ACRL News Issue (B) of College & Research Libraries In this issue: Standards for College Libraries 277 Inside W ashington............................ 280 Guidelines for Branch Libraries in Colleges and Universities 281 Committee Appointed to Write Quantitative Standards for “Guidelines for Two-Year College Learning Resources Programs” . 283 News From the Field . 284 People 309 Classified Advertising 312 ISSN 0010-0870 COLLEGE & RESEARCH LIBRARIES n e w s NO. 9 • OCTOBER 1975 Standards for College Libraries Approved as policy by the Board of Directors of the Association of College and Research Li­ braries, on July 3, 1975. These Standards su­ persede and replace the 1959 “Standards for College Libraries” (College & Research Li­ braries, July 1959, p.274-80). Introduction Since the beginning of colleges libraries have been considered an essential part of advanced learning. Their role has ever been to provide access to the human records needed by mem­ bers of the higher education community for the successful pursuit of academic programs. Total fulfillment of this role, however, is an ideal which has never been and probably never will be attained. Libraries can therefore be judged only by the degree to which they approach this ideal. Expectations moreover of the degree of total success that they should attain are widely various, differing from institution to institution, from individual to individual, from constituen­ cy to constituency. It is this diversity of expec­ tations that prompts the need for standards. The Standards hereinafter presented do not prescribe this unattainable ideal. They rather describe a realistic set of conditions which, if fulfilled, will provide an adequate library pro­ gram in a college. They attempt to synthesize and articulate the aggregate experience and judgment of the academic library profession as to adequacy in library resources, services, and facilities for a college community. They are in­ tended to apply to libraries serving academic programs at the bachelors and masters degree levels. They may be applied also to libraries serving universities which grant fewer than ten doctoral degrees per year.* They are not de­ signed for use in two-year colleges, larger uni­ versities, independent professional schools, spe­ cialized programs or other atypical institutions. These Standards are organized on the basis of the major functions and components of li­ brary organization and services and are ar­ ranged as follows: 1. Objectives 2. Collections 3. Organization of Materials 4. Staff 5. Delivery of Service 6. Facilities 7. Administration 8. Budget A brief explanatory exegesis is appended to each Standard, citing the reasons for its inclu­ sion and providing suggestions and comments upon its implementation. Complete background considerations for these commentaries may be found in the literature of librarianship. There are a number of additional areas wherein standards are felt to be desirable when it is possible to prepare them, but for which no consensus among librarians is apparent at this * Specifically these Standards address them­ selves to institutions defined by the Carnegie Commission on Higher Education as Liberal Arts Colleges I and II and Comprehensive Universities and Colleges I and II, in A Classi­ fication of Institutions of Higher Education (Berkeley, Cal., 1973). News Issue ( B ) of College & Research Libraries, vol. 36, no. 5 278 time. These include measures of library effec­ tiveness and productivity, the requisite extent and configuration of non-print resources and services, and methods for program evaluation. Research and experimentation should make it possible, however, to prepare standards for them at some future time. Standard 1: Objectives of the L ibrary 1 The college library shall develop an explicit statement of its objectives in accord with the goals and purposes of the college. 1.1 The development of library objectives shall be the responsibility o f the library staff, in consultation w ith students, members of the teaching faculty, and administrative of­ ficers. 1.2 The statement of library objectives shall be reviewed periodically and revised as need­ ed. Commentary on Standard 1 The administration and faculty of every col­ lege have a responsibility to examine from time to time their education programs and to define the purposes and goals of the institution. Mem­ bers of the library faculty share in this exercise, and they have thereafter the responsibility to promote library service consistent with institu­ tional aims and methods. Successful fulfillment of this latter responsibility can best be attained when a clear and explicit statement of deriva­ tive library objectives is prepared and promul­ gated so that all members of the college com­ munity can understand and evaluate the ap­ propriateness and effectiveness of library activ­ ities. Preparation of library objectives is an obliga­ tion of the library faculty w ith the assistance of the rest of the library staff. In this effort, however, the library should seek in a formal or structured way the advice and guidance of stu­ dents, of members of the teaching faculty, and of administrative officers. Library objectives should be kept current through periodic review and revision as needed. In preparing its statement of objectives, the library staff should consider the evolution in re­ cent decades of new roles for the American col­ lege library. Although the college library con­ tinues as in the past to serve as the repository for the printed information needed by its pa­ trons, its resources have now been extended to embrace new forms of recorded information, and its proper purpose has been enlarged through changes in the scope of the curriculum and by new concepts of instruction. Thus it now serves also as a complementary academic capability which affords to students the oppor­ tunity to augment their classroom experience with an independent avenue for learning be­ yond the course offerings of the institution. Even this instructional objective of the library, however, must be conceived and formulated within the overall academic purpose of the col­ lege. Standard 2: The Collections 2 The library’s collections shall comprise all corpuses of recorded information owned by the college for educational, inspirational, and recreational purposes, including multi-dimensional, aural, pic­ torial, and print materials. 2.1 The library shall provide quickly a high percentage of such materials needed by its patrons. 2.1.1 The amount of print materials to be thus provided shall be determined by a for­ mula (See Formula A) which takes into account the nature and extent of the academic program of the institution, its enrollment, and the size of its teaching faculty. Commentary on Standard 2 The records of intellectual endeavor appear in a wide range of formats. Books represent ex­ tended reports of scholarly investigation, com­ pilations of findings, creative works, and sum­ maries prepared for educational purposes. The journal has become the common medium for scientific communication and usually represents more recent information. Scientific reports in near-print form are becoming an even faster means of research communication. Documents News items for inclusion in C&RL News should be sent to Mary Frances Collins, Assistant Director of Libraries for Technical Services, University Library ULB-35A, State University of New York at Albany, 1400 Washington Ave., Albany, NY 12222. Adver­ tising (including classified ads) should be sent to Leona Swiech, Advertising Office, American Li­ brary Association, 50 E. Huron St., Chicago, IL 60611. Production and circulation matters are han­ dled by ALA Central Production Unit, at the above address. News editor: Mary Frances Collins, Assistant Di­ rector of Libraries for Technical Services, State University of New York at Albany, Albany. As­ sociate News editor: Anne Dowling, Assistant Li­ brarian, Acquisitions Department, Library, State University of New York at Albany. Editor: Rich­ ard D. Johnson, Milne Library, State University College, Oneonta, New York 13820. President, ACRL: Louise Giles. Executive Secretary, ACRL: Beverly P. Lynch. College 4 Research Libraries is published by the Association of College and Research Libraries, a division of the American Library Association, 17 times yearly— 6 bimonthly journal issues and 11 monthly (combining July-August) News issues—at 1201-05 Bluff St., Fulton, M O 65251. Subscription, $15.00 a year, or to members of the division, $7.50, included in dues. Second-class postage paid at Fulton, Missouri 65251. © American Library Association 1975. All material in this journal subject to copyright by the Am eri­ can Library Association may be photocopied for the noncommercial purpose of scientific or educa­ tional advancement. 279 represent compilations of information prepared by governmental agencies, and newspapers con­ tain the systematic recording of daily activ­ ities throughout the world. Many kinds of communication can be better and sometimes faster accomplished through such non-print media as films, slides, tapes, ra­ dio and television recordings, and realia. Mi­ crophotography is an accepted means of com­ pacting many kinds of records for preservation and storage. Recorded information may also come in the form of manuscripts, archives, and machine-readable data bases. Each medium of communication provides unique dimensions for the transmission of information, and each tends to complement the others. This inherent unity of recorded information, and the fundamental commonality of its social utility, require that regardless of format, all kinds of recorded information needed for aca­ demic purposes by an institution be selected, acquired, organized, stored, and delivered for use within the library. In this way the institu­ tion’s information resources can best be articu­ lated and balanced for the greatest benefit of the entire community. It is less important that a college hold legal title to the quantity of library materials called for in Formula A than it be able to supply the amount quickly—say within fifteen min­ utes— as by contract with an adjacent institu­ tion or by some other means. An institution which arranges to meet all or part of its library responsibilities in this way, however, must take care that in doing so it not create supernumer­ ary or unreimbursed costs for another institu­ tion and that the materials so made available are relevant to its own students’ needs. Since a library book collection once devel­ oped, and then allowed to languish, loses its util­ ity very rapidly, continuity of collection devel­ opment is essential. Experience has shown that even after collections have attained sizes re­ quired by this Standard, they can seldom re­ tain their requisite utility w ithout sustaining an­ nual gross growth rates, before withdrawals, of at least five percent. Higher education has thus far had too little experience with non-print library materials to permit tenable generalizations to be made about their quantitative requirements. Since consensus has not yet been attained among ed­ ucators as to the range, extent, and configura­ tion of non-print services which it is appropri­ ate for college libraries to offer, no generally applicable formulas are possible here. It is as- FORMULA A— The formula for calculating the number of relevant print volumes (o r microform volume-equivalents) to which the library should provide prompt access is as follows (to be calculated cumulatively): 1. Basic C o ll e c ti o n ............................................................................................. 