ACRL News Issue (B) of College & Research Libraries College & Research Lib No. 9, O ctober 1971 ACRL Ne r ws a Is r sue i ( e B) o s f C ol n lege e & w Resear s ch Libraries, Vol. 32, No. 5 FIN A L DRAFT AAJC-ACRL Guidelines for Two-Year College Library Learning Resource Centers Upon approval by the ACRL Board of Di­ rectors and the American Library Associa­ tion at the Midwinter Meeting in January 1972 these guidelines will supersede and re­ place the “Standards for Junior College L i­ braries” (1960). Because the two-year college is innovative and changing this set of “Guide­ lines” is subject to annual review by the Joint Committee of the American Association of Junior Colleges and The American Library As­ sociation and by the Association of College and Research Libraries Committee on Standards. Introduction. Junior and community colleges constitute one of the more dynamic sectors in American higher education largely because of the increasing number of students in attend­ ance and because of the number of new in­ stitutions established annually. A statement describing adequate learning resources and services has been difficult to formulate for such institutions because of such factors as the widely diversified purposes and sizes of the institutions, private and public; the high pro­ portion of commuting students; the compre­ hensiveness of the curricula; the willingness of administrators to experiment unhampered by tradition; and the heterogeneity of back­ ground among those enrolled. Although the di­ versity among the institutional patterns makes NOTICE Please send all news notes to Michael Herbi- son, CRL News Editor, Library, University of Colorado, Colorado Springs Center, Colo­ rado Springs, CO 80907. This is a change of address and all publicity offices should be notified. the establishment of generally applicable guide­ lines difficult, all two-year institutions need qualitative recommendations based on profes­ sional expertise and successful practices in leading institutions which can be used for self-evaluation and projective planning. The evolution of libraries from the tradi­ tional print-oriented centers into centers pro­ viding all types of resources and services to meet instructional and individual needs has been accelerated in the past decade. This in­ tegration of various print and nonprint ma­ terials into a single administrative unit to pro­ vide the resources, regardless of format, has been incorporated into these guidelines. There is no expectation that every institution should be forced into this single immutable mold. The guidelines are designed to aid the col­ leges in the implementation of their education­ al goals and strengthening of their instructional College & Research Libraries is published by t he Association of College and Research Libraries, a division of the American Library Association, 17 times yearly—6 bim onthly journal issues and II monthly, combining July- August, News issues at 1201-05 Bluff St., Fulton, Mo. 65251. Subscription, $10.00 a year or, to members of the division, $5.00, included in dues. C irculation and advertising office: American Library Association, 50 E. Huron St., Chicago, III. 60611. Second-class postage paid at Fulton, Missouri 65251. News e dito r: Michael Herbison, Library, University of Colorado, Colorado Springs Center, Colorado Springs, Colorado 80907. Editor: Richard M. Dougherty, School o f Library Science, Syracuse University, Syracuse, N.Y. 13210. President, ACRL: Joseph H. Reason. Executive Secretary, ACRL: J. Donald Thomas, ALA. 266 programs. In some institutions these goals and objectives will require alternative approaches. These guidelines are diagnostic in nature. Their immediate application is intended for an institution already established. They are not designed as minimal (or accreditation) stan­ dards for a new institution. New institutions and institutions not yet meeting their regional accreditation standards can use these guide­ lines chiefly for self-study and planning. For such institutions these guidelines will give di­ rection for establishing the pattern of service and development of collections which antici­ pated growth will require. Application of the criteria should be governed by the purposes, goals, and students of each college. Since they represent established practices, any variant pro­ cedures should be supported by cogent rea­ sons. These guidelines contain no quantitative statements in the text. Rather than developing any new quantitative statements, reference will be made in appendixes to the California state­ ment, most comprehensive of those currently available for guidance to those institutions re­ quiring them for self-evaluation or planning purposes. Such numerations become too soon obsolete and inhibitory rather than remaining a desirable goal for development. Many aspects of traditional librarianship and traditional audiovisual services in th e two-year colleges and the integration of these services in the developing Library Learning Resource Centers have not been studied adequately for long-range projection of needs. Until such studies have been made these guidelines may serve as the foundations for research and for experimentation in organization, structure, and services. The changing and expanding role of two- year colleges in America today may well re­ sult in institutions quite different from those in operation a t the present. These guidelines, therefore, may require significant upw ard re­ vision when such institutions reach a new stage in their development. At that point, they may well need much larger and higher resources and greatly extended services. All concerned should be alert to this coming challenge. Glossary The terms listed below are used throughout these guidelines with the meanings indicated. Two-year college. Any institution of higher education which offers less than a baccalaure­ ate degree and which requires its students ei­ ther to be high school graduates or to be be­ yond high school age. Included under this term are th e following types of both public and private institutions: (1 ) Institutions offer­ ing courses similar to the liberal arts curricula in the first two years of a senior college or university; (2 ) institutions which provide for the first two-year programs as branches or ex­ tension centers of senior colleges and univer­ sities in anticipation of transfer to the parent institution or some other college at the junior year; (3 ) institutions for posthigh school ages whose concern is primarily vocational or tech­ nical and which are administered as specialized institutions of higher education; and (4 ) com­ prehensive institutions offering both liberal arts and occupational programs of posthigh school level. Comprehensive community colleges, p u b ­ lic and private junior colleges, and technical institutes are included. Library Learning Resource Center. An ad­ ministrative unit on th e individual campus which integrates print and nonprint forms of communication resources and the necessary equipment and services to perm it their utiliza­ tion. Materials. Resources of all types to meet in­ dividual or curricular needs. Included in this term are items such as 16mm motion pictures, 8mm film loops, filmstrips, slides, transparencies, video tapes, art reproductions, charts, posters, models and specimens, disc and tape record­ ings, programmed learning aids, books, jour­ nals, newspapers, microforms (microfiche, mi­ crofilm, microcards), pam phlet materials, gov­ ernment documents, and other related re­ sources. Production. The preparation of material for individual or curricular needs. Included is work involving graphics, photography, cinema­ tography, recording, and preparation of print­ ed materials. Center staff. The personnel who operate a Library Learning Resource Center. These have a variety of abilities and ranges of educational background. They include professional staff, technical assistants, clerks, secretaries, and stu­ dent assistants. Professional staff. Personnel who carry on responsibilities in the center almost always re­ quiring professional training at graduate level appropriate to the assigned responsibilities. Technical assistants. Staff members who as­ sist and work under a professional staff mem­ ber in duties requiring specific skills and spe­ cial abilities. Such personnel may supervise clerks and student assistants. They make it pos­ sible for the professional staff to concentrate their tim e on professional services and activ­ ities. Th e Role of the Library L earning Resource Center Many diverse elements contribute to the quality of instruction and to the development of th e students in the two-year college. No one of these is dominant in isolation from the others. Faculty, students, teaching methods, fa­ cilities, resources, and educational philosophy l Peter M. Doiron is no longer serving as editor of CHOICE. This was announced August 4, 1971, by David H. Clift, Execu­ , tive Director of the American Library As­ ­ sociation. f A successor to Mr. Doiron will be ap­ pointed upon recommendation of the ACRL ­ Publications Committee whose chairman for ­ 1971-72 is Robert M. Pierson, Assistant Di­ rector for Administration, University of Maryland McKeldin Library, College Park, MD 20740. Persons interested in the posi­ tion are requested to write Mr. Pierson. . t ­ needs of the students and faculty. The inte­ gration of resources in a Library Learning Re­ source Center (hereafter termed a center) ­ provides optimum services for students and ­ faculty and gives instructors the opportunity to ­ select from among the many resources the ma­ ­ terials best suited for meeting individual and class needs. The combined administrative unit r permits the maximum flexibility and best use ­ of personnel and materials. 2. The center has a statement of defined pur­ poses and objectives. Since the center is vital to the purposes ­ and objectives of the college it serves, a clear t definition of the role and scope of learning re­ sources within the educational program is de­ sirable. Because of the relationship of the cen­ ter to the instructional program, ready avail­ ­ ability of a copy of the statement to all faculty in an institutional publication such as a faculty handbook is needed. l 3. The center focuses on facilitating and im­ proving the learning process. ­ Emphasis of all services is upon the indi­ vidual learner, upon facilitating inquiry, ex­ ploring ideas and concepts, and developing the ability to utilize the resources independently. ­ Such emphasis requires a commitment of the ­ staff to involvement in the instructional pro­ gram, provision for individual guidance in the ­ use of materials and resources and in the inter­ , pretation of learning tools, as well as formal in­ ­ struction to groups. It involves provision for the preparation and production of materials for the classroom. 4. The center provides bibliographic support for utilization of all resources. Bibliographic services are essential for in­ structional preparation and classroom presenta­ tions of faculty members, for advanced study, for personal development, for research, and for knowledge of innovational and experimental developments in two-year college instruction. In addition, students require maximum ac­ quaintance with such works to be prepared to 267 all play a significant role in the educationa achievement of the institution. Education is more than exposure through lectures and rote learning to the knowledge ideas, and values current in society; educa tion is a preparation for resolving the range o problems continuously encountered by man in living and in pursuing an occupation. The stu dent must be able to explore fields of knowl edge which will enhance his potential and be relevant to him. The means of exploration are through active participation in the classroom, as well as through self-directed study and the use of individualized instructional resources Trained professional assistance is necessary to direct him in finding and interpreting the prin and nonprint materials which relate to his in dividual needs and which are adapted to his level of skills and abilities. The instructor’s success in guiding the stu dent in exploration of knowledge and in ar riving at predefined instructional objectives de pends on access to materials. The widest pos sible variety of print and nonprint materials with appropriate equipment is necessary fo implementation of innovative instructional tech niques. Both student and faculty member function at their best with the support of a Library Learning Resource Center adequately con ceived, staffed, and financed. Independen learning by the student and innovative and quality teaching are both dependent upon breadth of resources, concerned anl involved staff, and provision for effective use of the cen ter. More than almost any other element in the institutional program the Library Learning Resource Center expresses the educationa philosophy of the institution it serves. Because of its direct relationship to the in stitutional objectives the role of the Library Learning Resource Center is threefold: (1 ) To provide an organized and readily accessible collection of print and nonprint materials need ed to meet institutional, instructional, and in dividual needs of students and faculty; (2) to provide a staff qualified, concerned, and in volved in serving the needs of students, faculty and community; and (3 ) to encourage innova tion, learning, and community service by pro­ viding facilities and resources which will make these possible. I. O b je c t iv e s a n d P u r p o s e s 1. The college provides a Library Learning Resource Center. The educational program of every junior and community college (hereafter termed two-year college) requires that provision be made for adequate materials to support and supplement the curricular offerings and to meet readily the 268 make current and future use of such facilities. Bibliographic support also facilitates develop ment of the resources of the center, obtaining materials on loan or rental basis when needed for limited periods, and the implementation of regional cooperative systems. 