ACRL News Issue (B) of College & Research Libraries C & R L N e w s ■ M a y 2 0 0 0 / 3 8 7 W e b a u t h o r w a r e a n d c o u r s e - i n t e g r a t e d l i b r a r y i n s t r u c t i o n ACRL: PARTNERS IN HIGHER EDUCATION T h e L e a r n i n g L i n k s p r o j e c t a t R u t g e r s U n i v e r s i t y b y M a r t i n K e s s e l m a n , D e l p h i n e K h a n n a , a n d L o u r d e s V a z q u e z T h e W e b i s p r o v i d i n g n e w o p p o r t u n i t i e s f o r t e a c h i n g a n d l e a r n i n g . T h e W e b i s a d y n a m i c e n v i r o n m e n t w h e r e d i s t r i b u t e d i n ­ f o r m a t i o n c a n b e a c c e s s e d w i t h o u t c o n s t r a i n t s o f g e o g r a p h i c l o c a ­ t i o n o r t i m e . I n t h e W e b e n v i r o n m e n t , i t d o e s n ’ t m a t t e r i f t h e u s e r i s a c c e s s i n g l i ­ b r a r y o r i n s t r u c t i o n r e s o u r c e s f r o m a c o m p u t e r i n t h e l i ­ b r a r y , f r o m a c o m ­ p u t e r l a b e l s e w h e r e o n c a m p u s , o r i n t h e m i d d l e o f t h e n i g h t f r o m h i s o r h e r h o m e . W e b - b a s e d t e a c h ­ i n g a l s o e n a b l e s s e l f ­ d i r e c t e d , s e l f - p a c e d A s l i d e f r o m a P o w e r P o i n s t r u c t i o n . S t u d e n t s i n t e g r a t e d i n s t r u c t i o n . c a n s e t t h e i r o w n p a c e , t h a n k s t o n a v i g a t i o n a l m e c h a n i s m s , w h i c h a l l o w t h e m t o r e p e a t s e c t i o n s o r m o v e a r o u n d w i t h i n t h e t u t o r i a l u n t i l t h e y f e e l t h e y h a v e a s s i m i l a t e d t h e m a t e r i a l s . S e l f - a s s e s s ­ m e n t t e s t s g i v e s t u d e n t s f u r t h e r c o n t r o l o v e r t h e l e a r n i n g p r o c e s s b y p r o v i d i n g t h e m w i t h i m m e d i a t e f e e d b a c k o n t h e i r p r o g r e s s . W e b - b a s e d t e a c h i n g p r o m o t e s a c t i v e l e a r n ­ i n g b y e m p h a s i z i n g a c t i v i t i e s o f e x p l o r a t i o n a n d d i s c o v e r y a n d b y m a k i n g i t e a s y f o r s t u ­ d e n t s t o c r e a t e t h e i r o w n m a t e r i a l s ( t h a t i s , t o p u b l i s h t h e i r o w n W e b p a g e s ) . W e b - b a s e d t e a c h i n g e m p h a s i z e s c o l ­ l a b o r a t i v e l e a r n ­ i n g b y a l l o w i n g t h e s t u d e n t s t o i n ­ t e r a c t w i t h t h e i n ­ s t r u c t o r a n d o t h e r s t u d e n t s v i a e - m a i l , o n l i n e c h a t , a n d t h r e a d e d d i s ­ c u s s i o n g r o u p s . F i n a l l y , i t i s e a s y t o “ l o g ” a c t i v ­ i t y o n a W e b s i t e , n t p r e s e n t a t i o n o n c o u r s e t h u s a l l o w i n g t h e i n s t r u c t o r t o m o n i ­ t o r l e a r n i n g a n d d e t e r m i n e t h e e f f e c t i v e n e s s o f t h e i n s t r u c t i o n p r o v i d e d . T o o l s S e v e r a l a u t h o r i n g s y s t e m s a r e n o w a v a i l a b l e t o d e v e l o p W e b - b a s e d i n s t r u c t i o n a l t u t o r i a l s . O l d e r p a c k a g e s i n v o l v e d l e a r n i n g o n a s t a n d ­ i about the authors M a r t i n K e s s e lm a n is m e d ia s e rv ic e s l i b r a r ia n ; D e lp h in