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Transforming CSU Libraries for the 21st Century A Strategic Plan of the CSU Council of Library Directors
I. Introduction II. The Future Vision and Mission of the CSU Library System III. Major Trends and Issues Affecting Library Development
V. Implementing, Managing, and Monitoring the Plan
Information technologies will dramatically change the ways in which knowledge and information is obtained, transforming the instructional process at CSU. Every student and faculty member will have, at their fingertips, the ability to retrieve, display, and manipulate a vast array of recorded knowledge and information. Students and faculty will be able to interact with each other and with a body of knowledge in ways previously unimagined. The physical location of the student or faculty member will cease to be a barrier to teaching or to information access. This level of electronic information transfer will be supported by a revolution in consumer computing which will place affordable information processing in the hands of the entire campus community. The potential for information to be digitized and available in electronic form, at any time and place, will serve distant as well as local users. With greater reliance on digital information, telecommunications, and electronic media retrieval and storage systems, radical change will be possible in the way the university acquires, processes, stores, and distributes information. Nowhere will this transformation be more important than in CSU's libraries. The library, whose traditional mission as a place where physical collection, storage, and access of recorded knowledge was coupled with professional expertise in the effective uses of new and emerging information and knowledge, will be able to carry out this mission in both a "real" or physical space, and "virtual" (or electronic) space. By taking advantage of technological capabilities being developed worldwide--creating networks linking students, faculty, and other users on and off campus, and integrating this technology with other academic and instructional activities--the library of the 21st Century will be at the center of the 21st Century university. A fundamentally new way of thinking about library facilities will be developed. Libraries will continue to be the "intellectual heart" of the campus. They will also become an even more important place for work and study--with teleconferencing and high technology media, computing, and other related facilities for use by both students and faculty, individually and collectively. In collaboration with discipline-based faculty, CSU library faculty will play an integral role in the use of information resources in the instructional process. The growing sophistication of information technology will allow them to concentrate their instructional efforts on the critical thinking skills required to review and select recorded knowledge and information relevant to their needs. Library faculty and staff will continue to be responsible for management of the university's knowledge and information resources, and will complement systemwide coordination of acquisitions with selection of resources that support local programs. They also will be linked, through integrated professional partnerships, with computer, media, telecommunications, and other information specialists to assure that available technologies effectively enhance the teaching and learning processes. This Strategic Plan presents a vision for the CSU Libraries. It foresees the transformation of the university library role and structure to a teaching and knowledge center integrated with the technology available to support and enhance the learning process. The CSU Libraries mission--independently on each campus and in collaboration with other libraries and library systems--will be to provide services which encompass physical collection, storage, and information access and greatly enhanced teaching and learning activities required to support a student body with widely diverse learning styles and economic ability to gain access to available services and technology. The Plan outlines specific goals and strategies for achieving them, which
will affect the administration, staffing, allocation of resources, and
facilities design of the libraries of the future. These goals and strategies
focus on the following six areas:
Achieving the vision of this plan will require the CSU libraries to provide students, faculty, and other users equal access to information resources in support of their learning and intellectual needs, regardless of location, learning style, or economic circumstances. While remote access to library materials, services, and other information resources will be common, the "virtual library" will not obviate the need for development of core collections in a variety of formats and utilization of all available technologies to access those resources. The explosion of technology will require new approaches to copyrights and protection of intellectual property, but proliferation of publishing will require maintenance of and addition to print collections. Libraries will need to support use of materials in different formats and for widely diverse access and user requirements. The strategies proposed within this goal area focus on development of
shared information resources within CSU and with other institutions. They
emphasize networking, development of electronic access to text and sound
images, and universal access to collections wherever they are physically
located. Collaborative initiatives are recommended to integrate information
resources with emerging instructional technologies, and to join national
efforts to develop new copyright guidelines appropriate for a National
Information Infrastructure.
Collaborating with CSU discipline-based faculty, library faculty will provide instruction, training, and assistance in developing information competency necessary for teaching, learning, and scholarship. CSU librarians will need to play an even more important role in the teaching and learning process. Their knowledge and technological skills will be of enormous value to information users who will require more concentrated instruction and training in the utilization of increasingly complex information resources and technology. Strategies within this goal area focus on comprehensive integration of
the information processes necessary to enhance teaching and curriculum
design through application of technologies for accessing and utilizing
information resources in all formats--whether in the classroom or distant
learning environments. They include development of specific instructional
modules or courses, continuing education, and development of information
competency standards.
The overriding goal is to strengthen the ability of library faculty and staff to effectively use new and emerging information, networking, and instructional technologies to meet the information and learning needs of an increasingly diverse student population. The wide range of instructional modes needed to accommodate the diversity of learning styles and needs among students and faculty will require expanded skills of library professionals and related technical specialists. Strategies outlined in the area of human resources emphasize staff development
to expand skills needed to effectively utilize emerging instructional
and information technologies; increased collaboration with faculty, computing,
multimedia, telecommunications, and other specialists; and development
of networking tools to enable librarians to facilitate collaboration in
the design and delivery of services.
The goal is to provide a facilities infrastructure that will support the physical and access requirements of students and faculty in the 21st Century. While the characteristics of library facilities will change dramatically, the requirement for a physical "place" will become more important as an academic and intellectual center to facilitate interaction between faculty, students, professional staff, and other information users. Such an infrastructure will require development of prototype facilities which will house workstations for information access and research; space and equipment to support full utilization of print, recordings, graphic, and other electronic resources--including reference collections, audio-visual materials, and journals in multimedia formats. Key strategies focus on establishment of complete connectivity between
a central campus library facility and all users of its information services--on
campus or at remote sites--provided through integrated networks and development
of a universal workstation.
On each campus and at the CSU system level, a common agenda for library and information services will be developed and implemented. Successfully establishing a common agenda will require creation of organizational and management structures which emphasize collaboration on each campus--within all information technology service units, among CSU campuses, and with other institutions--to form an interconnected system fully utilizing the combined resources. Recommended strategies include establishment of communication and consultation
mechanisms to coordinate or consolidate related functions such as computing,
telecommunications, audio-visual media, and library services; development
of specific ongoing roles for the Council of Library Directors and the
Office of Library and Academic Information Services; and establishment
of an organizational entity to initiate and implement external partnerships
and strategic alliances with public institutions or private industry to
share information resources, technology, and services.
To provide appropriate funding for the library of the future, the CSU system and each campus will implement initiatives to establish a broader base of resources, characterized by multiple and diverse funding sources. Specific strategies are recommended to re-examine traditional formula-based
funding, and develop a new model for State funding; create strong linkages
on each campus for coordination and implementation of fund-raising initiatives;
and explore uses of locally-generated funds to leverage systemwide and
external fund sources for facility development and technology improvements.
