ACRL News Issue (B) of College & Research Libraries 496 / C&RL News Standards for tw o-year college learning resources program s: A d raft Prepared by the AECT-ACRL Joint Committee /. O. W allace and Dan Koenig, Co-chairs A hearing on these proposed standards will be held in Dallas on June 23, 2 :00-5:30 p.m . T T hese standards apply to two-year or three-year academic institutions awarding an associate degree or certificate. They are intended to assist in evalu­ ating and developing learning resources programs. Upon approval by the Association for Educational Communications and Technology and the Associa­ tion of College and Research Libraries, the docu­ ment will replace Guidelines fo r Two-Year College L e a rn in g R eso u rces P rogram s (R ev ised ) and Q uantitative Standards fo r Two-Year Learning Resources Programs. Two-year colleges make a significantly different contribution than other academic institutions. The public institutions, because of community control, are generally more responsive to local needs. Mod­ erate costs and open access allows greater flexibility to students who would not otherwise be able to at­ tend college. Emphases on vocational and adult programs and continuing education provide em­ ployable skills to many adult students through re­ sponsiveness to changing vocational needs. At the same time, while allowing for remedial work to re­ move deficiencies, academic programs in private and community colleges parallel education in the arts and sciences in four-year institutions. Reflect­ ing the combination of availability of opportunity and expectation of excellence in performance, more than half of the students pursuing higher edu­ cation are enrolled in community, technical, and junior colleges nationwide. The emphasis being made by the American Asso­ ciation of Community and Junior Colleges, espe­ cially for community colleges but also applicable to other two-year institutions, upon the building of communities, upon partnerships for learning, and upon excellence in teaching, requires resources and services which must be provided in accordance with these standards if the vision is to become real­ ity (see American Association of Community and Junior Colleges, Building Communities, A Vision fo r a New Century: A Report o f the Commission on the Future o f Community Colleges, 1988). In most two-year institutions an expanded con­ cept of learning resources provides services to the college community. The term “learning resources” is applied in these standards to an organizational configuration which provides library and media materials and services and which can provide in addition various specialized services and perform other instructional responsibilities. The structure and function of a library/learning resources center in each institution obviously has been determined by the role assigned within the in­ stitutional structure. This role must be consistent with the stated mission of the institution. It must also be related realistically to the institution’s edu­ cational goals, curricula, size, and complexity, as well as the diversity of resources needed to accom­ modate different modes of learning. As an organizational entity, the library/learning June 1989 / 497 resources center with audiovisual responsibilities must provide the needed services in a technological environment which requires a substantial propor­ tion of the campus budget. The combination of a number of related responsibilities under the title of a learning resources program is an effective and reasonable way to make the maximum use of the budget. This will expand the role and structure of the library/learning resources cen ter, and, thereby, create an organizational unit which can provide all major instructional requirements needed to support the diverse educational pro­ grams. Standard one: Objectives 1.0. The college shall develop a comprehensive statement of the mission of the learning resources program based on the nature and purposes of the institution. Com mentary. A clear and unambiguous state­ ment of the role of the learning resources program is essential for accountability, administration, and review regardless of the organizational structure. Where there are public multi-college districts, sep­ arate mission statements should be developed for each college; multi-campus community college dis­ tricts may either develop mission statements for each campus or prepare a comprehensive state­ ment for the district-wide learning resources pro­ gram components. 1.1. The mission statement shall be developed by the learning resources staff, in consultation with the widest possible representation of the college community; the statement or statements shall be endorsed by the governing board and shall be re­ viewed periodically. Com m entary. Assignment of responsibility to the learning resources staff for the development of the statement and for its utilization and review is appropriate. 1.2. The mission statement shall be used, along with institutional educational goals, in the annual planning process. Com mentary. The mission statement serves as a mirror for the evaluation of services and the projec­ tion of future needs. As such it becomes an integral part of the planning process. 1.3. All component units of the learning re­ sources program, whether administered centrally or administered by other campus units, should be clearly defined. Com m entary. The learning resources program should include essential and basic library and me­ dia services as identified in the lists in Appendices A and B. There must be explicit understanding of the units which comprise the centralized services. The learning resources program may include other spe­ cial components such as those listed in Appendix C. To standardize statistical data nationally, decen­ tralized service units (those that report to other de­ partments) should provide needed information about staff and expenditures for reporting to exter­ nal agencies. 