Category Archives: Standards, Guidelines, and Frameworks

Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries

The ACRL Board of Directors has approved new Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries. In order to support increasing demands on archival repositories and special collections libraries to demonstrate the value they provide their constituencies, archivists and special collections librarians have become increasingly mindful of the need to gather, analyze, and share evidence concerning the impact of their services and the effectiveness of their operations. Until now, the absence of commonly accepted statistical measures has impeded the ability of repositories to conduct meaningful assessment initiatives and the articulation and evaluation of best practices. Authored by a joint ACRL/RBMS and Society of American Archivists (SAA) task force, Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries provides normative guidance in these practical areas.

Approved by the ACRL Board during its fall 2017 meeting, the document is currently pending approval through the SAA standards review process with the goal of joint adoption by both associations.

Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries is available on the ACRL website.

Seeking Feedback on Draft of Revised Standards for Libraries in Higher Education

slheAn ACRL task force seeks comments on a draft of potential changes to the the Standards for Libraries in Higher Education (SLHE) before completing final revisions and submitting the standards for approval. Like all ACRL standards and guidelines, these are subject to a regular cyclical review. Please review the draft document and provide feedback either by attending an upcoming online open forum or by submitting your comments through an online feedback form by Tuesday, September 12.

Join the free online open forum Seeking Feedback on Draft of Revised Standards for Libraries in Higher Education on Wednesday, September 6, from 1:00 — 2:00 p.m. Central time (11:00 a.m. – 12:00 p.m. Pacific | 12:00 – 1:00 p.m. Mountain | 2:00 – 3:00 p.m. Eastern. Convert additional time zones online.)

How to Register
Submit your free registration online by September 5, 2017. Login details will be sent via email the morning of September 6. The webcast will be recorded and made available shortly after the live event.

Tech Check
The online open forum takes place in a WebEx meeting room. Make certain you have an updated version of Java. Make sure you have the most recent WebEx software by checking the system requirements. This especially applies to users accessing the meeting through a mobile device. We recommend a USB headset. Please allow a few minutes to get in and test your audio, etc. before the start time.

Background
The SLHE, adopted in 2011, are designed to guide academic libraries in advancing and sustaining their role as partners in educating students, achieving their institutions’ missions, and positioning libraries as leaders in assessment and continuous improvement on their campuses. Libraries in higher education are increasingly required to demonstrate their value and document their contributions to overall institutional effectiveness and be prepared to address changes in higher education. The SLHE is a framework for library planning and assessment that can be used for a variety of circumstances including annual planning, program review, and accreditation self-study.

Questions?
Contact the task force chair Andrea Falcone at Andrea.Falcone@ucdenver.edu or (303) 352-3953.

ACRL Framework for Information Literacy Toolkit Launches

Framework for Informaiton Literacy coverThe ACRL Framework Advisory Board (FAB) is pleased to announce the launch of the ACRL Framework for Information Literacy Toolkit. The ACRL Framework for Information Literacy Toolkit is intended as a freely available professional development resource that can be used and adapted by both individuals and groups in order to foster understanding and use of the ACRL Framework for Information Literacy for Higher Education. The ACRL Framework Toolkit is available on the ACRL LibGuides site.

Librarians can use the ACRL Framework Toolkit resources in a variety of ways:  for their individual professional development needs; to form a community of practice with their colleagues around the Framework and information literacy; and to develop workshops and professional development opportunities in their libraries and also for local, regional, and state-level events and conferences.

The ACRL Framework Toolkit contains four modules: Finding Time to Engage the Framework, The Framework’s Structure, Foundations of the Framework, and Strategies for Using the Framework. A fifth module, Collaboration and Conversations with the Framework, is currently in development.  Each module includes essential questions, learning outcomes, and active learning resources such as guided reading activities, discussion prompts, and lists of key readings.

Please direct any questions to FAB Chair Donna Witek at donna.witek@scranton.edu.

Roles and Strengths of Teaching Librarians

The ACRL Board of Director has approved Roles and Strengths of Teaching Librarians, a revision of the association’s 2007 ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. Authored by the Standards and Proficiencies for Instruction Librarians and Coordinators Revision Task Force, the shift in focus in 2015 from the ACRL Information Literacy Competency Standards for Higher Education to the Framework for Information Literacy for Higher Education model prompted the Task Force to closely examine not only the proficiencies themselves but their structure and purpose.

