Intl. Inform. & Libr. Rev. (2003), 35, 19^37 doi:10.

1016/S1057-2317(02)00064-4

Measurement of College Library Performance: An Evaluative Study with Standards

R.S.R. VARA LAKSHMI*

A B ST R AC T College libraries have a pivotal role in the transmission of information for higher education. Their evaluation is inevitable to enhance their performance. A variety of measures are available to evaluate college library functioning. However, standards are more eective to have a valid evaluation. The Library Associations such as ACRL, higher education organizations like CoFHE, the National Standard Institutions, various Educational Committees and Library Committees have developed standards and revised them from time to time. The paper traces out the available standards for measuring the college libraries in India, and compares the recommendations made by University Grants Commission (UGC) (India) and suggestions made by expert committees and professional experts. An in-depth analysis reveals their strengths and weaknesses. The paper concludes that there are no authentic standards revised and approved by a body like the UGC to evaluate college libraries in India and suggests a model set of standards for college libraries in India, keeping in view the technology-based information environment.
r 2003 Elsevier Science Ltd. All rights reserved.

I N T RODUC T ION Undergraduate education in India has undergone tremendous changes after independence in terms of phenomenal growth of colleges and their nature. Now, the students are customers and the outcome degree is the value-added product. Management insists on assessment, accountability, and performance-based funding. Under such circumstances, libraries as
*Associate Professor, Department of Library and Information Science, Andhra University, Visakhapatnam 530003, India.

1057^2317 /03/$ - see front matter r 2003 Elsevier Science Ltd. All rights reserved.

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part of the education system cannot be conned to their traditional role: instead, they have to play a more proactive role. The contemporary college system in India is encountering increased enrollment, changing educational policies, and nancial pressures leading to recission of budgets by the Government. On the other hand, there is a sea change in the information environment. The current trends in electronic publishing, the impact of Information T echnologies in providing real time, easier, and swifter access to data and information through network-based services; the concept of Global Village trespassing geographical boundaries make the information environment more complex. Consequently, there has been enormous variation in the growth and development of the college library system of India. Under these circumstances, how well the existing college libraries are prepared to meet the emerging challenges is a matter of discussion. There are considerable dierences in the quality of library service oered in colleges throughout the country. Hence, assessment and evaluation of these libraries by focusing on the librarys mission, infrastructure, nance, administration, services, etc., is necessary to nd out how far they have succeeded in giving quality services by eectively using their resources in a given environment. Such assessments, against standards, are useful to corroborate what has been expected and to measure the real situation. Work in the area of standardization for academic libraries has a long history. Signicant eorts have been made in the USA, the United Kingdom, and India. This article briey reviews core standards for college libraries in India and compares them with those of the United States of America (USA) wherever applicable. An attempt has been made to propose a model set of college library standards suitable to the Indian academic and information environment.

S TA N DA R D S

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Various measures have been devised to evaluate the functioning of libraries. Lynch1 described three general types of standards that have been adopted and promulgated: (i) guidelines or models against which services are to be compared; (ii) rules for activities which should be applied as consistently as possible; (iii) technical standards and specications for which strict observance is necessary if the sharing of information is to take place. Lancaster2opined, good way to focus on the evaluation A
1 Lynch, B.P. (1995) Research as basis for the development of Standards for libraries. Library Herald 33(1^2), p. 1. 2 Lancaster, F.W. (1992) If you want to evaluate your library, 2nd ed. Illinois: Graduate School of Library and Information Science, Univ. of Illinois, p. 1.