e K h a n n a is t h e f o r m e r d i g i t a l p r o j e c t l i b r a r ia n ( n o w a t t h e U n iv e r s it y o f P e n n s y lv a n ia L i b r a r y ) ; a n d L o u r d e s V a z q u e z is S p a n is h a n d L a t i n A m e r i c a n l i b r a r i a n a t R u t g e r s U n iv e r s it y , e - m a il : m a r t y k @ r c i. r u t g e r s . e d u , d e lp h in e @ p o b o x . u p e n n . e d u , a n d lv a z q u e z @ r c i. r u tg e r s . e d u mailto:martyk@rci.rutgers.edu mailto:delphine@pobox.upenn.edu mailto:andlvazquez@rci.rutgers.edu 3 8 8 / C & R L N e w s ■ M a y 2 0 0 0 Web Authorware Feature • Can include graphics and audio/video fil • Threaded discussions / Online chat • Course calendar • Student progress/Grading • Little HTML knowledge needed a l o n e P C , w i t h t h e l e a r n e r s w o r k i n g o n t h e i r o w n . N e w e r W e b - b a s e d p a c k a g e s o f f e r v a r i ­ o u s t o o l s t o c r e a t e t e a c h i n g u n i t s s e a m l e s s l y i n t e g r a t i n g t e x t , g r a p h i c , a u d i o v i d e o f i l e s . O t h e r t o o l s i n c l u d e o p t i o n s f o r t h r e a d e d d i s ­ c u s s i o n g r o u p s a n d c h a t s , c o u r s e m a n a g e ­ m e n t f e a t u r e s a l l o w i n g t h e s t u d e n t s t o c h e c k t h e i r g r a d e s , o n l i n e q u i z z e s t h a t c a n b e g r a d e d a u t o m a t i c a l l y o r m a n u a l l y , a c o u r s e c a l e n ­ d a r , a n d t h e a b i l i t y t o r e v i e w t h e i r c l a s s m a t e s h o m e p a g e s . T h e i n s t r u c t o r c a n a l s o t r a c k t h e s t u d e n t s ’ p r o g r e s s . T o u s e m o s t o f t h e s e p a c k ­ a g e s , m i n i m a l k n o w l e d g e o f H T M L , i f a n y , i s n e c e s s a r y . M a n y o f t h e s e p a c k a g e s h a v e f r e e d e m o n s t r a t i o n v e r s i o n s a v a i l a b l e f o r d o w n ­ l o a d o n t h e i r W e b s i t e s . 1 A t R u t g e r s U n i v e r s i t y , w e a r e u s i n g o n e o f t h e s e p a c k a g e s , W e b C T , i n a c o l l a b o r a t v e g r a n t - f u n d e d p r o j e c t b e t w e e n t h e S p a n i s h a n d P o r t u g u e s e D e p a r t m e n t a n d t h e S c h o l a r ly C o m m u n i c a t i o n s C e n t e r o f t h e L i b r a r y . T h e p r o j e c t , e n t i t l e d “ L e a r n i n g L i n k s : R e a d i n g W r i t i n g , I n f o r m a t i o n , t h e W e b , a n d t h e W o r l d , i s o r g a n i z e d a r o u n d a s e r i e s o f W e b C T W e b s i t e s d e v e l o p e d t o s u p p o r t v a r i o u s u n d e r g r a d u a t e S p a n i s h l i t e r a t u r e c l a s s e s . W i t h L e a r n i n g L i n k s , s t u d e n t s d e v e l o p t h e i r r e a d i n g a n d c o m p r e h e n s i o n s k i l l s i n S p a n i s h a n d e x p a n d t h e i r k n o w l e d g e o f I b e r o a m e r i c a n c u l t u r e a n d l i t e r a t u r e . W i t h t h e h e l p o f t h e S p a n i s h , P o r t u g u e s e a n d L a t i n A m e r i c a n l i b r a r i a n a n d o t h e r R u t g e r s l i b r a r i a n s f o c u s i n g o n W e b t e c h n o l o g i e s , r e ­ s o u r c e s f o u n d o n t h e W e b a n d i n t h e l i ­ b r a r y a r e b e i n g i n c