85,000 vols. 2. Allowance per FTE Faculty M e m b e r ......................................................... 100 vols. 3. Allowance per FTE S t u d e n t ................................ 15 vols. 4. Allowance per Undergraduate Major or Minor Field“ .......................... 350 vols. 5. Allowance per Masters Field, W hen No Higher Degree is Offered in the Field* .................................................................................................... 6,000 vols. 6. Allowance per Masters Field, W hen a Higher Degree is Offered in the F ield* .......................................................................................................... 3,000 vols. 7. Allowance per 6th-year Specialist Degree Field“ ...................................... 6,000 vols. 8. Allowance per Doctoral Field“ ...................................................................... 25,000 vols. A "volume” is defined as a physical unit of any printed, typewritten, handwritten, mimeo­ graphed, or processed work contained in one binding or portfolio, hardbound or paper- bound, which has been cataloged, classified, an d /o r otherwise prepared for use. For purposes of this calculation microform holdings should be included by converting them to volume-equivalents. The number of volume-equivalents held in microform should be determined either by actual count or by an averaging formula which considers each reel of microform as one, and five pieces of any other microformat as one volume-equivalent. Libraries which can provide promptly 100 percent as many volumes or volume-equivalents as are called for in this formula shall, in the m atter of quantity, be graded A. From 80-99 percent shall be graded B; from 65-79 percent shall be graded C; and from 50-64 percent shall be graded D. * See Appendix I, “List of Fields.” Continued on page 290 290 Standards Continued from page 279 sumed, however, that every college library should have non-print resources appropriate to institutional needs. The goal of college library collection devel­ opment should be quality rather than quantity. A collection may he said to have quality for its purpose only to the degree that it possesses a portion of the bibliography of each discipline taught, apropriate in quantity both to the level at which each is taught and to the number of students and faculty members who use it. Qual­ ity and quantity are separable only in theory: it is possible to have quantity without quality; it is not possible to have quality without quan­ tity defined in relation to the purposes of the institution. No easily applicable criteria have been developed, however, for measuring qual­ ity in library collections. The best way to assure quality in a college library collection is to gain it at point of input. Thus rigorous discrimination in the selection of materials to be added to the library’s holdings, whether as purchases or gifts, is of considerable importance. Care should be exerted to select a substantial portion of the titles listed in the standard, scholarly bibliographies reflecting the curriculum areas of the college and supporting general fields of knowledge. A number of such subjects lists for college libraries have been pre­ pared by learned associations. Among general bibliographies Books for College Libraries is useful especially for purposes of identifying im­ portant retrospective titles. For current addi­ tions, provision should be made to acquire a majority of the significant new publications re­ viewed in Choice. Generous attention should be given also to standard works of reference and to bibliographical tools which provide ac­ cess to the broad range of scholarly sources as listed in Winchell’s Guide to Reference Books. Institutional needs vary so widely for periodical holdings that quantitative standards cannot be written for them at this time, but in general it is good practice for a library to own any title that is needed more than six times per year. Several good handlists have been prepared of periodical titles appropriate for college collec­ tions. College library collections should be evaluat­ ed continuously against standard bibliographies and against records of their use, for purposes both of adding to the collections and identify­ ing titles for prompt withdrawal once they have outlived their usefulness to the college program. No book should be retained in a college library for which a clear purpose is not evident in terms of the institution’s current or anticipated academic program; when such clear purpose is lacking, a book should be retired from the collections. Although in the last analysis the library staff must be responsible for the scope and content of the collections, it can best fulfill this respon­ sibility with substantial help and consultation from the teaching faculty and from students. Of greatest benefit to the library is continuing fac­ ulty assistance in defining the literature require­ ments of the courses in the curriculum, defini­ tions which should take the form of written se­ lection policies. In addition, members of the teaching faculty may participate in the selec­ tion of individual titles to be obtained. If this latter activity, however, is carried out largely by the library, then the teaching faculty should review the books acquired both for their ap­ propriateness and the quality of their contents. Standard 3: Organization of Materials 3 Library collections shall be organized by nationally approved conventions and ar­ ranged for efficient retrieval at time of need. 3.1 There shall be a union catalog of the li­ brary’s holdings that permits identifica­ tion of items, regardless of format, by au­ thor, title, and subject. 3.1.1 The catalog may be developed either by a single library or jointly among several libraries. 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 serial records, shelf lists, authority files, and indexes to nonmonographic materi­ als. 3.2 Except for certain categories of material which are for convenience best segregat­ ed by form, library materials shall be ar­ ranged on the shelves by subject. 3.2.1 Patrons shall have direct access to li­ brary materials on the shelves. Commentary on Standard 3 The acquisition alone of library materials comprises only part of the task of providing access to them. Collections must be indexed and systematically arranged on the shelves be­ fore their efficient identification and retrieval at time of need, which is an important test of a good library, can be assured. For most li­ brary materials this indexing can best be ac­ complished through the development of a union catalog with items entered in accord with es­ tablished national or international bibliograph­ ical conventions, such as rules for entry, de­ scriptive cataloging, filing, classification, and subject headings. Opportunities of several kinds exist for the cooperative development of the library’s cata­ log, through which economy can be gained in 291 its preparation. These include the use of cen­ tralized cataloging by the Library of Congress and the joint compilation of catalogs by a num­ ber of libraries. Joint catalogs can take the form of card files, book catalogs, or computer files. Catalogs jointly developed, regardless of for­ mat, can satisfy this Standard provided that they can be consulted—under author, title, or subject—by a number of library patrons con­ currently at their time of need. Catalogs should be subject to continual editing to keep them abreast of modern terminology, current tech­ nology, and contemporary practice. Proper organization of the collections will also require the maintenance of a number of subordinate files, such as authority files and shelf lists, and of complementary catalogs, such as serial records. Information contained in these files should also be available to library users. In addition, some library materials such as jour­ nals, documents, and microforms are often in­ dexed centrally by commercial or quasi-com­ mercial agencies, and in such cases access should be provided to those indexes as needed, whether they be in published or computer- based format. Materials should be arranged on the shelves by subject matter so that related information can be consulted together. Some kinds of ma­ terials, however, such as maps, microforms, and non-print holdings, may be awkward to inte­ grate physically because of form and may be segregated from the main collection. Other ma­ terials, such as rarities and manuscripts or ar­ chives, may be segregated for purposes of se­ curity. Materials in exceptionally active use, such as bibliographies, works of reference, and assigned readings, may be kept separate to facilitate access to them. Except in such cases, however, the bulk of the collections should be classified and shelved by subject in open stack areas so as to permit and encourage browsing. 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 librari­ ans, 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-ac- credited program, responsibility for du­ ties of a professional nature, and partici­ pation 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 ac­ cord with ACRL “Standards for Faculty Status for College and University Li­ brarians” ( See Appendix I I ). 4.3 The number of librarians required shall be determined by a formula (Formula B, below) 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 per­ sonnel, and part-time assistants, so that every staff member is employed as nearly as possible commensurate with his library training, experience, and capability. 