march17_b.indd C&RL News March 2017 160 Academic librarians face a higher educa-tion environment with increasing ac- countability and diminishing resources. The value of the library is no longer assumed on campus, and administrators are asked to demonstrate the library’s contribution to student success and faculty productivity. Library administrators have responded by assigning assessment duties to librarians or creating assessment librarian positions in their libraries in order to assess library value and to create a culture of assessment. But what defines an assessment librarian? What competencies and proficiencies do they need to succeed? Background Recognizing the need to define the profi- ciencies needed by assessment librarians, the ACRL Executive Committee formed the Task Force on Standards for Proficiencies for Assessment Librarians and Coordinators in April of 2014 with the charge: To develop a list of proficiencies required of assessment librarians and other librarians who contribute to assessment programs at their in- stitutions, focusing on broad areas of proficiency rather than a compre- hensive list of skills; consider similar documents such as ACRL’s “Standards for Proficiencies for Instruction Librar- ians and Coordinators” and RUSA’s “Professional Competencies for Ref- erence and User Services Librarians;” outline an approach to assist individu- als and organizations in selecting the proficiencies most appropriate for their environment; and follow the standards development requirements in the ACRL Guide to Policies and Procedures. Task Force members included: Mark Em- mons (chair), Stephanie Alexander, Karen Brown, Alice Daugherty, Lisa Horowitz, JoAnn Jacoby, Carol Mollman, Megan Oak- leaf, Zoltán Szentkirályi, and Terry Taylor. The Task Force collected more than 250 potential proficiencies by brainstorming, conducting a literature review, reaping as- sessment proficiencies from existing library standards, and surveying assessment experts in librarianship and in higher education. The Task Force applied card sorting techniques to categorize proficiencies and identified 11 broad categories and 52 specific proficien- cies. The Task Force then solicited comments from the library assessment community and revised the document based on the feedback received. Application of proficiencies in academic libraries The ACRL “Proficiencies for Assessment Li- brarians and Coordinators” allows academic libraries to begin with a common definition ACRL Proficiencies for Assessment Librarians and Coordinators Approved by the ACRL Board of Directors at ALA Midwinter Meeting, January 2017 standards and guidelines March 2017 161 C&RL News of assessment librarian responsibilities. Pro- ficiencies may be used to write job descrip- tions that define the duties of assessment librarians, assess performance and guide evaluation, and design professional devel- opment programs. The document focuses on proficiencies rather than on positions. A library creating a specific position for learning assessment or collections assessment or seeking a librarian specializing in user experience or program evaluation, for example, will be able to pick and choose the proficiencies that will best define the job duties. Library administrators can also use the proficiencies to create an in- dividualized assessment librarian position that will serve the specific needs of their library. The definition of assessment librarian in these proficiencies includes any librarian with assessment duties. Individual libraries will need to define and apportion the range of responsibilities or to emphasize select proficiencies. In some cases, an assessment librarian position may encompass the entire span of assessment proficiencies and may serve as the coordinator of all assessment activities. In other cases, individual librarians may need only a portion of the proficiencies to complete their assessment assignment or a team of librarians might be responsible for separate proficiencies. Librarians with the position of assessment coordinators are most likely to need the leadership, management, and mentoring proficiencies described in categories 9, 10, and 11, though the skills described are useful for all librarians with assessment duties. The decision to emphasize one proficiency over another should be made based upon an evaluation of the purpose of the assessment program. Ultimately, the “Proficiencies for Assessment Librarians and Coordinators” should help librarians demon- strate their library’s value to the institution. Proficiencies for Assessment Librarians and Coordinators 1. Knowledge of Assessment in Librar- ies and Higher Education The assessment librarian recognizes the purpose and value of assessment in both libraries and higher education. The assess- ment librarian: 1.1. Understands the purposes, values, and theories guiding assessment and evalu- ation methodologies and activities. 