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of library service is through a generalized representation of operations of a library as seen through the eyes of an evaluator He suggested eec. tiveness, cost eectiveness and cost benet as measures for evaluation, which are in turn related to inputs, outputs and outcomes. Vickery and Vickery3 also expressed a similar opinion and provided a framework for performance measurement. Alemna,4 after a thorough analysis of evaluation procedures, stated that there are subjective and objective methods. Subjective relates to user surveys while objective is the performance measurement against the goal with measuring instruments. According to Kaula,5 the standards for library works and services may be diagnostic, based on a model of conditions that prevail in the best of institutions or projective, which are independent of the existing libraries. Thus, there are various methods to measure and assess the performance of libraries based on attainable and practical goals. College libraries, although sharing the same objectives in general, differ from one another depending upon variable factors such as student enrollment, faculty strength, curricular programmes oered, methods of instruction, access to other libraries on campus, or o campus, etc. Hence, standards are developed by professional bodies to measure libraries and identify strengths and weaknesses. In the USA standards for college libraries have a long histories starting with the Carnegie Corporation (1929),6 which prepared 21 Standards for College Libraries, reprinted from 1929 to 1938, and the ALA (1937 and later revisions).7 However, the Association of College and Research Libraries (ACRL) has contributed much in this aspect. An ACRL committee prepared standards for college libraries in 1959, and revised these in 1975 and 1986. These standards were approved as policy by the ACRL.8 These standards were further revised in 1995 and 1999; the most recent version was approved in January 2000 and published as Standards for College Libraries, 2000 Edition9 .
3 Vickery, B. & Vickery, A. (1987) Information Science in Theory and Practice. London: Butterworth, p. 1. 4 Alemna, A.A. (1999) Library evaluation: Some options for academic libraries. Aslib Proceedings 51(7), p. 244. 5 Kaula, P.N. (1994) Guidelines for college libraries. In Chaturvedi, D.D. (Ed.) Academic library systems. New Delhi: Anmol, pp. 101^121. 6 Brown, H.M. (1972) College library standards. Library T rends 21(2), p. 206. 7 Qureshi, N. (1980) Standards for libraries. In Kent A. et al. (Eds). Encyclopedia of Library and Information Science, vol. 28. New york: Marcel Dekker Inc., pp. 472^480. 8 Morris, J. (1986) Standards for college libraries, prepared by the college library standards committee. College and Research Libraries News 47(3), pp. 189^199. 9 Association of College and Research Libraries (2000). Standards for College Libraries, 2000 ed. URL: http://www.ala.org/acrl.

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In the United Kingdom (UK), the Library Association and other groups have developed standards for universities, polytechnics and colleges. The fth edition of LAs Guidelines to College Libraries, often referred to as Guidelines, were prepared under the auspices of the Colleges of Further and Higher Education (CoFHE).10 In India, the University Grants Commission took the initiative to devise standards in 1957. The report University and College Libraries11 was published under the Chairmanship of S.R. Ranganathan in 1959 and revised in 1965. Though the recommendations are meant primarily for university libraries, some of them specically refer to college libraries. UGC appointed a National Review Committee12 in academic libraries in 1996. The committee under the Chairmanship of M.K.R. Naidu has been asked to make suggestions on the methods in the creating of eective library services in the light of modern technological advances. However, it has yet to submit its report. Further, there are Indian Standards on Library and Information Services.
India serves as an example of all concerted eort that the country can make on standards for information work. Over the past 25 years the Indian Standards Institute (now the Bureau of Indian Standards) has published or preferred the following standards in several areas of information and documentation: (a) publishing: printing, binding, illustration, type face, paper, bibliographic references, index and text preparation, title leaf, author statement, content page format; (b) library architecture: lighting, furniture, stacks, ttings, building; (c) library processes: catalogue code, Indian names, alphabetization, abstracting, classication terms.13

The standards were formulated as early as 1952. The majority of them were either formulated or revised during the 1970s by the Documentation and Information Sectional Committee. The latest standards include Bibliographical References: Essential and Supplementary (1979, reafrmed 1998), Guide for Preparation of Abstracts (1976, rearmed 1998), Numbering of T echnical Reports, utomated T A ext Retrieval, Entries in a Directory of Periodicals, Layout of an Entry in a Union Catalogue of Periodical Publication, etc. Sardana grouped the standards into the following areas: (a) creation of information work or documentation; (b) production of documents; (c) organization and arrangement of information and documents; (d) services to users.
10 CoFHE (1995) Guidelines to college libraries, 5th ed. Quoted In Brewer J.G.(Ed.). Standards for college library service in the UK: review article. Journal of Librarianship 14(4), pp. 297^307. 11 India, University Grants Commission (1965). University and college libraries. New Delhi: UGC (India). 12 Gupta, O.P. (1998) Information Services in University Libraries in India. New Delhi: Reliance, p. 77. 13 Atherton, P. (Ed.) (1979) UNESCO Hand book in Information Systems and Centres. Paris: UNESCO, p. 10.

