Standards For Libraries In Higher Education
Standards for Librariesin Higher Education
The Standards for Libraries in Higher Education are available fordownload at: es.Additional copies may be purchased from the Association of Collegeand Research Libraries. Email acrl@ala.org for more information.
Standards for Libraries inHigher EducationApproved by the ACRL Board of DirectorsFebruary 12, 2018The Association of College and Research LibrariesA division of the American Library AssociationChicago, Illinois
Association of College & Research Libraries, a division of the AmericanLibrary Association, 2018
INDEX51015IntroductionPrinciples and Performance IndicatorsAppendices15 Appendix 1: Sample Outcomes21 Appendix 2: Benchmarking and Peer Comparison26 Appendix 3: Sources Consulted28 Appendix 4: History of the Standards30 Appendix 5: Members of the 2018 ACRL Standards for Libraries in Higher EducationTask ForceINTRODUCTIONThe Standards for Libraries in Higher Education are designed to guide academiclibraries in advancing and sustaining their role as partners in educating students,achieving their institutions’ missions, and positioning libraries as leaders inassessment and continuous improvement on their campuses. Libraries mustdemonstrate their value and document their contributions to overall institutionaleffectiveness and be prepared to address changes in higher education, includingaccreditation and other accountability measures. These Standards weredeveloped through study and consideration of issues and trends in libraries,higher education, and accrediting practices. The committee solicited input fromlibrarians and library stakeholders at various types of institutions as well asdrawing on research and best practices in the field.The Standards articulate expectations for library contributions to institutionaleffectiveness. The Standards are structured to provide a comprehensiveframework using an outcomes-based approach, with evidence collected in waysmost appropriate for each institution.Institutions are encouraged to use these Standards as they best apply to their localmission and vision. The committee endeavored to be as inclusive as possible,recognizing that each library is different and will adapt the Standards accordingly.For example, some libraries choose to look at the Standards in a cycle ofassessment such as the cycle used to assess student learning, for example, identifyone or two principles to assess per year. Others may use the Standards as part oftheir program review, providing structure to present evidence in a formal report.Sources ConsultedThe principles in this document reflect the core roles and contributions oflibraries and were distilled from relevant higher education, accreditation, andprofessional documents. Professional sources consulted include the ACRLStrategic Plan 2020, the ALA Library Bill of Rights and Code of Ethics, theAssociation of Research Libraries’ Mission Statement and Guiding Principles,ACRL’s Value of Academic Libraries report, and previous ACRL standards.Standards for Libraries in Higher Education5
Issues and trends in higher education have direct impact on the missionsand outcomes of academic libraries and their institutions and require carefulattention. Current concerns in higher education include increasing demands foraccountability within the academy, expectation for outcomes-based assessmentof learning and programs, efforts to increase retention and graduation rates,greater emphasis on student success, the acknowledged connection betweenstudent engagement and academic achievement, and the importance ofpedagogical practices such as research and inquiry-based learning. Documentsand publications from the Association of American Colleges & Universities,the Association of Public and Land-grant Universities, and the AmericanAssociation of State Colleges and Universities were consulted in the developmentof the Standards.In updating the Standards, the committee consulted accrediting bodies, ACRLconsultants who use the Standards for external review, the ACRL StandardsTraining Team, and the current ACRL Board of Directors, among others. Duringthis period of discovery, trends emerged in the area of personnel, includingreliance on student employees and the continuous evolution of librarian roles. Agoal of the committee was to gain an understanding of how the Standards werebeing used in practice. As a result, the committee broadened the scope of someperformance indicators dealing with technology and leadership to encourageapplicability to more libraries. For ease of use, substantive changes were made tothe appendices to provide a variety of contemporary examples for libraries to useas a starting point.In the spring of 2010, the committee surveyed academic library directors whostressed the importance of relating library standards to accreditation criteria.1Members of accreditation review teams were also consulted to identify librarycharacteristics within the context of institutional accreditation. Combining theseresults