ACRL News Issue (B) of College & Research Libraries 3 3 0 / C&RL News ACRL G uidelines G u id e lin e s fo r U n iv e rs ity U n d e rg ra d u a te Libraries The final approved version U ndergraduate libraries have b ee n estab­lished with the primary mission o f m eet­ ing the library and information needs o f un­ dergraduate students enrolled in the large uni­ versity environment. These guidelines identify the principal factors influencing the develop­ ment and maintenance o f undergraduate library services and collections. In addition, a review o f these factors as they relate to local circum ­ stances should assist in evaluating the need for a separate undergraduate library and enable assessment o f whether an undergraduate library should b e established or continued. C a m p u s e n v iro n m e n t Library systems at large universities generally consist o f a main university library plus several branch or special libraries. The large campus environm ent often defines the quality o f the library in terms o f the strengths and size o f the research collection. Concentration o f the main and branch libraries is frequently on the needs o f specific fields or departments o f study at a research level. These factors create an intimi­ dating environm ent for many undergraduate students. The needs o f academ ic library users fall o n a spectrum with use o f introductory re­ search materials and instruction in the research process at on e end, and primary source mate­ rials and bibliographic services at the other end. U ndergraduate libraries co n cen tra te o n the former. Primary clientele U ndergraduate students enter the university with varying levels o f exp erien ce and informa­ tion skills and share many o f the following char­ acteristics: 1) They are beginning to acquire the research skills needed to exploit the research library’s potential. 2) They need a user-friendly environm ent w here assistance is offered and questions are encouraged. 3) They need to b e introduced through li­ brary instruction, either on e-o n -on e or through coursew ork, to the academ ic nature o f the ser­ vices and resources available in university li­ braries. 4) They are most often enrolled in courses w here assignments have short deadlines requir­ ing just-in-time library services. These courses often have large enrollments. Other clientele The undergraduate library may also serve the instruction and information needs o f university staff and faculty, as well as m em bers o f the civic community. C o m m u n ica tio n s In undergraduate libraries, the goal o f all com ­ munications is assuring the effective provision o f library services to all clientele. Undergradu­ ate libraries focus on tw o types o f com m unica­ tion: a) com m unication that informs or gives instruction about library services and use, i.e., public aw areness and library instruction, and b ) com munication that provides information di­ rectly, i.e., reference services. It is the responsibility o f personnel in un­ dergraduate libraries to com municate effectively with students, faculty, colleagues, and library and university administrators about library ser­ vices and collections available to and/or needed by undergraduate students. Also, personnel in undergraduate libraries promote use o f library The Guidelines were prepared by the University Libraries Section ’s Ad Hoc Committee to Review Draft Guidelines fo r University Undergraduate Libraries, chaired by Paula Walker, University o f Washington; pwalker@u.washington.edu May 1 997 / 331 services through advocacy and ongoing inter­ action with university groups w ho w ork with undergraduate students and their curricula. P ro g ra m s T o facilitate academ ic success, undergraduate libraries must provide access to a broad range o f information resources. This access includes reference and referral services, orientation, and bibliographic instruction. Teaching students the critical thinking skills necessary for using a li­ brary is a basic service provided by the per­ sonnel o f undergraduate libraries. The teach­ ing program s o f undergraduate libraries are varied and innovative. They include teaching by personal contact and through the prepara­ tion and use o f instructional materials in various formats. They include formal group instruction and informal, unstructured contacts with students. Reference, library instruction, and orientation activities are appropriate for all levels and types o f library users. Undergraduate libraries pro­ vide a laboratory for clientele to acquire infor­ mation literacy skills: identification o f needed information, effective and ethical use o f intel­ lectual and physical resources, and know ledge o f w hen to ask for help and the confid ence to do so. Undergraduate libraries serve as a gate­ way to all future library inquiry, preparing stu­ dents not m erely for graduate w ork and re­ search but also teaching them to use information sources as citizens, as consum ers, as profes­ sionals, and for recreational purposes. R eference and referral service for under­ graduates often involves not only answering specific questions, but also personalized instruc­ C re a tin g th e G u id e lin e s In 1993 the ACRL U ndergraduate Librarians Discus sion G roup began w o rk to update the 1987 M odel M ission Statement o f a University U ndergraduate Library and to change it to guidelines. Revisions were discussed and amended in a series o f meetings at