1.4. The learning resources program shall be an integral part of the instructional process of the in­ stitution. Com m entary. An effective learning resources program is and must be immediately and inti­ mately involved in the entire educational program. There must be participation in curriculum devel­ opment and approval because the identification and acquisition of resources to support any curricu­ lar changes requires time for planning services that may be needed, reading lists that could be pro­ vided, bibliographical instruction that must be given, and priorities on use of resources that should be established. Standard two: Organization 2.0. The responsibilities and functions of the component units of the learning resources program within the institutional structure shall be clearly defined. Com m entary. The services provided are directly related to the quality of the educational program. When restricted to only a small number of basic services, the quality of the instructional program is inhibited; when too vaguely defined, valuable re­ sources will be poorly utilized. Clarity in identify­ ing functions and specificity in assigning responsi­ bilities will provide a learning resources program potentially capable of meeting the needs of the col­ lege. Institutional manuals, procedures, and job descriptions confirm the status of the program. 2.1. The duties and responsibilities of the chief administrator of the learning resources program shall be clearly defined within the institutional structure. Com m entary. The chief administrator is respon­ sible for administering the program and for provid­ ing leadership and direction so that the mission of the program is fulfilled. The administrator should report to the chief academic officer of the campus and should have the same administrative rank and status as others with similar institution-wide re­ sponsibilities; a title such as Dean of Instructional Services or of Learning Resources is appropriate. 2.2. The comprehensive learning resources pro­ gram shall include a variety of services which are organized into functional units. C om m en tary. The type of component units needed and included will vary from institution to institution and campus to campus. Some possibili­ ties are: technical services, library services, media services, learning development, reprographic ser­ vices, professional materials services, television production, graphics production, learning labora­ tories, and computer services. A listing of many of these can be found in the Appendices. Services which are not administratively under the supervi­ sion of the administrator should have a secondary relationship to the learning resources program to 498 / Cò-RL News allow comprehensive planning and reporting and to avoid duplication. 2.3. The administrator and professional staff should be involved in all areas and at all levels of academic activities and institutional planning. C om m entary. The professional staff members should be involved in major college committees and participate in faculty affairs to the same extent as other faculty. The chief administrator must meet regularly with college administrators and de­ partment heads and, along with the professional staff members, must be involved in planning, im­ plementing, and evaluating the instructional pro­ grams of the college. 2.4. Advisory committees should be formed to provide essential information to the staff and to serve as a link with users. C om m en ta ry . Advisory committees are ap­ pointed, elected, or selected by the appropriate faculty, staff, or student constituencies. The devel­ opment and evaluation of services can be more ef­ fective because of their responses. 2.5. Internal administration of the learning re­ sources program should be based on staff participa­ tion in decisions on policies, procedures, and per­ sonnel. C om m entary. While the chief administrator is ultimately responsible, the basis for internal ad­ ministration should be participatory governance through regular staff meetings and internal com­ munication. The administrator is responsible for reporting to the staff about institutional plans, an­ ticipated curriculum changes, and matters which will affect the internal effectiveness of the learning resources program; in turn the administrator will report concerns and recommendations of the learn­ ing resources staff to the college administrators. Each professional and supportive staff member must be provided with a position description which clearly identifies the duties and responsibilities of the position and superior and subordinate relation­ ships. Performance appraisal standards must be clearly defined and understood by all staff mem­ bers. In addition to a general administrative man­ ual, each unit may require a supplementary man­ ual w hich provides policy and procedural statements, duty assignments, other organizational matters, and items of general information pertain­ ing to its particular unit. Policy and procedures manuals covering internal library governance and operational activities shall be made available to all staff members. Standard three: Administration and staff 3.0. Sufficient and qualified professional an support staff should be available to implement the services for which the program is responsible. C om m en tary. Table A evaluates the require­ ments for adequate