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Staley Library Unit Plan
Unit Plan of Millikin University’s Staley Library Overview | Evaluation Process | Bibliography Performance categories: THE MILLIKIN UNIVERSITY LIBRARY Libraries – organized repositories of recorded knowledge – have been in existence everywhere in the world for almost as long as the existence of portable recorded language. Academic libraries as we know them in North America today grew out of the monastic libraries of early Christianity, and developed further in the new medieval universities in Germany and throughout Europe. In the New World in North America, the first academic Library dates from the early 1600’s when John Harvard willed his personal collection of about 400 volumes to the two-year-old Cambridge, Massachusetts, college that came to bear his name. And, all of these libraries from the beginning have been developed, nurtured, and promoted by people with special knowledge of and responsibility for those library collections – that is, librarians. At Millikin University, in accordance with the original plans for the university, "The Library occupied rooms on the south side of the main corridor, east of the central stairway in the Liberal Arts Building [now Shilling Hall]." (Gage, Daniel J. The Millikin Story, 1900-1970. Typescript, p.32.) The original plans also called for a professional librarian with a degree in library science to perform the library’s professional work; and this has indeed been a fact from the very beginning: the first librarian, Eugenia Allin, had earned a degree in Library Science from the University of Illinois. Staley Library serves its user community with multiple resources and services:
The Staley Library Mission Statement supports Millikin University’s mission and student learning goals:
This mission was revised on January 12, 2000 by the Library's Administrative Team (the librarians as a group chaired by the University Librarian) from an earlier version; and reaffirmed by the librarians and the Library Advisory Committee (faculty representing Millikin’s academic divisions) in November 2005. MILLIKIN UNIVERSITY LIBRARY FACULTY (LIBRARIANS) Library faculty members (librarians) at Millikin University have 12-month faculty contracts and regularly scheduled five-day workweeks. The master’s degree in the field of library science (most commonly referred to as the MLS or MLIS) is the terminal degree for librarianship and for the Library faculty at Millikin University. The professional responsibilities of the Millikin University librarians encompass a broad range of intellectual activities aimed at furthering Staley Library’s and Millikin University’s missions and goals. All of these responsibilities call for a mix of broad collaboration along with individual academic expertise and professional responsibility. The following categorization of activities and rankings of accomplishments follows the patterns prescribed by the Millikin University Faculty Policies and Procedures (2005). TEACHING Millikin University Faculty Policies and Procedures (2005) Section 1.2.3.1: Teaching It is the responsibility of the faculty member to provide an arena in which students can develop competency in skills, knowledge and values. The faculty member should also aspire to instill in students a passion for learning, challenging each student at his/her own level, as relevant problems and issues are addressed. The Staley Library Instruction Program Mission Statement is linked from the library’s home page: Staley Library’s Instruction Program exists to support the academic curriculum of Millikin University. Our goal is to empower information literate students who apply critical thinking skills in the retrieval and evaluation of information, are confident in their information seeking abilities, and become lifelong learners. This is accomplished through:
Millikin University’s mission is also reflected in the Library Instruction Program as students are prepared for professional success, democratic citizenship, and a personal life of meaning and value. Two of the Millikin University Student Learning Goals articulated in January 2006 are uniquely well served by the library’s teaching mission:
Overall, each librarian averages 209 contact hours of teaching each year (12 months, including fall semester, January immersion term, spring semester and summer sessions), most though not all in the fall and spring semesters, in addition to planning and preparation time, correction of assignments, and assessment activities. The librarians’ teaching responsibilities are four-fold. The first two demand that the librarians be generalists, familiar in overall terms with the entire Millikin University curriculum, while the second two call for more in-depth subject expertise. Teaching research methods within the Critical Writing, Reading and Research (CWRR) curriculum.
Teaching through research consultations at the Reference/Research Desk.
Teaching subject-specific research for individual academic classes.
Criteria on which the evaluation of teaching will be based include, but may not be limited to, the following. Examples at each rating include but may not be limited to those listed. The rating of any additional achievements will be determined by the University Librarian and possibly also by recognized peers within the profession. For each rating, a minimum of two instances must be demonstrated. Each successively higher level includes the expectation of consistent performance also at the previous level(s). Extraordinary: The Staley Library faculty recognizes an extraordinary teacher both within the Millikin community and through peer review. The latter can take multiple forms, such as outside evaluators as well as awards and other recognition by relevant organizations.
Excellent: Library faculty members seeking to be rated excellent must provide evidence of student achievement through visible outcomes and progress, within the context of student abilities and the Millikin curriculum. An excellent teacher will demonstrate how her/his work serves the missions of the Library, the collaborating academic department, and the University
Competent: A competent rating is sufficient for continued employment, but is insufficient for promotion.
Marginal: A marginal teacher has not successfully integrated her/his teaching within the expectations of the Library and/or University missions, does not develop key skills as reflected by student outcomes, and has a negative impact on student learning. A marginal rating is insufficient for promotion, and two consecutive annual rankings at this level may be grounds for termination. SCHOLARSHIP Millikin University Faculty Policies and Procedures (2005) Section 1.2.3.2: Scholarship The Millikin faculty embraces the notion that it should be defined as a “community of scholars.” Scholars produce scholarship. Therefore, the production of scholarship is a natural and necessary activity at Millikin University and its pursuit is expected of the faculty. As do the Arts & Sciences Humanities Division and the Division of Natural Sciences and Mathematics, the Library faculty endorses the definition of scholarship given by Lee Shulman, President of The Carnegie Foundation for the Advancement of Teaching:
This definition includes basic and applied research within the discipline of librarianship; review of the scholarship of other professional colleagues; translation of texts; creation of positively peer reviewed original works in any academic discipline; and efforts to remain current in the fast-changing, highly technical field of librarianship. Scholarship may include activities that also meet the definition(s) of teaching and/or service. One significant aspect of scholarship for librarians is Collection Development, that is, identifying, selecting and de-selecting materials in all formats (including monographic and serial, print and electronic, including databases) for the library in order to maintain the currency and usefulness of its collections, both owned and accessed.
From the Staley Library Collection Development Policy, July 2002: “Research needs of students and faculty will be supported by Staley Library where these needs relate directly to classroom teaching and instruction. This principle recognizes that good teaching and serious learning depend upon active scholarship, but distinguishes these informational needs from the more specialized, advanced faculty research interests addressed in more scholarly, graduate resources found in major research collections. This latter need will be addressed through electronic access and interlibrary loans.” Scholarship by librarians is valued in ongoing employment as well as expected and rewarded in the promotion process. By virtue of their year-round availability to students using the library’s research services and resources, the nature of librarians’ scholarship activities necessarily may differ from that of faculty with nine-month contracts, for one in that it supports professional practice. In evaluating an individual faculty member's scholarly activity, the number of actual products will be balanced against the quality of those products. Realizing that qualitative judgments are complex and multifaceted, the Library faculty nonetheless supports the basic concept of “peer review” as a primary criterion by which quality is to be assessed. Utility of publication to profession may be measured by citation analysis or other means. While peer review typically may involve external evaluation, this is not necessitated by the concept of peer review. Rather, peer review speaks to the competency of the evaluator. Therefore, what is essential to demonstrating peer review is that the scholarship be deemed an important contribution by those competent to make such evaluations. By the same token, the stature of the peer reviewer within the relevant profession will also have bearing on influence accorded the review. Another factor to be considered as evidence of peer acknowledgement is whether or not a paper, presentation etc. is invited (which suggests prior high regard) or volunteered. Criteria on which the evaluation of scholarship for librarians will be based include, but may not be limited to, the following. Examples at each rating include but may not be limited to those listed. The rating of any additional achievements will be determined by the University Librarian and possibly also by recognized peers within the profession. For each rating, a minimum of two instances must be demonstrated. Each successively higher level includes the expectation of consistent performance also at the previous level(s). Extraordinary
Competent: A competent rating is sufficient for continued employment, but is insufficient for promotion.
Marginal: Does not meet the standards of competence. The marginal scholar demonstrates effort in this area of responsibility, but the effort is limited, sporadic, and/or unsuccessful. This ranking reflects minor and infrequent scholarly or creative contributions in the field of librarianship. A marginal rating is insufficient for promotion, and two consecutive annual rankings at this level may be grounds for termination. SERVICE: UNIVERSITY SERVICE Millikin University Faculty Policies and Procedures (2005) Section 1.2.3.3: University Service Duties undertaken by faculty in governance, recruitment, public relations, program development, and program maintenance – all essential to the immediate health of the institution – are designated “university service.” University service is expected of all full-time faculty. A major assigned aspect of University Service for librarians is to coordinate (that is, plan, innovate, assure accomplishment, and monitor quality of) one or more Library service specialty (listed alphabetically):
In addition to qualitative evaluation by the University Librarian of each librarian’s coordination responsibilities, the following particulars will apply to the University Service activities of librarians. Note that each successively higher level includes the expectation of consistent performance also at the previous level(s). Examples at each rating include but may not be limited to those listed. The rating of any additional achievements will be determined by the University Librarian and possibly also by recognized peers within the profession. Extraordinary:
Excellent:
Competent: A competent rating is sufficient for continued employment, but is insufficient for promotion.
Marginal: Does not meet the standards of competence. The faculty member demonstrates effort in this area of responsibility, but the effort is limited, sporadic, and/or unsuccessful. A marginal rating is insufficient for promotion, and two consecutive annual rankings at this level may be grounds for termination. SERVICE: SERVICE TO THE PROFESSION OF LIBRARIANSHIPMillikin University Faculty Policies and Procedures (2005) Section 1.2.3.4: Professional/Community Service Service to the profession and professional community service are integral parts of the vision of Millikin University. They are, therefore, highly valued for their intrinsic merit as service activities and because they may in some cases be scholarly in nature. Faculty members pursue these activities both for personal and professional development, and to support the overall institutional vision and goals. Service to the profession is defined as service that promotes the growth and development of the faculty member’s particular disciplines, or, more broadly, higher education. The distinction from professional community service category is that service to the profession does not necessarily involve the personal application of the discipline, but rather the promotion of it (as a member of professional organizations) or presentation of it (as an adjudicator or presenter). In addition to its commitment to the mission and goals of Millikin University and Staley Library, the librarians have a strong commitment to the profession of librarianship. This commitment is intricately interwoven with strong professional standards developed over many years by the 11,000+ membership of the Association of College and Research Libraries (ACRL), as well as by the code of ethics of the entire Library profession. “The American Library Association Code of Ethics states the values to which we are committed, and embodies the ethical responsibilities of the profession in this changing information environment.” RATINGS FOR SERVICE TO THE PROFESSION OF LIBRARIANSHIPCriteria on which the evaluation of service to the profession will be based include, but may not be limited to, the following. Examples at each rating include but may not be limited to those listed. The rating of any additional achievements will be determined by the University Librarian and possibly also by recognized peers within the profession. For each rating, a minimum of two instances must be demonstrated. Each successively higher level includes the expectation of consistent performance also at the previous level(s). Extraordinary service to the profession requires outside documentation.
Excellent service to the profession exceeds the standards of competence, primarily through frequency of involvement and size of audience.
Competent service to the profession is defined as active involvement on a limited basis. A competent rating is sufficient for continued employment, but is insufficient for promotion.
Marginal service to the Library profession is defined as that which does not meet the standards of competence. The faculty member demonstrates effort in this area of responsibility, but the effort is limited, sporadic, and/or unsuccessful. A marginal rating is insufficient for promotion, and two consecutive annual rankings at this level may be grounds for termination. SERVICE: PROFESSIONAL SERVICE TO THE COMMUNITY Millikin University Faculty Policies and Procedures (2005) Section 1.2.3.4: Professional/Community Service Professional community service activities are the direct application of the faculty member’s professional expertise which benefit a firm, agency, community organization, or the community at large. RATINGS FOR PROFESSIONAL SERVICE TO THE COMMUNITY Criteria on which the evaluation of scholarship for librarians will be based on include, but may not be limited to, the following. Examples at each rating include but may not be limited to those listed. The rating of any additional achievements will be determined by the University Librarian and possibly also by recognized peers within the profession. For each rating, a minimum of two instances must be demonstrated. Each successively higher level includes the expectation of consistent performance also at the previous level(s). Extraordinary professional service to the community requires documentation. Faculty in this category will typically be recognized through awards, invitations from other communities to serve in a similar capacity, requests to testify as an expert witness, or similar mechanisms.
Excellent professional service to the community exceeds the standards of competence, primarily through frequency of involvement and the extent of public participation.
Competent professional service to the community is defined as active involvement on a limited basis at the community level. A competent rating is sufficient for continued employment, but is insufficient for promotion.
Marginal professional service to the community in librarianship is defined as that which does not meet the standards of competence. The faculty member demonstrates effort in this area of responsibility, but the effort is limited, sporadic, and/or unsuccessful. A marginal rating is insufficient for promotion, and two consecutive annual rankings at this level may be grounds for termination. Evaluation process The primary purpose for annual performance evaluations for library faculty is to provide self-understanding, feedback, and goals for continuing professional learning and performance. In this sense, the performance evaluations are formative. A second purpose, when so desired by the individual librarian, is to provide a dossier for seeking promotion in rank. For this purpose, the evaluation is summative. The evaluation of librarians will derive from the following sources: (1) the individual portfolio containing the narrative self evaluation and supporting materials, (2) the university librarian’s evaluation, and (3) for promotions, a review of growth and most outstanding accomplishments over the previous six years, as well as peer evaluations from other MU faculty and/or from librarian peers at other academic institutions. Each librarian will be responsible for portfolio materials. The following items will be included for the annual evaluation process:
In the narrative self-evaluation, the librarians will assess both their areas of effectiveness and opportunities for growth. For example, in the instruction section of the portfolio, the librarian could discuss innovations and revisions in the instruction, including how these have improved the research instruction experiences for students in the courses. A further discussion should focus on proposed changes and the motives for these proposed changes. Annually, the University Librarian will then evaluate the librarian’s performance, using the current portfolio as the primary though not sole evidence. The University Librarian and the librarian faculty member will discuss this evaluation, and agree on the growth plan for the coming year. The evaluation document will then be included in the librarian’s portfolio for that year. The schedule for this evaluation process will be consistent with that for other faculty at Millikin University. Millikin University Faculty Policies and Procedures (2005) Section 4.8: Relative weights The weightings correspond to importance in evaluation and not necessarily to proportions of faculty time. However, the weightings are not meant to be translated into absolute numerical equivalents for rating purposes. For library faculty, the following percentages will “determine how much weight each of the areas of faculty responsibility will count toward their total evaluation.” (Millikin University Faculty Policies and Procedures Section 4.8) The percentages below are consistent with Millikin University Faculty Policies and Procedures as well as with library faculty responsibilities. Teaching 55% Criteria for ranks of Millikin University library faculty (librarians). Instructor: this rank is reserved 1) for the librarian (with MLS degree) in part-time professional position and 2) for the candidate appointed to full-time librarian position who has completed ¾ of MLS degree and whose contract calls for degree completion within specified time period (less that one year). This rank is not used for full-time Library faculty who have completed the MLS degree. Assistant Professor: the rank at which Library faculty are typically hired absent additional professional qualifications or experience. Presumes completed MLS degree. Associate Professor: for promotion to this rank, librarian must have minimum of six years of library professional experience at the Assistant Professor rank, must have demonstrated excellent teaching skills, and must have demonstrated substantial professional contributions to the Library and the institution as well as to the Library profession. Professor: for promotion to this rank, librarian must have minimum of six years of professional experience at the Associate Professor rank, must demonstrate excellent professional contributions to the Library and the University as well as to the Library profession, and must show significant accomplishments in scholarship. These standards are consistent with the requirements given in Millikin University Faculty Policies and Procedures (2005) Section 3.3: Criteria for promotion by rank. These standards are also consistent with the Association of College and Research Libraries (ACRL) Guideline for the Appointment, Promotion and Tenure of Academic Librarians. (Quote from Guideline follows.) A. General Professional and Scholarly Qualifications of the Library Faculty All activities shall be judged by professional colleagues on and/or off the campus on the basis of their contribution to scholarship, the profession of librarianship, and Library service. The basic criterion for promotion in academic rank is to perform professional level tasks that contribute to the educational and research mission of the institution. Evidence of this level of performance may be judged by colleagues on the Library faculty, members of the academic community outside the Library, and/or professional colleagues outside the academic institution. Additional evidence for promotion in rank may include:
(End quote from ACRL Guidelines.) Bibliography: Millikin University Faculty Policies and Procedures (2005): http://www.millikin.edu/academics/documents/Policies%20and%20Procedures%202005%20-%20final.doc Millikin University Division of Humanities Unit Plan (2000?). Used as inspiration for some content and phrasings by permission of the Chair of the Humanities Division. Association of College and Research Libraries standards: http://www.ala.org/ala/acrl/acrlstandards/standardsguidelines.htm Association of College and Research Libraries: Guidelines for Academic Status for College and University Librarians. (June 2002) http://www.ala.org/ala/acrl/acrlstandards/guidelinesacademic.htm Association of College and Research Libraries: Guideline for the Appointment, Promotion and Tenure of Academic Librarians. (June 2005) http://www.ala.org/ala/acrl/acrlstandards/promotiontenure.htm Association of College and Research Libraries: ACRL/AAUP/AAC Joint Statement on Faculty Status of College and University Librarians (1972; reaffirmed by the ACRL Board June 2001) http://www.ala.org/ala/acrl/acrlstandards/jointstatementfaculty.htm American Library Association Code of Ethics (June 1995): http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm Staley Library Collection Development policy: http://www.millikin.edu/staley/services/collection_development/cd_policy.asp |
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