HIGHER EDUCATION Historical Overview

Education in the United States Higher education intertwined with early history Harvard founded John Harvard left his library and part of his estate to the college in  "To advance Learning and perpetuate it to Posterity; dreading to leave an illiterate Ministry to the Churches." Within 13 colonies, 9 colleges and universities founded.

Higher Education History Early colleges in the United States  Relied on a “classical” curriculum  Often centered on training young men for the ministry Decentralized system with strong ties to local communities  No national university  One responsibility was to train men for jobs in the local community  Often received financial support from the community (donations and endowments)

Higher Education History Strong ties to local community and investment by local leaders resulted in uniquely American approach to governance: Board of Trustees  Assumed financial and educational responsibility  Generally oversees functions (esp. financial) of institution

LIS Some Key Developments Morrill Land Grant Act Emergence of public universities Emergence of “the elective principle”  Expansion of knowledge areas  Moved individual to center of the educational universe and asserted that “all educated men” need not know the same thing The education of women Progressive Movement and the Wisconsin Idea  Informed intelligence when applied to the problems of modern society could make democracy work more effectively

Some Key Developments LIS Adoption of German model: PhD and focus on graduate education and the seminar method of instruction (movement away from indoctrination of accepted truths to stimulation of independent thinking and research) Johns Hopkins University, 1876 Place of research in universities

Higher Education History Creation of the accreditation system  Transfer credit  Admission requirement  Quality and Improvement

HISTORY AND OVERVIEW Academic Libraries

History of Academic Libraries Mirrored trends in higher education Originally, closed stacks, limited hours. Restricted access: To obtain any book not among those set aside “for the common Use of the College,” undergraduates had to procure “an order under the Hands of the President, One Professor & One Tutor to the Librarian to deliver what Books they shall judge proper for the Perusal of such a Student.” Students could borrow as many as three volumes at a time

History of Academic Libraries The general failure of college libraries to provide adequately for undergraduates stimulated the development of extensive book collections by the literary societies that flourished in the first three decades of the 19 th century

History of Academic Libraries The university library had two basic functions: * preserved recorded knowledge * make that knowledge available for use (these functions could be in conflict)

History of Academic Libraries Shift from classical education to empirical knowledge and research universities led to change in libraries Students required to do outside research and reading Resulted in:  Need for longer hours  More help from staff

History of Academic Libraries Qualifications for a “chief” librarian  Wide knowledge of books—a “bookman”  Grasp of established principles of library management while stimulating and directing innovations to meet new demands  Be a scholar, administration, “businessman,” and able to rally support for library services Development of the profession  Library schools  Reference  Instruction

THE PRESENT Academic Libraries

LIS Political Context Reporting structure of director in institution  Change in administration (e.g., provost or chancellor) OR change in president  Competition among units for “scarce” resources  Authority of person above director to overrule library policy. Implications and consequences

Political Context Mission Vision Strategic Planning

HCL Mission Statement The Harvard College Library supports the teaching and research activities of the Faculty of Arts and Sciences and the University. Beyond this primary responsibility, the Library serves, to the extent feasible, the larger scholarly community. The Library acquires, organizes, preserves, and makes readily available collections of scholarly materials in all media and formats. The Library fulfills its mission by providing intellectual access to materials and information available at the University and elsewhere, by providing assistance and training in the location and use of these materials, and by providing facilities and services for research and study.

O’Neill Library Mission Statement The University Libraries will lead and support the Boston College community in achieving distinction in research, learning, and teaching. As expert guides to the intellectual record and as stewards of scholarly information, the Libraries promote the University’s mission by:  providing access to the highest quality scholarly/information resources and services whenever and wherever the user needs them;  providing leadership and expertise to faculty and students in the creation and dissemination of scholarship in digital format;  improving the physical and virtual environment in order to support user self-sufficiency and productivity;  developing an organization that facilitates operational flexibility and fosters collaboration, innovation, and continuous improvement.

D’Alzon Library Mission Statement The mission of the Emmanuel d'Alzon Library is to support learning, teaching, and research throughout the Assumption College community by actively encouraging and facilitating use of its services and collections, by providing personalized assistance in the use of library resources, by offering instruction on research strategies and tools, and by presenting academically-oriented programs and events.

Oberlin College Library Mission Statement The Oberlin College community is strongly committed to excellence in teaching, learning, artistry, and research. The Library actively responds to this commitment by providing resources and services that support and enhance the broad and rigorous programs in the College of Arts and Sciences and the Conservatory of Music. An integral part of the College's academic life, the Library builds and maintains extensive, carefully-selected, and well-organized collections that are essential for the success of the curriculum; it provides wide and effective access to networked scholarly resources; and it works in cooperation with faculty to develop in Oberlin College students competence in using the Library and other information sources. To enable faculty and students to take full advantage of library resources, the Library maintains a highly- qualified staff that is responsive to individual needs and exceptionally dedicated to service and teaching.

LIS Director/Staff as Institutional/community “citizen” and “player”  What is a “library” in today’s context?  What is the “mission”  What is role of library in context to its competition?  Why not replace library with “virtual library?”

