ACRL News Issue (B) of College & Research Libraries C&RL News ■ M ay 2003 / 329 ACRL STANDARDS & GUIDELINES Standards for libraries in higher education A draft by the College and Research Libraries Standards Task Force Forew ord T h e s e sta n d ard s a re in te n d e d to ap p ly to libraries s u p p o rtin g a c a d e m ic p ro g ra m s a t in stitu tio n s o f h ig h e r e d u c a tio n . E arlier s ta n d a rd s f o r lib ra ries relied heavily u p o n resource a n d p ro g ram “inputs” su c h as financial support, space, m aterials a n d staff activities. T h e s e n e w sta n d a rd s c o n tin u e to c o n ­ s id e r “i n p u ts ,” b u t th e y a ls o t a k e in to c o n s id e r­ a tio n “o u tp u ts ” a n d “o u tc o m e s .” In o r d e r to c re ­ a te u n ifo rm ity , th e fo llo w in g d e fin itio n s a s d e ­ sc rib e d in th e ACRL Task F orce o n A c a d e m i c Li­ b ra ry O u tc o m es A sse ssm e n t A Report will b e u s e d in th e s e standards. I n p u t s a re ge n era lly re g a rd e d as th e ra w m a ­ terials o f a lib ra ry p ro g ra m — th e m o n e y , sp a c e , c o lle c tio n , e q u ip m e n t, a n d s ta ff o u t o f w h ic h a p ro g ra m c a n arise. O u t p u t s s e r v e t o q u a n tif y t h e w o r k d o n e , i.e., n u m b e r o f b o o k s c irc u la ted , n u m b e r o f ref­ e re n c e q u e stio n s answ ered. O u t c o m e s a re th e w a y s in w h ic h library u s­ e rs a re c h a n g e d a s a re su lt o f th e ir c o n ta c t w ith th e library’s re so u rce s a n d program s.1 T h e s e s ta n d a rd s p ro v id e b o t h a q u a n tita tiv e a n d a qualitative a p p ro a c h to a ssessing th e effec­ tiv e n e ss o f a library a n d its librarians. T h e y a d v o ­ c a te th e u s e o f in p u t, o u tp u t, a n d o u tc o m e m e a ­ s u r e s in t h e c o n te x t o f th e in stitu tio n ’s m is sio n sta te m en t. T h e y e n c o u ra g e c o m p a ris o n o f th e s e m ea su re s w ith th o se o f p e e r institutions, th e y p ro ­ v id e sta te m en ts o f g o o d library practice, a n d th ey su g g e st w a y s to assess th at practice in th e c o n te x t o f th e in stitu tio n ’s priorities. T h e y a d d re ss librar­ ies only, n o t o th e r c o m p o n e n ts o f a larger organi­ z atio n (e.g., c o m puting). In c o n s id e rin g th e a p p lic a tio n o f th e s e s ta n ­ d a rd s, th o s e w h o m a k e u s e o f th e m s h o u ld k e e p in m in d th e ra p id c h a n g e s in scholarly c o m m u n i­ cation th at h a v e ta k e n p lace in re c e n t years. W hile electronic publications h a v e in cre ased in n u m b er, publications o n p a p e r a n d m icrotext h a v e c o ntin­ u e d , m a k in g it n e c e s s a ry fo r lib ra ria n s t o sto re , p r o v id e , a n d i n te r p r e t i n fo rm a tio n in m u ltip le fo rm ats. W ith th e in c re a s e in t h e a v ailab ility o f inform ation, u se r ex p ectatio n s h a v e risen substan­ tially. Librarians are increasingly e x p e c te d to assist u se rs in e v a lu a tin g th e in fo rm a tio n th e y receive. T h e s e c h a n g e s e v in c e a n e v o lving ro le fo r librar­ ians, o n e th a t su g g e sts a c lo s e r p a rtn e rs h ip w ith u s e rs a n d a g re a te r re sp o n sib ility fo r th e e d u c a ­ tional p rocess. P o in ts o f co m p a riso n E a c h lib ra ry is e n c o u r a g e d t o c h o o s e its o w n p e e r g r o u p f o r t h e p u r p o s e o f c o m p a r is o n s . P e e r g r o u p s m a y a l r e a d y b e i d e n t i f i e d f o r b e n c h m a r k i n g p u r p o s e s b y t h e in s titu tio n . If n o t, a p e e r g r o u p c o u ld b e id e n tifie d u s in g cri­ t e r ia s u c h a s t h e i n s t it u t io n ’s m is s io n , r e p u t a ­ tio n , s e le c tiv ity fo r a d m is s io n , s iz e o f b u d g e t, s i z e o f e n d o w m e n t , e x p e n d i t u r e f o r lib r a r y s u p p o rt, a n d / o r siz e o f c o lle c tio n . O n c e a p e e r g r o u p h a s b e e n d e te r m i n e d , “p o i n t s o f c o m ­ p a r is o n ” c a n b e m a d e to c o m p a r e th e s tre n g th o f t h e lib ra ry w i t h its p e e r s . S u g g e s te d p o i n ts o f c o m p a r is o n f o r i n p u t a n d o u t p u t m e a s u r e s a re p r o v i d e d . T h is list is n o t to b e c o n s i d e r e d e x h a u s tiv e ; o t h e r p o in ts o f c o m p a r is o n c a n b e d e te r m i n e d b y t h e in stitu tio n . If c o m p a r is o n s a re g o in g to b e c o n d u c te d o n a n a n n u a l o r o th e r 330 / C&RL News ■ May 2003 regular basis, th e sa m e categories sh o u ld b e u s e d e a c h tim e t o e n s u r e a c o n s i s t e n t a n d u s a b l e re su lt. S u g g e ste d p o in ts o f com p arison : In p u t m easures • Ratio o f v o lu m e s to c o m b in e d total stu d e n t (u n d e rg ra d u a te a n d g ra d u ate, if a p p lic a b le ) a n d fa c u lty FTE. • R atio o f v o lu m e s a d d e d p e r y e a r t o c o m ­ b i n e d total s tu d e n t a n d faculty FTE. • Ratio o f m a te ria l/in fo rm a tio n re s o u rc e e x ­ p e n d itu re s to c o m b in e d total stu d e n t a n d faculty F T E . • P e rc en t o f total library b u d g e t e x p e n d e d in th e follow ing th re e categories: 1. M a te ria ls /in fo rm a tio n r e s o u r c e s , s u b d i ­ v id e d b y print, m icroform , a n d electronic. 