ACRL News Issue (B) of College & Research Libraries 5 Guidelines for Two-Year College Learning Resources Programs (Revised) PART ONE A p p rov ed by the A CRL B o a rd o f D irectors on Ju n e 30, 1981. T hese guidelines su persed e and replace the previous guidelines which a p p eared in C&RL News, D ecem ber 1972. Association of College and Research Libraries Association for Educational Communications and Technology T w o-Y ear C olleg e. Includes publicly-supported community colleges, privately-supported junior colleges, two-year technical colleges, and two- year branch campuses. Learning Resources. Includes library, audio-visual and telecommunications and encompasses instruc­ tional development functions and instructional system components. (See Glossary for expanded definitions.) Introduction. Two-year colleges constitute one of the most dynamic sectors in American higher education. They are probably the most diverse of all postsecondary institutions in the country, ranging from highly specialized technical or voca­ tional schools to comprehensive multi-unit com­ munity colleges. In addition, there are two-year branch campuses of colleges and universities, proprietary institutions with similar missions, and other specialized institutions. A statement de­ scribing adequate learning resources and services has been difficult to formulate for such institu­ tions because of factors such as the widely diver­ sifìed purposes and sizes of the institutions J — pri­ vate and public, the high proportion of commut­ ing students, the comprehensiveness of the curri­ cula, the willingness of administrators and faculty to experiment unhampered by tradition, and the heterogeneity of background among those enrol­ led. Although the diversity among the institution­ al patterns makes the establishment of generally applicable guidelines difficult, all two-year in­ stitutions need qualitative recommendations based on professional expertise and successful practices in leading institutions which can be used for self-evaluation and projective planning. The evolution of libraries away from their tradi­ tional function as repositories of books has been parallel to the evolution of audiovisual centers away from their traditional function as agencies for showing films. There has been a confluence of accelerated development in both areas which is inextricably interwoven in the technological revo­ lution in education. Contemporary Learning Re­ sources Programs in two-year colleges are sup­ portive of institution-wide efforts. Such programs should provide innovative leadership coupled with a multiplicity of varied resources which are managed by qualified staff who serve to facilitate the attainm ent of institutional ob jectiv es. Paramount to the success of such programs is the involvement of Learning Resources staff with teaching, administrative, and other staff members in the design, implementation, and evaluation of instructional and educational systems of the in­ stitution. These guidelines are diagnostic and descriptive in nature. They have been prepared to give di­ rection to two-year colleges desiring to develop comprehensive Learning Resources Programs. This document is designed to provide criteria for information, self-study, and planning, not to es­ tablish minimal (or accreditation) standards. Ap­ plication of the criteria should be governed by the purposes and objectives of each college. Since they represent recommended practices, any var­ iant procedures should be supported by cogent reasons directly related to institutional objectives. Nothing in these guidelines should be con­ strued as an effort to superimpose an administra­ tive or organizational structure upon an institu­ tion. There is no expectation that every institu­ tion should be forced into the same mold. The guidelines are more concerned with functions re­ lated to the instructional program rather than with specific organizational patterns. Although it is expected that these functions will be grouped into administrative (or supervisory) units within the Learning Resources Program, the nature of grouping and the resulting number of units must be determined by the unique requirements, re­ sources, facilities, and staff of the college. The degree of autonomy granted each unit will also vary considerably. In some institutions, perhaps because of size, the units may be fairly task specific, with supervisory (rather than administra­ tive) heads, and with little budgetary autonomy. 6 Examples of such units include: an audio-tutorial laboratory; a bibliographic control center; media production; technical processes; etc. In other in­ stitutions, each unit may subsume a number of related activities, or carry out direct instructional assignments of a broad scope, and have an admin­ istrative head and a high degree of budgetary au­ tonomy. Examples of such units include: an au­ diovisual center; a computing center; a library; a telecommunications center; etc. In all institu­ tions, however, the units report to a chief ad­ ministrator responsible for overall coordination of the Learning Resources Program. The extent of direct supervision of the units will be determined by the nature of the units and the degree of au­ tonomy granted them. Many aspects of traditional library and au­ diovisual services in the two-year college and the integration of these services 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 re­ search and for experimentation in organization, structure, and services. The changing and expanding role of two-year colleges in America today may well result in in­ stitutions quite different from those in operation at the present time. These guidelines, therefore, may require significant upward revision when such institutions reach a new stage in their de­ velopment. At that point, they may well need greater resources and greatly extended services. All concerned should be alert to this coming chal­ lenge. T h e R o l e o f t h e L e a r n in g R e s o u r c e s P r o g r a m Many diverse elements contribute to the qual­ ity of instruction as it contributes to the de­ velopment of two-year college students. No one of these is dominant or isolated from the others. Faculty, students, finances, teaching methods, facilities, resources, and educational philosophy all play significant roles in the educational envi­ ronment of the institution. Education is more than exposure through lec­ tures and rote learning to the knowledge, ideas, and values current in society. Education is a pro­ cess for communicating means for resolving the range of problems continuously encountered by man in living and in pursuing an occupation. Students must be able to explore fields of knowl­ edge which will enhance their potential and be relevant to them. The means of exploration in­ clude active participation in the classroom and the laboratory, self-directed study, and the use of individualized instructional resources. Trained professional assistance is necessary in the design of instructional systems which contribute to the enrichment of the learning environment as well as to the support of students and faculty. The de­ sign of the instructional system, utilizing a configuration of resources, is a joint responsibility of adm inistration, teaching faculty, and the Learning Resources staff. The student s success in achieving instructional objectives is heavily dependent on access to ma­ terials. Both student and faculty member function at their best when Learning Resources Programs are adequately conceived, staffed, and financed. More than almost any other element in the in­ stitution, Learning Resources Programs express the educational philosophy of the institution they serve. Because of its direct relationship to the institu­ tional and instructional objectives, the Learning Resources Program has a fourfold role: (1) to pro­ vide leadership and assistance in the develop­ ment of instructional systems which employ effec­ tive and efficient means of accomplishing those objectives; (2) to provide an organized and readily accessible collection of materials and supportive equipment needed to meet institutional, instruc­ tional, and individual needs of students and fac­ ulty; (3) to provide a staff qualified, concerned, and involved in serving the needs of students, faculty, and community; (4) to encourage innova­ tion, learning, and community service by provid­ ing facilities and resources which will make them possible. G lo ssa r y The terms listed below are used throughout these guidelines as defined. Two-year college. Any postsecondary associate degree-granting public or private educational in­ stitution which serves one or more of the follow­ ing purposes: (1) providing the first two years of college work in anticipation of transfer to another institution at the junior or third-year level; (2) providing vocational and technical education in preparation for job entry; (3) offering a compre­ hensive program of liberal arts, occupational edu­ cation, general education, and developmental education; (4) offering readily-accessible lifelong learning opportunities of all types; and (5) provid­ ing, through branches or extension centers of four-year colleges or universities, the first two years of postsecondary education. Thus the term “two-year college” includes publicly-supported community colleges, privately-supported junior colleges, two-year technical colleges, and two- year branch campuses. Learning Resources Program. An administra­ tive configuration within the institution responsi­ ble for the supervision and management of Learn­ ing Resources Units, regardless of the location of these components within the various physical en­ vironments of the institution. Learning Resources Unit. A subordinate agency within the Learning Resources Program suf­ ficiently large to acquire organizational identifica­ tion as distinct from individual assignment and with an administrative or supervisory head, and 7 which may have its own facilities, staff, and budget, How many of these units would make up the Learning Resources Program, and the func­ tions assigned to each, will vary from institution to institution. Instructional developm ent functions. The solu­ tion of instructional problems through the design and application of instructional system