4.4 Library policies and procedures concern­ ing staff shall be in accord with sound personnel management practice. Commentary on Standard 4 The college library will need a staff compris­ ing librarians, supportive personnel, and part- time assistants to carry out its stated objectives. The librarian has acquired through training in a graduate library school an understanding of the principles and theories of selection, acquisi­ tion, organization, interpretation, and adminis­ tration of library resources. Supportive staff members have normally received specialized or on-the-job training for particular assignments within the library; such assignments can range FORMULA B— The number of librarians required by the college shall be computed as follows (to be calculated cumulatively): For each 500, or fraction thereof, FTE students up to 10,000 . . . . 1 librarian For each 1,000 or fraction thereof, FTE students above 10,000 . . . 1 librarian For each 100,000 volumes, or fraction thereof, in the collection . . . . 1 librarian For each 5,000 volumes, or fraction thereof, added per y e a r ........................ 1 librarian Libraries which provide 100 percent of these formula requirements can, when they are supported by sufficient other staff members, consider themselves at the A level in terms of staff size; those that provide 75-99 percent of these requirements may rate themselves as B; those with 55-74 percent of requirements qualify for a C; and those with 40-54 percent of requirements warrant a D. 292 in complexity from relatively routine or busi­ ness functions to highly technical activities of­ ten requiring university degrees in fields other than librarianship. Well managed college li­ braries also utilize some part-time assistants, many of whom are students. Although they must often perform repetitive and more per­ functory work, given good training and ade­ quate experience such assistants can often per­ form at relatively skilled levels and constitute an important segment of the library team. Work assignments, both to these several lev­ els and to individuals, should be carefully con­ ceived and allocated so that all members of the library staff are employed as nearly as possible commensurate with their library training, ex­ perience, and capability. This will mean that the librarians will seldom comprise more than 25–35 percent of the total FTE library staff. The librarians of a college comprise the fac­ ulty of the library and should organize and ad­ minister themselves as any other departmental faculty in the college (or in the case of the uni­ versity, the library faculty is equivalent to a school faculty, and should govern itself accord­ ingly). In either case, however, the status, re­ sponsibilities, perquisites, and governance of the library faculty shall be fully recognized and supported by the parent institution, and it shall function in accord with the ACRL “Standards for Faculty Status for College and University Librarians.” The staff represents one of the library’s most important assets in support of the instructional program of the college. Careful attention is therefore required to proper personnel manage­ ment policies and procedures. Whether admin­ istered centrally for the college as a whole or separately within the library, these policies and practices must be based upon sound, contem­ porary management understanding consistent with the goals and purposes of the institution. This will mean that: 1. Recruitment methods should be based upon a careful definition of positions to be filled, utilization of a wide range of sources, qualifications based upon job requirements, and objective evaluation of credentials. 2. Written procedures should be followed in matters of appointment, promotion, tenure, dismissal, and appeal. 3. Every staff member should be informed in writing as to the scope of his responsibilities and the individual to whom he is responsible. 4. Classification and pay plans should give recognition to the nature of the duties per­ formed, training and experience required, and rates of pay and benefits of other positions re­ quiring equivalent background. 5. There should be provided a structured program for the orientation and training of new staff members and opportunities for the con­ tinuing education of existing staff. 6. Supervisory staff should be selected on the basis of job knowledge and human relations skills and provide training in these responsibil­ ities as needed. 7. Systems should be maintained for periodic review of employee performance and for recog­ nition of achievement. 8. Career opportunities and counseling should be made available to library staff mem­ bers at all levels and in all departments. Standard 5: Delivery of Service 5 The college library shall establish and maintain a range and quality of services that will promote the academic program of the institution and encourage optimal library use. 5.1 Proper service shall include: the provi­ sion of continuing instruction to patrons in the effective exploitation of libraries; the guidance of patrons to the library ma­ terials they need; and the provision of in­ formation to patrons as appropriate. 5.2 Library materials shall be circulated to qualified patrons under equitable policies and for as long periods as possible with­ out jeopardizing their availability to oth­ ers. 5.2.1 The availability of reading materials shall be extended wherever possible by the provision of inexpensive means of photo­ copying. 5.2.2 The quality of the collections available locally to patrons shall be enhanced through the use of “National Interlibrary Loan Code 1968” (See Appendix II) and other cooperative agreements which provide reciprocal access to multi-library resources. 5.3 The hours of public access to the materi­ als on the shelves, to the study facilities of the library, and to the library staff, shall be consistent with reasonable de­ mand, both during the normal study week and during weekends and vacation periods. 5.4 Where academic programs are offered away from a campus, library services shall be provided in accord with A CR L’s “Guidelines for Library Services to Ex­ tension Students” (See Appendix II). Commentary on Standard 5 The primary purpose of college library ser­ vice is to promote the academic program of the parent institution. The successful fulfillment of this purpose will require that librarians work closely with teaching faculty to gain an inti­ mate knowledge of their educational objectives and methods and to impart to them an under­ standing of the services which the library can 293 render. Both skill in library use and ease of ac­ cess to materials can encourage library use, but the major stimulus for students to use the li­ brary has always been, and likely always will be, the instructional methods used in the class­ room. Thus close cooperation between librari­ ans and classroom instructors is essential. Such cooperation does not come about for­ tuitously; it must be a planned and structured activity, and it must be assiduously sought. It will require not only that librarians participate in the academic planning councils of the institu­ tion but also that they assist teaching faculty in appraising the actual and potential library resources available, work closely with them in developing library services for new courses and new pedagogical techniques, and keep them in­ formed of new library capabilities. A key service of a college library is the in­ troduction and interpretation of library materi­ als to patrons. This activity takes several forms. The first form is instruction in bibliography and in the use of information tools. It will also fa­ miliarize patrons with the physical facilities of the library, its services and collections, and the policies and conditions which govern their use. Bibliographic instruction and orientation may be given at many levels of sophistication and may use a variety of instructional methods and materials, including course-related instruction, separate courses with or without credit, group or individualized instruction, utilizing print or non-print materials. The second basic form which interpretation will take is conventional reference work where­ in individual patrons are guided by librarians in their appraisal of the range and extent of the library resources available to them for learning and research, in the most effective marshalling of that material, and in the optimal utilization of libraries. Most library interpretative work is of this kind. The third major genre of library interpreta­ tion is the delivery of information itself. Al­ though obviously inappropriate in the case of student searches which are purposeful segments of classroom assignments, the actual delivery of information— as distinct from guidance to it—is a reasonable library service in almost all other conceivable situations. As regards the circulation of library materi­ als, the general trend in recent years has been toward longer loan periods, but these periods must be determined by local conditions which will include size of the collections, the number of copies of a book held, and the extent of the user community. Circulation should be for as long periods as are reasonable without jeopard­ izing access to materials by other qualified pa­ trons. This overall goal may prompt some insti­ tutions to establish variant or unique loan peri­ ods for different titles or classes of titles. W hat­ ever loan policy is used, however, it should be equitably and uniformly administered to all qualified categories of patrons. Locally-held library resources should be ex­ tended and enhanced in every way possible for the benefit of library patrons. Both the quan­ tity and the accessibility of reading materials can be extended through the provision of inex­ pensive means of photocopying within the laws regarding copyright. Local resources should aso be extended through the provision and en­ couragement of reciprocal arrangements with other libraries as through the “National Inter- library Loan Code 1968” and joint-access con­ sortia. Beyond its own local constituency every library also has a responsibility to make its holdings available to other students and schol­ ars in at least three ways— in-house consulta­ tion, photocopy, and through interlibrary loan. The number of hours per week that library services should be available will vary, depend­ ing upon such factors as whether the college is in an urban or rural setting, teaching meth­ ods used, conditions in the dormitories, and whether the student body is primarily resident or commuting. In any case, library scheduling should be responsive to reasonable local need, not only during term-time week-days but also on weekends, and, especially where graduate work is offered, during vacation periods. In many institutions readers may need access to study facilities and to the collections during more hours of the week than they require the personal services of librarians. The public’s need for access to librarians may range upward to one hundred hours per week, whereas around-the-clock access to the library’s collec­ tions and/or facilities may in some cases be warranted. Special library problems exist for colleges that provide off-campus instructional programs. Students in such programs must be provided with library services in accord with ACRL’s “Guidelines for Library Services to Extension Students.” These Guidelines require that such services be financed on a regular basis, that a librarian be specifically charged with the deliv­ ery of such services, that the library implica­ tions of such programs be considered before program approval, and that courses so taught encourage library use. Such services, which are especially important at the graduate level, must be furnished despite their obvious logistical problems. Standard 6: F acilities 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 The size of the library building shall be de- 294 termined by a formula (See Formula C) which takes into account the enrollment of th e college, the extent and nature of its collections, and the size of its staff. 