ACRL News Issue (B) of College & Research Libraries October 1987 / 533 G u id elin es fo r a u d io v isu a l services in a c a d e m ic lib ra ries P rep a red by th e ACRL A u d iovisu al C om m ittee Margaret A nn Johnson, Chair The final version approved by the A C R L Board at Annual Conference and submitted to the A L A Standards Committee. T hese Guidelines were developed by the Audio- visual Committee of the Association of College and Research Libraries. They have been extensively re­ vised and supersede the Guidelines developed and published by the same com m ittee in 1968 (re­ printed 1969). C om m ittee members include: Peggy Johnson (chair), University of Minnesota, St. Paul; Ronald L. Fingerson, School of Library and Inform ation Science, University of Missouri-Columbia; Charles F o rre s t, U n iv ersity of Illin o is, C h a m p a ig n - Urbana; Susan Gangl, University of Minnesota; Lee David Jaffe (editor), University of Southern California; Katha Massey, University of Georgia; Richard A. Matzek, Nazareth College of Roches­ ter; Arline M. Rollins, Ohio State University; Mary Ja n e S c h e rd in , U n iv ersity of W isconsin- W hitew ater; Janice Woo, Columbia University. The committee wishes to thank Claire C. D ud­ ley of Choice for her assistance in preparing this document. Foreword W hen the last Guidelines fo r Audio-Visual Ser­ vices in Academic Libraries were published in 1968 the laser was an exotic research instrum ent w ith lit­ tle commercial potential and the personal com­ puter was still five years away from its birth in a garage. The fact th at technological change is accel­ erating, th a t its direction is hard to predict, and its rate is easy to underestimate are only the more ob­ vious conclusions we can draw from examining the changes th at have taken place since 1968. Technology has transformed so much of the li­ brary world. Twenty years ago only audiovisual li­ brarians had to w orry about different formats; now all libraries are confronted with the prolifera­ tion of media for recording and distributing infor­ mation. The choice today is even more dram atic now than it was then: master the new technology or surrender the power to determine your own des­ tiny. Audiovisual librarians, because of their expe­ rience applying new technology to tra d itio n a l roles, are among those best able to appreciate and respond to these challenges and opportunities. The reason for em bracing new technology, of course, is to extend our capabilities. The Foreword to the first edition credited audiovisuals w ith the capability to “offer greater efficiency of presenta­ tion, add realism, stimulate interest, clarify com­ munication, and speed comprehension.” We can now add to this list the ability to perm it repetition and drill, to allow students to observe and critique themselves, to perform otherwise difficult or dan­ gerous exercises through models and simulations 534 / C&RL News and to use large quantities of information. There also has been a notable change in the role audiovisual resources play on college and univer­ sity cam puses. T he 1968 G uidelines addressed themselves exclusively to the contributions of au­ diovisuals to the instructional program . This is a very im portant but limited role th a t satisfies only the teaching mission of colleges and universities, ig­ noring audiovisuals’ potential support of research . The tone of th a t docum ent was adversarial, appro­ priate to a tim e when it was still necessary to argue the role of audiovisual materials in higher educa­ tion. We are already serving a second generation of m ed ia-b red students on college and university campuses. We are well on our way to having a media-conscious faculty. Audiovisual media are fam iliar, established and expected means of trans­ m itting, receiving and using information. The role of audiovisual services as instructional tools will continue to grow as the technology pro­ vides greater capability, ease of use, access, and in­ tegration w ith other powerful learning technolo­ gies. The dem ands upon cam pus resources will grow as more media-savvy men and women join faculties. Support of instruction should not overshadow the growing ability of audiovisual technologies to contribute to academic research. Videotapes and computer diskettes supplem ent and replace labora­ tory notebooks. New technologies perm it research­ ers and those th a t study their work to see, hear and understand new worlds. A dazzling array of elec­ tronic recording m edia are quickly superseding w riting as a diary of social and historical events. To serve researchers in all fields, college and university libraries must have strong audiovisual collections and programs. W ith technology, new ethical, legal and social issues have arisen. The need for librarians to give special attention to the implications of the new copyright law, especially the rulings on copying broadcasts, has had a profound effect on library services. The promise and sometime disappoint­ m ent of cable television and the changes