2. Staff re s o u rc e s , s u b d iv id e d b y lib ra rian s, full- a n d part-tim e staff, a n d stu d e n t assistant e x ­ p e n d it u r e s . F e d e ra l c o n tr ib u tio n s , if a n y , a n d outsourcing costs sh o u ld b e in clu d e d here. W h e n determ ining staff expenditures care should b e taken to c o n s id e r c o m p a r a b le sta ff (i.e., in c lu d in g o r e x c lu d in g m edia, system s o r d e v e lo p m e n t staff) a n d fringe b e n efits (w ith in o r o u tsid e th e library budget). 3. All o th e r o p e ratin g e x p e n s e s (e.g., n e tw o rk infrastructure, e q u ip m e n t). • R atio o f FTE library staff to c o m b in e d s tu ­ d e n t a n d facu lty FTE. • Ratio o f u sable library sp a c e (in sq u a re feet) to c o m b in e d s tu d e n t a n d faculty FTE. • R atio o f n u m b e r o f s tu d e n ts a tte n d in g li­ b r a ry in s tru c tio n a l s e s s io n s to to ta l n u m b e r o f stu d e n ts in sp ecified target g ro u p s.2 • Ratio o f library seating to c o m b in e d stu d e n t a n d fa cu lty FTE.3 • R atio o f c o m p u t e r w o r k s ta tio n s to c o m ­ b in e d stu d e n t a n d faculty FTE (c o n sid e r th a t in­ stitutional re q u ire m e n ts for stu d e n t o w n e rsh ip o f d e sk to p o r laptop com puters could affect th e n e e d fo r w o rk s ta tio n s w ith in th e library). S u g g e ste d p o in ts o f com p arison : O u tp u t m easures • Ratio o f c irc u la tio n ( e x c lu d in g r e s e rv e ) to c o m b in e d s tu d e n t a n d faculty FTE. • R atio o f in te rlib ra ry lo a n r e q u e s ts to c o m ­ b in e d stu d e n t a n d faculty FTE (c o u ld b e d iv id e d b e tw e e n p h o to co p ie s a n d books). • Ratio o f interlibrary loan lending to bonowing. • Interlibrary lo an /d o c u m e n t delivery b o rro w ­ in g tu r n a ro u n d tim e, fill rate, a n d u n it cost. • Interlibrary lo a n /d o c u m e n t delivery lending t u r n a r o u n d tim e, fill rate, a n d u n it cost. • Ratio o f re fe re n ce q u e stio n s (sa m p le w e e k ) to c o m b in e d s tu d e n t a n d faculty FTE. P la n n in g , asse ssm e n t, and o u tco m es assessm ent P l a n n i n g Tire library s h o u ld h a v e a m ission sta te m en t a n d g o a ls to s e rv e a s a f r a m e w o r k f o r its a ctivities. T h e m ission a n d goals s h o u ld b e com p a tib le a n d c o n s is te n t w ith th o s e d e v e lo p e d b y th e in stitu ­ tion. A ssessm ent o f th e q u ality a n d effectiveness o f th e lib ra ry s h o u ld b e l in k e d c lo se ly w ith th e sp e c ific m is sio n a n d g o a ls o f th e in stitu tio n . In o r d e r to b u ild its p r o g ra m s a n d s e rv ic e s in th e c o n te x t o f th e in stitu tio n , th e lib ra ry s h o u ld b e in v o lv e d in th e o verall p la n n in g process. Form al plan n in g p ro c e d u re s a n d m ethods, su c h as strate­ gic planning, a re u s e d frequently. T hese p lan n in g m e th o d s re q u ire in p u t from a b ro a d sp e c tru m o f th e institu tio n ’s c o m m u n ity . T h e y h e lp th e insti­ tu tio n p re p a re fo r th e future b y clearly d e fining a v isio n a n d m issio n , b y s e ttin g g o a ls a n d o b je c ­ tives, a n d b y im p le m e n tin g specific strategies o r c o u rs e s o f a c tio n d e s i g n e d to h e lp m e e t t h o s e ends. Strategic p lan n in g is a n iterative p ro c ess that includes evaluation, updating, a n d refinement. This process h elp s th e com m unity focus o n its essential values a n d provides a n overall direction that helps to g u id e day-to-day activities a n d d e c isio n s.’ A s s e s s m e n t C o m p reh e n siv e a sse ssm e n t requires th e involve­ m e n t o f all c a te g o rie s o f library u se rs a n d also a sa m p lin g o f n o n u se rs. T h e c h o ic e o f c lien tele to b e su rv e y ed a n d q u e stio n s to b e a sk e d sh o u ld b e m a d e b y th e a d m in istra tio n a n d th e s ta ff o f th e library w ith th e assistance o f a n a p p ro p ria te advi­ so ry c om m ittee. Q u e stio n s s h o u ld relate to h o w w ell th e library su p p o rts its m ission a n d h o w well it a c h ie v e s its g o als a n d objectives. Library u se rs s h o u ld b e e n c o u ra g e d to o ffer s ig n e d o r a n o n y ­ m o u s c o m m e n ts a n d suggestions. O p p o rtu n itie s for m aking suggestions sh ould b e available b o th in th e library a n d th ro u g h re m o te e lectronic access. All categories o f u sers sh o u ld b e g iven a n o p p o r ­ tunity to participate in th e evaluation. T h e w e ig h t g iv en to re sp o n se s s h o u ld b e co n sisten t w ith th e fo c u s a n d m is s io n o f th e library. A p r o g r a m o f a sse ssm e n t a n d e v alu atio n s h o u ld tak e in to c o n ­ sid e ratio n th e c h a n g in g rh y th m o f th e a ca d em ic year. E valuation, w h e th e r it in v o lv es s o m e o r all o f th e te c h n iq u e s listed b e lo w , s h o u ld b e a n o n ­ C&RL News ■ M ay 2 0 0 3 / 331 H earing on the “ Standards fo r Lib raries in H igh er E d u ca tio n ” T h e d raft s ta n d a rd th a t a c c o m p a n ie s th is n o te is a substantive d e p a rtu re from o u r association’s h is to ric a l a p p r o a c h t o s ta n d a rd s . It h a s b e e n o u r tradition to h ave separate standards fo r com ­ m u n ity /ju n io r c o lle g e , co lle g e, a n d u n iv ersity libraries. G i v e n t h e h e lp f u l d i r e c ti o n o f t h e ACRL B o a rd , t h is d ra ft o ffe rs a se t o f s ta n d a r d s a p ­ p ro p ria te to all ty p e s o f aca d em ic