o r p o r a t e d i n t o t h e W e b s i t e s . T h e s e i n c l u d e l i t e r a r y t e x t s , a u t h o r s ’ b i o g r a p h i c a l i n f o r m a t i o n , l i t e r a r y c r i t i c i s m , c u l t u r a l i n f o r m a t i o n , a n d d e m o g r a p h i c s . A u ­ d i o v i s u a l m a t e r i a l s f o u n d i n t h e M e d i a C e n ­ t e r , s u c h a s s o n g s a n d c l i p s o f p l a y s o r m o v ­ s es ’ ies th a t m ay h a v e b e e n a d a p te d from th e texts stu d ied , are a d d e d to th e W ebCT W eb sites, as well. $i S tudents are also learning h o w to search th e W eb a n d h o w to evaluate relevant Web sites they discover o n their ow n. L e a r n i n g c o m m u n i t i e s A u n i q u e a s p e c t o f t h i s p r o g r a m i s t h e d e ­ v e l o p m e n t o f l e a r n i n g c o m m u n i t i e s . S t u ­ d e n t s i n u p p e r - l e v e l u n d e r g r a d u a t e c l a s s e s a r e c r e a t i n g W e b s i t e s a s w r i t i n g a s s i g n ­ m e n t s , p r o v i d i n g c u l t u r a l a n d h i s t o r i c a l i n ­ f o r m a t i o n i n S p a n i s h t h a t i s r e l e v a n t t o t h e readings sc h e d u le d in th e low er-level courses. T h e s e s t u d e n t s a r e a l s o r e s e a r c h i n g a n d i d e n t i f y i n g l i n k s f o r e x i s t i n g W e b s i t e s i n S p a n ­ i s h , a n d a r e w o r k i n g w i t h t h e S p a n i s h , P o r ­ t u g u e s e a n d L a t i n A m e r i c a n l i b r a r i a n t o l e a r n t o s e a r c h t h e I n t e r n e t a n d t h e l i b r a r y c a t a l o g a n d d a t a b a s e s f o r m o n o g r a p h i c , p e r i o d i c a l , a n d p r i m a r y d o c u m e n t s . S tu d en ts will n o t o n ly b e d e v e lo p in g in­ fo rm a tio n literacy, b u t tech n ical literacy, as w ell. As a final p ro d u c t, s tu d e n ts are d e v e l­ o p in g th e ir o w n W eb site u s in g N e tsc a p e C o m p o s e r o r c reatin g a p re s e n ta tio n u sin g M icrosoft P o w erP o in t. G r a d u a t e s t u d e n t s a r e i n v o l v e d i n t h e p r e p a r a t i o n o f t h e v a r i o u s m u l t i m e d i a m a t e ­ r i a l s a n d i n t e a c h i n g t h e W e b - b a s e d c o u r s e s . T h e s e a c t i v i t i e s a l l o w t h e m t o e x p e r i m e n t w i t h c u t t i n g - e d g e t e a c h i n g t e c h n o l o g i e s , w h i c h p r o v i d e s t h e m w i t h t h e s k i l l s t h e y w i l l n e e d t o b e c o m e t h e e d u c a t i o n p r o f e s s i o n a l s o f t o m o r r o w . M ore g en erally , s tu d e n ts at all levels are e n c o u ra g e d to in teract w ith th e librarians in ­ v o lv e d in th e p ro je ct th ro u g h tra in in g ses- Learning Links and Web-CT • Utilizes digitized texts and multimedia • Web environment allows for integrating: w Vocabulary practice/Glossary w Demographic and wcultural information Author biographical information • Librarian is an integral part of the course through teaching and discussion groups. C & R L N e w s ■ M a y 2 0 0 0 / 3 8 9 s i o n s , o n e - o n - o n e c o n s u l t i n g , p a r t i c i p a t i o n i n t h r e a d e d d i s c u s s i o n l i s t s , a n d e - m a i l . T h e R u t g e r s L i b r a r i