College and Research Libraries Addressing Cultural Diversity in Academic and Research Libraries Otis A. Chadley This article discusses the current state of cultural diversity in U.S. academic research libraries. It reports the results of a survey undertaken by the author in 1990 and mailed to the directors of 104 U.S. Association of Research Libraries member libraries. The survey asked about cultural diversity in research libraries in relation to recruitment of librarians, services to students, and collection development. Recent studies suggest research libraries must be prepared to examine their practices and make adjustments if they wish to provide quality service to all clientele. Results of tlze survey indicate that overall, research libraries are making increased efforts to create a more culturally diverse en- vironment. More sustained effort is needed to attract underrepresented minori- ties to the research library work force. This article discusses the efforts being made and offers several suggestions to assist research libraries in their attempts to become truly multicultural institutions. oday people of color comprise more than 20% of the U.S. population. According to the U.S. Bureau of the Census, four minority groups are particularly notewor- thy because of their size. They include African Americans, Hispanics, Asian Amer- icans and Pacific Islanders, and American Indians, including Alaskan natives (Aleut and Eskimo). Census projections for 1990 indicate that African Americans comprise 12% of the total national population and Hispanics represent 8%. The most recent U.S. Census Bureau estimates indicate that Asian Americans and Pacific Island- ers in 1988 comprised 3% of the total U.S. population, and that American Indians, including Alaskan natives, represented .7%.1 Kathleen Falcigno and Polly Guy- nup report that by the end of the 1990s this same composite of minorities will comprise almost one-third of the Amer- ican population.2 The dramatic changes already under- way in American society are having a significant impact on colleges and uni- versities. As the racial makeup of the student body changes, pressure grows for greater diversity in campus adminis- trations and in the faculty and staff, in- cluding the library personnel of colleges and universities. Increasing pressure ex- ists for diversity in the curriculum as students demand multicultural courses and materials that reflect their own ex- periences. In addition to these demands, students want materials that echo their own voices in their own languages. The pressure for change is real and immedi- ate. As higher education changes to meet these challenges and pressures, so too must research libraries acknowledge, comprehend, and respond to these chal- lenges and . pressures in order to pro- vide quality library services to all clientele and access to collections Otis A. Chadley is Reference Librarian at the University Libraries, University at Albany, State University of New York, Albany, New York 12222. 206 which reflect the lives and experiences of all Americans. The U.S. Department of Education re- ports that the student body on academic campuses has become more hetero- geneous, with minorities comprising 18% of the total student body in higher education in 1988.3 James E. Sulton, Jr., and other scholars suggest that one ramifica- tion of the growing diversity now under way on U.S. campuses is the rise of racial incidents and believe it imperative that higher education act quickly and re- sponsively to demographic changes.4 Judith H. Katz defines a "quality educa- tion" as "one that facilitates students' ability to interact effectively with diver- sity of ideas, of style, of culture, and of race." 5 Academic research libraries, like their parent institutions, are beginning to recognize the need for action to address cultural diversity in higher edu- cation. The March 1990 Association of Research Libraries (ARL) newsletter de- clared: "Research libraries throughout North America must be prepared for the changes which the 1990s will bring if they are to play a more strategic role on campus."6 Perhaps of greatest significance to the future of academic research libraries is the state of minority enrollment in li- brary and information science. In 1987, 490 min01:ity students were enrolled in ALA-accredited master's programs. 7 In 1988, there was a 40% increase (195 in- dividuals) in minority enrollment or a total of 685 minority students.8 By 1990, the growth rate had declined sig- nificantly; 819 members of underrepre- sented groups were enrolled in master's degree programs in library and informa- tion science, an increase of 134 persons, or a 20% growth rate. These data indicate that the growth rate in minority enroll- ment has slowed by 50% between the years 1988 and 1990. The numbers re- main small compared to the 91% (8,295) nonminority students enrolled in master's programs in library and information science in 1990.9 In 1989, according to the most recent data available, 21 out of 29 fields of graduate study awarded more master's degrees to members of under- Addressing Cultural Diversity 207 represented groups than did the field of li- brary science where only 8% of those receiv- ing master's degrees were underrepresented minorities. In each of ten disciplines, minor- ity graduates exceeded 10%.10 Recruitment of members of under- represented minority groups pre- sents a significant challenge for academic research libraries and the li- brary profession in general. U.S. Census figures for 1988 indicate that black librarians comprised 8% of the total li- brary work force and Hispanic librarians represented only 2%. 