three ALA conferences between 1993 and 1994. The resulting dra ft was submitted to the University Libraries Section (ULS) Executive Committee which then appointed the A d Hoc Committee to Review Draft Guidelines for University U ndergraduate Librar­ ies. Members were: Paula W a lke r, chair, University o f W ashington; Barton Lessin, W a yn e State Univer­ sity; Donna Senzig, University o f W isco n sin -M a d i son; and Louise Sherby, University o f M issouri, Kan­ sas City. A fte r review by the committee, the d ra ft G u id e ­ lines were published in the M a y 1995 C&RL News, and a hearing was announced, to be held a t the 1 9 9 5 ALA Annual Conference in Chicago. Those w h o could not attend the hearing w ere invited to send comments o r suggestions to the committee chair. A t the hearing, those present made several sugges­ tions to im prove the dra ft Guidelines, which the com ­ mittee accepted. A fter m aking the changes, the Ad Hoc Committee submitted the revision to the ULS Ex ecutive Committee at the 1996 ALA M id w in ter M eet­ ing, and the new version was a p p ro ve d . Barton Lessin took the G uidelines to the ACRL Standards and A ccre d ita tion Committee fo r review and a p ­ proval in M arch 1996, and they w ere approved w ithout change. The ACRL Board approved the new Guidelines for University Undergraduate Libraries at the ALA Annual Conference at N ew York in July 1996. The ALA Standards Committee completed its review and approved the document at the 1997 A LA M id winter Meeting. tion in the m ethods o f identifying and retriev­ ing library materials. Supplemental to this per­ sonal contact is the provision o f database in­ terfaces, bibliographies, and other aids designed to introduce undergraduates to the materials available in the library and to guide them in finding the m aterials. T h e re fe re n ce service provided by undergraduate librarians is a re­ ferral service to the wide variety o f resources in the library system and beyond. Referrals may also help undergraduates b e co m e aw are o f bran ch or specialized libraries, and cam pus supportive services including academ ic, finan­ cial, writing, and counseling services. O rientation activities acquaint undergradu­ ates with the facilities and services o f the li­ brary system. T hey include activities such as the d istribution o f m aps and inform ational materials w hich describe the library system and the resources and services o f the individual li­ b rarie s w ith in it, sta ff-co n d u cte d tours for groups, and self-guided tours. Orientation may also include public relations activities to help students b eco m e aware o f the information re­ sources available within the university com m u­ nity or o n any information network. Library instruction programs should improve the ability o f students to m ake effective use o f the library collections, services, and staff, and should include instruction in the use o f online electronic sources as well as traditional print formats. Instruction may b e offered as part o f co u rsew ork in an academ ic subject or interdis­ ciplinary program, in a separate cou rse on li­ brary skills, in w orkshops and term -paper clin­ ics, and through point-of-use aids in the library. 3 3 2 / C&RL News R e so u rc e s Effective undergraduate libraries require ad­ equ ate resources to accom plish their missions. Implicit in the creation o f an undergraduate library is a com m itm ent to funding its d evelop­ ment, ongoing services, and growth while main­ taining library services for the entire academ ic community. Standards o f service in undergradu­ ate libraries should b e com parable with other library services offered at the university even if access, personnel, level o f collecting, and pro­ grams differ significantly. Personnel The personnel o f undergraduate libraries have the know ledge and abilities to ensure effective m anagem ent and use o f the services and col­ lections. In general, undergraduate libraries require librarians as well as support and part time staff, depending on the size o f the under­ graduate population at the institution. T h e abil­ ity to interact on a o n e-to -o n e basis with a diverse clientele in a friendly and instructive m anner is essential. Personnel in undergraduate libraries require diversified backgrounds in order to m eet the teaching and learning needs o f users. Abilities need ed include: teaching and know ledge o f instructional m ethods and learning styles; ex­ cellent com m unication skills; and understand­ ing and expertise in inform ation-seeking skills. Personnel require flexibility and should b e e n ­ couraged to take risks and d evelop innovative programs. Undergraduate librarians should participate in appropriate professional organizations to as­ sure aw areness o f special issues affecting un­ dergraduate library services. Collections Undergraduate libraries acquire and provide ready access to information resources to m eet the need s o f their primary clientele with focus on the institution’s curriculum. T he value o f collections in undergraduate libraries is m ea­ sured by their usability as well as quality and size. O nline electro n ic sou rces, both b iblio­ graphic and full text, form a significant part o f the inform ation netw ork n e ed e d by under­ graduates. Collection and access policies should b e written and readily available. Collection policies for undergraduate librar­ ies consider the following: 1) B e ca u se m any undergraduate cou rses require large numbers o f students to use the sam e library materials, direct curriculum sup­ port will b e provided through reserve collec­ tions and through purchase o f multiple cop ies o f items with high demand. 