e s ’ S c h o l a r l y C o m m u n i c a t i o n C e n t e r i s b u i l d i n g a l a b o r a t o r y f o r s t u d e n t s t o w o r k o n c o m p u t e r s a s a g r o u p o r o n a o n e - o n - o n e b a s i s w i t h t h e l i b r a r i a n s . T h e l i b r a r y c o m p o n e n t o f t h e p r o j e c t w i l l b e e v a l u a t e d b a s e d o n t h e r e l e v a n c e o f t h e p r i n t a n d W e b r e s o u r c e s s e l e c t e d b y t h e s t u ­ d e n t s a n d o n t h e r a t i o n a l e s u s e d t o s e l e c t t h e s e s o u r c e s ( s u c h a s a u t h o r i t y , s c h o l a r s h i p , t i m e l i n e s s o f d a t a , e t c . ) . T h e d i v e r s i t y o f i n ­ f o r m a t i o n r e s o u r c e s p r e s e n t e d b y s t u d e n t s i n t h e i r a s s i g n m e n t s w i l l b e c o m p a r e d w i t h t h e o u t p u t o f c l a s s e s t h a t h a v e n o t r e c e i v e d i n s t r u c t i o n v i a W e b C T a n d w h i c h h a v e o n l y h a d a t r a d i t i o n a l o n e - c l a s s p e r i o d s e s s i o n o n t h e l i b r a r y a n d i n f o r m a t i o n r e s o u r c e s . T h e W e b C T l o g s w i l l b e a n a l y z e d t o m e a ­ s u r e h o w f r e q u e n t l y e a c h t e x t a n d m u l t i m e ­ d i a r e s o u r c e o n t h e s i t e h a s b e e n a c c e s s e d b y t h e s t u d e n t s . T h e f r e q u e n c y a t w h i c h t h e Resources fo r Web-based teaching L e a r n i n g l i n k s • h t t p : / / s c c 0 1 . r u t g e r s . e d u / l r n l i n k s W e b - b a s e d a u t h o r w a r e • B l a c k b o a r d h t t p : / / w w w . b l a c k b o a r d . c o m • E a s y T h t t p : / / w w w . g l o b a l p r e s e n c e . c o m . a u / e a s y t • L e a r n i n g S p a c e h t t p : / / w w w . l o t u s . c o m / l e a r n i n g s p a c e • T o o l b o o k I I h t t p : / / w w w . a s y m e t r i x . c o m • T o p C l a s s h t t p : / / w w w . w b t s y s t e m s . c o m • W e b C o u r s e i n a B o x h t t p : / / w w w . m a d d u c k . c o m • W e b C T h t t p : / / w w w . w e b c t . c o m G e n e r a l r e s o u r c e s • A C R L I n s t r u c t i o n S e c t i o n ' s W e b D e s i g n a n d E v a l u a t i o n C r i t e r i a h t t p : / / w w w . b k . p s u . e d u / a c a d e m i c / l i b r a r y / i s t m / c r i t e r i a . h t m l • T r a i n i n g R e s o u r c e s B o o k m a r k h t t p : / / w w w . r c i . r u t g e r s . e d u / - s c h o l z c r / e t e c h / t r a i n i n g . h t m l • W B T I n f o r m a t i o n C e n t e r h t t p : / / w w w . f i l e n a m e . c o m / w b t / p a g e s / p r i m e r . h t m • W e b Q u a l i t y P a g e ( W a l t H o w e ) h t t p : / / w w w . d e l p h i . c o m / n a v n e t / q u a l i t y . h t m l • W o r l d L e c t u r e H a l l h t t p : / / w w w . u t e x a s . e d u / w o r l d / l e c t u r e / D i s c u s s i o n l i s t s • N e t T r a i n s e n d e - m a i l t o : l i s t s e r v @ u b v m . c a . b u f f a l o . e d u w i t h t h e m e s s a g e : “ s u b s c r i b e n e t t r a i n y o u r n a m e ” • W e b 4 L I B s e n d e - m a i l t o : l i s t s e r v @ s u n s i t e . b e r k e l e y . e d u w i t h t h e m e s s a g e “ s u b s c r i b e W e b 4 L i b y o u r n a m e " s t u d e n t s e - m a i l e d l i b r a r i a n s a n d p a r t i c i p a t e d i n t h r e a d e d d i s c u s s i o n s m o d e r a t e d b y l i b r a r ­ i a n s w i l l a l s o b e m e a s u r e d . 