ACRL News Issue (B) of College & Research Libraries 4 0 0 / C & R L N e w s ■ M a y 2 0 0 0 S t r a t e g i c P l a n 2 0 0 5 T h e m i s s i o n , v i s i o n , s t r a t e g i c d i r e c t i o n s , a n d g o a l s o f A C R L A s a c a d e m i c l i b r a r i a n s e n t e r t h e 2 1 s t c e n ­ t u r y , w e a r e p r e s e n t e d w i t h n e w o p p o r ­ t u n i t i e s a n d n e w c h a l l e n g e s . T e c h n o l o g y , i n p a r t i c u l a r , o f f e r s u s o p p o r t u n i t i e s h e r e t o f o r e s e e m i n g l y u n t h i n k a b l e . T h a n k s t o t e c h n o l ­ o g y , w e h a v e m a d e c o n s i d e r a b l e p r o g r e s s i n d e l i v e r i n g t o l i b r a r y u s e r s “ w h a t t h e y w a n t , w h e n t h e y w a n t i t , a n d w h e r e t h e y w a n t i t . ” H o w e v e r , a m i s u n d e r s t a n d i n g o f t h e p r o m ­ i s e o f t e c h n o l o g y t h r e a t e n s t o m a r g i n a l i z e u s . S o m e i n d i v i d u a l s h a v e l o o k e d a t o u r c o n ­ s i d e r a b l e p r o g r e s s a n d a s s u m e d o u r w o r k i s c o m p l e t e — “ I s n ’t e v e r y t h i n g o n t h e I n t e r n e t ? — A n d f o r f r e e ! ” W h o n e e d s l i b r a r i a n s t o s e l e c t , o r g a n i z e , a n d i n t e r p r e t k n o w l e d g e w h e n a f e w k e y s t r o k e s r e s u l t s i n m o r e i n f o r m a t i o n t h a n t h e t y p i c a l u s e r n e e d s a n y w a y — s o g o e s t h e t h i n k i n g o f s o m e ! T h e r e f o r e , w e a r e a t a c r i t i c a l j u n c t u r e i n o u r p r o f e s s i o n . A p l a n f o r t h e 2 1 s t c e n t u r y O v e r t h e p a s t m a n y m o n t h s , t h e A C R L B o a r d o f D i r e c t o r s — l e d b y M a u r e e n S u l l i v a n , n o w p a s t - p r e s i d e n t o f A C R L — h a s w o r k e d w i t h b o t h t h e l e a d e r s h i p o f u n i t s o f A C R L a n d A C R L m e m b e r s h i p t o d e v e l o p a n e w A C R L S t r a t e ­ g i c P l a n . A t t h e M i d w i n t e r 2 0 0 0 m e e t i n g t h e A C R L B o a r d a d o p t e d t h i s p l a n . T h i s i s t h e s t r a t e g i c p l a n t h a t w i l l p e r m i t A C R L a n d i t s m e m b e r s t o f o c u s t h e i r g o a l s a n d a c t i v i t i e s t o l e a d u s i n t o t h e 2 1 s t c e n t u r y . T h e S t r a t e g i c P l a n , w h i l e t h e r e s u l t o f c o n ­ s i d e r a b l e e f f o r t a n d i n p u t , i s n o t a s t a t i c , i n ­ f l e x i b l e d o c u m e n t f o r t h e a g e s . I t i s a d y ­ n a m i c d o c u m e n t r e f l e c t i n g t h e n e e d s o f a v i g ­ o r o u s o r g a n i z a t i o n o f a v i t a l a n d e v e r - c h a n g ­ i n g p r o f e s s i o n . W e s h o u l d v i e w t h e S t r a t e g i c P l a n a s a d o c u m e n t t h a t f a c i l i t a t e s t h e a c h i e v e m e n t o f w i d e l y h e l d , i f n o t u n i v e r s a l , g o a l s . I t i s n o t a g a t e k e e p e r , a h u r d l e , a n o b s t a c l e , o r s o m e ­ t h i n g t o w h i c h w e p a y o c c a s i o n a l l i p s e r v i c e a n d , i n g e n e r a l , i g n o r e . I t i s a d o c u m e n t t h a t p r o v i d e s a f r a m e ­ w o r k w i t h i n w h i c h t o f o c u s o u r e f f o r t s a n d t o c o n c e n t r a t e o u r e n e r g i e s a n d o t h e r r e ­ s o u r c e s i n m o v i n g b o t h t h e o r g a n i z a t i o n a n d t h e p r o f e s s i o n a h e a d . T h e s t r a t e g i c d i r e c t i o n s o u t l i n e d i n t h e p l a n w i l l b e r e v i e w e d r e g u l a r l y t o e n s u r e t h a t t h e y r e f l e c t o u r n e e d s . N e w c h a l l e n g e s a r i s e . N e w o p p o r t u n i t i e s p r e s e n t t h e m s e l v e s . N e w m e m ­ b e r s a n d n e w l e a d e r s o f f e r f r e s h p e r s p e c ­ t i v e s . T h e r e f o r e , t h e S t r a t e g i c P l a n s h o u l d a l w a y s b e a c o n s t a n t l y e v o l v i n g d o c u m e n t . I e n c o u r a g e A C R L m e m b e r s t o p r e s e n t a n y r e c o m m e n d a t i o n s f o r c h a n g e i n w r i t i n g f o r c o n s i d e r a t i o n b y t h e A C R L B o a r d a t i t s r e g u ­ l a r m e e t i n g s o r t h e E x e c u t i v e C o m m i t t e e a t i t s m e e t i n g s . I u r g e y o u t o r e a d c a r e f u l l y t h e S t r a t e g i c P l a n a n d w o r k t o h e l p t h e u n i t o r u n i t s o f A C R L i n w h i c h y o u a r e a c t i v e t o f o c u s o n o n e o r m o r e o f t h e g o a l s o u t l i n e d i n t h e p l a n . T h r o u g h w o r k i n g t o g e t h e r w e c a n m a r ­ s h a l t h e c o l l e c t i v e m i g h t t o t a k e a d v a n t a g e o f t h e o p p o r t u n i t i e s p r e s e n t e d a n d t o c o n f r o n