Distance Education Association of Col lege and Research Libraries (2000). ACRL guidelines for distance learning library services. Retrieved on October 27, 2003, from : http://www.a la .org/ContenUNavigationMenu/ACRL/ Standards_and_Guidelines/Guidelines_for_Distance_Learning_Library_Services1 . htm A culmination of documents from the last forty years, these Guidel i nes are intended to "serve as a gateway to adherence to other ACRL standards and guidel ines in the appropriate areas and in accordance with the size and type of originating institution." Canadian Library Association. ( 1 993, Feb. Revised 2000, Nov. 24). Guidelines for library support of distance and distributed learning in Canada. Retrieved on October 23, 2003, from : http://www.cla.ca/abouUdistance.htm A comprehensive Position Paper from CLA modeled on the ACRL Guidelines for Distance Learning Library Services (Association of College and Research Libraries, 1 998) but with a Canadian context. "The purpose of the guidelines is to emphasize the importance of planning and delivering effective l ibrary services to support Canadian d istance and distributed learning programs." Crews, K.D . (2002, Sept. 30). New copyright law for distance education: The meaning and importance of the TEA CH Act. Prepared for the American Library Association. Retrieved on October 27, 2003, from : http://www.a la.org/Template.cfm?Section=Distance_Education_and_the_ TEACH_Act& Template=/ContentManagemenUContentDisplay.cfm&Contenti D=25939 This paper summarizes the new standards and require'ments established by the TEACH Act. Discusses impl ications for I nstitutional Policymakers, Information Technology Officers, Instructors and Librarians. Document also avai lable as a PDF fi l e. U .S. Web-Based Education Commission. (2000, Dec. 1 9) . The Power of the internet for learning: Moving from promise to practice. Final Report of Web-Based Education Commission to the President and the Congress of the United States. Retrieved on October 1 7, 2003, from : http://www.ed .gov/offices/AC/WBEC/FinaiReporUindex.html The Commission , chaired by Senator Bob Kerrey, prepared this extensive report of over 1 60 pages, which presents a series of recommendations to the U .S . Government related to the future of distance education as a vehicle for learning. Following hundreds of interviews, the commission was able to identify barriers that are preventing the I nternet from realizing its ful l potential for improving learning. Recommendations put forth focus on the need to embrace e-learning as a centerpiece of U .S . educational policy. Report is available in PDF format. Education Libraries Volume 26, No. 1 Summer 2003 26 Information Literacy and Library Instruction American Association of School Librarians. (2003, Oct. 28). The nine information literacy standards for student learning. fExcerpted from Chapter 2, " Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning.] . Retrieved on Oct. 28, 2003, from: http:/ /www.ala .org/aasiT em plate .cfm ?Section= I nformation_Power& Tempi ate=/ContentManagem enUCont entDisplay .cfm&Contentl D= 1 9937 This document provides three standards for each of the following: Information Literacy, Independent Learning and Social Responsibi l ity as set by the AASL. Association of Col lege and Research Li braries. (2003, June). Characteristics of programs of information literacy that illustrate best practices: A guideline. Retrieved on October 31 , 2003, from: http://www.a la.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Characteristics_of_Progra ms_of_lnformation_Literacy_that_l l lustrate_Best_Practices.htm These guidelines summarize the elements of exemplary Information Literacy programs for undergraduate students. Association of Col lege and Research Libraries (2003, June). Guidelines for instruction programs in academic libraries. Retrieved on October 27, 2003, from: http://www.a la.org/ContenUNavigationMenu/ ACRL/Standards_and_Guidel ines/Guidelines_for_lnstruction_Programs_in_Academic_Libraries1 . htm These guidel i nes are designed to assist academic and research l ibrarians in preparing and developing effective instructional programs. The document includes sections on: Program Design; Human Resources; and Support. I ncludes a bibliography. Association of Col lege and Research Libraries. (2000, Jan. 1 8). Information literacy competency standards for higher education. Retrieved on October 25, 2003, from : http://www.ala.org/ContenUNavigationMenu/ACRL!Standards_and_Guidel ines/l nformation_Literacy_Com petency_Standards_for_Higher_Education.htm · This set of standards developed by the ACRL first provides a definition for I nformation Literacy and how I L is relates to I nformation Technology, Higher Education, Pedagogy and Assessment. It then outl ines five standards for IT and provides performance indicators, along with expected outcomes for each. Also available as a PDF fi le. Ind iana University Libraries. Assessment Planning Committee. ( 1 996, May 1 ) . An assessment plan for information literacy. Retrieved on October 2 1 , 2003, from: http://www. ind iana .edu/-l ibinstr/lnformation_Literacy/assessment.html This assessment plan, which is based on certain assumptions related to student learning, presents a series of objectives for each clearly defined goal. Examples of measurement techniques are prov ided for each objective. I ncludes some learning strateg ies for novice and advanced students. Brief b ibliography and g lossary are also included. Education Libraries Volume 26, No. 1 Summer 2003 27 Users with Disabilities Association of Research Libraries. ( 1 999, Apri l ) . Service to users with disabilities. [theme issue]. Transforming libraries: Issues and Innovations in . . . (no.8). Retrieved on Oct. 25, 2003, from: http://www.arl .org/transform/d isabil ities/i ndex.html Summarizes services for users with d isabi l ities for thi rteen American academic l i braries in this special issue of Transforming libraries. I ncludes a look at applying assistive technologies, adapting to the users' needs, physical access, and special programs. Canadian Library Association. ( 1 997, Feb.) . Canadian guidelines on library and information services for people with disabilities. Retrieved on October 21 , 2003, from : http://www.cla.ca/about/disabi ls.htm These guidel ines are "intended to be used by l ibrarians as