2) Undergraduate libraries provide effective access to information resources through refer­ e n ce sources in a variety o f formats. Reference collections in undergraduate libraries should concentrate o n the m ore standard and interdis­ ciplinary indexes and sources. Periodical co l­ lections should em phasize the titles covered by these indexes. 3 ) Subject coverage o f collections in under­ graduate libraries encom p asses a broad range o f disciplines to offer the information needed for papers, sp eech es, and projects required in the w ide variety o f courses taken b y under­ grad u ates. M ore sp e cia liz e d and ad van ced needs will b e met by specific referral to other library sources on campus. 4 ) T h e library e xp e rien ce o f undergradu­ ates should encourage them to seek informa­ tion o f personal interest. C ollection p o licies should include acce ss to information on cur­ rent events, cultural interests, careers, and rec­ reational reading, am ong others, to encourage exploration o f information resources as a part o f everyday life. B ecau se o f the special nature o f undergraduate libraries, collection policies should include withdrawal practices. Collections should b e dynamic and responsive to the needs o f a changing curriculum and clientele. Effective learning environment Undergraduate libraries have facilities that pro­ m ote effective and interactive acce ss and use o f information resources for all users. Safe, com ­ fortable, well-lighted, clean space with adequate and appropriate seating should b e provided to ensure effective use o f the library’s resources, including electronic formats. In physical plan­ ning for facilities, undergraduate libraries pro­ vide for small group and instructional use. Also, undergraduate libraries consid er study space needs in allocation o f seating and space, with attention to reserve collections and the resi­ dential environm ent o f the institution. Under­ graduate libraries establish hours o f access, cir­ culation policies, and other rules to m eet the needs o f their primary clientele. E v a lu a tio n Performance measures Institutions establishing o r maintaining an un­ dergraduate library o r providing undergradu­ May 19 9 7 / 33 3 ate library services should apply the b asic prin­ ciples d escribed in “Standards fo r the Evalua­ tion o f University Library Perform ance” ( C&RL News, Septem ber 1989, pp. 6 7 9 –9 1 ). B eca u se o f the unique role o f undergraduate libraries, the criteria for perform ance review and m ethod o f evaluation may b e influenced b y the overall library system ’s sp e cific m ission. Criteria fo r evaluating undergraduate libraries include: 1 ) S e rv ic e s . T h e usefulness o f an under­ graduate library is determ ined b y the effective­ ness and quality o f the services provided in support o f the undergraduate program s o f the institution. a. D o th e services offered m eet the infor­ m ation need s o f the undergraduate students, and the faculty and staff w h o w o rk with them? b. Are user studies, statistics, and oth er m ea­ sures o f quantity and quality colle cte d and uti­ lized effectively? c. Are library instruction program s avail­ ab le and funded ad equately for th e support o f coursew ork? d. Are staff ad equately trained and co m ­ pensated? Is staff d evelopm ent encou raged and supported? e. W hat is the ratio o f public services staff to the nu m ber o f primary clientele? Is this an acce p tab le ratio? f. Are additional services needed? g. Are new services, w hich are n eed ed by users, anticipated and implemented? 2 ) C o lle c tio n s a n d a c c e s s . T h ere is n o a b ­ solute standard fo r the size o f a collection in undergraduate libraries. T h e essential criterion is that the collection s (o r a cce ss to information outside o f the co llectio n ) ad equately support the need s o f the primary clientele. T h e co lle c­ tion policy should adequately d escribe the co l­ lection goals and b e evaluated with the fo llow ­ ing factors considered: a. D oes the collection profile adequately support the undergraduate curriculum? b. D o es th e size and depth o f the co lle c­ tion ad equately support the size and n e ed o f the undergraduate population? c. Are materials appropriately available and a cce ssib le fo r reserve users? d. Are collection s effectively included in the catalog? Are com p arab le standards o f b ib lio­ graphic a cce ss follow ed fo r undergraduate li­ brary collection s as in the overall library sys­ tem? e. Are collection s hou sed and arranged ef­ ficiently and effectively for use by the primary clientele? f. Are collection s available and accessib le to all users? D o circulation policies and p rac­ tices permit effective a cce ss fo r users? g. Are a c c e s s p o lic ie s p o ste d to e n su re that all u sers a re aw are o f s e r v ic e s an d r e ­ striction s? h. D o appropriate withdrawal p o licies and practices exist w hich ad equately address the n eed for co llectio n maintenance? i. Are interlibrary loan and oth er d ocu m ent delivery services provided for undergraduates to give them acce ss to materials not ow ned by the institution? j. D o undergraduates have adequate access to electronic networks for accessing information? 