numbers of staff. The figures are for full-time positions at two levels, basic and excellent, based on full-time equivalent student en­ d rollments. The table does not include services listed in Appendix C as peripheral; if any of these services are assigned, additional staff will be needed in ad­ dition to the positions in the table. There is a direct relationship between staff, budget, and services. When staff level and funding level increase, the number of services possible will also increase; the reverse is also a dangerous possibility which should be avoided. Another factor affecting staff require­ ments is the ratio of F T E students to total enroll­ ment; the higher the ratio the greater will be the need for additional staff beyond the formulas in Table A. If there is a regular summer session at the college, the positions in table A should be based on an eleven or twelve month equivalency. 3.1. The chief administrator shall be profession­ ally trained and knowledgeable about all types of library and media materials and services. C om m entary. The training and experience of the chief administrator shall be as a librarian, a media specialist, or an information specialist with cross-training desirable. The minimal professional degree and prerequisite for the position is a mas­ ter’s degree in educational technology or library science. In order to interact with other administra­ tors and the learning resources staff the chief ad­ ministrator should demonstrate knowledge of ef­ fective management; to make decisions on costly new information services, the administrator should have some continuous experience with new tech­ nologies. 3.2. The professional staff shall have a graduate degree from an accredited institution and shall have faculty status, faculty benefits, and obliga­ tions. C om m entary. The complexity of the learning resources program may require considerable dif­ ferentiated staffing by individuals with widely var­ ied professional education and areas of specializa­ tion . All should have the same status and recognition as other instructional faculty; where faculty rank exists they should meet the same re­ quirements for promotion and tenure as the other instructional faculty. 3.3. Professional staff should belong to library, media, and other appropriate associations, and professional development should be encouraged through support of attendance and participation in those local, state, and national organizations. C om m entary. The mark of a professional is not only performance on the job but also awareness of professional trends and technological develop­ ments learned at professional meetings and work­ shops, and from professional journals. 3.4. Technical and classified personnel should have appropriate specialized training or experi­ ence; classification, status, and salary should be equivalent to those provided for other institutional employees with similar qualifications. C om m en tary. Requirements for training and experience needed should relate to the duties as­ signed. The relative importance of each type of June 1989 / 499 TABLE A Staffing Requirements for Services (Excluding Those in Appendix C*) Other TOIγ a l Administrators professionals Technicians Other staff* * ST¿LFF F T E Minimum & Mini­ Excel­ Mini­ Excel­ Mini­ Excel­ Mini­ Excel­ students Excellent mum lent mum lent mum lent mum lent Under 200 1 0.5 2 1 2 1 2 3.5 7 200­ 1,000 1 2 4 2 4 2 3 7 12 1,000­ 3,000 1 3 5 3 6 3 6 10 18 3,000­ 5,000 1 5 7 5 8 4 8 15 24 5,000­ 7,000 1 7 9 7 12 6 11 21 33 7,000­ 9,000 1 8 11 9 17 7 14 25 43 9,000­ 11,000 1 10 15 11 20 9 17 31 53 11,000­ 13,000 2 14 21 13 24 11 20 40 67 13,000­ 15,000 2 16 24 16 28 13 24 47 78 15,000­ 17,000 2 18 27 19 32 16 28 55 89 17,000­ 19,000 2 20 30 21 36 18 32 61 100 * Most will require 3 to 8 additional positions * * Secretaries, clerks, door attendants, lab aides, etc. skill will vary across organizational levels. Supervi­ sors should be selected on the basis of knowledge, experience, and human relations skills. 3.5. Student assistants are employed to perform a variety of tasks, but they should not be used in place of full or part-time staff personnel. Com m entary. The tasks performed by student assistants are usually of a routine nature. However, second-year students in some technical programs may bring skills of a more advanced nature which may supplement the skills of the staff. Student as­ sistants are valuable sources of student opinion of services. They should be treated with respect by all other staff, encouraged to work responsibly on a job, and be given training for doing their tasks suc­ cessfully. 3.6. The changing nature of the learning re­ sources programs and technological changes which impact such programs mandate regular continuing education participation by all persons, professional and staff alike. C om m en tary. Duty schedules should be flexible enough for staff to occasionally pursue further training during working hours. The institutional budget should include provision for travel to meet­ ings and conferences, for registration fees, and re­ leased time for in-service training. Standard four: Budget 4.0. The budget for the learning resources pro­ gram should be developed within the mission state­ ment as part of the institutional planning process; the annual objectives should be developed by the learning resources staff. Com m entary. The significance of the mission statement and the annual defined objectives forms the basis for the fiscal process for all of the budget except acquisitions. Stable funding for acquisitions based on the collection policy is necessary for effec­ tive service. Unfortunately consistent funding is the element least congenial to the development of 500 / Cò-RL News annual objectives and is most affected by de­ creases; care must be taken to provide adequate in­ formation about the significance of stability. 