1.2. Has a broad understanding of re- search literature in the field of assessment and the scope, growth, and role of library assessment. 1.3. Recognizes the need to connect li- brary value to university goals and mission through key indicators (learning analytics, library’s role in research activity, quality, and visibility). Distinguishes the difference between library and institutional definitions of assessment. 1.4. Monitors and describes current issues related to higher education accountability, multi-institution assessment initiatives, and regional and professional accreditation that guide higher education assessment. 1.5. Stays current with regional and dis- ciplinary accreditation compliance require- ments, including data requirements specific to the library. 1.6. Demonstrates familiarity with cur- rent national initiatives (LibQUAL+, ROI, NSSE, IPEDS/NCES, Ithaka Survey, balanced scorecard, value of academic libraries, etc.), influential library assessment methods (EBLIP, SAILS, RAILS, Conspectus, etc.) and relevant library standards (ACRL “Standards for Libraries in Higher Education”). 2. Ethics The assessment librarian displays integrity and respect for humans. The assessment librarian: 2.1. Protects the welfare and dignity of human subjects and respects the privacy and confidentiality of all library users and library employees. Follows guidelines established by ethical or institutional review boards to maximize benefits and minimize harm. 2.2. Ensures that data is analyzed and reported with integrity and honesty. Dis- plays impartiality and discloses conflicts of interest. C&RL News March 2017 162 2.3. Abides by professional codes of ethics for librarians such as the ALA Code of Ethics and the IFLA Code of Ethics for Librarians and other Information Workers. 3. Assessment Methods and Strategies The assessment librarian selects the ap- propriate tools or solutions and aligns the assessment activity with institutional mission and priorities. The assessment librarian: 3.1. Applies quantitative and qualita- tive assessment methods with the ability to implement and integrate multiple methods for a mixed-methods approach. 3.2. Selects appropriate influential library assessment methods and applies relevant library standards. 3.3. Designs assessment instruments, such as surveys, focus groups, interviews, rubrics, balanced scorecards, and internal data collection forms. 3.4. Manages different approaches to as- sessment, such as action research, ethnograph- ic research, user-centered design, collection and use analysis, citation analysis, usability studies, and evaluation design utilizing input, output, outcomes, and impact measures. 4. Research Design The assessment librarian designs research based on theoretical foundations. The assess- ment librarian: 4.1. Identifies problems or questions that can be answered by available data sets. 4.2. Demonstrates knowledge and skills of analytical tools (databases, spreadsheets, statistical analysis, qualitative analysis, and data visualization). 4.3. Is trained in ethical or institutional review processes, specifically data manage- ment, sharing, security, and ethical conduct in human research. 4.4. Designs research projects to generate data to address a research problem. 4.5. Applies statistical or quantitative re- search methods to a research problem. 5. Data Collection and Analysis The assessment librarian understands best practices for efficient and sustainable data collection, data management, and data stor- age. Knowledge of data practices includes documentation of the library’s current data practices and steps toward improvement. The assessment librarian: 5.1. Visualizes and implements a roadmap for attaining optimal data collection and re- porting processes, including data automation and integration of multiple data sources. 5.2. Utilizes available time-stamped sys- tem data, library data, institutional data, and third-party data to enable integrated library reporting capabilities and analysis across multiple data sources. 5.3. Identifies and defines metrics and data sets needed to measure assessment outcomes that are considered high priority. 5.4. Ensures accessibility and appropriate distribution of available data to staff and stakeholders. 6. Communication and Reporting The assessment librarian serves as a catalyst for change within the library by delivering evidence and analysis to fuel better decision making. The assessment librarian: 6.1. Utilizes data visualization tools and techniques with both qualitative and quan- titative data to communicate assessment results. Understands the purpose of charts, graphs, and tables and uses them correctly. 