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The Presidential Task Force on Art Libraries and COVID-19 was established in May 2020, with the charge “to assess and respond to ARLIS/NA members’ need for data about the impact of the COVID-19 pandemic on art information professionals by identifying and compiling existing sources of information and conducting survey(s) of the membership to fill identified information gaps.”

These ARLIS/NA reports on student information competencies reevaluates and broadens the Information Competencies for Students in Design Disciplines (2006, updated 2007). These ARLIS/NA reports on student information competencies reevaluates and broadens the Information Competencies for Students in Design Disciplines (2006, updated 2007). The new editions incorporate the Association for College and Research Libraries’ Visual Literacy Competency Standards for Higher Education (2011) and the Framework for Information Literacy for Higher Education (adopted 2016). Information Competencies for Art, Architecture, and Design focuses on five disciplines (architectural history, architecture, art history, fashion design, and studio art) and is designed to incorporate competencies for additional disciplines in the coming year. Compiled by members of the Research and Information Services Section, these reports are Open Access. Architectural History, Architecture, Art History, Fashion Design, Studio Art (June 2018) Graphic Design, Interior Design, Photography, Urban and Regional Planning (June 2019) Landscape Architecture (May 2020) Competencies for Historic Preservation (May 2021)

Academic art collections support the research, teaching and discovery of art information in institutions of higher education. Art information professionals serve as teachers and research partners within the arts community on campus. Changes within academic librarianship and higher education have implications for academic art librarianship and the continuing needs of patrons. The ongoing need for subject expertise and liaison librarianship in arts disciplines is critical to the production of scholarly and creative works. This report examines the current trends and issues facing academic art libraries and provides recommendations for librarians and administrators.

These ARLIS/NA reports on student information competencies reevaluates and broadens the Information Competencies for Students in Design Disciplines (2006, updated 2007). These ARLIS/NA reports on student information competencies reevaluates and broadens the Information Competencies for Students in Design Disciplines (2006, updated 2007). The new editions incorporate the Association for College and Research Libraries’ Visual Literacy Competency Standards for Higher Education (2011) and the Framework for Information Literacy for Higher Education (adopted 2016). Information Competencies for Art, Architecture, and Design focuses on five disciplines (architectural history, architecture, art history, fashion design, and studio art) and is designed to incorporate competencies for additional disciplines in the coming year. Compiled by members of the Research and Information Services Section, these reports are Open Access. Architectural History, Architecture, Art History, Fashion Design, Studio Art (June 2018) Graphic Design, Interior Design, Photography, Urban and Regional Planning (June 2019) Landscape Architecture (May 2020) Competencies for Historic Preservation (May 2021)

NDSR Art is jointly managed by the Philadelphia Museum of Art and ARLIS/NA. In an effort to share the educational and professional development information gathered and created by the NDSR Art residencies with ARLIS/NA membership, the ARLIS/NA board charged the ARLIS/NA Professional Development Committee (PDC) with forming a task force to investigate the needs of membership and create recommendations for sharing NDSR Art expert knowledge. To better understand the gaps in digital preservation expertise and training among ARLIS/NA membership, the Task Force conducted a survey. The survey aimed at understanding the current state of skills, projects, and staff dedicated to digital preservation, and the self-identified needs for digital preservation training among membership. The Task Force compiled the findings of the survey with the results shared by the residents, their host institutions, and NDSR Art administrators to complete the report. The authors thank the residents, host institutions, and survey respondents, as well as Digital POWRR and Minkwell Research & Consulting for their expertise and contributions.

The ARLIS/NA Executive Board announces the publication of the NDSR Art Task Force Update 2019. The update summarizes the first year of the NDSR Art program and offers recommendations for continuing education in digital preservation and stewardship for ARLIS/NA members. NDSR (National Digital Stewardship Residency) Art is a two-year joint effort of ARLIS/NA and the Philadelphia Museum of Art. The NDSR Art Task Force was created in 2018 and charged with investigating the digital preservation professional development needs of ARLIS/NA membership and recommending ways for ARLIS/NA to continue to create and disseminate digital preservation training and best practices. This document includes a summary of the first year of the NDSR Art program, recommendations for continuing education in digital preservation and stewardship for ARLIS/NA membership, and possible next steps for a follow up report after the second year of NDSR Art concludes.

