Transcript Historical Overview

Historical Overview
HIGHER EDUCATION
Education in the United States
 Higher education intertwined with early history
 Harvard founded 1636. John Harvard left his library
and part of his estate to the college in 1638.
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"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
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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
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Assumed financial and educational responsibility
Generally oversees functions (esp. financial) of institution
Some Key Developments
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 Morrill Land Grant Act
 The education of women
 Emergence of public
 Progressive Movement
universities
 Emergence of “the elective
principle”
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Expansion of knowledge
areas
Moved individual to center of
the educational universe and
asserted that “all educated
men” need not know the
same thing
and the Wisconsin Idea
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Informed intelligence when
applied to the problems of
modern society could make
democracy work more
effectively
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Some Key Developments
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 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
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Higher Education History
 Creation of the accreditation system
 Transfer credit
 Admission requirement
 Quality and Improvement
Academic Libraries
HISTORY AND OVERVIEW
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 19th 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:
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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
Academic Libraries
THE PRESENT
Political Context
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 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
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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:
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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 highlyqualified staff that is responsive to individual needs and
exceptionally dedicated to service and teaching.
Director/Staff as
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 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?”
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Status (Academic/Faculty)
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 Faculty Status—similar
to “teaching” faculty on
tenure-track
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 Academic Status
 Other
Trend in institutions for
faculty is away from
tenure. Why?
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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,
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including papers given at professional meetings
The quality of his/her publications
His/her reputation of standing in the field
His/her potential for further growth and
achievement
Whether he/she would be ranked among the most
capable and promising librarians in his/her area
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.”
Criteria
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 Librarianship Ability
 The Scholarship of
and Effectiveness
 The Scholarship of
Teaching and Learning
(when assigned)
Research and Creative
Accomplishments
 Service and the
Scholarship of Service
to the University,
Society, and the
Profession
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Accreditation
AND ACADEMIC LIBRARIES
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
New England Association
of Schools and Colleges
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 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
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laboratories, 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
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7.2: 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
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7.3: 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
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7.4: 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
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7.5: 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
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7.6: 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?
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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?”
Library Standards
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 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
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Open-Systems View
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 Part of the “Organization-Environment Theory of
Management” (late 20th 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
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Systems Model
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 One basis for analysis used in academic libraries:
Input
Throughput
Output
Evaluation Feedback
 Applicable to any type of library, of any size.
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Systems Model
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 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
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Library Infrastructure
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TECHNOLOGY
FACILITY
COLLECTIONS
STAFF
LIBRARY & INFORMATION SERVICES
 Applicable to any size of academic library.
 Weakness of any of one of these pillars causes
problems throughout the library.
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Systems Model
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 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
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Issue Briefs
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 Issue Framework
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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
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Example
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 Accountability (for
information literacy
program)
 Scope Note
 The issue
 Key aspects
 Recent developments
 Key readings
 Major leaders
 References
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