5. The center is concerned with the needs of students and faculty as individuals. Services and materials are related not only to the academic and occupational curricular needs of students, but also to the individual interests and developmental needs of every student and faculty member. Understanding and interpretation on the part of the center staff is necessary if needs are to be identified. Special assistance is given those who have dif­ ficulty articulating their needs or who have lin­ guistic or physical handicaps. The stimulation and motivation may be achieved by using the center’s resources and materials to provide dis­ plays, publications, exhibits, film showings, etc. 6. The center, like the instructional staff, is a resource for teaching and learning. Instructors who discover a need for re­ sources to augment, enrich, or improve their instructional methods depend upon the per sonnel of the center to provide information about newly acquired materials, to make these materials available with speed and efficiency, to instruct students and faculty in use of equip­ ment, to produce materials when they are not otherwise available, to instruct students in the use and resources of the center as these relate to their subject fields, to keep them informed about new developments, and to assist in de­ veloping learning activities. Faculty members are important to the center staff because stu­ dent use is largely dependent upon faculty en­ couragement and because center expansion to meet instructional developments requires fac­ ulty support of its objectives as well as direct assignments and encouragement of student use. 7. The center serves as a community resource. Every two-year college, whether privately or publicly supported, has a responsibility to meet needs of the larger community in which it is located. Although the type and needs of the community may vary, attention at each college is placed on ways in which the center can serve th at community. The community, in turn, serves as a reservoir of material and hu­ man resources which can be utilized by the center in meeting instructional needs. 8. The center cooperates in the development of area, regional, and state networks or sys­ tems. If the needs of clientele are met, constant coordination of all resources and services with those of other institutions to extend the avail­ ability of such services and resources to meet wider needs is necessary. Multicampus districts are in an especially advantageous position to ­ ­ demonstrate cooperation as well as to stretch their budgets through such endeavors as cen­ tralized technical processing, development of specialization, etc. Reciprocal participation in consortia with other institutions for the devel­ opment of networks or systems enables the in­ dividual institution to obtain and make use of materials and services which it could not af­ ford to provide by itself. II. Organization and Administration 1. The responsibilities and functions of the center within the institutional structure and the status of the chief administrator are clearly defined. The effectiveness of services provided de­ pends on the understanding by faculty, col­ lege administrators, students, and center staff of the responsibilities and functions of the cen­ ter as they relate to the institution. A written statement, endorsed by the institution’s trustees or other policy-setting group, should be readily available. To function adequately, the chief adminis­ trator of the center (whose title may vary in different institutions, but hereafter termed the director), reports to the administrative officer of the college responsible for the instructional program and has the same administrative rank and status as others with similar institution­ wide responsibilities. These relationships are de­ lineated as part of the written statement so that he has adequate authority to manage the internal operations and to provide the services needed. 2. The relationship of the center to the total academic program necessitates involvement of the professional staff members in all areas and levels of academic planning. Provision of learning resources is central to the academic program. As a result the pro­ fessional staff members have interests which are broad and go beyond the scope of their day-to-day operations. The professional staff members are involved in all areas and levels of academic planning. The director works closely with the other chief administrators of the college, and the other professional staff members participate in faculty affairs to the same extent as other faculty. The professional staff members are involved in and represented on major college committees such as curriculum, building program, and budget. As far as pos­ sible the professional staff members ought to function as liaison participants in staff meetings of the various departments. 3. Advisory committees of faculty and stu­ dents are essential for the evaluation and extension of services. As a rule, there should be a faculty advisory committee appointed by the chief administra­ tive officer of the college, elected by the facul­ 269 ty, or selected by the procedure generally fol­ lowed in the formation of a faculty committee. It should include representatives of the vari­ ous academic divisions of the college and con­ sist of both senior and junior members of the faculty, chosen carefully for their demonstrat­ ed interest beyond their own departmental concerns. The committee functions in an ad­ visory capacity to the director and acts as a connecting link between the faculty as a whole and the center. It should not concern itself with details of administration. The director is an ex-officio member of the committee and may serve as secretary. A student advisory committee (or a joint advisory committee with the faculty) serves as a liaison between the student body and the center, and presents suggestions on center-stu­ dent relationships. The committee should work closely with the director as an ex-officio mem­ ber; he may use it as a sounding board for new ideas in developing a more effective pro­ gram of services. 4. The director is responsible for the adminis­ tration of th e center which is carried out by means of established lines of authority, def­ inition of responsibilities, and channels of communication defined in writing. Each professional and supportive staff mem­ ber knows which activities are his responsibil­ ity and knows to whom he is accountable. Every center requires a staff manual which provides policy and procedural statements, duty assignments and other organizational m at­ ters, and items of general information. 5. Internal administration of the center is based on staff participation in policy, procedural, and personnel decisions. The internal organization is appropriate to the institution, and within this framework is based upon a considerable amount of self-de­ termination guided by the need for meeting common goals. Regular staff meetings and clearly devised lines of authority and respon­ sibility are necessary. All staff members share in the process by which policies and proce­ dures are developed; all staff members have access to the director and his chief assistants. 6. Budget planning for the center reflects the campus-wide instructional materials needs and is initiated by the director. Any changes are made in consultation with him. Adequate budget, essential to provide good services, is based upon needs of the curriculum and functions of the center. The director is re­ sponsible for fiscal planning and administering the funds for the center. He is consulted dur­ ing all phases of development of the institu­ tional budget. Through his own consultations with his staff, he acquires the information need­ ed to prepare the request, with ample time to present and explain the budget request to the college administration as p art of the budget process. Whenever consideration is given to ad­ justments or reallocation of funds or applica­ tions for grants, consultation is also indicated. 7. The accumulation of cogent statistics and maintenance of adequate records is a man­ agement responsibility of the director. To meet needs for internal analysis and man­ agement planning and to provide data for an­ nual and special reports needed by the col­ lege, accrediting associations, and government agencies, statistics providing a clear and un­ distorted picture of activities, acquisition of ma­ terials and equipment, utilization of personnel, and annual expenditures are essential for fed­ eral, state, and college use. These statistics and records are collected in terms of the definitions and methods of reporting set forth in federal and professional publications. 8. Adequate management includes planned in­ formational releases to inform administra­ tion, faculty, and students concerning ac­ tivities, services, and materials. The close relationship which exists with in­ structional departments on the campus demands that information about the center be readily available. An annual report and other planned informational reports are essential for this pur­ pose. Among other possible publications are bibliographies, acquisitions bulletins, current 270 Close the drawers on inefficient interlibrary lending. Here’s how one library organization did. First, the state library’s entire card catalog was put on 3M microfilm cartridges. Participating area libraries were supplied with duplicates and equipped with 3M Brand “ 400C” Microfilm Reader-Printers. Results: No more waiting for titles to be hunted down in the drawers of the card catalog. State library resources can be instantly surveyed at area library locations. Requests are verified in minutes and filled in hours. A concise index in the area library provides quick access to the appropriate microfilm cartridge. By inserting the cartridge in the “ 400C” and turning a dial, the operator visually scans contents on the unit’s screen. If the card for a desired book is in the catalog, a hard copy print of the card is obtained in just 6 seconds at the push of a button. Copies are used as loan request forms, eliminating the need to hand type these forms. The same microfilm retrieval system is used in the state library to fulfill requests. Another important advantage of this system: An archival copy of the state library catalog was put on microfilm for safe keeping in case of fire or other disaster. Like to modernize your interlibrary loan system? Contact any 3M Business Products Center for more facts today. Or write 3M Company, Dept. FFD-101, St. Paul, MN 55101. 271 awareness lists, handbooks for faculty and stu­ dents, releases to student and community pub­ lications through regular college channels, cam­ pus broadcasts, and utilization of other com­ munications services which will reach students and faculty. 9. Responsibilities for all learning resources and services should be assigned to the cen­ ter. Only in rare cases is the establishment of a separate departmental collection of materials justified on a two-year college campus. Even when physical limitations due to excessive dis­ tance, limited space, or unique organization complexities compel an institution to make an exception, centralized administration continues to be desirable to provide coordination of re­ sources and services, to develop systems ap­ proaches to needs, and to utilize staff effective­ ly. Separated collections always are considered to be temporary. 10. Multicampus districts take advantage of the opportunity for close cooperation, ex­ change of resources, and shared technical processes while providing full resources and services for every campus. Each campus in a multicollege junior col­ lege district has its instructional and individual needs met by a center on its campus. There is no need, however, for duplication of routine technical processes and production facilities where these can be centralized more econom­ ically. Organizational structure within the dis­ trict should facilitate cooperation and exchange of resources between all campuses. III. St a f f 1. A qualified and experienced staff is avail­ able in sufficient number to satisfy the pur­ poses and objectives of the center. The number of professional and supportive staff will vary from one institution to another depending upon the number of students, the size and program of the institution, the hours operated, the physical facilities, and the scope and nature of the services performed by the center staff. 2. Every professional staff member has a grad­ uate degree and meets all certification re­ quirements which apply. The graduate training is appropriate to his duties in the center. Additional graduate study in a subject field should be recognized for all personnel as appropriate to such assignments. Further graduate study should be encouraged and rewarded. 3. Every professional staff member has faculty status, together with all faculty benefits and obligations. Faculty status for professional staff includes such prerogatives as tenure rights, sick leave benefits, sabbatical leaves, vacation benefits, comparable hours of duty, retirement and an­ nuity benefits, and inclusion on the same sal­ ary scale which is in effect for faculty mem­ bers engaged in classroom teaching. Where academic ranks are recognized, ranks are as­ signed to the professional staff independent of internal assignments within the center based on the same criteria as for other faculty. Facul­ ty status also implies the obligation to meet all faculty requirements concerning advanced study, research, promotion, committee assign­ ments, membership in professional organiza­ tions, sponsorships, publication in learned jour­ nals, etc., which the institution expects of other faculty members. 4. Professional staff belong to and participate in state and national professional organiza­ tions with financial assistance for travel and subsistence provided. Participation in professional activities is ex­ pected of anyone assumed to be a profession­ al. The institution provides travel funds for regular attendance of some staff members and for occasional attendance for every staff mem­ ber at state or national meetings. Those staff members who serve as an officer or committee member or participate on a program are given special financial allocations. 5. The director of the center is selected on the basis of educational achievement, adminis­ trative ability, community and scholarly in­ terests, professional activities, awareness of the functions and purposes of the center, and concern for users. The director has a dual administrative func­ tion. He is concerned and involved in the en­ tire educational program of the institution as well as with the internal operation of the cen­ ter. He must be professionally knowledgeable about resources and services of both print and nonprint materials with adequate experience in both areas. Because the ultimate success of the center is to a large extent dependent upon the ability of the director to perform his multiple duties effectively, the recruitment and selec­ tion of the director is of paramount importance. 