ACRL News Issue (B) of College & Research Libraries 305 An E v a lu a tiv e C h eck list for R eview in g a C ollege L ib rary P rogram E ditor s Note: A t the ALA A nnual Conference in J u n e 1979 th e A C R L B o a rd o f D ire c to r s a p ­ proved the recommendation o f the Standards and A c c re d ita tio n C o m m ittee th a t “A n E v a lu a tiv e C hecklist f o r Reviewing a College Library Pro­ gram ” be adopted as a supplem ent to “Standards f o r College L ib ra ries. ” The Standards and A c ­ c re ditation C o m m ittee deve lo p e d the checklist and then evaluated it by asking a representative sample o f fifty college libraries to test it in the field. The checklist appears in this issue o f C&RL News f o r the information o f A C R L members. I n t r o d u c t i o n The Evaluative Checklist is based on the 1975 “Standards for College L ibraries” developed by the Association of College and Research L ibrar­ ies, a division of‚the American Library Associa­ tion. The standards “describe a realistic set of c o n d itio n s w hich, if fulfilled, will p ro v id e an adequate library program in a college. They at­ tem pt to synthesize and articulate the aggregate experience and judgm ent of the academic library profession as to adequacy in library resources, services, and facilities for a college com m unity.”1 T he standards cover libraries serving academ ic program s at the bachelor’s and m aster’s degree levels as defined by the C arnegie Commission on H igher Education as Liberal Arts Colleges I and II and Com prehensive Universities and Colleges I and II.2,3 The checklist has been validated and field-tested. W hen properly applied it will dis­ crim inate among the several levels of quality in library programs. T he status of a library program is not likely to be known w ith o u t pe rio d ic evaluation. Before 1. “Standards for College L ibraries,” College & Research Libraries News 36:277 (Oct. 1975). 2. Carnegie Foundation for the Advancement of Teaching, A Classification o f In stitu tio n s o f H ig h e r E d u c a tio n (B e rk e le y , C a lif.: T he Foundation, 1973). 3. L ibraries serving ju n io r and comm unity col­ leges should consult: “AAJC-ACRL Guidelines for Two-Year C ollege L ibrary L earning Re­ source C e n te rs,” College & Research Libraries News 33:305-15 (Dec. 1972). R e c e n tly d e v e lo p e d U n iv e rs ity L ib ra ry Standards cover libraries serving com prehen­ sive universities: ARL/ACRL Joint Com m ittee on University Library Standards, “University Library S ta n d ard s,” College & Research L i­ braries News 40:101-10 (April 1979). com pleting the checklist, the evaluator should re­ view the Application Procedures and Directions for Use th at p re c e d e th e checklist. H e or she may also wish to study the text of the “Standards for College Libraries” covered by the checklist. T he checklist follows th e organization of th e standards stated at the head of the following sec­ tions: 1. Objectives 2. Collections 3. Organization of Materials 4. Staff 5. Delivery of Service 6. Facilities 7. Administration 8. Budget It is acknowledged that it would be desirable to include more precise m easures of library effec­ tiveness and productivity, nonprint resources and s e rv ic e s , a n d p ro g ra m e v a lu a tio n in th e checklist. How ever, th ere is no consensus among academic librarians for th eir preparation at this time. A p p l i c a t i o n P r o c e d u r e s Evaluation in general is a process, a complex of tools, used to produce a picture of w hat’s happen­ ing, with some fu rth er goals in m ind. T he p ri­ mary concern of the checklist is with evaluating how well a college library is perform ing some of its key functions to enable it to chart a course for im provem ent. The collection of checklist scores w ithout providing the evaluators with operational information, analyzing accurately the results, and formulating appropriate recom m endations will re­ sult in a simplistic comparison ra th e r than pro­ ducing a fram ew ork for im proving library s e r­ vices. To accomplish its purpose, th e checklist should be the instrum ent of an evaluating process which includes the following components— 1. W idespread participation and input of the total college comm unity in the evaluation of library programs, and the review of the re­ sults. 2. T he evaluators’ review and understanding of the broad goals and specific objectives of the college and its library. 3. T he use of the Evaluative Checklist in re­ cording judgm ents concerning levels of li­ brary services. 4. The collection of information not furnished by the checklist which describes program ef­ fectiveness in term s of th e objectives set forth. 306 5. T he interpretation of the results and draw ­ ing of conclusions which furnish information about the growth, progress, and effective­ ness of the library’s programs. 6. The form ulation of recom m endations that will support revised objectives and improve library services. T h e c o lle g e c o m m u n ity a n d its lib ra ry evaluators should be aware of the limitations of any evaluating process. These include the cover­ age of the evaluating in stru m e n t (the checklist does not p retend to cover everything), and the objectivity of the evaluation process. Judgmental decisions are involved throughout all phases of the evaluation as the participants adjust their ac­ tivities in term s of the feedback received. An alert evaluator is aware of the influence of his or h er own experience, the impact of personalities, and potential errors in m ethodology, data collec­ tion, and in te rp reta tio n . T he com m unity itself, and the library in particular, are in the best posi­ tion to evaluate what th e study m eans, and to utilize it in improving library programs. D i r e c t i o n s f o r U s e C ircle one of the num bers at the left of the statem ent that most accurately represents condi­ tions in the library you are evaluating. If a state­ m ent accurately describes the library, circle the middle num ber (2, 5, 8, or 11) at the left of that statem ent. If you think conditions are below what is described, circle the higher n um ber (3, 6, 9, or 12). If the conditions at the library are above, cir­ cle one of the lower num bers (1, 4, 7, or 10). Circle only one of the num bers in the 1 to 12 grouping. EXAMPLE Standard 5: Delivery of Service A. Library Instruction 1 2 3 L ibrarians routinely work closely with the teaching faculty in identify­ ing instructional needs and teach the use of library resources and services to m eet these needs. 