4 .1 . An ample and stable budget should be base either on a percentage of educational and general budget totals for the institution as shown in Table B or on a full-time student equivalent dollar basis as shown in Table C. TA B LE B Learning Resources Budget as Percent of Educational and General Expenditures Size Minimum Excellent All 5% 9% TA BLE C Dollar Expenditure Per F T E Students for Learning Resources Other Than Salaries F T E Minimum Excellent Under 200 211 450 200-1,000 225 400 1,000-3,000 190 375 3,0 0 0 -5 ,0 0 0 190 375 5,0 0 0 -9 ,0 0 0 190 375 9,000-12,000 200 400 12,000-15,000 210 410 15,000-19,000 220 425 C o m m en ta ry . Basing the learning resources budget totals on a percentage of the educational and general funds is the preferred approach, but, because this percentage represents the final stage in the budget process, it is difficult to determine dur­ ing the budget planning. Capital funds are not in­ cluded in the percentage. An alternative which uses a per full-time student equivalent dollar figure will allow planning of col­ lections and services upon a more stable basis. T a ­ ble C is based on 1987 dollars; when there is infla­ tion these figures should be adjusted upward accordingly. There is a correlation between ser­ vices, collection, and staff size and the level of ex­ penditures. Neither table includes capital expendi­ tures except fo r acq u isition s. T ech n o lo g ica l changes, automation, replacement of equipment, and other capital expenditures will require addi­ tional funds. 4.2. Local level processes should be developed s that all expenditures other than payroll originate within the learning resources program and all in­ voices should have the approval of the chief admin­ istrator. C o m m en ta ry . M anagement involves full re­ sponsibility for expenditures; no payments should be made without such written approval. Cost anal­ yses and financial planning depend upon the con­ trol of adequate records, but these are not always the same records needed by the business offices. To d o the legal extent possible and to make the greatest financial savings purchases of materials should be exempt from restrictive annual bidding and should permit online ordering and standing orders for con­ tinuations. 4.3. Internal accounts shall be maintained for evaluating the flow of expenditures, monitoring encum brances, and approving payment of in­ voices. C om m en tary. An accurate account of expendi­ tures in categories that are meaningful is necessary for fiscal accountability, for monitoring status of accounts, for decision making, and for planning. 4 .4. The learning resources budget should pro­ vide stable funding for contractual services, equip­ ment and materials replacement, and for mainte­ nance of automated public and technical services. C om m en tary. Many services are based on con­ tinuing support. They cannot be interrupted with­ out serious constraint on the ability to perform ef­ fectively. The collection will become stagnant without a three to five percent replacement of older materials each year. Standard five: Services 5.0. The learning resources program should pro­ vide a variety of services to support and expand the instructional capabilities of the institution. C om m en tary. Learning resources exist to facili­ tate and improve learning by supporting and ex­ panding classroom instruction and to perform the instructional function of teaching students the information-seeking skills for self-directed studies and life-long learning. As an integral part of the to­ tal educational program of the institution, learning resources provide classroom instructional as well as support services to students, faculty, and staff. In some institutions regular classroom instruction in media and bibliographical subjects and service to the community are also provided. The primary purpose of the learning resources program is to promote learning through the aca­ demic program of the institution. To do this access to all types of information services should be avail­ able through interlibrary loan, borrowing, or use of computer databases. Most, but not all, potential services are listed in the Appendices. Students should have access to professional as­ sistance at all times the central facility is open as well as access to m aterials. F acu lty members should have access to basic media production as­ sistance and to assistance in research projects. 5.1. Priority shall be given to basic services in ac­ cordance with the mission statement; when the program includes special service components, ad­ ditional staff and funding must be provided. C om m en tary. Staff and budget must relate to basic services if service goals are to be met. Special services components listed in Appendix C can and do provide significant support to a learning re­ June 1989 / 501 sources program if the institution is able to afford to provide them, but they must be recognized as supplementing, not replacing, basic services. Ta­ ble D shows basic services in Appendices A and B which budget and available staff make possible. TABLE D Number of Possible Services* from Ranking of Staff and Budget FTE Students Minimum Excellent Under 200 16 28 200-1,000 19 30 1,000-3,000 22 35 3,000-5,000 26 40 5,000-7,000 30 44 7,000-9,000 34 48 9,000-11,000 37 52 11,000-13,000 40 54 13,000-15,000 43 56 15,000-17,000 45 58 17,000-19,000 47 60 *From services listed in Appendices A & B only 5.2. The program should seek to enlarge access to the services available at the college and in the community through networking, resource sharing, online information services, and technological ad­ vances. Commentary. Institutional self-sufficiency is no longer possible today; provision must be made to utilize new delivery systems. Timely access is the key to services. Table D provides a basis for evalu­ ating the number of services which realistically can be provided based on the level of funding and staff. New technology and new services should be adopted as they become useful in meeting goals. The administrator should be prepared to bring to the attention of the faculty and administration new information formats and services as they emerge. 