6. All personnel are considered for employ­ ment on the recommendation of the direc­ tor, and upon employment, are responsible to him for the performance of assigned duties. The effectiveness of the center is deter­ mined by the performance of the staff. It is es­ sential, therefore, that all personnel, profession­ al or supportive, b e recommended for em­ ployment by the director with the advice of center staff who will be involved in the super­ vision of the new staff member. a. Professional staff members are assigned professional duties. Professional staff members provide facul­ ty and students with a wide variety of services, 272 including instruction in the use of the center and its resources to individual students or in the classroom, helping students to gain skills in the techniques of research and evaluation, encouraging the development of desirable lis­ tening, viewing, and reading patterns, serving as materials specialists and consultants to the faculty, evaluating and selecting materials for the center, making materials accessible to stu­ dents and faculty through the cataloging and classification system, producing and assisting faculty in producing materials for instructional use to supplement those available through oth­ er sources, and supervising the work of the center. b. All supportive staff members are respon­ sible to a professional staff member. The supportive staff provide assistance to the professional staff of the center and are, therefore, under their direction. Direct super­ vision of clerks or student assistants may, how­ ever, be performed by technical assistants. c. Technical assistants with specific skills and special abilities are provided to as­ sist the professional staff members. The number and kind of technical as­ sistants needed will be determined by the size of the college and the services performed. The educational background and experience of such technical assistants should be appropriate to the tasks assigned. In many situations graduates of a two-year technical program will have the training desired; in other cases, their skills will have been learned through extensive work ex­ perience in a related position. Technical assistants perform such tasks as supervision of circulation activities, produc­ tion of transparencies, designing and illustrat­ ing promotional items, preparing graphics, han­ dling interlibrary loans, bibliographic searching, details of technical preparations of materials for use, servicing equipment for films, television, and classroom, handling routine computer op­ erations, doing camera work and developing pictures and slides, scheduling films, doing cinematography for instructional television or classroom films, and similar work requiring skills and abilities beyond those expected of clerks or secretaries. d. Student assistants are employed to sup­ plement the work of the supportive staff. Student assistants are important because of the variety of tasks they can perform effec­ tively, because they encourage other students to use the facilities and services, and because they serve as significant means of recruitment for supportive and professional positions. They do not, however, replace an adequate full­ time staff, nor can their work be matched on an hour-to-hour basis with that of regular full­ time employees. 7. Teaching assignments by center staff mem­ bers are considered dual appointments in calculating staff workloads. When members of the center staff are as­ signed regular teaching responsibilities in train­ ing technicians or other classroom assignments, the hours scheduled in the center are reduced by an equivalent time to allow preparation and classroom contact hours. In effect, such staff members have dual appointments and thus cannot be considered as available more than part-time for duties in the center. IV. Budget 1. Provision is made in the budget for salaries, student wages, purchase of all types of ma­ terials, binding, production of instructional materials, supplies and contractual services (including data processing services), re­ pairs, replacement and new equipment, trav­ el of staff to professional meetings, and other related items. For management purposes, costs relating to the various types of materials and services are separately identifiable. Where specialized fa­ cilities are a part of the center, it is desirable that costs for these be identifiable as well. 2. The director has the authority, whenever necessary, to reallocate individual amounts assigned to the various categories as long as the total expenditures are within the total amount budgeted. Flexibility within the amounts budgeted is desirable, when not prevented by specific legal provisions, in order to satisfy varied demands which develop during the academic year. 3. The budget of the center is sufficient to meet normal requirements of the curriculum and the functions of the center. The basic budget is dependent upon due consideration of many factors, including the purposes and functions of the institution, ade­ quate prior provision of a basic collection of print and nonprint materials, growth rate of the institution, curriculum change or growth, type of service rendered, size of faculty, size and kind of student body, center staff, physical fa­ cilities in which the center operates, availabil­ ity of other learning resources to faculty and students, and the extent to which commercial processing centers are utilized. 4. Financial records are maintained by or are accessible to the center. Costs analyses and financial planning are dependent upon the adequacy of records, with sufficient additional information to enable com­ prehensive planning and effective utilization of all funds available. These records are not necessarily the same records as are needed in the business office. 5. All expenditures, other than payroll, are ini­ tiated in the center with payment made 273 274 only on invoices verified for payment by for learning and study. Some require pro­ grammed learning equipment; others learn best by use of isolated individual study areas. In some circumstances they need to study to­ gether as a group or relax in comfortable lounge chairs. 3. The physical facilities are attractive, com­ fortable, and desgned to encourage use by students. Attractive and well-planned areas encourage student utilization. Air-conditioning and com­ fortable heating, proper lighting, acoustical treatment, regular custodial care, prompt main­ tenance of equipment, and regular and sys­ tematic repair of damages are necessary. 4. Space requirements and physical arrange­ ments and construction provide for full utili­ zation of specialized equipment. Specialized facilities are necessary for cer­ tain types of equipment. For example, data processing services, dial access listening and viewing equipment, television production, and use of other types of electronic equipment re­ quire special consideration in terms of electrical connections, cables, conduits, lights, fire protec­ tion, and other factors. 5. Planning of new or expanded facilities is accomplished with the participation and con­ currence of the director in all details and with the wide involvement of users and staff. The director works with the architect and the administration in every decision and has prime responsibility in the functional planning of the facility. In most cases employment of a knowledgeable learning resource or library building consultant results in a more functional and useful building and for this reason should be given serious consideration. Many build­ ings fail to fulfill their functions because those persons who will be working or using the building have not been involved in planning. Staff, faculty, student representatives, and oth­ ers who will utilize the facilities should be consulted. 