4 5 6 Librarians are regularly called on for c o n su lta tiv e assista n ce and in ­ stru c tio n in th e u se o f lib ra ry r e ­ sources and services. 7 8 9 Librarians provide consultative as­ sis ta n c e in th e u se of lib ra ry r e ­ sources and services when requested and free from o ther duties. 10 11 12 L ibrarians are rarely available to provide library instruction services. D irections for use and in te rp re ta tio n of the Profile graph accom pany th e Profile on pages 313-15. E v a l u a t iv e C h e c k l i s t Standard 1: Objectives of the L ibrary 1 T h e c o lle g e lib ra ry sh a ll d e v e lo p an explicit statem ent of its objectives in ac­ cord with th e goals and purposes of the college. 1.1 T he developm ent of library objectives shall b e the responsibility of the library staff, in consultation w ith stu d e n ts, m em b ers of th e teach in g faculty, and adm in istrativ e officers. 1.2 The statem ent of library objectives shall be r e v ie w e d p e rio d ic a lly a n d r e v is e d as needed. (Circle only one of the twelve numbers) 1 2 3 T he college library’s sta te m en t of objectives is conceived and form u­ la te d w ith in th e o v e ra ll aca d em ic purpose of the college, is recognized by the college community as support­ ing its educational goals and instruc­ tio n a l n e e d s , a n d is k e p t c u r r e n t th ro u g h p e rio d ic re v ie w s a n d r e ­ visions by the library faculty, teach­ ing faculty, and administrative staff. 4 5 6 T he lib ra ry ’s sta te m e n t of o b jec ­ tiv e s g e n e ra lly conform s w ith th e overall academic purpose of the col­ lege, b ut requires m inor revisions or b e tte r dissem ination so that all mem­ bers of th e college com m unity can un derstand and evaluate the a ppro­ priateness and effectiveness of library services. 7 8 9 The college library’s sta te m en t of objectives requires substantial revi­ sion and u p d a tin g to c o o rd in a te it with th e edu ca tio n a l goals a nd in ­ structional needs of the college. 10 11 12 The college library does not have a statem ent of objectives conceived and fo rm u la te d w ith in th e o v e ra ll academic purpose of the college and consistent with the institution’s edu­ cational goals and instructional needs. Standard 2: The Collections 2 The library’s collections shall comprise all corpora of re c o rd e d inform ation ow ned by th e college for e d u ca tio n a l, in sp ira ­ tional, and recreational purposes, includ­ ing multi-dimensional, aural, pictorial, and p rint materials. 2.1 The library shall provide quickly a high percentage of such material needed by its patrons. 2.1.1 The amount of print materials to be thus provided shall be determ ined by Formula A (see Appendix) which takes into account the nature and extent of the academic pro­ 307 gram of th e institution, its enrollm ent, and the size of its teaching faculty. A. A vailability o f L ibrary Materials* 1 2 3 T h e lib ra ry a c q u ire s , o rg a n iz e s , stores, and delivers for use w ithin, or c ir c u la tio n fro m , th e lib r a r y all college-ow ned forms of recorded in­ formation re q u ire d to support the col­ le g e ’s e d u c a tio n a l p ro g ra m s a n d interests. 4 5 6 T he library acquires and organizes m ost college-ow ned re c o rd e d in fo r­ m ation, b u t th e deliv ery of this in ­ form ation is som ew hat re stric te d by storage a nd access conditions at the library or o th er cam pus locations. 7 8 9 C ollege-ow ned m aterials re q u ire d to support several curriculum areas of th e college are not acquired and or­ ganized by the library, and delivered through its services. 10 11 12 A s u b s ta n tia l c o rp u s of c o lle g e- o w n e d re c o rd e d inform ation is not a c q u ir e d , o r g a n iz e d , s to r e d , a n d delivered for use w ithin, or circulated from, the library. B. Accessibility o f L ibrary Materials* 1 2 3 The library is able to deliver, from its own collection or via interlibrary system s, a substantial quantity of m a­ terials satisfying the user’s needs and assignm ent schedules. 4 5 6 T he library is frequently able to d e ­ liver, from its own collection or via in te r l i b r a r y s y s te m s , a su ffic ie n t q u a n tity o f m ate ria ls satisfying th e u s e r ’s n e e d s a n d a s s ig n m e n t schedules. 7 8 9 The quantity/quality of available li­ b ra ry m ate ria ls is u n e v en , th e re b y lim iting the library’s ability to supply m a te ria ls r e q u e s t e d , o r to d e liv e r them w ithout significant delays. 10 11 12 The quantity/quality of library ma­ terials is so lim ited that the library is unable to supply many materials re ­ quested, or deliver them w ithout in­ tolerable delays. C. Selection o f Materials* 1 2 3 T h e lib ra ry se le c ts an a d e q u a te portion of the bibliography of the dis­ c ip lin e s r e p r e s e n t e d by th e c u r ­ riculum , a p p ro p ria te in q u a n tity to both th e level of instruction and to th e n u m b e r of stu d e n ts and faculty who use it. T h e colle ctio n ’s annual *Circle only one of the twelve num bers. growth rate, before withdrawals, ex­ ceeds 5 percent. 4 5 6 T h e lib ra ry c o lle c tio n g e n e ra lly supports the college’s curriculum and interests except for the need to im­ prove coverage in a few subject areas. T he annual growth rate approaches 5 percent. 7 8 9 T he library collection is uneven in its sup p o rt of the college’s curriculum and interests. Basic collections should be developed for several disciplines. 