ACRL News Issue (B) of College & Research Libraries 404 / C&RL News G uidelines for ex ten d ed cam pus library services: P ro p o sed revision Prepared by the Task Force to Review the Guidelines for Extended Campus Library Services M ary Joyce Pickett, Chair Hearings on this draft w ill be held on June 2 5,1989, at the A L A A nnual Conference in Dallas. T he following proposed d ra ft revision of the “Guidelines for Extended Campus L ibrary Ser­ vices” was prepared by a Task Force appointed prior to the ALA M idwinter meeting in 1988. The members are Lynn LaBrake, University of C entral Florida; Barton Lessin, W ayne State University; Colleen Power, California State University, Chico; Julie T odaro, Austin C om m unity College, Rio G rande Campus; and Mary Joyce Pickett, Illinois Institute of Technology (chair). In establishing the need for revision the task force examined the pro­ fessional literature, testimony from hearings on the existing guidelines held at the July 1988 ALA An­ nual Conference and at the O ctober 1988 Off- Campus L ibrary Services Conference, input from previous users and the Extended Campus Library Services Discussion Group, and information re­ ceived from regional and professional accrediting agencies. Introduction Library resources and services in institutions of higher education m ust meet the needs of m ain campuses, off-campus or extended campus pro­ grams, courses taken for credit or non-credit, con­ tinuing education programs, courses attended in person or by means of electronic transmission, or other program s which extend beyond the usual concept of higher education. The 1981 Guidelines fo r Extended Campus Library Services, designed to assist in the organization and provision of these resources and services were scheduled for ACRL review. The task force determ ined th a t a revision was necessary based on the following factors: non- traditional study becoming a more commonplace elem ent in higher education; an increase in diver­ sity of formats of inform ation sharing and educa­ tional opportunities; an increase in the num ber of unique environments where educational opportu­ nities are offered; an increased recognition of the need for library resources and services at locations other than m ain campuses; an increased concern and dem and for equitable services for all students in higher education, no m atter w here the “class­ room ” may be; a greater dem and for library re­ sources and services by faculty and staff a t ex­ te n d e d cam p u s sites; a n d a n in c re a se in technological innovations in the transm ittal of in­ formation. These revised guidelines are offered, as the pre­ vious guidelines were, in a non-prescriptive m an­ ner. They are designed to outline direction, sup­ port a process, stress overall coordination and to support the educational objectives of the extended campus program . The audience for the Guidelines includes library staff planning for and managing May 1989 / 405 these extended campus services, other library staff working w ith extended campus library staff, ad­ ministrators at all levels w ithin the educational in­ stitution, and sponsors of academic programs, as well as accrediting and licensure agencies. Definitions The phrase “extended campus community” cov­ ers all those individuals and agencies which are di­ rectly involved w ith academic programs offered away from the traditional academic campus in­ cluding students, faculty, researchers, adm inistra­ tors, and sponsors. “Extended campus library ser­ vices” refers to those services offered in support of academic courses and programs which are avail­ able at sites removed from the m ain campus. These courses m ay be taught in quite traditional or very non-traditional ways. However, they are offered away from the m ain campus of the institution re­ sponsible for the academic program . This defini­ tion also includes services to individuals who are in­ volved off-campus even while receiving on-campus credit for their endeavors. The definition does not include n o n -trad itio n al students p u rsu in g on- campus academic programs. “Parent institution” refers to the institutional entity responsible for the offering of academ ic courses and program s off- campus; this definition is not extended to include the on-campus library as the parent of a branch li­ brary or of a non-traditional library service. “L i­ brary” is used here to denote the academic library directly associated w ith the parent institution of­ fering the off-campus program unless otherwise noted. Philosophy This docum ent assumes th e follow ing s ta te ­ ments: •T h e library’s parent institution is responsible for providing support which addresses the infor­ mation needs of its extended campus programs. This support should provide library service to the extended campus community equitable w ith that provided to the on-campus community. •T h e library is prim arily responsible for identi­ fying, developing, coordinating, and providing li­ brary resources and services which address the in­ fo rm a tio n needs of th e e x ten d e d cam p u s community. •E ffe c tiv e an d a p p ro p ria te services for ex­ tended campus communities may differ from those services offered on campus. The requirements of academic programs should guide the library’s re­ sponses to defined needs. •W h ere resources and services of unaffiliated local libraries are to be used to support information needs of the extended campus community, the li­ brary, or where appropriate, the parent institu­ tion, is responsible for the development of con­ tra c ts or w ritte n ag reem en ts w ith those local libraries. •As a component of the library, the extended campus library program shall have goals and ob­ jectives th at support the provision of resources and services consistent w ith the broader institutional mission. Management It is the responsibility of library m anagem ent to identify, plan, and oversee library services and re­ sources in support of extended campus programs. The library adm inistration should: 1) assess the needs of its extended campus com­ m unity for library resources, services and facilities; 2) prepare a w ritten profile of the