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| − | Library and information resources planning activities support teaching and learning functions by facilitating the research and scholarship of students and faculty. Related evaluation processes regularly assess the quality, accessibility, and use of libraries and other information resource repositories and their services to determine the level of effectiveness in support of the educational program.
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| − | See [[Standard_5#Analysis_.26_Assessment_of_Teaching_.26_Instructional_Programs | Analysis & Assessment of Teaching & Instructional Programs (Standard 5 Sections 2.2-2.3)]]
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| − | '''5.E.1'''
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| − | The institution has a planning process that involves users, library and information resource staff, faculty, and administrators.
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| − | Any major policy discussions or long-term planning processes invoke the college-wide DTF structure.
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| − | See [[Standard_1#A_Participatory_Decision_Making_Culture | Participatory Decision-Making Culture (Standard 1 Section 2.3)]] and Standard 6.
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| − | The College budget process and schedule drives most mid-term library planning. The College budget process is described in [[Standard_7#7.A.3 |Standard 7 Section 7.A.3)]]
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| − | Instructional planning in the library is conducted through direct communication with faculty and planning units. Support facilities are planned as a result of these consultations.
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| − | See [[Standard_5#Teaching_and_Instruction |Teaching and Instruction (Standard 5 Section 2)]]
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| − | A suggestions and responses bulletin board is being re-established on a new library information kiosk.
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| − | Faculty who rotate into the Library identify projects as well as collection development they wish to address.
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| − | An annual Reference Services Group retreat, which includes the Dean of Library Services, establishes the year's work before classes start in the fall.
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| − | '''5.E.2'''
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| − | The institution, in its planning, recognizes the need for management and technical linkages among information resource bases (e.g., libraries, instructional computing, media production and distribution centers, and telecommunications networks).
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| − | See [[Standard_5#Creating_the_Generic_Library |Creating the Generic Library (Standard 5 Section 1.2)]]
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| − | See [[Standard_5#Shared_Technology_Creates_the_Need_for_More_Shared_Work |Shared Technology Creates the Need for More Share Work (Standard 5 Section 2.2.5)]]
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| − | See [[Standard_5#Cross-Curricular_Information_Technology_Literacy |Cross-Curricular ITL (Standard 5 Section 2.5.3)]]
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| − | See [[Standard_5#Planning_Across_LIR |Planning Across LIR (Standard 5 Section 3.1.1.6)]]
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| − | See [[Standard_5#Continue_Blending_More_Functions_within_Library_and_Information_Resources |Continue Blending LIR Functions (Standard 5 Section 3.3.1)]]
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| − | '''5.E.3'''
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| − | The institution regularly and systematically evaluates the quality, adequacy, and utilization of its library and information resources and services, including those provided through cooperative arrangements, and at all locations where courses, programs, or degrees are offered. The institution uses the results of the evaluations to improve the effectiveness of these resources.
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| − | Institutional Research and Assessment provides annual survey documentation on LIR services several of which are broken down by campus [asked Jennifer to send files for Tacoma and Res-Based as well].
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| − | See
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| − | [[ Media: Alumni_Surveys_2002-2006_-_Campus_Utilization_Statistics.pdf | Alumni Surveys 2002-2006 - Campus Utilization]]
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| − | [[Media: Summary_of_Information_Technology_Literacy_Emphasis_in_Programs.pdf | Summary of Information Technology Literacy Emphasis in Programs]]
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| − | [[Media: End-of-program_Review_Results_for_2006-07_%E2%80%93_Information_Technology_Literacy_Overview.pdf | End-of program Review Results for 2006-07 - Info Technology Literacy Overview]]
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| − | [[Media: End-of-program_Review_Workshop_-_Information_Technology_Across_the_Curriculum.pdf | End-of-program Review Workshop - Info Technology Across the Curriculum]]
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| − | [[Media: Evergreen_New_Student_Survey_2005_%E2%80%93_Computer_Skills_%E2%80%93_First-time%2C_First-years.pdf | Evergreen New Student Survey 2005 - Computer Skills - First-time, First-years]]
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| − | [[Media: Evergreen_New_Student_Survey_2005_%E2%80%93_Computer_Skills_%E2%80%93_Transfer_Students.pdf | Evergreen New Student Survey 2005 - Computer Skills - Transfer Students]]
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| − | [[Media: Evergreen_Student_Experience_Survey_2004_-_Information_Technology_Literacy_and_Technology-related_Resources.pdf | Evergreen Student Experience Survey 2004 - Info Technology Literacy and Technology-related Resources]]
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| − | [[Media: Evergreen_Student_Experience_Survey_2006_%E2%80%93_Growth_in_Computer_Skills_%E2%80%93_Olympia_Campus_Students.pdf | Evergreen Student Experience Survey 2006 - Growth in Computer Skills - Oly Campus]]
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| − | [[Media: Evergreen_Student_Experience_Survey_2006_-_Satisfaction_of_Olympia_Campus_Students.pdf |
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| − | Evergreen Student Experience Survey 2006 - Satisfaction of Olympia Campus Students]]
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| − | [[Media: End-of-program_Review_Results_for_2006-07_%E2%80%93_Information_Technology_Literacy_by_Planning_Unit.pdf | End-of-program Review Results for 2006-07 - Information Technology Literacy by Planning Unit]]
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| − | Narrative self and peer evaluation of library faculty provide a forum for ongoing analysis within the larger culture of constant evaluation and assessment. See
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