The Council of Library Directors (COLD) believes that this Strategic Plan proposes a realistic vision and a clear mission for the CSU libraries of the future, and that it presents specific goals and strategies to move the CSU system and each of the campuses toward that vision. The underlying trends, issues, and basic principles of the Plan have undergone extensive review over a period of 18 months, through extensive consultation with faculty, students, staff, and administrators on the campuses and at the system level. The process also involved a search and review of international literature on trends in academic libraries, and the involvement of external consultants with expertise in this area. While this document articulates COLD's view of the future library and the role of the librarian in that future, its intent is to address broad direction and policy concerns, and is not an operational plan. To facilitate the transition from broad goals and strategies to realistic operational actions, a concurrent implementation plan has also been developed by COLD, which is described in a separate document. The Implementation Plan recommends a set of actions for each of the thirty-one strategies outlined in the Strategic Plan, and the involvement of specific groups and individuals within the CSU community to coordinate those actions. The Plan also proposes a timeline for completing key activities and provides a preliminary assessment of resource impacts. Finally, It recommends priorities for major goals and strategies in terms of immediate, short-term, and long-term time frames. While the Strategic Plan provides direction-setting principles and guidelines, the Implementation Plan will of necessity be a dynamic, changing document. This is because the feasibility of specific strategies, identification of alternatives, and determination of resource requirements will be an outcome of the ongoing consultation and communication process inherent in each of the recommended actions. Implementation of the recommended strategies described in this plan will
require the commitment of individual campuses and the CSU systemwide administration
to new initiatives, including: significant reallocation of resources;
rethinking the role of professional librarians, staff, and their relationship
to faculty and students; new concepts for facilities and the functions
they house; and new and diverse funding initiatives to support the significant
changes proposed. In January 1993, the Council of Library Directors (COLD) developed a paper entitled Planning for the Future of CSU Libraries for the Commission on Learning Resources and Instructional Technology (CLRIT). That paper described the current environment for library development, the status of CSU library technology, and the trends in development of universal workstations and digitization of recorded information which are fundamentally changing the availability of and access to information. All twenty CSU campuses have been actively developing and implementing significant electronic information access and delivery systems. Online catalogs are fully functioning at all campuses, and a wide range of advanced technological services are available at most, including electronic access to indexed periodical literature using CD-ROM, searching capability through use of networks, and linkages to national or international databases and full-text services. The dramatic changes that are expected during the next few years, driven both by technological advancement and limits on the availability of resources, require that comprehensive planning take place to assure the coordinated development of information resources, human resources, and infrastructure, and to establish appropriate resource allocation strategies that can support such development. To implement the formal planning required, COLD and CLRIT agreed to begin
development of a strategic plan for CSU libraries "that looks carefully
at the environment, analyzes future user needs, and dynamically sets goals
that can be implemented throughout the system." This planning document describes the results of a strategic planning process that began in March 1993 with the selection of consultants to facilitate the planning process, identify and evaluate trends and issues, and assist in the drafting of planning documents. The selected consultants were:
The planning process, established with the continuing involvement of
COLD members and a Strategic Planning Subcommittee of COLD, included more
than 30 focus groups of faculty and students on 15 CSU campuses, and group
interviews and meetings with librarians representing all campuses. In
addition, individual and group interviews or meetings were held with leaders
of the Academic Senate, Academic Vice Presidents, Deans, Executive Council
of Presidents, Information Resource Managers, Student Body Presidents
Council, the Chancellor, Vice Chancellors, and others. These groups and
many others will be consulted further to assure full discussion of the
Plan's key elements and facilitate implementation of its recommended strategies. The Plan establishes six primary goal areas: Information Resources, Instruction, Human Resources, Infrastructure, Administration, and Funding. Within each of these areas, specific goals and strategies are outlined. These were developed by task groups established within COLD. Specific strategies are further supported by analyses of trends and issues derived from focus groups and interviews, a review of national and international literature, and comprehensive discussions involving librarians, COLD members, CLRIT members, and others. The COLD task groups began the process of planning for implementation
by outlining potential resource impacts and preliminary timelines, and
by proposing a mechanism for implementation planning, monitoring, and
evaluation.
VISION In the 21st Century, CSU students and faculty will interact with each other and with information in ways unimaginable today. Ubiquitous technology will enable every student and every faculty member to access, retrieve, display, and manipulate a vast array of recorded knowledge and information. Barriers of space--physical location of student, faculty member, or information--will disappear, as will barriers of time. The 21st Century campus library will be the hub of a full-service information and instruction network, designed to facilitate the delivery of recorded knowledge and information. This transformation will change teaching, styles of learning, and modes of scholarly communication even as California becomes an increasingly multicultural society. Through the CSU libraries, every student will be able to take full advantage of the electronic age without regard to background or economic status. The role of CSU campus librarians and staff--selecting, organizing, and providing instruction in the use of recorded knowledge and information--will be central to a successful learning experience for many of California's least advantaged youth. CSU students will succeed in learning and in life because they will be information-literate. They will know how to access, retrieve, analyze, and select information to meet their needs as scholars, as workers, and as citizens. CSU's campus library facilities will be "intelligent" structures;
their rich technical infrastructures will support on-site and remote use
of recorded information and knowledge. They will utilize a variety of
storage techniques appropriate to the variety of formats of recorded information
and knowledge.
The 21st Century CSU library will carry out its role by:
The essential characteristic of their role is that it will be carried out both in real space and in computer (or virtual) space. The real-time and real space characteristics of the future library will provide the place that preserves an intellectual center of the campus and a primary locus of interaction for faculty, students, and others who require interpersonal instruction and research relationships, and who study archival materials. Integrated into the main fabric of the University's educational delivery process, the library's roles enhance and support the importance of the physical university campus in a world dominated by electronic technology. The virtual space characteristics of the 21st Century library will provide an electronic environment or process for teaching, learning, and accessing information wherever it is located or needed. Students need not be geographically or financially disadvantaged if technologies work for them as "the equalizer." The mission of the CSU libraries, carried out in two simultaneous environments,
delivered to the largest multicultural student body in the country, will
position CSU as the leader in providing and delivering the highest quality
educational products and services. INTRODUCTION A search of international literature, combined with interviews and focus
groups of faculty, students, and librarians on all CSU campuses, has provided
a picture of current and expected trends in library development and some
consensus on the impacts of information technology advancements on teaching
and learning. Following is a summary of major trends, nationally and within
the CSU system, in the six major goal areas.