3 ) E n v i r o n m e n t. Undergraduate libraries require appropriate facilities to provide the ser­ vices and collections necessary to accom plish their m issions. a. Is the facility safe and environm entally controlled? b. Are m aterials ad eq u ately safeguarded against loss, m utilation, theft, o r oth er dam­ age? c. Is ad eq u ate eq u ip m en t and tech n ical support available? d. Is appropriate seating and user space available? e. Is sp ace appropriately allocated for use including group and instructional use, study, research, u se o f inform ation technologies? f. Are facilities acce ssib le to all users? g. D o es sp ace allow fo r cooperative pro­ grams with oth er library and cam pus units? 4 ) A d e q u a cy o f th e b u d g e t. a. Is the b ud get com parable to oth er un­ dergraduate libraries at com parable institutions? b. D o e s the b ud get support appropriate levels o f staffing? c. D o e s the budget provide adequate sup­ port for b aselin e services? d. D oes the budget adequately support the collection policy to provide materials or access to materials in support o f undergraduate students’ library needs? e. Is the bud get flexible enou gh to support necessary n e w program s and innovations, in­ cluding integration o f new tech n o lo g ies and instruction programs? (Guidelines cont. on page 341) May 1997 / 341 Ronald Heckart, chair of the award committee, said, “Professor Taylor has a long and distin­ guished career of blend­ ing librarianship, law, and computers. She is a national and in tern a­ tional leader in law li­ brary automation, a true pioneer in the field.” Taylor began her ca­ Betty Taylor reer in 1950 as an assistant in the library, then became assistant law librarian, acting law li­ brarian, law librarian, and acting dean at UF. In 1994 Taylor became the first woman to be named to an endowed professorship at the University of Florida and previously was named first distinguished Alumna of the Florida State University Library School. The award, $1,000 and a citation, is donated by Congressional Quarterly and will be pre­ sented at the LPSS program, Sunday, June 29, at 4:00 p.m., during the ALA Annual Confer­ ence in San Francisco. Raine and Stalker w in a w a rd for best article in RBML Henry F. Raine and Laura Stalker are the win­ ners of the 1997 Rare Books an d Manuscripts L ib r a r ia n s h ip ( RBML) Award for best article for “Rare Book Records in O nline Systems” (vol ume 11:2, 1996). Raine is head of tech­ n ical s e r v ic e s at the Folger Shakespeare Li­ brary in W ashington, D.C. His other positions there have included as­ sistant head of catalog­ Henry F. Raine ing and senior cataloger. He also served as an ALA Library Fellow at the National Library of New Zealand. Stalker is associate director for technical ser­ vices at the Huntington Library in San Marino, California. Her previous positions include as­ sistant director for bibliographical projects at the Center for Bibliographical Studies and Re­ search, University of California, Riverside; and assistant director and catloger at the Eighteenth- Century Short Title Catalogue/North America. Jo e Springer, chair of the award committee, said, “The authors succeed in addressing com­ plicated, technical issues in a clear and com­ prehensive manner. This enables a broad vari­ ety of readers— catalogers, administrators, pub­ lic se rv ice and g e n e ra l lib rary sy stem s personnel— to benefit from the information the authors present.” The award, $1,000 and a certificate donated by Christie, Manson & Woods, Inc., will be pre­ sented at the RBMS program during the ALA Annual Conference in San Francisco, Saturday, June 28 at 8:30 a.m. Exhibition catalogs recognized by Leab A w a rd s Two catalogs have been selected as recipients of the Katharine Kyes Leab and Daniel J. Leab American Book Prices Current Exhibition Cata­ logue Awards for 1997. In category one (ex­ pensive) the winner is the Pierpont Morgan Library for From Jackson to Lincoln: Democracy a n d Dissent, written by Robert Parks, Christin (Guidelines cont. fro m p ag e 333) f. Are the library and information needs of undergraduate students represented adequately in the budget process? g. Does the undergraduate library’s person­ nel have discretion and control of its budget? h. Do staffing and budget allocations allow for long-term planning initiatives? Reassessm ent Evaluation and assessment is a continuous pro­ cess in undergraduate libraries because of the changing nature of their primary clientele and the curriculum. Communication with the over­ all library administration and with campus groups is a critical factor. In addition to these ongoing evaluation processes, the performance of undergraduate libraries should be periodi­ cally subjected to formal reviews. Reviews will vary depending on the mechanisms adopted by the parent institution. Findings from evalu­ ations should be written and widely discussed in order to solicit involvement by students, fac­ ulty, and other library units. The outcome of reviews should be a reassessment of the goals and objectives of undergraduate libraries. Re­ alistic goals and expectations of future services to be offered by undergraduate libraries should be developed. By this process, the university, the overall library system, and the undergradu­ ate library should maintain a balance between resources and mission. ■