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North Carolina Libraries
TABLE OF CONTENTS
THEME ARTICLES: PUBLIC LIBRARIES
ISSN 0029-2540
HE: Foreword, Robert Russell
73 Video at High Point Public Library: A Different
Approach and A Checklist of Considerations for
Beginning a Video Collection, Catherine Moore .
90 The Effects of a New Main Library on Circulation and
Other Selected Performance Indicators, Melanie H.
Collins and Robert Burgin
98 Planning for a Branch Library: An Annotated
Bibliography,Carol Myers
102 Staff Development in North CarolinaTs Public Libraries:
Needs, Opportunities, and Commitment, Duncan Smith
iT Elementary Students, Reading Achievement, and the
Public Library, Linda S. Proseus
115 The Development of ChildrenTs Programming Guidelines:
Our Experience, Barbara Freedman
119 The Role of the Public Library Trustee in the Political
Process, Terri Union
FEATURES
a Over to You
122 Bienniel Conference. Libraries: Designing for the 90s
124 North Carolina Books
129 NCLA Minutes
spt About the Authors
Cover: Catherine Moore, oVideo at High Point Public Library: A Advertisers: BroadfootTs, 97; Ebsco, 101; Faxon, 81; H.W. Wilson,
Different Approach and A Checklist for Beginning a Video Col- 70; Phiebig, 75; Quality Books, 110; Scarecrow Press, 107; SIRS,
lection,� North Carolina Libraries 47 (Summer 1989): 73. inside front cover; Southeastern Microfilm, 86.
Volume 47, Number 2 Summer 1989
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How To Use the Readers' Guide
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Basic Book Repair with Jane Greenfield
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70"Summer 1989
Over to You
Letters to the Editor
NORTH CAROLINA LIBRARIES invites your comments.
Please address and sign with your name and position all cor-
respondence to: Frances B. Bradburn, Editor, NORTH CARO-
LINA LIBRARIES, Joyner Library, East Carolina University,
Greenville, N.C. 27858. We reserve the right to edit all letters for
length and clarity. Whenever time permits, persons most closely
related to the issue under discussion will be given an opportu-
Nity to respond to points made in the letter. Deadline dates will
be the copy deadlines for the journal: February 10, May 10,
August 10, and November 10.
May 8, 1989
To: Frances Bradburn, Editor
North Carolina Libraries
From: Betsy Cadieu, LAMS Committee
Sandhill Regional Library System
Rockingham, N.C. 28379
I appreciated the excellent articles in your
Spring 1989 issue"financial issues in librarian-
ship. As business manager/finance officer of
SRLS, I learned much from the issue. Great job!
(S
SSS
RTSS Announces New Award
The purpose of these awards is to recognize
Promising and practicing librarians. Each award
Will be for $250. The recipients will be recognized
at the Fall Conference of NCLA. Deadline for nom-
Mations is July 31, 1989.
Student Awards
l. The award is open to any student actively
enrolled in library education or pursuing a
Career in the library field as of July 1, 1989. If
the student has graduated, he or she must be
in the library profession in North Carolina.
2. The student must be intending to pursue a
career in Technical Services.
3. The student must have a demonstrable poten-
tial for contribution in the field.
4. Self-nomination is permissible.
For applications contact:
Georgianna Francis
Asheville-Buncombe Library System
67 Haywood Street
Asheville, NC 28801
Significant Contribution Award
1. The librarian will have made a significant con-
tribution to his or her institution or to the
profession.
2. At least part of the applicantT s current work
must involve an aspect of technical services,
acquisitions, cataloging, classification of
resources, collection development, preserva-
tion of library materials, or related activities.
3. The applicant must work in North Carolina.
4. The applicant must be nominated by a cur-
rent member of NCLA.
Submit nomination and supporting materials
to:
Betty Meeham-Black
Acquisitions CB#3902
University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-3902
Telephone (919) 962-1120
For further information or questions concerning
either award contact:
Betty Meeham-Black
Acquisitions CB¥3902
Davis Library
University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-3902 al
Summer 1989"71
Foreword
Robert Russell, Guest Editor
The unifying element of the articles in this
issue is that all touch on some aspect of public
library service. Beyond that, the subject matter is
as varied as the challenges facing North Carolina
public librarians as we prepare to enter a new
decade.
One of the most significant recent trends in
public librarianship is the proliferation of video-
tape collections in public libraries. Catherine
Moore describes one libraryTs approach to insti-
tuting video services, and then offers a compre-
hensive list of considerations for any library
planning to initiate a videotape collection. A list of
sources for various types of information and
materials, a bibliography of videotapes of particu-
lar interest to North Carolina libraries, and a
sample videotape user survey round out this arti-
cle.
Two articles deal with very different aspects
of public library construction. It is unfortunate
but true that once the battle to build a new library
is won and construction is completed, we often
initiate service from a new facility with no signifi-
cant increase in the operating budget which sup-
ported service in the old building. Robert Burgin
and Melanie Collins examine the increases in cir-
culation (and other performance measures)
which result from the opening of a new main
library. This information can be an invaluable aid
to the library director or board engaged in plan-
ning and budget negotiations.
Another crucial issue in public library con-
struction is the selection of a site for a new
branch library. Carol Myers, working in conjunc-
tion with other members of the Public Library
Development Committee, began her research with
the intention of developing a model for selecting
branch library locations. She reached the conclu-
sion that each local situation is so different that
the goal of developing a model applicable to all
situations is unattainable. However, the commit-
teeTs research did produce an extensive anno-
tated bibliography which will be of use to any
library planning new branch facilities.
Robert Russell, guest editor of this issue and Public Libraries
Section editor of North Carolina Libraries, is director of the
Elbert Ivey Memorial Library in Hickory, NC.
72"Summer 1989
The combination of new services, new tech-
nologies, and the difficulty of obtaining new per-
sonnel has made public library directors more
aware of the importance of staff development.
During the past few years, the North Carolina
Public Library Staff Development Program has
played a major role in staff development efforts
throughout the state. Duncan Smith, Staff Devel-
opment Program Coordinator, examines staff
development by focusing on the attitudes of
library administrators and the expectations of
library staff members.
Library service to children is the subject of
two articles in this issue. Writing from the per-
spective of a public school librarian, Linda Pro-
seus studies the relationship between reading achieve-
ment and the use of the public library by
elementary school students. And Barbara Freed-
man describes the experience of her library sys-
tem in developing guidelines for planning,
conducting, and evaluating childrenTs programs.
Although the trend in public library govern-
ance has been away from governing boards of
trustees, replacing them with advisory boards,
library boards continue to play a crucial role in
public library development in the state. Terri
Union, who is vice chair/chair-elect of the Trustee
Section of the North Carolina Library Association,
offers her view of the role of library boards in the
political process.
The articles in this issue will be of primary
interest to public librarians, or to anyone respon-
sible for planning or evaluating public library ser-
vices. Much of the information should prove use-
ful to other types of librarians as well. It is our
hope that these articles will also stimulate think-
ing and further research into some of the issues
examined. al
go for it!
use your library
Video in the Public Library
Catherine Moore
Video at High Point Public Library: A Different Approach
The video patrons at High Point Public
Library are likely to be leaving the library with
Such titles as oBackwards: The Riddle of Dyslexia,�
oFinancing a Small Business� or oNew Bern: How
to Fix Up a Little Old American Town� under their
arms. The library's video collection of about
twelve hundred titles focuses heavily on non-fic-
tion video. The public has been delighted to find
that these types of programs, ranging in subject
Matter from ocareer development� and ofine arts�
to ohealth and fitness� and oliterature,� are avail-
able to them. I will explain here why we have
Chosen to take this approach in building our
Videotape collection, and how we have made it
Successful.
For over thirty years HPPL has concentrated
On information services and collection develop-
Ment. It is only natural that the Audiovisual Diy-
ision reflect these concerns. The library has a
history of supporting audiovisual services. The
16mm film collection was begun in the early
1950s. There are now approximately nine hun-
dred films in the collection. The division also
houses about four thousand records, one thou-
Sand audiotapes, one hundred art prints, and two
hundred compact discs in addition to the video
Collection. The staff consists of one professional
aS well as four full-time and one part-time library
assistants. The division is open to the public
Seventy-six hours per week.
__ Planning for the video collection began early
im 1985. Neal Austin, the library director, and I
Were in complete agreement that the collection
Should be mostly non-fiction. There were plenty of
thriving video rental outlets in High Point which
Provided feature movies. We felt an obligation to
Provide quality cultural, educational, and infor-
Mational programs which would be consistent
With the philosophy of collection development at
the library. In addition, many of these programs
Would not be available elsewhere to the public.
oo Le aa
Catherine Moore is Head of Audiovisual Services for
High Point Public Library.
I was at somewhat of a disadvantage since I
did not know of any other library which had a
video collection like we were planning. At that
time the other collections in the state offered only
feature movies. We realized that the project was a
considerable risk. It could have been a huge waste
of money if the public had not accepted it.
My experience in selecting and developing a
non-theatrical 16mm film collection proved very
useful. Many of the same titles which had been
popular on film were being made available on
video. It was exciting to realize that we could
reach so many more people than we had with the
film collection"we could offer them quality film
programs on video that they could watch right in
their living rooms!.
The more involved I became in selecting
videos for the collection, the more excited I was
about making these programs available to the
public. I am talking about a public which at that
time associated video with feature movies. The
Jane Fonda exercise programs were the extent of
their knowledge of non-theatrical video. We
would provide videotapes on business manage-
ment, Shakespeare plays, classic animation, and
documentaries on everything from dealing with
aging parents to the life of Booker T. Washington.
The public had no idea these sorts of programs
existed on video"that they could just as easily
watch oAtomic Cafe� in their living rooms as oTop
Gun.�
We opened the collection in December 1985
with 235 tapes. Of these, about twenty-five were
feature movies, and all of those were based on
literary works. This was not an inexpensive
approach. We spent an average of ninety-eight
dollars per tape. Today it would be possible to
develop a similar collection for much less. Many
more non-fiction programs are being made on
video now, and much less expensively than those
made originally on film and transferred to video.
In addition, the prices for quality film programs
on videotape have dropped from the five hundred
dollar range into the two hundred dollar range.
Summer 1989"73
The last three years have seen the collection
evolve into one considerably larger and more
diverse than the beginning collection. We have
broadened our feature buying to include classic
musicals and all classic movies. We are in the pro-
cess of adding foreign movies. We have also
strengthened the other areas of the collection to
include more titles for young adults, literacy, folk-
lore, and the PBS programs which were made
available through the MacArthur Foundation.
My instinct tells me we are successful. Each
tape circulates approximately 2.8 times per
month, or thirty-eight times per year. This is not
high compared to a busy feature movie collection,
but when compared to a book collection which
our video collection more closely resembles, the
statistics hold their own admirably. After three
years, we still register well over one hundred new
video patrons each month.
HPPL has become known locally as the place
for hard-to-find video. While video store owners
may feel threatened when libraries clearly com-
pete with them, we have found that the video
stores appreciate what we are doing. The local
video outlets routinely refer their customers to us
for non-fiction and older classic movies. They are
happy to keep our video catalog for reference,
and some store owners are library video patrons
as well.
I credit the success we have had to the follow-
ing:
1. We have provided a varied collection of
quality programs, and attempted to include
something that would interest everyone.
2. We have made it clear from the beginning
that the collection was mostly non-fiction, and
would not include current movies.
3. The videotapes are marketed by using
bright, attractive posters advertising them for
patron browsing. These posters help the patron to
identify quickly the subject matter of the tapes.
They serve the same purpose as attractive book
jackets.
There are many ways to provide public
library video, and many ways to do it successfully.
The HPPL approach is one that has proven suc-
cessful. Community needs and a library's collec-
tion development policy should be the primary
determining factors in deciding a library's ap-
proach to video.
In thinking back to the planning stages of our
video collection, I wished for answers to many
questions. There were, in fact, a number of ques-
tions I did not even know to ask. I have put
together here the questions I believe one should
consider before beginning a video collection, along
with pertinent information I have picked up along
the way.
A Checklist of Considerations for Beginning A Video Collection
Funding
1. What will the start-up budget be?
2. From where will future funding come?
3. What is the average price you will expect to pay
per tape?
4. What price do you expect not to exceed?
To begin a video collection of about two
hundred titles, a budget of between ten thousand
dollars and fourteen thousand dollars would be
adequate. This would allow for a mixture of clas-
sic movies, low-cost informational/how-to tapes,
and some more expensive non-fiction titles.
When a tape meets several criteria, I am will-
ing to go above my invisible ceiling price of $150.
These criteria are:
@ The subject matter is timely but will also be of
lasting interest.
@ The tape can be used in place of a 16mm film
for groups. The purchase price includes public
performance screening rights.
® Nothing of comparable quality is available for a
lower price.
74"Summer 1989
© The tape is of interest to the general public and
will be used in homes.
@ The tape will be useful to local schools and col-
leges.
An example of a video I purchased recently that
fits this category is oHole In The Sky,� a program
about the ozone layer.
Staffing
1. Will there be separate staff to handle video cir-
culation?