The Humanities Commons Planning Task Force (HCPTF) was established in fall 2018 to investigate the near- and long-term advantages and disadvantages of ARLIS/NA joining the Humanities Commons (HC) network, particularly with regard to membership retention, publishing and web site content, educational programs, and association management. In this final report, the task force focuses on three factors: the ongoing cost to the society, categories of content and activities that could migrate to the HC platform, and the factors related to the society’s association management that would ensure successful implementation.

The Art Libraries Society of North America (ARLIS/NA) announces the publication of Fair Use in the Visual Arts: Lesson Plans for Librarians as an open-access e-book. The authors guide art information professionals in crafting learning experiences that empower students to understand copyright and take advantage of fair use in their art, design, and academic practices. The College Art Association’s Code of Best Practices in Fair Use for the Visual Arts, endorsed by ARLIS/NA in 2015, is a key document that has the potential to transform the use of images in the visual arts. Education will be an essential part of the integration of the Code into the visual arts, and art information professionals are well positioned to teach fair use and the Code. This book was created to further ARLIS/NA’s mission to support the evolving role of art information professionals, which increasingly includes copyright and fair use instruction. The lesson plans in this book will help those new to copyright instruction teach the Code through engaging activities and assignments. The lesson plans are also meant to inspire teachers experienced with fair use instruction through creative ideas and new ways to integrate copyright instruction into art classes, digital humanities projects, and design education. Fair Use in the Visual Arts: Lesson Plans for Librarians was edited by Alexander Watkins, Bridget Madden, Alexandra Provo, Danielle Reay, and Anna Simon. The creation of the book was proposed by the ARLIS/NA Public Policy Committee. Lesson plans were written by Amanda Avery, Leslie Worrell Christianson, Cindy Derrenbacker, Laura Dimmit, Nestor Gil, Karyn Hinkle, Jessica Hronchek, Allan Kohl, Bridget Madden, Emilee Mathews, Lindsey Reynolds, Molly Schoen, and Lijuan Xu.

These ARLIS/NA reports on student information competencies reevaluates and broadens the Information Competencies for Students in Design Disciplines (2006, updated 2007). These ARLIS/NA reports on student information competencies reevaluates and broadens the Information Competencies for Students in Design Disciplines (2006, updated 2007). The new editions incorporate the Association for College and Research Libraries’ Visual Literacy Competency Standards for Higher Education (2011) and the Framework for Information Literacy for Higher Education (adopted 2016). Information Competencies for Art, Architecture, and Design focuses on five disciplines (architectural history, architecture, art history, fashion design, and studio art) and is designed to incorporate competencies for additional disciplines in the coming year. Compiled by members of the Research and Information Services Section, these reports are Open Access. Architectural History, Architecture, Art History, Fashion Design, Studio Art (June 2018) Graphic Design, Interior Design, Photography, Urban and Regional Planning (June 2019) Landscape Architecture (May 2020) Competencies for Historic Preservation (May 2021)

This preliminary report is the first publicly shared summary of the results of the Census of Art Information Professionals (2016). It is organized following the order in which questions were asked, and includes primarily descriptive summaries, tables, and charts of the data collected. ARLIS/NA plans a second task force charged with conducting more in-depth analysis of the data collected in the census. The few cross-tabulations performed on salary range data in the preliminary report provide insight into the types of information that can be gathered with further analysis. The second task force will also be responsible for making recommendations for future survey design and data collection. As stated in recruitment messages for participation in the census, ARLIS/NA hopes that the data will provide benchmarks that will be useful for assessment, help determine future strategic initiatives for the Society such as recruitment and diversity initiatives, and assist librarians in articulating needs or trends to their administrations. The census was developed and conducted by the Survey of Personnel Characteristics Task Force: Stacy Brinkman, Jon Evans, Billy Kwan, and Lily Pregill. Report prepared by Stacy Brinkman.

The Art Libraries Society of North America (ARLIS/NA) is committed to increasing the effectiveness of art librarians and art information professionals by focusing its efforts on professional and continuing education, as well as professional development activities. This document aims to identify the fundamental knowledge, behaviors, and skills currently essential to most professional positions within the art information field. It is intended to be a flexible document that can be revised as the field evolves and changes. The revised edition of the Core Competencies was created by Karen Stafford, Maggie Portis, Amy Andres and Janine Henri, with input from the Professional Development Committee and the ARLIS/NA Executive Board. The new edition has been revised to emphasize the specialized skills needed by art information professionals that are beyond general competencies expected of all information professionals. The first edition (2006) was written by Heather Ball and Sara Harrington with members of the ARLIS/NA Professional Development Committee and Core Competencies Subcommittee.