11 In ARL libraries, for example, underrepresented minori- ties comprised only 10% (820) of all posi- tions in 1990. Of these minority librarians, over half (412) were Asian American, one- third were African American (272), and only 15% (125) were Hispanic. American Indians and Alaskan natives comprised only 2% (11) of the total number of minority librarians. 12 Recruitment of members of under- represented minority groups presents a significant challenge for academic research libraries. Library professional associations, li- brary educators, and the directors of the nation's academic and research libraries have been growing increasing! y con- cerned about the small number of minor- ity students enrolled in library schools, the small number of minority librarians working in the profession, and the need for a more culturally diverse work force in academic and research libraries. In 1989, the Association of College andRe- search Libraries (ACRL) created the ACRL Task Force on Recruitment of Un- derrepresented Minorities to examine is- sues of minority recruitment and retention in academic libraries and advise the ACRL Board of Directors on necessary action. In its 1990 report, the ACRL Task Force expressed concern that the ACRL needs to reflect more accurately the ethnic and cultural diversity of Ameri- can society and made suggestions about minority recruitment.13 In response to 208 College & Research Libraries the Task Force report, the ACRL Board created, in November 1990, the Standing Committee on Racial and Ethnic Diver- sity to "initiate, advise, and mobilize support for appropriate action related to issues of racial and ethnic diversity in academic librarianship including the re- cruitment, advancement and retention of underrepresented groups to academic librarianship; and the promotion of qu- ality academic library and information services for members of racial and ethnic groups." 14 The Association of Research Libraries (ARL) has also taken recent action to examine the issues of recruitment and retention of underrepresented minori- ties to the work force of the nation's largest research libraries. Following a general membership discussion of the issues, the ARL Board of Directors (in May 1990), established the Task Force on Minority Recruitment to "develop a ser- ies of recommendations on possible ARL initiatives to strengthen the recruitment and employment of minorities for pro- fessional positions in research librar- ies."15 The report of this group was reviewed at the ARL 1991 spring meet- ing. During the 1990 ALA Annual Con- ference, the ARL showcase booth theme was "Encouraging Cultural Diversity in Academic and Research Libraries." 16 This event was received by a substantial audience as more than 500 people visited the booth. 17 Individual college and research libra,r- ies have also provided leadership on these issues. The University of Michigan Library has taken major steps toward creating a multicultural library environ- ment. Minority library staff now com- prise 20% of the library's work force. 18 The library at UCLA has created a men- tor program called REFORM/UCLA which "pairs successful Hispanic librar- ians with young Hispanics to encourage them to prepare for careers in librarian- ship."19 The libraries of the University of California at Santa Cruz and the Univer- sity of Michigan have created new posi- tions focused on multiculturalism and diversity.20 These and other actions by college and research libraries and by li- May1992 brary professional associations are in- dicative of the serious efforts under way to respond to the challenges of new stu- dent populations and the pressures of rapidly changing demographics. To learn more about what the nation's largest research libraries were ex- periencing in relation to cultural diver- sity, the author conducted a survey of ARL libraries in the fall of 1990. As an employee of an ARL institution and a member of an underrepresented group in the library profession, the author was interested in learning about the current state of cultural diversity at other aca- demic research libraries. Data for this project were collected through a survey instrument developed by the author and based on a review of the literature and more than 12 years of professional li- brary experience. The survey consisted of 24 questions covering such topics as cultural diversity in collection develop- ment, recruitment of personnel, instruc- tion programs, and user services. The questionnaire was sent to the directors of the 104 ARL libraries in the United States. All responses were anonymous. Of the 104 ARL institutions which re- ceived the survey, 49 responded and 35 of these were complete and usable for a 34% response rate. Both the timing of the survey and the way in which it was con- structed may have affected the response rate. Directors received the questionnaire in November 1990, the most demanding time of the year. Also, the author should have developed the survey instrument for quick response rather than time-consum- ing answers. Individuals with relatively limited experience in constructing mail questionnaires usually receive not more than a 50% response rate in social science research. 