6.2 The shape of the library building and the internal distribution of its facilities and ser­ vices shall be determined by function. 6.3 Except in unusual circumstances, the col­ lege library’s collections and services shall be administered within a single structure. Commentary on Standard 6 Successful library service presupposes an adequate library building. Although the type of building provided will depend upon the character and the aims of the institution, it should in all cases present secure facilities for housing the library’s resources, sufficient space for their administration by staff, and comfort­ able quarters and furnishings for their utiliza­ tion by the public, all integrated into a func­ tional and esthetic whole. The college library building should represent a conscious planning effort, involving the librarian, the college ad­ ministration, and the architect, with the librari­ an responsible for the preparation of the build­ ing program. The needs of handicapped pa­ trons should receive special attention in the de­ signing of the library building. Many factors will enter into a determination of the quality of a library building. They will include such esthetic considerations as its loca­ tion on the campus, the grace w ith which it re­ lates to its site and to neighboring structures, and the degree to which it contributes esthet­ ically to the desired ambience of the campus. They will also include such internal characteris­ tics as the diversity and appropriateness of its accommodations and furnishings, the functional distribution and interrelationships of its spaces, and the simplicity and economy w ith which it can be utilized by patrons and operated by staff. They will include moreover such physical characteristics as the adequacy of its acoustical treatm ent and lighting, the effectiveness of its heating and cooling plant, and the selection of its movable equipment. Decentralized library facilities in a college have some virtues, and they present some diffi­ culties. Primary among their virtues is their FORMULA C— The size of the college library building shall be calculated on the basis of a formula which takes into consideration the size of the student body, requisite administrative space, and the number of physical volumes held in the collections. In th e absence of consensus among librarians and other educators as to th e range of non-book services which it is appropriate for libraries to offer, no generally applicable formulas have been developed for calculating space for them. Thus, space required for a college library’s non-book services and materials must be added to the following calculations: a. Space for readers. The seating requirement for the library of a college wherein less than fifty percent of the FTE enrollment resides on campus shall be one for each five FTE students; the seating requirem ent for the typical residential college library shall be one for each four FTE students; and the seating requirements for the library in the strong, liberal arts, honors-oriented college shall be one for each three FTE students. In any case, each library seat shall be assumed to require twenty-five square feet of floor space. b. Space for books. Space required for books depends in part upon the overall size of the book collection, and is calculated cumulatively as follows: Square Feet/Volum e For the first 150,000 volumes 0.10 For the next 150,000 volumes 0.09 For the next 300,000 volumes 0.08 For holdings above 600.000 volumes 0.07 c. Space for administration. Space required for such library administrative activities as acquisition, cataloging, staff offices, catalogs, and files shall be one-fourth of the sum of the spaces needed for readers and books as calculated under ( a ) and ( b ) above. This tripartite formula indicates the net assignable area necessary for all library services except for non-book services. (F or definition of “net assignable area” see “The Measure­ ment and Comparison of Physical Facilities for Libraries,” produced by ALA’s Library Administration Division. See Appendix II.) Libraries which provide 100 percent as much net assignable area as is called for by th e formula shall qualify for an A rating as regards quantity; 75–99 percent shall warrant a B; 60-74 percent shall be due a C; and 50-59 percent shall w arrant a D. 295 adjacency to the laboratories and offices of some teaching faculty members within their ser­ vice purview. Primary among their weaknesses are their fragmentation of unity of knowledge, their relative isolation from library users (other than aforementioned faculty), the fact that they can seldom command the attention of qualified staff over either long hours during a week or over a sustained period of time, and the excessive costs of creating duplicate cata­ logs, periodical lists, circulation services, and attendant study facilities. Where decentralized library facilities are being considered, these costs and benefits must be carefully compared. In general, experience has shown that except where long distances are involved, decentral­ ized library facilities are at the present time un­ likely to be in the best pedagogical or economic interests of a college. Standard 7: Administration 7 The college library shall be administered in a manner which permits and encour­ ages the fullest and most effective use of available library resources. 7.1 The statutory or legal foundation for the library's activities shall be recognized in writing. 7.2 The college librarian shall be a member of the library faculty and shall report to the president or the chief academic of­ ficer of the institution. 7.2.1 The responsibilities and authority of the college librarian and procedures for his appointment shall be defined in writing. 7.3 There shall be a standing advisory com­ mittee comprising students and members of the teaching faculty which shall serve as the main channel of formal communi­ cation between the library and its user community. 7.4 The library shall maintain written pol­ icies and procedure manuals covering in­ ternal library governance and operational activities. 7.4.1 The library shall maintain a systematic and continuous program for evaluating its performance and for identifying need­ ed improvements. 7.4.2 The library shall develop statistics not only for purposes of planning and control but also to aid in the preparation of re­ ports designed to inform its publics of its accomplishments and problems. 7.5 The library shall develop, seek out, and utilize cooperative programs for purposes of either reducing its operating costs or enhancing its services, so long as such programs create no unreimbursed or un­ reciprocated costs for other libraries or organizations. 7.6 The library shall be administered in ac­ cord with the spirit of the A LA “Library Bill of Rights."”( See Appendix I I .) Commentary on Standard 7 Much of the commentary on general admin­ istration of the college library is gathered un­ der the several other Standards. Matters of per­ sonnel administration, for example, are dis­ cussed under Standard 4, and fiscal administra­ tion is glossed under Standard 8. Some impor­ tant aspects of library management, however, must be considered apart from the other Stan­ dards. Primary among administrative considerations which are not part of other Standards is the matter of the responsibilities and authority both of the library as an organization and of the col­ lege librarian as a college officer. No clear set of library objectives, no tenable program of col­ lection development, no defensible library per­ sonnel policy can be developed unless there is first an articulated and widespread understand­ ing within the college as to the statutory, legal or other basis under which the library is to function. This may be a college bylaw, or a trustee minute, or a public law which shows the responsibility and flow of authority under which the library is empowered to act. There must also be a derivative document defining the responsibility and authority vested in the office of the college librarian. This document may also be statutorily based and should spell out, in addition to the scope and nature of his du­ ties and powers, the procedures for his appoint­ ment and the focus of his reporting responsi­ bility. Experience has shown that, for the clos­ est coordination of library activities with the in­ structional program, the college librarian should report either to the president or to the chief of­ ficer in charge of the academic affairs of the in­ stitution. Although the successful college library must strive for excellence in all of its communica­ tions, especially those of an informal nature, it must also have the benefit of an advisory com­ mittee representing its user community. This committee—of which the college librarian should be an ex officio member—should serve as the main channel of formal communication between the library and its publics and should be used to convey both an awareness to the li­ brary of its patrons’ concerns, perceptions, and needs, and an understanding to patrons of the library’s capabilities and problems. The charge to the committee should be specific, and it should be in writing. Many of the precepts of college library ad­ ministration are the same as those for the ad­ ministration of any other similar enterprise. The writing down of policies and the preparation of procedures manuals, for example, are re- Now for the first time catalogers, reference librarians and researchers need look in only one place for LC class numbers and still be confident that they cov­ ered all aspects of every subject cited in the sched­ ules. In Reference Work The acquisition of these new Combined Indexes will enhance the accessibility— and hence the overall reference value— of all types of library collections in which the LC Classification system is being used or contemplated. The single-alphabet arrangement of the personal name indexes brings together in one place all numbers assigned to persons prominent in several fields, as weil as to authors who have written in more than one language. Entries show class numbers with the proper form of each name as weil as cross references and pseudonyms. In the case of geographical names, the bringing together of class numbers for all the various terms in the system which might apply to any given country or area, marks a major refer­ ence achievement in itself. Meanwhile, the specificity of the hundreds of thousands of key­ words sorted alphabetically in the general Subject Keyword Index offers researchers a means of identifying subject-oriented classes with in-depth accuracy not previously possible. The “ classified'' indexes to authors and other persons will also prove to be major reference tools, as they will bring together the numbers of individuals in various categories and time-periods for use in various types of comparative studies. In Cataloging The personal name indexes will be invaluable as the first sources to consult when cataloging a literary work or biography. In the larger libraries they will replace many lengthy searches in the National Union Catalog. In smaller libraries without access to the NUC, the combined indexes will enable catalogers to find and use correct classifications immediately, rather than having to contact other libraries or resort to creating their own class numbers. The massive single-alphabet Keyword Subject Index will also prove to be a major cataloging tool for both large and small libraries. In the larger systems where catalogers are specialists and hence familiar with their assigned portions of the schedules, the major advantages of the combined index set lie in its con­ venient one-step format and the added dimension of its in-depth keyboard subject indexing. For new catalogers or lone cate­ logers in small libraries, for whom identifying correct schedules is a time-consuming problem in itself, the combined indexes offer an immediate additional advantage. For about 10% of the an­ nual salary of one good cat­ COST aloger, a library can save EFFECTIVE? up to 25% of the search time of its entire catalog­ ing operation — and repeat that savings year after year. 298 quired for best management of any organiza­ tion so as to assure uniformity and consistency of action, to aid in training of staff, and to con­ tribute to public understanding. Likewise sound public relations are essential to almost any suc­ cessful service organization. Although often ob­ served in their omission, structured programs of performance evaluation and quality control are equally necessary. All of these administra­ tive practices are important in a well managed library. Some interlibrary cooperative efforts have tended in local libraries to enhance the quality of service or reduce operating costs. Labor-shar­ ing, for example, through cooperative process­ ing programs has been beneficial to many li­ braries, and participation in the pooled owner­ ship of seldom-used materials has relieved pres­ sure on some campuses for such materials to be collected locally. The potential values of m ean­ ingful cooperation among libraries are sufficient to require th at libraries actively search out and avail themselves of cooperative programs that will work in their interests. Care should be taken, however, to assure that a recipient li­ brary reimburse, either in money or in kind, the full costs of any other institution that supplies its service, unless of course the supplying in­ stitution is specifically charged and funded so to make its services available. College libraries should be impervious to the pressures or efforts of any special interest groups or individuals to shape their collections and services in accord w ith special pleadings. This principle, first postulated by the American Library Association in 1939 as the “L ibrary Bill of Rights,” should govern the administration of every college library and be given the full pro­ tection of all parent institutions. Standard 8: Budget 8 The college librarian shall have the re­ sponsibility for preparing, defending, and administering the library budget in accord with agreed-upon objectives. 8.1 The amount of the library appropriation shall express a relationship to the total in­ stitutional budget for educational and gen­ eral purposes. 8.2 The librarian shall have sole authority to apportion funds and initiate expenditures within the library approved budget, in ac­ cord w ith institutional policy. 8.3 The library shall maintain such internal ac­ counts as are necessary for approving its invoices for payment, monitoring its en­ cumberances, and evaluating the flow of its expenditures. Commentary on Standard 8 The library budget is a function of program planning and tends to define the library’s objec­ tives in fiscal terms and for a stated interval of time. Once agreed to by the college administra­ tion, the objectives formulated under Standard 1 should constitute the base upon which the li­ brary’s budget is developed. The degree to which the college is able to fund the library in accord w ith its objectives is reflected in the re­ lationship of the library appropriation to the total educational and general budget of the col­ lege. Experience has shown th at library bud­ gets, exclusive of capital costs and the costs of physical maintenance, which fall below six per­ cent of the college’s total educational and gen­ eral expenditures are seldom able to sustain the range of library programs required by the insti­ tution. This percentage moreover will run con­ siderably higher during periods when the li­ brary is attempting to overcome past deficien­ cies, to raise its “grade” on collections and staff as defined elsewhere in these Standards, or to meet the information needs of new academic programs. The adoption of formulas for preparation of budget estimates and for prediction of library expenditures over periods of time are relative­ ly common, especially among public institu­ tions. Since such formulas can often provide a gross approximation of needs, they are useful for purposes of long-range planning, b u t they frequently fail to take into account local cost variables, and they are seldom able to respond promptly to unanticipated market inflation or changes in enrollment. Thus they should not be used, except as indicators, in definitive budget development. Among the variables which should be con­ sidered in estimating a library’s budget re­ quirements are the following: 1. The scope, nature, and level of the col­ lege curriculum; 2. Instructional methods used, especially as they relate to independent study; 3. The adequacy of existing collections and the publishing rate in fields pertinent to the curriculum; 4. The size, or anticipated size, of the stu­ dent body and teaching faculty; 5. The adequacy and availability of other li­ brary resources in the locality to which the li­ brary has contracted access; 6. The range of services offered by the li­ brary, the number of service points maintained, the number of hours per week that service is provided, etc.; 7. The extent to which the library already meets the Standards defined in these pages. Procedures for the preparation and defense of budget estimates, policies on budget ap­ proval, and regulations concerning accounting and expenditures m ay vary from one institu­ tion or jurisdiction to another, and the college librarian must know and conform to local prac­ tice. In any circumstance, however, sound prac­ 299 tices of planning and control require th at the librarian have sole responsibility and authority for the allocation— and within college policy, the reallocation—of the library budget and the initiation of expenditures against it. Depending upon local factors, between 35 and 45 percent of the library’s budget is normally allocated to the purchase of materials, and between 50 and 60 percent is expended for personnel. The preparation of budget estimates may be made on the basis of past expenditures and an­ ticipated needs, comparison w ith similar li­ braries, or statistical norms and standards. More sophisticated techniques for detailed analysis of costs by library productivity, function, or program— as distinct from items of expenditure — have been attem pted in some libraries. Such procedures require th at the library develop quantitative methods by which to prepare esti­ mates, analyze performance, and determine the relative priority of services rendered. Although this kind of budgeting, once refined, may lead to more effective fiscal control and greater ac­ countability, libraries generally have thus far had too limited experience w ith program bud­ geting or input-output analysis to perm it their widespread adoption at this time. APPENDIX I List of Fields ( Count each line as one program ) Advertising Afro-American/Black Studies Agriculture & N atural Resources Agricultural Biology Agricultural Business Agricultural Chemistry Agricultural Economics Agricultural Education Agricultural Engineering: See Engineering Agriculture Agronomy Animal Science Crop Science: See Agronomy Dairy Science Fisheries Food Industries Forestry Fruit Science and Industry International Agriculture Mechanized Agriculture National Resources Management Ornamental Horticulture Poultry Industry Range Management Soil Science Veterinary, Pre- W atershed Management Wildlife Management American Studies Anthropology Architecture (See also City Pig.; Engr.; Land­ scape Arch) Art Art History Asian Studies (See also E ast Asian) Astronomy Behavioral Sciences Bilingual Studies Biochemistry Biology, Biological Sciences (S ee also Bota