libraries. This draft d o c u m e n t is a re flection o f th e le a d e rs h ip ta k e n b y th e C ollege Library Section to e m p h a ­ s iz e o u t c o m e s in a d d it i o n to i n p u ts w i t h its m o s t re c e n t sta n d a rd s sta te m e n t a n d th e w o r k o f t h e U n iv e r s ity L ib ra rie s S e c tio n (ULS) to c rea te a n e w d o c u m e n t to ad d ress sta n d ard s for v a rio u s a c a d e m ic libraries. T h e c u rre n t ACRL C ollege a n d R e se arc h Li­ b raries S tandards T ask F orce a m e n d e d th e ULS g o in g p ro c e s s . F o rm a l e v a lu a tio n to o ls m a y in ­ c lu d e th e follow ing: • G e n era l library k n o w le d g e surveys (o r “p re ­ tests”) o ffe re d to in co m in g first-year stu d e n ts, re ­ o ffere d a t a m id p o in t in th e stu d e n ts’ c are ers a n d again n e ar graduation, to assess w h e th er the library’s p r o g r a m o f c u rric u la r i n s tru c tio n is p r o d u c in g m o re in form ation-literate students. • E v aluation checklists fo r librarian a n d tu to ­ rial in stru ctio n to g a th e r fe e d b a c k fro m students, o th e r librarians, a n d tea ch in g faculty. • S tu d e n t jo u rn a l e n tries, o r in fo rm a tio n lit­ e rac y diaries, u s e d to track th eir library use. • F o c u s g ro u p s o f students, faculty, staff, a n d a lum ni w h o are a sk e d to c o m m e n t o n their e x p e ­ riences usin g inform ation reso u rces o v e r a p e rio d o f tim e . • A ssessm ent a n d evaluation b y librarians from o th e r in stitutions a n d /o r o th e r a p p ro p ria te c o n ­ sultants. • R eview s o f specific library a n d info rm a tio n service a rea s a n d /o r operations. O u t c o m e s a s s e s s m e n t O u tc o m e s a sse ss m e n t w ill in creasingly m e a su re a n d a ffe c t h o w lib ra ry g o a ls a n d o b je c tiv e s a re a c h ie v e d . It w ill a d d r e s s t h e a c c o u n ta b ility o f i n s t i t u t i o n s o f h i g h e r e d u c a t i o n f o r s t u d e n t a c h i e v e m e n t a n d c o s t e ffe c tiv e n e s s . It s h o u l d t a k e i n to c o n s i d e r a t i o n l ib r a r i e s ’ g r e a t e r d e ­ d o c u m e n t a n d offers this draft for th e co n sid er­ atio n o f th e ACRL m em b ersh ip . C o m m e n ts o n th e draft d o c u m e n t a re m o st w e lc o m e a n d m a y b e d irec te d to th e ch air o f th e task force, B arton Lessin, at lessin@ w ayne.edu o r 3100 U n d e r­ g ra d u a te Library, W ayne State University, D e ­ troit, MI 48202. Association m em bers m ay also attend a heal­ ing o n this draft scheduled for ALA Annual Confer­ ence o n Ju n e 21 from 2:00-4:00 p.m. Those inter­ ested in comm enting o n the draft, posing ques­ tions to m em bers of the task force, or listening to the discussions concerning this draft statement are cordially en co u ra g ed to a ttend this session in Toronto. The m em bers o f the ACRL College & Re­ search Libraries Standards Task Force are: Mary Carr, Robert Femekes, Lori Goetsch, David Lewis, Ellen Meltzer, Bill Nelson, and Barton Lessin (chair). p e n d e n c e o n te c h n o lo g y , th e ir in c re a s in g u s e o f o n lin e se rv ice s, th e ir g ro w in g re sp o n sib ility t o p r o v i d e in f o r m a t io n lite ra c y skills, th e ir in ­ creasing reliance o n consortial services, th e possi­ bilities o f d w in d lin g fin an c ia l re s o u rc e s fo r c o l­ lec tio n d e v e lo p m e n t, a n d n e w d e v e lo p m e n ts in th e w a y s in w h ic h sc h o larly in fo rm a tio n is p u b ­ lish ed a n d distributed. O utcom es assessm ent can b e a n active m echa­ n is m fo r im p ro v in g c u r re n t lib ra ry p ra c tic e s. It f o c u s e s o n t h e a c h ie v e m e n t o f o u t c o m e s th a t h a v e b e e n id e n tifie d as d e sira b le in th e library’s g o a ls a n d o b je c tiv e s. It id e n tifie s p e rfo rm a n c e m easures, su c h as proficiencies, th at indicate h o w w e ll t h e lib ra ry is d o i n g w h a t it h a s s t a te d it w ish e s to do. A s s e s s m e n t in s t r u m e n t s m a y in c l u d e s u r ­ v e y s , te s ts , in te r v i e w s , a n d o t h e r v a lid m e a ­ s u rin g d e v ic es. T h e s e in s tru m e n ts m a y b e s p e ­ cially d e s ig n e d fo r th e fu n c tio n b e in g m e a su re d , o r p r e v io u s ly d e v e l o p e d in s tr u m e n ts m a y b e u s e d . It is c ritic a l, h o w e v e r , t o c h o o s e c a r e ­ f u lly t h e i n s t r u m e n t , t h e s iz e o f t h e s a m p le , a n d th e m e t h o d u s e d fo r sa m p lin g . T h e in stru ­ m e n t s h o u l d b e v a lid , a n d t h e w a y it is u s e d s h o u ld b e a p p r o p ri a te f o r th e task . C o lle a g u e s a t p e e r in stitutions m a y r e n d e r in v a lu a b le assis­ tance by suggesting assessment questions a n d sample sizes, b y sh a rin g le sso n s lea rn ed , a n d su g gesting alternative m e th o d s fo r m e a su rin g o u tc o m e s . mailto:lessin@wayne.edu 332 / C&RL News ■ M ay 2003 Questions 1. Is t h e lib ra ry ’s m is s io n s ta te m e n t c le a rly u n d e r s t o o d b y t h e l i b r a r y s t a f f a n d t h e in s titu tio n ’s a d m in istra tio n ? Is it r e v ie w e d p e ­ riodically? 2. H o w d o e s th e lib ra ry i n c o r p o r a te th e in stitution’s m ission in to its g o als a n d objectives? 