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The paper seeks to discuss how medical librarians have used library standards, especially benchmark data, in advocating for the medical library and medical librarian to their communities, institutions, and other groups and the Medical Library Association's role in supporting these advocacy efforts.

Broad definitions of standards and benchmarking are cited from the literature and short case studies from medical librarianship are described on how both standards and benchmarking have been used to advocate for increased staff and budgets for medical libraries. Tips for using these tools are also included.

The case studies illustrate that more work should be done by all library associations in promoting the use of standards, including benchmarking, as an important tool for helping their members advocate for the value of libraries and librarians in helping institutions and organizations outside of the library achieve their missions and goals.

The case studies included are anecdotal in nature and are not to be considered research.

The paper highlights how medical librarians should encourage the development and use of standards to not only measure and improve the quality of library programs and services internally, but also externally to promote the value of the library/librarian to the community, institution, or corporation, and thereby gain needed additional resources to serve target populations.

Little is known about the current state of industry standards subscriptions in US libraries. In this age of electronic access and tightening budgets, many libraries are re‐examining whether or not to alter paper subscriptions of standards to electronic versions and/or switch to on‐demand delivery.

Two surveys were conducted in an attempt to gauge the extent to which other libraries are currently collecting standards in electronic format, or providing on‐demand purchasing for industry standards.

The number of libraries purchasing electronic standards or providing on‐demand purchasing in 2003 appears to be incongruous with comments from both surveys. In the 2001 survey, librarians could not find ways to fund on‐demand purchasing and, in the 2003 survey, a number of libraries were purchasing some sets on an irregular basis to save money. A little over half (51 percent) of the responding libraries provide electronic versions of standards and 60 percent indicated they provide on‐demand purchasing of individual standards.

Survey responses resulted in several local changes to improve patron success rates at acquiring industry standard including: created a publicly‐searchable database of locally‐available standards, initiated a purchase on‐demand process, worked with interlibrary loan (ILL) staff to determine which standards would be better to purchase versus request on ILL, and became more adept at reference interviews involving requests for standards.

School libraries in the United States have existed since the founding of private schools and academies in New England, such as Phillips-Andover and Phillips-Exeter in the late 18th century. The development of public secondary school libraries, however, did not occur until early in the 20th century. While New England's academies were national leaders in secondary school education, New England's public schools lagged behind their counterparts in the Central region of the United States in the development of school libraries. The first national standards for secondary school libraries was adopted by and published by the National Education Association (NEA) in 1918 from a study and report by the Committee on Library Organization and Equipment (CLOE), chaired by Charles C. Certain. The 1918 standards were entitled, “Standard Library Organization and Equipment for Secondary Schools of Different Size.” (NEA, 1918) This was the first attempt to quantify high school library facilities by identifying standards for a good high school library. In 1920, the American Library Association (ALA) endorsed and published these standards, which have become known as the “Certain Standards,” in honor of the committee chair. The “Certain Standards” addressed the need for high school libraries to become an integral part of the school by setting goals, planning, and establishing quantified collections, seating, and equipment. These standards also called for creating a library classroom and for hiring a qualified librarian (with 1 year of postgraduate study and one year of internship) (NEA, 1918; ALA, 1920). Most importantly, this document identified the role of the librarian as a professional who was not expected to do clerical work, but who “… should have the ability to work for and with teachers” (NEA, 1918; ALA, 1920, p. 12). Therefore, the standards movement began as an effort to quantify library facilities and to provide qualified librarians in secondary schools which became the focus for improving school libraries throughout the 20th century (Roscello, 2004).

The issue of standards has always been uppermost in the minds of librarians, and has also received considerable professional attention. Examines the concept of standards for school libraries in Ghana and their functional applicability. Discusses the standards within the framework of stock; selection; accomodation; financial support; furnishing; services; competent staffing and inter‐library co‐operation. This has been developed in the light of the needs of schools in Ghana which are steadily realizing the importance of libraries.

A study was done to document the standards that should be adhered to by library and information professionals in Zimbabwe to assure quality in service provision in order to meet the sustainable development goals. A literature review and web content analysis were done to unpack the various standards that all types of libraries should consider from library buildings, service provision, qualifications and accreditation of library and information science schools and professionals, and assessing the impact of libraries in the communities that they are serving. The findings review that there are international and national standards from various governing bodies that should be considered in library and information service provision. The author recommends the implementation of these standards in all the libraries to assure quality in library and information service provision.

Metadata standards existing today range from very complex to very simple. Relative simplicity or complexity of metadata standards depends in large part on the resources for which they were created and the depth of description that is deemed necessary to make these resources accessible. This paper reviews the differences between metadata standards and current cataloging practices, and discusses how the various metadata standards are applied in libraries. In addressing these issues, the authors introduce definitions of key concepts of metadata and cataloging standards and provide an overview of the most common metadata schemes. The discussion of current cataloging practices includes an overview of the most commonly used cataloging practices and standards, the impact of metadata on library practice and the role of librarians related to metadata. The authors will discuss the OHIOLINK Electronic Thesis and Dissertations (ETD) as an example of how Anglo‐American Cataloging Rules 2nd (AACR2) and Machine Readable Cataloging (MARC21) are used as metadata to store, describe and access this unique information resource.

In September 1990, the U.S. Department of Education's Library Technology and Cooperation Grants Program awarded a three‐year grant to the Florida Center for Library Automation (FCLA), an agency of the Florida State University System, to develop software adhering to the ANSI Z39.50 Information Retrieval protocol standard. The Z39.50 software was to operate over the Open Systems Interconnect (OSI) communications protocols and be integrated with FCLA's NOTIS system, which is shared by all nine state universities in Florida. In order to test the correctness of its Z39.50 software, FCLA sought out other library software developers who would be willing to develop Z39.50 systems of their own. As part of this process, FCLA helped to found the Z39.50 Implementors' Group (ZIG), which has since gone on to improve the standard and promote Z39.50 implementations throughout much of the North American library systems marketplace. Early on in the project, it became apparent that TCP/IP would be a more heavily used communications vehicle for Z39.50 messages than OSI. FCLA expanded its design to include TCP/IP and, by the end of the grant in September 1993, will have a working Z39.50 system that can communicate over both OSI and TCP/IP networks.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The efforts of the Technical Standards for Library Automation Committee (TESLA), a division‐wide committee of the Library Information and Technology Association (LITA) of the American Library Association, is described. The current status and recommended action of suggested technical standards are detailed. Activities leading to a TESLA‐sponsored program at the 1985 annual meeting of ALA are outlined.