Microbiology, etc.) Biology and Mathematics Black Studies: See Afro-American Botany Business Administration Accounting Business Administration Business Economics Business Education Business, Special interest Business Statistics D ata Processing Finance Hotel and Restaurant Management Industrial Relations Information Systems: Listed alphabetic under “I ” Insurance International (W orld) Business Management ( Business) Marketing (M anagem ent) Office Administration Operations Research (M anagement Science) Personnel Management Production/O perations Management Public Relations Quantitative Methods Real Estate Secretarial Studies Transportation Management Cell Biology Chemical Physics Chemistry Chinese C ity/R egional/U rban Planning Classics Communications Communicative Disorders See Speech Pathology Comparative Literature Computer Science Corrections: See Criminal Justice Creative Writing Crime, Law and Society Criminalistics (Forensic Science) Criminal Justice Administration Criminal Justice— Corrections Criminal Justice— Security Criminology Cybernetic Systems Dance Dietetics and Food Administration Drama ( Theater A rts) E arth Sciences East Asian Studies Ecology/Environmental Biology ( See also Environmental Studies) Economics ny, ally 300 Education Adult Secondary Child Development Counseling /Guidance Curriculum and Instruction Culturally Disadvantaged Deaf Education Educational Administration Educational Foundations and Theory Educational Psychology Educational Research Educational Supervision Elementary Education Gifted Health and Safety Instructional Media (Audio-Visual) Learning Disabilities ( H andicapped) Mentally Retarded Orthopedically Handicapped Reading Instruction School Psychology: See Psychology Secondary Education Special Education Special Education Supervision Special Interest Visually Handicapped Visually Handicapped: Orientation and Mobility Engineering Aeronautical Engineering, Aerospace and Maintenance Aeronautics ( Operations) Agricultural Air Conditioning, Air Pollution: See Environmental Engineering Architectural Biomedical Engineering Chemical Civil Computer Construction Electrical Electrical /Electronic Electronic Engineering Engineering Materials Engineering Mechanics Engineering Science Engineering Technology Environmental Environmental Resources Industrial Administration Industrial Engineering Measurement Science Mechanical Metallurgical Nuclear Ocean Structural Surveying and Photogrammetry Systems Transportation W ater Pollution: See Environmental W ater Resources English English as a Second Language Entomology Environmental Studies Ethnic Studies (See also Afro-American and Mexican-American) European Studies Expressive Arts: See Fine and Creative Arts Film Fine and Creative Arts Foods and Nutrition: See Dietetics French Genetics Geography Geology German Government: See Political Science Government—Journalism Graphic Communications ( Printing) Graphic Design Health and Safety: See Education Health, Public ( Environmental) Health Science History Home Economics Hotel Management: See Business Humanities Human Development Human Services Hutchins School India Studies Industrial Arts Industrial Design Industrial Technology Information Systems Interior Design International Relations Italian Japanese Journalism (see also Communications) Landscape Architecture Language Arts Latin American Studies Law Enforcement: See Criminal Justice Liberal Studies Library Science Linguistics Literature (See also English) Marine Biology Marriage and Family Counseling Mass Communications: See Communications Mathematics Mathematics, Applied Medical Biology: See Medical Laboratory Technology Medical Laboratory Technology ( Clinical Science) Meteorology Mexican-American/La Raza Studies Microbiology Music Education Music ( Liberal A rts) Music (Performing) Natural Resources: See Agriculture Natural Science Nursing (See also Health Sciences) Occupational Therapy 301 Oceanography Park Administration Philosophy Philosophy and Religion Physical Education ( Men) (W om en) Physical Science Physical Therapy Physics Physiology Police Science: See Criminal Justice Political Science Psychology Clinical College Teaching Developmental Educational: See Education Industrial Physiological Psychology Research School Social Public Administration Public Relations: See Business category or Communications degrees Radiological and Health Physics Radio— Television ( Telecommunications) Recreation Administration Rehabilitation Counseling Religious Studies Russian Russian Area Studies Social Sciences (See also Anthropology, Soci­ ology, e tc .) Social Welfare and Services Sociology Spanish Special Major Speech and Drama Speech Communication Speech Pathology and Audiology Communicative Disorders Statistics Theater Arts: See Drama Urban Planning: See City Planning U rban Studies Vocational Education Zoology APPENDIX II Other Works Cited “[ACRL] Standards for Faculty Status for College and University Librarians.” College and Research Libraries News ( September 1972), .3,3:210-12. “[ACRL] Guidelines for Library Services to Extension Students.” A L A Bulletin (January 1967), 61:50-55. “The Measurement and Comparison of Physical Facilities for Libraries”; typescript. Chicago: American Library Association, Library Ad­ ministration Division, 1969. 17pp. “Library Bill of Rights.” A L A Handbook of Organization 1974-1975, p.93. “National Interlibrary Loan Code, 1968.” Chi­ cago: American Library Association, Refer­ ence and Adult Services Division. 4pp. The “Standards for College Libraries” were first prepared by a committee o f A C R L and promulgated in 1959. The present 1975 revision was prepared by the A C R L A d Hoc Comm ittee to Revise the 1959 Standards. Members were Johnnie Givens, Austin Peay State University (Chairman); D avid Kaser, Graduate Library School, Indiana University (Project Director and Editor); Arthur Monke, Bowdoin College; David L. Perkins, California State University, Northridge; James W. Pirie, Lewis & Clark College; Jasper G. Schad, W ichita State Uni­ versity; and Herman L. Totten, School of Librarianship, University of Oregon. The effort was supported by a J. Morris Jones— W orld Book Encyclopedia— A L A Goals Award. Copies of these Standards are available, upon request, from the A C R L Office, 50 E. Huron St., Chicago, I L 60611. ■ ■ ACRL Membership August 31, 1975 ................. ............... 9,324 August 31, 1974 ................. ............... 13,497 August 31, 1973 ................. ............... 12,633 A D IC T IO N A R Y O F C O L O N IA L A M E R IC A N P R IN T E R S ’ O R N A M E N T S A N D IL L U S T R A T IO N S By Elizabeth Carroll Reilly, 520 pp. (approx.), illus. (American Antiquarian Society) $45.00 This magnificent book reproduces in striking detail more than 2,000 print­ ers’ ornaments and illustrations that appeared in books, pamphlets, and broadsides printed in the American colonies. Students of American printing will now have data to identify otherwise unplaced printed specimens. Others interested in early American culture will have before them as ex­ tensive a record as possible of one very special, b u t ubiquitous, art form. T H E R E D B A D G E O F C O U R A G E Volume II of the Works of Stephen Crane Edited by F redson Bowers Introduction by J. C. Levenson. xlii, 404 pp. (Center for Editions of American Authors) $17.50 The text of The Red Badge of Courage is established for the first time by use of the Barrett-Virginia manuscript that served as printer’s copy for the first edition. The apparatus here enables a critic to reconstruct the five lev­ els of changes made in the final m anuscript during its composition and revision (as well as those of the d raft), the unauthoritative editing and cutting of the newspaper version, and all differences betw een the m anu­ script and the first edition. The textual history of this masterpiece of war fiction is complete in this volume. JO U R N A L O F G LA SS S T U D IE S (Corning Museum of Glass) Volume XIV. 1972. $15.00 Volume XV. 1973. $15.00 The articles in these publications range among all the historical periods in which glass has been made, from the fifteenth century B.C. to the present. The editorial board and contributors, all internationally known scholars, present the most thorough research on the art and history of glassmaking available. Highly readable and lavishly illustrated, the Journal is indis­ pensable to the specialist, collector, and to the general reader who wishes to know more about glass. University Press of Virginia Box 3608 University Station Charlottesville, Virginia 22903 YES, We Make Mistakes! E v e n though they are rare, we are human at the Book House and we make mistakes on occasion! D oes it surprise you that we admit to being human? We are human and we treat you like you are human — as friendly, cooperative counsellors and advisors who are prepared to serve you as efficiently and quickly as possible. N ow, about those mistakes. If we make them, you will find that we will correct them with a minimum of problems for you. No computer will keep repeating the same error of title, edition, price or credit for return. T he human side of this business is what we enjoy — our contacts with you — our efforts to please you are the real joys of this business for everyone of the Book House professionals. Book House will deliver any book in print including all university presses, professional and non-profit associations, Government publications, Canadian titles and ALL paperbacks. Why not give Book House a trial order and find out what human, Concerned Service can do for you! Just let us know if you want to receive our occasional newsletter. Three timely reports on library systems from“the authority” Automated Circulation Control Systems: An Overview of Com­ mercially Vended Systems An extensive discussion by Barbara Evans Markuson of the characteristics of five circulation control systems, including CLSI, Checkpoint/Plessey, and Check–A–Book. In the July & September 1975 issues of LTR. $35. Microform Catalog Data Retrieval Systems A comparison of Information Design, Information Dynamics, and Library Frankly, Processing Systems. In the May 1975 issue of LTR. $20. we’re trying Theft Detection Systems to sell for Libraries A revealing and valuable 98-page subscriptions Have you heard? survey of manufacturers and users. In For the first time, american the May 1974 issue of LTR. $20. libraries is now available on subscription to any library, whether Library Technology Reports (LTR) o r n ot it's a memberof ALA. And any is a unique bimonthly