ACRL News Issue (B) of College & Research Libraries C&RL News ■ October 1998 / 689 ACRL OFFICIAL DOCUMENTS ACRL guidelines for distance learning library services The final version, approved July 1 9 9 8 Ed. note: The “Guidelines” were approved by the ACRL Board of Directors at the 1998 Midwinter Meeting and by the ALA Standa Committee at the 1998 Annual Conference. Library resources and services in insti-tutions of higher education must meet the needs of all their faculty, students, and academic support staff, wherever these individuals are located, whether on a main campus, off campus, in dis­ tance education or extended campus programs, or in the absence of a campus at all; in courses taken for credit or non-credit; in continuing edu­ cation programs; in courses attended in person or by means of electronic transmission; or any other means of distance education. The “Guide­ lines” delineate the elements necessary to achiev­ ing these ends. The “Guidelines” are intended to serve as a gateway to adherence to the ACRL Standards in the appropriate areas. The audience for the “Guidelines” includes administrators at all levels of post-secondary edu­ cation, librarians planning for and managing dis­ tance learning library services, other librarians and staff working with distance learning pro­ gram staff, faculty, and sponsors of academic programs, as well as accrediting and licensure agencies. The decision to revise the 1990 “Guidelines” was made initially by the DLS Guidelines Com­ mittee, then the official mandate came from the DLS Executive Board at its final 1996 Midwinter meeting. The 1990 “Guidelines” resulted from the first revision of the original 1981 “Guide­ lines.” As in that initial revision, the current de­ cision to revise was based on the following iden­ tical, though increasingly critical, factors: non- traditional study becoming a more common­ place element in higher education; an increase rds in diversity of educational opportunities; an in­ crease in the number of unique environments where educational opportunities are offered; an increased recognition of the need for library resources and services at locations other than main campuses; an increased concern and de­ mand for equitable services for all students in higher education, no matter where the “class­ room” may be; a greater demand for library re­ sources and services by faculty and staff at dis­ tance learning sites; and an increase in techno­ logical innovations in the transmittal of infor­ mation and the delivery of courses. To these may be added the decrease in central campus enrollments, the search for more cost-effective sources for post-secondary education, and the appearance and rapid development of the vir­ tual or all-electronic university, having no physi­ cal campus of its own. Definitions “Distance learning library services” refers to those library services in support of college, univer­ sity, or other post-secondary courses and pro­ grams offered away from a main campus, or in the absence of a traditional campus, and re­ gardless of where credit is given. These courses may be taught in traditional or non-traditional formats or media, may or may not require physi­ cal facilities, and may or may not involve live interaction of teachers and students. The phrase is inclusive of courses in all post-secondary pro­ grams designated as: extension, extended, off- campus, extended campus, distance, distributed, open, flexible, franchising, virtual, synchronous, or asynchronous. “Distance learning community” covers all those individuals and agencies, or institutions, About the author Prepared b y the ACRL Distance Learning Section Guidelines Committee chaired b y HarveyGover, assistant campus librarian a t Washington State University, Tri-Cities, e-mail: hgover@tricity. wsu.edu 6 9 0 / C&RL News ■ October 1998 Revising the "Guidelines" This revision o f the 1990 ACRL “Guidelines” for Extended Campus Library Services was prepared by Harvey Gover, chair o f the Guidelines Commit­ tee of the ACRL Distance Learning Section (DLS), formerly the Extended Campus Library Services Sec­ tion. The revision is based upon input from mem­ bers o f the Guidelines Committee, members of the DLS Executive Board, the general membership of DLS, and other librarians and administrators in­ volved in post-secondary distance learning pro­ grams from across the nation and around the world. Major portions o f the input for revision came from two open hearings: the first held on February 17, 1997, at the Midwinter Conference o f the ALA in Washington, D.C. and the second on June 28, 1997, at the ALA Annual Conference in San Fran­ cisco, California. In response to requests for revision sugges­ tions—-which appeared in widely read national aca­ demic and library publications, distance education listservs, through the DLS Web site, and print pub­ lications— numerous other individuals, consortia, and