Standard 5.D

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Personnel are adequate in number and in areas of expertise to provide services in the development and use of library and information resources.

Sufficiency of Staffing

5.D.1 The institution employs a sufficient number of library and information resources staff to provide assistance to users of the library and to students at other learning resources sites.

Library and information resources are generally sufficiently staffed[look at iped comparisons], although rapidly expanding information technologies created substantial weakness in some areas, despite reallocation of staff as media and technologies shift.

Following are the areas of concern:

  • Support for rapidly expanded classroom technology (See
  • Sufficient staffing for curriculum planning and engagement with faculty in Academic Computing [compare, here or elsewhere, library faculty and AC instructor to FTE data]
  • Library Faculty and thus support for instruction, reference, administration and collection development all reduced in budge cuts (See
  • Electronic library resources create new demands for staffing and expertise (See

Staff Qualifications

5.D.2 Library and information resources staff include qualified professional and technical support staff, with required specific competencies, whose responsibilities are clearly defined.

Most library faculty carry library and subject masters credentials in order to support the teaching faculty role as well as the professional library role. Many media staff and instructors also carry graduate degrees such as MFAs. See CVs of professional library staff

See Modes of Instruction in Media and Academic Computing for a discussion of media instructors as artists and teaching faculty.

[add?: cvs for media and ac; job descriptions for same]

All staff and faculty have engaged new skills as the information technology evolves. Multiple reclassifications have assured that staff job descriptions and pay scales match new expectations for technological expertise. Staff have also shifted the location of their work partially or in its entirely as budget cuts and new programs such as Summit and Illiad have changed where the greatest stresses occur. Some compression of salaries for managers has resulted, which will be addressed as part of the campus-wide exempt salary revision process underway (see standard 7?)

Professional Growth

5.D.3 The institution provides opportunities for professional growth for library and information resources professional staff.

The library faculty are fully funded for professional activities through the teaching faculty professional development funds and policies as well as through faculty institutes.

See Faculty Development at Evergreen

See Professional Leave (Faculty Handbook 6.1)

See Professional Travel (Faculty Handbook 6.2)

See Faculty Development (Faculty Handbook 6.3)

Library staff are funded through HR and there is need for more locally available funding. Library specific funding is requested in the 2009/11 college budget request currently under development.

See list of activities funded. [Need report here--inquiry out to Lee & Jean]

Organizational Structure

5.D.4 Library and information resources and services are organized to support the accomplishment of institutional mission and goals. Organizational arrangements recognize the need for service linkage among complementary resource bases (e.g., libraries, computing facilities, instructional media and telecommunication centers).

The fundamental organizing principle of library and information resources at Evergreen is that for an interdisciplinary curriculum, integrated services are critical. Thus, throughout this report, the theme of blended resources, facilities and services should be clear.

See Founding Vision: Any Medium, Any Location

See Information Technology Wing

Shared Technology Creates the Need for More Shared Work

Today, commonly used media applications, once physically limited to Media Services, are now found throughout the facilities administered by Academic Computing and, to a degree, by the Library. Similarly, library resources, once physically limited to the library building, are found anywhere one can reach the web. Computers, once found only in the Computer Center, are everywhere. These shifts have accelerated over the past ten years and have changed the instructional roles of the areas and their relationship to the curriculum. Undoubtedly, library and information resources will continue to distribute their budgets, facilities and staff to continuing expansion of information technology in programs and for individual students.

As technologies have changed, so have the relationships among the Library, Media Services, and Computing, which now share in the communal project of interconnecting, teaching and supporting our information and technological resources. At this juncture, there seems little point in redesigning the administrative structures that oversee these areas because new relationships and responsibilities have evolved organically, based on need, demand, and interest and will continue to do so. In order to make sure that these effective working relationships continue to develop, reinforcing connections such as joint staffing, deliberately planning together, and continuing involvement across the areas when hiring for new staff and particularly administrators must be emphasized. While the Library and Media Services collaborate, as a matter of course, with Academic Computing, the real challenge remains: How to more thoroughly engage the teaching faculty across the curriculum in defining the role of information technology in the academic careers of our students.

Engagement in Curriculum Planning

5.D.5 The institution consults library and information resources staff in curriculum development.

See 5.B.1

Library and Information Resources Budgets

5.D.6 The institution provides sufficient financial support for library and information resources and services, and for their maintenance and security.

The library is traditionally well-funded and supported by the fundraising activities of the college. See comparative funding data from Ipeds [to be collected]. See private funds raised [inquiry to Lee/Jean].

See Comprehensive Budget (Required Exhibit 9)

Academic Computing and Computing & Communications were assessed by an external consultant as sufficiently funded. See Edutech Technology Peer Review Report