National Trends An increasing proportion of library budgets is being allocated to library automation as libraries increase their dependence on remote access. Students, faculty, and other users will have access to university library computers from their home or office. Enhanced search, retrieval, and delivery services will enable librarians and faculty to increasingly access information customized to their needs rather than relying on their library's collection of printed journals. Key environmental factors influencing these changes include:
Issues related to multiple copyright formats (eg; books, articles, databases,
images in artwork, content of letters and memorabilia, etc.) must also
be addressed in an electronic information environment. Academic institutions
across the country are working individually and in collaborative relationships
to redefine the rights and interests of authors, while enhancing and promoting
learning and the democratic uses of knowledge in an environment in which
creation and distribution of information occurs in unprecedented ways.
CSU student, faculty, and librarian focus groups indicated strong support for remote information access, improved interlibrary loan services, standardized access protocols, and current and accurate databases and information resources. Key observations and concerns of these groups include:
Key trends in California which support these views include the following initiatives which are either in development or are already being implemented:
National Trends More and more colleges are requiring all students to own their own computers.
The Library has a critical role in facilitating the use of information
technology in the classroom. Library user education programs offer instruction
on use of information tools, bibliographic file management, and end-user
searching. Such programs include library-sponsored training in searching
techniques, development of tutorial modules, use of vendor-provided software
packages, and provision of user consultants in searching and text/file
management.
In the interviews with faculty, students, and librarians, a number of comments and observations emphasized the importance of the library's instructional role:
All levels of library staff are adapting to an explosion in the quantity of available information, to the proliferation of its formats, and to the information and learning needs of an increasingly diverse student population. Their adaptations have been impeded by a funding environment which precludes the addition of staff to respond to increasing needs. While the environment of accelerating change and fiscal stringency is unlikely to improve in the foreseeable future, new technologies in networking, information access, telecommunications, and the delivery of instruction provide opportunities for enhancing the librarian's role in the teaching and learning process. Among these technologies are two-way interactive video, teleconferencing, interactive computer-assisted instruction, and wide area and local area computer networks. Strengthening the librarian's role in instruction, and enhancing the
effectiveness of all library personnel requires ongoing education and
training. New and emerging technologies can provide increased opportunities
for this essential staff development. Librarians, paraprofessionals, and
support staff can all benefit from systemwide cooperative continuing education
and training programs which can be delivered electronically. Continuing
education and training are essential ingredients in developing the library's
human resources, its most important and expensive asset, to meet the changing
demands of the academic community it serves.
The library will become the locus of all knowledge and information services to students and faculty through networking capability for all users. These services will acquire, list, preserve, and give access to recorded knowledge, information, and data in all formats. The facilities for such services will be places where instruction and assistance in the use of recorded knowledge and information to all kinds of users can be provided. The infrastructure necessary for these knowledge and information services
will consist of: central facilities for housing information resources
and human resources; places on and off campus at which knowledge and information
services are delivered (classrooms, offices, dormitories, homes, and other
distant locations); hardware and cabling to facilitate utilization and
communication; and networks to libraries and resources.
Networks are developing rapidly in diverse industries; for example:
Focus groups and interviews with faculty, students, and librarians resulted in strongly held views for creating and maintaining a central facility where the technological capability of searching, accessing, and retrieving information can be integrated with training in use of access technologies and interaction with others. Such views are highlighted by the following comments from the interviews:
National Trends Re-organization and consolidation of functions not usually part of the
traditional library is occurring more frequently in academic institutions.
Activities such as academic computing, audio-visual services, and computer
laboratories have been placed under the administrative responsibility
of library directors. In other institutions, consolidation of these functions
and others, including archives, telecommunications, and even bookstores,
has been placed under the administrative direction of individuals who
have management or other expertise in non-library areas. Organizational
consolidation is driven by the need to coordinate and provide a central
focus for instruction and use of information, and to place the responsibility
for such functions where they can best serve the teaching and research
requirements of faculty and students. The managers of newly consolidated
functions will be less involved with hardware and facilities elements
and more involved with the beneficial use of such hardware to serve the
academic mission effectively.
There are a variety of organizational arrangements among the CSU campuses for library services, computing services, telecommunication services, media services, instructional technology support services, and instructional design and development services. Consolidation of administration of the library and related functions, including computing, telecommunications, and A/V and media services, is already occurring at a number of CSU campuses. Some of these organizational alignments are reporting to library directors. Comments and observations from the focus groups and interviews with faculty, students, and librarians regarding such organizational issues included the following:
National Trends Dramatic increases in the cost of higher education and reductions in budgets have had far-reaching and long-term effects on colleges and universities and their libraries. A growing number of universities have begun major restructuring, consolidating administrative functions and reducing or eliminating programs. Many are moving away from an overemphasis on research and toward improvements in teaching. And most are implementing new technologies to improve teaching and disseminate information. But new sources of revenue are also being generated through innovative partnerships and new ties to industry. Key trends include:
Clearly the combination of budget reductions and unrelenting inflation
during this five year period dictates the need for developing multiple
fund sources for library resources and services. Goal Area A Goals
Strategy 1: Universal Online Bibliographic Access Strategy 2: Integration of Information Resources with Emerging Instructional Technologies Strategy 3: Increased Access to Knowledge and Information Resources Outside the CSU Strategy 4: Copyright Leadership Strategy 5: Digitizing and Imaging of CSU Print Resources Strategy 6: Institutional Collaboration Strategy 7: Organizing Effective and Efficient Access to Electronic
Resources
Provide all library users with standardized online bibliographic access to all items in all CSU collections and collections of other participating academic institutions. To assure equity of access to all students, regardless of learning style or economic circumstances, it is essential that the CSU explore alternatives for providing each of them with access to personal computers. The non-compatibility of multiple command languages required for end-user searching of today's systems represents an equity issue in itself due to differential preparation of information competency skills at the high school and community college levels. However, recent networking and software developments have made it quite feasible for a single search for a subject or author to locate books in online catalogs, journal articles in computerized indexes, and full-text in distant electronic databases, if these databases use the same standard search protocol (e.g., the internationally recognized standard, Z39.50). CSU Libraries will upgrade their online catalogs to support a standard search protocol. They will cooperatively purchase and make available electronic indexes, text, and image-based materials from vendors that use the standard protocol. The CSU Libraries will also provide links to other major regional and
national resources that use the same standard (for example, Melvyl at
the University of California, and the major bibliographic utilities, OCLC
and RLIN). Any CSU user, working from a networked personal computer, will
be able to use a single technique for obtaining comprehensive bibliographic
information on the topic of their inquiry. The result of the search could
be a call number order list of books and journals at the local campus,
an automatic request for similar materials available at another CSU campus,
or the immediate interactive display or transfer of the text of materials
available in digital formats. Successful systemwide adoption of a common
automated search standard will make all CSU information resources easier
to use, and this will increase utilization.
