SOUTHARKANSASCOMMUNITYCOLLEGELIBRARYMEDIACENTER
SELF STUDY
Standard Title: ALA Standard for Community, Junior, and TechnicalCollege Learning Resource Programs (1994)
Standard One: Objectives
Date of Response:May 18, 2003
Response by:Francis Kuykendall, Interim Director
Questions for review. Some of the questions will be based upon a Likert Scale. Some questions will not need ranking. All questions will need comments. Rank appropriate questions:
1 = does not exist; 2 = needs improvement; 3 = acceptable; 4 = very well; 5 = exemplary
SC1-10-100 The college shall develop a comprehensive mission statement for the learning resources program based on the nature and purpose of the institution.
Rank 3.
SC1-10-101: The mission statement shall be developed by the learning resources staff in consultation with the widest possible representation of the college community and shall be reviewed periodically.
Rank 4.
SC1-10-102: The mission statement shall be used, along with institutional educational goals, in the annual planning process. (Use Lib. Ref. Sec. 24 – SACC Goals Statement)
Rank 3.
SC1-10-103: All component unity of the learning resources program, whether administered centrally or by campus units, should be clearly defined. (Is not included – develop the section – Include: Public Services, Reference Services, Technical Services, and Administrative Services 1) mission, 2) goals, and 3) assess objectives/criteria)
Rank 2.
SC1-10-104: The learning resources program shall be integral part of the institution’s process for the improvement of instruction.
Rank 2.
Assessment Title: Questions
Date of Response:November 6, 2003
Response by:Francis Kuykendall, Interim Director
Questions for review. Some of the questions will be based upon a Likert Scale. Some questions will not need ranking. All questions will need comments. Rank appropriate questions:
1 = does not exist; 2 = needs improvement; 3 = acceptable; 4 = very well; 5 = exemplary
AS1-10-105: Is the academic performance of students improved through their contacts with the library?
Rank 2.
AS1-10-106: By using the library, do students improve their chances of having a successful career?
Rank 2.
AS1-10-107: Does the library’s bibliographic instruction program result in a high level of “information literacy” among students?
Rank 2.
AS1-10-108: As a result of collaboration with the library’s staff, are faculty members more likely to view use of the library as an integral part of their courses?
Rank 2.
AS1-10-109: Are students who use the library more likely to lead fuller and more satisfying lives?
Rank 2.
The changes in library users are questions that should be addressed to assess outcomes.
Assessment Title: Overview
Date of Response:May 2, 2003
Response by:Francis Kuykendall, Interim Director
Questions for review. Some of the questions will be based upon a Likert Scale. Some questions will not need ranking. All questions will need comments. Rank appropriate questions:
1 = does not exist; 2 = needs improvement; 3 = acceptable; 4 = very well; 5 = exemplary
The value of the library may not be realized by faculty, staff, administration and other constituents.
Check use of the library in syllabi
Check syllabi for library assignments
AS1-11-110: Are there exit assessments for the students? If so, are there questions regarding library services?
Assessment observed through users interaction with LMCs collection, services, and programs.
Apply assessment to faculty, students, and all clients.
Develop Assessment plan of measuring student learning, outcomes. See sec. 33 SouthArk.
Develop rubic for Assessment
______Outcome______Indicator______Data Collection Method
“The purpose of all inputs is to achieve outcomes.” (ACRL White Paper)
Develop Assessment Matrix of collections, services, programs.
Assessment Title: Outcomes
Date of Response: May 19, 2003
Response by: Francis Kuykendall, Interim Director
Questions for review. Some of the questions will be based upon a Likert Scale. Some questions will not need ranking. All questions will need comments. Rank appropriate questions:
1 = does not exist; 2 = needs improvement; 3 = acceptable; 4 = very well; 5 = exemplary
AS1-12-111: Is the library’s mission statement clearly understood by the library staff andthe college administration?
Rank 2.
AS1-12-112: Is the library’s mission statement reviewed periodically?
No. The review of May 2003 shows outdated information and references. Mission, Goals, and Assessments need to be review and approved within the next 6 months so that a supportable assessment of the library services can be conducted.
AS1-12-113: How does the library maintain a systematic and continuous program forevaluating its performance, for informing the college community of its accomplishments, and for identifying and implementing needed improvements?
A systematic and continuous program for evaluating its performance is not clearly stated. Assessment Criterion 2 of the Mission Statement states a Title Accessibility Study should be conducted every 5 years. (If this refers to an inventory, was conducted May 2002. The assessment criteria are vague and difficult to document. What is expected from AC 4 “expert evaluation by the librarian and associate librarian”?
AS1-12-114: Is the library’s assessment plan an integral component of the institution’sassessment and accreditation strategies? For example, does the library revise and update its assessment procedures in conjunction with campus-wide planning and the actions of academic departments?
As of April 2003 this is being done. A complete review of Policies, Procedures, and Assessment criteria are being developed. These documents will be available by the Fall 2005 semester.