3. H o w d o e s th e library m ain tain a system atic a n d co n tin u o u s p ro g ra m for evaluating its p erfor­ m an c e, for inform ing th e institution’s com m u n ity o f its a c c o m p lish m e n ts, a n d fo r iden tify in g a n d im plem enting n e e d e d im provem ents? 4. Is t h e lib ra ry ’s a s s e s s m e n t p la n a n integral c o m p o n e n t o f th e in s titu tio n ’s a s s e s s m e n t a n d a c c re d ita tio n strategies? F o r e x a m p le , d o e s th e library revise a n d u p d a te its assessm ent procedures in c o n ju n c tio n w ith c a m p u s -w id e p la n n in g a n d th e a ctions o f a c a d e m ic d e partm ents? 5. H o w d o e s th e library assess itself? (e.g., W hat qu an titativ e a n d qualitative d a ta d o e s th e library co lle ct a b o u t its p e rfo rm a n ce ? H o w d o e s it ta k e into a cc o u n t special needs, su c h as th o se o f physi­ cally c h allenged users?) 6. W h a t o u tc o m e s d o e s th e library m e a su re , a n d h o w d o e s it m ea su re th e s e outcom es? 7. H o w d o e s th e lib ra ry c o m p a r e itself w ith its peers? Services T h e library sh o u ld establish, p ro m o te , m aintain, a n d ev alu ate a r a n g e o f q u ality services th a t s u p ­ p o r t t h e in s titu tio n ’s m is s io n a n d g o a ls. T h e li­ b ra ry s h o u ld p ro v id e c o m p e te n t a n d p ro m p t as­ s is ta n c e fo r its u se rs. H o u rs o f a c c e s s to th e li­ brary sh o u ld b e re aso n a b le a n d co n v en ien t for its users. Reference a n d o ther special assistance should b e a v a ila b le a t tim e s w h e n th e in stitu tio n ’s p ri­ m ary users m o st n e e d them . Q u estio n s 1. H o w w e ll d o e s t h e lib ra ry e sta b lish , p r o ­ m o te , m a in ta in , a n d e v a lu a te a ra n g e o f q u a lity se rv ic e s th a t s u p p o r t t h e a c a d e m ic p r o g r a m o f th e in stitution a n d o p tim a l library use? 2. Are reference, circulation, a n d g o v e rn m e n t d o c u m e n t se rv ic e s d e s ig n e d to e n a b le u se rs to ta k e full a d v a n ta g e o f th e re so u rc e s a v ailab le to them ? 3. H o w d o s tu d e n t a n d fa cu lty e x p e c ta tio n s affect library services? 4. H o w well d o interlibrary loan a n d do c u m e n t delivery services support the needs o f qualified users? 5. D o e s th e lib ra ry m a in ta in h o u rs o f a c c e ss consistent w ith re aso n a b le dem and? 6. W h a t library services a re p ro v id e d fo r p ro ­ g ram s at off-ca m p u s sites? H o w a re th e n e e d s o f u s e rs a n d th e ir sa tisfac tio n d e te rm in e d a t th o s e sites? 7. H o w a re s tu d e n ts a n d facu lty in fo rm e d o f library services? 8. D o e s th e library m ain tain a n d utilize q u a n ­ titative a n d qualitativ e m e a s u re m e n ts o f its ab il­ ity to se rv e its users? 9. W h e n academ ic pro g ram s are offered at off- c a m p u s sites, w h a t a re th e standards o r guidelines u s e d to e n s u r e success? A re th e ACRL “G u id e ­ lin e s fo r D is ta n c e L e a rn in g L ib ra ry S e rv ic e s ” (h t t p : / / w w w . a l a .o r g / a c r l / , g o t o “S ta n d a rd s & G uidelines”) u s e d to c o n sid er existing a n d p o te n ­ tial services? In struction T h e lib ra ry s h o u ld p ro v id e in fo rm a tio n a n d in ­ stru c tio n to u s e rs th ro u g h a v a rie ty o f re fe re n c e a n d u s e r e d u c a tio n s e rv ic e s , s u c h a s c o u rs e -re ­ lated a n d c o u rse-integrated instruction, h a n d s-o n a ctive learning, o rien tatio n s, fo rm a l c o u rse s , tu ­ torials, pa th fin d ers, a n d p o in t-o f-u se instruction, including th e re fe re n ce interview. As a n a c a d e m ic o r in s tru c tio n a l u n it w ith in t h e in stitu tio n , th e lib ra ry s h o u ld fa cilitate s tu ­ d e n t success, a s w ell a s e n c o u ra g e lifelong learn ­ ing. B y c o m b in in g n e w t e c h n i q u e s a n d t e c h ­ n o l o g ie s w i t h t h e b e s t o f tr a d i t io n a l s o u r c e s , lib ra ria n s s h o u ld a ssist p rim a ry u s e r s a n d o t h ­ e rs in in f o r m a tio n r e trie v a l m e t h o d s , e v a l u a ­ tio n , a n d d o c u m e n ta tio n . In a d d it i o n , l ib r a r ia n s s h o u l d c o ll a b o r a t e f re q u e n tly w ith c la s s ro o m faculty; th e y s h o u ld p a r ti c i p a te in c u r ric u lu m p l a n n i n g a n d in f o r ­ m a t i o n lite r a c y i n s t r u c t i o n a s w e ll a s e d u c a ­ tio n a l o u t c o m e s a s s e s s m e n t . I n f o r m a t io n lit­ e ra c y skills a n d u s e r e d u c a tio n s h o u ld b e in te ­ g r a te d a c r o s s t h e c u r ric u lu m a n d i n to a p p r o ­ p r ia te c o u rs e s , w ith s p e c ia l a tt e n ti o n g iv e n to i n f o r m a t io n e v a l u a t i o n , c ritic a l t h in k i n g , i n ­ te lle c tu a l p ro p e rty , c o p y rig h t, a n d p lag ia rism . M o d e s o f in s tru c tio n , o f t e n r e fe r r e d to as tea ch in g m eth o d s, “m a y include, b u t a re n o t lim­ ited to advising individuals at referen ce d esks, in- d e p th re se a rc h c o n su lta tio n s, in d iv id u a liz e d in­ stru c tio n , e le c tro n ic o r p rin t in stru c tio n aids, o r g ro u p instruction in traditional o r electronic class­ ro o m settings.”5 Q uestions 1. D o e s th e library p ro v id e form al a n d infor­ m al o p p o rtu n itie s fo r instruction? http://www.ala.org/acrl/ C&RL News ■ M ay 2003 / 333 2. D o e s th e lib ra ry p ro v id e a d e q u a te s p a c e fo r in stru c tio n fo r b o t h larg e a n d sm all g roups? Is t h e a v a i l a b l e s p a c e d e s i g n e d t o p r o v i d e h a n d s - o n in s tru c tio n , a s w e ll a s p r e s e n t a ti o n o f all t y p e s o f r e s o u rc e s ? 