Collaborate with faculty to incorporate access to information resources and other library services into technology-based instructional delivery. CSU has undertaken a major strategic planning initiative, called Project DELTA (Direct Enhancement of Learning Through Technology Assistance and Alternatives). It is aimed at enhancing teaching and learning and increasing access to higher education through technology, and is based on the premise that emerging telecommunications and computing technologies can provide a learning environment designed to accommodate the unique education needs of individuals without constraints of time or place. Critical to the success of the DELTA initiative is the provision of academic support services to students receiving instruction via technology. In some cases, these students may be located at sites remote from the campus; in other cases, students might be unable to use on-campus services due to circumstances such as disabilities or work schedules. Regardless of their circumstances, these students need access to information resources and other library services as part of their instructional program. Librarians, working in collaboration with faculty and staff in other
disciplines, will enhance the development of information resources and
emerging technologies by developing databases and other network-based
resources which are integrated into the teaching and learning process.
Increase the provision of access to knowledge and information resources held by libraries and other information suppliers outside the CSU. Establish an economic basis for this resource sharing. Use all available methods--interlibrary loan, document delivery, and other alternatives. The Electronic Access (EA) Committee, the Interlibrary Loan and Document
Delivery Librarians and Staff, and the Collection Development Librarians
will conduct a needs assessment, project traffic and cost, and investigate
user-initiated interlibrary loan and document delivery. They will design
and implement a retrieval service, using all the appropriate human resources
of the CSU Libraries, to provide assistance in locating and obtaining
materials that are difficult to obtain through the usual ILL procedures.
They will look at the implications of cost recovery for students and faculty,
as well as legal and policy issues (related to Strategy 3).
Actively participate in the national discussion of copyright issues and take a leadership role in the education of the CSU community with regard to copyright and intellectual property issues. CSU is joining with other universities and systems of higher education in funding research and legal fees for the firm of Dow, Lohnes & Albertson to file joint comments in the Patent and Trademark Office's National Information Infrastructure intellectual property proceedings. The intent of this initiative is to represent the concerns of higher
education relative to copyright laws in an age of digital transmission
of information. Of prime concern will be a request for clarification of
educational uses of copyrighted works on the National Information Infrastructure.
The comments will address the need to exempt not only "certain transmissions,"
but recording and distribution of those transmissions. The comments will
stress the need for new copyright standards and guidelines for educational
uses of information.
Cooperate with the national effort to digitize and deliver print and graphic resources. Work on cooperative efforts to "image" print resources. Select print materials in CSU collections for digitizing and imaging. Many current print and graphic resources will be converted to digital format. Where these converted electronic resources are available, the CSU will seek to acquire them as described in Strategy 2. This strategy seeks ways of converting CSU resources that are not readily available in digital format and sharing these resources across the national networks. Examples of these resources include special collections of manuscripts, photographs, and printed works. Other candidates for conversion may include major collections with a nationwide appeal such as retrospective congressional hearings. CSU's role in this strategy must be viewed as part of a nationwide effort
to convert valuable print and graphic resources to digital format. This
strategy's action plan must address a methodology for identifying candidate
materials, technologies for scanning and indexing materials, and techniques
for storing and sharing materials. The strategy would build upon existing
technologies for converting printed text and graphics to digital formats,
such as the "Electronic Reserve Book Room" at San Diego State
University.
Take an active part in California statewide multitype library network efforts. Collaborate with other educational institutions (K throughGrad) in providing access to recorded knowledge and information in multiple formats. The CSU will pursue an increased role in planning and implementing the
statewide multitype library network. CSU Library Representatives will
continue to advocate electronic networking and to provide leadership in
regional network groups, especially to organize the State's approach to
obtain federal NREN funding for K-12 and public library electronic networking.
The CSU Libraries will expand their efforts to collaborate with other
consortia and systems of academic libraries to increase the sharing of
resources from outside the CSU.
Make maximum use of all appropriate national standards, protocols, and practices relating to electronic knowledge and information resources. Participate in the national effort to develop national policies and practices for the use of those electronic resources, addressing such issues as confidentiality, security, equal access, etc. Participate in and, where appropriate, lead the effort to ensure comprehensive access to networked resources, concentrating on those resources available in the CSU. Work with CSU entities and other state, national, and international entities to ensure such access. CSU cataloging librarians and those responsible for maintaining databases;
CSU systems librarians; and specialized Computing Center personnel (i.e.,
Gopher Designers, Mosaic Specialists, etc.) will identify and study standards
and draft standards for bibliographic control of electronic documents
and services. CSU libraries will use current standards and will make every
effort to have input into the development of new standards. All cataloging
librarians will be instructed in the nature and use of search and delivery
applications for electronic resources (e.g., Gopher, Mosaic). CSU librarians
will also investigate ways in which existing products and protocols can
be adopted by the CSU or, in special cases, adapted to CSU needs. They
will study the work of national bodies in the field of electronic documents
and services and the policy implications of all national decisions on
the availability of electronic resources as they affect the CSU. CSU will
participate as appropriate in all relevant national efforts.
GOALS
Strategy 1: Information Competency Strategy 2: Instructional Modules or Courses Strategy 3: Continuing Education For Discipline Faculty Strategy 4: Course Design Strategy 5: Institutional Collaboration For Information Competency
Establish basic competence levels in the use of recorded knowledge and information and processes for assessment of student competence. Library faculty, discipline-based faculty, and professional and technical
staff in many disciplines will collaborate to determine the information
competence needs of CSU graduates. After surveying current and developing
methodologies for instruction in information literacy, strategies will
be recommended to the Academic Senate of CSU to assure that each CSU graduate
is competent in basic information skills. Finally, library faculty, discipline-based
faculty, and professional and technical staff in media, computing, and
telecommunications will cooperate to propose standards for competence
and recommend to the Academic Senate CSU strategies for the assessment
of student competence.
Provide instruction to ensure that basic competence levels are reached by each CSU graduate. CSU library faculty and discipline-based faculty will cooperate to design
and implement instruction for information competence, and to develop a
new set of basic instruction modules. Modules for basic competence levels
will be taught in a variety of formats, and options will be analyzed for
offering such courses for credit.
Provide opportunities for all discipline faculty to update their library and research skills. In the past, both library faculty and discipline-based faculty shared
common research skills. It has always been one of the basic tasks of discipline-based
faculty to see that university students graduated in possession of those
research skills. Some CSU faculty are not comfortable with electronic
research, and they do not possess the skills needed for research using
electronic resources. It will be important to provide discipline-based
faculty with training opportunities that are specific to their discipline
groups and curricular interests.
Collaborate with discipline-based faculty in the design of courses on discipline-specific skills and critical thinking skills that apply to the selection of sources of information. Together, discipline-based faculty and library faculty will investigate
the available methodologies for teaching integrated information-seeking
and critical thinking skills; for example, compressed video and integrated
document delivery. They will collaborate with interested individuals and
groups within CSU and elsewhere in California to adopt new instructional
methodologies where appropriate. The library faculty will organize CSU's
approach to request federal and/or state funding for library instruction
via electronic networking.
Increase institutional collaboration in the delivery of instruction for information competency. It will be essential to monitor and evaluate the new methodologies after their adoption. Those methodologies that work can be shared with others, while those methodologies that fail must be modified or abandoned. Identifying, developing, and refining modes of instructional delivery will require increased collaboration among CSU campuses and with other educational institutions. Collaboration will also provide a mechanism for identifying technology
and prototype initiatives under development in a variety of educational
environments, and for diverse groups of students and/or other learners.
With the additional assistance of software manufacturers, telecommunications
specialists, or other expertise from private industry, CSU will be able
to better organize and appropriately allocate the resources necessary
to develop state-of-the-art learning modules and integrate them into instructional
programs.
Goals
Strategy 1: Role of Librarians Strategy 2: Networking Librarian Expertise Strategy 3: Staff Development -- Information and Technology Strategy 4: Staff Development -- Diversity Strategy 5: Organization of Staffing
Strengthen the role of librarians as knowledge and information resource specialists through increased collaboration with faculty, andcomputing and multimedia specialists. With the explosion of available information and the increasingly diverse tools for access to that information, students' need for instruction on gaining access to and using information is becoming ever more critical. This strategy seeks to develop an expanded role for librarians which can meet this need through the use of emerging information and instructional technologies and through greater collaboration with discipline-based faculty and other specialists involved in the design and delivery of instruction. Remote access to information resources and new telecommunications and networking technologies offer librarians opportunities to redefine how information instruction is imparted to students, and computing technology offers new interactive learning tools which can greatly enhance the librarian's ability to deliver basic instruction in information literacy. In addition, librarians can become full partners in the instructional teams which design and deliver instruction electronically on or off campus. All librarians--those who organize information for access as well as
those who teach courses--have important roles to play in information instruction
under this new model of delivery. The full range of instructional modes
needed to accommodate the diversity of learning styles and needs among
students calls for the special skills of the full range of library professionals.
The integration of related activities will bring together librarians,
faculty, and others involved in the design and delivery of instruction
in a team effort to find ways to more effectively meet the needs of students
facing the complexities of the Information Age.
Develop networking tools to enable librarians to share their subject, language, technological, and reference and collection development expertise, and to facilitate collaboration in the design and delivery of information instruction and other services for students and faculty. Collectively the librarians in the CSU possess an enormous range of subject, language, and technological expertise. The breadth of that expertise may be seen in the pages of the Personnel Roster published annually for CSU libraries by the Chancellor's Office. More than 180 subject specialties are represented, ranging from administration of justice to science fiction, and 28 languages are listed. In addition, 21 library specialty areas such as computerized reference, media, and government publications are represented. The value of this breadth of expertise among librarians has been recognized for many years, and formal and informal sharing via telephone and meetings has been common. Emerging networking and telecommunications technology, however, holds the potential for much greater collaboration among librarians, collaboration which can directly benefit students and faculty seeking information or instruction. The sharing of expertise is likely to become even more important for librarians as the increasing diversity of the student population creates a more complex educational environment, and as the explosion in the quantity of available information and the diversity of its formats creates a more challenging information environment. Aside from sharing expertise, collaboration among librarians via technology
can yield benefits in the avoidance of duplicated efforts in such areas
as design of computer-assisted library instruction. Multicampus teams
sharing their talents can design instructional modules responsive to the
full range of student needs and backgrounds. Traditional classroom instruction
can benefit from this technology as well; a guest lecture by a subject
specialist from another campus, for example, could be integrated into
a bibliographic instruction course or into a course designed for electronic
delivery.
Develop human resources to ensure that library faculty and staff, as well as professional and technical staff in disciplines such as media, computing, and telecommunications, are fully able to effectively tap the multitude of networked resources and to utilize emerging instructional technologies. As technologies are integrated into each campus, the interaction of library personnel and other professional and technical staff with information seekers will be expanded and new skills will be necessary. Technical orientation which has been increasingly necessary will be critical so that librarians can effectively and efficiently navigate the information highways and instruct and direct information seekers. Individual skills involving adaptability, flexibility, problem solving, and evaluation of information sources will be increasingly important, as it seems likely that the networked world of information will be unorganized, chaotic, and rapidly changing during the next decade and beyond. Understanding the implications of laws pertaining to copyright and intellectual property is also important in the evolving information environment, requiring ongoing staff development within this area as well. This complex information environment will require librarians to build
on and strengthen their abilities to view sources of information from
a holistic, interdisciplinary perspective, and to build on their traditional
service orientation to meet the needs of students and faculty.
Develop human resources in CSU libraries to respond to the increasing diversity of the learning needs and circumstances of students and faculty. The CSU is committed to providing access to higher education to all academically qualified Californians regardless of their backgrounds or personal circumstances. The State's rapidly changing demographics yield projections of a highly diverse student population. Minority groups, which have been historically underrepresented in the CSU, are collectively becoming the majority population in California. In addition, increasing numbers of older students and students with disabilities are enrolling in the CSU. The acceptance of diversity as a strength and an asset needs to be demonstrated throughout the CSU. Personnel at all levels will also need to reflect the diversity of the student population and society as a whole and, because of their direct interaction with students, will play an important role in successfully educating students of all backgrounds. Also, the presence of role models within the library will serve to motivate and enrich the educational experience. Faculty and staff must be trained not only in how to use technology and
information resources, but also in how to respond to the instructional
needs of a student population reflecting a wide range of learning styles
and academic backgrounds. This requirement applies equally to designers
of computer-based library instruction and those who teach in classrooms.
Organize library staffing to achieve maximum effectiveness and flexibility to achieve the goals of the strategic plan. CSU should take the lead from models already established by many large employers to initiate flexible staffing and alternative scheduling strategies to optimize productivity and effectiveness of staff at all levels and to better respond to the needs and circumstances of individual employees. Four powerful forces are moving employers toward such staffing strategies: economic and competitive pressures, the need to contain costs, a shrinking labor pool, and a more diverse work force. Flexible staffing helps organizations transform fixed costs into variable costs; flexible work arrangements help attract and retain qualified employees. Flexible staffing and alternative scheduling may be selectively used
by a library as determined by local circumstances and policies. Flexible
staffing includes use of temporary employees, independent contractors,
outsourcing, and employee leasing services. Alternative scheduling techniques
include use of part-time staff, flex-time (variable work schedules), compressed
work weeks, job-sharing, and work-at-home programs.
Goal
Strategy 1: Development of Campus Prototype Facilities Strategy 2: Connectivity Through Networking Strategy 3: Universal Workstations
Future facilities will be planned to provide each campus with a central physical infrastructure that supports the coordination of library, media services, computing, and telecommunication functions. The term "library" may be too limiting in terms of its historic and traditional perception to describe the facility into which it must be transformed to meet the comprehensive educational goals of future CSU students and faculty. The 21st Century library must be an integrated facility capable of and responsible for acquiring, listing, preserving, and giving access to recorded knowledge, information, and data in all formats and for providing training and assistance in the use of recorded knowledge and information. Its central role in the education process will be to enable each student to assimilate, select, classify, and think critically about the information and data that the library either provides or to which it provides access. To carry out this role effectively in the future, the library will require an infrastructure consisting of facilities, equipment, and networking capability that enhances and maintains the library role as an important intellectual center of the campus for students and faculty. The facilities infrastructure will have the following principal characteristics:
Establish complete connectivity between the central library building and all users of the knowledge and information services on and off campus. Provide the highest possible level of service by linking resources, students, faculty, and other library users and librarians and other library staff who provide the services. The libraries on each campus will link the campus with CSU-sponsored networks and other regional, State, and national information networks. The CSU telecommunications network will be completed and other networks will be developed that will link all online catalogues and other online resources of the CSU Libraries. It is also important for CSU to assert leadership in developing linkages
and networks with public libraries, community colleges, and public schools
throughout the State. Such linkages will provide an essential framework
for educational and informational continuity, and will facilitate the
goals of information access equity that are essential to the needs of
diverse communities and students. Private educational institutions should
be encouraged to collaborate or participate in these networks as well.
Ensure that each information user can gain access to all necessary electronic resources at a single, fully functional workstation. The publishing industry, through a variety of vendors, is beginning to provide a significant subset of the journal literature in electronic form. At the same time, a number of public access databases at universities and government offices are becoming available over the Internet. This availability of electronic journals and other sources of electronic information presents opportunities and challenges for the CSU Libraries. The opportunity is to provide information that is not restricted by location or time of day. Information that is always available, not at the bindery or restricted to one user at a time. One of the primary challenges of this developing array of electronic information is to provide the end user with a tool to read, view, listen, and manipulate the information. Consumer technology is moving in the direction of distributed electronic information resources. This strategy mirrors the growth of this technology by working with vendors of hardware and software to develop general specifications for information retrieval, manipulation, and display functions. Meeting these specifications will open the window for students and faculty to access information from many locations. It is expected that the workstations performing these functions will include personal workstations ranging from hand-held to conventional microcomputers and University-owned workstations, including those located in the library. The CSU has the responsibility to conform to the Americans with Disabilities
Act (ADA). Access to workstations and to electronic information must be
provided in a manner which meets the needs of CSU students and faculty
with disabilities.
Goals
Strategy 1: Mechanisms and Processes for Establishing a Common Agenda Strategy 2: Coordination and/or Functional Consolidation of Information-Related Areas Strategy 3: Ongoing Role of the Council of Library Directors (COLD) Strategy 4: Ongoing Role of the Office of Library and Academic Information Services (LAIS) Strategy 5: Establishment of an Action Entity
Establish mechanisms and/or processes for achieving agreement on a common agenda for each campus and for the CSU system. The organizations on every CSU campus that are involved in providing
library, computing, media, printing, and related services have all been
affected in radical ways by technological changes. These units increasingly
use the same means to deliver their services--digitization of text and
images for storage, retrieval, and transmission via ubiquitous networks
and affordable computing. Given the convergence of these technologies,
it is essential that each campus achieve agreement on a single "information
agenda." Similarly, collaboration among systemwide groups is necessary
to develop a single agenda for appropriate systemwide issues.
Achieve coordination and/or functional consolidation of functions among computing, instructional research services, telecommunications, library services, and audio/visual media. Establishment of a common agenda for each campus and for the CSU system
will suggest ways to achieve appropriate organizational coordination and
consolidation of the functions and units involved in providing library
and media services, computing and instructional resource services, telecommunications
support, and printing and graphic services. A common agenda is the plan;
coordination is essential to carrying out the plan.
In collaboration with other campus-based and systemwide groups, COLD members will facilitate the identification of common issues and alternative approaches for all campuses and make recommendations for system level implementation. The Council of Library Directors (COLD) has a long and successful history
of intercampus communication on policies and issues of common interest.
Through the establishment of consultation mechanisms such as special task
groups or other communication techniques appropriate for each campus,
COLD will identify those elements common to the agenda of all campuses
and make recommendations for appropriate system level initiatives. Participants
will include such groups as the EAR Committee, AIRC, IRMC, CLRIT, Academic
Senate committees, and professional and technical staff of computing,
media, telecommunications, and related disciplines.
LAIS should be empowered to act as the primary agent for coordinating implementation of the recommendations developed by COLD in consultation with other relevant groups. The Office of Library and Academic Information Services (LAIS) is the appropriate primary point of contact at the Chancellor's Office for campus libraries. LAIS has played an integral role as part of the inter-campus consultation process coordinated by COLD, and is linked with other information technology efforts involving disciplines such as computing, telecommunications, and media. Thus, it is in the most advantageous position to serve as the lead agent of implementation for systemwide initiatives which are undertaken. Establishment of a copyright specialist position within LAIS will be
important as well for coordinating the exploration and implementation
of alternative solutions to copyright and intellectual property issues.
Establish an entity (e.g., joint powers organization or nonprofit organization) at the system level which can enter into contracts and agreements with public and private parties to implement partnerships, form strategic alliances, and exchange capital resources. A "vehicle for action" will be established which will be able
to receive and disburse assets, enter into contracts, and otherwise enter
into partnerships and alliances with public and private institutions,
agencies, and organizations to facilitate achievement of the "information
agenda." The entity established will be of the legal form best suited
to its role; it may be a not-for-profit corporation or a joint entity
with other segments of California higher education.