representatives o f professional and accredit­ ing associations provided information on their own efforts to ensure excellence o f library services for post-secondary distance learning programs. Among the groups responding were: the Cana­ dian Association o f College and University Librar­ ies o f the Canadian Library Association; College Li­ brarians and Media Specialists (CLAMS); the Com­ mission on Colleges o f the Northwest Association o f Schools and Colleges (NASC); The Consortium for Educational Technology for University Systems (CETUS); the Interinstitutional Library Council (ILC) o f the Oregon State System o f Higher Education (OSSHE); Libraries and the Western Governors Uni­ versity Conference; the Southern Association of Colleges and Schools (SACS); and the Western Co­ operative for Educational Telecommunications of the Western Interstate Commission for Higher Edu­ cation (WICHE). Guidelines Committee members Members o f the Guidelines Committee who initi­ ated or contributed to the revision process include: Stella Bentley, University o f California at Santa Bar­ bara; Je a n Caspers, O regon State University; Jacqueline A. Henning, Embry-Riddle Aeronautical University; Sharon Hybki-Kerr, University o f Arkan­ sas, Little Rock; Gordon Lynn Hufford, Indiana University East; Ruth M. Jackson, West Virginia University; Chui-Chun Lee, SUNY— New Paltz; G. Tom Mendina, University o f Memphis; Virginia S. O’Herron, Old Dominion University; Mae O ’Neal, Western Michigan University; Bill Parton, Arkansas Tech University; Mercedes L. Rowe, Mercy Col­ lege; Dorothy Tolliver, Maui Community College Li­ brary; and Steven D. Zink, University o f Nevada, Reno. Others outside the Committee who contributed significantly to the cycle o f revision include: Tho­ mas Abbott, University o f Maine at Augusta; Janice Bain-Ken, Troy State University; Nancy Burich, Uni­ versity o f Kansas, Regents Center Library; Anne Marie Casey, Central Michigan University; Tony Cavanaugh, Deakin University, Victoria, Australia; Monica Hines Craig, Central Michigan University; Mary Ellen Davis, ACRL; Tom DeLoughry, Chronicle O f Higher Edu­ cation, Jill Fatzer, University o f New Orleans, ACRL Board, Task Force on Outcomes; Ja ck Fritts, South­ eastern Wisconsin Information Technology Ex­ change Consortium (SWITCH); Barbara Gelman- Danley o f SUNY Monroe Community. College, Edu­ cational Technology, and the Consortium for Edu­ cational Technology for University Systems; Kay Harvey, Penn State, McKeesport; Maryhelen Jones, Central Michigan University; Marie Kascus, Central Connecticut State University; Barbara Krauth, Stu­ dent Services Project Coordinator for the Western Cooperative for Educational Telecommunication of the Western Interstate Commission for Higher Edu­ cation (WICHE); Eleanor Kulleseid, Mercy College; Rob Morrison, Utah State University; Kathleen O ’Connor, Gonzaga University; Alexander (Sandy) Slade, University o f Victoria, British Columbia, Canada; Mem Catania Stahley, University of Central Florida, Brevard Campus; Peg Walther, City Univer­ sity, Renton, Washington; Virginia Witucke, Central Michigan University; Jennifer Wu, North Seattle Com­ munity College and College Librarians and Media Specialists (CLAMS). Special recognition is due Virginia S. (Ginny) O ’Herron who served throughout this cycle o f revi­ sion as both a member o f the Guidelines Commit­ tee and as Chair of the ACRL Standards and Ac­ creditation Committee (SAC). In this dual role O ’Herron was instrumental in securing the place­ ment o f the Guidelines draft on the agendas not only of 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 member o f the Guidelines Committee, O ’Herron was then the primary facilitator o f the final approval process.—Harvey Gover C&RL News ■ October 1998 / 691 directly involved with aca d em ic p rogram s or e x te n sio n serv ices o ffered aw ay from a tradi­ tional a ca d em ic cam p us, o r in the a b s e n c e o f a traditional academ ic cam pus, including students, faculty, resea rch ers, adm inistrators, sp o n so rs, and staff, o r an y o f th ese w h o s e aca d em ic w ork oth erw ise tak es th em aw ay from o n -cam p u s li­ brary services. “O riginating institution” refers to the entity, singular o r co llectiv e, its/their c h ie f adm inistra­ tive officers and g o v ern a n ce o rganization s re­ sp o n sib le fo r the offering o r m arketing and su p ­ porting o f distance learn in g co u rs es and p ro­ grams: th e cred it-granting b ody. E ach institu­ tion in a m ulti-institutional clu ster is resp o nsib le for m eeting th e library n eed s o f its o w n stu­ dents, faculty, an d sta ff at the co lle ctiv e site. “Library” d en o tes th e library o p era tio n di­ rectly asso ciated with th e originating institution. “Librarian-adm inistrator” design ates a librar­ ian, h old ing a m aster’s d e g re e from an