2. Will it be possible to add staff at peak circula-
tion times?
The public will rely on staff to advise them in
selecting non-fiction and childrenTs titles. It will
help if the staff is knowledgeable about the collec-
tion. If the collection is mostly feature movies, it
can probably function in a self-service fashion.
Space/Location
1. Will the video collection be located in a separ-
ate area of its own?
2. Will childrenTs tapes be housed and circulated
from the childrenTs area?
3. If the videotapes will be checked out through
the main circulation desk, will they be located
near that desk?
4. Will there be adequate space to display empty
Video boxes and also house tapes in circulation
Cases?
It is highly desirable to have a separate
Staffed area from which to circulate video. In
Many cases this will not be possible. The new
Rowan Public Library addition provides a pleas-
ant alternative. A separate but open AV area
Near the end of the main circulation desk allows
for convenient patron access to the collection
While permitting supervision by the circulation
Staff.
I think childrenTs videos should be housed
in the childrenTs area when possible. These tapes
are frequently based on books, and the childrenTs
Staff would be better able to help parents make
appropriate selections. At the same time the
ChildrenTs staff could encourage the use of the
ChildrenTs book collection. For example, if the
Video, oDr. DeSoto� isnTt in, perhaps the book by
William Steig is available.
If space is not a concern, it is very nice to
display the empty video boxes and keep the
actual tapes behind the desk. Durham County
Public Library does this and it works well. At
HPPL we were dealing with severe space limita-
tions, and due to the design of the AV room, we
Were also concerned about security. Our solution
Was to house the actual tapes behind the desk,
Vertically but lengthwise. By shelving this particu-
lar Way we provided seventy more shelving spaces
ber shelving unit. However, I do not recommend
this, Tapes should be shelved vertically on the
Short end.
Displaying empty video boxes also required
More space than we had available. We adapted a
Poster-display system designed by Pat Lora of
Toledo-Luca County Public Library. The colorful
Paper video boxes are used to make 9� x 11�
browsing posters. Full bibliographic information
and descriptions are added to the posters, which
are inserted into clear plastic sleeves. A similar
Product, called a oVideo Browser Pak,� is now
available from Demco. For those tapes which
Come in plain boxes we find appropriate pictures
and make interesting posters. We are able to dis-
Play all twelve hundred video posters in a record
browsing unit. This requires only about fifteen
Square feet, and allows five or six people to
browse comfortably at one time.
FOREIGN BOOKS
and PERIODICALS
CURRENT OR OUT-OF-PRINT
SPECIALTIES:
Search Service
Irregular Serials
International Congresses
Building Special Collections
ALBERT J. PHIEBIG INC.
Box 352, White Plains, N..Y. 10602
Collection Development
1. What is the philosophy of collection develop-
ment in your library?
2. What types of video do rental outlets offer in
your community?
3. What will be the ratio of feature movies to spe-
cial interest videos?
Several years ago when video collections first
began appearing in libraries, most of the videos
available for purchase were either feature movies
or non-fiction titles from film companies in the
five-hundred-dollar range. Understandably, most
libraries offering video began with feature movie
collections. The circulation statistics soared. The
public was delighted, although ever demanding.
The staff began to feel they could never offer
enough.
The situation has changed considerably in
the last three years. There is currently an abun-
dance of low-to-moderate cost non-fiction video
available. Film companies now make some titles
available with ohome use only� rights at competi-
tive prices; other titles are made available with
opublic performance� rights in the two-hundred-
dollar range.
Summer 1989"75
Libraries have traditionally provided infor-
mational, educational, cultural and recreational
materials in book form. With one exception, we
should offer the same in video. Since even the
smallest communities have video-rental stores
which offer the current American movie releases,
we must seriously question the need to spend the
library's video budget duplicating what is so easily
and inexpensively available to the public. Ray
Serebrin addressed this issue recently in an arti-
cle published in Library Journal: o... the public
library would do well to focus its collecting activi-
ties on needs those commercial suppliers do not
meet.... The primary collection focus should be
on categories of material for which there is little
or no availability.�!
I believe the public library will be increasingly
looked to as a provider of information and self-
education as living in the late twentieth century
becomes increasingly complex. We, as librarians,
have an opportunity to provide much of this
information in a format clearly accepted by the
public.
It is important to have a writ-
ten selection policy that is
consistent with the libraryTs
overall collection development
philosophy.
Selection
1. Do you have a written selection policy?
2. Who will evaluate and select titles?
3. Will you depend on reviews for selection?
It is important to have a written selection
policy that is consistent with the library's overall
collection development philosophy. This policy
will define the library's intent. It will ensure that
all materials are selected using the same guide-
lines; thus it can be used to support any pur-
chases that are questioned.
There is an enormous range of quality in low-
cost video. For this reason, reviews will be very
helpful. It is also good to deal with distributors
that allow the return of any titles judged unsuit-
able after they have been purchased. Videotapes
with a purchase price of more than one hundred
dollars can usually be borrowed from the pro-
ducer or distributor for preview.
Video-related Services
1. Will you lend video equipment to the public?
76"Summer 1989
2. Do you plan to offer individual viewing facili-
ties?
3. Will you use video in programming?
If your library lends other equipment, you
will probably want to lend video players as well.
Cumberland County Public Library and Informa-
tion Center has had considerable success lending
players to the public.
If you plan to use video for library program-
ming, a main concern will be that the tapes you
show to groups have opublic performance� screen-
ing rights. Almost every low-cost video has ohome
use only� rights. If you are uncertain about which
rights your library owns for a particular tape,
consult the producer of the tape.
If your library buys or rents tapes with opub-
lic performance� rights and plans to use them for
group programming, you may want to consider
the purchase of a front-projection video system.
Although the technology has not yet been devel-
oped to allow the same sharp picture quality of
16mm film, a front projection system allows
videotapes to be projected on a large screen. Pri-
ces for these systems range from $4500 to $9000.
CCPLIC has one of these systems in place.
The same situation concerning screening
rights exists when a patron is allowed to view a
videotape in a study carrel. Only tapes which have
opublic performance� screening rights can legally
be screened anywhere in a library.
Security
1. Does your library have a suitable arrangement
and adequate staff to allow actual videotapes in a
public browsing area?
2. Will you have a separate registration for video
borrowers?
3. Will you allow videotapes to be returned in a
book deposit? Will there be a separate video de-
posit?
Depending on the design of the video area,
the staffing, and the investment in videotapes, it
may be best to keep the tapes in a protected area,
either behind the desk or in an adjoining room. A
odummy� system, in which either an empty video
box or browsing poster is made available to the
public, works well, although the exchange from
patron to staff of either the box, poster, or check-
out card increases handling and the amount of
time required per circulation.
