title runs of seven volumes or less.)
• Released refined weeding list to campus with carefully
thought out rationale for the project, emphasized the
carefu l use of reasonable criteria .
• Posted list(s) of titles proposed for deselection. (If
more than one list will have to include mu ltidisciplinary
titles in many lists and will need to distribute widely.)
• Gave one quarter for responses. Had facts on each
title available for re sponse to faculty questions.
Media Weeding Project:
• Other criteria apply as for print, but there is more
emphasis on usability. Format should be usable on
existing equipment and materials must be in usable
condition. Media specialists need to stay aware of new
formats and of campus equipment and make decisions
on when it is time to acquire materials in a new format.
• Retention criteria for 16mm film collection was developed and posted on the web.
• Facu lty were asked to review lists of films and make
recommendations on what should be purchased in
videotape. They were given a 12 week deadline.
• If a requested title was not available in videotape, .
perm ission was sought from copyright holder to make a
copy on VHS videotape.
• If copyright holder cou ld not be found or if for some
other reason a new copy could not be made or purchased, the original 16mm film was retained or offered
to the department that had requested it be kept.
• Deselected materials were offered to other libraries in
the system.
Jill Vassilakos Long, CSU San Bernardino
Breakout Session II : Program Review, Learning
A ssess ment, and Libraries: New Standards &
Expectations
Jean Purnell (U of the Pacific) has a dual role at the
University of the Pacific as both the campus assessment officer and library director, giving her unique
expertise in the vital process of measuring the impact
that libraries have on student outcomes. In her introduction, Purnell pointed out WASC's new emphasis on
assessing the library's role in supporting student
learning, as evidenced by the latest (2001) Handbook
of Accreditation. She continued by examining the
history of program review, which has grown during the
last 25 to 30 years. This is in response to pressure on
accrediting agencies by the public and congress to see
where their tax dollars and/or tuition payments are
going. As a result, accrediting agencies began to
mandate internal program review, which forced colleges
to develop guidelines and criteria, create assessment
tools, and collect data, which institutions are increas~
16
ingly using to make decisions. Recently, there has
been a paradigm shift, with less emphasis on measuring institutional inputs (number of faculty, majors,
courses, etc.) and demonstrating compliance with
standards, and more interest in measuring student
learning outcomes and institutional improvement
efforts (outputs) .
Next, Purnell outlined how libraries are reviewed.
Under the old paradigm, library services and collections are quantified as a resource in support of student
and faculty research (allocations, circulation, discipline-specific holdings, etc.). Accrediting bodies such
as WASC still require this data. However, in the new
paradigm, libraries are part of the curriculum, required
to assess their impact on student learning and faculty
effectiveness. The emphasis is on how students use
library resources, not necessarily how often.
So, how do we collect data that measures the impact
of the library on student learning? Purnell suggested
several models and strategies: 1) Collect data from
academic program reviews. For example, collect
learning objectives from departments and analyze how
the library can have an impact. In addition, collaborate
with faculty to identify and assess discipline-specific
inform ation competencies. Another idea would be to
develop rubrics for good information sou rces for a
particular research project, and assess the quality of
citations listed in students' papers. It would also be
useful to examine library-related data collected by
departments that have undergone self-study to find
more evidence of library effectiveness. 2) Hold focus
groups with either faculty or students on such topics
as, the availability of new electronic resources, new
courses developed and changing research interests,
student use of the Internet, etc. 3) Create an ongoing,
targeted library assessment program. For example,
study a cohort of students from freshman year to
graduation to determine, longitudinally, the impact of
library services on student outcomes. Another idea is
to target new, evolving, or experimental library services
and programs since it is impossible to assess everything. For example, determine if your redesigned
reference room or web pages contribute to or hinder
students' successful use of library resources. Finally,
librarians can also contribute to their library's assessment efforts by measuring how their own professional
goals relate to student outcomes and facu lty effectiveness.
