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Library Assessment Using the ACRL

Standards:

Standards for Libraries in Higher Education (2004)

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Workshop PresenterBob Fernekes fernekes@georgiasouthern.edu

Georgia Southern University

Information Services Librarian Business Specialist, Co-liaison, COBA Member – ACRL Standards Committees: (CLS - 1998-2003, ULS - 2001-04) Member – ACRL College and Research

Libraries Standards Task Force (2002-04)

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Workshop PresenterBill Nelson wnelson@aug.edu

Augusta State University

Library Director Chair – ACRL Standards & Accreditation Comm.

(2005-06) Chair – CLS Standards Committee (2000-04) Member – ACRL College and Research Libraries

Standards Task Force (2002-04) Member – ACRL Task Force on Academic Library

Outcomes Assessment (1996-98) Experienced U.S. Regional Accreditation Library

Evaluator (Southern Association)

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Agenda Introduction Background Layout & Use of the Workbook Essence of the ACRL Library Standards Practical Applications: Planning, Outcomes & Outcomes Assessment Services through Budget Sections Communication & Cooperation, Admin, Budget Questions, Comments & Feedback

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Introduction

Purpose: To provide an introduction to the Standards for

Libraries in Higher Education (2004) To introduce a workbook to assist in applying

the Standards To provide some practical suggestions on how

to apply the Standardshttp://www.ala.org/ala/acrl/acrlstandards/standardslibraries.htm

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Introduction (continued) To Accomplish Workshop Objectives: Demonstrate how to translate Strategy, Vision,

Core Values, and Mission into specific objectives & measures

Present Key Concepts, Trends and Strategies Demonstrate how the Standards are relevant to

all academic libraries Provide an approach to solve the Assessment

Challenge

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Organization and Use of Workbook

Developed in three Parts: Part I: Planning, Assessment, and Outcomes

Assessment Part II: Services, Instruction, Resources,

Access, Staff, and Facilities Part III: Communication & Cooperation,

Administration, and Budget Appendices

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Library Effectiveness

An effective library must: Employ planning, assessment, & outcomes

assessment Define, measure, assess, & report results Select meaningful & doable measures Use data effectively

for assessment to support budget requests

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Background ACRL Task Force Reports – Address shortcomings: Standards Study, 1996 Academic Library Outcomes Assessment, 1998 Academic Library Standards, 2004 Regional Accrediting Assn Standards Becoming less-prescriptive Greater Focus on Student Learning and Assessment

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ACRL Standards, 2000 Edition Introduces and describes: The Use of Suggested Points of Comparison The Use of Outcomes Assessment . . . Qualitative measures to assess: User Satisfaction Service Quality Self-Assessments . . . Quantitative measures (Inputs and Outputs) for: Internal Trend Analysis Comparison with Peers

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Standards for Libraries in Higher Education

College Library Standards: The basis of this set of standards Same format: minimal changes New Elements: Replaces “college” with “institution” Name changed—“higher education” used, to

include some technical institutes

Final document found at: http://www.ala.org/ala/acrl/acrlstandards/standardslibraries.htm

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View from the Library

Libraries are in transition - focus on accountability, assessment of student performance, greater need for staff training, financial pressures, expectation for rapid document delivery, user education in new technologies, migration to online full-text sources

Need examples of Best Practices – that maximize the use of resources and integrate measures that matter

Mission includes support for Distance Learners Still need meaningful quantitative measures

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The Challenge:

Institution – prove that it is effective in teaching students (assess student learning).

Library – demonstrate ways in which library users are changed as a result of their contact with library services, resources and programs and assess student learning and impact.

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The Solution is . . . Involve the library in your institution’s strategic

planning process (Activity Session) Establish Expected Outcomes and Means for

Assessing Each Outcome Provide better documentation that reinforces

the link between services, instruction, access, resources, staff and facilities with:

student learning, educational impact, continuing improvement

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The Solution (continued)

Establish a Culture of Evidence: “. . . specify library performance indicators whose measures can provide a culture of evidence to document progress and contributions toward the realization of campuswide outcomes and goals…”

Bonnie Gratch-LindauerCity College of San

Francisco

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The Solution (continued)

Prepare for your next Library Assessment: Use your current professional standards & the ACRL Standards for Libraries in Higher Education Integrate library assessment into institution review processes Use measures that assess learning outcomes Prepare better documentation

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The Solution (continued) Culture of Evidence - How? Approach the Challenge by using different

measures for a given process, program, activity or initiative to assess accomplishment of library goals and objectives