6.2. Prepares and formats data for decision-making processes by both internal and external stakeholders. Demystifies basic metrics and statistics for users. 6.3. Writes compelling narratives, creat- ing reports that follow basic graphic design rules and include evidence-based, actionable analysis. Consults with units or departments to frame needs, outcomes, and next steps. Develops well-crafted business cases for stakeholder buy-in. 6.4. Communicates effectively in oral and written communications. Uses multiple channels to communicate results, such as presentations, as well as staff meetings, via email and LibGuides, etc. Regularly “closes March 2017 163 C&RL News loops” with users, reporting “what you told us” and “what we’re doing about it.” 7. Advocacy and Marketing Building on the insights of data and analysis, the assessment librarian expands the voice of the library in arenas that can impact the life of the institution. The assess- ment librarian: 7.1. Provides data and communications that market the library’s value to academic faculty, administrators, staff, students, par- ents, and other stakeholders. 7.2. Demonstrates persuasive skills to justify resources needed for improvement of the library, and to build institutional capacity and buy-in for projects. 7.3. Encourages participation in library assessment activities (e.g. advocating for key stakeholder participation, managing response rates, etc.). 7.4. Promotes library value and library contributions to the institution’s mission and priorities through evidenced-based narrative for deployment by library employees. 7.5. Frames and communicates library impact on institutional focus areas. Dem- onstrates benefits of library programs and services to the university’s current and aspirational state through key indicators. Supports strategic communication. 8. Collaboration and Partnerships The assessment librarian works collab- oratively within the library, with partners on campus and at other institutions, and with professional library and higher education organizations. The assessment librarian: 8.1. Determines key collaborative part- ners around issues related to assessment, accountability, and impact on campus and beyond. On the campus level, this will include offices responsible for institutional research, assessment, and learning analytics, as well as student support groups. 8.2. Proactively establishes, develops, and maintains partnerships. Contributes to joint initiatives. Seeks advice and consults with others when appropriate. 8.3. Integrates library assessment and data gathering with institutional and national initiatives related to research and learning in higher education. 9. Leadership Librarians responsible for assessment, whether they have formal positional au- thority or not, should ideally possess the full range of leadership proficiencies. The following proficiencies are particularly critical for assessment librarians with lead- ership responsibilities. The assessment librarian: 9.1. Acts as a catalyst for change by es- tablishing a shared vision for assessment, conceiving an assessment action plan, and designing and implementing an assessment program that will meet library and institu- tional goals. 9.2. Takes a systems approach to assess- ment, recognizing that the library is part of a larger institution with a shared mission and goals. Identifies institutional context, priorities, and decision-making processes. Monitors assessment activities across the institution. Commands a “place at the table” for library initiatives and contributes to in- stitutional initiatives. 9.3. Gains organizational support and advocates for resources for the assessment program. 9.4. Leverages library and institutional politics and team leadership to persuade managers and colleagues to accept and act on recommendations regarding assessment. 9.5. Utilizes assessment results to inform decisions, solve problems, make plans, and set policies. 10. Management Librarians who have formal responsibility for assessment should possess the full range of management proficiencies. The follow- ing proficiencies are particularly critical for assessment librarians with management responsibilities. The assessment librarian: 10.1. Manages and coordinates library assessment activities. C&RL News March 2017 164 10.2. Conducts program evaluations, assessing the need for a new program and the effectiveness, efficiency, and impact of existing programs. 10.3. Develops, implements, and main- tains systems for collecting, analyzing, and interpreting assessment data. Schedules recurrent assessment tasks. Manages as- sessment data using appropriate tools (e.g., assessment management systems). Develops data reporting forms for efficient internal reporting. Creates dashboards. 