Fundamentals of Planning and Assessment for Libraries. By Rachel A. Fleming-May and Regina Mays. Chicago: ALA Neal-Schuman, 2021. 254 p. $64.99 softcover (ISBN 978-0-8389-4998-6).

Many librarians do not learn much about planning or assessment in their master’s program, but are expected to engage in both as part of their job despite feeling they do not have sufficient knowledge to do so with accuracy and precision. This is what the authors of this title found in a survey conducted of librarians for whom assessment is a significant part of their job. Fundamentals of Planning and Assessment for Librarians, part of the ALA Fundamentals Series, uses concerns of survey respondents to create a solid introduction for librarians interested in learning the basics of planning and assessment. The authors have a strong pedigree as they have collaborated and published on this topic for a decade as well as designed and co-taught a planning and assessment course for an information science master’s program. Using a constructivist approach, this title seeks to provide practical, applicable information for librarians with limited knowledge of planning and assessment, or for library and information science students wanting an overview of the topic.

After an introduction and historical review of planning and assessment in which the authors establish the relationship between the two, the authors take you through the process step-by-step, from creating your assessment plan to reporting your findings to stakeholders. Early in the planning chapter the authors stress that “laying the groundwork with sound planning first will exponentially increase your odds of success” (42). Although the authors emphasize strategic planning, they also explain operational and tactical planning and use the example of implementing a makerspace to help visualize how they all fit into the process.

The authors recognize a distinction between assessment and research, but they feel “the best way to develop an assessment project that demonstrates a significant impact is by applying some of the principles of research design” (64). Therefore, “Basic Principles of Assessment” is a refresher of research methods and important terminology. The authors apply these principles using the practical example of deaccessioning a print collection, one that is familiar to many librarians.

From their survey, the authors found that over 82 percent of librarians with assessment responsibilities were required to determine the best research model for their assessment. “Approaches to Assessment” introduces the reader to some of the most common assessment frameworks. For those who have traditionally looked to metrics-based assessment, or inputs and outputs (e.g., number of items added to a collection or item circulation), and are looking for other options, the authors suggest considering standards-based and outcomes-based assessment. The authors acknowledge that these last two assessment types come with more challenges than metrics-based, but argue that these also tend to provide more context and be more compelling.

As the authors move to the collection of data and evidence (chapters 6–9), they encourage thinking about “use” in a manner that goes beyond simply counting. That is, to consider how the library is of use to patrons, or what comes out of using the library. The authors’ experience really shines through in their examples in this chapter and illustrate how systemic failure can negatively impact assessment (e.g. assuming communities within the same library system use the library in the same manner). The authors introduce the metrics and models that libraries can use to design assessment and provide relevant, practical examples of collecting direct (e.g. e-resource usage or citation studies) and indirect data (surveys). Chapter 9, “Collecting Indirect Evidence,” is heavy in information about surveys, which is not surprising given the popularity of this tool.

In “Analyzing Data,” the authors center their discussion on specific types of data generated by common areas of assessment. The information covered is timely and relevant, and emphasizes the importance of gathering different types of data when making decisions such as eliminating resources or services. According to the authors, “data analysis can be really rewarding and fun” (171). Throughout this book, the authors make the reader believe this statement.

Finally, before reporting and presenting any data, the authors recommend familiarizing oneself with data already collected at an institution by doing a library data inventory. This will prevent duplicating work that is or has already been done. The placement of this suggestion may be this reviewer’s only criticism of the text, and only because this advice should have come earlier in the text.

Illustrations throughout the text are easy to understand. The information on honesty in data presentation illustrates how data, intentionally or not, can be skewed. Each chapter is outlined at the beginning and provides a conclusion at the end. Notes and suggestions for further reading appear at the end of chapters. The text’s appendices include tools and templates to get started on planning and assessment. “Appendix A: Sample Library Assessment Plan” is especially helpful for those who are in the process of creating such a plan at their own institution. The book also includes a glossary of text terminology and other common planning and assessment terms.

In conclusion, the authors stress that success with assessment comes down to creating a culture of assessment. This is best accomplished with both hard and soft skills to create a culture that is collaborative, routine, and ongoing. Fleming-May and Mays have accomplished what they set out to do: create an entry level text for readers interested in learning the basics of planning and assessment. Their conversational writing style and practical examples make the text readable and comprehensible for those new to planning and assessment. This reviewer wishes that this text would have been available years ago. If planning and assessment vocabulary is unfamiliar and a comprehensive introduction is needed, Fundamentals of Planning and Assessment for Libraries is a good place to start.—Tammie Busch (tabusch@siue.edu), Southern Illinois University Edwardsville