in govern­ m ent policy regarding licensing and refranchising will also affect library services. Librarians and their professional organizations have also changed the way they set goals and m ea­ sure progress. Use of enum erative measures are giv­ ing way to an emphasis on the planning process, which partly explains the use of guidelines rather than standards in the present document. We also encountered a more specific reason in the inability of standards to satisfy the divergent interests, needs and resources represented by the spectrum of aca­ demic libraries and by the variety of organizational models of audiovisual services. On the other hand, guidelines may address the broader issues common to all institutions and offer a methodology for building an audiovisual program th a t fits the insti­ tution. These revised Guidelines fo r Audiovisual Ser­ vices in Academic Libraries attem pt to provide a fram ew o rk for developm ent. They are not in ­ tended as a m anual for practitioners. Instead, the goal is to support the development and adm inistra­ tion of an increasingly im portant component of college and university service. Planning 1. Form ulate flexible, long range goals, measur­ able short range objectives for achieving the goals incrementally, and alternative strategies both for achieving the objectives and for adjusting to the in­ troduction of new technologies. 2. Establish w ritten policies to be incorporated w ith other library policies. 3. Employ record keeping methods which per­ mit quick retrieval and easy analysis, preferably through electronic data processing, to record and accum ulate statistics and generate m anagem ent reports. 4. Conduct regular use and user studies and con­ tinue to investigate currently available media al­ ternatives for meeting the needs of the academic community. 5. Consult and com municate w ith advisors and decision-makers involved in the research and plan­ ning process at all levels in the institution. 6. Recognize and rew ard individuals who gener­ ate and share ideas and initiatives to enhance the program . 7. Encourage receptivity to new technologies via staff education and retraining, such as continuing education and in-service workshops, and through release time and support for meeting professional expenses. Budget 1. Secure continuing financial support for an au­ diovisual resources program before the program is implemented. Fund audiovisual services at a level proportionate to the program ’s role in the instruc­ tion and research program of the institution. 2. Provide adequate funding for acquisition, processing, and preservation of materials. 3. Provide adequate funding to ensure an appro­ priate environment, adequate supplies, new and re p la c e m e n t e q u ip m e n t a n d m a in te n a n c e of equipment. 4. Provide adequate funding to meet staffing needs for services, programs and collection organi­ zation. Personnel Em ploy qualified professional, technical and support personnel to plan, implem ent, and evalu­ ate audiovisual programs and services in academic libraries. This requires: 1. People with the capacity and skills to identify needs and respond creatively. October 1987 / 535 2. Sufficient numbers to attain defined goals and objectives. 3. Classification, status, and salary scales for au ­ diovisual staff th a t are equivalent to those provided for other library/m edia employees. Facilities 1. Integrate library audiovisual facilities design w ith the m edia program of the entire institution. a. Consider cam pus–wide production, listening and viewing space needs of individual users and groups of users. b. Coordinate facilities planning w ith people re­ sponsible for non-library media services on campus to avoid unnecessary duplication of expensive facil­ ities while providing for optim al access to services and materials. 2. Design facilities to provide adequate space, se­ curity, wiring, and environm ental conditions for all presently used technologies and services. 3. Consider the specific responsibilities of the li­ brary m edia center th a t will dictate the need for specialized rooms and areas, such as production, studio, graphics facilities, and related staff accom­ modations. a. The design of public areas should emphasize user ease of access to materials and equipm ent, ready availability of support staff, adequate light­ ing, heating, ventilation, air conditioning, and noise control, and appropriate placem ent in the building. b. Individual listening and viewing stations and group facilities should have special regard for the comfort of the user and provide optim al conditions for the technology employed. c. Design production areas for optim um w ork­ ing conditions, providing adequate space and envi­ ronm ent to support quality work. d. Include appropriate shelving and storage fa­ cilities for the protection of materials and equip­ ment. e. Facilities for equipm ent m aintenance and re­ pair are an essential p art of library audiovisual fa­ cilities design and planning. 