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Meanwhile eminent informationists like Trehan,14 Mangla,15 Kaula16 Konnur17 et al.; associations like the Indian Association of Academic Libraries (INDAAL),18 UGC Workshops that were held at Khandala (1979),19 etc., have proposed standards for college libraries in the absence of revised standards from the UGC. Two signicant contributions in this regard are the UGC Standing Committee on University and College Libraries (1980),20 and the Expert Committee Report on College Libraries, appointed by the Government of Kerala State (1985).21 The All India Association of Christian Higher Education (AIACHE)22 made another signicant study in 1994 to revitalize college libraries. It has made suggestions on issues like book budgets, book stocks, administration, organization, services, departmental libraries, sta, physical plant, modernization, college library standards, teaching methods, etc. However, none of them were approved by the UGC. Under these circumstances, the UGC Review Committee standards (1965), though unquestionably outdated, are still being used. AREAS
OF

S TA N DA R DIZ ATION

The areas of standardization are similar, with little variation in their nomenclature. The Statement of Standards for University Libraries, with special reference to developing countries, developed by IFLA23 provided standards for Purpose, Organization, and Administration, Services, Collection, Sta, Facilities, Budget, T echnology, Preservation and Conservation and Cooperation. The ACRL standards up to 198624 are given under eight sections, viz., objectives, collection,
14 Trehan, G.L. (1969) Administration and Organization of College Libraries in India. New Delhi: Sterling Publishers, pp. 45^49. 15 Mangla, P.B. (1994) College libraries in India: Their problems and prospects. In Chaturvedi, D.D. (Ed.). Academic Library System. New Delhi: Anmol, pp. 33^50. 16 Kaula, P.N. (1994) Op. cit. 17 Konnur, M.B. (1992) Standards for college libraries. In Devarajan, G. et al. (Eds.) Resource Development in Academic Libraries. New Delhi: Ess Ess Pub, pp. 53^59. 18 Kumar, G. (1985) Norms and standards for stang pattern of academic libraries. In Chaturvedi, D.D. (Ed.). Academic library system. New Delhi: Anmol, pp. 33^50. 19 India, University Grants Commission (1974) Workshop on Standards for Academic Libraries, Khandala, Pune, 5^7 March (Recommendations, Unpublished). 20 India, University Grants Commission (1980). Standing Committee on College Libraries. New Delhi: UGC (Unpublished). 21 Govt. of Kerala (1995) Expert Committee Report on College Libraries. Tiruvananthapuram: Govt. of Kerala. 22 AIACHE Committee (1994) Recommendations for revitalising college libraries. In Gupta, O.P (1998) Information Services in University Libraries in India. New Delhi: Reliance, p. 77. 23 IFLA (1981) Standards for University libraries. IFLA Professional Reports No. 10, Paris, IFLA. 24 ACRL (1999) Guidelines for branch libraries in colleges and universities. College and Research Libraries News 60(3), pp. 172^175.

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organization of materials, sta, services, facilities, administration and budget. However the 1999 Draft Standards25 suggest principles of good library management and provided a series of questions that are intended to assist librarians and academic administrators as they evaluate the eectiveness of their libraries A UGC Review Committee Report on Univer. sity and College Libraries26 made recommendations under UGC Grants, book selection and book purchase, promotion of reading habits, weeding out and loss of books, documentation and library sta. The ACRL identied areas have been used in this article for the purpose of comparison.

C OM PA R IS ON OF S TA N DA R D S

FOR

C OL L E G E L I B R A RI E S I N I N DI A

Comparisons have been made among the standards for College and University Libraries developed by UGC (India),27 the recommendations of Expert Committee on College Libraries (Govt. of Kerala),28 suggestions by eminent library and information scientists like Kaula,29 Mangla,30 Konnur,31 Trehan32et al.; INDAAL,33 and with ACRL34 standards for college libraries. The standards for college libraries generally relied upon libraries resources and programmes. However, the trend has changed and the ACRL standards have given emphasis to outputs and outcomes in addition to inputs It has suggested points of comparison for input . and output measures that help to evaluate the strengths of the libraries. The points of comparison: input measures, including ratio of volumes to combined student and faculty FTE; ratio of material/information resources expenditures to combined student and faculty FTE; per cent of total library budget expended (i.e. materials, sta, and operating expenses); ratio of FTE library sta to combined student and faculty FTE; ratio of library space to combined student and faculty FTE; ratio of numbers of students attending to library instruction; and ratio of library seating to combined student and faculty FTE. The points of
25

