff. Space required for staff offices, service and work areas, catalogs, files, and equipment shall be approximately one-eighth of the sum of the space needed for books and users as calculated under a) and b) above. This formula indicates the net assignable area required by a library if it is to fulfill its mission with maximum effectiveness. “Net assignable area” is the sum of all areas (measured in square feet) on all floors of a building, assignable to, or useful for, library functions or purposes. (For an explanation of this definition see M ea su rem en t a n d C om parison o f P h y sical F a cilities f o r Libraries, ALA, 1970.) Libraries which provide 90– 100% of the net assignable area called for by the formula shall be graded A in terms of space; 75–89% shall be graded B; 60–74% shall be graded C; and 50-59% shall be graded D. A pril 1 9 9 5 / 2 5 5 7 .4 The library shall maintain written poli­ cies and procedures manuals covering internal library governance and operation activities. C o m m en ta ry . Written policies and proce­ dures manuals are required for good manage­ ment, uniformity, and consistency o f action. They also aid in training staff and contribute to public understanding. 7 .4 .1 The library shall maintain a system and continuous program for evaluating its per­ formance, for informing the community o f its accomplishments, and for identifying needed improvement. C om m entary. The library director, in con­ junction with the staff, should develop a pro­ gram for evaluating the libraiy’s performance. Objectives developed in accordance with the goals of the institution should play a major part in this evaluation program. Statistics should be maintained for use in reports, to demonstrate trends, and in performance evaluation. At the discretion o f the library director and in accor­ dance with institutional requirements, the sta­ tistics may include data related to input mea­ sures, output measures, and/or assessment. In addition, the library director and staff members should seek the assistance of the standing li­ brary advisory committee and other represen­ tatives of the community. 7 .5 The library shall be administered in ac­ cord with the spirit of the ALA “Library Bill of Rights.” C o m m en ta ry . College libraries should be impervious to the pleasures or efforts o f any sp e cia l in terest groups o r individuals to shape their co llectio n s and services. This principle, first postulated by the American Library Association in 1939 as the “Library Bill o f Rights” (am ended 1948, 1961, 1967, and 1980 by the ALA Council), should gov­ ern the administration o f every college li­ brary and be given the full protection o f the parent institution. Standard 8 : Budget 8. The library director shall have the resp sibility for preparing, defending, and adminis­ tering the library budget in accord with agreed upon objectives. C om m en tary. The library budget is a func­ tion o f program planning and defines the libraiy’s objectives in fiscal terms. The objec­ tives formulated under Standard 1 should con­ atic on stitute the base upon which the library’s bud­ get is developed. 8.1 The library’s annual authorized expen­ ditures shall be at least six percent o f the total institutional expenditure for educational and general purposes. The library shall receive its appropriation at the beginning of the budget cycle for the institution. C om m entary. The degree to which the col­ lege is able to fund the library in accord with institutional objectives is reflected in the rela­ tionship o f the library appropriation to the to­ tal educational and general budget o f the col­ lege. It is recommended that library budgets, exclusive of capital costs and the costs of physi­ cal maintenance, not fall below six percent of the college’s total educational and general ex­ penditures if the library is to sustain the range of programs required by the institution and meet appropriate institutional objectives. This per­ centage should be greater if the library is at­ tempting to overcome past deficiencies, or to meet the needs o f new academic programs. The six percent figure is intended to include support for separately established professional libraries, providing the budget for those schools is incorporated into that o f the college or uni­ versity. Factors which should be considered in for­ mulating a library’s budget requirements are the following: 1. The scope, nature, and level of the col­ lege curriculum; 2. Instructional methods