3. D o e s th e library m a k e a p p ro p ria te u s e o f te c h n o lo g y in its instruction? 4. H o w d o librarians w o rk w ith classroom fac­ ulty in dev elo p in g a n d evaluating library curricula in s u p p o rt o f specific courses? 5. If applicable, h o w d o e s the library facilitate faculty research? 6. D o e s th e library p rovide a variety o f e d u c a ­ tional program s? 7. H o w d o e s th e library p ro m o te a n d evaluate its instructional program s? 8. H o w d o e s th e library a p p ly th e “In fo rm a ­ tio n Literacy C o m p e te n c y S ta n d ard s fo r H ig h e r E d u c a tio n ” ( h t t p : / / w w w . a l a .o r g / a c r l / , g o to “S tandards a n d G u id e lin e s”)? Resources T h e library s h o u ld p ro v id e varied, authoritative, a n d u p -to -d ate re so u rce s th at su p p o rt its m ission a n d th e n e e d s o f its users. R esources m a y b e p ro ­ v id ed o n site o r from rem ote storage locations, o n th e m ain c a m p u s a n d /o r at off-cam pus locations. M o re o v er, re s o u rc e s m a y b e in a v a rie ty o f fo r­ m ats, in c lu d in g p rin t o r h a rd c o p y , o n lin e e le c ­ tro n ic te x t o r im a g e s, a n d o t h e r m e d ia . W ith in b u d g e t constraints, the library should provide qual­ ity r e s o u rc e s in th e m o s t e fficient m a n n e r p o s ­ sible. C ollection c u rre n c y a n d vitality s h o u ld b e m aintained th ro u g h judicious w eeding. Questions 1. W h a t c rite ria a re u s e d t o m a k e d e c is io n s a b o u t th e acquisition, retention, a n d u se o f print, ele ctro n ic, a n d m e d ia resources? H o w d o e s th e library select re so u rc e s fo r its users? 2. W h at is th e role o f th e c lassroom faculty in the selection o f library resources a n d in the ongoing d e v e lo p m e n t a n d evaluation o f th e collection? 3. D o e s th e library h a v e a c o n tin u in g a n d ef­ fe c tiv e p r o g r a m t o e v a lu a te its c o lle c tio n s , re ­ so u rces a n d o n lin e databases, b o th quantitatively a n d qualitatively? 4. D o p rint, m e d ia , a n d e le c tro n ic re so u rc e s reflect c a m p u s curricular a n d research needs? 5. D oes the library h a v e sufficient u se r licenses fo r its e le ctro n ic re so u rce s s o th at on-site a n d re ­ m o te users c a n b e accom m odated? 6. H o w are consortium purchasing a n d licens­ ing agree m e n ts utilized? 7. If th e library h a s re sp o n sib ility fo r c o llect­ ing a n d m aintaining the institution’s archives, h o w d o e s it a d d ress th ese responsibilities? 8. H o w d o th e library’s collections a n d o n line d a ta b a s e s c o m p a re w ith th o se o f its peers? 9. D o e s th e lib ra ry m a in ta in th e c u rre n c y o f th e c o lle ctio n th ro u g h a ju d ic io u s w e e d in g p r o ­ gram? Access Access to library resources sh ould b e provided in a tim ely a n d orderly fashion. Library collections a n d th e c a ta lo g f o r a c c e s sin g th e m s h o u ld b e o rg a ­ n iz e d u sin g n a tio n a l b ib lio g ra p h ic s ta n d ard s. A c e n tra l c a ta lo g o f lib ra ry r e s o u rc e s s h o u ld p r o ­ vide access for multiple concurrent users a n d clearly indicate all resources. P rovision s h o u ld b e m a d e fo r interlibrary loan, consortial b o rro w in g a g re e ­ m ents, access to virtual electronic collections, a n d d o c u m e n t delivery to p ro v id e access to m aterials n o t o w n e d b y th e library. F urtherm ore, distan c e learning program s sh ould b e su p p o rte d b y equiva­ le n t m e a n s, s u c h as re m o te e le c tro n ic acc ess to collections, th e provision o f reliable ne tw o rk c o n ­ ne ctio n s, a n d e le ctro n ic tran sm issio n o r c o u rie r delivery o f library m aterials to re m o te users. Poli­ cies regarding access sh o u ld b e appropriately dis­ se m in a ted to library users. Questions 1. W h a t m e th o d s a re u s e d to p ro v id e m a x i­ m u m intellectual a n d physical accessibility to the library a n d its resources? 2. H o w a re th e a cc u rac y a n d c u rre n c y o f th e catalog e n su red ? 3. Is th e a rra n g e m e n t o f th e collections logical a n d understandable? 4. D o e s t h e l i b r a r y p r o v i d e t i m e l y a n d e f fe c ti v e i n te r l ib r a r y l o a n o r d o c u m e n t d e ­ l i v e r y s e r v i c e f o r m a t e r i a l s n o t o w n e d b y t h e lib ra ry ? 5. D o e s th e lib ra ry p a rtic ip a te in a v a ila b le consortial b o rro w in g program s? 6. D o e s th e library p rovide sufficient n u m b e rs o f a p p ro p ria te ly c a p a b le c o m p u te r w o rkstations for access to electronic resources? 7. Is a c c e s s t o t h e c a t a l o g a n d to o t h e r li­ brary re so u rce s available across c a m p u s a n d off- cam pus? 8. If m aterials a re lo ca ted in a sto ra g e facility, are th o se m aterials readily accessible? 