ACRL News Issue (B) of College & Research Libraries December 1995/767 A C R L Guidelines G uidelines for instruction program s in academ ic lib ra rie s: Draft Prepared by the ACRL Instruction Section Task Force Review this draft and give your comments to the committee Pream ble Libraries work together with other members o f the education community to participate in and realize the educational mission o f the institu­ tion by teaching the identification, structure, intellectual access, and physical access o f in­ formation, information sources, and informa­ tion systems through the design and develop­ ment o f instruction programs and services. Planning for the systematic delivery o f instruc­ tion services should be incorporated through­ out the library’s activities, including the library’s comprehensive planning and budgeting pro­ cess. In order to best assist academic and research librarians in the preparation and development o f effective instructional programs, the follow ­ ing guidelines are recommended. I. Program Design a. Statement o f Purpose The library should have a written statement o f purpose for its instruction program that: a. 1. articulates the purpose o f the instruc­ tion program with respect to the educational mission o f the institution and the needs o f the learning community; a. 2. involves the academic community in the formulation o f these goals; a. 3. recognizes the heterogeneous nat o f the learning community through identifica­ tion o f varieties o f learning styles, attitudes, education levels, and local settings and envi­ ronment; ur a. 4. recognizes that instruction programs not only prepare learners for immediate cur­ ricular activities, but also enable them to be effective lifelong consumers o f information in its many forms and contexts; a. 5. reflects changes in the institution and learning community through periodic revision. b. Identification o f Content o f Instruction While this decision will be institution-spe cific and differ depending on the needs o f cli­ entele, the library should have a clearly articu­ lated focus with projected outcomes. For guidance in the selection o f content o f instruc­ tion, see the “Model Statement o f Objectives for Bibliographic Instruction,” (C&RL News, May 1987). c. Identification o f M odes o f Instruction Instruction takes place in many ways using a variety o f teaching methods, including, but not limited to, advising individuals at reference desks, in-depth research consultations, individu­ alized instruction, electronic or print instruc­ tion aids, or in traditional or electronic class­ room settings. The mode selected should be consistent with the content and goals o f instruc­ tion and, where appropriate, more than one mode o f instruction should be used in recogni­ tion o f the wide variety o f learning styles of individuals. d. Assessment and Evaluation Assessment is a systematic ongoing process e that should gather data to inform the decision­ making process regarding the instruction pro­ gram. Data gathered should give an indication that the instruction program is supporting the goals set forth in its “Statement o f Purpose for The ACRL Instruction Section Task Force is: Beth Woodard, chair, University o f Illinois at Urbana-Champaign, e-mail: bswoodar@uiuc.edu; Carolyn Dusenbury, C alifornia State University-Chico; Keith Gresham, University o f Colorado, Boulder; Frances Jacobson, University High School Library, University o f Illinois at Urbana-Champaign; Poping Lin, Pu rd ue University; Linda Parker, University o f Nebraska at Omaha mailto:bswoodar@uiuc.edu 768/C&RL News Background In 1 9 7 7 A C R L a p p r o v e d th e " G u i d e l i n e s f o r B i b l io g r a p h i c In s t r u c t io n in A c a d e m i c L i b r a r ie s " a s th e f ir s t s t a n d a r d a n d g u id e l in e f o r i n s t r u c t io n p r o g r a m s g e n e r a l ly . T h is f ir s t d o c u m e n t w a s i n t e n d e d t o p r o v i d e a f r a m e w o r k f o r d e v e l o p i n g , e v a l u a t in g , a n d u l t im a t e ly i n s t i t u t i o n a li z i n g in s t r u c t io n p r o g r a m s a n a s e rv ic e s in c o lle g e a n d re s e a r c h lib r a r i e s a n a t o a s s is t a n y l i b r a r y o r l i b r a r i a n s e e k in g t o b u il d o r m a i n t a i n a n in s t r u c t io n s e rv ic e . T h e 1 9 7 7 " G u i d e l i n e s " w e r e w r i t t e n b y th e t h e n B i b l io g r a p h i c In s t r u c t io n T a s k F o r c e a n d p u b lis h e d in th e B IS H a n d b o o k . In 1 9 8 7 th e r e v is io n o f th e " M o d e l S t a t e m e n t o f O b j e c t i v e s f o r A c a d e m i c L i b r