If videotapes are kept in a protected area, a
separate security system is not necessary. If you
have adequate staffing and an arrangement con-
ducive to allowing the tapes to be in a browsing
area, however, you may want to consider a new
3M Tattle Tape security system designed to work
With videotapes. This system is in operation at
Rowan Public Library.
HHPL requires video patrons to sign a video-
tape registration form. This form offers proof that
the patron has been informed of the legal use of
the library's tapes and frees the library of any
responsibility for possible damage to the userTs
Video equipment.
Depending on the type of video case used,
books dropping on top of a video could damage it.
HPPL has a video deposit inside the AV room built
into the AV circulation desk. A better solution is a
Separate video deposit which is accessibie after
library hours, such as the one in use at Forsyth
County Public Library. These are sold by the
Kingsley Library Equipment Company. Some
Models from this company are distributed by
Brodart and Demco.
Copyright
1. Do you understand the copyright restrictions
for library videotape?
2. How will you make the public aware of copy-
right restrictions?
3. How can you encourage teachers to use your
libraryTs tapes legally?
Most videotapes are sold to libraries with
either ohome use only� or opublic performance�
screening rights. oHome use only� tapes may not
be shown even in semipublic places such as clubs,
lodges, businesses, camps, daycares, senior cen-
ters, or libraries. Videotapes with opublic perfor-
mance� rights may be shown to groups in any
location.
The usual ways of making the public aware of
the legal restrictions are to post a sign near the
videotapes stating the restrictions and to label
the tapes. HPPL also uses color-coded labels on
the browser posters and the tapes indicating the
screening rights which apply. I chose the phrases
oHome Viewing Only� and oGroup Showing Permit-
ted� to simplify the issue for the public. The video
registration form which every patron must sign also
explains the screening and duplication restric-
tions.
The opublic performance� requirement has
been lifted for videotapes being shown in schools,
with some restrictions. This means that tapes
with ohome use only� rights may legally be used in
schools provided that the tapes are:
1. used as part of the curriculum, not for recrea-
tion, entertainment, or as a reward to members of
the class;
2. shown in their entirety;
3. shown with a teacher present;
These patrons are browsing through the video posters at High Point Public Library.
Summer 1989"77
4. shown in a regularly used classroom. :
More complete information can be found in the
videotape oCopyright: What Every School College
and Public Library Should Know.�
HPPL distributes copies of the reprinted arti-
cle from American Libraries, oLibrary and Class-
room Use of Copyrighted Videotapes and Com-
puter Software,� to help teachers better under-
stand the copyright restrictions.
Access
1. Will you set age requirements on who may bor-
row tapes?
2. Will you take reserve requests for videotapes?
3. Will you book opublic performance� tapes for
specific dates?
4. How will you handle the MPAA ratings on
recent motion pictures?
The American Library Association opposes
any age restrictions which would limit access to
library materials. Many libraries, including HPPL,
have an age requirement for borrowing video-
tapes. The cost per tape and the system for
retrieving materials or replacement costs from
delinquent patrons will be considerations in
deciding whether you will set an age requirement.
Operating a reserve system for videotape can
be very costly in terms of staff time and potential
tape circulation. Several libraries which once
offered reserves on videotapes have dropped the
service. HPPL does offer to hold tapes to the end
of a working day if a patron calls and requests a
tape that is on the shelf.
Because considerable cost has been put into
the opublic performance� tapes at HPPL, we
reserve over four hundred of these videos for spe-
cific dates. These tapes are booked for seven days,
although the circulation period is for three days.
This allows a four day lead to ensure that the tape
is returned from a previous borrower. A system
like this is useful in allowing a patron to get a
specific part of a series which should be viewed
sequentially and in helping teachers and group
leaders plan for clases and programs.
In addition to opposing access restrictions,
ALA also opposes labeling. Feature movies on
video which have a rating by the Motion Picture
Association of America may come with the rating
printed on the video box. Most librarians believe it
is permissible to leave that information visible,
but that the rating should not be added if it has
not been printed on the box. Patrons will ask for
the rating information. An easy solution is to keep
an up-to-date movie review guide at the desk for
patrons to use as a reference.
78"Summer 1989
Public library boards should consider endor-
sing the oFreedom to View� statement. This state-
ment discusses freedom of access to film, video-
tapes, and all audiovisual materials. It is the
audiovisual counterpart to ALATs oFreedom to
Read� statement. The oFreedom to View� state-
ment was adopted by the Educational Film
Library Association (now known as The American
Film and Video Association) Board of Directors in
February 1979. The American Library Association
endorsed the statement during the ALA annual
conference on June 28, 1979.
A library boardTs adoption of this statement
would reinforce the publicTs free access to all non-
print materials in that library. It would also indi-
cate that audiovisual materials are considered an
integral part of the library's collection and that
access to these materals is to be treated in the
same manner as printed materials.
Cataloging/Processing
1. Will you classify the videotapes?
2. Will the videotapes have full cataloging with
subject access?
3. Will cataloging be done in-house?
4. Will the cataloging be done by the technical
services staff or the audiovisual staff?
5. Will the processing be done by the technical
services staff or the audiovisual staff?
6. What labels are necessary for the videotapes?
The videotapes at HPPL have no classifica-
tion. The top left corner of the catalog cards
simply indicate: VIDEO. This system works for us
because we divide the tapes into fifteen subject
areas and keep a record of the subject assigned to
each tape. The tapes are assigned an accession
number and shelved and circulated by this
number. This seems to be the most efficient way
to shelve and retrieve videotapes.
Dewey classification would work for a large
non-fiction collection, but could become very
cumbersome for classifying feature movies. It
would also add considerably to the shelving time
required, an important consideration since video-
tapes will circulate at a much faster rate than
books, requiring more frequent shelving.
In order for the videotape collection to be as
useful as the print collection, I believe full catalog-
ing is necessary. Subject access should be pro-
vided as thoroughly as it is for books. Some of the
larger jobbers make cataloging available for their
videotapes. This type of cataloging may quickly
develop many inconsistencies making searching
the libraryTs holdings more difficult for the public.
Several labels may be needed for videotapes
in addition to the title and library identification
labels. You may consider a label indicating the
legal screening rights, one cautioning against heat
or dropping in the book deposit, and a reminder
to rewind the tape.
Clear video boxes offer some advantages over
Solid ones. They allow the staff to see if the tape
has been rewound and if the tape is in the proper
box without opening the case. Clear boxes are
also available with cut outs for bar code labels.
See-through boxes in pastel colors allow for color
Coding. For example, green could be used for
ohome use,� yellow for opublic performance,� and
blue for childrenTs tapes.
At HPPL the processing is split between the
technical services and the audiovisual staff. The
tapes are cataloged and processed by technical
Services staff; the audiovisual staff makes the
browsing poster for each video. The audiovisual
Staff assigns the tape a unique number and
affixes a round color-coded label with this
number to the tape, the tape case, and the poster.
Circulation
1. Will you charge a borrower's fee?
2. For how long will tapes circulate?
3. What is the maximum number of tapes a
Patron or household will be allowed to borrow?
4. Will you renew videotapes? By phone? In per-
son?
5. Will you charge an overdue fine? How much?
6. Will you require tapes to be rewound?
7. Will your system allow extensions for teachers?
8. When a tape is lost or destroyed, how much will
you charge the patron?
9. Will you circulate tapes through branches? Will
you allow tapes to be returned to any branch?
In all respects, I believe, video should be
treated as an integral part of the library's collec-
tions"in collection development, in providing
access through cataloging, and in not treating it
differently by charging fees. Sally Mason, former
Project Director of the ALA-Carnegie Video Proj-
ect, expressed this same thinking in an interview
about current video issues: o... we're seeing ... a
Movement away from charging a fee for video,
which I think is really important, because we need
to establish the idea that video is part of the basic
Collection, and not some ephemeral sidecar to the
library collection.� 2
There is some debate over the issue of
rewinding tapes just after they have been played.
Some experts believe that it is better to rewind
Just before playing the tape. My suggestion is to
Check with the video rental stores in your area
and do what they do. The advantages of doing it
one way or the other probably do not outweigh
the frustration the staff would face in trying to
change what the public is in the habit of doing.
We made a decision at HPPL to charge a max-
imum of twenty-five dollars for a lost or destroyed
tape regardless of the cost of the tape. This means
that the library may have to absorb some addi-
tional cost, but again it probably is not worth the
obad will� to try to force a patron to pay what he
or she would undoubtedly believe is an unfair
amount.
HPPL does not circulate tapes to branches.
While rotating collections provide a great service
to patrons of small libraries, this kind of system
requires extensive planning and ongoing supervi-
sion as well as a courier. A section titled oRotating
Collections: Video Circuits� included in the book,
Developing and Maintaining Video Collections in
Libraries, by James Scholtz, would be useful in
planning this type of system.®
Care and Maintenance
1. What is necessary for proper care of video-
tapes?
2. Will you repair videotapes in-house? What
repairs are safe to make?
3. What preventive maintenance is needed for
VCRTs and video players?
Videotapes are easily damaged by extremes
of heat and cold. They should not be left in hot cars.
Videotapes need to adjust to room temperature
before using. Tapes should be kept away from
food and beverages, and should be kept in cases
when not in use. Videotapes can be damaged or
accidentally erased by leaving them near elec-
tronic devices which generate a magnetic field.
Tapes should not be left on the top of a TV or a
video recorder that is in use, or on a stereo
speaker.
The HPPL video brochure for the public
explains these care and handling guidelines.
Patrons are given a short video handout when
they first register to borrow tapes. In addition,
during the warm weather months we give out
bright colored flyers alerting the public to possible
damage to AV materials from heat and sun.
Tapes in the library should be stored verti-
cally with the full spool down. This will prevent
pressure on the edges of the tapes.
Most repairs on videotapes should be done by
a professional. Reattaching the tape when it has
come loose from the spool is a simple repair that
safely can be done in-house.
Summer 1989"79
The tape heads on VCRTs and video players
should be cleaned periodically; this can also be
done in-house. The heads on a regularly used VCR
or player should be cleaned at least once a month.
The oAlsop 3� tape head cleaner is a tape cleaner
with fluid that is easy to use and is the only cas-
sett-type head cleaner that is recommended. An
alternative method would be to use chamois
swabs and Freon TF to clean the heads.*
References
�
1. Ray Serebrin, oVideo: Planning Backwards into the Future.
Library Journal 113 (November 15, 1988): 34-35.
2. Sally Mason, oHot Potatoes In Idaho: VideoTs Burning Issues.�
Video Librarian 3 (October 1988): 3.
8. James Scholtz, Developing and Maintaining Video Collec-
tions in Libraries (Santa Barbara, CA-ABC-CL10, 1988): 166-
170.
4. George Smith, oAudio-Visual Equipment Maintenance and
Repair,� instructor for the workshop sponsored by the Audiovis-
ual Committee of the Public Library Section, NCLA. Forsyth
County Public Library, Winston-Salem, NC April 21, 1989.
Sources for Useful Information
Collection Development
Developing and Maintaining Video Collections
in Libraries by James C. Scholtz. Santa Barbara,
CA: ABC-CLIO, 1988. $35 ISBN 0"87436-497-3
This how-to manual is full of practical and up-to-
date information on the subject. It is highly
recommended for any library with a video collec-
tion.
Order from: ABC-CLIO
2040 Alameda Padre Serra
P.O. Box 4397
Santa Barbara, CA 93104-4397
UNC-G Video Consortium. Duplication rights are
purchased for videotapes when several North
Carolina libraries wish to purchase the same
title. The individual libraries purchase the dupli-
cated tape at a fraction of the retail price. This
consortium typically deals with expensive series
like oDegrassi Jr. High� and oThe Day the Universe
Changed,� which may have aired on public tele-
vision.
Contact: at
Linda Struble UNC-G Video Consortium
Mel Schumaker 72 McNutt Building
Hugh Hagaman UNC at Greensboro
Greensboro, NC 27412
(919) 334-5078
80"Summer 1989
Video for Libraries: Special Interest Video for
Small and Medium-sized Public Libraries. Edi-
ted by Sally Mason and James Scholtz. Chicago:
ALA, 1988. $14.50
This annotated bibliography of non-fiction video
lists titles which have proved successful in public
libraries through the United States. This is an
excellent selection guide for beginning or develop-
ing a video collection.
Order from:
ALA Books
American Library Association
50 E. Huron Street
Chicago, IL 60611
Security
The Kingsley Library Company offers several
models of video return drop-in boxes.
Contact:
Kingsley Library Equipment Company
P.O. Box 2731
Pomona, CA 91769-2731
The Tattle-Tape Library Security System from 3M
is designed to work with videotapes. Request
information about Model 2001 and Model
2011 from:
3M Library Security Systems
Building 225-4N-14, 3M Center
Saint Paul, MN 55144-1000
(800) 328-1684 ext. 111
Copyright
oCopyright: What Every School, College and
Public Library Should Know.� 4" VHS videotape.
20 min. Produced by F.A.C.T. (Folks Against
Copyright Transgression), 1987. $15.00. A guide-
book by copyright attorney, Ivan Bender, is
included.