6. The internal layout of public service areas allow adequate service at all times. The number of users varies in all centers from peak periods when crowded conditions make service difficult to times when few stu­ dents are present. Physical arrangements make continued service with minimal staff possible during quiet times and at the same time pro­ vide for augmented service at other periods. 7. Internal arrangement of services and work areas are planned with consideration as to flexibility, relationship between areas, and function, with particular attention to staff needs. Flexibility is essential to meet advances in technology and changes in instructional re­ quirements. Areas within the center are the staff. Purchases are initiated by the staff through preparation of purchase order or requisition. In­ stitutional business operations require approval of all invoices by the operating departments. 6. To the extent legally possible and within the policies of the board of trustees, pur­ chases of materials are exempted from re­ strictive annual bidding requirements. Materials often are unique items obtainable from a single source. Equivalent prices and speedier services often can be obtained by di­ rect access to the publisher or manufacturer rather than through a single vendor. Satisfac­ tory service requires prompt delivery; a larger discount might justifiably be rejected if it en­ tails a delay in filling the order. Satisfactory service rendered by a vendor in the past may more than compensate for the confusion and interruption of service inherent in frequent changes of vendors through annual bidding re­ quirements. 7. Purchases are made throughout the year based on curricular requirements and other factors rather than annually or semiannual­ ly. Expenditures are based on need, avail­ ability, and practical considerations such as processing time, rather than through fixed se­ quences which inhibit the functions of the center. 8. Efforts are made to pay vendors promptly. A major problem for suppliers dealing with academic institutions is th at months may pass before payment is made. Every effort to ap­ prove invoices and to encourage prompt pay­ ment by the business office involved improves relations with all suppliers. V. Facilities 1. The physical facilities in which the center is located provide sufficient space for pres­ ent operations, and long-range planning provides for growth during the next ten years. No two institutions have the same space re­ quirements or need the same types of facilities, b u t flexibility and expansion are certain if ade­ quate support and comprehensive services are provided. Because modification and expansion of facilities cannot be accomplished as a rule with sufficient speed to prevent overcrowding and impairment of services, long-range plan­ ning is essential. Factors to be considered in­ clude projections of student enrollment, com­ munity services, growth of collections and services, staff needs, impact of curricular de­ velopment, and technological advances. 2. The physical facilities provide a wide va­ riety of learning and study situations. Students require various types of facilities 275 grouped to aid the user and to permit the staff to perform duties effectively. Services provided are dependent upon staff, whose ef­ ficiency is in term dependent upon adequate office, workroom, and storage space. The staff areas are so located th at an efficient flow of work is possible. A staff conference room, apart from the director’s office, is desirable in all but the smallest institutions. VI. Instructional Equipment 1. Instructional equipment is purchased with a systems approach. A systems approach means methodology— the framework for the design and implementa­ tion of technical resources. When a systems approach is adopted equipment is purchased in view of purpose, process, and content. This or­ derly procedure makes possible an ultimate and proper utilization. 2. Instructional equipment is selected upon the basis of quality of performance, effective de­ sign, ease of operation, competitive costs, portability or accessibility, ease of main­ tenance and repair, and available service. While many general criteria apply to in­ structional equipment which are also applica­ ble to other purchases, use to be made of the equipment, ease of operation, availability of parts and repair services, and quality of per­ formance are more important than initial cost. Specifications as to function and quality should be carefully developed; these should be made available to department chairmen and person­ nel responsible for purchasing functions. 3. Media equipment is available at the right time and a t the right place. To accomplish this concept centralized con­ trol of distribution is needed. A thorough and continual evaluation is desirable to insure that enough equipment is available when required. 4. Principal facilities for instructional equip­ ment are adequate for proper utilization. Proper arrangement and sufficient space for utilization of equipment is provided both for individualized instruction and for media brows­ ing. 5. Classroom and center use of equipment is accomplished effectively to minimize opera­ tional mishaps. Although a comprehensive in-service train­ ing program reduces the necessity for the cen­ ter to provide operation of equipment, person­ nel is available in emergencies. This provision for personnel is an adjunct to the in-service training program rather than a substitute for one. All instructional equipment is serviced regularly in order to be operational when needed. 6. In-service training in use of instructional equipment is provided as essential for facul­ ty and desirable for students. For a high degree of utilization of media equipment a continuing program of operational training is provided. Space in the center is designated for such instruction. 7. Because of changing technology, the staff remains alert to new developments in in­ structional equipment. Responsibility for evaluating and selecting equipment, both new and familiar, is assigned to center staff. VII. Resources 1. Selection of materials is based upon a pol­ icy statement developed by the staff in consultation with faculty, students, and ad­ ministration. A written policy statement for acquisitions is of sufficient importance and of such general effect upon the instructional program and the services of the center th at all segments of the academic community are involved in its de­ velopment. The policy statement is readily available in an official publication such as a faculty manual. The stand of the American Library Asso­ ciation on th e subject of censorship is firmly adhered to in the statement: The center must provide all types of materials which present all sides of controversial issues. 2. Selection of materials is based on careful evaluation in terms of selection policy. Usefulness of any materials is determined by the needs of the students and application of current learning theory. Each selection must be carefully evaluated to insure con­ formity with the selection policy. Appropriate sources for evaluation include bibliographic guides, reviews, consultation with experts, and personal examination. 