Reviewing the Academic Library: A Guide to Self-Study and External Review. Edited by Eleanor Mitchell and Peggy Seiden. Chicago: ACRL, 2015. 352 p. Paper $66.00 (ISBN: 978-0-8389-8783-4).
In Reviewing the Academic Library, Eleanor Mitchell and Peggy Seiden showcase a valuable array of tools and helpful tips from a noteworthy collective of authors who have extensive experience and strong backgrounds in their areas of expertise. The book focuses on the process of academic library evaluation for both accreditation and self-study reviews. It is structured in such a way that each chapter contributes to the book’s theme while allowing each author to express their own thoughts and suggestions. Most chapters contain bulleted points of takeaways or things to consider. In addition to providing examples, Reviewing the Academic Library emphasizes the idea that reviewing the academic library is a beneficial endeavor, even when it is not required for accreditation purposes.
The book’s 16 chapters are divided into three major sections: “Why review?” “Approaches to the process,” and “Gathering supporting data-assessment methods.” The first chapter explains regional accreditation and covers common themes associated with the library-related standards that typically are part of the reaccreditation process. Chapter 2 helpfully provides a list of regional accreditation agencies and highlights specific requirements for libraries. Subsequent chapters in this section give details about the library’s role during the accreditation process. The second section focuses on the self-study and external review of libraries, highlighting the reasons for conducting these kinds of evaluations and establishing standards and frameworks. Chapter 7 is a useful appendix of resources such as templates and examples, including a detailed itinerary for site visits from external reviewers.
The final section focuses on a common activity for many academic libraries: data collection and assessment. Various models and national survey instruments are highlighted, such as MISO and LibQUAL+. This section devotes attention to specific areas within the library. For example, in chapter 13, David Smallen highlights the use of MISO as a tool for improving IT services. In chapter 14, Lisa Hinchliffe addresses assessment of student learning and information literacy outcomes. In the last chapter, James Neal discusses the future of assessment for academic libraries.
This book should be viewed as essential for any academic library involved in an accreditation process, self-study, or external review. Each chapter contains practical suggestions and could be used as a quick resource guide on its own. Highly recommended.—Hector Escobar, Director of Education and Information Delivery, University of Dayton, Dayton, Ohio