21 RECRUITMENT Of the 35 libraries that responded, 30 provided demographic information about the number of underrepresented minority librarians on their staff. These 30 libraries employ 1,703 librarians, of which 169 or 10% are from underre- presented groups (as compared to 10% for all ARL libraries).22 The range is from no minority librarians on a staff of 40 librarians to 36 minority librarians on a staff of 66 librarians. The results aver- aged to approximately six minority librarians employed at each institution. The most represented minority group is Asian American (50 percent). African Americans account for 29% of the group. Hispanic Americans account for 18%, and the least represented group is Amer- ican Indians at 3%. Materials collected ... can and must reflect the experiences of all Americans. Fifty-seven percent of responding li- braries consider their efforts at recruiting minority librarians as moderately success- ful or successful. Nevertheless, the num- bers of underrepresented minorities on their staff are extremely small. The most represented minority group, Asian Amer- icans, comprise an average of only three librarians for each library, while African Americans average only two librarians per institution and Hispanics average only one librarian per institution. The least represented group is American In- dians with an average of less than one (.16) librarian per institution. A 1990 survey of hiring practices in ARL libraries states that "an argument may be made for doing more to recruit protected classes ... however, it would seem that most ARL members are aware of the principles of equal employment opportunity and affirmative action, and are concerned enough to incorporate those principles into their hiring prac- tices."23 However, research libraries may have created barriers to employment that discourage minority students from choosing to specialize in academic librarianship. Those barriers include low entry-level salaries, pay inequities among minority librarians and non- minority librarians, the requirement of previous library experience, and the bar- rier of both conscious and unconscious racism on the part of individuals and institutions. Em Claire Knowles cautions Addressing Cultural Diversity 209 that "a serious commitment to library diversity requires an examination of low entry level salaries and limited salary ranges, which can discourage people of color from choosing a career in librarian- ship."24 While these barriers may present problems for anyone entering the profes- sion, they may be particularly pernicious barriers to members of underrepresented minorities. Consequently, a career in librarianship that promises low pay and little social prestige is often less of an inducement for minorities than for most nonminorities considering library science as a career. Given the realities of the distribution of income and opportunity in the U.S. population, minority graduates are more likely to incur considerable debt to finance their education and, therefore, low entry-level salaries represent a par- ticularly insurmountable barrier to em- ployment in librarianship. Moreover, for those minority members who have en- countered unfair hiring practices and have experienced discrimination in em- ployment, requiring previous library ex- perience or specialized training may erect yet another barrier and prevent them from being considered in the appli- cant pool. Compared to white middle class America (still the primary recruiting source from which librarians are drawn), fewer minorities have a similar level of comfort, economic security, and education. The 1990 ARL salary survey reports that minority librarians employed at ARL libraries in the United States in 1990 earned 4% ($1,621) less, on average, than nonminority librarians, "despite the fact that minority professionals have 1% (ap- proximately 2.5 months) more experience, on average, than their non-minority col- leagues. The salary differential has in- creased by 1%, or $459, since last year's report." 25 Joseph A. Boisse and Connie V. Dowell point out that seldom do aca- demic research libraries hire librarians without previous library experience, thereby reducing the number of entry- level positions available and limiting op- portunities for recent minority library graduates. 26 The outcome of such hiring 210 College & Research Libraries practice is that minorities not only have fewer library career opportunities to begin with, but they also are prevented from gaining crucial professional ex- perience that is necessary for advance- ment. The ACRL Task Force on Recruitment of Underrepresented Minori- ties emphasizes how individual and insti- tutional racism also can discourage people of color from seeking employment at aca- demic research librariesP INTERNSHIPS Internships, focused on recruiting un- derrepresented minority students into librarianship, as well as on recruiting recent minority library school graduates for beginning-level positions, are seen by some librarians as effective recruiting tools. Of the 57% of ARL'survey respon- dents who consider their recruitment of minority librarians as moderately success- ful or successful, only three libraries had some form of internship program for re- cruiting minority graduate students or minority librarians. Nearly 20% of all responding ARL libraries reported that they had a