A guide for artists, their assistants, and others managing and preserving an artist's studio archives. The Artists' Studio Archives: Managing Personal Collections & Creative Legacies, is a guide for artists, their assistants, and others attempting to manage and preserve an artist's personal studio archives. This guide is based on real-life scenarios and best-practices in archiving and preservation. It will aid artists in every career stage, from emerging artists, to late-career artists; the yet-to-be-discovered and the well-established. Written by Neal Ambrose-Smith, Joan E. Beaudoin, Heather Gendron, and Eumie Imm Stroukoff.

The ARLIS/NA Executive Board announces the publication of the State of Art Museum Libraries 2016 White Paper. The report demonstrates the current roles, issues, and challenges faced by art museum libraries in the United States. Art museum libraries provide authoritative, relevant, and timely research service to their museum constituents and the general public, and act as fundamental partners in the art museum’s educational mission. Despite their importance, art museum libraries are facing pressures from many directions, and are increasingly required to provide value propositions for their existence. The historic and enduring value of the art library, and the employees who develop, promote, and safeguard its resources, cannot be emphasized enough to the staff, administration and the governing boards of art museums. This paper takes a closer look at these constraints in specific institutions and offers strategies to remedy the adverse effects. Eumie Imm Stroukoff, President of ARLIS/NA, stated: “The white paper illuminates the issues faced by specialized art museum research libraries, and provides possible solutions as a constructive way to manage change.” The Executive Board and co-authors believe this paper will serve to move the profession forward in a positive and constructive manner. The co-authors of the white paper are: Anne Evenhaugen, Shaina Buckles Harkness, Alison Huftalen, Nicole Lovenjak, Mary Wassermann, and Roger Lawson (Editor).

In 2015, the Professional Development Committee (PDC) of the Art Libraries Society of North America undertook a project to update the 2008 publication Fine Arts and Visual Resources Librarianship. Members of the PDC utilized a survey composed of a broad range of questions, aimed at helping prospective students determine the range and depth of course offerings and support services available to those interested in art librarianship, visual resources, and related careers. This survey was created by the PDC in 2008 and slightly modified in 2015 to reflect changes in language and program structures at library science and iSchool institutions. Information was solicited via an online survey of all Library Science programs that were accredited by the American Library Association as of January 2015. Compiled by Caley Cannon and Stephanie Grimm

The Title Histories of the Periodical Literature of Art & Design is a title index that attempts to bring together, record, and present the title histories of the periodical literature for the art & design disciplines. There is an emphasis on defining the title relationships and publishing histories of the periodicals. The index is made up of three sections. The first section provides an introduction to the project and discussion of the organization and formatting of the index. The second section is a table of contents, with listings for all titles in alphabetical order with page numbers and ISSN numbers. The third section is the main title index, comprised of individual and grouped title entries. The table of contents and/or a document search may be used to efficiently and effectively search the content of the index. This index is intended to function as a societal record; a record that over time and through collaborative efforts can grow in the number of titles represented and can also grow to include additional descriptive, bibliographic elements for the individual periodical titles represented.

This new chapter on maintenance recommendations joins MARC cataloging recommendations to represent indispensible documentation needed to create and provide access to an artist file collection. In conjunction with the Online Directory of artist file collections, this publication provides vital and authoritative guidance to creating and making available an artist file collection. The complete Online Publication provides much-needed documentation that helps the art librarian catalog, arrange, and provide local, national, and international access to artist files collections. Included are general guidelines for creating MARC records representing artist files, and an abundance of further information that includes links to online collections, conference papers, professional societies and much more.

Information Competencies for Students in Design Disciplines, for the first time, compiles a list of core information literacy skills for students. Divided into basic, intermediate, and advanced skills in each design discipline, this set of competencies is an invaluable aid to librarians as they strive to define and delimit information literacy skills for students in design disciplines. These competencies are intended to facilitate a systematic means of integrating information literacy skills into the core curriculum of design students, as well as to open lines of communication with faculty as to how competencies can be integrated into specific course goals. The authors developed Information Competencies for Students in Design Disciplines with previously established information literacy standards at its foundation. The ACRL Information Literacy Competency Standards for Higher Education as well as specific standards in other disciplines such as Information Literacy Standards for Science and Engineering/Technology were consulted in the creation of these standards.

