Presentation on theme: "LS 451 ACADEMIC LIBRARIES Laura Saunders Spring 2010."— Presentation transcript:
LS 451 ACADEMIC LIBRARIES Laura Saunders Spring 2010
Introduction Not all academic libraries are the same What does it mean to work in an academic library? Framework, organization, structure & infrastructure What is the “place” of the academic library in the current higher education climate?
Parent Institutions Colleges and Universities How do we “define” our parent institutions Carnegie classifications Types of accreditations Comparative rankings
Parent Institutions Carnegie Classification Developed in 1970 by Carnegie Commission on Higher Education Based on “empirical” data A way to organize institutions and “control for institutional differences” Reorganized in 2005 Update due in 2010
Carnegie Classification Based on 6 “all-inclusive” classifications Undergraduate Instructional Program Classification Graduate Instructional Program Classification Enrollment Profile Classification Undergraduate Profile Classification Size and Setting Classification Basic Classification Represents a “range of ways” to think about instituions
Carnegie Classification Undergraduate Instructional Program Classification Identifies undergraduate programs on three criteria Level of degree (associate or bachelor) Percentage of degrees in arts and sciences and professional fields Extent to which institution awards graduate degrees in same field as undergraduate i.e., Assoc-Dom (Associate’s Dominant); Bal/NGC (Balanced arts & sciences/ professional, no graduate coexistence); Prof-F/HGC (Professions focus, high graduate coexistence)
Carnegie Classification Graduate Professional Program Classification Examines nature of graduate education with a focus on the mix of graduate programs Based on: Level of degree (master/ professional or doctoral) Number of fields represented Mix or concentration of degrees by broad disciplinary program Distinguishes between master’s only and doctoral programs i.e., S-Postbac/Ed (offers master’s in Education but not other fields); Postbac A&S/Other (award master’s degrees in some arts and sciences fields as well as degrees in professional fields, and the plurality of graduate degrees are in a professional field other than business or education); Doc/HSS (awards doctoral degrees, mostly in humanities and social sciences)
Carnegie Classification Enrollment Profile Classification Mix of students enrolled at undergraduate and graduate/professional levels i.e., Ex/U4 (exclusively undergraduate, bachelor granting institution); VHU (very high undergraduate population); MGP (majority graduate/ professional)
Carnegie Classification Undergraduate Profile Classification Undergraduate population on three characteristics: Proportion of full-time vs. part-time Achievement characteristics of first-year students (i.e. entrance exam scores) Proportion of entering students transferring from another institution i.e., PT2 (higher part-time, two year); MFT4/I (Fall enrollment data show 60–79 percent of undergraduates enrolled full-time at these bachelor’s degree granting institutions. These institutions either did not report test score data or the scores indicate that they extend educational opportunity to a wide range of students with respect to academic preparation and achievement).
Carnegie Classification Size & Setting Classification Institutional size and residential characteristics (undergrad only) i.e., VS2 (associate-granting, very small- under 500 students); VS4/HR (bachelor-granting, fewer than 1,000 students, at least half live on campus)
Carnegie Classification Basic Classification Update of traditional framework- offers “nuanced” descriptions of institutions First by broad category- Associate, Baccalaureate, Master, Doctoral, Special focus, Tribal Further subdivided by size (i.e. Master’s Larger) Associate’s also indicate public or private urban, suburban or rural
Specialized Institutions Offer degrees ranging from the bachelor’s to the doctorate, and typically award a majority of degrees in a single field. Such institutions include Theological seminaries, Bible colleges, and other institutions offering degrees in religion Medical schools and medical centers Other separate health professional schools (e.g., pharmacy)
Specialized Institutions Schools of engineering and technology Schools of business and management Schools of art, music, and design Schools of law Teachers colleges Other (e.g., military institutes, maritime academics) Tribal colleges and universities (generally are tribally controlled and located on reservations. They are all members of the American Indian Higher Education Consortium)
Other Characteristics Land grant universities ARL ACRL Oberlin group
Governance Control (Public and Private) How central is the library to the educational programs— “degree programs”? Library organization and reporting relationships To whom does the library director report Is the director A director Dean Chief information officer Other Faculty status for librarians? Do these things matter?
Accountability Academic libraries are “complex sociotechnical systems that serve multiple stakeholders” All stakeholders have their own needs, perspectives, concerns Not all stakeholders are direct users CLIR Report, (2008), Pub142 Abstract, No Brief Candle. Retrieved from http://www.clir.org/pubs/reports/pub142/dillon.html
Accountability Administrators Board of Trustees Government (Fed & State) Accreditation orgs. (regional, professional, other) Students (Undergrad & Grad) Faculty Staff Adminsitrators Broader Community Indirect UsersDirect Users
Key Issues and Drivers Accountability & Relevance
Technology and Service Models Remote access vs. “library as place” Digitization Information repositories Blurring boundaries between Separate institutions/collections- libraries, museums, art galleries, etc. Different medias/formats “Managing such information spaces will place emphases on interaction, organization, and curation” CLIR, No Brief Candle.
Other Issues Changing user (faculty & student) expectations 24/7/365 service Access (not ownership) of information Turmoil in publishing and scholarly communication Limitations on academic and intellectual freedom Recruitment, education, and retention of librarians Increased workloads Perception of information as “free”
Where and How for academic libraries in the future? Responding to Issues
Responses What is the library’s role in these issues? How do we hold ourselves accountable? How do we prioritize among competing demands? More than one type of library= more than one answer. Mission is key