5.3. The services provided should meet the in­ structional and informational needs of students, faculty, staff, and administration, should provide professional assistance in interpretation, and should include provision for students in off-campus locations. Commentary. Successful performance is indi­ cated when the needs of students are met. Profes­ sional staff as part of the instructional faculty must be accessible to students and must help them gain the skills needed to be information literate. Close cooperation with the classroom faculty is manda­ tory. Off-campus instruction at a multi-use center must be supported by branch services or by con­ tract services with an accessible library in accord­ ance with ACRL’s “Guidelines for Extended Cam­ pus Library Services.” 5.4. Services are provided for all levels of user: students and other members of the college commu­ nity. Commentary. The two-year college has a heter­ ogeneous population with widely different needs. Care must be taken that the services provided will meet the needs of every individual. This means that the gifted and the remedial student, the recent high school graduate and the mature adult, the physi­ cally handicapped and the limited English student can each receive the services that that individual student requires. Other campus groups have differ­ ing research and informational requirements which should be given careful consideration. 5.5. Necessary instructional equipment is avail­ able and managed in the most efficient manner to insure effective utilization. Com m entary. Equipment must be available where and when it is needed; some will be perma­ nently located in appropriate classrooms or where materials are found. Quantity sufficient to meet peak demands and availability when non-book materials are used are necessary services. Equip­ ment must be in good condition; obsolete equip­ ment must be replaced. Capital funds should also be available to insure that advantage can be taken of new technological advances. 5.6. Provision should be made for instructional support production services. Commentary. Production services should con­ sist, at a minimum, of visualization services, such as production of overhead transparencies, and au­ dio services, such as recording of lectures and speeches, and duplication of these. As staff and budget allow additional production capabilities should be added to meet institutional require­ ments. 5.7. There shall be a program to provide to stu­ dents bibliographic instruction through a variety of techniques enabling them to become information literate. Commentary. One responsibility of the learning resources program is to provide instruction in the use of the materials and equipment available. In addition to general orientation programs, biblio­ graphic instruction may use many different meth­ ods, including group and individual instruction and even credit courses. Traditional reference ser­ vices should be geared to the provision of individu­ alized instructional assistance at all open hours. The student should be prepared to use new infor­ mation resources for a lifetime. Standard six: Collections 6.0. The learning resources program shall make available an organized collection of materials and diversified forms of information useful in the edu­ cational process, including various forms of print and non-print media, computer software, optical storage technologies, and other formats. Commentary. The college must be prepared to utilize new technologies for securing information as these are developed. All types of materials con­ veying intellectual content, artistic and literary 502 / C irRL News works, programmed texts and packaged instruc­ tion are considered resources of information that may be used as tools of effective teaching and learn­ ing along with books, periodicals, newspapers, government documents, and microform equiva­ lents. There is no substitute for a well-selected, im­ mediately accessible collection. Media materials, including those locally pro­ duced, play a vital role in the instructional pro­ gram of most two-year colleges. The increasing volume of specialized, high-quality information recorded on videotape at relatively low cost gives videocassette formats a leading role in delivering current information across all disciplines. Com­ puter software must be treated as a curricular re­ source for programmed learning, development of basic skills, creative research activities, and prepa­ ration for the job world. Online computer services are increasingly important as information re­ sources along with the CD-ROM laser technolo­ gies. Table E provides collection goals in bibliograph­ ical unit equivalents (BUE). Each cataloged item represents one BUE. Each physical volume or item represents one BUE except that five microcards or five uncataloged microfiche equal one BUE and fifty uncataloged slides, not in sets, or ten transpar­ encies not in sets are one BUE. Each five films or videocassettes rented or borrowed during an aca­ demic year count as one BUE. The print collection includes microforms and serial volumes. Each se­ rial subscription represents one BUE. The BUE in the individual sections of Table E can be interchanged according to the mission of the institution. For example, an institution with a very strong music program may need to develop a strong collection of sound recordings or videorecordings much in excess of these quantitative standards but may need less of some other items. The basis for evaluation in such a case would be the total hold­ ings for that size institution. 