ALA- accredited library sch o o l, w h o sp ecializes in dis­ tan ce learn in g library services, and w h o is di­ rectly re sp o n s ib le fo r th e adm inistration and sup erv ision o f th o se services. Philosophy T h e “G u id e lin e s ” a ssu m e th e fo llo w in g p re­ cep ts: • A ccess to ad eq u a te library serv ices and re so u rc es is essential for the attainm ent o f su­ p erio r a ca d em ic skills in p o st-seco n d a ry e d u ca ­ tion, regard less o f w h ere students, faculty, and program s are located . M em bers o f th e distance learning com m u nity are entitled to library ser­ vices and resources equivalent to th ose provided fo r students and faculty in traditional cam p us settings. • T h e instilling o f lifelo n g learn in g skills through inform ation literacy instruction in aca ­ d em ic libraries is a prim ary o u tco m e o f higher ed ucation . Su ch p rep aration is o f eq u al n e c e s ­ sity fo r th e distance learn in g com m u nity as it is for th o se o n the traditional cam p us. • T ra d itio n a l o n -c a m p u s lib rary se rv ic e s th em selv es ca n n o t b e stretch ed to m eet the li­ brary n eed s o f d istan ce learning students and faculty w h o face distinct and different challenges involving library a c ce ss and inform ation deliv­ ery. Sp ecial fu nd ing arran g em en ts, p ro activ e planning, and p rom otion are n ecessa ry to d e ­ liver eq u iv alen t library services and to m aintain quality in distance learn in g program s. B e ca u se students and faculty in d istan ce learn in g p ro­ gram s freq uen tly d o n o t h ave direct a c ce ss to a full ran ge o f library services and m aterials, e q ­ uitable distance learning library services are m ore p erso n a liz ed than m ight b e e x p e cte d o n ca m ­ pus. • T h e originating institution is resp o nsib le, through its c h ie f adm inistrative officers and go v­ e rn a n c e o rganization s, fo r funding and a p p ro ­ priately m eetin g th e inform ation n eed s o f its distance learning p rogram s in sup p ort o f their teach in g, learning, and research . T h is sup port sh o u ld p ro v id e read y and eq u iv a len t library service and learning reso u rces to all its students, regardless o f lo catio n. This sup port sh o u ld b e fu nd ed sep arately rather than draw n from the regular funding o f the library . In grow ing and d e v elo p in g institutions, funding sh o u ld exp and as p rogram s and en ro llm en ts grow. • T h e originating institution reco g n iz es the n eed for service, m anagem en t, and tech n ical linkages b etw ee n the library and o th er c o m p le ­ m entary re so u rc e b a ses such as com p utin g fa­ cilities, instructional m edia, and te leco m m u n i­ ca tio n cen ters. • T h e originating institution is re sp o n sib le for assu ring that its d ista n ce learn in g library p rogram s m eet o r e x c e e d national an d regional accred itatio n standards and p ro fessio n al a sso ­ ciatio n standards an d gu idelines. • T h e originating institution is re sp o n s ib le for involving the library adm inistration and other p erso n n el in the detailed analysis o f planning, develo p in g, and adding o r chan gin g o f the dis­ ta n ce learn in g p rogram from th e earliest stages onw ard. • T h e library h as prim ary resp onsibility for identifying, d evelopin g, coordin atin g, and p ro ­ viding reso u rces an d services, w h ich m eet both th e standard and the un iq u e inform ation n eed s o f the d istan ce learning com m unity. T h e librar- ian-adm inistrator, eith er cen trally lo ca ted o r at an ap p ro p riate site, sh o u ld b e re sp o n s ib le for en suring that all requ irem en ts are met. • Effective and ap p ro p riate services fo r dis­ tan ce learning com m unities m ay differ from, but m ust b e eq u iv alen t to, th o se services o ffered o n a traditional cam p us. T h e requ irem en ts o f a ca d em ic p rogram s should guide th e library’s r e s p o n s e s to d e fin e d n eed s. In n o v a tiv e a p ­ p ro a ch es to the design o f sp ecia l p ro ced u res or system s to m eet th ese n eed s is en co u rag ed . • W h en reso u rces and services o f unaffili­ ated lo cal libraries are to b e used to sup port inform ation n eed s o f th e distance learning c o m ­ munity, the originating institution is resp onsible, throu gh the library, for the d ev elo p m en t and periodic review o f form al, d o cu m en ted , written agreem en ts with th o se local libraries. Such re­ 692 / C&RL News ■ October 1998 sources and services are not to be used simply as substitutes for supplying adequate materials and services by the originating institution. • The distance learning library program shal have goals and ob) objectives that support the pro­ vision of resources and services consistent with the broader institutional mission. Management The chief administrative