2 A c r u c i a l r o l e o f t h e l i b r a r y i n t h e L e a r n ­ i n g L i n k s p r o j e c t i s t o a s s i s t t e a c h i n g f a c u l t y a n d i n s t r u c t o r s w i t h c o p y r i g h t i s s u e s . W i t h t h e e n a c t m e n t o f t h e D i g i t a l M i l l e n ­ n i u m C o p y r i g h t L a w i n 1 9 9 8 , d e a l i n g w i t h c o p y r i g h t s i n t h e d i g i t a l e n v i r o n m e n t h a s b e ­ c o m e e v e n m o r e c o m p l e x a n d c o n f u s i n g . L i ­ b r a r i a n s c a n p r o v i d e l e a d e r s h i p i n t h e u s e o f c o p y r i g h t e d m a t e r i a l s o n l i n e . F o r t h e L e a r n ­ i n g L i n k s p r o j e c t , l i b r a r i a n s a n d i n s t r u c t o r s h a v e h e l d s e v e r a l m e e t i n g s t o d i s c u s s c o p y ­ r i g h t s a n d f a i r u s e i s s u e s . T h e f o u r f a c t o r s o f f a i r u s e T h e h i g h l i g h t s o f o u r d i s c u s s i o n o n t h e f o u r f a c t o r s o f f a i r u s e — p u r p o s e , n a t u r e , a m o u n t , a n d m a r k e t w e r e t h e f o l l o w i n g . F o r t h e “ p u r ­ p o s e ” f a c t o r , a s t r o n g a r g u m e n t i n f a v o r o f f a i r u s e i s t h a t t h e L e a r n i n g L i n k s p r o j e c t i s d i g i t i z i n g t e x t a n d m e ­ d i a f o r e d u c a t i o n a l p u r p o s e s . F o r t h e “ n a ­ t u r e o f t h e i n f o r m a ­ t i o n ” f a c t o r , a g o o d p o i n t i s t h a t t h e m a t e ­ r i a l s w e ’v e d i g i t a l l y r e ­ p r o d u c e d a r e a l r e a d y p u b l i s h e d i n p r i n t o r o n t h e W e b , w h i l e t h e y d o n o t c o n s t i t u t e t e x t b o o k s o r w o r k ­ b o o k s . F o r t h e “ a m o u n t ” f a c t o r , w e k n o w t h a t s m a l l e r i s b e t t e r . T h e m o r e w e l i m i t t h e s i z e o f e x ­ c e r p t e d t e x t s , v i d e o a n d m u s i c , t h e m o r e l i k e l y i t i s t o b e a c a s e o f f a i r u s e . F i n a l l y , f o r t h e “ m a r k e t ” f a c t o r , i t i s u n l i k e l y t h a t s t u ­ d e n t s w o u l d b e b u y i n g t h e b o o k s f r o m w h i c h t h e t e x t s a r e e x c e r p t e d . A t t h e e n d o f t h e s e d i s c u s s i o n s , l i b r a r i a n s a n d i n s t r u c t o r s h a v e a g r e e d o n t h e f o l l o w ­ i n g p o i n t s . F i r s t , i t is i m ­ p o r t a n t t o t a k e a d v a n - http://www.blackboard.com http://www.globalpresence.com.au/easyt http://www.lotus.com/learningspace http://www.asymetrix.com http://www.wbtsystems.com http://www.madduck.com http://www.webct.com http://www.bk.psu.edu/academic/library/istm/criteria.html http://www.rci.rutgers.edu/ http://www.filename.com/wbt/pages/ http://www.delphi.com/ http://www.utexas.edu/world/lecture/ mailto:listserv@ubvm.ca.buffalo.edu mailto:listserv@sunsite.berkeley.edu 3 9 0 / C & R L N e w s ■ M a y 2 0 0 0 Learning Communities • Students in upper-level classes create websites relevant to lower-level classes. • Graduate