Association of College and Research Libraries (2000) Op. cit. Lynch, B.P. (1995) Op. cit. 27 India, University Grants Commission (1965) Op. cit. 28 Govt. of Kerala (1995) Op. cit. 29 Kaula, P.N. (1994) Op. cit. 30 Mangla, P.B. (1994) Op. cit. 31 Konnur, M.B. (1992) Op. cit. 32 Trehan,G.L. (1969) Op. cit. 33 Kumar, G. (1985) Op. cit. 34 Association of College and Research Libraries (2000) Op. cit.
26

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comparison: output measures include ratio of circulation; ratio of interlibrary loan requests; ratio of reference questions; ratio of interlibrary lending to borrowing; interlibrary loan lending to borrowing; interlibrary loan/document delivery borrowing/lending turnaround time, ll rate and unit cost. Under each factor evaluative questions are provided that facilitate measurement of the performance of individual libraries. Objectives The Indian standards devised by the UGC or the guidelines provided by the Expert Committees have not mentioned objectives. Kaula suggested guidelines regarding educational objectives prescribing that (i) The college should function as the heart in an academic institution with arteries running into all departments; (ii) the library must be organized as a cooperative venturey (iii) It should instruct the students in the use of books; (iv) it should contribute to the fullment of the educational aims of the college. Konnur suggested spelling out explicitly its objectives in accordance with goals and purposes of the college . Analysis. Objectives form the basis for the performance of various activities in a college library. The ACRL standards, from their inception, have realized the importance of objectives in the implementation of library functions and specied the standards to develop an explicit statement of its objectives in accord with the goals and purposes of the college The 1999 draft standards suggested for Planning, Assessment . and Outcomes Assessment that must be closely linked with the specic mission and goals of the college. The lack of the same in Indian standards is conspicuous, which requires rectication. Information resources Library resources development is crucial to provide information sources to support eective instruction and learning. The college library collection ought to support the instructional programmes and extension activities of the institution. The UGC Review Committee (1965) has provided qualitative standards and stated that the authority concerned may lay down policy, allocate money, and provide a panel of experts. It has recommended that the librarys collection of books should be of the requisite size, scope and quality so as to include textbook references and bibliographical tools, and the latest works in dierent disciplines. An expert committee on college libraries (Kerala) recommended that the procedures for scientic need-based book selection and acquisition in a college library should be regulated by scanning the literature, evaluation by head of the department, and avoiding duplication. It prescribes basic collections of books, standard treatises, reference books,

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and other study aids helpful for students in preparing for various competitive and entrance examinations. It also recommends electronic media collections for their cost eectiveness. Konnur has opined that due consideration has to be given to the size of the college library while prescribing the collection and suggested twenty, forty, and seventy thousand volumes in small, medium, and large libraries, respectively. He further suggested 2^5% of annual additions and for their periodic evaluation against standard bibliographies. Kaula recommended a reading room facility for 10% of the total student population, adequate reference collections, a minimum of 15 periodicals, text books on the basis of one for 10 students, and at least 10 copies of prescribed books for each subject. Analysis. Collections are the backbone of a college library, though it is the quality of the collection, rather than the quantity, that decides the eectiveness of a library. The quantum provides an opportunity for selection and thus improves the quality. Hence, to measure a collection both quality and quantity aspects have to be considered. The ACRL standards took care of the two factors and prescribed that, the library should provide varied, authoritative, and up-to-date information resources that are consonant with its mission and objectives and the needs of the users. Resources may be provided on-site or from remote storage locations, online or as hard copy, on the main campus or at o-campus locations, according to the needs of the users and the objectives of the library The amount of information can be determined by a formula . which prescribes a basic collection of 80,000 volumes, 700 journals, and audio-visuals. The Indian description indicates that the standards for documentary collections are qualitative in nature except for the suggestion of Konnur. Hence, there is a need to develop quantitative measures for large and small size college libraries, thus improving their collections. Organization of materials The UGC (India) has not mentioned anything about the organization of materials. However, the expert committee (Kerala) under improvement of technical aspects stated that classication and cataloguing schemes to be followed will be decided at the initial stage and it further recommended for retrospective conversion. It suggested making use of a CDS/ISIS package for that purpose. Kaula also realized its importance in a college library and suggested for up to date and sound techniques of classication and cataloguing should be used for organization and retrieval of documents.

