ACRL News Issue (B) of College & Research Libraries C&RL News ■ A p ril 2003 / 265 ACRL STANDARDS & GUIDELINES Guidelines for distance learning library services A draft revision Prepared by th e ACRL Distance Learning Section Guidelines Com mittee T his draft revision o f the 2000 “G uide­lines” offers proposed changes to the “In­ troduction” and die “Revising the Guidelines” sections. T he closing guidelines com m ittee members subsection has been incorporated into “Revising the G uidelines.” No o ther sections of the 2000 “Guidelines” are under revision at this time. Introduction Library resources and services in institutions of higher education must meet the needs of all their faculty, students, and academ ic support staff, w herever these individuals are located, w h e th e r o n a m ain cam pus, off cam pus, in distance learning or extended campus programs, or in the absence of a campus at all; in courses ta k e n for credit or noncredit; in continuing ed u catio n program s; in courses atten d ed in person or by means of electronic transmission; or any o ther m eans o f distance learning. The “Guidelines” delineate the elements necessary to achieving this underlying and u n com pro­ mising principle. C oncern for the delivery o f equivalent li­ brary services to college an d university stu­ dents, faculty, and other personnel in rem ote settings has b e e n the primary m otivation for establishing these “G u id elin es,” since their original inception in 1963, and throughout their m ore than three decades o f revision, ex p an ­ sion, and use. The “Guidelines” have been u n ­ der particularly frequent revision and ex p an ­ sion in the past decade. Incentive to adapt and expand the “Guide­ lines” has stemmed from the following increas­ ingly critical factors: nontraditional study rap­ idly becoming a major elem ent in higher edu­ cation; an increase in diversity of educational o pportunities; an increase in the n u m b er of unique environm ents w here educational o p ­ portunities are offered; an increased recogni­ tion of the need for library resources and ser­ vices at locations other than main campuses; an increased concern and demand for equitable services for all students in higher education, no m atter w h ere the “classroom ” m ay be; a greater dem and for library resources and ser­ vices by faculty and staff at distance learning sites; and an increase in technological innova­ tions in the transmittal of information and the delivery of courses. To these may be added shifts away from central campus enrollments, the search for more cost-effective sources for post-secondary education, and the appearance and rapid d evelopm ent o f th e virtual or all- electronic university, having no physical cam­ pus o f its own. The “Guidelines” are intended to serve as a gateway to adherence to other ACRL standards and guidelines in the appropriate areas and in accordance with the size and type of originat­ ing institution. The m ost recen t editions o f these standards and guidelines may be found by going to http://www.ala.org/acrl and click­ ing on “Standards & Guidelines.” The audience for die “Guidelines” includes ad­ ministrators at all levels of post-secondary educa­ http://www.ala.org/acrl 2 6 6 / C&RL News ■ A p r il 2003 tion; librarians planning for and managing distance learning library services; other librarians an d staff serving distance learning students or working with distance learning program staff, faculty, and spon­ sors of academic programs; as well as accrediting and licensure agencies. Revising the guidelines Today’s “G uidelines” are the culm ination of the following series of ACRL documents, the first o f which originated in processes initiated in 1963: “Guidelines for library services to extension stu­ dents,” 1967; "Guidelines for extended campus li­ brary services,” 1981; “Guidelines for extended cam­ pus library services,” 1990; “Guidelines for distance learning library services,” 1998; and “Guidelines for distance learning library services,” 2000. W hy the short span from 1998 to 2000? The 1998 “Guidelines” were approved with the proviso from the ACRL Standards and Accreditation Com­ mittee (SAC) that efforts b e undertaken immedi­ ately upon their final approval to make the “Guide­ lines” more outcom es-oriented through a minor rhetorical revision that w ould not require as com­ plete a subsequent approval process as w ould a more thorough revision. This minor outcomes re­ vision w as actually initiated during the 1998 a p ­ proval process, w hen the Distance Learning Sec­ tion (DLS) Guidelines Committee members began review ing the draft docum ent for possible out­ comes additions and then-Chair Harvey Gover,Wash- ington State University Tri-Cities, prepared an addi­ tional precept for the “Guidelines” philosophy sec­ tion acknow ledging the im portance of instilling lifelong learning skills through infonnation literacy instruction for students in extended academic set­ tings. With the approval of SAC, that precept was incoiporated into the final draft of the 1998 “Guide­ lines.” The outcomes revision continued through ALA Annual Conference 2000, when it was approved by SAC and the ACRL Board of Directors. Those Guidelines Committee members w ho participated actively in the outcomes revision throughout this