10 11 12 The library collection is generally inadequate in its support of the col­ lege’s academ ic program . A substan­ tial portion of titles listed in standard, scholarly b ib lio g ra p h ie s, o r c o n sid ­ e r e d by th e fa c u lty as s u p p o rtin g th eir instructional needs, are not re p ­ re sen te d in the library collection. D. W ithdraw al o f Materials* 1 2 3 C on tin u o u s evaluation of th e col­ lection provides for th e withdrawal of m aterials which do not contribute to th e co lle g e ’s c u rre n t or an tic ip a te d academ ic programs. 4 5 6 The collection is periodically eval­ uated to identify outdated or nonsup­ portive materials. More frequent re ­ views are re q u ire d in a few subject areas. 7 8 9 Several subject collections contain much m aterial which should be w ith­ drawn because it is outdated or non­ su p p o rtiv e of c u rre n t or a n ticip ated academ ic programs. 10 11 12 T he colle ctio n g e n e ra lly contains m aterial which has outlived its use­ fulness to the college’s programs. E. Q uantity o f Materials* Using F o rm u la A (see Appendix) for calculating the n u m b er of relevant p r i n t v o lu m e s (o r m ic ro fo rm volum e-equivalents) to which the li­ brary should provide prom pt access— 1 2 3 T he library can provide prom ptly 90-100 pe rce n t called for. 4 5 6 T he library can p rovide p rom ptly 80-90 p e rce n t called for. 7 8 9 T he library can p rovide prom ptly 65-70 p e rce n t called for. 10 11 12 T he library can p rovide p rom ptly 50-64 pe rce n t called for. S ta n d ard 3: O rganization of M aterials 3 L ibrary collections shall b e organized by nationally a p p ro v e d c o n v entions and a r­ ra n g e d for efficient re trie v a l at tim e of need. 308 3.1 There shall be a union catalog of the li­ brary’s holdings that permits identification of items, regardless of format, by author, title, and subject. 3.1.1 The catalog may be developed either by a single library or jointly among several li­ braries. 3.1.2 The catalog shall be in a format that can be consulted by a number of people con­ currently and at time of need. 3.1.3 In addition to the catalog there shall also be requisite subordinate files, such as se­ rial records, shelf lists, authority files, and indexes to nonmonographic materials. 3.2 Except for certain categories of material which are for convenience best segregated by form, library materials shall be ar­ ranged on the shelves by subject. 3.2.1 Patrons shall have direct access to library materials on the shelves. A. Indexing of Library Materials* 1 2 3 The library has a bibliographic con­ trol system for the classification, bib­ liographic identification, location, and retrieval of all library materials which conforms to national conventions and includes author, title, and subject en­ tries. 4 5 6 The library has a bibliographic con­ trol system that is adequate most of the time, but excludes some materials according to form or location. 7 8 9 The college community reports some difficulties in identifying, locat­ ing, and retrieving specific library materials because of deficiencies in the organization and coverage of the bibliographic control system. 10 11 12 Library materials are consistently difficult to identify, locate, and re­ trieve because the bibliographic con­ trol system requires major reorganiza­ tion. B. Arrangement of Library Materials* 1 2 3 Most library materials are arranged on the shelves by subject and the col­ lege community locates, browses, and selects these materials with ease. 4 5 6 Library materials are generally ar­ ranged on open shelves by subject, although the complexities of classifica­ tion or storage arrangements of some materials reduce easy access to them. 7 8 9 The complexities or disorganization of the arrangement of library mate­ rials discourage the college commu­ nity from using the materials. 10 11 12 Library materials are very difficult *Circle only one of the twelve numbers. to locate and retrieve, and their inac­ cessibility seriously deters their op­ timum use. Standard 4: Staff 4 The library staff shall be of adequate size and quality to meet agreed-upon objec­ tives. 4.1 The. staff shall comprise qualified librar­ ians, skilled supportive personnel, and part-time assistants serving on an hourly basis. 4.2 The marks of a librarian shall include a graduate library degree from an ALA- accredited program, responsibility for duties of a professional nature, and par­ ticipation in professional library affairs be­ yond the local campus. 4.2.1 The librarians of a college shall be or­ ganized as an academic department—or, in the case of a university, as a school—and shall administer themselves in accord with ACRL “Standards for Faculty Status for College and University Librarians” (see Appendix II [of “Standards for College Li­ braries”]). 4.3 The number of librarians required shall be determined by a formula (Formula B, [Appendix]) which takes into account the enrollment of the college and the size and growth rate of the collections. 4.3.1 There shall be an appropriate balance of effort among librarians, supportive person­ nel, and part-time assistants, so that every staff member is employed as nearly as pos­ sible commensurate with his library train­ ing, experience, and capability. 4.4 Library policies and procedures concern­ ing staff shall be in accord with sound per­ sonnel management practice. A. Staff Size* 1 2 3 The library has sufficient profes­ sional, technical, and clerical staff to provide satisfactory services meeting the library’s objectives. Using For­ mula B (see Appendix) for calculating the number of librarians, the library provides 90-100 percent of the re­ quirements. 4 5 6 Using Formula B for calculating the number of librarians, the library provides 75-90 percent of the re­ quirements. 7 8 9 Using Formula B for calculating the number of librarians, the library provides 55-74 percent of the re­ quirements. 10 11 12 Using Formula B for calculating the number of librarians, the library provides 40-54 percent of the re­ quirements. 309 B. P ro fessio n a l R e sp o n sib ilities* 1 2 3 L e a d e rs h ip a nd in stru ctio n al and consultative services are provided by qualified librarians who have faculty status a nd adm in ister them selves in accord with the ACRL “Standards for Faculty Status for C ollege and Uni­ versity L ibrarians.” 