Goals
Strategy 1: Diversity of Revenue Sources Strategy 2: Funding Linkages Strategy 3: Alternatives for State Funding Strategy 4: Funding Leverage Strategy 5: Systemwide Funding Strategy 6: Overhead Recovery
Develop more diverse revenue sources to fund CSU Libraries. CSU has had a long tradition of formula-based funding. This method of funding provided a percentage of the campus allocation for library purposes. While local campus administration could alter the initial allocation, libraries generally received a close approximation that the formula provided. Increased competition for a shrinking base of funds has precipitated a need for libraries to look beyond CSU and campus funding allocations. As previously indicated, the downward trend of funding has already begun as evidenced by the 20% difference (i.e., $61 million) between what was appropriated for CSU Libraries and the actual allocation for a three-year period between 1991-92. The Chancellor's Office has made it clear that CSU cannot rely solely on state revenue sources. It is similarly clear that CSU Libraries must look to other revenue sources as well. The most recent annual report reflects that a bare 1.29% of the funds spent by the CSU Libraries came from non-state funding sources. COLD members, working in collaboration with their campus constituencies,
will identify and develop campus-specific targets of opportunity for fund-raising
and staff-funding initiatives. For example, CSU-wide targets of opportunity
for fund-raising and strategies for improving staff-funding will be explored;
COLD subcommittees and development staff will identify private foundations
interested in funding public sector information activities; and charge-back
methods, such as tiered access or community access services, will be analyzed.
Create linkages on campus for coordination and implementation of fund-raising initiatives. COLD members, campus development officers, Presidents, and Vice Presidents
of Academic Affairs will develop campus-based working groups to coordinate
fund-raising initiatives. They will consult with Deans of schools and
colleges on program needs and potential collaborative activities.
Take the lead role in developing a new model for State funding of operating and capital needs of libraries. The CSU should take the lead role in developing a new model for State funding of operations and capital needs of libraries. The library of the 21st Century will be integrated inexorably with academic programs and technical service providers, making traditional funding paradigms obsolete. The COLD subcommittee, LAIS representatives, vice presidents, vice chancellors,
CLRIT members, and staff will develop alternative funding models for discussions
at campus and systemwide levels. They will develop discussion papers for
meetings with Department of Finance/Legislative Analyst staff.
Use local funds to leverage systemwide and other fund sources for facility development, i.e., capital needs. COLD members, campus vice presidents, and development staff will analyze
matching fund requirements for Foundation grants, Federal programs, etc.,
to determine the ability of campus operating budgets or foundation to
support matching fund requirements.
Use systemwide funds for meeting network development costs andworkstation procurement and upgrades. (Campus funding is to focus on acquisitions.) The CSU System should assume responsibility for funding networking infrastructure
requirements and workstation improvements. Campus responsibility is to
be focused on funding collections, staffing, and operational needs.
Establish a basis for allocating appropriate indirect costs from contracts and grants fror library and information services support. The libraries must establish a basis for allocating appropriate indirect costs from contracts for library and information services support. A COLD subcommittee, along with COLD members, foundation directors, presidents/vice
presidents, and budget staff will develop a model for overhead allocation
based on integrating library services and other related services (telecommunications,
academic computing, media, etc.) IMPLEMENTING, MANAGING, AND MONITORING THE PLAN The success of a strategic plan depends largely on its ability to direct the change process--specifically, changes in resources (funds, equipment, facilities), staffing, management, or organizational structure. The extent to which strategies can actually be implemented will determine whether the plan's goals, and eventually its vision, can ultimately be achieved. Implementation of this Strategic Plan will require significant re-thinking of resource requirements, operating and capital budget planning criteria, development of new cost models, and exploration of revenue and cost-sharing opportunities. By analyzing the implications of the strategies outlined in this Plan and integrating them with other planning initiatives of the CSU, opportunities for shifting of costs, joint development and fund-raising ventures, database production and distribution, and other innovations are possible. To begin the transition from broad goals and strategies to actions, the Council of Library Directors has developed a plan for implementation, which is described in a separate document. This plan recommends specific activities, analyses, and studies that should be conducted for each of the thirty-one strategies proposed in this Plan. For most strategies, those activities will involve additional consultation, including establishment of appropriate groups or committees. The outcome of these discussions will be a determination of feasible alternatives, specific resource requirements, and more realistic schedules for completion of requisite activities. The following sections suggest ways in which potential resource impacts
of the recommended strategies might be examined, and reasonable timing
objectives are outlined. Finally, an evaluation and monitoring mechanism
for tracking all aspects of the Strategic Plan is proposed. Information Resources 1. Universal Online Bibliographic Access Standardized search protocols, cooperative purchase agreements, and links
to regional and national resources will result in a more comprehensive
array of resources for individual campuses and for the CSU system. Costs
can be estimated within a short time.
More effective interlibrary loan and document delivery strategies will
enhance the value of acquisition investments.
Innovative approaches to copyright for electronic material will facilitate
accessibility and sharing of materials worldwide, resulting in significant
service enhancements from on-site collections and acquisitions.
Conversion of current print and graphic materials to digital format will
facilitate sharing across national networks. CSU can provide revenue-generating
services to offset technology costs.
Collaboration will increase sharing of resources within CSU, with other
consortia and systems of academic libraries.
Will provide opportunities for organizational consolidation, sharing
of technical and support staff and equipment, and innovations in budgeting
and allocation of resources.
Participation in national databases, protocols, and standards will reduce
need to invest in system or campus-specific programs.
1. Information Competency Competency standards, integrated into curriculum requirements, will add
value to undergraduate degrees and recognition of CSU's educational quality.
Will offer opportunities for increased collaboration within and among
CSU campuses and faculty; common course modules can be shared. Common
design will save resources systemwide.
Will increase effectiveness of teaching faculty and enhance learning
environment for all students.
Will provide incentives for external funding from federal, State, or
corporate sources through marketing innovative instructional methodologies.
1. Role of Librarians Increased role for librarians can increase the value of instruction,
improve learning methodologies, and increase opportunities for revenue
sharing.
Will help to avoid duplication of effort in designing instructional modules
through use of multicampus teams.
Will increases staff productivity.
May result in increased costs in the short run for increased staff development
programs, but will increase staff effectiveness and productivity in the
long run.
Significantly increased productivity.
1. Development of Campus Prototype Facilities Will offer opportunity to share space by integrating functions that have
been traditionally separated.
Will increase resource-sharing opportunities and increase teaching effectiveness
through access to users at campus and distant locations.
Would permit the system to offer standardized equipment configurations,
opportunities for purchase/lease agreements, and cost-effective vendor
support services.
1. Mechanisms and Processes for Establishing a Common Agenda Will increase collaboration among campuses and the CSU Chancellor's Office
and will provide opportunities for resource sharing.
Enhances information services through increased organizational coordination.
Will provide an ongoing evaluation and monitoring mechanism and management
oversight.
Provides single point of contact for implementing recommendations, and
negotiating purchase agreements, alliances, etc.
Development of external partnerships will provide revenue enhancement
opportunities; can also result in promoting vendor purchase agreements
to benefit all campuses.
