Nursing Research Resources: Core Competencies for Nursing, Standards for Academic Libraries

Information literacy competency and the purpose of information literacy competency standards are fully described in the ACRL Information Literacy Competency Standards for Higher Education. This document states (page 4, Section 1:2) that information literacy "is common to all disciplines, to all learning environments, and to all levels of education." Information literacy in science, engineering, and technology disciplines is defined as a set of abilities to identify the need for information, procure the information, evaluate the information and subsequently revise the strategy for obtaining the information, to use the information and to use it in an ethical and legal manner, and to engage in lifelong learning. Information literacy competency is highly important for students in science and engineering/technology disciplines who must access a wide variety of information sources and formats that carry the body of knowledge in their fields. These disciplines are rapidly changing and it is vital to the practicing scientist and engineer that they know how to keep up with new developments and new sources of experimental/research data.

Science, engineering, and technology disciplines pose unique challenges in identifying, evaluating, acquiring and using information. Peer reviewed articles are generally published in more costly journals and, therefore, not always available. Gray literature requires knowledge of the agency/organization publishing the information. Much of science, engineering and technology is now interdisciplinary and, therefore, requires knowledge of information resources in more than one discipline. Information can be in various formats (e.g. multimedia, database, website, data set, patent, Geographic Information System, 3-D technology, open file report, audio/visual, book, graph, map) and, therefore, may often require manipulation and a working knowledge of specialized software.

Science, engineering, and technology disciplines require that students demonstrate competency not only in written assignments and research papers but also in unique areas such as experimentation, laboratory research, and mechanical drawing. Our objective is to provide a set of standards that can be used by science and engineering/technology educators, in the context of their institution's mission, to help guide their information literacy-related instruction and to assess student progress. The field of mathematics is not included in the standards.

Based on the ACRL Information Literacy Competency Standards for Higher Education, five standards and twenty-five performance indicators were developed for information literacy in Science & Engineering/Technology. Each performance indicator is accompanied by one or more outcomes for assessing the progress toward information literacy of students of science and engineering or technology at all levels of higher education.

This is intended to be a living document with future opportunities for input from the community and will undergo periodic review and revision.

Standard One

The information literate student determines the nature and extent of the information needed.

Performance Indicators

The information literate student:

1. Defines and articulates the need for information.
   Outcomes include that the student:
   1. Identifies and/or paraphrases a research topic, or other information need such as that resulting from an assigned lab exercise or project.
   2. Consults with instructor/advisor for appropriateness of topic, research project, or laboratory exercise question.
   3. Develops a hypothesis or thesis statement and formulates questions based on the information need.
   4. Explores general information sources to increase familiarity with current knowledge of the topic.
   5. Defines or modifies the information need to achieve a manageable focus.
   6. Identifies key concepts and terms that describe the information need.
2. Identifies a variety of types and formats of potential sources for information.
   Outcomes include that the student:
   1. Identifies the purpose and audience of potential resources (e.g. popular vs. scholarly, current vs. historical, external vs. internal, primary vs. secondary vs. tertiary).
   2. Considers experts or other researchers as potential information resources.
   3. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, patent, Geographic Information Systems, 3-D technology, open file report, audio/visual, book, graph, map).
   4. Realizes that information may need to be constructed with raw data from primary sources or by experimentation.
   5. Recognizes that potentially useful information or data in a variety of formats may be proprietary, have limited access, or may be freely available online.
   6. Recognizes that potentially useful information may require specific data management expertise and that an understanding of the structure of organizations involved in producing the information aids in the identification of that information.
3. Has a working knowledge of the literature of the field and how it is produced.
   Outcomes include that the student:
   1. Knows how scientific, technical, and related information is formally and informally produced, organized, and disseminated.
   2. Recognizes that primary, secondary, and tertiary sources vary in importance and use with each discipline.
   3. Is aware of the professional associations of the field and their literature.
   4. Is knowledgeable of sources that are specific to the field, e.g. manuals, handbooks, patents, standards, material/equipment specifications, current rules and regulations, reference material routinely used in industry, manuals of industrial processes and practices, and product literature.
   5. Recognizes that knowledge can be organized into disciplines and combinations of disciplines (multidisciplinary) that influence the way information is accessed and considers the possibility that the literature of other disciplines may be relevant to the information need.
   6. Recognizes the value of archival information, recognizes how its use and importance may vary with each discipline, and recognizes the importance of preservation of information.
4. Considers the costs and benefits of acquiring the needed information.
   Outcomes include that the student:
   1. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond locally held resources. Some examples would be consulting with colleagues, independent information brokers, experts, and consultants in the field in addition to using interlibrary loan, nearby libraries, and information centers.
   2. Recognizes that there may be a trade-off between the value of the information and the time and cost to obtain it.
   3. Formulates a realistic overall plan and timeline to acquire the needed information.
   4. Recognizes the importance of a variety of information research areas that can be used to gain competitive advantage, track new products, improve processes, and monitor competitors and their marketing strategies. Some examples would be consulting with experts and consultants in a field, research into licensing opportunities, and patent and intellectual property research.
   5. Recognizes that information needed may be in a foreign language and that translation may be necessary.