Order from:
A.LMLE.
108 Wilmot Road
Deerfield, IL 60015
~Library and Classroom Use of Copyrighted
Videotapes and Computer Software,� by Mary
Hutchings Reed and Debra Stanek. Single copies
of this article reprinted from American Libraries,
February 1986, are available from the ALA office
of Rights and Permissions with receipt of SASE;
25 or more copies available at 25¢ each.
ate}sio) 1987 1988
PRODUCTIVITY
Pvciniy is a critical concern in todayTs library. ThatTs why more and more decision makers are looking
into Faxon. We can be the best source for all of your journal and continuation subscriptions. Our services
enable you to devote your valuable personnel resources to other crucial library functions.
As a full service agent with access to more than 200,000 different periodicals, we can handle
ordering, claiming, check-in, and routing. Our growing international network links you to other
libraries, publishers, online systems, and networks.
If you can profit from improved productivity, a call to Faxon figures.
1-800-225-6055
or 1-617-329-3350 (collect)
fa:0n
The Faxon Company 15 Southwest Park Westwood, MA 02090
Summer 1989"81
Care and Maintenance
~Video Casseiie Repair Made Simple� California
Library Association, 1985. 17 min.
This very useful videotape may be borrowed from
the North Carolina State Library, #VC00420, or
ordered from:
Rosemead Public Library
8800 Valley Boulevard
Rosemead, CA 91770
The Videotape Cassette Care Handbook. RTI,
1987. $5.00
Order from:
Research Technology International
4700 Chase Avenue
Lincolnwood, IL 60646
Videotape Review Sources
Booklist. Published by American Library Associa-
tion, 50 E. Huron Street, Chicago, IL 60611, sub-
scription: $56 per year; 22 issues per year. ~A
review in Booklist constitutes a recommendation
for library purchase.T
Typically about twenty-five non-fiction titles
are reviewed. Videotape prices range from $25 to
$450.
Childrens Video Report. Address: Childrens
Video Report, 145 West 96th Street, Suite 7C, NY,
NY 10025-6403; subscription: $35; six issues per
year.
This newsletter uses experts in child devel-
opment and media to review childrenTs home-use
videotapes. Issues are frequently devoted to a sin-
gle topic. This is a very useful selection tool.
LibrarianTs Video Journal. Published by Clear-
view Media Corporation. Address: LibrarianTs
Video Review, Rt. 1, Box 25, Bowling Green, VA
22427; subscription for one year: $22; published
quarterly; sample copies available on request. Call
800-356-0195.
Useful articles are published as well as
reviews for current special interest video. A typi-
cal issue reviews about eighty low-cost titles for
children and adults. The publisher of this journal
is also a distributor; however, the reviews seem
fair.
Library Journal. Address: Library Journal, P.O.
Box 1977, Marion, OH 43305-1977, subscription:
$69 per year; twenty issues per year
82"Summer 1989
A typical issue reviews about seventeen non-
fiction videotapes. Prices range from $20 to $340.
Video Librarian. Address: Video Librarian, P.O.
Box 2725, Bremerton, WA 98310; subscription:
$35 per year; eleven issues per year.
The publisher and editor, Randy Pittman, is a
former, highly respected, video librarian. This
newsletter is full of helpful information and arti-
cles as well as reviews. A typical issue reviews
about thirty-five feature and non-fiction video
titles. This is a very useful selection tool.
Videotapes of Interest to North Carolinians
American Storytelling Series: vol. 8. Wilson,
1986. 31 min. $99.00 PP (public performance
rights).
Features storyteller, Don Davis, of High Point,
NC
Order from:
The H.W. Wilson Company
950 University Avenue
Bronx, NY 10452
The American Traditional Cultural Series
(three titles)
Being A Joines. Davenport Films [nd]. 55 min.
$29.95. HUO (home use only rights).
A portrait of a master traditional tale teller
from Wilkes County, NC.
Born For Hard Luck: Peg Leg Sam Jackson.
Davenport Films [nd]. 29 min. $29.95. HUO
A film portrait of one of the last medicine
show entertainers with highlights from his per-
formance at a North Carolina county fair in 1972.
A Singing Stream: A Black Family Chronicle.
Davenport Films [nd]. 57 min. $29.95. HUO.
A film history of the Landis family of Gran-
ville County, NC.
Order from:
Davenport Films
Rt. 1, Box 527
Delaplane, VA 22025
The Angel That Stands By Me. Light Saraf Films,
1983. 29 min. $150.00 PP.
This film focuses on the life and art of the late
Minnie Evans, a folk artist from Wilmington, NC.
Her work has been shown at the Whitney Museum
in New York.
Order from:
Light Saraf Films
131 Concord Street
San Francisco, CA 94112
(415) 584-3521
Beginning Appalachian Clogging. Lark in the
Morning [nd]. 45 min. $39.95. PP.
Beginning Appalachian Dulcimer. Lark in the
Morning [nd]. 45 min. $39.95. PP
Order from:
Clearview Media
Rt. 2 Box 25
Bowling Green, VA 22427
The Blue Ridge. Group II Productions, 1988. 40
Min. $24.95. PP.
Order from:
Group II Productions
513 Florham Drive
High Point, NC 27260
Campus Clips Series. Leslie Smith Service Cor-
Poration, 1987. 30 min. ea., $29.95 ea. HUO.
Interviews with students about academics
and campus life. Tapes are available for these NC
universities: Duke, NC State, UNC-CH, UNC-G,
Wake Forest.
Order from:
Leslie Smith Service Corporation
69-A Forest Street
Watertown, MA 02172
Carmina Burana. Carolina Public Television,
[198]. $60.00. PP.
The dance, music, and theatre departments
of the North Carolina School of the Arts collabo-
tated in this presentation of Carl Orffs famous
and elaborate scenic oratorio.
Order from:
Loren Stutts
Carolina Public TV
P.O. Box 3500
Chapel Hill, NC 27514
Dances of the World: The Southern Appalach-
tans. Vol. 1. Folk Dance Video. International,
[nd]. $39.95.
This is one of several video programs featur-
ing North Carolina traditional country dancers
and cloggers. Order from:
Folk Dance Videos International
10100 Park Cedar Drive, Suite 110
Charlotte, NC 28210
Doc and Merle. Front Porch Productions, 1986.
58 min. $125.00. PP.
An entertaining and enlightening look at the
lives of North Carolina father and son musicians,
Doc and Merle Watson.
Order from:
Front Porch Productions
P.O. Box 2746
Boone, NC 28607
FixinT To Tell About Jack. Appalshop Films [nd].
25 min. $24.95. HUO.