AS1-12-115: How does the library assess itself? (e.g. What quantitative and qualitativedata does the library collect about its performances? How does it take into account special needs, such as those of physically challenged users?)
Assessment has been vague with quantitative data erratically collected and not very well organized. The filing method is difficult to decipher as well as to locate. Qualitative data cannot be located. Therefore, assessment data is being collected from January 2003 forward. An effort will be made to locate previous assessment data.
AS1-12-116: What outcomes does the library measure, and how does it measure theseoutcomes?
The library will conduct and measure quantitative, qualitative and outcome based data and organize it in a narrative and matrix format.
AS1-12-117: How does the library compare itself with its peers?
As of January 2003, no comparisons have been conducted or at least organized in an accessible fashion. As of this date an investigation of peer libraries and comparisons are being devised.
As of November 2003, comparison data of peer libraries is being collected. The data will be used to clarify when SouthArk Library is in comparison to other Arkansas Two-year colleges. Also the data will be used for future planning.
Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).
Objective Subtitle: Assumptions
Date of Response:May 27, 2003
Response by:Francis Kuykendall, Interim Director
Questions for review. Some of the questions will be based upon a Likert Scale. Some questions will not need ranking. All questions will need comments. Rank appropriate questions:
1 = does not exist; 2 = needs improvement; 3 = acceptable; 4 = very well; 5 = exemplary
Assumption 1: All academic libraries will collect media resources.
Assumption 2: All media resources will be catalogued in accordance with current national standards and practices, including full subject access and classification.
Assumption 3: All academic libraries will provide adequate funding for media services and collections; “adequate funding” is determined by the library’s goals and objectives for media services and collections.
Assumption 4: The principles of collection management that apply to print and other library collections also apply to media resources. Media collections require policies and procedures for purchase, leasing, renting, deselection, resource sharing, and licensing.
Assumption 5: The principles of collection preservation that apply to print and other library collections also apply to media resources.
Assumption 6: The principles of library services that apply to other library services also apply to media services.
Objective Title: Guidelines for Media Resources in Academic Libraries (ACRL 1999).
Objective One: Mission
Date of Response:May 27, 2003
Response by:Francis Kuykendall, Interim Director
Guidelines must be specific to programs, services, or staffing; identify a framework for developing services policies and procedures. (ACRL, 3)
Questions for review. Some of the questions will be based upon a Likert Scale. Some questions will not need ranking. All questions will need comments. Rank appropriate questions:
1 = does not exist; 2 = needs improvement; 3 = acceptable; 4 = very well; 5 = exemplary
OB1-10-118: Librarians should develop a mission statement for the media resources program based upon the mission statement of the library.
Rank 1. The ID recognizes an adequate mission statement for the media resources program does not exist or at best cannot be located. This will be worked on during the Fall semester of 2003.
FIGURE 1
Student Learning Outcomes and Enabling Outputs
with Selected Performance Indicators
Student Learning Outcomes
- All graduates are information literate, prepared to be lifelong learners able to effectively identify, access, and use a variety of information resources; proficient with appropriate information technologies; and able to evaluate and apply information to meet academic, personal, and job-related needs.
Performance Indicators
- Description of, number of student participants, and their perceptions of effectiveness and benefits of independent learning opportunities related to information literacy (e.g., locally produced tutorials/instructional software; reference transactions involving substantive teaching; term paper or other individual research advising sessions; training videos; Web-based instruction; printed guides).
- Documentation of the extent and effects of the integration of library and network resources use within academic programs and across the curriculum. For example, the number, type, and results of information literacy—related degree requirements, course requirements, and assignments in each academic program. Results might include the number students successfully completing assignments or courses, and actual student performance measures, such as grades, student self-evaluations, search logs/journals, course portfolio scores and tests.
- Longitudinal data for same sample of students comparing freshmen’s or sophomores’ rating of their level of confidence about being able to perform specific information literacy skills to that of seniors or recent graduates.
- Perceptions of recent graduates about how their information literacy skills training/experience from undergraduate study contributes to their success in graduate/professional programs.
- Success in applying information literacy skills on the job as perceived by alumni and employers.
- Description of the information literacy program’s reach and effects, including measures such as participation rate in formal and informal instruction/orientation; information literacy course completion rate and average grade per FTE student population; and an analysis of curricular penetration based on BI program statistics, student transcript analysis, or syllabi analysis.
- Student (and of some items faculty and librarian) perceptions of the effects of network use on becoming information literate and academic performance, such as: Has student use of the network affected the quality of papers and projects? If yes, how? Have specific network resources or tools improved one’s ability to succeed academically? If yes, which tool/resources, and how?
- All graduates possess the skills, abilities, attitudes, and knowledge specified in their academic programs.
Enabling Instructional Outputs and Good Practice Criteria
- Undergraduate, specifically the general education program, and graduate programs require students to become information literate.
Performance Indicators
- See above 1.b.-d., and f.