4. A nticipate the possibility of changes in spe­ cific responsibilities and available technology; flex­ ibility in design is highly desirable. 5. Develop a sign system in audiovisual service areas. Equipment and supplies 1. Provide equipm ent and supplies required for the types of audiovisual materials collected and supported and for the services offered. a. Full-service facilities may supply equipm ent for formats not held in the collection and for ser­ vices not provided in-house. b. N on-circulating collections should be sup­ ported w ith sufficient suitable playback eq u ip ­ m ent for each form at held. c. Facilities w ith a production role should have equipm ent required for quality work. d. All services must have storage facilities, m ain­ tenance equipm ent and supplies appropriate to the materials in the collection. 2. Select durable, institutional quality equip­ m ent and supplies. Collection development 1. Assign responsibility for selection of audiovi­ sual resources to the designated librarian(s). 2. W rite a clear collection development policy statem ent which specifies formats appropriate to a. the institution’s goals and resources; b. the intended users; c. the academic programs supported; and d. the design of the facilities. 3. Apply the following criteria in selecting m ate­ rial: a. nature of the curriculum ; b. intended use; c. faculty and graduate research needs; d. quality of the item, in both content and form; e. life expectancy. 4. W hen appropriate, preview audiovisual m a­ terials or consult review ing sources before p u r­ chase. 5. Evaluate the existing collection frequently in order to determ ine subject areas th a t need to be strengthened or deemphasized. Collection devel­ opm ent (both acquisition and weeding) should oc­ cur in the context of institutional objectives. Acquisition 1. Acquire audiovisual m aterials through the same channels—approval plans, direct orders, gifts and exchanges—as other library materials. 2. Pursue alternative sources such as indepen­ dent producers, broadcast agencies, and other in­ stitutions and collections as well. Observe current copyright guidelines and policies in all acquisition activities. 3. Give special consideration to materials which can only be obtained or best obtained through tem ­ porary acquisition, license or loan. Cataloging 1. M ake a u d io v is u a l m a te ria ls accessible through the same retrieval mechanisms available for other library materials. 2. Catalog audiovisual materials in accordance w ith current national standards and practices. 3. Provide full subject access in addition to de­ scriptive cataloging. 4. Classify audiovisual materials like other types of materials but assign location or accession desig­ nations as determ ined by organizational and func­ tional considerations. Collection maintenance 1. Develop circulation policies and procedures 536 / C & RL News appropriate to the care and handling requirem ents of the m edium . 2. Instruct staff and patrons in the proper h a n ­ dling of m aterials and operation of equipm ent. 3. T rain staff to perform ro u tin e preventive m aintenance for m aterials and equipm ent. 4. Provide env iro n m en tal conditions and use storage containers and shelving appropriate for the type of m edium . 5. Secure m aterials and equipm ent against loss and dam age. 6. Develop a program for regular evaluation of the condition of m aterials and equipm ent. Service Audiovisual services in academ ic libraries may cover a w ide range of activities. Aside from those areas discussed in previous sections (Cataloging, Acquisition, Collection D evelopm ent, Collection M aintenance), a lib rary ’s program m ay also in ­ clude any or all of the following services: Production of audiovisual program s and m ateri­ als; E v alu atio n , selection, re p a ir a n d /o r m a in te ­ nance of equipm ent; Loan or in-house access to equipm ent; Classroom services; C irculation and distribution of m aterials; Booking and other tem porary acquisition of m a­ terials; Facilities scheduling and m anagem ent; T echnical and bibliographic in struction sup­ porting use of m aterials; Reference and consultation. Selection of services should reflect consideration of an institution’s goals and resources applied to a planning process. However, certain fundam ental elements should be present in all academ ic audiovi­ sual program s. 1. Design services to provide ready access to a u ­ diovisual facilities, equipm ent and collection by the best available means. 2. Use professional staff w ith experience in their respective fields to design and guide services. 3. Provide professional consultative and refer­ ence service to support efficient use of the facilities, collection and services. 4. C onduct instructional sessions on use of audio­ visual resources. 5. Publicize the availability of the collection and services. 6. Develop a user’s guide to th e audiovisual cen­ te r’s policies, procedures and rules for using audio­ visual facilities, m aterials and equipm ent. 7. Provide clear and concise equipm ent instruc­ tions. ■ ■