4 5 6 The adm inistration and delivery of library services a re p ro v id ed by q u a l­ ified librarians recognized a nd su p ­ p o rte d by th e college, b u t w ithout full coverage of th e ACRL “Standards íor Faculty S tatus.” 7 8 9 T he re sponsibility for library s e r­ vices is delegated to librarians w ith ­ o u t p r o fe s s io n a l s ta tu s a n d d e ­ partm ental organization. 10 11 12 T he responsibility for adm inistering library services is assigned to in stitu­ tional staff m em bers not qualified as librarians. C . S u p p o r t S ta ff* 1 2 3 T he qualified clerical and technical staff is sufficient in num ber, with as­ signm ent of responsibilities com m en­ su ra te with job re q u ire m e n ts, tra in ­ ing, and experience. 4 5 6 Clerical and technical assistance is usually sufficient. M ism atching of job assignm ents among clerical and pro­ fessional staff infrequently occurs. 7 8 9 Clerical and technical assistance is a v a ila b le , b u t t h e r e a re f r e q u e n t shortages or m ism atching of jo b as­ signm ents am ong sup p o rt and profes­ sional staff. 10 11 12 Clerical and technical assistance is generally not available. D. P erso n n el M a n a g e m e n t* 1 2 3 W ritte n p o lic ies a nd p ro c e d u re s consistent with th e goals and respon­ sib ilitie s of th e c ollege d ire c t th e r e ­ c r u itin g , a p p o in t m e n t, tr a in in g , evaluation, prom otion and ten u re , or dismissal of the library staff. 4 5 6 Library personnel policies are con­ sis te n t w ith th e goals a nd re s p o n ­ sibilities of the college, although sev­ eral p rocedures re q u ire revision and updating. 7 8 9 Library personnel policies are fre­ q u e n tly in c o n siste n t w ith th e goals a nd re sp o n sib ilitie s of th e c ollege. Policy and procedural im provem ents are necessary. 10 11 12 Major revisions are re q u ire d in li­ * C ircle o n ly o n e o f t h e tw e lv e n u m b e rs . brary p e rso n n el policies and p ro c e ­ d u res to establish sound m anagem ent practices. S ta n d ard 5: D elivery of Service 5 T h e c o lle g e lib ra ry shall e s ta b lis h a n d m aintain a range and quality of services that will prom ote th e academ ic program of th e institution and encourage optim al li­ brary use. 5.1 P roper service shall include: th e provision of continuing instruction to patrons in the effective exploitation of libraries; th e guid­ an ce of p a tro n s to th e lib ra ry m ate ria ls th ey need; and th e provision of informa­ tion to patrons as appropriate. 5.2 L ib ra ry m a te ria ls shall b e c irc u la te d to qualified patrons u n d e r eq u ita b le policies and for as long periods as possible w ithout jeopardizing th e ir availability to others. 5.2.1 The availability of reading m aterials shall b e e x te n d e d w h e r e v e r p o s s ib le by th e provision of inexpensive m eans of photo­ copying. 5.2.2 The quality of the collections available lo­ cally to patrons shall be en h an ced through th e u s e of “ N a tio n a l I n te r li b ra r y L oan C o d e , 1968 (s e e A p p e n d ix II [of “ S ta n d a rd s for C o lle g e L ib ra rie s ]) and o th e r cooperative a g ree m e n ts which pro­ vide reciprocal access to m ulti-library r e ­ sources. 5.3 T he hours of public access to th e m aterials on the shelves, to th e study facilities of the library, and to th e library staff shall be c o nsistent with reasonable d em and, both during the normal study week and during w eekends and vacation periods. 5.4 W h e re a c a d e m ic p ro g ra m s a re o ffe re d away from a cam pus, library services shall b e p r o v id e d in a c c o rd w ith A C R L ’s “G uidelines for Library Services to E x ten ­ sio n S t u d e n t s ” (se e A p p e n d ix II [of “Standards for C ollege L ibraries”]). A . L ib r a r y I n stru c tio n * 1 2 3 L ib ra ria n s ro u tin e ly work closely with the teaching faculty in identify­ ing instructional needs and teach the use of library resources and services to m eet these needs. 4 5 6 L ibrarians a re regularly called on for c o n s u lta tiv e a s s is ta n c e a nd in ­ s tru c tio n in th e use o f lib ra ry r e ­ sources and services. 7 8 9 Librarians provide consultative as­ s is ta n c e in th e u se o f lib r a r y r e ­ sources and services w hen re q u este d and free from o th e r duties. 10 11 12 L ib ra ria n s are rarely available to provide library instruction services. 310 B. Information Services* 1 2 3 The library staff provides a variety of information, instruction, and inter­ pretative services, and m eets most of its co m m u n ity ’s dem ands for th ese services. 4 5 6 The library staff provides a variety of information, instruction, and inter­ pre ta tiv e services, b u t is unable to m ee t som e dem ands for th ese s e r­ vices. 7 8 9 L im ited inform ation services are available to the college comm unity, a n d m ay be r e s tr ic te d to c e rta in clientele. 10 11 12 Information services are not avail­ able to the college community. C. Circulation* 1 2 3 Uniformly adm inistered circulation policies regulate use of library mate­ rials for periods that are reasonable w ith o u t j e o p a rd iz in g th e co lle g e community’s access to materials. 4 5 6 C irculation policies re g u la te the use of library m aterials for periods that are usually acceptable. A review of the policies is desirable to correct m inor problems. 7 8 9 Circulation policies are frequently restrictive w ithout cause. Regulations are confusing and inconsistently ad­ ministered. 10 11 12 Circulation policies do not facilitate access to library m aterials, and are poorly administered. D. Access to Multi-Library Resources* 1 2 3 The library efficiently delivers ma­ terials and services provided by local, state, and national libraries via inter- library loan codes and jo in t access consortia to stu d e n ts , faculty, and staff. 4 5 6 The library delivers materials and services provided by other libraries to students, faculty, and staff, but delays and/or access difficulties som etim es restrict service effectiveness. 7 8 9 The library delivers materials and services provided by o th er libraries only to selected individuals or groups in the academic community. 