students prepare multimedia materials for WebCT and teach courses, • Collaboratory established at the SCC • Building on collaboration: Arachne ejournal tage o f W ebCT’s built-in p a s s w o rd p ro te c tio n , w h ic h e n s u re s th a t access to L earning Links is lim ited to s tu d e n ts tak in g th e class. Sec­ o n d , in th e p rim a ry p h a s e o f th e p ro je ct, L earning Links is c o n s id e re d a o n e -y e a r e x ­ p e rim e n t, th u s th e u se o f c o p y rig h te d m a te ­ rials is c o n s id e re d s p o n ta n e o u s a n d fair use. H o w ev er, it will b e n e c e ssa ry to s e e k p e r ­ m issio n s from co p y rig h t h o ld e rs for an y m a ­ terials m a d e av ailab le o n th e W ebCT W eb sites for m o re th a n a year. O u r S p a n is h , P o r tu g u e s e a n d L atin A m erican librarian has also b e e n in stru m en ­ tal in h e lp in g to identify W eb sites th at o f­ fer im ag es a n d o th e r m aterials th a t are in th e p u b lic d o m a in a n d n o t su b ject to c o p y ­ right. As w e e n te r th e s e c o n d h a lf o f th e first s e m e ste r o f th e L earning Links p roject, w e are e x c ite d a b o u t th e c o lla b o ra tio n w e ’ve d e v e lo p e d w ith th e S panish a n d P o rtu g u ese D e p a rtm e n t a n d e a g e r to d e m o n stra te h o w in fo rm atio n literacy a n d library in stru ctio n can b e in te g ra te d th ro u g h o u t th e c u rric u ­ lum in th e digital e n v iro n m e n t. In th e fu tu re, th e libraries h o p e to co l­ lab o rate w ith o th e r libraries w ithin th e U nited States a n d th e S p a n ish -sp e a k in g w o rld to e x ­ p a n d re so u rc e s a n d d ista n c e le a rn in g o p p o r ­ tu n ities for stu d en ts. In terv iew s w ith a u th o rs, lectu res, a n d art exhibits p ro v id e d by Latin A m erican academ ic libraries c o u ld b e d ig itized a n d in c o rp o ra te d into th e L earning Links c o u rse m aterials. We are also h o p e fu l th at o u r c o lla b o ra ­ t i o n c a n s e r v e as a m o d e l f o r c o u r s e - ( c o n t i n u e d o n p a g e 4 0 2 ) 4 0 2 / C & R L N e w s ■ M a y 2 0 0 0 2.2 ACRL enhances the visibility, cred ib il­ ity, a n d f a v o r a b l e r e s o lu t io n o f issu es affectin g academ ic libraries at the federal, state, and local levels. 2.3 Skills o f academ ic librarians are d e ­ v e lo p e d and librarians are seen as essential leaders in institutional chan ge and im p r o v e ­ m ent o f learning and teaching practices. 2.4 ACRL facilitates increased c olla b o ra ­ tion b e t w e e n a c a d e m ic librarians and all sectors o f higher education. 2.5 ACRL strengthens its partnerships w ith other inform ation-related or higher education organizations. 3.0 A C R L is a n in c lu s iv e o rg a n iz a tio n s e rv ­ in g a c a d e m ic lib r a r ia n s a n d o t h e r in f o r ­ m a t io n p r o fe s s io n a ls in r e la t e d p r o f e s ­ s io n s . G oals 3.1 Participation w ith in ACRL continues to include librarians from diverse populations. 3.2 ACRL w ill exp an d standards and gu id e­ lines to include statements on inclusiveness. 