For more information, Purnell recommended the
following:
·Hernon, Peter and Robert E. Dugan. An Action Plan
for Outcomes Assessment in Your Library. Chicago:
American Library Associa tion, 2002.
June 2002 • CA RL Newsletter
•Mortimer, Kenneth P. and Michael L. Tierney. The
Three "R's" of the Eighties: Reduction, Reallocation
and Retrenchment. Washington, D.C.: American
Association for Higher Education, 1979 [see also:
ED172642].
·Western Association of Schools and Colleges. 2001
Handbook of Accreditation. http://www.wascweb.org/
senior/inst_resource.htm (Accessed 7 June 2002).
•Wolff, Ralph A., "Using the Accreditation Process to
Transform the Mission of the Library." New Directions
for Higher Education 90 (Summer 1995):77-91.
Katherine Dabbour, CSU Northridge
PEOPLE:
David Bourquin, CSU San Bernardino, has had four
book reviews published, two in Choice and two in
Library Journal, since January, 2002. The latest review
is of The New Encyclopedia of Christian Martyrs and
appears in the March, 2002, Choice.
John D'Amicantonio, CSU Long Beach, presented
"Library Services in Southeast Asia" at the January
meeting of the Southern California chapter of the Special Libraries Association.
Stephanie Davis (UCI) and Linda Weber (USC) made a presentation on "The Information Center Model: A
Brave New World without Books" at the Internet Librarian Conference, November 6-8, 2001, Pasadena, CA.
Luc Declerck was appointed the Associate University Librarian, Technology and Technical Services at the UC
San Diego Libraries. Most recently, he was Manager, Systems and Services at the University of Victoria in
British Columbia, Canada. He has been active in Canadian consortia! activities, including the Electronic Library
Network.
Kathleen Dunn, AUL for Reference, Instruction, and Collection Services, CSU Pomona, is chairing the CSU
Live Reference Task Force. Other CSU librarian members include: Johanna Alexander, CSU Bakersfield; James
Taylor, CSU Chico; Rosemary McGill, CSU Fullerton; Mark Stover, San Diego State University; and Janie
Silveria, CSU Monterey Bay; as well as Gordon Smith and Ilene Rockman from the CSU Chancellor's Office .
Meanwhile, she has published an article in the Journal of Academic Librarianship 28 (January-March 2002): 2635, entitled "Assessing Information Literacy Skills in the California State University: A Progress Report." Mrs.
Dunn has been Chair of the California State University Information Competence Assessment Task Force for the
past three years.
Elizabeth Dupuis is now Head of Instructional Services for the Doe/Moffitt Libraries at UC Berkeley. She was
previously head of the Digital Information Literacy Office at the University of Texas at Austin where she lead a
collaborative effort to plan, develop, evaluate and maintain the well-known online tutorial, TILT (Texas Information
Literacy Tutorial).
Karin Duran, CSU Northridge, was honored with an Outstanding Achievement Award from the CSUN La Raza
Alumni Association "... for contributions to education and the advancement of our community."
Manuel Erviti is the new Assistant Head of the Music Library at UC Berkeley. After earn ing a B.A. in music from
the University of Chicago and an M.A. in musicology from the Eastman School of Music, Manuel completed his
M.S. in Library and Information Science and a Ph.D. in musicology at the University of Illinois at UrbanaChampaign in 1997. He was previously a reference librarian at Columbia College in Chicago.
Kathleen Gallagher is now Undergraduate Services and Collections Librarian at UC Berkeley. In this capacity
she will be managing the collections of the Moffitt Undergraduate Library and providing reference and instruction.
Ms. Gallagher was previously at Our Lady of the Lake University in San Antonio.
Susan Garbarino is now the Head of the Giannini Foundation of Agricultural Economics Library at UC Berkeley.
Ms. Garbarino received her MLS and her MAin Political Science from UCLA and was recently a reference and
bibliographic instruction librarian at Mills College.
Cont on page 21
CARL Newsletter• June 2002
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