a r ie s " m a d e t h e B IS H a n d b o o k o b s o le t e . T h e 1 9 7 7 " G u i d e l i n e s " w e r e m a i n t a i n e d a s a s e p a r a t e a n d i m p o r t a n t d o c u m e n t w h i c h s o u g h t t o o u t l i n e th e p r o g r a m m a t ic n e e d s , in c l u d in g s t a f f in g , f a c ilit ie s , a n d b u d g e t i n g o f in s t r u c ­ t io n s e rv ic e s . In 1 9 9 3 , a f t e r a s u r v e y o f m e m b e r s h ip , it w a s d e t e r m in e d t h a t th e " G u i d e l i n e s " s h o u ld b e r e v is e d t o r e fle c t th e m a t u r a t i o n o f in s t r u c t io n p r o g r a m s g e n e r a l ly a n d , p e r h a p s m o r e i m p o r t a n t l y , th e i m p a c t t h a t n e w t e c h n o lo g ie s a n d c h a n g i n g c a m p u s e n v ir o n m e n t s h a v e h a d o n i n s t r u c t io n p r o g r a m m in g . A ta s k f o r c e w a s f o r m e d a t t h a t t im e t o in c o r p o r a t e th e s e n e w c o n c e r n s in t o th e " G u i d e l i n e s . " In th e d e v e lo p m e n t o f th e r e v is e d " G u i d e l i n e s " w h i c h a p p e a r b e lo w , th e ta s k f o r c e w a s g u id e d b y th e f o l l o w i n g p r in c i p l e s : 1 . I n s t r u c t io n p r o g r a m m i n g is a n e s s e n tia l a n d f u n d a m e n t a l e d u c a t i o n a l s e r v ic e w h i c h s h o u ld b e m a d e a v a i la b le b y a c a d e m i c l ib r a r i e s t o t h e i r p r i m a r y c lie n t e le ; 2 . A d v a n c e s in t e c h n o l o g y s h o u ld a u g m e n t a n d e n h a n c e , n o t r e p la c e , th e in s t r u c t io n d e p a r t m e n t a n d p r o g r a m m in g o f a n in s t it u t io n ; 3 . T h e d i v e r s i t y o f c lie n t e le m a n d a t e s t h a t is s u e s s u c h a s th e f o r m a t , m o d e o f in s t r u c t io n , c o n t e n t , m e t h o d o f d e li v e r y , a n d a s s e s s m e n t o f p r o g r a m s s h o u ld b e d e c is io n s t h a t a r e m a d e a t th e in s t it u t io n a l le v e l a n d r e fle c t th e h e te r o g e n e o u s n a t u r e o f t h a t c lie n t e le . A s s u c h , t h e " G u i d e l i n e s " d o n o t d e li n e a t e s p e c i f ic r e c o m m e n d a t io n s f o r t y p e s o f p r o g r a m m i n g . R a th e r , t h e y fo c u s o n th e p r o c e s s a n d s u p p o r t p r o c e d u r e s t h a t s h o u ld b e u s e d t o m a k e th e s e d e c is io n s . H earings a t M idw inter T h e " G u i d e l i n e s " w i l l b e th e fo c u s o f a n o p e n f o r u m a t 1 1 : 3 0 a . m . - 1 2 : 3 0 p . m . o n S a t u r d a y , J a n u a r y 2 0 , 1 9 9 6 , d u r i n g th e A L A M i d w i n t e r M e e t in g . A f t e r c o m m e n ts a r e r e c e iv e d f r o m m e m b e r s h ip , t h e y w i l l b e v o te d o n b y th e IS E x e c u tiv e C o m m itt e e a n d , i f a p p r o v e d , w i l l b e r e v ie w e d b y th e A C R L S t a n d a r d s a n d G u i d e li n e s C o m m itt e e a n d u l t im a t e ly c o n s id e r e d b y th e A C R L B o a r d . P le a s e s e n d c o m m e n ts o r s u g g e s ­ t io n s t o B e th W o o d a r d , 3 0 0 L ib r a r y , 1 4 0 8 W . G r e g o r y D r . , U r b a n a , IL ó l 8 0 1 ; e - m a il b s w o o d a r @ u iu c . e d u . Instruction.” See the Evaluation Handbook for guidance (publication forthcoming). d. 1. The assessment program should delin­ eate exactly what measures are taken and who is involved in the assessment. An assessment and evaluation program should consider as many measures as are possible, e.g., needs as­ sessment, participant reaction, learning out­ comes, teaching effectiveness, and overall in­ struction effectiveness. d. 2. The criteria for evaluation should be articulated, with the data collected indicating attainment or progress towards achievement of the goals set forth in the “Statement o f Purpose for Instruction.” d. 3. The assessment plan should incorpo­ rate a variety o f methods and instruments. d. 4. Frequency. The data should be gat ered at intervals consistent with the revision process so that current information is cycled into the ongoing planning process. II. Human Resources To achieve the goals set forth in the library’s instruction statement o f purpose, the library h should: a. employ or have access to sufficient p e r ­ sonnel with appropriate education, expe­ rience, and expertise to: a. 1. teach individuals and groups in the cam­ pus community; a. 2. design a variety o f instruction programs and services; a. 3. market, manage, and coordinate diverse instruction activities; a. 4. collect and interpret assessment data to evaluate and update instruction programs and services; a. 5. integrate and apply instruction tech­ nologies into learning activities; a. 6. produce instruction materials using available media and electronic technologies; a. 7. serve as representatives on campus to ­faculty groups, committees, and departments planning and executing education activities; a. 8. respond to changing technologies, en­ vironments, and communities with special skills gained through additional training and continu­ ing education. III. Support Support for a successful instruction program mailto:bswoodar@uiuc.edu December 1995/769 has many interdependent facets. The level o f support necessary will depend on the scope and size o f the program. The following kinds o f support should be present: a. Instructional Facilities a. 1. The library should have or should have ready access to facilities o f sufficient size and number that are equipped to meet the goals o f the instruction program and reach the entire learning community, including distant learners, remote users, or individuals in extended cam­ pus communities. a. 2. The instruction setting(s) should dupli­ cate the equipment and technology available to users. The minimum acceptable level is that the instructor can demonstrate information sys­ tems available to the library’s users. The desir­ able level is that those being instructed can have hands-on experience with these systems. a. 3. The instruction setting should be flex­ ible enough to accommodate a variety o f teach­ ing methods and learning styles. b. Work Facilities f o r Librarians and Staff b. 1. The library should provide convenient access to the equipment and services neces­ sary to design, produce, reproduce, and up­ date instruction materials in a variety o f tech­ nological formats. b. 2. The library should provide sufficient space for the preparation and storage o f in­ struction materials. c. Financial Support c. 1. The funding for an instruction program should include all personnel costs connected to the program. c. 2. The instruction program should h id en tified funds that are realistic and ad­ equate to attain the stated goals o f the pro­ gram. c. 3. The funding should cover: supplies materials; student, clerical, and technical assis­ tance; equipment or access to equipment; de­ sign, production, and reproduction o f materi­ als; revision and updating o f materials; and promotion and marketing o f the instruction pro­ gram. c. 4. The allocation process should rec nize that equipment and software replacement and enhancement will be necessary as tech nologies used for instruction or for information retrieval change. av an og ­ c. 5. The funding should recognize the need for the training and continuing education o f those involved in the instruction program. el. Support f o r Staff Continuing Education, Training, and Development Nonmonetary support for continuing staff development helps to establish an atmosphere conducive to innovation and high morale. It is recommended that instruction coordinators: d. 1. provide every staff member with a writ­ ten description o f the scope o f his/her respon­ sibilities; d. 2. provide a structured program for or entation and training o f new instruction per­ sonnel; d. 3. develop a program o f continuing ed cation to develop advanced instruction skills; d. 4. conduct periodic review o f staff pe formance in instructional activities. i­ u­ r­ (Candidates cont. fr o m page 766) Beach; Joan G. Rapp, Director o f Libraries, Uni­ versity o f Missouri-St. Louis. W estern European Specialists Section Vice-Chair/Chair-Elect: Heleni Pedersoli, Bib­ liographer for Foreign Languages, University o f Maryland; K u rt DeBelder, Assistant Curator, Western European Literature and Languages, N ew York University. Secretary: Roger Brisson, Social Sciences Cata­ loged Pennsylvania State University; Martha Hsu, North European Studies Bibliographer, Cornell University. Member-at-Large: Sarah How, Western Euro­ pean Social Science Bibliographer, Cornell University; Nancy S. Boemer, Subject Specialist e for Modern European Languages, Classical Stud­ ies, Linguistics, and West European Studies, Indiana University. d W om en 's Studies Section Vice-Chair/Chair-Elect: Jessica Grim, Acting Head o f Reference, Oberlin College; Write-In. Secretary: Shelley Arlen, Reference Librarian/ Bibliographer, University o f Florida; Barbara Heath, Assistant Director for Technical Services and Team Leader-Acquisitions and Original ­Cataloging Teams, Wayne State University. Member-at-Large: Theresa Tobin, Humanities and Dew ey Librarian, MIT; M ila C. Siu, Senior Assistant Librarian, Pennsylvania State Univer­ sity, Altoona Campus. 770/C&RL News