3. The center encourages and provides the leadership in helping faculty in the ac­ quisition and production of materials which will enhance the teaching and learning proc­ ess. The selection of materials is a responsibility shared by members of the faculty and mem­ bers of the center staff. Faculty members are encouraged to make recommendations as an instructional responsibility. Short-term utiliza­ tion of specialists’ skills in the center for col­ lection development is encouraged. Materials needed for the educational program which are not available from commercial sources or which must be geared to a specific need of an indi­ vidual instructor or student are produced joint­ ly by the center staff and the faculty. Con­ sultation with department chairmen in the ac­ quisition and production of materials is de­ sirable. 4. The final decision as to th e order in which materials are to be purchased or produced 276 is the responsibility of the director or his delegated subordinate. Many factors enter into priority ranking of purchases or production. The decision must be based upon knowledge of total commitments, provision for similar materials in the existing collection, needs of academic departments, and the development of new curricula. Pur­ chase and production of materials is deter­ mined by the allowed budget and special funds available in accordance with acquisition pol­ icies. Primary concern, of course, is given to faculty needs relating to their courses and to the suitable balance of expenditures among de­ partments, bu t final determination of priorities has to be centralized. 5. Selection for purchase, while giving priority to those materials which meet direct cur­ ricular needs, includes representative works of high caliber which might arouse intel­ lectual curiosity, counteract parochialism, help to develop critical thinking and cul­ tural appreciation, or stimulate use of the resources for continuing education and per­ sonal development. Student and faculty needs are not m et by providing only those materials directly related to the curriculum. One function of higher edu­ cation is to develop adult citizens intellectual­ ly capable of taking their places in a changing society; provision for materials beyond curric­ ular needs is essential for this goal. 6. The collection provides evidence that ma­ terials relevant to the various ages, cultural backgrounds, intellectual levels-, develop­ mental needs, and vocational goals repre­ sented in the student body have been sup­ plied. Junior college students represent all strata of community and national life. To meet their needs the collection must contain materials of all kinds and at all levels. Those students who require basic remedial materials, those who seek vocational training or retraining, those who seek an understanding of their culture, and those who are utilizing their retirement years for personal stimulation should each find the materials which can serve their in­ terests and solve their problems. Special care is taken to include representative materials re­ lated to the needs of cultural or racial mi­ norities as well as materials reflecting divergent social, religious, or political viewpoints. 7. All materials in the center are made ac­ cessible through an acceptable classifica­ tion and cataloging system. Learning resources must be organized, in­ dexed, and readily available if they are to serve their purposes. Although there is no uniformly accepted system, all materials are so organized th at an instructor needing them for a classroom presentation or a student desiring them for study or recreational purposes can obtain them. 8. A board policy is developed concerning gifts. Generally gifts are accepted only when they add strength to the collection and have no significant limitations about housing, han­ dling, or disposition of duplicate, damaged, or undesirable items presented. It is recognized that gifts frequently require more time to screen, organize, catalog, and process than new materials. Storage space and staff time re­ quirements must be considered in accepting gift materials. In acknowledgment of gifts, at­ tention should be called to government recog­ nition of such contributions for tax purposes, as well as the impropriety of any appraisal by the recipient of a donation. 9. In local reproduction of materials for in­ structional use, care is taken to secure per­ mission in accordance with copyright regu­ lations. Laws restrict the copying of many items without permission. Because of the ease with which materials can be reproduced, each cen­ ter should establish procedures to prevent vio­ lation of copyright. 10. The reference collection includes a wide selection of significant subject and general bibliographies, authoritative lists, periodical indexes, and standard reference works in all fields of knowledge. Every two-year college requires extensive bibliographical materials for use in locating and verifying items for purchase, for borrowing through interlibrary loan, for providing for sub­ ject needs of users, and for evaluating the col­ lection. 11. Microforms are given as high considera­ tion as the printed originals in develop­ ment of backfiles of materials. Consideration should be given to th e use of microforms rather than the purchase of back- files of the printed volumes because of possible cost reduction, storage space required, and control. Monographs in microform are accept­ able when originals cannot be obtained, but do not replace holdings of printed volumes as needed in the center. 12. Newspapers with various geographical, po­ litical, and social points of view on na­ tional and state issues are represented in the collection. Newspapers should reflect community, na­ tional, and worldwide points of view. Back- files of several newspapers are retained in print or microform. 13. Government documents are acquired as significant sources of information. Some two-year colleges which are docu­ ment depositories receive government publica­ tions as a matter of course. All centers should 277 acquire regularly such publications. 14. Files of pamphlet and other ephemeral materials are maintained. An effective and up-to-date pamphlet file is a strong resource in any college. Included are vocational and ephemeral materials de­ veloped through systematic acquisition of new materials, including subscriptions to pamphlet services and requests for free materials. Refer­ ence cards in the catalog to subjects contained in the pamphlet files are desirable in providing the fullest access to the materials. Periodic weeding of the collection is essential. Manufacturers’ and publishers’ catalogs and brochures which describe new materials anl equipment are needed to supplement published lists and to provide up-to-date information. 15. A planned procedure for conservation or elimination of unneeded items is devel­ oped. Prompt attention is given to damaged ma­ terials so th at repairs ( including rebinding of printed materials or replacement of portions of projected or recorded materials) are handled systematically, along with prompt action to re­ place important items, including those dis­ covered to be missing. The materials in the collection are exam­ ined regularly to eliminate obsolete items, un­ necessary duplicates, and worn-out materials. Assistance from faculty members should be so­ licited when items are considered for total elimination to avoid removal of useful histori­ cal materials. VIII. Services 1. Services provided by the center include provision of materials needed by the stu­ dents or the instructional program. The college may own, rent, or obtain through a cooperative program the materials it provides to its users. Usually all three sources are used to meet the requirements of the diverse learning abilities of two-year college students who represent all levels and types of abilities. It is not enough to provide such materials without also providing the equipment to uti­ lize them and sufficient duplication to make the resources readily available. 