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Analysis. Organization of resources is essential to provide timely and orderly access to information. The ACRL Standards have suggested that, a central catalogue of library resources should provide access for multiple concurrent users and clearly indicate all resources, as well as the most ecient path to access them Though in the Internet era pro. cessing and organization of resources is getting a back seat, there is a need to organize the internal resources for their optimum utility. Stang The stang pattern has drawn much of the attention of committees and individuals and they have made a number of prescriptions on this aspect. The UGC Review Committee in 1965 made recommendations for large and small college library sta. In a large college with an annual book fund of not less than 20,000 the librarian should be in grade two with qualications appropriate to it In a small college library with an . annual book fund of less than 20,000 the librarian should be grade three with appropriate qualications. The qualication prescribed for a grade two professional is a Masters in LIS while a Bachelors degree is suggested for grade three. A sta formula, in general, is suggested based on the number of acquisitions, processing work, documentation, user strength, etc., that was considered by management for estimation of sta strength for the past four decades. Further, the UGC has laid down norms for colleges of the University of Delhi35 based on student strength and collection strength. These norms are prescribed for three to four professionals for a strength of 1100 students and 15,000/15,000^30,000/ and 30,000 plus for documents. A workshop organized by Pune University, and sponsored by the UGC in 1979,36 suggested stang patterns for libraries with less than 500, 501^999, and above 1000 students. The Standing Committee for University and College Libraries in 198037 considered the number of students and number of volumes, and suggested a core sta of three professionals for 500 students and 10,000 volumes, to consist of one librarian, one assistant librarian, one library assistant, plus three library attendants. The Maharashtra state government has given a sta formula as one person for 250 students.38 The INDAAL (1985) norms for stang patterns have suggested a core sta of two professionals, two semiprofessionals in a total of eight
India, University Grants Commission (1974) Op. cit. India, University Grants Commission (1980) Op. cit. 37 Gupta, A. (1978) Sta strength of college library. College Librarian 1(1), pp. 38^46. 38 Satarkar, S.P. (1992) Stang patterns in college libraries in Maharashtra. Lucknow Librarian 24(3), p. 112.
36 35

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sta members for the undergraduate college library (assuming that the library remains open for 40 h a week, including Sundays and holidays and is applicable to colleges having enrollment, of 500 students and 10,000 volumes). It has categorized the sta work as managerial services (academic category); technical services; support services; and administrative services. The Expert Committee on College Libraries (Kerala) recommends that only those with qualication and experience as presented by the UGC should be appointed as chief librarian of a college. The librarian working in the collegiate education department should have at minimum a Bachelors degree in Library and Information Science. Under the stang pattern, the committee designated two categories of college libraries, i.e., with UGC assistance and without and recommended senior grades for college librarians in colleges getting UGC assistance. It further recommended a sta formula based on pre-degree, degree, postgraduate students, research scholars, teachers, and documents. A signicant suggestion by Konnur, while proposing standards, was that due consideration should be given to see to what extent help from student assistants can be found useful in accomplishing certain tasks such as working at the counter, attendance in the reading room, shelving of books, etc . Analysis. It is obvious from the above description that adequate attention was paid by the UGC and other committees to the stang patterns of college libraries. Indeed, UGCs Pay Revision Committees, from time to time, prescribed the academic qualications for various positions and approved status and salaries of college librarians on par with that of teaching faculties. ACRL recommended for an adequate size of sta to meet the librarys needs. Librarians should have a graduate degree from ALAaccredited programme and the faculty rank and status should be in accordance with the ACRL Standards for Faculty Status for College and University Librarians The ACRL devised a sta formula to determine . the number of librarians required, taking into account the enrollment and collection size. However, the problem with colleges in the Indian private and governmental sectors is the lack of such a sta formula to decide the sta strength. The available sta formula is out dated; though the committees and experts recommended the norms, they are not authentic since not approved by UGC or concerned state governments. Therefore, there is a dire need to devise a sta formula taking into consideration the recommendations made by various committees and individuals and keeping in view the contemporary information environment.

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Services The utilization of library collections depends on the type and depth of library services. The UGC Review Committee in 1965 emphasized the need for library services but most of the services are oriented towards university libraries. While prescribing standards for Promotion of Reading Habit it has stated that Safe-guarded open access and provision of ample reference service should be provided and also recommended campus bookshops through cooperative eorts. Trehan, while suggesting set standards for college libraries also suggested basic minimum services such as instruction to users, reading comforts, representative collections in reading rooms, etc. The Standing Committee of UGC has suggested oering services such as open access, lending facilities, text book section, adequate reference service, instruction in the use of library resources, interlibrary loans, etc. The Expert Committee (Kerala) expressed the need for high quality services. It recommended longer hours (8.30 am^6.30 pm), including holidays, and during vacation. It prescribed that
Every college library should oer ready and long range reference services, SDI, CAS etc. and should provide facility for uniform procedure for lending service and suggested for Browne/Newark systems for manual and WILSYS or LIBSYS for computerized systems. The committee considered it desirable to computerize the college libraries to utilise the services oered by current information technologies and other systems sponsored by INFLIBNET (Information Library Network of UGC, INDIA).