Standard Two

The information literate student acquires needed information effectively and efficiently.

Performance Indicators

The information literate student:

1. Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
   Outcomes include that the student:
   1. Identifies appropriate investigative methods (e.g., literature search, laboratory experiment, simulation, fieldwork).
   2. Investigates the scope, content, and organization of information retrieval systems.
   3. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system.
2. Constructs and implements effectively designed search strategies.
   Outcomes include that the student:
   1. Develops a research plan appropriate to the investigative method.
   2. Identifies keywords, synonyms and related terms for the information needed and selects an appropriate controlled vocabulary specific to the discipline or information retrieval system.
   3. Uses other methods of search term input such as structure searching and image searching, specific to the discipline or information retrieval system.
   4. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books).
   5. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters, while recognizing similar search features across the systems (such as: e-mail alerts and save search options, search fields, and controlled vocabulary.)
   6. Follows citations and cited references to identify additional, pertinent articles.
3. Retrieves information using a variety of methods.
   Outcomes include that the student:
   1. Uses various relevant search systems to retrieve information in a variety of formats.
   2. Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration.
   3. Uses specialized online or in person services as needed to retrieve information and whenever unable to identify or locate appropriate materials (e.g., interlibrary loan/document delivery, librarians, library staff, professional associations, institutional research offices, community resources, subject experts, and practitioners).
   4. Uses surveys, letters, interviews, experiments, and other forms of inquiry to retrieve information or data, as appropriate for the research area or discipline.
4. Refines the search strategy if necessary.
   Outcomes include that the student:
   1. Assesses the quantity, quality, accuracy, currency, and relevance of the search results and the limitations of the information retrieval systems or investigative methods to determine whether alternatives should be sought and used.
   2. Identifies gaps in the information retrieved and determines if the search strategy should be revised.
   3. Repeats the search using the revised strategy or new systems or methods as necessary.
5. Extracts, records, transfers, and manages the information and its sources.
   Outcomes include that the student:
   1. Selects the most appropriate technology for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, exploratory instruments, export of the information or record, or note taking). Examples of technologies to export information would be bibliographic management software, text conversion software, and spreadsheet software.
   2. Creates a system for organizing the information including tracking results of laboratory experiments, fieldwork, etc.
   3. Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources.
   4. Records all pertinent citation information for future reference by downloading, printing, emailing, or manual notation. Uses various technologies to manage the information selected and organized, e.g., bibliographic management software.

Standard Three

The information literate student critically evaluates the procured information and its sources, and as a result, decides whether to modify the initial query and/or seek additional sources and whether to develop a new research process.

Performance Indicators

The information literate student:

1. Summarizes the main ideas to be extracted from the information gathered.
   Outcomes include that the student:
   1. Applies an understanding of the structure of a scientific paper and uses sections, such as the abstract or conclusion, to summarize the main ideas.
   2. Selects main ideas from the text.
   3. Identifies verbatim material that can then be appropriately quoted.
2. Selects information by articulating and applying criteria for evaluating both the information and its sources.
   Outcomes include that the student:
   1. Distinguishes between primary, secondary, and tertiary sources, and recognizes how location of the information source in the cycle of scientific information relates to the credibility of the information.
   2. Distinguishes among facts, points of view, and opinion.
   3. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias.
   4. Analyzes the structure and logic of supporting arguments or methods.
   5. Understands and uses statistical treatment of data as evaluative criteria.
   6. Recognizes prejudice, deception, or manipulation in the information or its use.
   7. Recognizes the cultural, physical, or other context within which the information was created, and understands the impact of context on interpreting the information.
3. Synthesizes main ideas to construct new concepts.
   Outcomes include that the student:
   1. Recognizes interrelationships among concepts and combines them into potentially useful primary statements and/or summary of findings with supporting evidence.
   2. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information.
   3. Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena.
4. Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
   Outcomes include that the student:
   1. Determines whether information satisfies the research or other information need.
   2. Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources.
   3. Draws conclusions based upon information gathered.
   4. Tests theories with discipline-appropriate techniques (e.g., simulators, experiments).
   5. Determines probable accuracy by questioning the source of the information, limitations of the information gathering tools or strategies, and the reasonableness of the conclusions.
   6. Integrates new information with previous information or knowledge.
   7. Determines whether information provides evidence relevant to the information need or research question.
   8. Includes information that is pertinent even when it contradicts the individual's value system, and includes it without skewing it.
5. Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners.
   Outcomes include that the student:
   1. Participates in classroom and virtual/electronic discussions (e.g., email, bulletin boards, chat rooms) and uses discussions for validating understanding and interpretation of the information.
   2. Works effectively in small groups or teams.
   3. Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, electronic discussion lists, etc.).
6. Determines whether the initial query should be revised.
   Outcomes include that the student:
   1. Determines if original information need has been satisfied or if additional information is needed.
   2. Reviews search strategy and incorporates additional concepts as necessary.
   3. Reviews information retrieval sources used and expands to include others as needed.
7. Evaluates the procured information and the entire process.
   Outcomes include that the student:
   1. Reviews and assesses the procured information and determines possible improvements in the information seeking process.
   2. Applies the improvements to subsequent projects.

Standard Four

The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

Performance Indicators

The information literate student:

1. Understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
   Outcomes include that the student:
   1. Identifies and discusses issues related to privacy and security in both the print and electronic environments.
   2. Identifies and discusses issues related to free vs. fee-based access to information.
   3. Identifies and discusses issues related to censorship and freedom of speech.
   4. Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material and research data.
2. Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
   Outcomes include that the student:
   1. Participates in electronic discussions following accepted practices (e.g. "Netiquette").
   2. Uses approved passwords and other forms of ID for access to information resources ethically.
   3. Complies with institutional policies on access to and distribution of information resources.
   4. Preserves the integrity of information resources, equipment, systems and facilities.
   5. Legally obtains, stores, and disseminates text, data, images, or sounds.
   6. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own. This includes the work of other members of research teams.
   7. Demonstrates an understanding of federal, state, and institutional policies related to the use of human and animal subjects in research.
3. Acknowledges the use of information sources in communicating the product or performance.
   Outcomes include that the student:
   1. Selects an appropriate documentation style for each research project and uses it consistently to cite sources.
   2. Posts permission granted notices, as needed, for copyrighted material.
   3. Acknowledges all contributors, funding sources, grants, etc. Complies with reporting and other requirements related to grants.
4. Applies creativity in use of the information for a particular product or performance.
   Outcomes include that the student:
   1. Selects, analyzes, organizes, summarizes, and/or synthesizes information from a variety of resources.
   2. Explores the use of advanced information technologies, such as data mining and visualization to move beyond retrieval and identify trends and patterns within large sets of complex research data.
5. Evaluates the final product or performance and revises the development process used as necessary.
   Outcomes include that the student:
   1. Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process.
   2. Reflects on past successes, failures, and alternative strategies.
   3. Applies devised improvements to subsequent projects.
6. Communicates the product or performance effectively to others.
   Outcomes include that the student:
   1. Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience.
   2. Uses a range of information technology applications in creating the product or performance.
   3. Incorporates principles of design in the product or performance.
   4. Communicates clearly and succinctly, if appropriate, with a style that supports the purposes of the intended audience.

Standard Five

The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.