with concepts and specific language from regional accrediting agencies,the committee created a set of standards that provide libraries with a structurethat fits in seamlessly with institution accreditation reports. Using the Standardshelps libraries follow accreditation trends such as employing assessmentresults for continuous improvement, focusing on student success outcomes,benchmarking, and aligning library and institutional missions. During the 2017revision process, members of accreditation review teams were also consulted toidentify potential library contributions and expectations within the context ofinstitutional accreditation.Standards StructureThe core of the Standards is the section titled “Principles and PerformanceIndicators.” The nine principles and their related performance indicators areintended to be expectations—standards—that apply to all types of academiclibraries. Nonetheless, each library must respond to its unique user populationand institutional environment.6Standards for Libraries in Higher Education
Libraries are encouraged to use the following outcomes-based method to adoptthe Standards:1.2.3.4.5.6.7.align with the principles;identify and select performance indicators that are congruent with theirinstitution’s mission and contribute to institutional effectiveness;add performance indicators that apply to the specific library (forexample, open access initiatives for research libraries, or workforcedevelopment support for community colleges);develop user-centered, measurable outcomes that articulatespecifically what the user is able to do as an outcome of theperformance indicator;conduct assessments that may be quantitative, qualitative, or both;collect data from assessments that demonstrate degree of success; anduse assessment data for continuous improvement of library operations.In some cases, gathering evidence will not require assessment. For example, thelibrary might provide evidence that library staff have education and experiencesufficient for their positions by compiling a list of staff members with titles,education, and relevant experience held.In all cases, however, principles lead to performance, which requires evidence tomeasure success, impact, or value.The two forms of the model are portrayed graphically below.Evidence-based nceOutcomes-based assessment smentImpactThe Standards document provides examples of outcomes (Appendix 1) andmetrics (Appendix 2). These are intended as possibilities only, rather than aschecklists of requirements to be completed.Like the performance indicators in the Standards, many of the sample outcomescould apply to any academic library. The sample outcomes and metrics areprovided along with the standards to demonstrate a pattern and provide possibletools with which to construct measurable outcomes based on local factors.Standards for Libraries in Higher Education7
ACRL defines outcomes as “the ways in which library users are changed as aresult of their contact with the library’s resources and programs.”2 Thus, outcomesare user-centered, whereas performance indicators are library-centered. Sinceoutcomes are user-centered, it is recognized that they are not wholly underlibrary control. Nonetheless, the outcome or impact of the library’s actions isultimately how the library must judge its success. Local outcomes and metricsshould be tailored to the institutional mission, goals, and assessment practices.Outcomes can be assessed by gathering and analyzing qualitative data,quantitative data, or both. For example, to assess whether students consideraccess to collections sufficient to support their educational needs, one mightsurvey students and obtain quantitative data. The results might be a metric suchas the percentage of students who are satisfied or very satisfied with collectionssupport for their educational needs. Focus groups or interviews might be usedto solicit qualitative feedback, such as comments. Assessment may involve usingmetrics to benchmark performance against that of peer institutions or tracklibrary performance over a period of time. For example, a ratio of volumes tocombined total student FTE or head counts is a metric that could be comparedwith peers and considered when determining whether collections are sufficient tosupport students’ educational needs. Choice of metrics, like choice of outcomes,will depend on the institution, the accreditation process, and the library-specificcontext. The power of metrics is in their interpretation and presentation.Outcomes, assessment, and evidence—all are elements of the continuousimprovement cycle.Adoption of the StandardsThese standards were approved by the ACRL Standards Committee and theACRL Board of Directors. They supersede the 2011 Standards for Libraries inHigher Education and all other previous versions of standards created by ACRLsubsections. A complete history of the standards is available in Appendix 4:History of the Standards.ACRL is committed to supporting effective use of the Standards and will offerprofessional development opportunities and training materials on the Standardsto interested parties.Notes1. Patricia Iannuzzi and Jeanne M. Brown, “ACRL’s Standards for Libraries in Higher Education:Academic Library Directors Weigh In,” C&RL News 71, no. 9 (October 2010): 486–87.2. Association of College and Research Libraries, Task Force on Academic Library OutcomesAssessment Report (Chicago: Association of College and Research Libraries, 1998), askforceacademic.8Standards for Libraries in Higher Education