compo­ nents. Instructional system com ponents. All of the re­ sources which can be designed, utilized, and combined in a systematic manner with the intent of achieving learning. These components include: persons, machines, facilities, ideas, materials, procedures, and management. In stru ctional p ro d u ct design. The process of creating and/or identifying the most effective ma­ terials to meet the specific objectives of the learn­ ing experience as defined by instructional de­ velopment. Production. The design and preparation of ma­ terials for institutional and instructional use. Pro­ duction activities may include graphics, photo­ graphy, cinematography, audio and video record­ ing, and preparation of printed materials. Staff. The personnel who perform Learning Resources Program functions. These persons have a variety of abilities and a range of educational backgrounds. They include professional and sup­ portive staff. Professional staff. Personnel who carry on re­ sponsibilities requiring professional training at the graduate level and experience appropriate to the assigned responsibilities. Supportive staff. Personnel who assist profes­ sional staff members in duties requiring specific skills and special abilities. They make it possible for the professional staff to concentrate their time on professional services and activities. Their train­ ing may range from four-year degrees and two- year degrees to a one-year certificate, or exten­ sive training and experience in a given area or skill. System(s) a p p roa ch . A process for effectively and efficiently applying the instructional systems component to achieve a required outcome based on agreed-upon institutional goals. M aterials. Divided into three categories: writ­ ten, recorded, and other materials (see below). W ritten m aterials. All literary, dramatic, and musical materials or works, and all other mate­ rials or works, published or unpublished, copyrighted and copyrightable at any time under the Federal Copyright Act as now existing or hereafter amended or supplemented in whatever format. R e c o r d e d m a te r ia ls . All sound, visual, au­ diovisual, films or tapes, videotapes, kinescopes or other recordings or transcriptions, published or unpublished, copyrighted or copyrightable at any time under the Federal Copyright Act as now existing or hereafter amended or supplemented. O ther m aterial. All types of pictures, photo­ graphs, maps, charts, globes, models, kits, art ob­ jects, realia, dioramas, and displays. I. O b j e c t i v e s a n d P u r p o s e s A. The colleg e m akes provision f o r a Learning Resources Program. The kinds of educational programs offered at nearly every two-year college requ ire that adequate provisions be made for a Learning Re­ sources Program, which should be an integral part of each institution. Learning Resources Pro­ grams should efficiently meet the needs of the students and faculty and be organized and man­ aged for users. The effect of combining all learn­ ing resources programs under one administrative office provides for the maximum flexibility, op­ timum use of personnel, material, equipment, facilities, and systems to permit increased oppor­ tunities for the materials best suited for the user’s needs. B. Learning R esou rces Program s have a state­ ment o f defined pu rpose and objectives. The need for clear definition of the role and purposes of the college and its various programs is highly desirable. Since Learning Resources Programs are a vital part, the objectives within the college they serve need to be defined and disseminated in an appropriate college publica­ tion. Within this framework, the following overall purposes of the Learning Resources Program are delineated: 1. Learning Resources Programs exist to fa c ili­ tate and im prove learning. The emphasis is upon the improvement of the individual student, with a wide choice of mate­ rials to facilitate learning. Such emphasis requires a staff committed to effective management of in­ structional development functions and effective utilization of instructional system components. 2. Learning R esources Program s, like the in­ structional s t a f f a re an integral part o f in­ struction. Students who discover by themselves, or who are encouraged by the staff or faculty to seek out, the materials appropriate to their curriculum se­ quence of courses should be provided options to regular classroom instruction to achieve credit for a particular course. Such alternatives should be d ev elo p ed an d m ade av ailab le to the students. The staff provides information on new materials, acquires them , or produces them , working cooperatively with the faculty on instructional de­ velopment. 3. Learning Resources Programs provide a va­ riety o f services as an integral p art o f the in­ structional process. a. In stru ction al developm ent functions, which include task analysis, instructional design, evaluation, and related research. b. Acquisition of learning materials, includ­ ing cataloging and other related services. 