10 11 12 The library seldom provides its col­ lege com m unity with access to the materials and services of other librar­ ies. E. Hours* 1 2 3 The num ber of hours per week that *Circle only one of the twelve num bers. lib ra ry se rv ic e s a n d fa c ilitie s a re a v ailable m ee ts th e stu d y a nd r e ­ search needs of the college commu­ nity. 4 5 6 Library hours are usually respon­ sive to the community’s needs for li­ b rary services and facilities. T here are re q u e s ts for m in o r c h an g e s in these hours. 7 8 9 T here are periods during the week (e .g ., evenings, weekends) and the academic year (e.g., vacations, exams) when library hours are not responsive to the comm unity’s needs. 10 11 12 An insufficient n u m b er of library h o u rs seriously d e te rs th e c ollege community from achieving its educa­ tional goals. Standard 6: Facilities 6 The college shall provide a library building containing secure facilities for housing its resources, adequate space for administra­ tion of those resources by staff, and com­ fortable quarters and furnishings for their utilization by patrons. 6.1 T he size of the library building shall be determ ined by a formula (see Formula C [Appendix]) which takes into account the enrollm ent of the college, the extent and nature of its collections, and the size of its staff. 6.2 The shape of the library building and the in te rn al d istrib u tio n of its facilities and services shall be determ ined by function. 6.3 Except in unusual circumstances, the col­ lege library’s collections and services shall be administered within a single structure. A. The Building* 1 2 3 The b u ild in g housing th e library c o lle c tio n a n d se rv ic e s is fully eq u ip p e d to support a quality pro ­ gram, functional in arrangem ent, ac­ commodating to users and staff, and flexible in acc o m m o d a tin g g row th needs. 4 5 6 The design and arrangem ent of the library b u ilding generally supports s e rv ic e , sto ra g e , a n d g ro w th r e ­ quirem ents, but would be improved by renovations, expansions, or re a r­ rangement. 7 8 9 The library building has a num ber of deficiencies which lim it its c on­ trib u tio n to and su p p o rt of library services. 10 11 12 The library building is deficient in se veral c ritical areas, e .g ., storage space, se c u rity , se rv ice , facilities, efficient design. T hese deficiencies 311 seriously handicap th e library in its delivery of service to the com m unity. B. B u ild in g Size* U sing F o rm u la C (see A ppendix) for calculating th e n e t assignable area necessary for all library services ex­ c ep t non-book services— 1 2 3 T h e l ib r a r y ’s f a c ilitie s p r o v id e 9 0 -1 0 0 p e rc e n t of th e space c alled for. 4 5 6 T h e l ib r a r y ’s fa c ilitie s p r o v id e 75-90 p e rce n t of th e space called for. 7 8 9 T h e l ib r a r y ’s fa c ilitie s p r o v id e 60-74 p e rce n t of th e space called for. 10 11 12 T h e l ib r a r y ’s fa c ilitie s p r o v id e 50-59 p e rce n t of the space called for. S ta n d ard 7: A dm inistration 7 T he college library shall be adm inistered in a m anner which perm its and encourages the fullest and most effective use of avail­ able library resources. 7.1 T he statutory or legal foundation for the lib ra ry ’s a ctiv ities shall be recognized in writing. 7.2 The college librarian shall be a m em b e r of the library faculty and shall re p o rt to the pre sid en t or th e chief academ ic officer of the institution. 7.2.1 T h e re sp o n sib ilitie s and a u th o rity of th e college lib ra ria n a nd p ro c e d u re s for his a p p ointm ent shall be defined in writing. 7.3 T h ere shall be a standing advisory com m it­ te e com prising stu d e n ts and m em bers of th e teaching faculty which shall serve as th e main channel of formal com m unication betw een the library and its user com m u­ nity. 7.4 T he library shall m aintain w ritten policies a nd p ro c e d u re m anuals covering in ternal library governance and operational activi­ ties. 7.4.1 The library shall m aintain a system atic and continuous program for evaluating its p e r­ form ance and for identifying n e ed e d im ­ provem ents. 7.4.2 T he library shall develop statistics not only for purp o ses of planning and control b ut also to aid in th e p re p a ra tio n of re p o rts d e sig n e d to inform its p u b lic s of its ac­ com plishm ents and problem s. 7.5 T h e lib ra ry shall d e velop, seek out, a nd utilize cooperative program s for purposes of e ith e r re d u cin g its o p e ratin g costs or e n h a n c in g its se rv ic e s, so lo n g as such program s c reate no u n re im b u rse d or u n re ­ ciprocated costs for o th e r libraries or o r­ ganizations. 7.6 The library shall be a d m inistered in accord *C irc le o n ly o n e o f t h e tw e lv e n u m b e rs. with th e spirit of th e ALA “L ibrary Bill of Rights” (see Appendix II [of “Standards for C ollege L ibraries”]). A. A d m in is tr a tio n o f th e L ib ra r y * 1 2 3 T he library program is d irected by a well-qualified librarian with faculty a p p ointm ent who adm inisters library services which support th e full range of the college’s educational program . 4 5 6 T he library program is direc te d by a w e ll-q u a lifie d lib ra ria n ; a b e tt e r orientation of library services to the college’s educational program is d e ­ sirable. 7 8 9 T he lib ra ry d ire c to r d oes not a t­ te n d to th e full range of th e library’s responsibilities, and a review of the causes should be initiated. 10 11 12 T he college co m m u n ity ge n era lly believes th e library is not serving its e d u c a tio n a l p ro g ra m , a n d a m ajor reorganization appears desirable. B. O rg a n iz a tio n A u th o r ity * 1 2 3 T he lib ra ry ’s re s p o n s ib ilitie s a nd flow of a u th o rity u n d e r w hich it is e m p o w e re d to act are d e sc rib e d in official c o lle g e d o c u m e n ts such as bylaws, tru ste e docum ents, or public laws. 4 5 6 T he lib ra ry ’s re sp o n sib ilitie s and flow of a u th o rity u n d e r w hich it is e m p o w e re d to act are d e sc rib e d in official college docum ents such as or­ ganizational charts, re p o rtin g stru c ­ tu re diagrams, and job descriptions. 