9. In w h a t w a y s d o e s th e library p ro v id e fo r its u s e rs w h o a re e n g a g e d in d is ta n c e le a rn in g program s? http://www.ala.org/acrl/ 334 / C&RL News ■ M ay 2003 S taff T h e staff s h o u ld b e su fficient in size a n d q u a lity to m e e t th e program m atic a n d service n e e d s o f its prim ary users. L ibrarians s h o u ld h a v e a g ra d u ate d e g re e from a n ALA-accredited program . In a ddi­ tio n , th e r e m a y b e o th e r p ro fe s s io n a l sta ff w h o w ill h a v e a p p ro p ria te c o m b in a tio n s o f training, experience, a n d /o r d egrees. All library profession­ a ls s h o u ld b e re s p o n s ib le fo r a n d p a rtic ip a te in p ro fessio n al activities. T h e s u p p o r t staff a n d stu ­ d e n t assistants s h o u ld b e a ssigned responsibilities a p p ro p ria te to their qualifications, training, e x p e ­ rience, a n d capabilities. T h e further d e v e lo p m e n t o f p ro fe s sio n a l a n d s u p p o r t staff s h o u ld b e p r o ­ m o te d th ro u g h a n o n g o in g c o m m itm e n t to c o n ­ tin u in g e d u ca tio n , in clu d in g training o n security, e m e rg e n c ie s , a n d th e p re s e rv a tio n o f m aterials. P ro fe ssio n a l library staff s h o u ld b e c o v e re d b y a w ritte n p o licy th at clearly estab lish e s th e ir status, rights, a n d responsibilities. T his p o licy s h o u ld b e c o n s is te n t w ith th e ACRL “S ta n d a rd s for Faculty S ta tu s fo r C o lle g e a n d U n iv e rsity L ib ra ria n s ” ( h t tp : / /w w w .a la .o r g /a c r l/, g o to “S tandards a n d G u id e lin e s”). Questions 1. D o e s th e lib ra ry e m p l o y s ta ff c a p a b le o f su p p o rtin g a n d delivering inform ation in all avail­ a b le form ats, in cluding electronic resources? 2. Is sufficient b u d g e ta ry s u p p o rt p ro v id e d to e n s u re th e o n g o in g train in g o f all staff? 3. D o e s th e library h a v e q u a lifie d librarians, o th e r p ro fessio n al staff, skilled s u p p o rt staff, a n d stu d e n t assistants in a d e q u a te n u m b e rs to m e e t its needs? 4. H o w d o e s th e in s titu tio n e n s u r e th a t th e library ’s professional staff h a v e th e a p p ro p ria te ac­ credited degrees, a n d h o w d o e s it en co u ra g e th em to e n g ag e in app ro p ria te professional activities? 5. H o w d o e s th e size o f th e library staff relate to th e g o a ls a n d s e rv ic e s o f t h e lib ra ry , th e in stitu tio n ’s p ro g ra m s , d e g re e s, e n ro llm e n t, size o f th e faculty a n d staff, a n d a u xiliary program s? 6. H o w d o lib ra ry s ta ff p o lic ie s a n d p r o c e ­ d u re s c o m p a re w ith institu tio n a l g u id e lin e s a n d s o u n d p e rs o n n e l m a n a g e m e n t, e sp e cially in th e a re a s o f re c ru itm e n t, h iring, a p p o in tm e n t, c o n ­ tract re n e w a l, p ro m o tio n , te n u re , dism issal, a n d appeal? 7. H o w d o staff m e m b e rs w h o are responsible fo r instruction m aintain sufficient k n o w le d g e a n d skills to b e effective instructors? 8. H o w d o e s th e library p ro v id e se c u rity a n d e m e rg e n c y tra in in g fo r its staff? Fa cilitie s T h e library facility a n d its b ra n ch e s sh o u ld b e w ell p la n n e d ; it s h o u ld p ro v id e se c u re a n d a d e q u a te sp ace, c o n d u c iv e to study a n d re sea rc h w ith suit­ a b le e n v ir o n m e n ta l c o n d itio n s fo r its se rv ic e s, personnel, resources, a n d collections. T h e library’s e q u ip m e n t s h o u ld b e a d e q u a te a n d functional, Questions 1. D o e s th e library p ro v id e w e ll-p la n n e d , se ­ c u re, a n d sufficient s p a c e to m e e t th e p e rc e iv e d n e e d s o f sta ff a n d users? 2. A re b u ild in g m e c h a n ic a l sy ste m s p ro p e rly d e s ig n e d a n d m ain ta in e d to c o n tro l te m p e ra tu re a n d h u m idity at re c o m m e n d e d levels? 3. W h at are th e p e rc e p tio n s o f users regarding th e p ro v isio n o f c o n d u c iv e stu d y sp a c e s, in clu d ­ ing a sufficient n u m b e r o f se a ts a n d v a rie d ty p es o f seating? 4. Is t h e r e e n o u g h s p a c e fo r c u r re n t lib ra ry colle ctio n s a n d fu tu re g ro w th o f p rin t resources? 5. D o e s th e sta ff h a v e su ffic ie n t w o rk s p a c e , a n d is it c o n fig u re d to p r o m o te e ffic ie n t o p e r a ­ tio n s fo r c u rre n t a n d fu tu re n eeds? 6. D o e s th e library’s sig n a g e facilitate u se a n d n a v ig a tio n o f th e facilities? 7. D o e s th e library p ro v id e e rg o n o m ic w o rk ­ sta tio n s fo r its u se rs a n d staff? 8. A re electrical a n d n e tw o rk w iring sufficient to m e e t th e n e e d s a sso c ia te d w ith e le c tro n ic ac­ cess? 9. D o e s th e library m e e t th e re q u ire m e n ts o f th e A m e ric a n s w ith D isabilities Act? 10. A re facilities p ro v id e d to d istan c e lea rn ers c o n s id e r e d in th e c o n te x t o f th e ACRL “G u id e ­ lines fo r D ista n ce L earning a n d Library Services” (h ttp : / /w w w .a l a .o r g / a c r l / , g o to “S tandards a n d G u id e lin e s”)? C o m m u n ica tio n an d co o p e ra tio n C om m u n icatio n is essential to e n su re th e sm o o th o p e ra tio n o f th e library. C o m m u n ic atio n s h o u ld flow fro m all levels o f th e library: fro m th e d irec ­ t o r / d e a n to th e s ta ff a n d fro m t h e s ta ff to th e d ire c to r/d e a n . T h e library s h o u ld h a v e a re g u la r m ec h an ism to c o m m u n ic a te w ith th e cam pus. Library staff s h o u ld w o r k c o lla boratively a n d cooperatively w ith o th e r d e p artm e n ts o n cam pus. A sp e c ia l re la tio n sh ip s h o u ld b e e n c o u ra g e d b e ­ tw e e