8 c. Production. d. User services which include reference, circulation (print and nonprint material), trans­ mission or dissemination, and assistance to both faculty and students with the use of Learning Re­ sources. e. Other services, such as the computer op­ eration, bookstore, campus duplicating or print­ ing service, the learning or developmental lab, various auto-tutorial carrels or labs, telecommuni­ cations, or other information networks might be included within the functions and purposes of the college’s overall organization and objectives. 4. Learning Resources Program s co o p era te in the developm ent o f a rea , regional, an d state networks, consortia o r systems. Every two-year college, whether privately or publicly supported, has a responsibility to help meet the resource material need of the larger community in which it resides. A ttention is placed on ways in which each college can serve that community; in turn, the community serves as a reservoir of material and human resources which can be used by the college. If the internal needs of the college and its stu­ dents and staff are met, then coordination of its resources and services with those of other institu­ tions to meet wider needs is mandatory. Recip­ rocal participation in consortia with other institu­ tions for the development of exchanges, n et­ works, or systems provides the colleges with ma­ terials and services that otherwise could not prac­ tically be provided. II. O r g a n iz a t io n a n d A d m in is t r a t io n A. The responsibilities and functions o f Learning R esou rces P rog ram s w ithin th e in stitu tion al structure and the status o f the c h ie f adminis­ trator and heads o f Learning Resources Units are clearly d efin ed . The effectiveness of services provided depends on the understanding by faculty, college adminis­ trators, students, and Learning Resources staff of their responsibilities and functions 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 administrator of a Learning Resources Program (whose title may vary in different institutions) reports to the administrative officer of the college responsible for the instructional program and has the same administrative rank and status as others with simi­ lar institution-wide responsibilities. These re ­ sponsibilities are delineated as part of a written statem ent so that the ch ief administrator has adequate authority to manage the internal opera­ tions and to provide the services needed. B. T he r e la t io n s h ip o f a L ea r n in g R e so u rces Program to the total academ ic program necessi­ tates involvement o f the p rofession al s t a ff in all areas and levels o f academ ic planning. Provision of learning materials is central to the cademic program. As a result, the professional taff has interests which are broad and go beyond he scope of its day-to-day operations. The pro­ essional staff members are involved in all areas nd levels of academic planning. The chief ad­ inistrator and heads of Learning Resources nits work closely with other chief administrators f the college, and all professional staff members articipate in faculty affairs to the same extent as ther faculty. The professional staff members are involved in ajor college committees. As far as possible, the rofessional staff members ought to function as iaison participants in staff meetings of the various epartments. . Advisory comm ittees com posed o f facu lty and students a re essential f o r the evaluation and ex­ tension o f services. As a rule, there should be a faculty advisory ommittee appointed by the appropriate adminis­ rative officer of the college, elected by the fac­ lty, or selected by the procedure generally fol­ owed in the formation of a faculty committee. It hould include representatives of the various cademic divisions of the college and consist of oth senior and junior members of the faculty, hosen carefully for their demonstrated interest eyond their own departmental concerns. The ommittee functions in an advisory capacity and cts as a connecting link between the faculty as a hole and the Learning Resources Program. It hould not concern itself with details of adminis­ ration. A student advisory committee (or a joint advi­ ory com m ittee with the faculty) serves as a iaison between the student body and the Learn­ ng Resources Program. The committee should ork closely with the chief administrator and hould be used as a sounding board for new ideas n developing a more effective program of ser­ ices. . The c h ie f adm inistrator is responsible f o r the administration o f the Learning Resources Pro­ gram , which is ca rried out by means o f esta b ­ lished lines o f authority, definition o f respon ­ s ib il it i e s , a n d c h a n n e ls o f c o m m u n ic a tio n through heads o f Learning Resources Units as d efined in writing. . In te r n a l a d m in istra tio n o f a L ea rn in g R e­ sources Program is based on s t a ff participation in policy, procedu ral, and personnel decisions. The internal organization is appropriate to the nstitution, and within this framework is based pon a considerable amount of self-determina­ ion, guided by the need for meeting common oals. Regular staff meetings and clearly devised ines of authority