CAUL Advisory Committees

CLTAC Bulletin No. 1 (February 2012)


Redefining the Academic Library: Managing the Migration to Digital Information Services

Published in December: the USA’s University Leadership Council’s report This has lots of short sections giving key messages and examples of what is seen as good practice, and what it sees as trends for the future. Key sections are:

  • Leveraging Digital Collections
  • Rethinking the Scholarly Publishing Model
  • Repurposing Library Space
  • Redeploying Library Staff

Of particular interest to Learning and Teaching in higher education are the following subpoints:

  • Traditional Library Metrics Fail to Capture Value to Academic Mission – new measures of success (still under development) will emphasise impact on student learning outcomes, retention and graduation rates, faculty research productivity, and teaching support.
  • Repurpose Library Space to Support Collaborative Learning
  • Students in Need of Information Literacy Beyond “Library 101”
  • Embedded Librarians and Service Offer On-Demand, Online Guidance to Students and Faculty.

Perhaps the most useful part of the publication is the list of questions designed to guide members in evaluating their current library services and activities.
Full text at

ACRL: Standards for Libraries in Higher Education

ACRL: Standards for Libraries in Higher Education approved by ACRL Board of Directors October 2011.
From the Intro: The Standards for Libraries in Higher Education are designed to guide academic libraries in advancing and sustaining their role as partners in educating students, achieving their institutions’ missions, and positioning libraries as leaders in assessment and continuous improvement on their campuses. Libraries must demonstrate their value and document their contributions to overall institutional effectiveness and be prepared to address changes in higher education. These Standards were developed through study and consideration of new and emerging issues and trends in libraries, higher education, and accrediting practices.
These Standards differ from previous versions by articulating expectations for library contributions to institutional effectiveness. These Standards differ structurally by providing a comprehensive framework using an outcomes-based approach, with evidence collected in ways most appropriate for each institution.

Library Impact Data Project

Library Impact Data Project (based at the University of Huddersfield), for which Phase 1 was carried out last year and Phase 2 is continuing this year. The aim of Phase 1 was “to prove a statistically significant correlation between library usage and student attainment.” This they did by taking data from 8 universities and showing a correlation between class of degree and both borrowing books and using electronic resources. As they emphasise, this is a correlation, and you cannot prove causality, but nevertheless it is a very useful piece of research. They also did some focus groups, and Phase 2 is exploring further; it “will further exploit the data, investigate possible causal aspects and disseminate findings from both phases”. The project blog is at, with papers at and a data collection toolkit at

 2012 Horizon Report

The NMC Horizon Report: 2012 Higher Education Edition was released mid-February and brings together the considered opinions of 47 writers, thinkers, technologists and futurists in higher education about the technologies emerging to impact society and education within 2, 4 and 6 years horizons. From mobile apps in one year or less (obvious to all by now) to the Internet of Things – smart objects with IP addresses communicating with other – within 6 years (more of a stretch to imagine), the Report stimulates strategic thought around harnessing potentially ubiquitous technology for educational outcomes.
The 2102 Report time-to-adoption horizons are:

  • One year or less: Mobile Apps and Tablet Computing
  • Two to three years: Game-based Learning and Learning Analytics
  • Four to five years: Gesture-based Computing and Internet of Things

Download the summary and full reports  (You need to register, as a member or just as a reader, to be able to download.)


Journal of Learning Spaces

The first issue of the Journal of Learning Spaces has been published, This new journal is a peer-reviewed, multidisciplinary, open access venue for works related to all aspects of learning space design, operation, pedagogy, and assessment. Registered readers may post comments and questions on any of the submissions, and will receive journal announcements and Table of Contents alerts for future issues.


Design and planning for student centric campuses: building sustainable infrastrucure in a fexible learning environment. 23 and 24 May 2012, University of Technology Sydney.

Canadian Learning Commons Conference, May 7-9, 2012 at the University of Calgary. The conference has the theme of New Media, New Fluencies and Life Skills Development: Preparing Learners for the 21st Century. For more information on the full conference, including pre-conference workshop and a list of speakers and sessions please see



New: Saunders, Laura. Information Literacy as a student learning outcome: the perspective of institutional accreditation. Santa Barbara: Libraries Unlimited, 2011. From the blurb: “……fills a gap in the current literature by inspecting how institutions nationwide (US) are fulfilling accreditation standards in the area of information literacy”. While very US centric, the literature review and the chapters on Collaboration, Assessment of Learning Outcomes for Information Literacy, and Looking to the Future, are useful.

Updated: Tthe (UK) Society of College, National and University Libraries (SCONUL) has just updated the draft of The SCONUL Seven Pillars of Information Literacy through a Digital Literacy lens and there is also the draft of an Open Content lens. The 7 Pillars page, with the links, is at
An article by Alison Mackenzie in the Guardian  talks briefly about the digital lens:


LILAC 2012 (Librarians’ Information Literacy Annual Conference), Glasgow Caledonian University 11-13 April 2012. Draft Programme available:


EMPATIC (Empowering Autonomous Learning Through Information Competencies) is a European based project working in the school, higher education, adults education and vocational education sectors with the overall aims to:

  • improve current perceptions among policy makers in Europe regarding the role, value and implementability of Information Literacy in learning;
  • pave the way for the extended piloting and eventual mainstreaming of information competencies in all levels of education and their integration in the reform of curriculum frameworks.

A small brochure giving details of the project can be found at


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