The committee also stressed the need for library awareness programmes, implementation of open access, conduct of book exhibitions, seminars, discussions, user orientation, and user education programmes. Kaula recommended for a well-balanced collection of all types of reading materials, audio-visual services as supplements to class teaching, interlibrary loans, etc. Mangla opined that college library services must be based on user surveys to understand library needs. Analysis. The primary objective of the college library is to accomplish the institutional goals through its service programmes that should be a combination of traditional and technological basics. The ACRL standards prescribe that the library should establish and maintain a range and quality of services that will support the colleges mission and goals. It has recommended providing assistance to the user, optimum hours of access to the library, reference and other special assistance and services to o-campus sites in accordance with ACRLs Guidelines for Extended Campus Library Services .

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Comparatively, the prescriptions of committees and experts of India have also dealt with the services to be oered, and if concerned authorities consider these suggestions certainly they can devise eective standards. Facilities The physical environment and other comforts are a basic necessity for providing a congenial reading accommodation for academic pursuit. The Indian Standards Institute (ISI) has developed standards for the library buildings, ttings, and furniture. The related library standards are: IS: 1233-1958 Recommendations for modular coordination of dimensions in the library building. These recommendations were further revised in 1974 and 1976. Other related standards are: IS: 2-1949 Rules for rounding of numerical values. IS: 1172-1957 Code of basic requirements for water supply drainage and sanitation. The UGC Review Committee in 1965 prescribed that all university and college libraries should follow the ISI standards. It further stated that any proposal for a new building, expansion, or modication should be examined and approved by a library expert appointed by the commission. The committee recommends the size of libraries in terms of the number of volumes to be housed, the number of readers seats to be provided, and the strength of the sta. The size of a college library building should be based on the following gures: 5000^50,000 volumes, 20^100 periodicals; 1/5 of the number of students and 1/10 of the number of teachers and 3^10 library sta. The norms prescribe that the college library requires separate rooms for stock, catalogue, general reading (1.5 m 5 n where n is the number of rows of reading tables), periodicals room (20 m2), librarian room (30 m2), technical sta room (9 m2 per person), administrative sta room (5 m2 per person), display space at entrance, and microlm reader room. The recommendations further specify the orientation of the stock room, relative position of rooms, sizes of rooms, windows, etc. The committee also recommended a modular structure for open access system, which could be converted if necessary to closed access. The Expert Committee on College Libraries (Kerala) also stated that the standards established by the Bureau of Indian Standards should be strictly adhered to for the construction of college library buildings. It further states that in addition to stock rooms, college libraries should

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provide a reference room that can accommodate 5% and a reading room that can accommodate 20% of students and teachers of the college at a time. Kaula, after thorough research in this area, formulated guidelines for accommodation that are qualitative measures, in his book Principles of Library Building.39 Analysis. ISI standards on the library building, furniture, and ttings are comprehensive; as such the committees have prescribed to follow them. However, in the contemporary information environment planning for accommodation needs to consider the impact of technological changes. For instance, a college library may require a large terminal bay if it provides online access to the Internet and other online services. The ACRL Standards prescribe that the library facility should be wellplanned, secure and adequate space with suitable environmental conditions for its services, personnel, resources and collections. The librarys equipment should be adequate and functional However, for developing . countries it is necessary to prescribe the infrastructure facilities in quantitative terms, which will help to convince the management. For instance, the number of systems necessary for college libraries with dierent collection and student strengths may be prescribed. Administration The development and management of library demands for appropriate authority and responsibility. The UGC Review Committee in 1965 recommended for a Library Advisory Committee and specied its functions. While discussing book selection the committee suggested a three tier management system that includes top management which may be either the syndicate or the library committee; panel experts; and the executive ocer of the library, namely, the librarian. The Expert Committee on College libraries (Kerala) recommended college library and its sub-systems should be organized according to accepted principles. Librarian should be directly responsible to the principal. There should be clear recorded work distribution inside the library as per accepted library classication of levels and types of library works Konnur has suggested for dening the role and functions of a . college librarian more clearly, and for a standing library advisory committee with students and faculty for eective management of college libraries. Kaula opined that the library committee should function as an advisory body. Analysis. The function of a college administration is to direct and coordinate the components of the library system. The standards cited above
39

Kaula, P.N. (1971) Library Buildings: Planning and Design. Delhi: Vikas.

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suggested norms to fulll the task. However the administrative, executive and advisory roles of principal, library advisory committee, librarian, and other sta should be dened more precisely. For example, ACRL standards on administration are more explicit, suggesting even for a systematic and continuous evaluation of performance. It recommends for a standing library advisory committee. The responsibilities and authority of the library director should be dened in writing. If there are branch libraries, they should be administered by the library director in accordance with ACRL Guidelines for Branch libraries . Budget Financial resources that are sucient and consistent are essential for the development of college libraries. In India, specic recommendations for nancial estimation and budgetary provisions for college libraries were not made as the subject was considered with university libraries. The Radhakrishnan Commission40 recommended 6.5% of the total institutional budget, while the Kothari Commission41 recommended 6.5^10%. The UGC Review Committee stated, the entire library nance of a University and College library should be provided by the commission and the State Government Both the two bodies have to decide, from . time to time, the proportion of grants and they should reach an understanding regarding the share of the library grant. It further recommends that the grant in any year should be based on the statistical data of the preceding year The committee has recommended a per ca. pita amount of Rs. 15 per student and Rs. 200 per teacher or research fellow. It further prescribes that the library fund of a university or college should be maintained and operated as a separate library account. The Expert Committee on College Libraries (Kerala) has not made any specic recommendations. Sewa Singh42 observed that the Committee has somehow missed [sic] to make recommendations regarding the sources of funds to be received by the college libraries. It has neither recommended any formula for grants for recurring [sic] nor for non-recurring grants. Some specic recommendation, may be on the pattern [sic] of the UGC Library Committee or any other agency, should have been made for library grants also However, under library expan. sion it states that preparing annual budget estimates by the librarian should be made compulsory This should form part of the college budget .
40 India, Education (India, Ministry of Education) (1948^49) The Report of the University Education Commission (Chairman: Radha Krishnan). New Delhi: Govt. of India, p. 136. 41 India, Education (India, Ministry of Education) (1964^66) The Report of the Education Commission (Chairman: D.S. Kothari). New Delhi: Govt. of India, p. 673. 42 Singh, S. (1995) Report of the expert committee on college libraries: Some observations. Herald of Library Science 34(1^2), pp. 86^90.

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estimate. Kaula suggested for 625% of its college budget and for its proper allocation and utilization in a phased manner each year. Analysis. The standards and recommendations described above on budgets are more or less similar and are adequate to manage the college libraries on sound nancial footing. The measures are quantitative; the ACRL standards, in this context, are more qualitative in nature. It prescribes that the budget should meet the reasonable expectations of library users, when balanced against other college needsy.The library director should have authority to apportion funds and initiate expenditures within the library budget and in accordance with college policy . However, the Indian Standards and recommendations are outdated. Hence the comparison of college library standards and recommendations for India with those of an information rich, nancially sound country like the USA may be over enthusiastic. However, studying and comparing the existing conditions with such advanced guidelines will facilitate improvement.

M ODEL S TA N DA R D S

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The analysis of standards and recommendations for college libraries in India reveals the need for revision of the standards suitable to the contemporary information environment. A model set of standards has been proposed for consideration while revising them. Preamble The library should be one of the prerequisites for recognition of a college since it is vital to the educational programmes of the colleges. The library should be considered as the important channel for new information entering into the institutional complex and the synthesis of the knowledge upon which teaching and learning are based. Objectives The library articulates its roles and functions through a mission statement, goals, and objectives. . The library has to support and supplement the educational programmes of the college and should be instrumental in the institutions plans. . It has to provide means for independent study by students.