In the spirit of the Framework, the Task Force intended to present a more holistic perspective of the range of work done by teaching librarians rather than a list of skills needed to do a specific job. Teaching librarians have increasingly explored innovative and creative roles within their institutions, and the document is intended to reflect the myriad activities, projects, and responsibilities that teaching librarians from a wide variety of institutions may find themselves taking on at different points in their work life and throughout their careers, as well as the characteristics and strengths needed to flourish within these roles. The Task Force also wanted to provide a basic framework from which teaching librarian roles can continually expand within a variety of contexts. In short, this document was designed to act as a bridge between concept and practice.

Roles and Strengths of Teaching Librarians is available on the ACRL website.

APPLICATION DEADLINE EXTENDED: Call for Presenters – “Engaging with the ACRL Framework” Workshop

Engaging with the ACRL Framework workshop logoThe application deadline to become a presenter for the new Engaging with the ACRL Framework workshop has been extended to 5 p.m. Central, Wednesday, May 31, 2017.

ACRL is accepting applications from prospective presenters for its newest licensed workshop Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices, which will be launched early this summer. Generally offered as a day-long workshop led by two presenters, this workshop joins the slate of ACRL’s other licensed workshops that can be scheduled upon request from libraries, consortia, and other groups. In addition to the in-person workshop, the presenter team will be involved in virtual programming through ACRL’s e-Learning program and other delivery modes.

The original team of three curriculum designer/presenters will be expanded by recruiting and mentoring at least three new presenters for the launch of this new workshop.

Required:

  • Evidence of understanding and use of the Framework for Information Literacy for Higher Education in your instruction practice, including the underlying theories of Understanding by Design, threshold concepts, and metaliteracy.
  • Experience in designing, developing, facilitating, and leading interactive workshops and other professional development offerings.
  • Demonstrated ability to engage in collaborative planning and teamwork.
  • Experience working in information literacy instruction in academic libraries.

Strongly preferred:

  • Background in instructional design.
  • Demonstrated effectiveness and engagement in information literacy in a higher education context.
  • Ability to deliver effective interactive online instruction and professional development offerings in synchronous and asynchronous environments.

Successful members of the presenter team must be:

  • Available to attend one workshop in summer 2017 in order to shadow current presenters prior to co-presenting.
  • Available to present the Framework workshops and online offerings during the year. These can include in-person licensed workshops, eLearning courses and webinars, and pre-conferences.

The workshop content is dynamic and evolving, and the new presenters will participate in shaping the curriculum as a collegial partner with the current presenters. Serving as a member of the presenter team involves participating in regular planning calls, design meetings, participating in all segments of assigned workshops, and development of materials, exercises and presentations as needed.

The new presenters will gain experience by shadowing experienced presenters for one workshop and then team-teach as a presenter (for an average of two workshops per year, depending on demand and scheduling). ACRL will reimburse the new presenters for travel costs for shadowing one workshop (flights, hotel, ground transportation, and per diem for meals). Thereafter, ACRL will reimburse for travel costs and provide an honorarium for workshops presented.

To apply, please prepare the following materials. Applications must be submitted electronically as a single PDF document that includes:

  1. A statement addressing the following questions (two pages max for all):

a. Why do you want to become a presenter for ACRL’s Framework workshop and what can you contribute?

b. How have you incorporated the Framework into your instruction?

c. How does your understanding and use of the underlying theories of the Framework (Understanding by Design, threshold concepts, and metaliteracy) affect your instructional design and teaching?

d. Describe your experience (individually and/or as part of a team) in designing and delivering interactive workshops and other professional development offerings, both in person and virtually.

  1. Please provide examples of your teaching/training experiences, with links to instructional materials, videos, etc., that demonstrate your abilities as a teacher.
  2. Your resume or C.V.
  3. The names and contact information for 2 references who have direct knowledge of your relevant experience and expertise.

The single PDF application must submitted via email by 5 p.m. Central on Wednesday, May 31, 2017, to Tish Hayes, ACRL Framework Advisory Board Interim Co-Chair, at hayesL45@morainevalley.edu.

A selection committee with representatives from the ACRL Framework Advisory Board, the Framework Curriculum Design Team, and the ACRL Student Learning and Information Literacy Committee will consider applications and conduct telephone interviews. It is anticipated that additional presenters will be selected before the end of June.

If you have any questions, please contact Chase Ollis, ACRL Program Officer, collis@ala.org, 312.280.2521, or Tish Hayes, ACRL Framework Advisory Board Interim Co-Chair, hayesL45@morainevalley.edu, 708.974.5734.

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