n th e library a n d inform ation tec h n o lo g y staff in p ro v id in g a c c e ss t o e le c tro n ic in fo rm a tio n re ­ sources. In so m e cases, a vice-president, d e a n , o r d irec to r m a y adm in ister library, m edia, a n d infor­ m a tio n te c h n o lo g y o p e ra tio n s a n d services. T h e http://www.ala.org/acrl/ http://www.ala.org/acrl/ C&RL News ■ M ay 2003 / 335 library is usually responsible fo r selecting a n d p ro ­ v iding inform ation c ontent. Inform ation tec h n o l­ o g y u sually p ro v id e s th e tec h n ica l infrastructure a n d s u p p o r t to d e liv e r in fo rm a tio n . T h e re is n o single organizational m o d e l th at will w o rk for all in stitutions. R e g ard less o f w h e t h e r th e services are in d e p e n d e n t o r are integrated in so m e w ay, it is im portant that th e services w o rk collaboratively a n d k e e p e a c h o th e r fully inform ed. Questions 1. Is th ere effective c o m m unication w ith in the library th a t a llo w s fo r a fre e flow o f a d m in istra ­ tive a n d m anagerial information? 2. A re sta ff m e m b e rs e n c o u ra g e d to su g g e st n e w ideas o r pro c ed u re s to im prove operations o r w o rk in g c o n d itio n s w ith in th e library? Is th e re a p ro c e ss to facilitate this? 3. D o e s th e lib ra ry h a v e a re g u la r m e a n s to e x c h a n g e inform ation w ith th e cam pus? 4. Has the library established cooperative working relationships w ith o ther departm ents o n cam pus? 5. If th e lib ra ry a n d in fo rm a tio n te c h n o lo g y are administered separately, does the organizational s tru c tu re p ro v id e o p p o r tu n itie s fo r p ro d u c tiv e c o m m u n ica tio n a n d collaboration? 6. If o n e a d m in istra to r h a s re sp o n sib ility for b o th th e library a n d inform ation technology, h o w well h a v e th e tw o functions b e e n integrated? 7. Is th e library a b le t o o b ta in te c h n ic a l s u p ­ p o rt fo r in fo rm a tio n te c h n o lo g y in th e fo rm o f in-house expertise to p rovide electronic resources to o n-site a n d re m o te users? 8. Is th e c apacity o f th e c a m p u s n e tw o rk suf­ ficient to p ro v id e re a so n a b le re s p o n s e tim es for local a n d re m o te inform ation resources? A d m in istra tio n T he library s h o u ld b e a d m in iste re d in a m a n n e r th a t p e rm its a n d e n c o u ra g e s th e m o s t effective u s e o f available library resources. T h e library d i­ r e c to r /d e a n s h o u ld re p o rt to th e p re sid e n t o r to th e a p p ro p ria te c h ie f a c a d e m ic o r in stru ctio n al officer o f th e institution. T h ere sh o u ld b e a stand­ ing library advisory com m ittee. T h e responsibili­ tie s a n d a u th o r ity o f th e lib ra ry d ir e c to r / d e a n sh o u ld b e d e fin e d in writing. If there are distance learning services provided, th ey sh o u ld b e adm in­ istered in k e e p in g w ith th e suggestions offered in th e ACRL “G u id e lin e s fo r D ista n ce l e a r n in g Li­ b ra ry S ervices” ( h ttp ://w w w .a la .o rg /a c rl/, g o to “S tandards a n d G u id e lin e s”). T h e library s h o u ld b e a d m in iste re d in a c c o rd a n c e w ith th e spirit o f th e ALA “L ibrary Bill o f R ig h ts.” Questions 1. H o w d o e s t h e lib ra ry a d m in is tra tio n e n ­ courage effective u se o f available library resources? 2. W hat is the statutory o r legal foundation (e.g., institutional bylaw s) for th e library’s activities? 3. T o w h o m d o e s t h e lib ra ry d ir e c to r /d e a n report? Is that re p o rtin g relationship appropriate? 4. Is there a docum ent that defines the responsibili­ ties a n d authority o f the library director/dean? 5. D o e s th e library h a v e a s ta n d in g a d v iso ry com m ittee? D o e s th e c o m m itte e h a v e a d e q u a te c la s s ro o m fa c u lty a n d s tu d e n t re p re s e n ta tio n ? H o w effective is th e com m ittee? 6. H o w effective a re th e p o lic ies a n d p ro c e ­ d u re s th at d e te rm in e internal library g o v e rn an c e a n d operations? 7. D o e s th e library o p e ra te in a c c o rd w ith th e sp irit o f t h e ALA “L ibrary Bill o f R ig h ts”? B udget T h e library d ire c to r/d e a n sh o u ld p re p a re , justify, a n d adm inister a library b u d g e t that is appropriate to the library’s objectives. T he b u d g e t sh o u ld m eet th e re aso n a b le expectations o f library users w h e n b a la n c e d against o th e r institutional n e ed s. T he li­ b ra ry s h o u ld utilize its fin an c ia l re s o u rc e s effi­ ciently a n d effectively. T h e library d ire c to r/d e a n sh o u ld h a v e authority to a p p o rtio n fu n d s a n d ini­ tiate e x p e n d itu re s w ith in th e library b u d g e t a n d in a cc o rd an c e w ith institutional policy. T h e b u d ­ g e t s h o u ld s u p p o rt a p p ro p ria te levels o f staffing a n d a d e q u a te staff com p e n sa tio n . Questions 1. D o e s th e library d ire c to r/d e a n pre p are , jus­ tify, a n d a d m in iste r th e library b u d g e t in a c c o r­ d a n c e w ith a g re e d u p o n objectives? 2. Are th e library’s a n nual authorized e x p en d i­ tu res a d e q u a te to m e e t th e o ngoing, a p p ro p ria te n e e d s o f th e library? 3. H o w is th e institution’s curriculum tak en into account w h e n form ulating the library’s b udget? 