minority internship program; however, several indicated that these were newly instituted programs and had not had time to be successful as yet. Less than 1% (.07) of the ARL institutions that consider their recruitment of minority librarians as unsuccessful report having some form of library internship. These internships, however, were open to all applicants and were not specifically tar- geted to minority applicants. MULTICULTURAL SERVICES LIBRARIANS AND mSTRUCTIONPROGRAMS The value of developing a diversity or multicultural services position to attract underrepresented groups to the library should not be underestimated. Allan G. Dyson reports that subsequent to the University of California at Santa Cruz' developing a position of multicultural . services librarian, more students from underrepresented groups are now using the library. 28 Services provided by the multicultural services or diversity librar- ian may include bibliographic instruc- May1992 tion, one-on-one contact, outreach around the campus, and visits to high schools and public libraries. Clientele may include minority group students, reentry students, and international students. Only five of 34 responding ARL libraries (15%) indicated that they had a similar position in their library. Interestingly, three of these five libraries thought that they had been successful in attracting minority librari- ans to their libraries, and these three also had active internship programs. Research libraries may have created barriers to employment that dis- courage minority students from choosing to specialize in academic librarianship. The duties of the multicultural services librarian, as reported by the respondents, include outreach to culturally diverse stu- dent groups, students academically at risk, and students with disabilities. In some in- stances, ARL respondents reported that the multicultural librarian was responsible for monitoring the collection adequacy in multicultural areas. Other duties cited in- clude mentoring, reference work, and out- reach to the community. Twenty-eight (88%) of 32 responding libraries have for- mal bibliographic instruction programs with coordinators who serve the dual role of administering to the general library audience and to the special needs of such groups as the disabled, minority groups, and international students. COLLECTIONS More than half of the ARL libraries responding to the survey have collec- tions exceeding three million print and nonprint items. Ninety-three percent of respondents reported that their collec- tions on racial and ethnic minorities are integrated into their general library holdings. One library reported that its racial and ethnic minority collections are housed separately from the general col- lections. Examples of separately housed collections include African American Studies, Latin American Studies, East Asian Studies (Chinese and Japanese), Pacific Island Collection, Hawaiian Col- lection, Polish Collection, and Asian Lan- guages Collections. Seventy-four percent of responding libraries said that ethnic materials are in demand, and several re- spondents added comments such as: "yes, in increasingly more demand" and "yes, in both print and nonprint formats." Six percent of respondents indicated only modest demand for their ethnic collec- tions; 11% indicated that their ethnic materials are not in demand; and 9% either did not know or did not answer the question. Over two-thirds (69%) re- port that African American materials are in demand at their institution. Asian re- sources are the second most used ethnic collection as reported by 58% of there- spondents. Hispanic collections are re- ported by 42% and 38% said American Indian materials are in demand. CONCLUSION Research libraries, like librarianship in general, have a serious need to attract more members of underrepresented groups to the profession and to their staffs. Evidence gathered in this survey and from the professional literature indi- cates that efforts are under way, but much more needs to be done, in research libraries, in library schools, and in pro- fessional associations. Research librar- ies, their staff, their collections, and their services can play an essential role in and can lend considerable support to their institutions' efforts to achieve cultural diversity. Enhancing the multicultural na- . ture of the library's collections strengthens the curriculum, and the development of strong ethnic and multicultural collec- tions attracts scholars and researchers from various cultural backgrounds to the university and the university library. Materials collected by research libraries can and must reflect the experiences of all Americans and should be made avail- able in a variety of formats and lan- guages to respond to the learning styles and diverse origins of today's students. In order to achieve a more culturally diverse environment and to establish bet- ter library communication with members Addressing Cultural Diversity 211 of underrepresented minority groups, more research libraries need to develop a diversity or multicultural services librarian position to target traditional and special library services to diverse groups. Additionally, innovative library internship programs should be estab- lished to encourage minorities to pursue graduate study in librarianship and em- ployment in academic and research li- braries. Minority students who work as library