7 8 9 T he lib ra ry ’s re sp o n sib ilitie s and flow of a u th o r ity a re in a d e q u a te ly covered by official college and adm in­ istrative docum ents. 10 11 12 T he lib ra ry ’s re s p o n s ib ilitie s and flow of authority are not covered in official c o lle g e a n d a d m in is tr a tiv e docum ents. C. L ib ra r ia n s A u th o r ity * 1 2 3 The scope and n ature of th e college lib ra ria n s d u tie s a n d p o w e rs, th e procedures for his a p pointm ent, and th e focus o f h is re p o rtin g re s p o n ­ sibilities are defined in writing. 4 5 6 S om e o f th e c o lle g e lib r a r ia n s duties and pow ers, ap p o in tm en t pro ­ c e d u r e s , a n d r e p o r t i n g r e s p o n ­ sibilities are defined in writing. 7 8 9 T he w ritten description of th e re ­ sponsibilities and authority of th e col­ lege librarian is generally inadequate and incom plete. 10 11 12 T h ere is a m inim al or no w ritten description of the responsibilities and authority of th e college librarian. 312 D. R eportin g Stru ctu re* 1 2 3 T h e c o lle g e lib r a r ia n r e p o r ts to e i t h e r th e p r e s i d e n t o r th e c h i e f officer in charge o f academ ic affairs o f th e college. 4 5 6 T h e co llege librarian reports to the o ffice o f a c a d e m ic a ffairs, b u t d oes not always re v iew re p o rts and r e c ­ o m m e n d a tio n s w ith th e c h i e f academ ic officer. 7 8 9 T h e co lle g e librarian re p o rts to a le a rn in g re s o u rc e s d ir e c to r o r dean who re p o rts to th e c h i e f a c a d e m ic officer. 10 11 12 No person has b e e n given th e ad­ m inistrative responsibility for re ce iv ­ ing reports from th e co llege librarian. E. L ib ra ry C om m ittee* 1 2 3 A c o m m itte e co m p o sed o f r e p r e ­ sen tatives o f the co llege com m unity m eets regularly to advise th e librarian on m atters o f policy, user n eed s, and co n c e rn s , and effectiv ely assists the co m m u nity in un d erstand in g th e li­ b rary’s capabilities and problem s. 4 5 6 A c o m m itte e co m p o sed o f r e p r e ­ sen tatives o f th e co lleg e com m unity advises th e lib rarian on policy m at­ te rs, u ser n eed s, and co n c ern s, and co n v e y s lib ra ry in fo rm a tio n to th e com m unity. Its effectiveness could be improved. 7 8 9 A c o m m ittee m eets to advise th e lib r a r ia n on p o lic y m a t t e r s , u s e r n e e d s , a n d c o n c e r n s , b u t is f r e ­ q u e n tly in e ffe c tiv e as a c h a n n e l o f co m m u n ica tio n b e tw e e n th e library and its com m unity. 10 11 12 T h e re is no c o m m ittee or re p rese n ­ ta tiv e group to advise th e lib ra ria n and channel com m unications betw een th e library and its com m unity. F. Policy an d P roced u re R e co rd s* 1 2 3 W r i t t e n p o lic ie s an d p r o c e d u r e manuals assuring uniform ity and con­ s is te n c y o f a c tio n an d a id in g s ta ff tra in in g c o v e r m ost o f th e lib ra ry ’s te ch n ica l and re a d e r se r v ic e o p era ­ tions. 4 5 6 W r i t t e n p o lic ie s an d p r o c e d u r e manuals co v er many o f th e lib rary’s operations, but several requ ire revi­ sion and updating to incorp orate pol­ icy and procedural changes. 7 8 9 A n um b er o f library operations re­ quire w ritten policies and procedure manuals to assist adm in istrative and training activities. * C irc le only one o f th e tw elve num bers. 10 11 12 G en erally the library does not have w ritten policies and proced ure m anu­ als. G. Evaluation o f S erv ices* 1 2 3 T h e library staff is continu ally in ­ volved in m onitoring and evaluating th e p ro d u ctiv ity, use of, and n eed s for library services, and uses this in­ form atio n to re v is e and d ev elo p li­ brary programs. 4 5 6 T h e lib ra ry p erio d ica lly m o nito rs and evaluates its services and reviews user need s, and uses this inform ation in p ro g ram re v is io n s an d d e v e lo p ­ m ent. 7 8 9 T h e library conducts evaluations of its s e rv ic es and review s u ser n eed s only in response to critical problem s, or to provide data for reports. 10 11 12 Evaluations o f library services and u ser n eed s are rarely co n d u cte d by th e library, or used in program plan­ ning. H. Public R elations* 1 2 3 Inform ation co ncernin g library ser­ v ice a cco m p lish m e n ts and p rob lem s is regularly dissem in ated to th e fac­ u lty , s tu d e n ts , and a d m in istra tio n . T h e forms o f this inform ation include new s r e le a s e s , re p o rts , h and b o o ks, broch ures, reading lists, and displays. 4 5 6 Inform ation co ncernin g library se r­ vices is occasionally dissem in ated to faculty, students, and staff or by r e ­ quest. 7 8 9 Inform ation co n cern in g library se r­ vices is seldom d issem in ated to the c o m m u n ity , b u t is s o m e t im e s supplied upon request. 10 11 12 Inform ation concernin g library se r­ v ic e s is ra re ly d is se m in a te d to th e c o m m u n ity o r p r o v id e d up o n r e ­ quest. I. In terlib ra r y C o o p er a tio n * 1 2 3 T h e lib rary en g a g es in and seeks i n t e r li b r a r y c o o p e r a t iv e a c t i v i t ie s w h ich e n h a n c e th e q u a litie s o f its services and b en efit its in terests. T h e costs o f th ese serv ices are eq u itab ly distributed am ong th e coop erating in­ stitutions. 4 5 6 T h e library engages in interlibrary co o p erative activities which en h ance th e quality o f its services and b en efit its in terests. H ow ever, the ben efits of th ese services do not always balance th eir costs. 7 8 9 T h e library engages in interlibrary cooperative activities, but should im ­ 313 prove its use of these services, and/or th eir cost-effectiveness. 10 11 12 T he library does not seek or e n ­ gage in interlibrary activities although services are available w hich would e n h a n c e th e qu a lity of its services and benefit its interests. J. Bill o f R ights* 1 2 3 The library is not restricted by par­ tisan or doctrinal disapprovals in its selection of library materials, upholds the user’s right of access to informa­ tion, and has college support for the “ Library Bill of Rights.” 