ITAA Standard: Learning Resources and Library Provision

Scope and purpose

This standard sets expectations for institutional learning resources and library provision that enable curriculum delivery, independent learning, research and assessment for theological programmes. It guides institutions in planning collections, staffing, facilities and digital access proportional to their mission, mode of delivery and student profile.

Core expectations

• Collection adequacy: Institutions must provide collections (print and digital) sufficient in scope and depth to support all approved programmes, including core theological texts, current commentaries, relevant periodicals, and access to key reference works and databases.
• Access and availability: Learning resources must be available to students and faculty in a timely manner that reflects the institution's delivery mode (on-campus, blended or online), including remote access to digital collections and off-site borrowing or document delivery where needed.
• Staffing and expertise: A qualified library lead (or contract arrangement) must oversee acquisitions, user services, and information-literacy support appropriate to institutional size; responsibilities and hours of service should be published.
• Information literacy: Institutions must provide training and guidance that enables students to find, evaluate, cite and use theological and academic sources ethically.
• Preservation and licensing: Collection management policies must address acquisition, retention, licensing, copyright compliance and digital preservation.

Resourcing proportionality and planning

ITAA expects resourcing to be proportionate to programme level, student numbers and delivery mode. Institutions should maintain a documented needs analysis, acquisition plan and budgetary commitments demonstrating sustainable support for learning resources over time. For primarily online providers, licensed digital collections and reliable off-site access are essential.

Quality assurance and reporting

Learning resources must be included in the institution's quality-assurance cycle. This includes periodic review of collection relevance, usage statistics, user satisfaction, and evidence that library provision supports stated learning outcomes. Where gaps are identified, institutions must show improvement plans and timelines.

Minimum documentation an institution must hold

• Library/learning-resources policy and strategy.
• Collection development and acquisitions policy (including digital licensing and copyright compliance).
• Staffing plan and role descriptions.
• Access and user-services statement (hours, remote access, borrowing, interlibrary loan/document delivery).
• Evidence of information-literacy support integrated into curricula.

Practical indicators of compliance

Examples of demonstrable provision include: representative catalogue or database access; documented service hours; sample acquisitions budget and invoices; records of information-literacy sessions; usage data and periodic collection reviews. ITAA evaluators will consider proportionality and whether resources reliably support programme learning outcomes.

Special considerations for small and distance-learning institutions

Smaller institutions or those delivering primarily by distance may meet expectations through consortia membership, licensed digital collections, formal agreements with public or theological libraries, or robust document-delivery arrangements. Such agreements must be formal, documented and demonstrably reliable.

Student-centred obligations

Institutions must publish clear information for prospective and current students about available learning resources, access arrangements, any associated costs, and expected response times for enquiries or document requests. Transparency supports student decision-making and aligns with ITAA’s student-first principle.

Enforcement and misuse

Failure to provide adequate learning resources or to misrepresent provision may lead ITAA to request corrective action or to consider this when assessing continued compliance with accreditation standards. Institutions remain responsible for lawful operation, copyright compliance and all local regulatory obligations.