extended com­ m unity’s information needs; 3) develop a w ritten statem ent of im m ediate and long-range goals and objectives which address the needs and outline the methods by which progress can be measured; 4) involve academic com m unity representatives, including the extended campus faculty and stu­ dents, in the formation of the objectives and the regular evaluation of their achievement; 5) determ ine the existing library support, its availability and appropriateness; 6) participate w ith adm inistrators and teaching faculty in the curriculum development process and in course planning to insure appropriate library re­ sources and services are available; 7) prom ote library support services to the ex­ tended campus community. Additional areas of m anagem ent responsibility are covered in the sections on Finances, Personnel, Facilities, Resources, and Services. Finances The parent institution should provide continu­ ing financial support for addressing the needs of the ex ten d ed cam pus co m m u n ity . This fin a n c in g should be: 1) related to the formally defined needs and de­ m ands of the extended campus program; 2) allocated on a schedule m atching the parent institution’s budgeting cycle; 3) identified w ith in th e p a re n t in stitu tio n ’s budget and expenditure reporting statements; 4) accommodated to contractual arrangem ents involving external agencies, including affiliated, but independently supported libraries. Personnel Personnel involved in the overall managem ent and coordination of extended campus library ser­ vices may include campus and library adm inistra­ tion, the librarian m anaging the services, addi­ tional professional staff in the institution, and support staff from a variety of departm ents. The li­ brary should provide: 1) professional and support personnel sufficient in num ber and of the quality necessary to attain the 406 / C& RL News goals and objectives of the extended campus pro­ gram; 2) a librarian to plan, im plem ent, coordinate, and evaluate library resources and services address­ ing the inform ation needs of the extended campus com m unity; 3) persons w ith the capacity and skills to identify needs and respond to them flexibly and creatively; 4) classification, status, and salary scales for ex­ tended campus library staff th a t are equivalent to those provided for other library employees. Facilities The library should provide facilities and equip­ m ent sufficient in size, num ber, and scope to attain the objectives of the extended campus programs. Examples of suitable arrangem ents include but are not lim ited to: 1) contracts w ith a non-affiliated library to pro­ vide resources and/or services; 2) an off-site library office for consultations, ac­ cess to ready reference collections, electronic trans­ mission of inform ation, online data base searching and interlibrary loan services; 3) telephone consultation services; 4) pairing of students and faculty w ith a staff m em ber w ho will respond to their needs; 5) a branch library. Resources Access to library materials in sufficient num ber, scope, and formats should be provided to: 1)support the students’ needs in fulfilling course assignm ents, in clu d in g re q u ire d an d assigned readings and research papers; and to supplem ent and enrich the students’ academ ic programs; ACRL executive summary C in c in n ati was all w e could th in k ab o u t in March; well, almost a ll.. .In between, w e m anaged to squeeze in: Professional development W e subm itted a proposal to NEH for a series of eight hum anities program m ing workshops, co­ sponsored w ith the Public Libraries Association, over a three-year period. T he chief consultant would be Julie Virgo. O ur track record over the past five years gives us reason to hope we m ay get funding. Liaison and advocacy W hen we received a call regarding the crisis in funding for materials expenditures in Massachu­ setts’ publicly supported institutions of higher edu­ cation, ACRL staff contacted key members in Mas­ 2) support teaching and research needs of fac­ ulty; 3) accom m odate other inform ation needs of the extended campus com m unity as appropriate. Programs granting associate degrees should pro­ vide access to collections which meet the “G uide­ lines for Two-Year College L earning Resources Program s” and th e “S tatem ent on Q u an titativ e Standards.” Programs granting baccalaureate or m aster’s degrees should provide access to collec­ tions w hich m eet the standards defined by the “Standards for College L ibraries.” Programs offer­ ing doctorate degrees should provide access to col­ lections which meet the standards defined by the “Standards for University Libraries.” Services The library services offered the extended campus com m unity should be designed to meet effectively a wide range of different inform ation and biblio­ graphic needs. Examples of arrangem ents which m ay m eet these needs include: 1) reference assistance; 2) computer-assisted bibliographic and inform a­ tion services; 3) a program of library user instruction designed specifically to meet the needs of the extended cam ­ pus community; 4) assistance w ith non-print m edia and equip­ m ent; 5) reciprocal borrowing, contractual borrow ­ ing, and interlibrary loan services; 6) prom pt docum ent delivery such as a courier system or electronic transmission; 7) publication of library services to the extended campus community. ■ ■ s a c h u s e tts as w ell as K a te M aw d sley , o u r Legislation Com m ittee chair, who spoke to Massa­ chusetts legislators. The ALA W ashington Office cam e to our aid, too. The situation is still not re­ solved, b u t at least our members know we can and do have ways to offer support. JoAn Segal v isited R osary C ollege L ib ra ry School and discussed possible cooperative activi­ ties. She also addressed the LIBRAS consortium of colleges in the Chicago suburbs on issues in aca­ demic librarianship. Research and publication Negotiations are underw ay w ith ALA Publish­ ing for publication of the M anual o f O utput Mea­ sures fo r Academ ic Libraries. W e signed our first network contract for Books o r College Libraries (3d ed.) tape service. AMI- f