4.0 A c a d e m ic a n d r e s e a r c h lib r a r ia n s a r e c o n t in u a lly e n g a g e d in le a r n in g f o r t h e ir p r o f e s s io n a l d e v e lo p m e n t a n d g r o w t h . G oals 4.1 Leadership skills a m o n g academ ic li­ brarians are strengthened. “Every librarian a le a d e r” is fully realized. 4.2 A c a d em ic librarians are e ffe c tiv e and prod u ctive professionals w h o m ake signifi­ cant co n trib u tio n s to th eir org a n iza tio n s, librarianship, and higher education. 4.3 M em bers are supported in the d e v e l­ o p m e n t o f th eir s c h o la rly research skills t h r o u g h t r a i n i n g a n d n u r t u r in g a n d p ro v id in g m echanism s fo r publishing. 4.4 P ro g ra m s are d e v e l o p e d at lo c a l, regional, state, and national levels using n e w formats and delivery. 5.0 A C R L is a n a t io n a l a n d in t e r n a t io n a l in te ra c tiv e le a d e r in c re a tin g , e x p a n d in g , a n d t r a n s fe r r in g th e b o d y o f k n o w le d g e o f a c a d e m ic lib r a r ia n s h ip . G oals 5.1 ACRL firm ly establishes its position as a leader in research. 5.2 T h e sp eed o f dissemination o f research a n d e f f e c t i v e p r a c t i c e s in a c a d e m i c librarianship is increased. 5.3 Research that in vo lves all sectors o f A C R L ’s organizational units is e x p a n d ed and su p p orted so it dem onstrates the valu e o f contributions the units m ake to the p ro fes ­ sion and higher education. 5.4 C ollab orative research and d e v e lo p ­ ment projects that m ay in vo lve risk but w h o s e results prom ise to m ake a p ositive d ifferen ce to ACRL and its m em b ers are d e v e lo p e d and supported. 6.0 A C R L is a n e ffe c tiv e a n d a d y n a m ic o r ­ g a n iz a t io n th a t c o n t in u a lly e n h a n c e s its c a p a c ity to c re a te its fu tu re a n d a ssess a n d im p r o v e its p e r f o r m a n c e in c a r r y in g o u t its m is s io n . G oals 6.1 Data about m em b er and n o n m e m b e r n eeds and interests is co lle c te d and an alyzed on a regular basis. Actions are taken to ad ­ dress and m eet these n eeds and interests. 6.2 Relevant benchm arks to w h ich ACRL aspires are established. 6.3 Assessm ent and evaluation o f associa­ tion program s and activities are exp an d ed . 6.4 O rganizational audits are con d u cted and the organizational structure is r e v ie w e d to d eterm in e if it lends optim al support for the strategic directions. 6.5 T h e strategic planning process fo r the association b e c o m e s an integral part o f o p ­ erations and m em b er leader activity. ■ ( “Web a u th o r w a r e ” co n t. f r o m p a g e 3 9 0 ) integrated library and inform ation instruction and b e ap p lied to other disciplines at Rutgers. Notes 1. T ess T o b in and M artin K e ss e lm a n , “Evaluation o f W eb-B ased Library Instruction Program s,” (p re p a re d fo r the W ork sh op on W eb -B ased Instruction and sp on sored b y the IFLA User Education RT at K in g M ogh u t U ni­ versity, IFLA Annual C on feren ce, B angkok, Thailand, August 1999). 2. M ary Lee Bretz et al., “Learning Links: Reading, Writing, Inform ation, the W eb, and the W o rld ,” (p ro p o s a l to the University V ice President for A ca d e m ic Affairs, Rutgers U n i­ versity, Spring 1999). ■