officers and gover­ nance organizations of the originating institu­ tion bear the fiscal and administrative respon­ sibilities, through the active leadership of the library administration, to fund, staff, and su­ pervise library services and resources in sup­ port of distance learning programs. As the prin­ cipal and direct agent of implementation, the librarian-administrator should, minimally: 1. assess and articulate, on an ongoing ba­ sis, both the electronic and traditional library resource needs of the distance learning com­ munity, the services provided them, including instruction, and the facilities utilized; 2. prepare a written profile of the distance learning community’s information needs; 3. develop a written statement of immedi­ ate and long-range goals and objectives for dis­ tance learning, which addresses the needs and outlines the methods by which progress can be measured; 4. promote the incorporation of the distance learning goals and objectives into those of the library and of the originating institution as a whole; 5. involve distance learning community rep­ resentatives, including administrators, faculty, and students, in the formation of the objec­ tives and the regular evaluation of their achieve­ ment; 6. assess, using the written profile of needs, the existing library support for distance learn­ ing, its availability, and appropriateness; 7. prepare and/or revise collection devel­ opment and acquisitions policies to reflect the profile of needs; 8. participate with administrators, library subject specialists, and teaching faculty in the curriculum development process and in course planning for distance learning to ensure that appropriate library resources and services are available; 9. promote library support services to the distance learning community; 10. survey regularly distance learning library users to monitor and assess both the appropri­ ateness of their use of services and resources l and the degree to which needs are being met; 11. initiate dialog leading to cooperative agreements and possible resource sharing and/ or compensation for unaffiliated libraries; 12. develop methodologies for the provi­ sion of library materials and services from the library and/or from branch campus libraries or learning centers to the distance learning com­ munity; 13. develop partnerships with computing services departments to provide the necessary automation support for the distance learning community; and 14. pursue, implement, and maintain all the preceding in the provision of a facilitating en­ vironment in support of teaching and learn­ ing. Additional areas of management responsi­ bility are covered in sections on finances, per­ sonnel, facilities, resources, and services. Finances The originating institution should provide con­ tinuing, optimum financial support for address­ ing 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 need and demands of the distance learning program; 2. allocated on a schedule matching the originating institution’s budgeting cycle; 3. designated and specifically identified within the originating institution’s budget and expenditure reporting statements; 4. accommodated to arrangements involv­ ing external agencies, including both unaffili­ ated and affiliated, but independently sup­ ported, libraries; 5. sufficient to cover the type and number of services provided the distance learning com­ munity; and 6. sufficient to support innovative ap­ proaches to meeting needs. Personnel Personnel involved in the management and co­ ordination of distance learning library services include the chief administrators and governance organizations of the originating institution and the library administration and other personnel as appropriate, the librarian-coordinator man­ aging the services, the library subject special­ s C&RL News ■ October 1998 / 693 ists, additional professional staff in the institu­ tion, support staff from a variety of departments, and the administrators), librarian(s), and staff from the distance learning site(s). The originating institution should provide, either through the library or directly to sepa­ rately administered units, professional and support personnel with clearly defined re­ sponsibilities at the appropriate location(s) and in the number and quality necessary to attain the goals and objectives for library ser­ vices to the distance learning program in­ cluding: 1. a librarian-administrator to plan, imple­ ment, coordinate, and evaluate library resources and services addressing the information needs of the distance learning community; 2. additional professional and/or support personnel on site with the capacity and skills to identify informational needs of distance learning library users and respond to them di­ rectly; 3. classification, status, and salary scales for distance learning library personnel that are equivalent to those provided for other compa­ rable