time included Committee Chair Jean Caspers, Or­ egon State University; Geraldine Collins, University of North Florida; Linda Frederiksen, Washington State University Vancouver; Lisa Hlinchliffe, Illinois State University; Mae O’Neal, Western Michigan Uni­ versity; Bill Paiton, Oklahoma Tech University; and B ernie Sloan, University o f Illinois-U rbana/ Champaign. Susan Maltese, Oakton Community College, then liaison from SAC to DLS, and Barton Lessin (Wayne State University), chair of SAC, also contributed suggestions and guidance. Harvey Gover, DLS chair and consultant to the Guidelines Com­ mittee, monitored the entire outcomes revision pro­ cess, and prepared the final revision draft submit­ ted to SAC just prior to Annual Conference 2000. The final revision draft was based upon a draft insert that had been prepared by Caspers and sub­ mitted to die Guidelines Committee for review on June 6. Gover's final draft consisted largely of an incorporation of Caspers’ insert throughout the entire 1998 “Guidelines" text and was forwarded to Maltese on June 9 for submission to SAC. During die approval process for die outcomes revision, it was suggested by members of SAC that die “Guidelines" introduction needed strengthen­ ing and recommended tíiat an additional minor revision be prepared, rewriting the introduction. During the process of revising the introduction, it became evident that die “Revising the Guidelines” section would also require some corresponding strengthening and revision. These efforts were ini­ tiated and prepared by Harvey Gover (Washington State University Tri-Cities) consultant to the Guide­ lines Committee, with input from members of the Guidelines Committee, Linda Frederiksen, chair of Washington State University-Vancouver; Betty K. Bryce, University of Alabama Ubraries; Deborah F. Cardinal, WiLS OCLC; C atharine Cebrow ski, ITESM-Tec De Monterrey; Geraldine Collins, Uni­ versity of North Florida; Marie F. Jones, East Ten­ nessee State University; Melissa H. Koenig, DePaul University; Debra Lamb-Deans, Cornell University; and Bernie Sloan, University of Illinois-Urbana/ Champaign. From die beginning, diose undertaking prepara­ tion or revision of die “Guidelines” have sought the widest possible input from everyone involved in all aspects and on all levels of distance teaching and learning in higher education. The decision to revise the 1990 “Guidelines” was made initially by the DLS Guidelines Committee. Then the official mandate came from the DLS Executive Board at its final 1996 Midwinter Meeting. The revision of the 1990 “ACRL Guidelines for Extended Campus Library Services,” which produced the 1998 “Guidelines for distance learning library services," was prepared by Harvey Gover, dien chair of die DLS Guidelines Commit­ tee. The revision was based upon input from mem­ bers of the Guidelines Committee, members of die (continued on nextp age) C&RL News ■ A p r il 2003 / 26 7 Definitions Distance learning libraiy sewices refers to those li­ braiy services in support o f college, university, or o ther post-secondaiy courses an d program s of­ fered away from a main campus, or in the absence o f a traditional campus, an d regardless of w here (continued from previous page) DLS Executive Board, the general membership of DLS, and other librarians and administrators involved in post-secondary distance learning programs from across the nation and around the world. Members of the Guidelines Committee w ho initiated or contributed to the revision process for the 1990 “G uidelines” included: Stella Bentley, University of California-Santa Barbara; Jean Caspers, Oregon State University; Jacqueline A. Henning, Embry-Riddle Aeronautical University; Sharon Hybki-Kerr, University of Arkansas-Little Rock; Gordon Lynn Hufford, Indiana University East; Ruth M. Jackson, West Virginia University; Chui-Chun Lee, SUNY-NewPaltz; G. Tom Mendina, University of Memphis; Virginia S. O'Herron, Old Dominion University; Mae O ’Neal, Western Michigan Univer­ sity; Bill Paiton, Arkansas Tech University; Mercedes L. Rowe, Mercy College; Dorothy Tolliver, Maui Community College Library; and Steven D. Zink, University of Nevada-Reno. Others outside the Committee w ho contrib­ uted significantly to the cycle o f revision of the 1990 “Guidelines” included: Thomas Abbott, Uni­ versity of Maine-Augusta; Janice Bain-Kerr, Troy State University; Nancy Burich, University of Kan­ sas, Regents Center library; Anne Marie Casey, Cen­ tral Michigan University; Tony Cavanaugh, Deakin University-Victoria, Australia; Monica Hines Craig, Central Michigan University; Mary Ellen Davis, ACRL; Tom DeLoughry, Chronicle Of.Higher Educa­ tion; Jill Fatzer, University of New Orleans, ACRL Board, Task Force on Outcomes; Jack Fritts, South­ eastern Wisconsin Information Technology Ex­ change Consortium; Barbara Gelman-Danley of SUNY Monroe Community College, Educational Technology, and the Consortium for Educational Technology for University Systems; Kay Harvey, Penn State-McKeesport; Maryhelen Jones, Central Michigan University; Marie Kascus, Central Con­ necticut State University; Barbara Krauth, Student Services Project Coordinator for the Western Co­ operative for Educational Telecommunication of the Western Interstate Commission for Higher Edu­ cation; Eleanor Kulleseid, Mercy College; Rob Morrison, Utah State University; Kathleen O’Connor, Gonzaga University; Alexander (Sandy) Slade, Uni­ versity of Victoria-British Columbia, Canada; Mem Catania Stahley, University o f Central Florida- Brevard Campus; Peg Walther, City University, in Renton, Washington; Virginia Witucke, Central Michigan University; Jennifer Wu, North Seattle Community College and College Librarians and Me­ dia Specialists. Special recognition is due Virginia S. (Ginny) O ’Herron, w ho served throughout the cycle of revision for the 1990 “Guidelines” as both a mem­ ber of the Guidelines Committee and as chair of SAC. In this dual role O ’Herron was instrumental in securing the placement o f the “Guidelines” draft on the agendas not only o f SAC, but also o f the ACRL Board and the ALA Committee on Standards. In addition to her considerable contribution to the revision process as a m em ber of the Guidelines Committee, O ’Herron was then the primary facili­ tator of the final approval process. Major portions of the input for revision of the 1990 “Guidelines” came from w o open hearings: the first held on February 17, 1997, at the ALA Midwinter Meeting in Washington, D.C., and the second on June 28,1997, at the ALA Annual Confer­ ence in San Francisco. In response to requests for revision sugges­ tions—which appeared in widely read national aca­ demic and library publications, distance education electronic lists, through the DLS Web site, and print publications—numerous other individuals, consor­ tia, and representatives of professional and ac­ crediting associations provided information on th e ir o w n efforts to e n su re ex cellen ce o f li­ brary services for post-secondary distance learn­ ing programs. Among the groups responding were: the Cana­ dian Association of College and University librar­ ies of the Canadian library Association; College Librarians and Media Specialists; die Commission on Colleges of the Northwest Association of Schools and Colleges; the Consortium for Educa­ tional Technology for University Systems; the In- terinstítutional Library Council of the Oregon State System o f Higher Education; Libraries and the Western Governors University Conference; the Southern Association of Colleges and Schools; and the Western Cooperative for Educational Telecom­ munications of the Western Interstate Commission for Higher Education. 268 / C&RL News ■ A p r il 2003 credit is given. These courses m ay b e taught in traditional o r nontraditional formats or media, may or may not require physical facilities, and may o r m ay not involve live interaction o f teachers and students. The phrase is inclusive o f courses in all post-secondary programs designated as: exten­ sion, extended, off-campus, extended campus, dis­ tance, distributed, open, flexible, franchising, vir­ tual, synchronous, or asynchronous. Distance learning community covers all those individuals a n d agencies, o r institutions, d i­ rectly involved w ith academ ic program s or ex­ tension services offered away from a traditional academ ic cam pus, o r in the absence of a tradi­ tional academ ic cam pus, including students, faculty, researchers, administrators, sponsors, and staff, o r any o f these w hose academic w ork oth erw ise takes th em aw ay from on-cam pus library services. Originating institution refers to the entity, singu­ lar o r collective, its/their chief administrative officers and governance organizations responsible for the offering o r marketing and supporting of distance learning courses and programs: the credit- granting body. Each institution in a multi-institu­ tional cluster is responsible for meeting the library needs of its ow n students, faculty, and staff at the collective site. Library denotes the library operation directly associated w ith the originating institution. Librarian-administrator designates a librarian, holding a master’s degree from an ALA-accredited library school, w ho specializes in distance learning library services, and w h o is directly responsible for the administration an d supeivision of those services. Philosophy The “Guidelines” assume the following precepts: • Access to adequate library services and re­ sources is essential for the attainment of superior academic skills in post-secondary education, re­ gardless o f where students, faculty, and programs are located. M embers o f the distance learning community are entitled to library services and re­ sources equivalent to those provided for students and faculty in traditional campus settings. • The instilling of lifelong learning skills through general bibliographic and infoimation literacy in­ struction in academ ic libraries is a primary out­ come of higher education. Such preparation and measurement o f its outcomes are of equal neces­ sity for th e distance learning com m unity as for those o n the traditional campus. • Traditional on-campus library services them­ selves cannot be stretched to meet the library needs of distance learning students and faculty w ho face distinct and different challenges involving library access and information delivery. Special funding arrangements, proactive planning, and promotion are necessary to deliver equivalent library services and to achieve equivalent results in teaching and learning, and generally to maintain quality in dis­ tance learning programs. Because students and fac­ ulty in distance learning programs frequently do no t have direct access to a full range o f library services and materials, equitable distance learning library services are more personalized than might be expected on campus. • T he originating institution is responsible, through its chief administrative officers and gov­ ernance organizations, for funding and appropri­ ately m eeting the inform ation n eed s o f its dis­ tance learning programs in support of their teach­ ing, learning, and research. This support should provide ready and equivalent library sendee and learning resources to all o f the institution’s stu­ dents, regardless of location. This support should be funded separately rather than drawn from the regular funding o f the library. In growing and de­ veloping institutions, funding should expand as programs and enrollments grow. • The originating institution recognizes the need for service, management, and technical linkages betw een the library and other complementary re­ source bases such as computing facilities, instruc­ tional media, and telecommunication centers. • The originating institution is responsible for assuring that its distance learning library programs m eet o r exceed national and regional accredita­ tion standards and professional association stan­ dards and guidelines. • The originating institution is responsible for involving the library administration and other per­ sonnel in the detailed analysis of planning, devel­ oping, evaluating, and adding or changing of the distance learning program from the earliest stages onward. • The library lias primary responsibility for iden- tifying, developing, coordinating, providing, a n d assessing th e value an d effectiveness of resources an d services designed to m eet both the standard and the unique informational and skills developm ent needs of the distance learn­ ing com m unity. T he librarian-adm inistrator, e ith e r cen trally lo c a te d o r at a n a p p ro p ria te site, s h o u ld b e resp o n sib le for e n su rin g a n d d em o n stratin g th at all req u irem en ts are m et C&RL News ■ A p r il 2003 / 269 through needs and outcom es assessments, and o th er m easures o f library perform ance, as ap­ propriate, and as an ongoing process in conjunc­ tion w ith the originating institution. • Effective an d appropriate services for dis­ tance learning communities may differ from, but must be equivalent to, those services offered on a traditional campus. The requirements and desired outcomes of academic programs should guide the library’s responses to defined needs. Innovative approaches to the design and evaluation of spe­ cial procedures or systems to m eet these needs is encouraged. • W hen resources and services of unaffiliated local libraries are to be used to support informa­ tion needs of the distance learning community, the originating institution is responsible, through the library, for the developm ent and periodic re­ view of formal, documented, written agreements with those local libraries. Such resources and ser­ vices are not to be used simply as substitutes for supplying adequate materials and services by the originating institution. The distance learning li­ brary program shall have goals and objectives that support the provision of resources and services consistent with the broader institutional mission. Managem ent The chief administrative officers and governance organizations of the originating institution bear th e fiscal an d administrative responsibilities, through the active leadership of the library ad­ ministration, to fund, staff, and supervise libraiy seivices and resources in support of distance learn­ ing programs. As the principal and direct agent of im plem entation, th e librarian-adm inistrator should, minimally: 1. assess and articulate, on an ongoing basis, both the electronic and traditional library resource needs o f the distance learning comm unity, the services provided them, including instruction, and the facilities utilized; 2. p re p a re a w ritten profile o f th e distance learning community’s information and skills needs; 3. develop a written statement o f immediate and long-range goals and objectives for distance learning, which addresses the needs and outlines the methods by which progress can be measured; 4. prom ote the incorporation of the distance learning mission statement, goals, and objectives into those of th e library and o f the originating institution as a whole; 5. involve distance learning community repre­ sentatives, including administrators, faculty, and students, in the formation of the objectives and the regular evaluation of their achievement; 6. assess the existing library support for distance learning, its availability, appropriateness, and effec­ tiveness, using qualitative, quantitative, and out­ comes measurement devices, as well as the written profile of needs. Examples of these measures in­ clude, but are not limited to: a) conducting general library knowledge surveys of beginning students, re-offered at a mid-point in the students’ careers and again near graduation, to assess whether the library’s program of instruction is producing more information-literate students; b) using evaluation checklists for librarian and tutorial