publication of member library that already gets the American Library Association that one copy of AL can now get more provides critical evaluations of than one. So no member of the staff products used in libraries, media has to wait while one copy slowly centers, schools, and other educational circulates and our hot news grows institutions. Its purpose is twofold: tepid. Your patrons might enjoy it, to enable librarians and educators to too. After all, they like libraries, make economical purchase decisions don't they? and to alert manufacturers of library needs and standards of performance expected. $20.00 for eleven issues To order any of the above individual per year. issues or for additional information on That’s our price. the complete subscription service, write to: LIBRARY TECHNOLOGY REPORTS american libraries American Library Association 50 East Huron Street, 50 East Huron Street Chicago 60611 Chicago, Illinois 60611 We don’t prom ise to be all th in g s to all libraries. But these things we do promise. Prompt and Accurate Order Fulfillment Bro–Dart knows the importance of fast order fulfillment. That's why we get you the books you want when you want them. We'll fill your orders immediately from one of North America's largest book inventories, and for those titles not in stock, our autom ated back-order system (considered the most efficient in operation) will rapidly provide your titles. Vigilant Reporting and Executive Customer Service In performing the jobber function of keeping libraries sup­ plied with the latest published materials, Bro–Dart employs the most modern technology in the industry. A monthly notice tells you of all cancellations and their reasons. Our final cancellation notice lists all unavailable titles for the period. At the end of any given order period, this complete reporting service lets you clear your files so you a re alw ay s up-to- date. And with all this technical accuracy and efficiency there is an account executive assigned to your library to satisfy your every need. Trouble-Free Continuations Service This open-ended program covers English language mono­ graphic series, sets in progress, and non-subscription serials pub­ lished or distributed in North America. Here, too, the combina­ tion of advanced technology and a highly-trained and experienced staff provides fast shipment and thoroughly up-to-date information on all titles. You always know what's been published (or delayed) through your monthly status report. Technical Services In addition to efficient book supply services, Bro–Dart has the most accurate and comprehensive cataloging and processing com­ mercially available. This service, TECH–SERV®, can provide complete book processing kits with or without protective covers with either Library of Congress or Unabridged Dewey Classification matched with every book delivered, if desired! While we don't promise to be all things to all libraries, we intend to B come real close. … Send us your orders. 1609 R M DO em ART orial Avenue Williamsport, PA 17701 Buying full-text copies of journal articles as few as 5 at a time? Then you’ll probably find our Original Article Tear Sheet (OATS®) service is faster, better and less expensive than any other source of full-text copies. Certainly you've at least heard about OATS. The service that usually provides actual tear sheets of articles, not just photocopies. 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Structure Bookmarks In this issue:Standards for College Libraries 277Inside Washington............................280Guidelines for Branch Libraries inColleges and Universities 281Committee Appointed to WriteQuantitative Standards for “Guidelines for Two-Year College Learning Resources Programs” . 283News From the Field . 284People 309Classified Advertising 312 In this issue:Standards for College Libraries 277Inside Washington............................280Guidelines for Branch Libraries inColleges and Universities 281Committee Appointed to WriteQuantitative Standards for “Guidelines for Two-Year College Learning Resources Programs” . 283News From the Field . 284People 309Classified Advertising 312 ISSN 0010-0870COLLEGE& RESEARCH LIBRARIESnewsNO. 9 • OCTOBER 1975 Standards for College Libraries Approved as policy by the Board of Directors of the Association of College and Research Li­braries, on July 3, 1975. These Standards su­persede and replace the 1959 “Standards for College Libraries” (College & Research Li­braries, July 1959, p.274-80).IntroductionSince the beginning of colleges libraries have been considered an essential part of advanced learning. Their role has ever been to provide access to the human records needed by mem­bers of the higher education community for the successful pursuit o serving universities which grant fewer than ten doctoral degrees per year.* They are not de­signed for use in two-year colleges, larger uni­versities, independent professional schools, spe­cialized programs or other atypical institutions.These Standards are organized on the basis of the major functions and components of li­brary organization and services and are ar­ranged as follows:1. Objectives2. Collections3. Organization of Materials4. Staff5. Delivery of Service6. Facilities7. Administration8. BudgetA News Issue (B) of College & Research Libraries, vol. 36, no. 5 278 time. These include measures of library effec­tiveness and productivity, the requisite extent and configuration of non-print resources and services, and methods for program evaluation. Research and experimentation should make it possible, however, to prepare standards for them at some future time.Standard 1:Objectives of the Library1 The college library shall develop an explicit statement of its objectives in accord with the goals and purposes of the college.1.1 The development of library objectives shall b Even this instructional objective of the library, however, must be conceived and formulated within the overall academic purpose of the col­lege.Standard 2:The Collections2 The library’s collections shall comprise all corpuses of recorded information owned by the college for educational, inspirational, and recreational purposes, including multi-dimensional, aural, pic­torial, and print materials.2.1 The library shall provide quickly a high percentage of such materials needed by its patrons.2.1.1 The amount o 279 represent compilations of information prepared by governmental agencies, and newspapers con­tain the systematic recording of daily activ­ities throughout the world.Many kinds of communication can be better and sometimes faster accomplished through such non-print media as films, slides, tapes, ra­dio and television recordings, and realia. Mi­crophotography is an accepted means of com­pacting many kinds of records for preservation and storage. Recorded information may also come in the form of manuscripts, arc for in Formula A than it be able to supply the amount quickly—say within fifteen min­utes—as by contract with an adjacent institu­tion or by some other means. An institution which arranges to meet all or part of its library responsibilities in this way, however, must take care that in doing so it not create supernumer­ary or unreimbursed costs for another institu­tion and that the materials so made available are relevant to its own students’ needs.Since a library book collection once devel­oped, and then al FORMULA A—The formula for calculating the number of relevant print volumes (or microform volume-equivalents) to which the library should provide prompt access is as follows (to be calculated cumulatively):1. Basic Collection............................................................................................. 85,000 vols.2. Allowance per FTE Faculty Member......................................................... 100 vols.3. Allowance per FTE Student................................ 15 vols.4. Allowa 290 StandardsContinued from page 279sumed, however, that every college library should have non-print resources appropriate to institutional needs.The goal of college library collection devel­opment should be quality rather than quantity. A collection may he said to have quality for its purpose only to the degree that it possesses a portion of the bibliography of each discipline taught, apropriate in quantity both to the level at which each is taught and to the number of students and faculty members who use it. Although in the last analysis the library staff must be responsible for the scope and content of the collections, it can best fulfill this respon­sibility with substantial help and consultation from the teaching faculty and from students. Of greatest benefit to the library is continuing fac­ulty assistance in defining the literature require­ments of the courses in the curriculum, defini­tions which should take the form of written se­lection policies. In addition, members of the teaching faculty may particip 291 its preparation. These include the use of cen­tralized cataloging by the Library of Congress and the joint compilation of catalogs by a num­ber of libraries. Joint catalogs can take the form of card files, book catalogs, or computer files. Catalogs jointly developed, regardless of for­mat, can satisfy this Standard provided that they can be consulted—under author, title, or subject—by a number of library patrons con­currently at their time of need. Catalogs should be subject to continual editing to keep the and quality to meet agreed-upon objec­tives.4.1 The staff shall comprise qualified librari­ans, 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-ac- credited program, responsibility for du­ties of a professional nature, and partici­pation in professional library affairs be­yond the local campus.4.2.1 The librarians of a college shall be or­ganized as an academic department—or, in the case of a u FORMULA B—The number of librarians required by the college shall be computed as follows (to be calculated cumulatively):For each 500, or fraction thereof, FTE students up to 10,000 .... 1 librarianFor each 1,000 or fraction thereof, FTE students above 10,000 ... 1 librarianFor each 100,000 volumes, or fraction thereof, in the collection .... 