LIS Status (Academic/Faculty) Faculty Status—similar to “teaching” faculty on tenure-track  Trend in institutions for faculty is away from tenure. Why? Academic Status Other

Penn State- Library Tenure Review (judge the candidate’s research, scholarly qualities, career development, and contributions to the discipline) 1. His/her research abilities and accomplishments, including papers given at professional meetings 2. The quality of his/her publications 3. His/her reputation of standing in the field 4. His/her potential for further growth and achievement 5. Whether he/she would be ranked among the most capable and promising librarians in his/her area 6. The quality of his/her teaching, should you have knowledge regarding this category

Penn State Library Tenure Review “It would also be helpful in our deliberations if you could rank ____’s contributions in comparison with others you have known at the same stage of professional development” “Enclosed you will find a copy of his/her curriculum vitae along with copies of publications selected by the candidate” “Please also describe the nature of your association with ___.” “… we do expect every faculty member to engage in research and scholarly activity appropriate to his or her own area of interest and specialization.”

LIS Criteria Librarianship Ability and Effectiveness The Scholarship of Teaching and Learning (when assigned) The Scholarship of Research and Creative Accomplishments Service and the Scholarship of Service to the University, Society, and the Profession

AND ACADEMIC LIBRARIES Accreditation

Accreditation Standards CHEA  Accredits accreditation organizations  Tracks accredited institutions  Represents accreditation to government and the public Regional  Review at the institutional level  Considers all aspects- financial, facilities, learning  Prescriptive vs. non-prescriptive Program/Special  Accredits individual programs  Outcomes focused

Current State of Accreditation Stakeholder demands Higher Education Opportunity Act Recent actions against NAC Criticism of MSCHE Accountability, Transparency, and Improvement

LIS New England Association of Schools and Colleges Standard 7, Library and Information Resources: 7.1: The institution makes available the library and information resources necessary for the fulfillment of its mission and purposes. These resources support the academic and research program and the intellectual and cultural development of students, faculty, and staff. Library and information resources may include the holdings and necessary services and equipment of libraries, media centers, computer centers, language

LIS l aboratories, museums, and any other repositories of information or technological systems required for the support of institutional offerings. Clear and disseminated policies govern access, usage, and maintenance of the library, information resources, and services. The institution ensures that the students use these resources as an integral part of their education

LIS : Through the institution’s ownership or guaranteed access, sufficient collections, information technology systems, and services are readily accessible to students, wherever programs are located or however they are delivered. These collections, systems, and services are sufficient in quality, level, diversity, quantity,. And currency to support and enrich the institution’s academic offerings. The institution provides facilities adequate to house the collections and equipment so as to foster an atmosphere conducive to inquiry, study, and learning among students, faculty, and staff

LIS : The institution provides sufficient and consistent financial support for the effective maintenance and improvement of the institution’s library, information resources, and services. It makes provision for their proper maintenance, preservation, currency, and security. It allocates resources for scholarly support services compatible with its instructional and research programs and the needs of faculty and students

LIS : Professionally qualified and numerically adequate staff administer the institution’s library, information resources, and services. The institution provides appropriate orientation and training for use of these resources, as well as instruction in basic information literacy

LIS : The institution participates in the exchange of resources and services with other institutions and within networks as necessary to support and supplement its educational programs. It provides appropriate support for distance learning students and faculty, such as on-line reference service and contractual access to relevant off-campus library resources

LIS : The institution regularly and systematically evaluates the adequacy and utilization of its library, information resources, and services and uses the results of the data to improve and increase the effectiveness of these services --How do you interpret this? What should be done to act on 7.6?

Program Accreditation Disciplines and professional programs To what extent should libraries focus collection development (and collection resources) on those disciplines for which there are “professional standards?”

LIS Library Standards Standards for College Libraries (January 2000) Standards for University Libraries (February 1989) Standards for Community, Junior and Technical College Learning Resources Programs (July 1994) Information Literacy Competency Standards for Higher Education (January 2000) Other policies are available at the ACRL Web site

LIS Open-Systems View Part of the “Organization-Environment Theory of Management” (late 20 th century) Views the organization as an open system which takes in resources from its environment and changes or transforms them into goods and services that are then sent back to the environment where customers use (buy) them

LIS Systems Model One basis for analysis used in academic libraries: Input Throughput Output Evaluation Feedback Applicable to any type of library, of any size.

LIS Systems Model Outcomes would be an enhanced quality of life or improved productivity for the client or customer Feedback would be information from any part of the system Apply the system model to analyze each pillar of the library’s infrastructure

LIS Library Infrastructure Applicable to any size of academic library. Weakness of any of one of these pillars causes problems throughout the library.

LIS Systems Model Inputs are most often associated with the planning function Throughputs are often dependent upon staffing (organizational structure; HR process; leadership and management) Outputs are services which are measured and reported (control and coordinating) Feedback influences inputs for improvement

LIS Issue Briefs Issue Framework  Length of paper  Citations and references  Well (tightly) written  How much is “fact”—any controversies Scope Note The issue Key aspects Recent developments Key readings Major leaders References

LIS Example Accountability (for information literacy program) Scope Note The issue Key aspects Recent developments Key readings Major leaders References