Performance Indicators

The information literate student:

1. Recognizes the value of ongoing assimilation and preservation of knowledge in the field.
   Outcomes include that the student:
   1. Recognizes that, for a professional, it is necessary to keep up with new developments that are published in the literature of the field.
   2. Recognizes that learning about information gathering is an ongoing process as the source, format, software requirements, and delivery method of needed information changes and evolves with time.
   3. Is able to apply information access skills learned in one subject area to another.
   4. Understands the importance of archiving information so that it will survive company mergers, outdated access technologies, personnel departures, etc.
2. Uses a variety of methods and emerging technologies for keeping current in the field.
   Outcomes include that the student:
   1. Establishes current awareness services and follows citation and cited references for pertinent articles.
   2. Uses online table of contents scanning, review journals, and other forms of rapid communication literature.
   3. Manages files of citations of articles read or accessed (such as through use of bibliographic management software).
   4. Uses bibliometric analysis tools to update knowledge of changing technology and product life cycles (such as by analyzing a company's published papers and/or patent portfolio).
   5. Recognizes emerging forms and methods of scholarly publishing in the field. Recent examples are: the use of blogs, RSS feeds, open access journals, and freely available online research data.

Works Consulted in Developing these Standards

In developing the standards the Task Force reviewed six regional accreditation sources, standards and criteria for three disciplines, four monographs, engineering library information competencies, and a relevant university website:

Association Websites

MSA: Middle States Association of Colleges and Schools, http://www.msche.org.

NCA-HLC: North Central Association of Schools and Colleges – Higher Learning Commission, http://www.ncahigherlearningcommission.org.

NWCCU: Northwest Association of Schools, Colleges and Universities, http://www.nwccu.org.

SACS: Southern Association of Colleges and Schools, http://www.sacscoc.org.

WASC –ACSCU: Western Association of Schools and Colleges, http://www.wascweb.org.

NEASC: New England Association of Schools and Colleges – Commission on Institutions of Higher Education, http://www.neasc.org.

Discipline Standards

EHAC: National Environmental Health Science and Protection Accreditation Council, http://www.ehacoffice.org.

CHEM: American Chemical Society (ACS), Committee on Professional Training, 2003, Undergraduate Professional Education in Chemistry: Guidelines and Evaluation Procedures, Columbus, Ohio, American Chemical Society.

ABET: Accreditation Board for Engineering and Technology, Inc., http://www.abet.org/.

Monographs

Engineering Libraries: Building Collections and Delivering Services, Conklin and Musser, eds., Haworth Press, Inc, NY 2001.

By authors cited: Information and the Professional Scientist and Engineer, Baldwin and Hallmark, eds., Haworth Press, Inc, NY 2001, (Flaxbart, Joseph, Wild and Havener, Pinelli, Caracuzzo, Wagner).

Online Ecological and Environmental Data, Baldwin, Virginia A., ed., Haworth Press, Inc, NY 2004.

Communication Patterns of Engineers. Tenopir, Carol, and Donald W. King, IEEE Press (Wiley-Interscience), Piscataway, NJ 2004.

Other

ASEE Engineering Libraries Division, "Information Competencies for Engineering". Unpublished.

Cal Poly University, "Introductory Competencies in Specific Disciplines."

Contents

Equitable Access Principle

Purpose of Standards

Standards

1. Vision and Strategic Planning
2. Diversity, Equity, Inclusion, and Accessibility (DEIA)
3. Personnel
4. Collections & Access
5. Research & Instruction
6. Assessment
7. Financial Support

Appendix 1 : Meeting Library-Related Standards and Other Guidelines, Regulations and Laws
      Library-Related Standards
      Other Standards, Guidelines, Laws, and Regulations:

Appendix 2: History of the Document

Equitable Access Principle

All distance and online members of an institution of higher education are entitled to the library services, resources, and collections of that institution. This founding principle applies to all public, private, profit, and non-profit academic institutions and it is the underlying and uncompromising basis for the Standards of Distance and Online Learning Library Services, hereinafter designated as the Standards. 

Purpose of Standards

This document is intended for any member of an institution who is involved in the provision of services to distance and online learning communities. This document provides a means to foster cross-departmental communication and improve advocacy, and offers a roadmap for strategic planning. 