10.4. Provides data for reports and sur- veys (e.g., ACRL, ARL, and NCES IPEDS surveys and accreditation library reports). 10.5. Serves as assessment consultant and provides expertise to managers and librarians. 10.6. Analyzes staffing needs for assess- ment and develops a staffing strategy. 10.7. Applies principles of project man- agement to assessment projects. 10.8. Prepares and manages the assess- ment budget allocations. 11. Mentoring, Training, and Coaching Mentoring, training, and coaching are key to building a culture of assessment and building organizational capacity for assessment. The following proficiencies are important for all librarians with responsibility for assessment, but are especially critical for coordinators working with a team or com- mittee. The assessment librarian: 11.1. Builds capacity for assessment in the library through training and mentoring activities. 11.2. Trains others throughout the library in order to develop expertise, knowledge, and skills in assessment. 11.3. Promotes a culture of assessment and encourages broad engagement by all levels of staff in assessment projects. 11.4. Acts as a point of contact for support on assessment projects, providing techni- cal expertise in a selection of assessment measures 11.5. Mentors librarians engaged in as- sessment activities. Bibliography The bibliography lists resources that the Task Force consulted for best practices in devel- oping competencies and proficiencies, for examples of competencies and proficiencies in librarianship, and to gather potential as- sessment proficiencies. In addition, the task force added select resources recommended by reviewers. Abbasi, N., Elkadi, H., Horn, A., and Owen, S. (2012, January). “TEALS (Tool for Evaluation of Academic Library Spaces) Project: Evaluating physical library spaces.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yeager (Eds.), Library Assessment Conference: Building Effective, Sustainable, Practical Assessment (pp. 31-32). Washing- ton, DC: Association of Research Libraries. Agee, J. (2005). “Collection evaluation: A foundation for collection development.” Col- lection Building, 24(3), 92-95. http://dx.doi. org/10.1108/01604950510608267 American Library Association. (1989). In Lockett B. (Ed.), Guide to the evaluation of library collections. Chicago: American Library Association. American College Personnel Association (2006). “ASK Standards: Assessment Skills and Knowledge Content Standards for Student Affairs Practitioners and Scholars.” Washington, DC: National Center for Higher Education. Ammons-Stephens, S., Cole, H. J., Jen- kins-Gibbs, K., Riehle C. F., and Weare, W. H., Jr. (2009). “Developing core leadership competencies for the library profession.” Library Leadership & Management 23(2): 63-74. Applegate, Rachel (2014). “Educating As- sessors: Preparing professionals with micro and macro skills.” In Proceedings of the 2014 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Seattle, Washington. August 4-6, 2014. Askew, C., and Ball, M. (2013). “Using a mixed media approach to assessing roam- ing services: A case study.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yea- ger (Eds.) Proceedings of the 2012 Library March 2017 165 C&RL News Assessment Conference: Building Effective, Sustainable, Practical Assessment. Charlottes- ville, Virginia. October 29-31, 2012. Washing- ton, DC: Association of Research Libraries. Baird, B. J. (2004). Library collection assessment through statistical sampling. Lanham, MD: Scarecrow Press. Bakkalbasi, N., Kopp, J., Paulo, J., Sun- dre, D., Warlick, S., and Williams, S. (2013). “Utilizing Cross-Campus Collaboration to Improve the Assessment of Information Literacy.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yeager (Eds.) Proceedings of the 2012 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Charlottesville, Vir- ginia. October 29-31, 2012. Washington, DC: Association of Research Libraries. Beals, J. B., and Gilmour, R. (2007). “Assess- ing collections using brief tests and WorldCat collection analysis.” Collection Building, 26(4), 104-107. doi:10.1108/01604950710831898 Brown, J. M., and Stowers, E. D. (2013). “Use of data in collections work: An explor- atory survey.” Collection Management, 38(2), 143-162. doi:10.1080/01462679.2013.763742 Buttlar, L., and Du Mont, R. (1989). “Assessing library science competencies: Soliciting practitioner input for curriculum design.” Journal of Education for Library & Information Science 30(1): 3-18. Buttlar, L., and Du Mont, R. (1996). “Li- brary and information science competencies revisited.” Journal of Education for Library & Information Science 37(1): 44-62. http:// dx.doi.org/10.2307/40324283 Carrigan, D. P. (1996). “Collection devel- opment—evaluation.” Journal of