used, especially as they relate to independent study; 3. The adequacy o f existing collections and the publishing rate in fields pertinent to the curriculum; 4. The size, or anticipated size, o f the stu­ dent body and classroom faculty; 5. The adequacy and availability o f other library resources; 6. The range o f services offered by the li­ brary, for example, the number of service points maintained, the number o f hours per week that service is provided, the level of bibliographic ­instruction, online services, etc.; 7. The extent of automation of operations and services, with attendant costs; 8. The extent to which the library already meets the “Standards for College Libraries." 8 .1 .1 The library’s appropriation shall be augmented above the six percent level depend­ 2 5 6 /C & RL News ing on the extent to which it bears responsibil­ ity for acquiring, processing, and servicing au­ diovisual material, and m icrocom puter re­ sources. C om m entary. It is difficult for an academic library that has not traditionally been purchas­ ing microcomputer and audiovisual materials to accommodate such purchases without some budgetary increase. The level o f expenditure depends upon whether or not the institution has an audiovisual center separate from the li­ brary that acquires and maintains both audio­ visual materials and hardware as well as a com­ puter center that absorbs all costs related to microcomputer resources, even those included in the library. 8 .2 The library director shall have sole au­ thority to apportion funds and initiate expen­ ditures within the library budget and in accord with institutional policy. C o m m en ta ry . Procedures for the prepara­ tion and defense of budget estimates, policies on budget approval, and regulation concern­ ing accounting and expenditures vary from one institution to another. The library director must know and conform to local procedure. Sound practices o f planning and control require that the director have sole responsibility and au­ thority for allocation— and within college policy, the reallocation— of the library budget and the initiation of expenditures against it. Depend­ ing upon local factors, between 35% and 45% o f the library’s budget is normally allocated to acquisition o f resources, and between 50% and 60% is expended for personnel. 8 .3 Any revenues generated by the library from fees and charges such as fines, payment for lost or damaged materials, and from the sale o f duplicate or unneeded items should be retained by the library for support o f collec­ tions and services. C o m m en ta ry . In some jurisdictions, local laws place restrictions on this concept. How­ ever, it is acceptable practice in many areas now, and the committee would like to see the practice encouraged. 8 .4 The library shall maintain internal ac­ counts for approving its invoices for payment, monitoring its encumbrances, and evaluating the flow o f its expenditures. C om m entary. Periodic reports are necessary and provide an accurate account o f the funds allocated to the library. They should be cur­ rent and made accessible for fiscal account­ ability. Bibliography ACRL. “Guidelines for Audiovisual Services in Academic Libraries. C&RL News AS (October 1987): 533– 36. ACRL. “Guidelines for Extended Campus Li­ brary Services.” C&RL News 51 (April 1990): 353– 55. ACRL. “Model Statement for the Screening and Appointment o f Academic Librarians Using a Search Committee.” C&RL News 53 (Novem­ ber 1992): 642–4 5 . ACRL. “Model Statement of Criteria and Proce­ dures for Appointment, Promotion in Aca­ demic Rank, and Tenure for College and University Librarians.” C&RL News 48 (May 1987): 247– 54. ACRL. “Model Statement of Objectives for Aca­ demic Bibliographic Instruction.” C&RL News 48 (May 1987): 256– 61. ACRL. “Standards for Community, Junior, and Technical College Learning Resources Pro­ grams.” C&RL News 51 (September 1990): 757–67. ACRL. “Standards for Faculty Status for College and University Librarians.” C&RL News 53 (May 1974): 317– 18. ACRL. “Standards for University Libraries: Evalu­ ation of Performance.” C&RL News 50 (Sep­ tember 1989): 679–91. ACRL. “Statement on the Terminal Professional Degree for Academic Librarians.” Chicago: ALA/ACRL, 1975. ALA, Ad Hoc Committee on the Physical Facili­ ties o f Libraries. M easu rem en t a n d C om pari­ son o f P h y sical F acilities f o r Libraries. Chi­ cago: ALA, 1970. ALA. “Library Bill o f Rights” (ALA Policy Manual, Section 53.1). In ALA H a n d b o o k o f O