6.1. A collection development policy statement TABLE E SIZE O F COLLECTION MINIMUM COLLECTION Print Serial Video & Other Total F T E Students Items1 Subscriptions Film Items2 Collection Under 200 20,000 200 30 1,200 21,430 200-1,000 30,000 230 45 1,500 31,775 1,000-3,000 40,000 300 125 2,100 42,525 3,000-5,000 60,000 500 400 3,000 63,900 5,000-7,000 80,000 700 700 3,600 85,000 7,000-9,000 95,000 850 750 4,000 101,600 9,000-11,000 110,000 900 800 4,800 116,700 11,000-13,000 125,000 1,000 850 5,400 132,250 13,000-15,000 140,000 1,200 900 5,800 147,800 15,000-17,000 155,000 1,500 950 6,000 163,450 17,000-19,000 170,000 1,800 1,000 6,500 179,300 ⅜rint items include bound periodicals and microforms measured as described in the text. This collection assumes regular removal and replacement of obsolete, worn out, and irrelevant materials. 2Includes audiovisual and nonbook materials other than videotapes and motion picture films, including computer software. EX C ELLE N T COLLECTION Print Serial Video & Other Total F T E Students Items Subscriptions Film Items Collection Under 200 30,000 350 125 3,000 33,475 200-1,000 45,000 400 140 3,600 49,140 1,000-3,000 60,000 600 400 4,800 65,800 3,000-5,000 85,000 800 750 6,600 93,150 5,000-7,000 112,000 1,000 1,250 11,000 125,250 7,000-9,000 136,000 1,200 1,600 13,000 151,800 9,000-11,000 166,000 1,400 1,800 15,000 184,200 11,000-13,000 200,000 1,600 2,000 18,000 221,600 13,000-15,000 240,000 1,800 2,200 21,000 265,000 15,000-17,000 285,000 2,100 2,400 24,000 313,500 17,000-19,000 320,000 2,400 2,600 27,000 352,000 June 1989 / 503 shall serve as the basis for selection and acquisition of materials. Com m entary. Acquiring materials based on a written policy with clear guidelines for selection is the nature of collection development. The state­ ment should be developed in consultation with in­ structional faculty, students, and administrators. Although there are many alternative ways of writ­ ing a collection development policy, the following essentials should be included: a. The purposes for which resources are ac­ quired. b. The primary clientele who are to be served. c. The kinds of materials which are to be ac­ quired. d. The various factors of cost and usability which will be considered in determining acquisition pri­ orities. e. The procedures for new types of materials, such as computer software and videocassettes, sub­ ject to copyright law. f . The process for leasing or renting materials not readily available or too expensive to purchase. g. Any arrangements with other institutions or agencies for cooperative collection development activities. h. A statement in support of intellectual freedom and the Library Bill of Rights. i. A policy on the acceptance and incorporation of gifts into the holdings which recognizes the in­ herent processing and storage costs. 6.2. The selection of materials should be coordi­ nated by the professional staff, working closely with the campus community; final management decisions as to the order in which materials are to be purchased and what gifts should be accepted and processed is the responsibility of the chief ad­ ministrator or designee. Com m entary. Professionally trained librarians and inform ation specialists, because of their knowledge of the collection, are best able to give systematic attention to collection development. The importance of knowledge about existing hold­ ings, identifying weaknesses, and determining what should and can be acquired requires system­ atic attention of professionals. They should have access to bibliographical tools and reviewing sources for effective collection development. 6.3. The collection shall be of sufficient scope and currency to support the curriculum as well as meet individual information needs of students and faculty. Com m entary. The mission of the college will de­ termine the complexity of the collection but an in­ stitutional commitment to excellence should mean building and maintaining collections that ade­ quately support: liberal arts and sciences programs to prepare students fully for transfer to four-year colleges and universities; programs that have spe­ cialized accreditation (fields such as nursing, ra­ diologic technology, etc.); vocational and techni­ cal programs; special programs for job training, retraining, or upgrading of skills in continuing and community education services; and needed reme­ dial programs for n on-trad itional or under­ prepared learners. Materials must be available to meet term paper assignments and classroom stu­ dent reports in a broad spectrum of knowledge. 