assistants should not be over- looked. If librarians are to be successful in recruiting minority students to intern- ships and to the profession of librarian- ship, librarians will need to increase their campus visibility and work in close coalition with faculty and university staff. They might develop closer ties with the career planning and placement offices on their campuses and create at- tractive recruitment literature which ap- peals to the interests of minority students. They might engage to a greater degree in cocurricular life and work with residential life advisers and other uni- versity staff to plan programming and marketing strategies. Another avenue academic and re- search libraries may want to consider in their efforts to recruit people of color is the development of working partner- ships with campus fraternities and sororities in which underrepresented minority students are members. Librari- ans will also need to take a vigorous look at their library's internal environment and assess the degree to which diversity and multiculturalism are promoted and encouraged. Knowledgeable and com- mitted librarians and library staff might work with students to create a diversity committee to explore environmental is- sues on campus and in the library. They might also create an affirmative action or diversity grants program to encourage creativity and commitment to the ideals of affirmative action and to promote pro- grammatic change. In short, librarians will need to take a more proactive stance on these issues to increase their campus and national visibility and to make librarianship a more inviting, inclusive, and rewarding professional choice. 212 College & .Research Libraries To improve their success rate in attracting underrepresented minorities to their staff, academic and research li- braries might develop a target of oppor- tunity program. Such a program would not substitute for a strong affirmative action program, but would instead pro- vide additional resources and encourage- ment for search committees to go beyond normal methods of recruitment to attract qualified minorities. A target of opportu- nity program would allow the library to seek minority appointments regardless of current vacancies. In this way, an out- standing candidate could be matched to an ongoing need rather than to the hap- penstance of a particular vacancy at a par- ticular time. Unlike quota systems that seek to increase minority staff to a specified level, the target of opportunity program aims to increase minority representation in the workplace through increasing the pool of known applicants and creating an appointment for a qualified individual. Library administrators and library pro- fessional associations must give highest priority to increasing opportunities for members of underrepresented minority groups for library education and for re- cruitment, promotion, and professional development in academic librarianship. Library administration at the top level should and must take the responsibility and assume the leadership in encourag- ing the employment of people of color. Moreover, ALA-accredited library schools must also assume a greater responsibility and take a leadership position in recruiting members of culturally diverse groups to librarianship. In 1989, only 338 master's degrees in library and information science were awarded to members of the four major cultural minority groups in the United States. This record compares dis- mally to the 3,184 master's degrees awarded by ALA-accredited library schools to non- minority students in 1989.29 Library pro- fessional associations, library school May1992 administrators and faculty, and the direc- tors of academic research libraries must develop creative partnerships and work cooperatively and aggressively to recruit candidates from underrepresented minor- ity groups to academic librarianship. More research libraries need to develop a diversity or multicultural services librarian position to target traditional and special library services to diverse groups. There is no one answer to creating a more diverse work force in the field of librarianship, no quick fix. However, a combination of the ideas presented in this paper-emphasis on building mul- ticultural collections; creating a position of multicultural services librarian; developing an active library internship program; providing a target of opportu- nity program; creating a more inclusive climate; engaging in more active and more visible recruiting-all of these and other actions should make a considera- ble difference over time in the composi- tion of the profession. Cultural diversity is a reality today on American college and university cam- puses, and it is one of the most important forces shaping the future of higher edu- cation. The U.S. Department of Labor estimates that minorities will comprise 26% of the work force by the year 2000.30 As academic and research libraries be- come greater participants in creating their own multicultural environments, they will benefit from the ideas and per- spectives of different cultures to develop and strengthen their library collections and services for the benefit of all clien- tele. A culturally diverse library environ- ment is its own best marketing tool to attract diverse groups to the library and to librarianship. Addressing Cultural Diversity 213 REFERENCES AND NOTES 1. U.S. Bureau of the Census, Statistical Abstract of the United States: 1990 (Washington, D.C.: Govt. Print. Off., 1990), p.14-15, tables 15-16, p.17, table 19. 