rgani­ z a tio n 1993/1994. Chicago: ALA, 1993, p. H147. ALA. “L ibrary E d u cation a n d P erson n el Utiliza­ tion: A Statem ent o f Policy. ’’A d op ted by ALA C ouncil. Chicago: ALA/OLPR, 1970. ALA, RSDA/FLA. N ation al Interlibrary L oan Code, 1980; In tern a tio n a l L en din g P rin ciples a n d G uidelines, 1978. Chicago: ALA, 1982. Carpenter, Ray L. “College Libraries: A Com­ parative Analysis in Terms o f the ACRL Standards.” College & R esearch Libraries 42 (January 1981): 7– 18.B Coleman, Paul, and Ada Jarred. “Regional Ac­ A pril 1 9 9 5 / 2 5 7 creditation Criteria and the S tan d ard s f o r College Libraries: The Informal Role o f Quan­ titative Input Measures for Libraries in Ac­ creditation, " Jo u r n a l o f A c a d em ic L ib ra ria n ship 20 (November 1994): 273– 84. Hardesty, Larry, and Stella Bentley. The Use a n d Effectiveness o f the 1 9 7 5 S tan d ard s f o r Col­ lege L ibraries: A Survey o f C ollege Library D irectors (1 9 81).. Unpublished paper. Kaser, David. “Standards for College Libraries.” L ibrary Trends 31:1 (Summer 1982): 7– 19. Kroll, Susan, ed. A c a d em ic Status: Statements a n d Resources, 2 n d e d . Chicago: ACRL/ALA, 1994. Leach, Ronald G., and Judith E. Tribble. “Elec­ tronic Document Delivery: New Options for Libraries.” f o u m a l o f A ca d em ic L ib ra ria n ship 18 (January 1993): 359–64. Matier, Michael, and C. Clinton Sidle. “What Size Libraries for 2010?” P lan n in g f o r H igher E d u cation 21 (Summer 1993): 9– 15. Morgan, Robert L. C lassification o f In stru ction al Program s. 1990 edition. Washington, D.C.: National Center for Education Statistics, 1991. Sacks, Patricia Ann, and Sara Lou Whildin. P reparin g f o r A ccreditation ; a H a n d b o o k f o r A c a d em ic Librarian s. Chicago: ALA, 1993. Stueart, Robert D., and Barbara B. Moran. “Missions, Goals and Objectives.” In Library a n d In form ation C enter M an agem en t‚ 4th ed. Englewood, Colo.: Libraries Unlimited, 1993, pp. 43–4 5. U.S. Code. 1-810. “Act for the General Revision of the Copyright Law.” October 9, 1976. Public Law 94-553,90 Stat. 2541. Walch, David B. “The 1986 College Library Standards: Application and Utilization.” Col­ lege & R esearch Libraries 54 (May 1993): 217– 26. (Ed. note: Committee m em bers who w orked on the 1995 edition are: D iane C. Parker, chair, Western Washington University; B a r b a ra Bryan, F airfield University; P au l Coleman, Adrian College; J a n Fennell, Georgia College, Milledgeυille; D alia Hagan, St. Martins College; A da Jarred, Northwestern State University o f Louisiana; Eric Kidwell, Huntingdon College; Grady Morein, University o f West Florida; a n d Norma Yueh, R am apo College o f New Jersey.) (Actions cont. fro m p a g e 240) for Law Librarians with a cash prize o f $1,000 and a citation donated by Congressional Quar­ terly. Approved a reco m m en d atio n to redefine the Professional Liaison Committee and desig­ nated the Executive Director to chair the com­ mittee. Approved ACRL Priorities fo r 1 995– 1996. The priorities are: 1) Expand information, programs, and de­ livery mechanisms that will enhance the lead­ ership abilities of academic librarians. 2) Provide leadership within the higher edu­ cation community on library and information issues. 3) Build strategic alliances among ACRL units, ALA divisions, and the broader higher education community to advance ACRL priori­ ties. Approved an am en d m en t to th e Initiative Fund Criteria to include projects supporting ALA Goal 2000. A pproved th e addition o f a B oard /L ead er­ ship meeting to its scheduled official meetings held at Annual Conferences and Midwinter Meetings. A p p roved th e d isco n tin u a n ce o f th e r e ­ gional appointment basis for the Membership Committee and established a task force to de­ velop a new strategy. A p p ro v e d th e ACRL/CNI (C o a litio n f o r Networked Information) preconference, “The Networked Professional,” for 1996 in New York. Established a p olicy fo r rep o rtin g to th e Board on funded initiative projects that requires project directors to submit a report of activities at the time the request is made for final pay­ ment. A pproved 0 .9 5 FTE staff in crease fo r the 1996 budget year to support ACRL’s produc­ tion o f C ollege & R ese a rch L ib ra ries and to handle conference and preconference activi­ ties like registration and exhibits management. A p p ro v ed th e 1 9 9 6 p re lim in a ry b ud get with revenue o f $974,967 and expenses of $1,211,306.