instruction to gather feedback from stu­ dents, other librarians, and teaching faculty; c) tracking student library use through student journal entries or information literacy diaries; d) asking focus groups of students, faculty, staff, and alumni to comment on their experiences using distance learning library services over a period of time; e) employing assessment and evaluation by li­ brarians from other institutions a n d /o r other ap­ propriate consultants, including those in communi­ ties w here the institution has concentrations of distance learners; 0 conducting reviews o f specific library and informa t ion service areas and/or operations which support distance learning library services; g) considering distance learning library services in the assessment strategies related to institutional accreditation; h) comparing the libraiy as a provider o f dis­ tance learning library services with its peeis through self study efforts of the originating institution; 7. prepare and/or revise collection development an d acquisitions policies to reflect the profile of needs; 8. participate with administrators, library sub­ ject specialists, and teaching faculty in the curricu­ lum development process and in course planning for distance learning to ensure that appropriate li­ brary resources and services are available; 9. promote library support seivices to the dis­ tance learning community; 10. survey regularly distance learning library us­ ers to monitor and assess both the appropriateness o f their use of services and resources and the de­ gree to w hich needs are being met and skills ac­ quired; 11. initiate dialogue leading to cooperative agree­ ments and possible resource sharing and/or com­ pensation for unaffiliated libraries; 270 / C&RL News ■ A p ril 2003 12. develop methodologies for the provision of library materials and services from the library and/ or from branch campus libraries or learning centers to the distance learning community; 13. develop partnerships with computing ser­ vices departments to provide the necessary automa­ tion support for the distance learning community; and 14. pursue, implement, and maintain all the pre­ ceding in the provision of a facilitating environ­ ment in support of teaching and learning, and in the acquisition of lifelong learning skills. Finances The originating institution should provide continu­ ing, optimum financial support for addressing the library needs of the distance learning community sufficient to meet the specifications given in other sections of these “Guidelines,” and in accordance with the appropriate ACRL Standards and with available professional, state, or regional accrediting agency specifications. This financing should be: 1. related to the formally defined needs and de­ mands of the distance learning program; 2. allocated on a schedule matching die origi­ nating institution’s budgeting cycle; 3. designated and specifically identified within the originating institution’s budget and expenditure reporting statements; 4. accommodated to arrangements involving ex­ ternal agencies, including both unaffiliated and af­ filiated, but independently supported, libraries; 5. sufficient to cover the type and number of seivices provided to the distance learning commu­ nity; and 6. sufficient to support innovative approaches to meeting needs. Personnel Personnel involved in die management and coordi­ nation of distance learning library services include the chief administrators and governance organiza­ tions of the originating institution and the library administration and other personnel as appropriate, the librarian-coordinator managing the services, the library subject specialists, additional professional staff in the institution, support staff from a variety of departm ents, and the adm inistrator(s), librarian(s), and staff from the distance learning site(s). The originating institution should provide, ei­ ther through the library or directly to separately administered units, professional and support per­ sonnel with clearly defined responsibilities at the appropriate location(s) and in die number and qual­ ity necessary to attain the goals and objectives for library services to the distance learning program, including: 1 a librarian-administratorto plan, implement, coordinate, and evaluate library resources and ser­ vices addressing die information and skills needs of the distance leaning community; 2. additional professional and/or support per­ sonnel on site with the capacity and training to identify informational and skills needs of distance learning library users and respond to th em directly; 3. classification, status, and salary scales for dis­ tance learning library personnel that are equivalent to diose provided for other comparable library em­ ployees while reflecting the compensation levels and cost of living for those residing at distance learning sites; and 4. opportunities for continuing growth and de­ velopment for distance learning library personnel, including continuing education, professional edu­ cation, and participation in professional and staff organizations. Facilities The originating institution should provide facilities, equipment, and communication links sufficient in size, number, scope, accessibility, and timeliness to reach all students and to attain the objectives