PRINCIPLES AND PERFORMANCEINDICATORSThe standards consist of principles and performance indicators.PrinciplesInstitutional Effectiveness: Libraries define, develop, and measure outcomesthat contribute to institutional effectiveness and apply findings for purposes ofcontinuous improvement.Professional Values: Libraries advance professional values of intellectualfreedom, intellectual property rights and values, user privacy and confidentiality,collaboration, and user-centered service.Educational Role: Libraries partner in the educational mission of the institutionto develop and support information-literate learners who can discover, access,and use information effectively for academic success, research, and lifelonglearning.Discovery: Libraries enable users to discover information in all formats througheffective use of technology and organization of knowledge.Collections: Libraries provide access to collections sufficient in quality, depth,diversity, format, and currency to support the research and teaching missions ofthe institution.Space: Libraries are the intellectual commons where users interact with ideasin both physical and virtual environments to expand learning and facilitate thecreation of new knowledge.Management/Administration/Leadership: Library leaders engage in internaland campus decision-making to inform resource allocation to meet the library’smission effectively and efficiently.Personnel: Libraries provide sufficient number and quality of personnel toensure excellence and to function successfully in an environment of continuouschange.External Relations: Libraries engage the campus and broader communitythrough multiple strategies in order to advocate, educate, and promote theirvalue.Standards for Libraries in Higher Education9
Performance Indicators for Each Principle1.Institutional Effectiveness: Libraries define, develop, and measureoutcomes that contribute to institutional effectiveness and apply findings forpurposes of continuous improvement.1.1 The library defines and measures outcomes in the context of institutionalmission.1.2 The library develops outcomes that are aligned with institutional,departmental, and student affairs outcomes.1.3 The library develops outcomes that are aligned with accreditationguidelines for the institution.1.4 The library develops and maintains a body of evidence that demonstratesits impact in convincing ways.1.5 The library articulates how it contributes to student learning, collectsevidence, documents successes, shares results, and makes improvements.1.6 The library contributes to student recruitment, retention, time to degree,and academic success.1.7 The library communicates with the campus community to highlight itsvalue in the educational mission and in institutional effectiveness.2.Professional Values: Libraries advance professional values of intellectualfreedom, intellectual property rights and values, user privacy andconfidentiality, collaboration, and user-centered service.2.1 The library resists all efforts to censor library resources.2.2 The library protects each library user’s right to privacy and confidentiality.2.3 The library respects intellectual property rights and advocates for balancebetween the interests of information users and those of rights holdersthrough policy and educational programming.2.4 The library supports academic integrity and deters plagiarism throughpolicy and education.2.5 The library commits to a user-centered approach and demonstrates thecentrality of users in all aspects of service design and delivery in the physicaland virtual environments.10Standards for Libraries in Higher Education
2.6 The library engages in collaborations both on campus and acrossinstitutional boundaries.3.Educational Role: Libraries partner in the educational mission of theinstitution to develop and support information-literate learners who candiscover, access, and use information effectively for academic success,research, and lifelong learning.3.1 Library personnel collaborate with faculty and others regarding ways toincorporate library collections and services into effective curricular andco-curricular experiences for students.3.2 Library personnel collaborate with faculty to embed information literacylearning outcomes into curricula, courses, and assignments.3.3 Library personnel model best pedagogical practices for classroom teaching,online tutorial design, and other educational practices.3.4 Library personnel provide appropriate and timely instruction in a varietyof contexts and employ multiple learning