the basis for creating l ibraries which are accessible to all Canadians." I ncl udes information on Planning, Budgeting, Marketing, Human Resources, Public Services, Resource Shari ng, Adaptive Technology and Physical Access. A l ist of provi ncial representatives is available in an appendix. Center for Universal Design. ( 1 997) . The principles. Retrieved from the North Carol ina State University web site on October 3 1 , 2003, from: http://www.design. ncsu.edu/cud/univ _design/princ_overview.htm This document provides seven principles that may be applied to evaluate existing designs, guide the design process, and educate both designers and consumers about the characteristics of more usable products and environments. Harrison , L. (n .d . ) . Accessible web-based d istance education : Principles and best practices. Retrieved on October 27, 2003, from the Adaptive Technology Resource Centre, University of Toronto web site: http://www. utoronto.ca/atrc/rd/l ibrary/papers/accDistanceEducation .html Harrison discusses the universal design principles for the development of web-based educational resources so as to accommodate learners with special needs. Provides general principles and basic strategies for web-developers in order to ensure universal access to education. Miscellaneous Information Canadian Library Association. (2002, Nov. 24). Canadian guidelines on library and information services for older adults. Retrieved on October 21 , 2003, from : http://www .cla.ca/about/olderadults.htm "This set of guidelines, proposed by the Canadian Library Association 's Interest Group on Services for Older People, is intended to provide a checklist for l ibraries to use in planning services that are inclusive of older adults , and that wi l l encourage a greater use of l i braries by this growing population." Unique needs related to physical faci lities, programming, and outreach are addressed . Shannon, D .M . , Johnson, T .E . , Searcy, S . , & Lott, A. (2002) . Using electronic surveys: Advice from survey professionals. Practical Assessment, Research & Evaluation, 8(1 ) . Retrieved October 3 1 , 2003, from : http://edresearch.org/pare/getvn .asp?v=8&n= 1 This study reports "the perceptions and recommendations of sixty-two experienced survey researchers from the American Educational Research Association regarding the use of electronic surveys. The most positive aspects cited for the use of electronic surveys were reduction of costs ( i .e. , postage, phone c�arges� , �he use of electronic mail for pre-notification or follow-up purposes, and the com�atibility of d�t� With ex1stmg software programs . . . They advised that electronic surveys designed w1th the vane Education Libraries Volume 26, No. 1 Summer 2003 28 technological background and capabil ities of the respondent in mind , fol low sound principles of survey construction, and be administered to pre-notified , targeted populations with publ ished emai l addresses ." Special Library Association. (2003, Oct. 3). Technical standards. Retrieved on October 25, 2003, from: http://www. sla.org/content/chdiv/committe/tech .cfm Summarizes the membership criteria and mandate of the SLA Technical Standards Committee. I ncludes a l ist of current members along with contact i nformation. Troll Covey, D. (2002, Jan.) Usage and usability assessment: Library practices and concerns. Digital Library Federation and Counci l on Library and I nformation Resources. Retrieved on October 31 , 2003, from : http://www .c l i r.org/pubs/reports/pub1 05/contents. html This extensive report set out to develop a better understanding of methods effective in assessing use and usabil ity of onl ine scholarly information resources and information . "It offers a survey of the methods that are being deployed at leading digital l ibraries to assess the use and usabil ity of their online collections and services. Focusing on 24 DLF member l ibraries . . . Trol l Covey, conducted numerous interviews with l ibrary professionals who are engaged in assessment. In these interviews, Covey sought to document the fol lowing: why digital l ibraries assessed the use and usabil ity of their online col lections and services; what aspects of those collections and services they were most interested in assessing; what methods the l ibraries used to conduct thei r assessments; which methods worked well and which worked poorly in particular kinds of assessments; how assessment data were used by the l ibrary, and to what end ; and what chall enges l ibraries faced in conducting effective assessments. The result is a report on the application, strengths, and weaknesses of assessment techniques that include surveys, focus groups, user protocols, and transaction log analysis." . Links to Other Sources Burkhardt, J . & Chabot, L. (2000, June) . Bibliography for evaluation/assessment. Col lege Libraries Section. Association of College and Research l ibraries. Retrieved on November 1 , 2003, from: http://www.a la .org/Content/NavigationMenu/ACRL/About_ACRL/Sections/Col lege_Libraries/Publ ications1 8/Bibliography_for_Evaluation_and_Assessment. htm This bibliography contains references, primarily to journal articles, on issues related to assessment in col lege l ibraries. Association of Col lege and Research Libraries. (2003). Standards and guidelines. Retrieved on October 27, 2003, from: http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guideli nes/Standards _and_Guidel ines_by_ Topic. htm An extensive l ist of l inks to standards set by the ACRL, organized by topics including: Col lege and Universities Li braries; Education, Personnel and Academic Status ; Information Literacy and I nstruction ; and Rare Books, Manuscri pts Special Collections and Archives. Pathak, S. & Redwine, J. (Eds.) (2003, April 1 0). Library Services Assessment Clearinghouse (L· SA C). Retrieved on October 3 1 , 2003, from : http://www. hol l ins.edu/academics/library/lsac.htm A repository of survey instruments designed to assess l ibrary services. Com pi ler's Note: Text that is enclosed within quotations marks has been taken di rectly from the document. Anne Wade is Manager of the Centre for the Study of Learning and Performance and has taught in the Information Studies Program at Concordia University for ten years. Emai l : wada@education.concordia.ca Education Libraries Volume 26, No. 1 Summer 2003 29