of the distance learning programs. Arrangements may vary and should be appropriate to programs offered. Examples of suitable arrangements include but are not limited to: 1. access to facilities through agreements with a nonaffiliated library; 2. designated space for consultations, ready ref­ erence collections, reseive collections, electronic transmission of information, computerized data base searching and interlibraiy loan seivices, and offices for the library distance learning personnel; 3. a branch or satellite library; and 4. virtual services, such as Web pages, Internet searching, and using technology for electronic con­ nectivity. Resources The originating institution is responsible for pro­ viding or securing convenient, direct physical and electronic access to library materials for distance learning programs equivalent to those provided in traditional settings and in sufficient quality, depth, number, scope, cunentness, and fonnats to: 1. meet the students’ needs in fulfilling course assignments (e.g., required and supplemental read­ C&RL News ■ April 2003 / 277 ings and research papers) and enrich the academic programs; 2. meet teaching and research needs; 3. facilitate the acquisition of lifelong learning skills; and 4. accommodate other informational needs of the distance learning community as appropriate. When more than one institution is involved in the provision of a distance learning program, each is responsible for the provision of library materials to students in its own courses, unless an equitable agreement for otherwise providing these materials has been made. Costs, services, and methods for the provision of materials for all courses in the program should be uniform. Programs granting associate degrees should pro­ vide access to collections which meet ACRL’s “Guidelines for two-year college learning resources programs” and die “Statement on quantitative stan­ dards. ” Programs granting baccalaureate or master’s degrees should provide access to collections that meet the standards defined by the “ACRL standards for college libraries.” Programs offering doctorate degrees should provide access to collections that meet the standards defined by the “ACRL standards for university libraries.” Services The library services offered to the distance learning community should be designed to meet effectively a wide range of informational, bibliographic, and user needs. The exact combination of central and site staffing for distance learning library services will differ from institution to institution. The follow­ ing, though not necessarily exhaustive, are essential: 1. reference assistance; 2. computer-based bibliographic and informa­ tional services; 3. reliable, rapid, secure access to institutional and other networks, including the Internet; 4. consultation services; 5. a program of library user instruction designed to instill independent and effective infonnation lit­ eracy skills while specifically meeting the leamer- support needs of the distance learning community; 6. assistance with and instruction in the use of nonprint media and equipment; 7. reciprocal or contractual borrowing, or inter- library loan services using broadest application of fair use of copyrighted materials; 8. prompt document delivery, such as a courier system and/or electronic transmission; 9. access to reserve materials in accordance with copyright fair use policies; 10. adequate service hours for optimum access by users; and 11. promotion of library services to the dis­ tance learning community, including documented and updated policies, regulations and procedures for systematic development, and management of information resources. Documentation To provide records indicating the degree to which the originating institution is meeting these “Guide­ lines” in providing library services to its distance learning programs, die library, and, when appropri­ ate, the distance learning library units, should have available current copies of at least the following: 1. printed user guides; 2. statements of mission and puipose, policies, regulations, and procedures; 3. statistics on library use; 4 . statistics on collections; 5 . facilities assessment measures; 6. collections assessment measures; 7 . needs and outcomes assessment measures; 8 . data on staff and work assignments; 9 . institutional and internal organization charts; 10. comprehensive budget(s); 11 . professional personnel vitae; 12. position descriptions for all personnel; 13. formal, written agreements; 14. automation statistics; 15. guides to computing services; 16. library evaluation studies or documents; 17. library and other instructional materials and schedules; and 18. evidence of involvement in cuiriculum de­ velopment and planning. Library education To enable the initiation of an academic profes­ sional specialization in distance learning library services, schools of library and information sci­ ence should include in their curriculum courses and course units in this growing area of special­ ization witíiin librarianship. ■ Guidelines brochures available online The DLS Guidelines Committee has created an introductory brochure to die “Guidelines” geared at institutional administrators and an introductory pamphlet for librarians. Drafts of these resources are available on the DLS Web site.