library employees while reflecting the compensation levels and cost of living for those residing at distance learning sites; and 4. opportunities for continuing growth and development for distance learning library per­ sonnel, including continuing education, pro­ fessional education, and participation in pro­ fessional and staff organizations. Facilities The originating institution should provide fa­ cilities, equipment, and communication links sufficient in size, number, scope, accessibility, and timeliness to reach all students and to at­ tain the objectives of the distance learning pro­ grams. Arrangements may vary and should be appropriate to programs offered. Examples of suitable arrangements include but are not lim­ ited to: 1. access to facilities through agreements with a non-affiliated library; 2. designated space for consultations, ready reference collections, reserve collections, elec­ tronic transmission of information, computer­ ized data base searching and interlibrary loan services, and offices for the library distance learning personnel; 3. a branch or satellite library; and 4. virtual services, such as Web pages, Internet searching, using technology for elec­ tronic connectivity. Resources The originating institution is responsible for providing or securing convenient, direct physi­ cal and electronic access to library materials for distance learning programs equivalent to those provided in traditional settings and in sufficient quality, depth, number, scope, cur­ rentness, and formats to: 1. meet the students’ needs in fulfilling course assignments (e.g., required and supple­ mental readings and research papers) and en­ rich the academic programs; 2. meet teaching and research needs; and 3. accommodate other informational needs of the distance learning community as appro­ priate. 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 provid­ ing these materials has been made. Costs, ser­ vices, and methods for the provision of mate­ rials for all courses in the program should be uniform. Programs granting associate degrees should provide access to collections which meet the “Association of College and Research Libraries (ACRL) Guidelines for Two-Year College Learn­ ing Resources Programs” and the “Statement on Quantitative Standards.” Programs granting baccalaureate or master’s degrees should pro­ vide access to collections that meet the stan­ dards defined by the “ACRL Standards for Col­ lege 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 com­ bination of central and site staffing for distance learning library services will differ from insti­ tution to institution. The following, though not necessarily exhaustive, are essential: 1. reference assistance; 2. computer-based bibliographic and infor­ mational services; 3. reliable, rapid, secure access to institu­ tional and other networks including the Internet; 4. consultation services; 5. a program of library user instruction de­ 694 / C&RL News ■ October 1998 signed to instill independent and effective in­ formation literacy skills while specifically m eet­ ing the learner-support needs o f the distance learning community; 6. assistance with nonprint media and equip­ ment; 7. reciprocal or contractual borrowing, or interlibrary loan services using broadest appli­ cation o f fair use o f copyrighted materials; 8. prompt docum ent delivery such as a cou­ rier system and/or electronic transmission; 9. access to reserve materials in accordance with copyright fair use policies; 10. adequate service hours for optimum ac­ cess by users; and 11. promotion o f library services to the dis­ tan ce learning comm unity, including docu­ mented and updated policies, regulations and procedures for systematic developm ent, and m anagem ent o f information resources. Documentation T o provide records indicating the degree to which the originating institution is m eeting these “Guidelines” in providing library services to its distance learning programs, the library, and w hen appropriate, the distance learning library units, should have available current cop ies o f at least the following: 1. printed user guides; 2. statements of mission and purpose, poli­ cies, regulations, and procedures; 3. statistics on library use; 4. statistics on collections; 5. facilities assessment measures; 6. collections assessment measures; 7. data on staff and work assignments; 8. institutional and internal organization charts; 9. comprehensive budget(s); 10. professional personnel vitae: 11. position descriptions for all personnel; 12. formal, written agreements; 13 automation statistics; 14. guides to computing services; 15. library evaluation studies or documents; 16. library and other instructional materials and schedules; and 17. evidence of involvement in curriculum development 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 this growing area of special­ ization within librarianship. ■