Establish your Culture of Evidence within the context of Your Institution

Measures indicating the same general result will support Your contention

Could be considered a “Culture of Assessment”

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The Solution (continued)

Use Suggested Points of Comparison: For longitudinal and peer comparison Coordinate with peers to enlist cooperation and to verify data Ensure that your library submits complete and

accurate data Use several years’ data to establish trends Use more than one database or data set

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The Solution (continued) Assess the library’s Institutional Effectiveness Establish goals and objectives that are linked to

institutional or campus-wide goals. Establish and Assess Learning Outcomes Assess the impact of library services, activities

and programs on the Teaching-Learning Environment (support of student learning)

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Practical Applications

Planning and Assessment Process Services through Budget Sections Communication & Cooperation,

Administration, and Budget

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Part I: Planning, Assessment and Outcomes Assessment

Introduces the overall assessment process for the other nine sections

Introduces Key Themes and Ideas Answers three basic questions Your Library Assessment Plan fine tuned to

implement the ACRL Standards Review Institution and Library Mission

Statements

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Planning, Assessment and Outcomes Assessment

-------The Outcomes Assessment Process

Answers Three Basic Questions: What are we doing well? What do we need to do better? Should we do something else in order to

achieve our vision?

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PLANNING

Workbook, p. 5 ff Academic library assessment must begin

with the institutional mission Must be consistent with institutional

mission

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ASSESSMENT

Workbook, p. 11 ff Consider using a Planning Matrix Planning Matrix – Example Only a Plan Completed Planning Matrix Includes: Implementation & Results

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Planning Matrix

Goal Strategy Assessment Results Use of Results

1. xx 1a. xx Xxxx Xxxx Xxxx

Goal Strategy Type of Assessment

Results Expected

Projected Use

1. xx 1a. xx Xxxx Xxxx Xxxx

For Planning Purposes

Completed Plan

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Library Assessment Plan Example (pp. 14; 15; 29-33) Some Formal Evaluation Tools (p. 21) Identifying Existing Institutional Evidence

(p. 22) Your Library Assessment Plan A Blank Worksheet is provided Examples:

http://www.ala.org/ala/acrl/aboutacrl/acrlsections/collegelibraries/collpubs/Standards.pdf

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Planning, Assessment, & Outcomes Assessment

(Evaluation):

CLOSING THE LOOP

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How to Close the Loop Review Library Mission Statement Review Purposes and Goals Review Evaluation Procedure and

Assessment Strategy for each Goal Review Use of Assessment Results Evaluate Goals Attainment/Budget

Request

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Closing the Loop - Use Results:

As the basis for building a revised set of Assessment Procedures & Strategies

To assess Purposes & Goals Use data to support budget requests To “prove” that the graduating student

is better as a result of the library’s contribution to teaching and learning

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Part III: Communication & Cooperation, Administration, and Budget

All three sections are compliance oriented Review all applicable standards for

compliance issues Review requirements in each section of the

Standards for Libraries in Higher Education Use the results from multiple measures to

demonstrate compliance and assess institutional climate

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Communication & Cooperation, Administration, Budget

These 3 sections have assessment elements in common

All 3 areas have basically compliance issues, i.e., you are either doing them, or not

Answer the questions from the standards Ensure compliance with specific accreditation

requirements Use peer comparison to demonstrate level of

compliance

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Part II: Overview Services, Instruction, Resources,

Access, Staff & Facilities

Introduces an Assessment Diagram – links library goals & objectives to institutional goals: Student Learning Outcomes Impact of the Library on Teaching–Learning

Glossary of Key Assessment Concepts, Topics and Terminology

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Part II: Library Effectiveness ReviewServices Thru Facilities

Workbook provides: Key Themes and Essential Ideas Practical Solutions, Performance Charts, Checklists

for identifying items to include in your response to Evaluation Questions, and User Survey Sample Questions (where applicable)

Handouts provide: Tips for Bridging the Gap Measures of Success Stated as Outcomes Sample Means for Assessment Strategic Planning Activity Worksheet

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Activity Session Worksheet:Strategic Planning and Institutional Effectiveness

List Key Elements from Institution Vision, Core Values and Mission

Identify Library Services, Programs & Activities Supporting Each Element

Identify Outcomes and Means for Assessment Group Reports & Discussion

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Closing Remarks,Questions, Comments & Feedback

Assessment Process Tips Lessons Learned: Answer three basic questions Develop Your Library Assessment Plan to

support Your Institution’s Strategic Plan and attainment of specific institutional goals and objectives