- Copy of undergraduate and graduate catalog or other program documents that specify information literacy requirement.
- Sufficient and appropriate literacy, network, and other information and learning resources, equipment, and services are provided and/or made accessible regardless of format or learner’s physical location, and integrated into educational programs by required usage in courses across the curriculum.
Performance Indicators
- Number of hours students spend studying in the library and/or doing library/network-based assignments. Data could be organized by academic program and correlated with GPA.
- To document access, use, and library infrastructure indicators, see selected performance measures in Access, Availability, Use and Infrastructure Measures (Input and Output Measures).
- A computing environment supporting direct-user access for all academic staff and students, regardless of location or time, is effectively operating and reflects service linkages among complementary units providing library, computing, and network services.
Performance Indicators
- Data on perceptions of students, faculty, and staff of the effects of network services, such as:
- Has the network changed the way you study, teach, or do your job?
- Has the use of the network affected the quality of learning in the classroom?
- Has the network affected the quality of your mentoring/advising relationship?
- Has the network affected the way you do information retrieval, conduct research, or publish? If yes, how?
- Description, use of, and faculty and student evaluations of the benefits of Web-based instruction/training that librarians and others habe produced/coproduced.
- Perceptions of all campus stakeholders of if and how the network affects institutional image.
- Also see selected network access and use measures in figure 3, sections I and II.
- New knowledge products and other instructional and information technology innovations to improve distance education and on-campus independent and course-related learning have been acquired and/or created locally by collaborations between library and other academic units.
Performance Indicators
- See 1.a. above.
- Data on the number of products, use statistics, description of relationship to educational goals, and student/faculty perceptions of benefits of electronic or multimedia programs acquired or prodeuced in collaboration with library departments.
- Quantitative and qualitative summary of the results of librarian memberships on instructional development/innovation committees and their collaborations with disciplinary faculty and other academic staff, particularly describing products or outcomes related to teaching and learning.
- See figure 3, sections I and II for selected access and use measures.
- The academic environment is conducive to learning and promotes an awareness and appreciation of multicultural diversity.
Performance Indicators
- Data on the number of, description of the relationship to institutional goals (e.g., multicultural diversity, study skills) and student/faculty perceptions of benefits of exhibits, programs (lecture or films), multimedia, and Web-based programs acquired or produced/coproduced by library.
- Number of minority staff and student workers employed in the library/learning resources units.
- Number hours group study work spaces are used by students for peer learning and interaction.
- Effective instructional practices are employed, such as peer group interaction, problem-solving assignments, appropriate use of instructional technology, and other active learning methods that increase the extent and quality of student involvement in learning.
Performance Indicators
- Data from syllabi analysis of types of assignments involving library/Internet research.
- Student course evaluation ratings of the use and quality of active learning strategies such as required use of library and network resources. Web-based interactive tutorials, group projects, problem-solving assignments, etc.
- Student and faculty ratings of librarian teaching effectiveness.
- User survey data on effectiveness of independent learning programs such as audiovisual, multimedia, and Web-based instruction.
- Number of hours group study work spaces are used by students for peer learning and interaction.
- Instructional objectives and student outcomes are clearly specified in academic programs and services so that what students are expected to know and do is evident.
Performance Indicators
- Copy of the information literacy assessment plan, which includes a description of expected information literacy outcomes/competencies for general education and other academic programs and how competency or proficiency is determined.
- Summary of learning objectives for various levels of information literacy instruction, including examples of lesson plans and assignments that specify illustrate these objectives.
- Assessment plans, procedures, and processes are in place to evaluate and improve the quality and effectiveness of learning and teaching.
Performance Indicators
- Copy of the information literacy assessment plan, which includes performance indicators for measuring student progress and achievement from college entrance/transfer-in to graduation; demonstrated application of good assessment practices, such as faculty involvement in developing plan; use of multiple methods to gather data; and statement of how assessment results are used for program improvement.
- Copy of the library’s assessment plan, as well as examples of questionnaire items included in other units’ evaluation instruments related to library/network resources and services.
- Graduates pursuing postbaccalaureate study possess the knowledge and skills to succeed in graduate/professional programs.
Performance Indicators
- Survey data of samples of recent graduates about how their information literacy skills training and experience from undergraduate study contribute to their success in graduate/professional programs.
- Self-report data from graduating seniors rating their perceived ability to apply information literacy skills to graduate study and research.
- Data from analysis of senior seminar and capstone experiences and portfolios used in specific academic programs.
- Graduates have the knowledge and skills to conduct an effective job search.
Performance Indicators
- Survey data of recent graduates’ perceptions of usefulness of job-seeking library and network resources and library sponsored or cosponsored workshops, exhibits, and services.
- Number, description of, and student perceptions about the benefits of library, computer and related information technology work experience programs, and internships.
- Number of hits library-maintained Web pages receive dealing with careers and job hunting.
FIGURE 2
Other Institutional Outcomes and Outputs
to Which Libraries Contribute