1. Diversity of Revenue Sources Can reduce dependency on State funds; provide opportunities for charge-back
and alternative revenue mechanisms to pay for specific service levels.
Can provide opportunity to link campus fund-raising initiatives for libraries
with other academic areas; attract corporate and foundation interest in
new technologies, instructional methodologies, etc.
Will provide opportunities to develop new funding formulas for State
funding for library as well as academic support requirements.
Will allow development of alternative fund sources and matching funds
for facility development, special equipment, and technology initiatives,
etc.
Will articulate division of responsibility and criteria for campus and
systemwide budgeting for relevant functions and services.
Will provide opportunity for developing new models for overhead allocation
and rate negotiation with contract and granting agencies. Overview Estimates of the time required for implementation of most strategies
will be determined as an outcome of additional consultation processes
and/or as feasibility analyses are completed. However, COLD's assessment
of the relative urgency and complexity of issues involved in moving forward
on specific actions has resulted in a set of recommended priorities for
key strategies. These have been categorized according to three time frames:
Immediate, Short-Term, and Long-Term.
Universal Online Access Conduct an assessment of current technologies and standards that may
be employed to provide access to collections at CSU and other participating
institutions from any networked station, and develop a plan and funding
model to support implementation of recommended approach.
Collaborate with discipline-based faculty and information technology
specialists to develop plans and projects for incorporating innovative
uses of educational technology in the classroom and in distance learning.
Collaborate with discipline-based faculty, students, and other appropriate groups to evaluate and recommend information competency needs and methodologies for establishing norms or standards which can be incorporated into curriculum requirements. Initiate pilot instructional programs on information competency through
collaboration among CSU campuses, and with participants from other institutions.
Conduct an assessment of skills, knowledge, and organizational support necessary to respond to emerging instructional and information technologies, and develop a model of academic librarianship to emphasize their expanding role in the teaching and learning process. Develop multicampus or systemwide cooperative continuing education and
training programs which will facilitate development of professional and
technical staff resources able to effectively utilize the multitude of
available networked resources.
Continue Task Force work to more fully develop and recommend specific
planning parameters for new library facilities and additions or renovations
to existing buildings. These will incorporate coordinated technologies
required to connect information resources required for teaching and learning.
Evaluate existing campus organizational relationships, roles, and responsibilities
of participating units. Develop communication mechanisms that facilitate
identification of short-term, intermediate and long-term goals; resource
allocation priorities; functional responsibility and accountability; and
a common agenda.
Evaluate options for leveraging local campus and systemwide funds for
facility and technology improvements, including network development and
workstation upgrading. Develop a new model for allocating indirect costs
from contracts and grants to information services support.
Information Resources Design and implement enhanced interlibrary loan and document delivery mechanisms which increase access to information resources outside the CSU. Collaborate with other California institutions (including K-12) to increase
resource sharing and the planning and development of the statewide library
network.
Develop pilot projects for design and implementation of instructional
modules or courses in basic information competence. Evaluate specific
needs, funding, and training requirements for discipline-based faculty
and other professionals who will provide instruction, and identify lead
campuses for pilot projects.
Identify and develop networking tools for sharing library faculty expertise and develop a plan for multicampus collaboration to deliver classroom instruction and establishment of instructional modules. Evaluate and implement strategies to optimize staff productivity and
effectiveness.
Identify and adopt standard network interfaces that will assure complete
connectivity between the library and all of its users. Identify and develop
plans to address financial, management, technical, and network protocol
issues that will support the wide range of resource access.
Identify and implement roles and boundaries of responsibilities, and initiate mechanisms to achieve optimal coordination among participating units. Establish an entity at the system level which will enter into contracts
and agreements with public and private organizations to implement partnerships,
form strategic alliances, and share capital resources.
Begin new initiatives to diversify fund sources, including evaluation of fee-based services, development of collaborative grant proposals for private and public agency funding consideration, and creation of linkages on campus to coordinate fund-raising efforts. Develop alternative State-funding models for review by appropriate campus
and systemwide offices and subsequent presentation to Department of Finance
and Legislative Analyst staff.
Information Resources Develop and implement a plan for proactive participation in resolving
issues relating to copyright and intellectual property rights. Collaborate
with UC, SUNY, and other consortia and systems to assimilate information,
identify issues and priorities, and provide support.
Provide ongoing continuing education opportunities for all discipline-based faculty and other professionals to upgrade information technology skills. Collaborate with other institutions to offer instructional programs on
information competency. Initiate collaborative funding proposals for State
and/or Federal funding for library instruction via electronic networking.
Implement systemwide activities, including distance delivery of library
education, which will assist libraries in achieving recruitment, hiring,
and retention goals reflecting the diverse learning needs and circumstances
of students and faculty. The goals and strategies outlined in this Strategic Plan provide a framework within which significant changes in direction for CSU Libraries and the role of librarians will take place. Bringing about such change will require establishment of mechanisms for coordination, evaluation, and monitoring of the specific tasks or actions necessary for implementation. While there are currently organizational entities on each CSU campus and within the Chancellor's Office which have oversight or management responsibility for most of the areas impacted by the recommended strategies, successful implementation will require focused responsibility for coordination, recommendation of resource allocation priorities, and assignment of responsibility for required analysis or actions. In order to facilitate implementation of this Plan, CLRIT requested at the joint COLD/CLRIT meeting of January 27, 1994:
The implementation plan requested by CLRIT and prepared by COLD is contained in a separate document.
Rodney Hersberger Bill Post Carolyn Dusenbury Betty J. Blackman Michael Gorman Richard C. Pollard Noreen Alldredge Rena Fowler Jordan M. Scepanski David Wilkinson Sue Curzon Harold B. Schleifer Charles Martell Johnni Ann Ralph William Aguilar Don L. Bosseau Eric Solomon James Schmidt David B. Walch Marion T. Reid Susan C. Harris John K. Amrhein
Douglas A. Davis
CSU Executive Council Statewide Academic Senate California State Student Association Deans of Continuing Education AIRC/IRMC, Instructional Media and Computer Center Directors Academic Vice Presidents Board of Trustees Library Affairs Committee of the California Faculty Association IRM Council
CSU Fullerton Cal Poly Pomona CSU Bakersfield Humboldt State University CSU San Marcos CSU Northridge CSU Los Angeles Cal Poly San Luis Obispo CSU Chico CSU Long Beach CSU Dominguez Hills San Jose State University CSU Stanislaus CSU Sacramento CSU Hayward
CSU Systemwide Administration Barry Munitz Molly Broad Thomas W. West Gordon Smith Evan Reader Penelope Crane
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Last Updated: February 22, 2008
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