and responsibility are necessary. ll staff members share in the process by which olicies and procedures are developed; all staff embers have access to heads of Learning Re­ ources Units and the chief administrator. a s t f a m U o p o m p l d C c t u l s a b c b c a w s t s l i w s i v D E i u t g l A p m s 9 Each professional and supportive staff member is provided with a position description which clearly identifies the position duties and respon­ sibilities, and superior and subordinate relation­ ships. Each Learning Resources Unit requires a staff manual which provides policy and procedural statements, duty assignments, and other organiza­ tional matters, and items of general information which would compliment instructional policies. F. B u d g et p lan n in g a n d im p lem en ta tio n o f a Learning Resources Program is the respon sibil­ ity o f the c h ie f adm inistrator. (See Section III.) G. The accum ulation o f pertinent statistics an d m aintenance o f a d eq u a te record s is a m anage­ ment responsibility. Adequate records are needed for in tern al analysis and management planning and to provide data for annual and special reports needed by the college, accrediting associations, and government agencies. Effective planning can be made only on the basis of available information. Statistics pro­ viding a clear and undistorted picture of activi­ ties, acquisitions of materials and equipment, utilization of materials, equipment and personnel, and annual expenditures are essential for federal, state, and college use. These statistics and rec­ ords are collected in terms of the definitions and methods of reporting set forth in federal and pro­ fessional publications. Appropriate data must also be collected and analyzed with regard to the in­ structional programs and the effectiveness of Learning Resources on these programs. Data of this type serve as the basis for important instruc­ tional decisions affecting the institution, faculty, students, and Learning Resources Program. H. A dequate m anagem ent includes the p re p a r a ­ tion an d dissem ination o f in form ation to a d ­ m inistration, facu lty , an d students concerning activities, services, and m aterials. The close interrelationship which exists with instructional departments on the campus de­ mands that information about the Learning Re­ sources Program be readily available. An annual report and other planned informational reports are essential for this purpose. Among other pos­ sible publications are bibliographies, acquisitions bulletins, current awareness lists, handbooks for faculty and students, releases to student and community publications through regular college channels, campus broadcasts, and utilization of other communications services which will reach students and faculty. I. Responsibilities f o r all learning resources an d services, should be assigned to a central adm in­ istrative unit. Centralized administration is desirable in order to provide coordination of resources and services, to develop system approaches to needs, and to ef­ fectively utilize staff. Material and equipment, on the other hand, may be located in the areas where learning takes place. Inventory control of all materials and equipment should be the responsibility of the Learning Resources Program and its units. All such collections of materials should be considered the resources of the entire college and not limited in utilization to separate departments. J. M ulticam pus districts tak e ad v an tag e o f th e opportunity f o r close coop eration , exchange o f resources, and sh a red technical processes while providing fu ll resou rces and services f o r every campus. Each campus in a multicampus, two-year col­ lege district has its instructional and individual needs met on its campus. Learning Resources needed by off-campus programs are supplied by the campus sponsoring the program. There is no need, however, for duplication of routine techni­ cal processes and production facilities where these can be centralized more economically. Or­ ganizational structure within the district should facilitate cooperation and exchange of resources. III. B u d g e t A. Learning R esources Program bu dget is a fu n c ­ tion o f p rogram planning. It is designed to im­ plem ent the realization o f institutional and in­ structional prog ram objectives. It is the responsibility of the chief adminis­ trator of the Learning Resources Program to see that each unit of a Learning Resources Program receives due attention in the budget and that the allocation of funds is based on appropriate data. B. Budget planning f o r the Learning Resources Program reflects the college-w ide institutional and instructional needs, is initiated by the c h ie f adm inistrator, and is chan ged in consultation with him o r her. Adequate budget, essential to provide good services, is based upon the needs and functions of the Learning Resources Programs in support of the institutional and instructional process. C. S e p a r a te c a te g o r ie s a r e m a in ta in ed in th e bu d g et f o r sa la ries, student w ages, p u rch a se an d rental o f all types o f m aterials and equ ip ­ m en t, p ro d u c tio n o f in stru ction al m ateria ls, s u p p lie s , ex te r n a l a n d in te r n a l d ir e c t costs (com p u ter, fr in g e ben efits, etc .), rep a irs, r e ­ placem ent and new equipm en t‚ travel o f s t a ff to p r o fe s s io n a l m eetin g s, a n d o t h e r r e la t e d items. For management purposes, costs relating to the various types of materials and services are sepa­ rately identifiable. W here specialized facilities and functions are a part of the Learning R e­ sources Program, it is desirable that cost for these be identifiable as well. D. Financial record s a re m aintained by, o r are accessible to, the Learning Resources Units. 