platforms and pedagogies.3.5 Library personnel collaborate with campus partners to provideopportunities for faculty professional development.3.6 The library has the IT infrastructure to keep current with advances inteaching and learning technologies.4.Discovery: Libraries enable users to discover information in all formatsthrough effective use of technology and organization of knowledge.4.1 The library organizes information for effective discovery and access.4.2 The library integrates library resource access into institutional web andother information portals.4.3 The library develops resource guides to provide guidance and multiplepoints of entry to information.4.4 The library creates and maintains interfaces and system architectures thatinclude all resources and facilitates access from preferred user startingpoints.4.5 The library has technological infrastructure that supports changing modesof information and resource discovery.Standards for Libraries in Higher Education11
4.6 The library provides one-on-one assistance through multiple platforms tohelp users find information.5.Collections: Libraries provide access to collections sufficient in quality,depth, diversity, format, and currency to support the research and teachingmissions of the institution.5.1 The library provides access to collections aligned with areas of research,curricular foci, or institutional strengths.5.2 The library provides collections that incorporate resources in a variety offormats, accessible virtually and physically.5.3 The library builds and ensures access to unique materials, including digitalcollections.5.4 The library has the infrastructure to collect, organize, provide access to,disseminate, and preserve collections needed by users.5.5 The library educates users on issues related to economic and sustainablemodels of scholarly communication.5.6 The library ensures long-term access to the scholarly and cultural record.6.Space: Libraries are the intellectual commons where users interact withideas in both physical and virtual environments to expand learning andfacilitate the creation of new knowledge.6.1 The library creates intuitive navigation that supports self-sufficient use ofvirtual and physical spaces.6.2 The library provides safe and secure physical and virtual environmentsconducive to study and research.6.3 The library has the IT infrastructure to provide reliable and robust virtualand physical environments needed for study and research.6.4 The library uses physical and virtual spaces as intellectual commonsaccording to the library mission.6.5 The library designs pedagogical spaces to facilitate learning and the creationof new knowledge.6.6 The library’s physical space features connectivity and up-to-date, adequate,well-maintained equipment and furnishings.12Standards for Libraries in Higher Education
6.7 The library provides clean, inviting, and adequate space, conducive to studyand research, with suitable environmental conditions and convenient hoursfor its services, personnel, resources, and collections.6.8 The library’s physical and virtual spaces are informed by users.7.Management/Administration/Leadership: Library leaders engage ininternal and campus decision-making to inform resource allocation to meetthe library’s mission effectively and efficiently.7.1 The library’s mission statement and goals align with and advance thosedeveloped by the institution.7.2 Library personnel participate in campus decision-making needed foreffective library management.7.3 The library allocates human and financial resources effectively andefficiently to advance the library’s mission.7.4 The library’s budget is sufficient to provide resources to meet the reasonableexpectations of library users when balanced against other institutionalneeds.7.5 The library partners with multiple institutions (e.g., via collectionsconsortia) to increase cost-effectiveness and to expand access to collections.7.6 The library plans based on data and outcomes assessment using a varietyof methods both formal and informal.7.7 The library communicates assessment results to library stakeholders.7.8 Library personnel model a culture of continuous improvement.7.9 The library has the IT infrastructure needed to collect, analyze, and usedata and other assessments for continuous improvement.8.Personnel: Libraries provide sufficient number and quality of personnelto ensure excellence and to function successfully in an environment ofcontinuous change.8.1 Library personnel are sufficient in quantity to meet the diverse teachingand research needs of faculty and students.8.2 Library personnel have education and experience sufficient to t
1.4 The library develops and maintains a body of evidence that demonstrates its impact in convincing ways. 1.5 The library articulates how it contributes to student learning, collects evidence, documents successes, shares results, and makes improvements. 1.6 The library contributes to student recruitment, retention, time to degree,
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