2. Kathleen Falcigno and Polly Guynup, "U.S. Population Characteristics: Implications for Libraries," Wilson Library Bulletin 5, no.1:26 (Sept. 1984). 3. National Center for Educational Statistics, The Condition of Education: 1990 v.2 (Wash- · ington, D.C.: Govt. Print. Off., 1990), p.76. 4. James E. Sulton, Jr., Preface to Jeri Spann, Achieving Faculty Diversity: A Sourcebook of Ideas and Success Stories (Madison, Wis.: University of Wisconsin System, 1988), p. vii; Meeting the National Need for Minority Scholars and Scholarship: Policies and Actions (Stony Brook, N.Y.: SUNY at Stony Brook, 1989), p.3. 5. Judith H. Katz, "The Challenges of Diversity," in Valuing Diversity on Campus: A Multicultural Approach, ed. Cynthia Woolbright (Bloomington: Ind.: Association of College Unions International, 1989), p.l. 6. "May Meeting to Explore Curriculum Reform in a Diverse Environment," Association of Research Libraries Newsletter no.149:1 (Mar. 12, 1990). 7. Association for Library and Information Science Education, Library and Information Science Education Statistical Report: 1988 (State College, Pa.: Association for Library and Information Science Education, 1988), p.111, table 11-4-a. 8. Association for Library and Information Science Education, Library and Information Science Education Statistical Report: 1989 (Sarasota, Fla.: Association for Library and Information Science Education, 1989), p.94, table 11-4-a. 9. Association for Library and Information Science Education, Library and Information Science Education Statistical Report: 1990 (Sarasota, Fla.: Association for Library and Information Science Education, 1991), p.133-34, table 11-4-a. 10. Betty M. Vetter, Professional Women and Minorities: A Manpower Data Resource Service (Wash- ington, D.C.: Commission on Professionals in Science and Technology, 1991), p.98. 11. 12. U.S. Bureau of the Census, Statistical Abstract, p.389, table 645. Association of Research Libraries, ARL Annual Salary Survey: 1990 (Washington, D.C.: Association of Research Libraries, 1991), p.7. The au thor discovered an error in the total number of Asian librarians reported in the ARL Survey and informed ARL. The corrected figures are cited in this article. 13. Edith Maureen Fisher and others, "Recruiting the Underrepresented to Academic Libraries," College & Research Libraries News 51:1019 (Dec. 1990). 14. 15. Ibid., p.1028. Sarah M. Pritchard, "ARL Board Moves to Form Task Force on Minority Recruitment," ARL: A Bimonthly Newsletter of Research Library Issues and Actions no.151 :9 (July 4, 1990). 16. "ARL Booth to Showcase Cultural Diversity," Association of Research Libraries Newsletter no.149:11 (Mar. 12, 1990). 17. Christine Crocker and others, "Cultural Diversity Programs Highlighted," ARL: A Bimonthly Newsletter of Research Library Issues and Actions no.152:9 (Sept. 21, 1990). 18. University of Michigan Library, Point of Intersection II: The University Library Moves Toward Diversity (Ann Arbor, Mich.: Univ. of Michigan, 1990), p.ii. 19. 20. 21. 22. 23. 24. 25. 26. Graceanne A. DeCandido, "Mentor Program to Recruit Hispanics to Librarianship Grows at UCLA," Libran; foumal113:108 (Sept. 1, 1988). Allan G. Dyson; "Reaching Out for Outreach: A University Library Develops a New Position to Serve the School's Multicultural Students," American Libraries 20:952-54 (Nov. 1989); University of Michigan Library, Point of Intersection II, p.6. Delbert C. Miller, Handbook of Research Design and Social Measurement, 5th ed. (Newbury Park, Calif.: Sage, 1991), p.141. Association of Research Libraries, ARL Annual Salary Survey: 1990, p.7. Jeanne M. K. Boydston, "Hiring Practices, Equal Employment Opportunity and Affir- mative Action in ARL Libraries," Journal of Library Administration14 (1991, in press). Em Claire Knowles, "How to Attract Ethnic Minorities to the Profession," Special Libraries 81:143 (Spring 1990). Association of Research Libraries, ARL Annual Salan; Survet;: 1990, p.8. Joseph A. Boisse and Connie V. Dowell, "Increasing Minority Librarians in Academic Research Libraries," Library foumal112:52 (Apr. 15, 1987). 214 College & Research Libraries May1992 27. Fisher and others, "Recruiting the Underrepresented to Academic Libraries," p.1,017. 28. Dyson, "Reaching Out for Outreach," p. 954. 29. Association for Library and Information Science Education, Library and Information Science Education Statistical Report: 1990 , p.107, table 11-3-a. 30. Susan Gurrow, "Membership Input Sought on Diversity Issues," ARL: A Bimonthly Newsletter of Research Library Issues and Action154:5 (Jan. 4, 1991). 199().91 $69.95 ($39.95 for ACRL members) 80 pp, 1992 ISBN 0-8389-7587-9 Order Department ALA Publishing Services 50 East Huron Street · Chicago, IL 60611 Or call toll-free 1-800-545-2433 Fax: 312-944-2641 ACRL University Library Statistics, 1990--91 This edition provides data on 106 participating libraries from the United States and Canada. The general categories of library data collected include • collections •personnel • expenditures • interlibrary loans The institutional data elements reported include degrees offered, enrollment size, and faculty size. Use these data in making management decisions concerning your library. Purchasers of this book may request a free copy of the data in machine-readable form.