4 5 6 Partisan or doctrinal disapprovals seldom affect the selection of library m aterials or the u se r’s access to in­ form ation. Usually the “ Library Bill of Rights” is supported by the library and the college. 7 8 9 The library supports the provisions of th e “ L ibrary Bill of R ights,” b ut th e college does not always support these rights. 10 11 12 T he library excludes m aterials or re stric ts access to inform ation c o n ­ trary to the provisions of the “Library Bill of Rights,” and does not seek col­ lege support of the policy. Stan d ard 8: Budget 8 T he college lib ra rian shall have th e r e ­ sponsibility for preparing, defending, and adm inistering the library budget in accord with agreed-upon objectives. 8.1 The am ount of the library appropriation shall express a relationship to the total in­ stitutional budget for educational and gen­ eral purposes. 8.2 T he librarian shall have sole authority to apportion funds and initiate expenditures within the library approved budget, in ac­ cord with institutional policy. 8.3 The library shall maintain such internal ac­ counts as are necessary for approving its invoices for paym ent, m onitoring its e n ­ cumbrances, and evaluating the flow of its expenditures. A. B u d g e t C o n te n ts* 1 2 3 T he budget of the library program developed by the librarian in consul­ tation with library staff and college a d m in istra to rs reflects th e lib ra ry ’s priorities and objectives. 4 5 6 The budget of the library program developed by the librarian generally reflects m ost of th e lib ra ry ’s o bjec­ *C ircle only o n e o f th e tw elv e n u m b e rs. tives. Several allotments do not con­ form to program priorities. 7 8 9 T he library budget partially reflects the library’s objectives and priorities. The budgeting process requires revi­ sion. 10 11 12 The library budget is based on an a rb itrary or u n defined a llotm ent of funds with minimal reference to the library’s objectives and priorities. The budgeting process requires major re­ vision. B. F inancial S u p p o r t R eq u irem en ts* 1 2 3 The library’s annual appropriation, exclusive of capital and physical main­ tenance costs, is at least 6 p ercent of th e c o lle g e ’s to ta l e d u ca tio n a l and general expenditures. 4 5 6 The library’s annual appropriation, exclusive of capital and physical main­ tenance costs, is 5 to 6 percent of the college’s total educational and general expenditures. 7 8 9 The library’s annual appropriation, exclusive of capital and physical main­ tenance costs, is 4 to 5 p ercent of the college’s total educational and general expenditures. 10 11 12 The library’s annual appropriation, exclusive of capital and physical main­ tenance costs, is below 4 percent of th e c o lle g e ’s total e d u c a tio n a l and general expenditures. C. Fiscal A c c o u n ta b ility * 1 2 3 Regular reports reflect the status of allocations, e n cu m b ran c e s, and ex­ p enditures, and support sound prac­ tices of planning and control. 4 5 6 Reports reflecting the status of li­ b r a ry a c c o u n ts a re is s u e d p e r i ­ odically, b u t could be im proved in scope, content, or frequency to sup­ port the adm inistrative process. 7 8 9 Reports reflecting the status of li­ b r a ry a c c o u n ts a re in a d e q u a te in scope and content, and/or issued too irregularly to provide accountability and su p p o rt the adm inistrative pro­ cess. 10 11 12 T here are few or no reports reflect­ ing the status of library accounts, or those that exist fail the test of fiscal accountability. P r o f i l e S h e e t This chart [fig. 1] is provided to tabulate and su m m a riz e th e ju d g m e n ts re c o r d e d on th e Evaluative Checklist. To develop a profile, trans­ fer the marks from each item of the checklist to this sheet. C onnect the m arked circles by straight 314 Fig. 1 Profile Sheet 315 lines. T hen tu rn th e sh e e t to a horizontal position EXAM PLE to o b s e rv e th e r e s u l ti n g g ra p h . I n t e r p r e t i v e guidelines are provided [below]. Sta ndard 1 Score (X) F requency (f) 1 0 U s e o f t h e P r o f i l e S h e e t 2 0 3 1 I n t e r p r e t i n g e v a lu a tio n s r e c o r d e d on o n e 4 3 profile sh e e t is a relatively sim ple task; sum m ariz­ 5 3 ing and describing a n u m b e r of profile sheets r e ­ 6 4 q u ires th e application of re g u la r frequency d is­ 7 1 tributions. To construct such a d istribution— 8 0 9 11. List e very score value in th e first colum n 10 0( d e n o te d by sy m b o l X) w ith th e lo w e st 11 0 n u m b e r at th e top. 12 0 2. Note the frequency (denoted by symbol f) of each score (th e n u m b e r of tim e s a g iven T he n u m b e r of evaluations in this sam ple was 13. score was obtained) to th e right of the score in the second colum n of the table. The table reveals at a glance how often each C o m p u ta tio n s o f c e n tra l te n d e n c ie s (m eans, score was obtain e d ; m odalities, groupings, a nd m e d ia n s, m odes) a re n o t a d v is e d b e c a u s e an skewings are easily identified. T he scores could e v a lu a tio n c a n n o t b e d e s c r ib e d b y a sin g le also be recorded in a grouped frequency d istrib u ­ num ber. After all scores are tabulated, tren d s and tion, using interval sizes of 4, although loss of in ­ interrelationships should be observed to identify form ation will occur w ith such groupings since areas in w hich services m ight be im proved, or th e y w ill n o t p ro v id e th e e xact v alu e of each new goals developed. score. A p p e n d i x E d ito r’s Note: A ppendix I, re ferre d to in Formula A , a nd A p pendix 11, in Form ula C, are published in the 1975 "Standards f o r College Libraries" (C ollege & Research L ibraries News 36:299-301 [Oct. 1975]). F O R M U L A A— T h e fo rm u la fo r c a lc u la tin g th e n u m b e r of re le v a n t p r in t v o lu m e s ( o r m ic ro fo rm v o lu m e -e q u iv a le n ts ) to w h ic h th e lib ra ry sh o u ld p ro v id e p ro m p t access is as follow s (to b e c a lc u la te d c u m u la tiv e ly ): 1. B asic C o l l e c t i o n ............................................................................................................ 