t t h e c h a l l e n g e s w e f a c e a s w e e n t e r a n e w m i l l e n n i u m . — L a r r y H a r d e s t y , A C R L P r e s i d e n t O v e r v i e w T h r o u g h t h e a c t i v e e f f o r t s o f A C R L m e m b e r s , A C R L s e c t i o n s , c o m m i t t e e s , c h a p t e r s , c o u n c i l s , a n d p a r t n e r s : • P u b l i c p o l i c y a n d l e g i s l a t i o n m a n i f e s t t h e c o r e v a l u e s o f a c a d e m i c l i b r a r i a n s i n s e r v ­ i n g t h e n e e d s o f s o c i e t y i n l e a r n i n g , t e a c h ­ i n g , a n d r e s e a r c h . C & R L N e w s ■ M a y 2 0 0 0 / 4 01 • T h e system o f scholarly com m u nication ensures w id e access, reasonable pricing, p er­ m anence, and fair use. • T h e core values o f academic librarianship are reflected in higher education. • Educators and the general public w id e ly re c o g n ize that inform ation literacy is a fun­ dam ental c o m p e te n c e fo r life lo n g learning and inform ation literacy is in corp orated into the curricula o f h ig h er ed u ca tion and the w o rk p la ce. • Research b y librarians influences d e ­ v elo p m en ts in higher education, inform ation tech n olog y , and related areas. • L ib ra ries a n d in stitu tion s o f h ig h e r education use ACRL standards and outcom es measures to assess and im prove the effective­ ness and future direction o f academ ic librar­ ies. ACRL defines k n o w le d g e and core c o m ­ petencies for academ ic library professionals. Core values T h ese core values g u id e the strategic d irec­ tions that shape the program s and services o f ACRL. • Equitable and open access to infomation. • Service. • Intellectual freed om . • C oop eration , collaboration, and shar­ ing resources. • C o m m it m e n t to th e p r o f e s s i o n o f librarianship. • Fair use. • Education and learning. • C om m itm ent to use o f appropriate tech­ n o lo g y . • K n o w le d g e fo r its o w n sake. • Conservation and preservation o f know l­ edge. • Diversity. • Scholarly com m unication/research. • G lob a l perspective. M ission A C R L e n h a n c e s the e ffe c tiv e n e s s o f a c a ­ d e m ic an d resea rch librarians to a d v a n c e lea rn in g , te a c h in g , and resea rch in h ig h e r e d u c a tio n . V isio n • A C R L is th e l e a d i n g p r o f e s s i o n a l o r g a n i z a t i o n o f c h o i c e f o r p r o m o t i n g , supporting, and advancing values o f academic libraries to the higher edu cation com m unity. • A C R L ’s o r g a n iz a tio n a l structure and systems facilitate m axim um m em bership par­ ticipation. • ACRL supports the professional growth o f members through a diverse and w idely distrib­ uted array o f programs and publications that in­ tegrate n ew formats and delivery options. • A C R L m e m b e r s a r e l e a d e r s in librarian ship, h ig h e r ed u c a tio n , s c h o la rly com m unication, and civic developm ent. T h ey are culturally and ethnically diverse; h a ve a b road range o f k n o w le d g e and experts; and represent academ ic librarians and profession­ als in related careers. • A C R L ’s in itiatives e n a b le the h ig h e r education com m u n ity to understand the role that academ ic libraries p lay in the teaching, learning, and research environm ent. • ACRL m em bers are valued, w e lc o m e d , respected, and co n n e c te d w ith in the asso­ ciation. Strateg ic d irectio n s 1.0 Society reco gn izes the co n tribu tio n s that academ ic a n d re se a rc h lib ra rie s a n d lib ra r­ ia n s m a k e in h ig h e r ed u cation , s c h o la rly co m m u n icatio n , a n d civic d e v e lo p m e n t G o a ls 1.1 Librarians understand their roles as in­ form ation leaders in their institutions. 1.2 Librarians, other m em bers o f the schol­ arly com m unity, including campus academ ic officers, students and faculty and society, rec­ o g n iz e the im portance o f the library to teach­ ing, learning, and scholarly com m unication. 1.3 ACRL increases its efforts to p ro m o te academ ic librarianship. 1.4 Society recogn izes inform ation literacy as a fundam ental c o m p e te n c y fo r life lo n g le a rn in g . 1.5 A c a d em ic librarians identify and agree u p on core com p eten cies for their profession. 2.0 A c a d e m ic lib r a r ia n s a d v o c a te f o r p u b ­ lic p o lic y , le g is la t io n , a n d in s t it u tio n a l c h a n g e th a t e n h a n c e th e v a lu e s a n d c o n ­ trib u tio n th e y m a k e to le a r n in g , te a c h in g , a n d r e s e a r c h . G oals 2.1 ACRL im p roves its ability to function as an authoritative and influential ad vocate fo r academ ic libraries. 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). ■ C & R L N e w s ■ M a y 2 0 0 0 / 4 0 3