6.4. Obsolete, worn-out, and inappropriate ma­ terials should be removed based on a policy state­ ment. C om m entary. Deselection and weeding on a regular basis is indispensable to a useful collection and should be done systematically. A written pol­ icy should govern what should be removed, what should be replaced, and what should be perma­ nently retained. Not only do obsolete and inappro­ priate materials occupy expensive storage space but they also distract from other current materials containing important information. From three to five percent of the collection should be replaced an­ nually. The condition of the collection should be reviewed regularly and needed repairs should be made. 6.5. The reference collection shall include a wide selection of standard works, with subject bibliogra­ phies and periodical indexes in print and electronic formats. C om m en tary. Reference is the core of every learning resources center and the beginning point for research. The reference collection should be of sufficient breadth and depth to serve the research and informational needs of the campus commu­ nity. 6.6. Learning resources should be responsible for collecting materials which document its institu­ tion’s history. Com m entary. Each institution should collect all available publications and internal documents re­ lating to the institution itself. These could include publications by the faculty as well as materials re­ lating to the history of the college. If other institu­ tions or libraries are not collecting materials about the history and life of the local community in which located, these could also become part of the materials to be collected. 6.7. Collections should be organized to provide users with full, efficient, and direct access. Com m entary. The choice of a classification sys­ tem, the type of catalog, and the arrangement of materials are important decisions. Nationally ap­ proved systems (such as LC or Dewey) and formats (such as MARC) should be used. Uniform and mul­ tiple access through a public catalog is essential to make available information in all types of formats. The public catalog should include all print and nonprint items. Standard seven: Facilities 7.0. The learning resources center should pro­ vide space for housing collections, for study and re­ search, for public service and staff needs, and for basic production. 504 / CérRL News C om m entary. Flexibility is essential to cope with technological developments. Most services should be housed in a central location managed by the chief administrator. When components are lo­ cated elsewhere, these should be located for the most efficient and effective access to these services. Facilities must be planned on a long-term basis, in­ cluding space for an expanding collection, work­ space, machines and other equipment, storage, and the needs of users. Space planning must take into account the need for computer workstations, for transmission and retrieval of information by telecommunications, for media production, and for related requirements within the building for electrical and conduit connections. Space needs of basic components require as a minimum the space indicated in Table F. Additional space should be provided when special services (such as are found in Appendix C) are included in the responsibilities of the learning resources program. 7 Ŝ1. The space for user activities should accom­ modate a wide variety of learning and study situa­ tions, should be attractive, comfortable, designed to encourage use, and conform to approved space standards. Com m entary. Proper arrangement and suffic­ ient space for utilization of instructional equip­ ment and materials, for the needs of the physically handicapped, and for both isolated individual study and for conference and group study is essen­ tial. Space should also be provided for group bibli­ ographical instruction. Display and exhibit space, preview space, and study areas for faculty are de­ sirable. With technological developments plan­ ning for use of specialized equipment requires con­ sideration in terms of electrical connections, cables, conduits, lights, environmental control, fire protection, security, and other factors which affect service. The increase in telecommunications may justify cable linkage to faculty offices, class­ rooms, and to outside locations. 7.2. Space assigned to learning resources should be restricted to the functions for which designed. Com m entary. Space designed for learning re­ sources use should not be filled by other campus ac­ tivities when these will adversely impact the learn­ ing resource program. Appendix A Checklist of basic library services Listed below are specific services which are con­ sidered to be normal and basic services in learning resources program budgets in two-year colleges. Acquisition of non-print materials. Acquisition of print materials. Acquisition of microforms. Archives and local history collection. Automated online catalog. Bibliographic instruction. Bibliographic networks for access for interli­ brary borrowing and lending. Circulation of print materials. Circulation of non-print materials. Copy self service. Government document borrowing. Government document selective depository. Independent study guidance. Institutional publications reference collection. Instructional television individualized access. Interlibrary borrowing. Interlibrary lending. Laser reference searches. Literacy training materials. TABLE F Facilities (ASF) for Learning Resources (Ecluding Corridors, Stairs, Rest Rooms, etc.) F T E Students Level Stack Staff User Production Storage Total Under 200 Basic 1,800 820 1.500 950 250 5,320 Excellent 2,500 1,380 2.500 1,500 500 8,380 200-1,000 Basic 2,000 960 2,750 950 250 6,910 Excellent 3,000 1,940 7,075 2,800 600 14,415 1,000-3,000 Basic 2,200 1,240 5,700 950 300 10,390 Excellent 4,000 2,220 9,625 1,800 600 18,345 3,000-5,000 Basic 3.000 1,940 8,800 1,800 1,150 16,690 Excellent 5.000 4,040 14,350 2,500 2,000 27,890 5,000-9,000 Basic 4.200 2,780 14,350 2,200 1,350 24,880 Excellent 6.200 4,880 24,475 3,000 2,200 40,755 9,000-12,000 Basic 6,200 3,060 23.775 3.000 