Recommendations on the Draft Report, Knowledge and Information for the 21st Century: A Strategic Plan for CSU Libraries

AS-2209-94/AA - May 5-6, 1994

The Academic Senate of the California State University strongly recommends that the following changes be made to the draft report, Knowledge and Information for the 21st Century: A Strategic Plan for CSU Libraries.

WHEREAS, The California State University Council of Library Directors has prepared a draft report planning for the future of CSU Libraries, Knowledge and Information for the 21st Century: A Strategic Plan for CSU Libraries; and

WHEREAS, The Strategic Plan recognizes and delineates the increasing role information technologies is playing and will play in the delivery of knowledge and information to students and faculty in the CSU; and

WHEREAS, The greater reliance on digital information, telecommunications, and electronic media retrieval and storage systems will radically change the way the university acquires, processes, stores, and distributes information; and

WHEREAS, The Strategic Plan foresees the transformation of the university library into a teaching and knowledge center integrated with available technology to support and enhance the learning process; and

WHEREAS, The mission of each of the CSU Libraries will be to provide services that support the undergraduate and graduate instructional mission of the CSU campus by incorporating technological access to information with the physical collection, storage, and access to recorded knowledge; and

WHEREAS, The Strategic Plan presents a vision for the CSU Libraries and outlines specific goals and strategies in six areas of library functioning: Information Resources, Instruction, Human Resources, Infrastructure, Administration, and Funding; and

WHEREAS, The Strategic Plan recognizes and plans for the increased role of library faculty in the instruction of faculty and students in access to recorded knowledge and information; and

WHEREAS, It is important to clarify the respective roles of library faculty and discipline-based faculty in designing curriculum; and

WHEREAS, It is necessary to use terminology which is clear and unambiguous; therefore be it

RESOLVED: That the Academic Senate of the California State University reserve support of the draft report, Knowledge and Information for the 21st Century: A Strategic Plan for CSU Libraries, until the changes are incorporated as contained in Attachment A; and be it further

RESOLVED: That the Academic Senate CSU urge the CSU Council of Library Directors to incorporate the recommendations contained in Attachment A in the draft report, Knowledge and Information for the 21st Century: A Strategic Plan for CSU Libraries, in order for support from the Academic Senate of the California State University to obtain; and be it further

RESOLVED: That the Academic Senate CSU express its appreciation to the CSU Council of Library Directors for its willingness to incorporate editorial changes recommended by the Academic Senate CSU and request that editorial changes in Attachment A be considered.

APPROVED -- May 5-6, 1994

ATTACHMENT A

The Academic Senate of the California State University strongly recommends that the following changes be made to the draft report, Knowledge and Information for the 21st Century: A Strategic Plan for CSU Libraries.

1. p. 16, 2nd paragraph to read:

The librarian will may also play a key role in the educational process by assisting working collaboratively with discipline-based faculty as they design course materials and methods of instruction that take advantage of emerging instructional and telecommunications technologies as well as the recorded knowledge and information which is accessible through the library system and its networks.

2. p. 33, last paragraph to read:

This strategy seeks ways of converting CSU resources that are not readily available in digital format and sharing these resources across the national networks. The emphasis should be on undergraduate and graduate education, where CSU has a comparative advantage. 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.

3. p. 36, Strategy 1 to read:

Strategy 1 Information Competency

Establish basic competence levels in the use of recorded knowledge and information and processes for assessment of student competence.

Librarians, 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 the California State University to assure that each CSU graduate is competent in basic information skills. through the incorporation of information competency in general education requirements established by the academic senate. Finally, library faculty, discipline-based faculty, and professional and technical staff in media, computing, and telecommunications will cooperate to develop propose standards for competence and recommend to the Academic Senate CSU strategies for the assessment of student competencies and establish systemwide assessment of competence as a requirement for graduation from the CSU.

 

4. p. 38, Strategy 1 to read:

Strategy 1 Role of Librarians

Strengthen the role of librarians as knowledge and information resource specialists in the teaching and learning processes through increased collaboration with discipline-based faculty and computing and multi-media specialists.

With the explosion of available information and the increasingly diverse tools for access to that information, students’ need for information instruction on accessing information is becoming more critical. This strategy seeks to develop an expanded role for librarians to meet this need through the use of emerging information and instructional technologies and through greater collaboration with faculty and other specialists involved in the design and delivery of instruction.

5. p. 44, please add the language on American Disabilities Act currently listed on page 23 in this section under workstations.

6. p. 45, please define the term, common agenda, and specify the inclusion of appropriate campus and systemwide discipline-based faculty in the development of this common agenda.



 
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