1 librarianFor each 5,000 volumes, or fraction thereof, added per year........................1 librarianLibraries which provide 100 percent of these formula require 292 in complexity from relatively routine or busi­ness functions to highly technical activities of­ten requiring university degrees in fields other than librarianship. Well managed college li­braries also utilize some part-time assistants, many of whom are students. Although they must often perform repetitive and more per­functory work, given good training and ade­quate experience such assistants can often per­form at relatively skilled levels and constitute an important segment of the library team.Work assignm 6. Supervisory staff should be selected on the basis of job knowledge and human relations skills and provide training in these responsibil­ities as needed.7. Systems should be maintained for periodic review of employee performance and for recog­nition of achievement.8. Career opportunities and counseling should be made available to library staff mem­bers at all levels and in all departments.Standard 5:Delivery of Service5 The college library shall establish and maintain a range and quality of services that 293 render. Both skill in library use and ease of ac­cess to materials can encourage library use, but the major stimulus for students to use the li­brary has always been, and likely always will be, the instructional methods used in the class­room. Thus close cooperation between librari­ans and classroom instructors is essential.Such cooperation does not come about for­tuitously; it must be a planned and structured activity, and it must be assiduously sought. It will require not only that librarians participate equitably and uniformly administered to all qualified categories of patrons.Locally-held library resources should be ex­tended and enhanced in every way possible for the benefit of library patrons. Both the quan­tity and the accessibility of reading materials can be extended through the provision of inex­pensive means of photocopying within the laws regarding copyright. Local resources should aso be extended through the provision and en­couragement of reciprocal arrangements with other libraries as through 294 termined by a formula (See Formula C) which takes into account the enrollment 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 internal distribution of its facilities and ser­vices shall be determined by function.6.3 Except in unusual circumstances, the col­lege library’s collections and services shall be administered within a single structure.Commentary on Standard 6Successful library service presupposes an adequate library bu an responsible for the preparation of the build­ing program. The needs of handicapped pa­trons should receive special attention in the de­signing of the library building.Many factors will enter into a determination of the quality of a library building. They will include such esthetic considerations as its loca­tion on the campus, the grace with which it re­lates to its site and to neighboring structures, and the degree to which it contributes esthet­ically to the desired ambience of the campus. They will al FORMULA C—The size of the college library building shall be calculated on the basis of a formula which takes into consideration the size of the student body, requisite administrative space, and the number of physical volumes held in the collections. In the absence of consensus among librarians and other educators as to the range of non-book services which it is appropriate for libraries to offer, no generally applicable formulas have been developed for calculating space for them. Thus, space required for a 295 adjacency to the laboratories and offices of some teaching faculty members within their ser­vice purview. Primary among their weaknesses are their fragmentation of unity of knowledge, their relative isolation from library users (other than aforementioned faculty), the fact that they can seldom command the attention of qualified staff over either long hours during a week or over a sustained period of time, and the excessive costs of creating duplicate cata­logs, periodical lists, circulation services, and at 7.6 The library shall be administered in ac­cord with the spirit of the ALA “Library Bill of Rights."”(See Appendix II.)Commentary on Standard 7Much of the commentary on general admin­istration of the college library is gathered un­der the several other Standards. Matters of per­sonnel administration, for example, are dis­cussed under Standard 4, and fiscal administra­tion is glossed under Standard 8. Some impor­tant aspects of library management, however, must be considered apart from the other Stan­dards. Now for the first time catalogers, reference librarians and researchers need look in only one place for LC class numbers and still be confident that they cov­ered all aspects of every subject cited in the sched­ules.In Reference WorkThe acquisition of these new Combined Indexes will enhance the accessibility—and hence the overall reference value—of all types of library collections in which the LC Classification system is being used or contemplated.The single-alphabet arrangement of the personal name indexes 298 quired for best management of any organiza­tion so as to assure uniformity and consistency of action, to aid in training of staff, and to con­tribute to public understanding. Likewise sound public relations are essential to almost any suc­cessful service organization. Although often ob­served in their omission, structured programs of performance evaluation and quality control are equally necessary. All of these administra­tive practices are important in a well managed library.Some interlibrary cooperative e tives in fiscal terms and for a stated interval of time. Once agreed to by the college administra­tion, the objectives formulated under Standard 1 should constitute the base upon which the li­brary’s budget is developed. The degree to which the college is able to fund the library in accord with its objectives is reflected in the re­lationship of the library appropriation to the total educational and general budget of the col­lege. Experience has shown that library bud­gets, exclusive of capital costs and th 299 tices of planning and control require that the librarian have sole responsibility and authorityfor the allocation—and within college policy, the reallocation—of the library budget and theinitiation of expenditures against it. Dependingupon local factors, between 35 and 45 percentof the library’s budget is normally allocated tothe purchase of materials, and between 50 and60 percent is expended for personnel.The preparation of budget estimates may bemade on the basis of past expenditures and an­ticipated need ArtArt HistoryAsian Studies (See also East Asian)Astronomy Behavioral Sciences Bilingual Studies BiochemistryBiology, Biological Sciences (See also BotaMicrobiology, etc.)Biology and MathematicsBlack Studies: See Afro-AmericanBotanyBusiness Administration AccountingBusiness Administration Business Economics Business Education Business, Special interest Business Statistics Data Processing FinanceHotel and Restaurant Management Industrial RelationsInformation Systems: Listed alphabeticunder “I”InsuranceIntern 300 EducationAdult Secondary Child Development Counseling /Guidance Curriculum and Instruction Culturally Disadvantaged DeafEducationEducational Administration Educational Foundations and Theory Educational PsychologyEducational Research Educational Supervision Elementary Education GiftedHealth and Safety Instructional Media(Audio-Visual)Learning Disabilities(Handicapped)Mentally RetardedOrthopedically HandicappedReading InstructionSchool Psychology: See PsychologySecondary EducationSpecial EducationSpecial Edu EnglishEnglish as a Second LanguageEntomologyEnvironmental StudiesEthnic Studies (See also Afro-American and Mexican-American)European StudiesExpressive Arts: See Fine and Creative Arts FilmFine and Creative ArtsFoods and Nutrition: See DieteticsFrenchGeneticsGeographyGeologyGermanGovernment: See Political ScienceGovernment—JournalismGraphic Communications (Printing)Graphic DesignHealth and Safety: See EducationHealth, Public (Environmental)Health ScienceHistoryHome EconomicsHotel Management: See BusinessHu 301 OceanographyPark AdministrationPhilosophyPhilosophy and ReligionPhysical Education (Men)(Women)Physical SciencePhysical TherapyPhysicsPhysiologyPolice Science: See Criminal JusticePolitical SciencePsychologyClinicalCollege TeachingDevelopmentalEducational: See EducationIndustrialPhysiologicalPsychologyResearchSchoolSocialPublic AdministrationPublic Relations: See Business category or Communications degreesRadiological and Health PhysicsRadio—Television (Telecommunications) Recreation Administration Rehabili “National Interlibrary Loan Code, 1968.” Chi­cago: American Library Association, Refer­ence and Adult Services Division. 4pp.The “Standards for College Libraries” were first prepared by a committee of ACRL and promulgated in 1959. The present 1975 revision was prepared by the ACRL Ad Hoc Committee to Revise the 1959 Standards. Members were Johnnie Givens, Austin Peay State University (Chairman); David Kaser, Graduate Library School, Indiana University (Project Director and Editor); Arthur Monke, Bowdoin Col A DICTIONARY OF COLONIAL AMERICANPRINTERS’ ORNAMENTS AND ILLUSTRATIONSBy Elizabeth Carroll Reilly, 520 pp. (approx.), illus. (American Antiquarian Society) $45.00This magnificent book reproduces in striking detail more than 2,000 print­ers’ ornaments and illustrations that appeared in books, pamphlets, and broadsides printed in the American colonies. Students of American printing will now have data to identify otherwise unplaced printed specimens. Others interested in early American culture will have before YES,We Make Mistakes!Even though they are rare, we are human at the Book House and we make mistakes on occasion!D oes it surprise you that we admit to being human? We are human and we treat you like you are human — as friendly, cooperative counsellors and advisors who are prepared to serve you as efficiently and quickly as possible.Now, about those mistakes. If we make them, you will find that we will correct them with a minimum of problems for you. No computer will keep repeating the same error of title, e P Three timely reports on library systemsfrom“the authority”Automated Circulation Control Systems: An Overview of Com­mercially Vended SystemsAn extensive discussion by Barbara Evans Markuson of the characteristics of five circulation control systems, including CLSI, Checkpoint/Plessey, and Check–A–Book. In the July & September 1975 issues of LTR. $35.Microform Catalog Data Retrieval SystemsA comparison of Information Design, Information Dynamics, and Library Frankly,Processing Systems. In the May 1975 issue all things to all libraries. Prompt and Accurate Order FulfillmentBro–Dart knows the importance of fast order fulfillment. 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