Ray Hicks, a mountain farmer and storyteller
from Beech Mountain, NC, tells the Jack Tale,
oWhickity-Whack, Into my Sack,� also known as
oSoldier Jack.�
Order from:
Appalshop Films
306 Madison Street
Whitesburg, KY 41858
Jackie Torrence: The Story Lady. Weston Woods
Films [nd]. 30 min. $50.00. PP.
This well-known NC storyteller tells the eerie
story, oTwo White Horses: A Mountain Tale.�
Order from:
Weston Woods Films
Weston, CT 06883
John Colirane: The Coltrane Legacy. VAI, 1985.
61 min. $39.95. HUO.
A film tribute to the North Carolina native
and master saxophone player.
Order from:
Home Vision
P.O. Box 800
Concord, MA 01742
New Bern: How To Fix Up A Little Old American
Town. CC-M Productions, 1988. 57 min. $60.00.
BR:
A focus on the historic preservation of the
Colonial capital of North Carolina.
Order from:
CC-M Productions
7755 16th Street, NW
Washington, DC 20012
(301) 588-4095
go for it!
use your library
Summer 1989"83
Sprout Wings and Fly. Flower Films, 1983. 30
min. $44.95. HUO.
A film by Les Blank about NC mountain
fiddler, Tommy Jarrell.
Order from:
Flower Films
10341 San Pablo Avenue
El Cerrito, CA 94530
Thomas Wolfe: Look Homeward Angel. Films
for the Humanities [nd]. 45 min. $149.00. PP.
An examination of WolfeTs Asheville roots
and the writing of his first novel.
Order from:
Films for the Humanities
Box 2053
Princeton, NJ 08543
(800) 257-5126
Tragedy and Triumph of the Cherokee. Chero-
kee Publications [nd]. $29.95. HUO.
An historic tribute to the Cherokee Indians of
North Carolina.
Order from:
Cherokee Publications
P.O. Box 256
Cherokee, NC 28719
The Trontium Tusk. John Lemmon Films, 1984. 9
min. $69.95. PP.
This highly creative clay-animated science
fiction film is an original of NC filmmaker John
Lemmon. John Lemmon is the filmmaker of the
Food Lion animated television commercials. Final-
ist, American Film Festival, 1986.
Order from:
John Lemmon Films
5016 Furman Place
Charlotte, NC 28210
The Tryon Palace Christmas Decoration Li-
brary. Four volumes. CC-M Productions, 1987.
$24 each. PP.
Order from:
see New Bern: How To Fix Up a Little Old
American Town
Uncertain Faiths. Park Film Distribution [nd]. 59
min. $52.00. PP.
A film about the changing textile industry in
the South and how it has affected the people
involved.
Order from:
84"Summer 1989
Park Film Distribution
Rt. 2, Box 3473
Crabapple Hollow Road
Nicholson, GA 30565
Virginia Plantations. Paradise Productions,
1986. 30 min. $16.00. HUO.
A visit to eight plantations, focusing mostly
on Mount Vernon and Monticello.
Order from:
Baker & Taylor
8140 Lehigh Avenue
Morton Grove, IL 60053
(800) 227-2812
A Williamsburg Sampler. Colonial Williamsburg
Foundation [nd]. 29 min. $26.95. PP.
A cross section of the many appeals of his-
toric Williamsburg.
Order from:
Colonial Williamsburg Foundation
P.O. Box C
Williamsburg, VA 23187
North Carolina: A Special Kind of Splendor, A
Land for All Seasons, and Dare County: Land of
Beginnings are three of twelve titles relating to
North Carolina. Each of these is $29.95. About
eighteen other titles are available which may be of
interest. Prices range up to $96.00.
Order from:
Grady Jefferies
6209 Rock Quarry Road
Raleigh, NC 27610
(919) 772-2090
NC Is My Home with Charles Kuralt, and The
Mansion at 200 North Blount Street are among
approximately eight titles available relating to
North Carolina. Request prices.
Order from:
North Carolina Public Television
P.O. Box 3508
Chapel Hill, NC 27514
From Our House To The White House, The His-
tory of Seagrove Pottery, and An Indian, A Per-
son, Myself, are among eighteen titles produced
by the Documentary Unit, NC Department of Cul-
tural Resources. All videotapes are about $25.00
each.
Order from:
Videofonics
1101 Downtown Boulevard
Raleigh, NC 27603
Recommended Videotape Distributors Quality Books, Inc.
918 Sherwook Drive
AFRO-AM Distributing Company Lake Bluff, IL 60044-2204
819 Wabash Avenue (800) 323-4241
Chicago, IL 60605
The Traveloguer Collection
Ambrose Video and Publishing, Inc. 3301 W. Hampden / Suite N
381 Park Avenue South, Suite 1601 Englewood, CO 80110
New York, NY 10016 (800) 521-5104
(800) 526-4663
University of Illinois Film/Video Center
Baker & Taylor Video 1325 South Oak Street
8140 Lehigh Avenue Champaign, IL 61820
Morton Grove, IL 60053 (800) 367-3456
(800) 227-2812
Viewfinders, Inc.
Bodner Associates P.O. Box 1665
183 Leicester Avenue Evanston, IL 60204
Norfolk, VA 23503 (800) 342-3342
(804) 588-8455
Video Artists International, Inc.
Brighton Video P.O. Box 153 Ansonia Station
250 West 57th Street, Suite 916 New York, NY 10023
New York, NY 10019
an ~bag i Zenger Video
ildrenTs Circle Home Video 10200 Jefferson Boulevard, Room EV 41
Weston Woods P.O. Box 802
Weston, CT 06883 Culver City, CA 90232-0802
(800) 243-5020 (800) 421-4246
Sotonet Film and Video Zig Zigler Corporation
ae Wilmot Road 3330 Earhart / Suite 204
eerfield, IL 60015 Carrollton, TX 75006 al
Davenport Films (800) 527-0306
Rt. 1, Box 527
Delaplane, VA 22025
(703) 592-3701
Home Vision
P.O. Box 800
Concord, MA 01742
Library Video Company
P.O. Box 40351 / Dept. M-13
Philadelphia, PA 19106
(800) 843-3620
Lucerne Media
37 Ground Pine Road
Morris Plains, NJ 07950
(800) 341-2294
The Media Guild
11722 Sorrento Valley Road / Suite E
San Diego, CA 92121-1021
(619) 755-9191
PBS Video
1320 Braddock Place ae per?
Alexandria, VA 22314-1698 spp ie cheat a , ses
Summer 1989"85
IM
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Our micrographics professionals can help you select the right tools
from a whole range of advanced Minolta micrographic equipment.
They can tailor a system to meet your needs exactly.