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 10 the same records as are needed in the business office. E. All expenditures, oth er than payroll, are ini­ tia ted in th e L earn in g R esou rces Units with p ay m en t m ade only on in voices v erified f o r paym ent by the s t a ff 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. F. To the legal extent p ossible and within the policies o f the B oard o f Trustees, purchases o f m aterials are exem pted fr o m restrictive annual bidding. Materials often are unique items obtainable from a single source. E quivalent prices and speedier service often can be obtained by direct access to the publisher or manufacturer rather than through a single vendor. Satisfactory service requires prompt delivery so that the needs which determined their acquisition might be met; a larger discount might justifiably be rejected if it entails a delay in filling the order. Satisfactory service rendered by a vendor in the past may more than outweigh the confusion and interrup­ tion of service inherent in frequent changes of vendors through annual bidding requirements for learning materials. G. Purchase o f m aterials is based on curricular requirem ents and o th er fa c to rs, and thus made throughout the y ear ra th er than annually o r sem iannually. Expenditures are based on need, availability and practical considerations such as processing time, rather than through fixed sequences which inhibit the functions of the unit. H. L earn in g R esou rces P rogram equ ip m en t is p u rchased through a systems approach. The purchase of any Learning Resources Pro­ gram equipment, like all functions of the Learn­ ing Resources Program, should be carried out through a systems approach based on well- defined institutional and instructional objectives. I. D evelopment o f perform an ce specifications f o r Learning Resources Program equipm ent to be p urchased f o r implementation o f instruction is based on valid criteria. Performance quality, effective design, ease of operation, cost, portability, cost of maintenance and repair, and available service are among the criteria which should be applied to equipment selection. Most important, however, is how the item or items will fit into planning for maintenance and improvement of curriculum programming as set forth in continuous instructional design p lans. Re­ sponsibility for evaluating, selecting and recom­ mending purchase of equipment is that of the Learning Resources staff. J. C oop erativ e purchasing o f m aterials, e q u ip ­ ment, parts, and services should be e ffe c te d w here possible. In an effort to secure the best m aterials, equipment, parts, and services at the lowest cost, cooperative purchasing should be developed with other area institutions. E d ito r ’s Note: The Guidelines will be concluded in the February issue of C&RL News. ■ ■ The View from HQ times takes over an hour. Though ACRL has just moved into the new ALA Huron Plaza building, we have already nearly outgrown the space ALA has provided. Locating adequate space is an on­ going problem. With the addition of our word processing capabilities has come the respon­ sibilities of making certain that the equipment is used efficiently and that the staff is adequately trained in its operation. Supplies must be requisi­ tioned, maintenance must be arranged and staff schedules kept. The detail of keeping an office functioning smoothly requires a great deal of time and patience. Because we are no longer a two or three person staff, more of my time must be spent coordinating staff and their activities than was the case in the past. 5) Coordination of activities vis á vis ALA. Be­ cause ACRL is an organization within an organi­ zation one must take note of the relationship between Hal Espo ACRL Deputy Executive D irector E d itor’s Note: This month s column is continued fr o m the D ecem ber issue in w hich som e o f the duties o f the ACRL Deputy Executive D irector w ere outlined. 4) Management of office administrative func­ tions. Now that the staff numbers nine and one half FT E , there is a great deal of coordination of administrative services required to allow the office to function effectively and efficiently. Nearly 100 pieces of mail are received daily which must be opened, sorted, date stamped and dis­ tributed. This process alone takes over an hour each day. Telephones must be answered. Filing our correspondence from the previous day at