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. Strategic plans should be made to implement the goals. Management . The library has to develop a strategic plan of activities for eective management. . Flexible organizational structure with the library advisory committee as an apex body should be established. The librarian must be the secretary/convener of the committee with independent charge of the library. . Eorts should be made to enhance the nancial resources available for library development. . The library has to introduce computer-based housekeeping operations and network facilities. The library has to establish intra-institutional relationships, keeping in view the need for resource sharing. . Periodic evaluation of outcomes against expected goals should be made mandatory to measure the performance of the library. Finances . The library should maintain a long- and short-range nancial plan and budget based on revenues from state government grants. . The library has to broaden its nancial support through various means such as fee-for-service, student subscriptions, membership fee to private members such as open university learners, gifts, etc. . The library has to monitor the cost incurred for library resources, services, and reports to the management. . The library has to prepare an annual budget that represents its activities. Stang . The sta strength should be adequate both quantitatively and qualitatively. The library should broaden the capabilities of its personnel to meet changing needs and improve expertise through training, and continuing education. . The sta formula for a college with annual admissions strength of 500 or above, oering under graduate courses, and working for 8 h

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a day could be: Librarian Assistant Librarian Library Assistant Attendants Sweeper 1 2 2 2 1

. The minimum sta required for a college having annual admissions strength of 1000 or more, oering post graduate courses, and working for 8 h a day could be: Librarian Assistant Librarians Library Assistants Oce Assistant Attendants Sweeper 1 2 4 1 2 1

. The existing stipulations of UGC (India) with regard to status and salary structure of college librarians should continue. The selection and recruitment of assistant librarians and library assistants has to be done following the procedures prevailing in the respective state governments. . The sta should be trained on current developments through refresher courses or other continuing education programmes. UGC should conduct short-term training programmes besides refresher courses. Access . The library has to maintain open access to information resources within the library. Whenever possible access to outside sources may be provided with the aid of union catalogues. Information resources: . The library has to acquire information resources that are adequate and represent the curricular programmes on campus. . The library has to integrate its collection with computing and nonprint learning resources. . The library provides an educational resources base through access to print and electronic databases. A multimedia collection should be an added attraction to library collections.

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. A minimum of 5000 volumes should be the basic collection for a newly-started library and grow to 10,000 in 3 years. Further, a minimum of 500 volumes of books, 50 periodicals, and 30 audiovisuals should be added every year to the collection of a college library that oers post graduate courses. Organization of information sources . Eective organization of information resources is essential for optimum utilization of resources. . Dewey Decimal Classication and AACR catalogue code have to be used to organize the information resources. . A common communication format developed by INFLIBNET may be adopted to achieve uniformity for information exchange. Information services . The library has to evaluate periodically the information needs and demands of users and their priorities for services. . The library makes provision for conventional and technology-based services combined with cost-saving methods such as networking, resource sharing and fee-for-service. . Reference, readers advisory, CAS/SDI, and subject bibliographies are the minimum services to be oered. A college with postgraduate courses should oer advanced technology-based documentation services. . There is a need to recognize the growing demand for access to Internet resources and priority should be given to such technology-based services. . The library sta should provide instruction in the use of technology for accessing, collecting, and using information resources. Computerization and networking . The college libraries ought to provide advanced network-based information services in developing countries like India where very few of the students and faculty in colleges possess personal computers. . New information systems with the convergence of computer, communication, and multimedia technologies should be developed. . The library operations and services should be modernized in the context of advances in IT. Online facilities through national communication networks should be developed.

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. Priority should be given to use indigenously-developed computer application software. A standard package developed by UGC or any other agency may be adopted for the purpose. . INFLIBNET, that has included college libraries in its network structure, has to provide adequate grants to computerize and network libraries. Building and equipment . A permanent and well-ventilated separate building with a minimum of 1500 ft2 is the minimum size requirement to establish a college library. . The library has to acquire and maintain facilities and equipment for information access and retrieval. . The library should be equipped with computer and telecom facilities with Internet access. Library working hours . The library should work for a minimum of 10 h; from 8 am to 6 pm. . It should be kept open beyond college hours for its proper utilization. . Measures should be taken to keep it open during holidays and vacation. Library maintenance . The weeding policy should be developed to discard pedestrian, outdated, and worn out books every 5 years. . The college library aliated with a university has to maintain a dormitory library for reference purposes, with the coordination of the university library. C ONC LUSION The purpose of standards is to upgrade libraries by providing yardsticks to measure their performance. They oer measures to identify and rectify considerable dierences in the quality of services oered. Several attempts have been made in India to develop standards for college libraries. However, Ranganathans standards are the only authentic ones even in this day and age. Hence the professional bodies have to take the initiative in this regard and have to develop standards suitable to the contemporary academic and information environment.