The Digital Image Database Standards Checklist (DIDSC) may be used as a guide to determine whether a particular electronic image product is appropriate for your library, campus, museum, or other institution. Although designed to evaluate image databases that are content repositories with asset management and presentation functionalities, portions of the checklist may be used independently to assess products with fewer capabilities. The DIDSC itself may be modified, expanded, or augmented to accommodate local needs; institutions are encouraged to tailor this document to suit individual application.

Free online resources for the study of art and artists. Compiled in 2005.

This brief resource guide was compiled in response to requests from members of the Architecture Section for more information about materials libraries and their development. Many thanks to Tara Carlisle and Janine Henri of UT Austin for contributing content to this guide.

The ARLIS/NA 2004 Art/Architecture Librarians and Visual Resource Professionals Compensation Survey consists of fundamental and contextual questions about art/architecture/design librarians, as well as visual resource professionals and their associated compensation levels, incorporating a broad range of institutions throughout North America. The purpose of the compensation survey was to summarize the compensation ranges and duties performed by professionals specializing in these subject areas. The types of settings chosen for the focus were chosen for their similarity of subject matter and duties performed within a specialized subject area and client base. The survey provides users with a much more accurate representation of current pay levels for Art, Architecture and Visual Resource professionals in U.S. and Canadian visual resource settings of all types, and may serve as a valuable management and research tool.

Revised by Lynda Bunting (Museum of Contemporary Art, Los Angeles) and Ani Matosian (Getty Research Institute), with input from members of the Cataloging Advisory Committee of ARLIS/NA. The NH schedule is designed for the classification of photography books of an artistic nature. It was initially compiled for the 4th edition of N, which was issued in 1970. When the Library of Congress rejected the proposed subclass for art photography, it was published by ARLIS/NA in 1974. NH has been adopted by a number of libraries with strong collections of artistic photography as an alternative to TR, which emphasizes the technical aspects of photography. The NH schedule is designed for the classification of photography books of an artistic nature. It was initially compiled for the 4th edition of N, which was issued in 1970. When the Library of Congress rejected the proposed subclass for art photography, it was published by ARLIS/NA in 1974. NH has been adopted by a number of libraries with strong collections of artistic photography as an alternative to TR, which emphasizes the technical aspects of photography. Since the publication of NH, there have been many changes in photography techniques and processes and in art photography. In 2003, the Cataloging Advisory Committee (CAC) of ARLIS/NA, with the assistance of the Getty Research Institute, undertook a revision of the schedule. The revisions include: Addition of new terms (e.g., women photographers, photography criticism). Deletion of special subjects by method Updated materials, supplies, etc. section, which closely follows TR. Greatly expanded cinematography section, which closely follows TR.

A collaborative project between ARLIS/NA and the Visual Resources Assocation (VRA).

In the spring of 2003 the Public Policy Committee of the Art Libraries Society of North America hosted a point-counter-point session at its annual conference in Baltimore, Maryland. The committee invited two attorneys with expertise in copyright law to discuss the implications of Digital Millennium Copyright Act (DMCA) and the Copyright Term Extension Act (CTEA) for libraries in general and art libraries in particular. One month prior to the session the committee furnished suggested talking points to each speaker. The session was recorded and a twenty-one page typescript was subsequently generated. The typescript has been edited to improve readability. The essence of the presentation and audience exchanges remains intact.

A collaborative project between ARLIS/NA and the Visual Resources Assocation (VRA).

Criteria for the hiring of visual resources professionals adopted by both the Visual Resources Association and the Art Libraries Association of North America. Available in English, French, and Spanish.

This document is part of a larger survey, comprised of 40 questions, the answers to most of which are compiled in a companion Excel file (Survey of Small Art Museum Libraries—Part One). The following 8 questions elicited refreshingly frank and informal narrative responses that could not easily be entered simply as “Comments” in the Excel file.

Survey comprised of 40 questions regarding small art museum libraries budgets, staffing, size, collections, and other topics.

These standards are intended to assist in the determination of staffing needs in art libraries and visual resources (VR) collections through institutional self-study and the setting of goals and objectives. They present a model that embraces the commonalities found in art libraries and VR collections, while providing descriptions that detail the differences and unique qualities of each type.