Standards

1. Vision and Strategic Planning 
Standard: The library maintains a current vision and strategic plan that includes serving distance and online learning communities. 

Benchmarks
The library:

• Incorporates support to distance and online learning communities into the vision and strategic plan of the library.
• Participates in the strategic planning processes of the originating institution, including developing and managing immediate and long-range goals.
• Uses vision and strategic planning as a tool for advocacy for distance and online learning communities.
• Cultivates awareness of current trends in the field of distance and online learning at the institutional administrative level.

2. Diversity, Equity, Inclusion, and Accessibility (DEIA) 
Standard: The library supports diversity and inclusivity through culturally relevant and responsive practices in support of distance and online learning communities.

Benchmarks
The library: 

• Understands and meets all requirements and guidelines set forth by the Americans with Disabilities Act (ADA) and Sections 504 and 508 of the Rehabilitation Act.
• Utilizes Universal Design for Learning (UDL) as an approach to instructional design. 
• Provides resources and services in multiple formats to ensure accessibility and choice.
• Regularly participates in DEIA professional development activities.
• Provides equal or equivalent experiences to learners with varying levels of technological access and abilities.

3. Personnel 
Standard: The library maintains sufficient personnel to support the needs of distance and online learning communities.

Benchmarks    
The library:

• Hires either a dedicated distance and online learning librarian, or equivalent title, or maintains personnel distributed across many departments or positions.
• Provides adequate service hours and personal assistance.
• Regularly reviews and augments workloads and capacities to provide and maintain services across departments that provide support, such as:

○  Strategic planning and management
○  Collection development
○  Information literacy
○  Research services
○  Resource access 
○  Marketing and outreach

• Provides adequate and ongoing support for professional development.

4. Collections & Access 
Standard: The library provides necessary resources and services for distance and online learning communities.

Benchmarks
The library:

• Ensures the provision of reliable, rapid, and secure access to online resources.
• Develops policies for delivering hard copy and electronic materials.
• Prepares and updates collection development and acquisitions policies to reflect the needs of the community.
• Regularly reviews library resources and materials to ensure sufficient coverage and appropriateness of format.
• Markets and promotes library collections directly to distance and online learning communities.
• Supports open access and open educational resources initiatives. 

5. Research & Instruction 
Standard: The library provides reference, research support, consultation, and instruction to distance and online learning communities. 

Benchmarks
The library: 

• Ensures instruction methods are supported by the ACRL Framework for Information Literacy for Higher Education (Appendix 1).
• Creates appropriate learning outcomes specific to the institution.
• Encourages library instructors to work collaboratively with teaching faculty to include information literacy instruction into distance and online courses and programs.
• Collaborates with faculty and/or learning management system administrator to embed library tools and instructional materials into the online classroom. 
• Provides point-of-need or virtual assistance to include but not limited to, the following:

○ research needs 
○ use of collections and equipment
○ general library services
○ referrals

●   Markets and promotes educational services directly to distance and online learning communities. 

6. Assessment
Standard: The library conducts needs and outcomes assessments at regular intervals to ensure that the needs of distance and online learning communities are being met. These needs include, but are not limited to: resources, collections, personnel, library research and instruction, distance learning facilities, DEIA initiatives, and technology. 

Benchmarks
The library: 

• Identifies useful metrics, ideally aligned with the vision and strategic goals of the institution.
• Utilizes different types of assessment which may include surveys, tests, interviews, student learning, statistics on library use and collections, as well as data on staff and work assignments. Assessment could involve distance and online learning community representatives, including administrators, faculty, and students. 
• Compares the library as a provider of distance and online learning library services with its peers.

7. Financial Support 
Standard: The library and the institution provides funding to support distance and online learning communities. Financial support is an underlying and essential principle for the success of all the standards listed in this document. 

Benchmarks:
The library:

• Advocates for continued financial support from the institution for existing programs.
• Advocates for additional financial support for any expansions or increased enrollment.

Appendix 1: Meeting Library-Related Standards and Other Guidelines, Regulations and Laws

Library-Related Standards

Library services offered to the distance and online learning communities are designed to meet a wide range of informational, instructional, and user needs, and facilitate some form of direct access between library users and personnel. The exact combination of service delivery methods will differ from institution to institution. Specific professional standards and guidelines which may be utilized in providing these services include, but are not limited to:

Framework for Information Literacy for Higher Education. Association of College & Research Libraries (ACRL), American Library Association, 2016.