Academic Librarianship, 22(4), 273-278. http://dx.doi. org/10.1016/s0099-1333(96)90117-2 Cassata, M. B., and Dewey, G. L. (1969). “The evaluation of a university library col- lection: Some guidelines.” Library Resources & Technical Services, 13(4), 450-457. Clayton, P., and Gorman, G. E. (2002). “Updating conspectus for a digital age.” Library Collections, Acquisitions and Tech- nical Services, 26(3), 253-258. doi:10.1016/ S1464-9055(02)00248-8 Crumpton, M., and Crowe, K. (2008). “Using Evidence for Library Space Planning.” In S. Hiller, M. Kyrillidou, J. Self (Eds.), Proceedings of the 2008 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Seattle, Washington. August 4-7, 2008. Washington, DC: Associa- tion of Research Libraries. Dole, W. V. (2013). “What’s all this I hear about core competencies for library planning and assessment?” Journal of Library Admin- istration 53(7-8): 472-481. http://dx.doi.org /10.1080/01930826.2013.882201 Felix, E. (2013). “Designing and Assessing Library Services.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yeager (Eds.) Proceedings of the 2012 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Charlottesville, Vir- ginia. October 29-31, 2012. Washington, DC: Association of Research Libraries. Gibbons, S. (2008). “Keynote panel and reaction: The most important challenge for li- brary assessment: Broadening library assess- ment to understand the ‘why.’” In S. Hiller, M. Kyrillidou, J. Self (Eds.), Proceedings of the 2008 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Seattle, Washington. August 4-7, 2008. Washington, DC: Association of Research Libraries. Gorman, G. E., and Miller, R. H. (2000). “Changing collections, changing evaluation.” In G. E. Gorman (Ed.), International year- book of library and information management 2000: Collection Management (pp. 309-338). Lanham, MD: Scarecrow Press. Hall, M., Ogier, A., Gilmore, T., and Stovall, C. (2014). “Data management—it’s for libraries too!” In Proceedings of the 2014 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Seattle, Washington. August 4-6, 2014. Henry, E., Longstaff, R., and Van Kampen, D. (2008). “Collection analysis outcomes in an academic library.” Collection Building 27(3), 113-117. doi:10.1108/01604950810886022. Hiller, S. and Wilson, L. (2013). “Making the case for institutional investment in librar- C&RL News March 2017 166 ies: The value of evidence-based narratives.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yeager (Eds.) Proceedings of the 2012 Library Assessment Conference: Building Effective, Sustainable, Practical As- sessment. Charlottesville, Virginia. October 29-31, 2012. Washington, DC: Association of Research Libraries. Hoffman, J. L., and Bresciani, M. J. (2012). “Identifying what student affairs profes- sionals value: A mixed methods analysis of professional competencies listed in job descriptions.” Research & Practice in Assess- ment 7(1): 26-40. Hyödynmaa, M., Ahlholm-Kannisto, A., and Nurminen, H. (2010). “How to evaluate library collections: A case study of collection mapping.” Collection Building 29(2), 43-49. doi:10.1108/01604951011040125. Jaggars, D. and Tancheva, K. (2013). “Col- laborative ethnographic needs assessment of doctoral students in the humanities.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yeager (Eds.) Proceedings of the 2012 Library Assessment Conference: Building Effective, Sustainable, Practical As- sessment. Charlottesville, Virginia. October 29-31, 2012. Washington, DC: Association of Research Libraries. Jantti, M. H. (2014). “Aspiring to excel- lence: Maximising data to sustain, shift, and reshape a library for the future.” In Proceedings of the 2014 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Seattle, Washington August 4-6, 2014. Johnson, P. (2009). Fundamentals of col- lection development and management (2nd ed.). Chicago: American Library Association. Luce, R. (2008). “Raising the assessment bar: A challenge to our community.” In S. Hiller, M. Kyrillidou, J. Self (Eds.), Proceed- ings of the 2008 Library Assessment Confer- ence: Building Effective, Sustainable, Practi- cal Assessment. Seattle, Washington. August 4-7, 2008. Washington, DC: Association of Research Libraries. Lucia, A. D., and Lepsinger, R. (1999). The art and science of competency models: Pinpointing critical success factors in orga- nizations. San Francisco, CA: Jossey-Bass/ Pfeiffer. MacAyeal, G. and Ryan, M. (2014). “Sup- port system: Establishing, sustaining, and growing a framework for assessment.” In Proceedings of the 2014 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Seattle, Washington August 4-6, 2014. Mansfield, R. S. (1996). “Building com- petency models: Approaches for HR pro- fessionals.” Human Resource Management 35(1): 7-18. http://dx.doi.org/10.1002/ (sici)1099-050x(199621)35:1%3C7::aid- hrm1%3E3.0.co;2-2 Mathews, B. (2013). “Too much assess- ment, not enough R&D.