2. All resources are readily available during all times classes are held and during ex­ tended hours required to meet the needs of the students. The center is open when there is demon­ strated need for the use of the facilities, in­ cluding such times as evenings, Saturdays, Sun­ days, and vacation periods. 3. Professional staff members are available for providing assistance to users at all times the center is open for full service. Assistance from professionally trained staff members in the use of the resources of the center is the right of all students. Faculty mem­ bers receive assistance in the selection and evaluation of materials and in their own re­ search and other learning activities. 4. Students receive assistance in meeting their needs, articulated or unexpressed, regard­ less of age, economic or social status, or educational level of achievement. 5. Faculty members receive assistance in ob­ taining materials for professional or personal needs or for research on request. 6. Services of the center are organized with sufficient flexibility so that they readily sup­ port the instructional program. 7. In meeting curricular or individual needs the center is prepared to develop new means of service whenever existing means are in­ adequate. Experimentation in services, whether this means creating a film or slideset for the class­ room or a new bibliographical tool for use by the students, is an indication of a center geared to meet educational needs in a creative manner. 8. The center provides for larger community needs beyond the immediate needs of the institution. The center has a continuing responsibility for serving as a resource for local business and industries, for the collection and preservation of community history, for the accumulation of Librarians— Here’s a guide t hat fells you how to use modern data processing in libraries. HAYES Robert M . and BECKER, Joseph. Handbook of Data Processing for Libraries. 885p. ISBN 0-471-36484-3 72-120705 $19.95. A comprehensive, factual guide to modern techniques and equipment, this book sug­ gests methods to r planning, developing, im­ plementing and managing library data proc­ essing systems. The advantages and limitations of various approaches are discussed in terms of cost, efficiency, and appropriateness to the library environment. Illustrations, extensive footnotes, bibliogra­ phies, glossary, and an inventory of data bases are included. A Wiley-Becker & Hayes Im print JOHN WILEY & SONS, Inc. 605 Third Avenue • New York, N.Y. 10016 278 local statistical data, and for promotion and augmentation of other types of library ser­ vice. This responsibility is shared with other local libraries and needs to be coordinated with them. Charges for extensive community services may sometimes be appropriate when these demands impinge on institutional needs. 9. The center functions as an archive for his­ torical information and documents concern­ ing the college itself. An effort should be made to locate, or­ ganize, and house institutional archives to the extent defined b y the alministration. IX. C o o p e r a t i v e A c t iv it ie s 1. Cooperative arrangements for sharing of re­ sources are developed with other institu­ tions in the community and region. In order to provide the best possible ser­ vice to the students and faculty in the two- year college, close relationships with other local institutions and with institutions of higher education in the area are essential. Through consortia, media cooperatives, and loan ar­ rangements institutions can share resources. When there are large libraries or resource cen­ ters nearby to which the two-year college stu­ dent may go for materials, the college may need to make arrangements, including financial subsidy when appropriate, so that an undue burden is not placed on the neighboring in­ stitution. By cooperative planning much ex­ pense and wasteful duplication can he avoided in the community and region. 2. The institution is willing to consider partici­ pation in cooperative projects, such as shared cataloging, computer use, and other ser­ vices which may he mutually beneficial to all participants. Center personnel and institutional adminis­ trators need to be alert to cooperative activities of all kinds and to be willing to explore the possibilities of participation for their own in­ stitution. ■ ■ From Inside the DLP By D r . K a t h a r in e M. Sto k e s College and University Library Specialist, Training and Resources Branch, Division of L i brary Programs, Bureau of Libraries and Edu cational Technology, U.S. Office of Education, Wa hington, D C . 20202. As you can probably guess, a barrage of let ters is coming to Congressmen, Senators, O.E. Commissioner Marland, and even to HEW Secretary Richardson about the inability o many libraries to receive college library re sources grants this year under Title II-A of the Higher Education Act of 1965. It was a sur prise to us to receive 2,165 applications for basic and supplemental grants because we thought it was pretty plain in the instructions attached to the applications that only those institutions with very small library collections and very large numbers of disadvantaged stu­ dents could score high enough to compete suc­ cessfully for grants from such a limited ap­ propriation as $9,900,000. W e had anticipated that an eighteen-point score might be the cut­ off level for funding, but the money was all used at the twenty-one-point level. More letters are coming in from presidents than from librarians, so we know that- most of you did read the Title II-A Instructions and understood what might happen. Evidently your presidents were surprised, however, and are feeling that a basic grant is a statutory mandate. The cut in the basic grant from ­ ­ ­ f ­ ­ $5,000 to $2,500 in 1970 seemed to go un­ noticed, probably because the small supple­ mental amounts brought some of the totals close to $5,000. In order to give those small 1970 grants to 2,201 institutions, special purpose grants were eliminated. Consequently, there were no spe­ cial projects to enable us to support special needs and on which to make interesting re­ ports to Congress and the Administration. Ba­ sic and supplemental grants have always more or less gone into your regular budgets and that doesn’t make very glamorous reading to compete for scarce federal money. The amounts that went to 231 community colleges and sixty- four technical institutes among the 532 re­ cipients of basics and supplem ental this year will really make a difference in their library resources which are generally very inadequate. It’s in these institutions that most economically disadvantaged students enroll, and perhaps their libraries will now get a boost toward something approaching the good libraries in four-year colleges, many of which have been built up since 1966 with annual Title II-A awards to supplement their regular budgets and keep their administrators striving to meet the maintenance of effort requirement for a grant. It should also be noted that, for the first time since the inception of Title II-A, the Office of Education has been able to provide a larger than usual measure of support to a great many struggling and needy black institutions. ■ ■