1,750 37,785 Excellent 10,000 5,580 27.775 6.000 2,300 51,655 12,000-15,000 Basic 9,000 4,600 27,775 5.000 1,950 48,325 Excellent 12,500 7,540 35,475 8.000 2,400 65,915 15,000-19,000 Basic 12,000 5,160 37,675 6,000 2,150 62,985 Excellent 16,000 8,380 43,175 9,000 2,500 79,055 June 1989 / 505 Microcomputer literacy. Machine-assisted cataloging of books. Machine-assisted cataloging of audiovisuals. Machine-assisted reference searching. Microcomputers for public use. Microform cataloging. Microform print service. Online public access catalog. Physical access to materials. Processing of audiovisuals. Processing microforms. Processing print materials. Reference services. Reserve book service. Special collections services. Telefacsimile service. Telephone reference service. Term paper counseling. Union card catalog. Appendix B Checklist of basic audiovisual and learning technology services Listed below are services which are considere to be normal and basic services in two-year colleg learning resources program budgets. This list ma not include future technologies and services. Adult literacy laboratory. Audiovisual equipment services. Closed circuit television. Copyright consultation. Darkroom services. Equipment distribution. Equipment maintenance. Equipment repair. Equipment specifications. Graphic art layouts. Group television viewing. Identification photography. Instructional design and development counse ing. Interactive television. Inventory of audiovisual equipment. Listening services. Motion picture photography. News photography. Photography for slides. Preview services for faculty. Production of instructional materials on limite basis ŝ Production of sound slide programs. Satellite communication down. Scripting of audiovisual presentations. Scripting of television modules. Sound cassette duplication. Sound cassette editing. Sound cassette recording. Telecourse availability information. Television editing. Television one camera video production. Television multicamera video production. Television off-air recording. Television remote recording. Appendix C Checklist of special services components This list includes new technologies and periph­ eral roles which, if assigned to the learning re­ sources program, will require capital funds, space, personnel, and operational budgets in excess of those included in tables A to F. Inclusion of pro­ grams in this list is not advocacy for these services as part of the learning resources program but recogni­ tion that some institutions have included them in the supervisory responsibilities of the chief admin­ istrator. Adult literacy program direction. Auto-tutorial laboratory. Cable televised instruction. Career counseling. College catalog production. College press. Computer laboratory. Copy shop (not self service). d Cross-divisional programs. e Government document full depository. y Institutional records center and archives. Instructional design office. Language laboratory. Learning laboratory. Library technician curricular program. Materials preservation laboratory. Media technician curricular program. Museum. Print shop. Public library branch services. Radio on-air broadcasting. Radio station maintenance. Records management. Satellite communication up. l­ Teleconferencing and distant learning. Telecourse administration. Television on-air broadcasting. Television course broadcast-level production. Television station maintenance. Testing. Text-book rental service. Tutoring program supervision. ■ ■ d Systems Without Standards Miss the MARC. M O S T LIBRARY AUTOMATION V EN D O RS W O U LD L IK E YOU TO B E L IE V E THAT TH EY N O W SU PPO RT THE MARC STANDARD. DHERENCE TO MARC, and to all library- A UNFORTUNATELY, SO M E O F THEM . developed standards, is the only true HAVE BEEN SH OO TIN G YOU A LIN E. measure of a vendor’s commitment to academic ■ libraries and academic librarians. Adherence \ _______________________________ / to standards is also the only way an academic library can guarantee the long-range success of its automation system. CAMPUS-WIDE NETWORKING, for example, as well as the ability to access off-campus data sources, requires careful adherence to automation communications standards. Data Research’s use of Ethernet and DECnet/OSI provides you with that power now. SUPPORT OF YOUR CHOICE of workstations from a wide variety of vendors is also possible using ATLAS—A Total Library Automation System from Data Research—because of our support of communications standards. SPECIALIZED DATABASES can be easily built, fully indexed and even made available through the Public Access Catalog because of our use of full-MARC bibliographic and authority records. W hat’s more, Data Research has committed to support the emerging NISO Common Command Language standard for PACs, ensuring that ATLAS users will be at the forefront of tomorrow’s movement toward simplified interlibrary resource sharing. WITH FULLY INTEGRATED modules for cataloging, circulation, PAC, acquisitions, materials booking, reserve book room, full-text database searching and a wide range of other services, ATLAS offers academic libraries the most powerful functionality in the industry. Call us today to find out how this power is flexible enough to serve dozens of diverse academic ATLAS instal­ lations, including community colleges like DäevResearch Maricopa County Community College in Phoenix The Standard-Bearer fo r Library Automation and nresîicπous universities like Tufts 1276 Noπh p‹«.o‹riccBoxMos s. Lou⅛.M«›ouhôjm.iβobdllU presugiuus universities Iiκe lUUS. β00. ] 2; « β 8β U n ite d S t« ís 800 331-3515 Canada 314-432-1100Missouri See us at Booth 1085 at ALA, Dallas ” I.H w rMm MwU⅛⅝