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yea- ger (Eds.) Proceedings of the 2012 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Charlottes- ville, Virginia. October 29-31, 2012. Washing- ton, DC: Association of Research Libraries. McNeil, B. (2002). Core competencies: SPEC Kit, 270. Washington, DC: Association of Research Libraries Office of Leadership and Management Services. Murphy, S., Buhler, J., and Lewellen, R. (2014). “Tableau unleashed: Visualizing library data.” In Proceedings of the 2014 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Seattle, Washington August 4-6, 2014. Nitecki, D. A. (2011). “Space assessment as a venue for defining the academic library.” In S. Hiller, K. Justh, M. Kyrillidou, and J. Self (Eds.), Proceedings of the 2010 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Baltimore, Maryland. October 25-27, 2010. Oakleaf, M. (2011). “Are they learn- ing? Are we? Learning outcomes and the academic library.” The Library Quarterly: Information, Community, Policy 81(1): 61- 82. http://dx.doi.org/10.1086/657444 Oakleaf, M. (2012). Academic library value: The impact starter kit. Syracuse, NY: Dellas Graphics. March 2017 167 C&RL News Passoneau, S. and Erickson, S. (2014). “Core competencies for assessment in libraries: A review and analysis of job post- ings.” Vol. 28. Chicago: American Library Association. Perrault, A. H. (1999). “National collect- ing trends: Collection analysis methods and fi ndings.” Library and Information Science Research 21(1), 47-67. doi:10.1016/S0740- 8188(99)80005-X. Plum, T., Franklin, B., Kyrillidou, M., Roebuck, G. and Davis, M. (2010). “Mea- suring the impact of networked electronic resources: Developing an assessment infra- structure for libraries, state, and other types of consortia.” Performance Measurement and Metrics 11(2): 184-198. http://dx.doi. org/10.1108/14678041011064098 Porat, L. (2013). “Marketing and assess- ment in academic libraries: A marriage of convenience or true love?” Evidence Based Library and Information Practice 8(2): 60- 67. http://dx.doi.org/10.18438/b8fs5m Rawls, M. (2013). “Measuring the im- pact of electronic library materials on the university’s research mission.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yeager (Eds.) Proceedings of the 2012 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Charlottesville, Virginia. October 29-31, 2012. Washington, DC: Association of Re- search Libraries. Stemmer, J. and Mahan, D. M. (2013). “Using library user surveys to assess the library’s impact on student outcomes.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yeager (Eds.) Proceedings of the 2012 Library Assessment Conference: Building Effective, Sustainable, Practical As- sessment. Charlottesville, Virginia. October 29-31, 2012. Washington, DC: Association of Research Libraries. Vaidyanathan, S. (2013). “Library assess- ment and big data: The need for ethical, legal and philosophical analysis.” In S. Hiller, M. Kyrillidou, A. Pappalardo, J. Self and A. Yea- ger (Eds.) Proceedings of the 2012 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Charlottes- ville, Virginia. October 29-31, 2012. Washing- ton, DC: Association of Research Libraries. Walter, S. and Oakleaf, M. (2011). “Re- cruiting for results: Assessment skills and the academic library job market.” In S. Hiller, K. Justh, M. Kyrillidou, & J. Self (Eds.), Pro- ceedings of the 2010 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Baltimore, Maryland. October 25-27, 2010. Wilde, M., and Level, A. (2011). “How to drink from a fi re hose without drowning: Collection assessment in a numbers-driven environment.” Collection Management 36(4), 217-236. doi:10.1080/01462679.2011.604771. Wilson, B. (2008). “Accelerating rel- evance.” In S. Hiller, M. Kyrillidou, J. Self (Eds.), Proceedings of the 2008 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment. Seattle, Washington. August 4-7, 2008. Washington, DC: Association of Research Libraries. Upcoming ACRL e-Learning ACRL is offering a variety of online courses and webcasts this winter and spring. ACRL’s e-Learning program provides a unique opportunity to participate in professional development events that are focused on practical, tangible topics and issues. Upcoming topics include: Essentials of Usability Design for Library Research Guides (Webcast: March 8, 2017) Navigating Without a Chart: Perspectives on the Basics of Acquisitions (Webcast: April 20, 2017) Designing Curriculum & Developing Educators for the Information Literacy Courses of Tomorrow (Online course: April 3–21, 2017) Visit the ACRL website at www.ala.org /acrl/elearning for additional listings.