4. H o w a re th e in stru ctio n al m e th o d s o f th e in stitution, e sp e c ia lly as th e y re la te to i n d e p e n ­ d e n t s tu d y , c o n s i d e r e d w h e n fo rm u la tin g th e library’s b u d g e t? 5. W h a t m e th o d s a re u s e d to d e te rm in e th e a d e q u a c y o f e x is tin g c o llections? Is th e b u d g e t a d e q u a te to m ain tain a n a p p ro p ria te rate o f col­ lection d e v e lo p m e n t in fields p e rtinent to th e cur­ riculum? 6. H o w d o e s th e size, o r a n tic ip a te d size, o f th e stu d e n t b o d y a n d th e classroom faculty affect th e library b u d g e t? http://www.ala.org/acrl/ 336 / C&RL News ■ M ay 2003 7. D o es the b udget support a n appropriate level o f staffing a n d co m p e n sa tio n ? 8. H o w is t h e a d e q u a c y a n d a v a ila b ility o f fu n d in g fo r o th e r library reso u rces (e .g ., Archives a n d Special Collections) determ ined? 9. D o e s th e library b u d g e t reflect th e library’s responsibility for acquiring, processing, servicing, a n d p ro v id in g access to m e d ia a n d c o m p u te r re­ sources? 10. T o w h a t e x te n t d o e s th e library d ire c to r/ d e a n h a v e au th o rity to a p p o rtio n fu n d s a n d ini­ tiate e x p e n d itu re s w ith in th e library b u d g e t a n d in a c c o rd a n c e w ith institutional policy? 11. H o w d o e s th e library m o n ito r its e n c u m ­ b r a n c e s a n d t h e p a y m e n t o f its invoices? H o w d o e s th e library d e te rm in e its c h o ices a n d sc h e d ­ u le its expenditures? 12. D o e s th e b u d g e t include a d e q u a te su p p o rt for e x te n d e d c a m p u s program s? Notes 1. ACRL Task Force o n A cadem ic Library O u t­ c o m e s A s s e s s m e n t, 27 J u n e 1 998, h t t p : / / w w w .a l a . o r g /a c r l/ , g o t o “P u b lic a tio n s ,” t h e n “W h ite P a p e rs & R e p o rts .” 2. Ibid, p. 4. 3. F o r a fu rth e r d is c u s s io n o f s p a c e re q u ire ­ m en ts, re fe r to: M etcalf, K eyes D. P la n n in g A ca­ d e m ic a n d R e se a rc h L ibrary B u ild in g s, 3 rd ed. Philip D. L eighton a n d D avid C. W eber, eds. Chi­ cago: A m erican Library Association, 1999, c2000. A p p endices B a n d C. 4. R egional a n d su b je c t-b a se d a cc rediting a s­ sociation guidelines c a n h e lp direct th e institution in its p lan n in g a n d assessm ent. 5. ACRL G u i d e l i n e s f o r I n s t r u c t i o n P r o ­ g r a m s in A c a d e m ic L ib r a r ie s , h t t p : / / w w w . a l a . o r g / a c r l , g o t o “ S t a n d a r d s a n d G u id e lin e s . ”■ ( “M u ltilin g u a lis m … ”c o n tin u e d f r o m p a g e 3 2 3 ) w e are b e ing unfair in providing for so m e students a n d n o t for others. All w e c a n d o is a tte m p t th e best assistance w e can for as m any students as w e are a ble to reach. This is tru e fo r e very a sp e c t o f library service. F u rth e rm o re , I b e lie v e th a t n a tiv e la n g u a g e c o n v e r s a tio n is o f v a lu e to th e c o lle g e a n d th e librarian, as w ell as to th e student. T h e c o n n e c te d stu d e n t d o e s n o t d ro p out. This im p ro v e s th e re ­ te n tio n ra te fo r th e college, but, m o re im portant, it e n h a n c e s t h e lib ra ria n ’s s e n s e o f a c c o m p lis h ­ m ent. T h e m o m e n ts th at p ro v id e th e gre atest re ­ w a rd s in m y job d o n o t c o m e from lo o k in g at m y p a y ch e ck , co m p le tin g a n e e d e d project, ex am in ­ ing n e w books, o r e v en succeeding w ith a difficult search (a lth o u g h this c o m e s close). T h e m o m e n ts th at p ro v id e th e g re atest re w a rd s a p p e a r w h e n a s tu d e n t c o m e s in to th e library, e y es sh in in g w ith joy, saying, “I g ot a n A o n m y paper! T h an k y ou for y o u r help!” S u c h m o m e n ts e n r ic h th e liv es o f b o t h s tu ­ d e n t a n d teacher, n o m atter in w h a t lan g u a g e the w o rd s a re e x p ressed . ■ Subscribe to ACRL e -m a il u p d ates ACRL o ffe rs e -m a il u p d a t e s e rv ic e s t o k e e p y o u in f o r m e d a b o u t im p o rta n t is s u e s w ith in th e a ssociation a n d th e a c a d e m ic a n d re sea rc h librarianship arena. A C R L U pdate ACRL U p d a te is a n e -m a il n o tific a tio n se rv ice d e s ig n e d to k e e p y o u inform ed a b o u t ACRL ini­ tiatives, professional de v elo p m en t opportunities, publications, a n d o th e r ite m s o f in te re s t in th e a ca d em ic a n d h ig h e r e d u c a tio n com m unity. List N a m e : ACRLUPDATE C&RL N e w s P re v ie w C& RL N e w s P re v ie w is a n e -m a il n o tific a tio n s e rv ic e th a t p ro v id e s a d v a n c e n o tic e o f C&RL N e w ś c o n te n ts w ith b rie f desc rip tio n s a n d links to articles o n th e W eb. List N a m e : CRNLPREV’ L e g is la t iv e U pdate Legislative U p d a te is a n e-m ail n o tificatio n se r­ vice th at pro v id es c u rrent n e w s o n p u blic policy to p ic s r e le v a n t t o a c a d e m i c lib r a r i e s a n d li­ b ra ria n s, in c lu d in g inform a tio n fro m th e ALA W a s h i n g t o n O ffic e a n d a v a r i e t y o f lib r a r y a n d h ig h e r e d u c a tio n p u b lic a tio n s. L ist N a m e : L E G U PD A T E T o s u b s c r ib e t o a n y o f t h e s e lists, s e n d a n e - m ail to lis tp ro c @ a la .o rg w i t h th e m e s s a g e : s u b s c rib e L istN am e F irstN a m e L astN am e http://www.ala.org/acrl/ ala.org/acrl mailto:listproc@ala.org C&RL News ■ May 2003 / 337