Standards for Libraries in Higher Education. Association of College & Research Libraries (ACRL), American Library Association, 2011.

Professional Competencies for Reference and User Services Librarians. Reference and User Services Association (RUSA), American Library Association, 2003.

Guidelines for Implementing and Maintaining Virtual Reference Services. Reference and User Services Association (RUSA), American Library Association, 2004.

Guidelines for Behavioral Performance of Reference and Information Service Providers. Reference and User Services Association (RUSA), American Library Association, 2013.

Code of Best Practices in Fair Use for Academic and Research Libraries, Association of Research Libraries, 2012.

American Library Association Code of Ethics, 2021.

Other Standards, Guidelines, Laws, and Regulations

Additionally, libraries must ensure that its distance and online learning library programs meet or exceed national and regional guidelines, laws, and regulations. There may be local or national statutes, rules, requirements, or other considerations to bear in mind and include in any procedures or approaches to Diversity, Equity, Inclusion, and Accessibility work.

●    Americans with Disabilities Act (ADA) homepage

○    ADA Design Standards

●    Section 508 (Section 508 of the Rehabilitation Act) 

○    Section 508 Design and Develop guidelines

●    Section 504, Rehabilitation Act of 1973

○    Section 504 FAQ

●    Web Content Accessibility Guidelines (WCAG)  

Appendix 2: History of the Document

Today’s Standards are the culmination of the expansion and revision of the following series of documents, the first of which originated in processes initiated in 1963: ACRL Guidelines for Library Services to Extension Students, 1967; ACRL Guidelines for Extended Campus Library Services, 1981; ACRL Guidelines for Extended Campus Library Services, 1990; ACRL Guidelines for Distance Learning Library Services, 1998; ACRL Guidelines for Distance Learning Library Services, 2000; Guidelines for Distance Learning Library Services, 2004; Standards for Distance Learning Library Services, 2008, and finally Standards for Distance Learning Library Services, 2016.

2023 Standards

The 2023 Standards include major edits which were written over the course of three years. For the 2019-2020 year, the co-chairs were Theresa Mastrodonato, Washington State University in St. Louis, and Elaine Thorton, University of Arkansas, and members included Jack Fritts, Benedictine University, Natalie Haber, University of Tennessee at Chattanooga, Danielle Apfelbaum, Farmingdale State College, Rachel E. Cannady, University of Texas at San Antonio, Paul Graham, Yorkville University, and Sherry Tinerella, Arkansas Tech University. The 2019-2020 committee conducted a close reading of the standards, identified necessary changes, conducted a guidelines and standards review, and began a draft.

For the 2020-2021 committee, the chairs were Natalie Haber, University of Tennessee at Chattanooga, and Janna Mattson, George Mason University, and members included Jack Fritts, Benedictine University, Paul Graham, Yorkville University, Rachel Isaac-Menard, Adelphi University, Marcia Keyser, Drake University, and Kelly Diamond, West Virginia University. The 2020-2021 committee decided to conduct a membership survey regarding the Standards before continuing the draft. They asked questions regarding Standards usage, which parts members find most useful, and which parts are frustrating or difficult to use. The survey had 49 respondents and gave the committee more direction for their next steps. This committee also reviewed language and structure of other educational and library related guidelines and standards to gain ideas. From there, the committee identified seven Standards: Collections & Access, Personnel, Research & Instruction, Assessment, Diversity, Equity, Inclusion, and Accessibility, Financial Support, and Vision and Strategic Planning. From there, the committee worked to fit all the tenants of the 2016 Standards under these Standards. 

The 2021-2022 committee included chairs, Janna Mattson, George Mason University and Rachel Isaac-Menard, Adelphi University, and members Natalie Haber, University of Tennessee at Chattanooga, Kelly Diamond, West Virginia University, Marcia Keyser, Drake University, Joelle E. Pitts, Carnegie Mellon University and Sarah Lynn Simms, Louisiana State University. Jack Fritts attended several meetings as an ex-officio member. This committee finalized the draft and shared it with the DOLS Executive Committee.