Libraries must demostrate their value and document their contributions to overall institutional effectivess and be prepared to address changes in higher education. ACRL developed these Standards through study and consideration of new and emerging issues and trends in libraries, higher education, and accreditiing practices.
Professional sources consulted for these Standards were distilled from relevant higher education, accreditation, and professional documents. Professional sources consulted include:
The core of the Standards is the section titled “Principles and Performance Indicators.” The nine principles and their related performance indicators are intended to be expectations—standards—which apply to all types of academic libraries.Nonetheless, each library must respond to its unique user population and institutional environment.
The Standards assume that libraries
In some cases, evidence does not require assessment. For example, the library might provide evidence that library staff have education and experience sufficient for their positions by compiling a list of staff members with titles, education, and relevant experience held.
In all cases, principles lead to performance, which requires evidence to measure success, impact, or value.
The two forms of the model are portrayed graphically below.
Outcomes assessment–based model: