Add results of certification exams, employer and alumni surveys as applicable.
List any notable changing student characteristics or demographics.
Describe any changes in technology or how technology is used that had or will have an impact on the program.
What are the top trends in the field or related fields, and how do they relate to existing curriculum and experiences?
What areas of collaboration, either internal or external to PASSHE have been explored? What was the outcome?
Summarized below are four trend areas that do or may significantly affect the work of the Andruss Library:
Framework for Information Literacy: formal document and direction adopted by the Association of College & Research Libraries (ACRL) Board in January 2016 after three years of development. It clearly positions librarians as collaborative partners in the academic mission.
ACRL Environmental Scan 2019: most recent biannual review of trends within academic librarianship as analyzed by the field’s national organization. This year the focus was on student characteristics; faculty demographics; student learning environment; equity, diversity, and inclusion; library neutrality and free speech on campus; scholarly communication landscape; and research evaluation and metrics.
Collaborative work with PASSHE counterparts within the formal library consortium of the Keystone Library Network (KLN) and the regular sharing of information and expertise with colleagues across the State System of Higher Education Libraries Council (SSHELCO). The KLN provides the backbone for collaborative collecting of electronic materials and sharing of all PASSHE library holdings. The SSHELCO group provides an informal network as well as an annual meeting/conference at which to exchange ideas and improve practices. Discussions of potential integration with two other PASSHE institutions, Lock Haven and Mansfield Universities, will take the existing collaboration into accentuated forms
Framework for Information Literacy for Higher Education: significant development for library faculty as educators
“This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education1, academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty.” (Excerpted from the Framework’s Introduction and emphasis added)
Association of College & Research Libraries, Information Literacy Competency Standards for Higher Education (Chicago, 2000).
As described in the summary document, About the Framework for Information Literacy for Higher Education, this is a different direction from that of the Information Literacy Competency Standards in that the Framework is:
“…built around six frames, each consisting of a concept central to information literacy and anchored in threshold concepts, which are those ideas in any discipline that are essential portals to ways of thinking and practicing in that discipline. Rather than a linear set of skills and search techniques, each frame prompts questions about what learners will need to know, experience, and do to demonstrate their increased understanding as they progress from novice to expert in the scholarly journey and as information literate individuals.” (ACRL, 2015)
Those frames, presented alphabetically, are:
Authority Is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
The impact of this document may be considerable; it calls for an explicit conceptual connection to the thinking and practice of the disciplines and for collaboration with their faculty colleagues for a much greater cohesiveness in the information literacy curriculum.
Further information on the Framework may be found at
About the Framework for Information Literacy for Higher Education: an executive summary
Update from the ACRL Board of Directors on the Framework for Information Literacy for Higher Education: news item from January 15, 2016
The two trends that the NMC Horizon Report: Library Edition highlights, accessibility of research and hands-on learning, are ones that the Andruss Library has been a part of for many years. During the review period: many electronic journals were added to the collection; a discovery search interface was introduced to facilitate access across book and article collections in one search; and students were often instructed in a classroom where each student has access to their own computer for hands-on learning. The challenges of improving digital literacy among library personnel and campus populations and of encouraging the adoption of radical change are challenges here too; however the University makes available Lynda.com, a large collection of tutorials and videos with a focus on technological learning, and there are instructional and media technologists on campus to respond to faculty and students questions. The opportunity posed by ‘makerspaces’ for media creation are in beginning stages here with a modest self-service space for general scanning, image manipulation, and color printing; the University provides sophisticated equipment and support for specialized users in distributed sites on campus. Library personnel respond to the opportunity presented by online learning by contributing resource links when individual chances present themselves and are ready to provide fuller access to resources and research assistance when a greater opportunity develops.
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