8 5 ,0 0 0 vols. 2. A llo w a n ce p e r F T E F a c u lty M e m b e r 100 vols. 3. A llo w a n ce p e r F T E S t u d e n t ............................................................................... 15 vols. 4. A llo w a n ce p e r U n d e r g r a d u a te M a jo r o r M in o r F i e ld “ ............................. 3 5 0 vols. 5. A llo w a n ce p e r M a ste rs F ie ld , W h e n N o H ig h e r D e g re e is O ffe red in th e F i e ld ® ................................................................................................................... 6 ,000 vols. 6. A llo w a n ce p e r M a ste rs F ie ld , W h e n a H ig h e r D e g re e is O ffe red in th e F i e ld “ .......................................................................................................................... 3 ,000 vols. 7. A llo w a n ce p e r 6 th -y e a r S p e c ia list D e g re e F i e ld * 6 ,0 0 0 vols. 8. A llo w a n ce p e r D o c to ra l F i e l d * ............................................................................... 2 5,000 vols. A " v o lu m e ” is d e fin e d as a p h y sic a l u n it of a n y p rin te d , ty p e w ritte n , h a n d w ritte n , m im e o ­ g ra p h e d , o r p ro c e ss e d w o rk c o n ta in e d in o ne b in d in g or p o rtfo lio , h a rd b o u n d or p a p e r- b o u n d , w h ic h h a s b e e n c a ta lo g e d , classified, a n d / o r o th e rw is e p r e p a r e d fo r use. F o r p u rp o se s o f th is c a lc u la tio n m ic ro fo rm h o ld in g s sh o u ld b e in c lu d e d b y c o n v e rtin g th e m to v o lu m e -e q u iv a le n ts. T h e n u m b e r of v o lu m e -e q u iv a le n ts h e ld in m ic ro fo rm s h o u ld be d e te rm in e d e ith e r b y a c tu a l c o u n t o r b y a n a v e ra g in g fo rm u la w h ic h c o n sid ers e a c h reel of m ic ro fo rm as one, a n d five p iec es of a n y o th e r m ic ro fo rm a t as o n e v o lu m e -e q u iv a le n t. L ib ra rie s w h ic h c a n p ro v id e p ro m p tly 100 p e rc e n t as m a n y v o lu m e s or v o lu m e -e q u iv a le n ts as a re c a lle d fo r in th is fo rm u la shall, in t h e m a tte r of q u a n tity , b e g ra d e d A. F ro m 8 0 -9 9 p e rc e n t sh a ll b e g ra d e d B; fro m 6 5 - 7 9 p e rc e n t sh a ll b e g ra d e d C ; a n d from 5 0 -6 4 p e rc e n t sh a ll b e g ra d e d D . * See A p p e n d ix I, “L ist o f F ie ld s .” 316 FO RM U LA B— T h e n um ber of librarians required by the college shall be com puted as follows (to be calculated cu m u la tiv ely ): For each 500, or fraction thereof, F T E stu d en ts up to 10,000 . . . 1 librarian For each 1,000 or fraction thereof, F T E students above 10,000 . 1 librarian For each 100,000 volumes, or fraction thereof, in the collection 1 librarian F o r each 5,000 volumes, or fraction thereof, a d d ed p e r y e a r ........................... 1 librarian Libraries w hich provide 100 pe rce n t of these form ula requirem ents can, w hen th e y are su p p o rte d b y sufficient o th er staff m em bers, consider them selves at the A level in term s of staff size; those th a t provide 7 5 -9 9 p e rce n t of these requirem ents m ay ra te them selves as B; those w ith 5 5 -7 4 pe rce n t of requirem ents qualify for a C ; a nd those w ith 4 0-54 p ercent of requirem ents w a rran t a D. FO R M U L A C— T he size of the college library b u ilding shall b e calculated on the basis of a form ula w hich takes into consideration th e size of th e stu d e n t body, requisite adm inistrative space, and the n u m b er of physical volum es h eld in the collections. In th e absence of consensus am ong librarians a nd o ther educators as to the range of non-book services w hich it is a p p ropriate for libraries to offer, no generally applicable form ulas have b een developed for c alculating space for them . T hus, space re q u ire d for a college library’s non-book services and m aterials m ust be ad d ed to the follow ing calculations: a. Space for readers. T he seating re q u ire m e n t for the library o f a college w herein less th a n fifty p e rce n t of the F T E enrollm ent resides on cam pus shall be one for each five F T E students; th e seating req u ire m e n t for th e typical residential college library shall b e one for e ach four F T E students; and th e seating requirem ents for th e library in th e strong, liberal arts, honors-oriented college shall be one for each th ree F T E students. In any case, e ach library seat shall b e assum ed to require tw enty-five square feet of floor space. b. Space for books. Space re q u ire d for books dep en d s in p a rt upo n th e overall size of th e book collection, a nd is c alculated cum ulatively as follows: Square F e e t/V o lu m e F o r th e first 150,000 volumes 0.10 F o r the next 150,000 volumes 0.09 F o r th e next 300,000 volumes 0.08 F o r holdings above 600,000 volumes 0.07 c. Space for adm inistration. Space re q u ire d for such library adm inistrative activities as acquisition, cataloging, staff offices, catalogs, and files shall be one-fourth of th e sum of th e spaces n eeded for readers a nd books as c alculated u n d e r ( a ) and ( b ) above. This trip a rtite form ula indicates th e n et assignable area necessary for all library services except for non-book services. ( F o r definition of “net assignable a rea ” see “T he M easure­ m ent a nd C om parison of Physical Facilities for L ibraries,” produced by ALA’s L ibrary A dm inistration Division. See A ppendix I I .) L ibraries w hich provide 100 p ercent as m uch n e t assignable area as is called for by th e form ula shall q u alify for an A rating as regards q u antity; 7 5-99 p e rce n t shall w a rran t a B; 6 0-74 p ercent shall be d ue a C; a n d 50-59 p ercent shall w a rran t a D. Editor’s Note: ACRL Members may order single copies o f the Evaluative Checklist by sending a self­ addressed label and $.30 in postage to the A CRL office. Nonmembers should include $1 with their order.