Southeastern Microfilm, Inc. is the most complete
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86"Summer 1989
Freedom to View
The FREEDOM TO VIEW, along with the freedom
to speak, to hear, and to read, is protected by the
First Amendment to the Constitution of the Uni-
ted States. In a free society, there is no place for
censorship of any medium of expression. There-
fore, we affirm these principles:
1. It is in the public interest to provide the broad-
est possible access to films and other audiovisual
materials because they have proven to be among
the most effective means for the communication
of ideas. Liberty of circulation is essential to
insure the constitutional guarantee of freedom of
expression.
2. It is in the public interest to provide for our
audiences, film and other audiovisual materials
which represent a diversity of views and expres-
sion. Selection of a work does not constitute or
imply agreement with or approval of the content.
3. It is our professional responsibility to resist the
constraint of labeling or pre-judging a film on the
basis of the moral, religious, or political beliefs of
the producer or filmmaker or on the basis of con-
troversial content.
4. It is our professional responsibility to contest
vigorously, by all lawful means, every encroach-
ment upon the public's freedom to view.
This statement was originally drafted by the
Educational Film Library AssociationTs Freedom
to View Committee, and was adopted by the EFLA
Board of Directors in February, 1979. Libraries
and educational institutions are encouraged to
adopt this statement and display it in their
catalogs or libraries. The text of the statement
may be reprinted freely; permission is granted to
all educational institutions to use it.
The Educational Film Library Association is
now known as The American Film and Video
Association.
The American Film and Video Association
929 Barnsdale Road / Suite 152
La Grange Park, IL 60525
A Video User Survey from
High Point Public Library
A survey was conducted at the High Point
Public Library (HPPL) in which every video
Patron during five weeks was asked to complete
the questionnaire reprinted here. These results
are based on a sample of two hundred, which
represents about seven percent of the registered
video borrowers at the library.
There are approximately 1200 videotapes in
the collection at HPPL. Of these, ten to fifteen
Percent are feature movies. These movies are
almost entirely older classics and most are based
On literary works. The balance of the collection is
educational and enrichment programs which fall
into the subject categories listed in Question 10.
The respondents were asked to check the
Ways they first learned that the library offered
Videotapes. Naturally, some people had learned
about it through more than one source. One
hundred and three persons said they found out
While in the library, either from signs, flyers or
library staff. One hundred respondents learned
about the library's video collection by word of
Mouth. Only one person learned about the
libraryTs videos from the local newspaper, and
that person indicated that s/he also heard about
it through word of mouth and while visiting the
library,
Ninety-one persons, or forty-six percent, said
that when they first came to the library they
hoped to borrow something besides or in addition
to feature movies or childrenTs videotapes. Fifty-
two, or twenty-six percent, came expecting to
borrow PBS programs on video. Thirty-nine, or
twenty percent, said they hoped to borrow video
On these topics: business, fine arts, how-to, travel,
leisure and hobbies.
An overwhelming number of the video bor-
Towers at HPPL were library users before they
became video borrowers. One hundred eighty-
Nine persons, or ninety-five percent, said they
Were library users before registering to borrow
Videotapes. However, sixty-one respondents, or
thirty-one percent, indicated they had never bor-
Towed any audiovisual materials before borrow-
Mg video tapes.
_ Sixty-one percent of the patrons surveyed
dicated that they borrowed between one and
SIX videos from the library during a typical month.
Twenty-seven percent said they borrowed be-
tween seven and twelve tapes per month; twelve
Percent borrowed thirteen or more per month.
Thirty-six people, or eighteen percent, said
they do not rent any tapes from video stores.
Seventy-two percent said they rent between one
and six tapes per month; one percent indicated
that they rent seven or more tapes per month.
One hundred thirteen respondents, or fifty-
seven percent, indicated that they watch ten or
fewer hours of television each week. Fifty-five per-
sons, or twenty-eight percent, said they watch
between eleven and twenty hours per week, while
only seven people, or less than one percent, indi-
cated they watch more than forty-one hours of
television each week.
Of the 200 responses, 185 people, or ninety-
three percent, indicated that they read at least one
book per month. Of those, 134 people, or sixty-
seven percent, said they read between one and
five books per month. Fifty-one people, or twenty-
six percent, said they read more than six books
per month. Nine percent indicated that they read
no books during a typical month.
It was reassuring to find that thirty-four
people, or seventeen percent of the two hundred
video borrowers responding, answered oyes� when
asked if they had ever borrowed a book from the
library as a result of watching one of the libraryTs
videotapes.
Respondents were asked to check all cate-
gories in which they found tapes that interested
them most. The results appear in Table 1. This
same question also revealed that only four people,
or less than one percent, were interested only in
feature movies. Six people, also less than one per-
cent, said they were interested only in childrenTs
video.
Fifty-five percent of the respondents live
within five miles of the library; thirty-one percent
TABLE 1.
Patron interest by subject category
Number of
titles in Number of
this patrons
category Category interested Percentage
43 Business 19 (10%)
49 Career/Personal Dev. 27 (14%)
123 Children 12 (62%)
204 Documentaries 88 (44%)
156 Feature Movies 14 (72%)
48 Fine Arts 33 (17%)
31 Health/Fitness 35 (18%)
94 How-To 52 (26%)
46 Literature 47 (24%)
40 Local Interest 16 ( 8%)
195 MacArthur/PBS 68 (34%)
38 Sports/Recreation 24 (12%)
44 Travel 42 (21%)
48 Variety/Entertain. 74 (87%)
48 Young Adult 19 (10%)
Summer 1989"87
Video User Questionnaire
Please help us serve you better by answering these questions.
1. How did you first learn that the library loaned videotapes?
Signs/flyers in the library O
Newspaper article oO
Word of mouth im)
. When you first came here to borrow videotapes, which of the following did you hope to borrow?
Movies O
ChildrenTs tapes (
PBS Series O
Other (specify)
. Were you a library user before you borrowed videotapes from Audiovisual Services?
Yes Oo
No Oo
. How many videotapes do you borrow from the library during a month?
. How many videotapes do you rent from a video store during a month?
. How many hours of television (not video) do you watch per week?
. How many books do you read per month?
. Have you borrowed any books from the library as a result of watching one of the libraryTs videotapes? (Example: watched
oNorman Rockwell and the Saturday Evening Post;� then read biography of Norman Rockwell) Yes O No O
. What AV materials have you borrowed besides videotapes?
16mm Films O Compact Discs
Art Prints O Records
Slides/Filmstrips O Audio Tapes
. In which categories do you find tapes that interest you most?
Business Fine Arts MacArthur/PBS Series
Career/Personal Dev. Health/Fitness Sports/Recreation
Children How To Travel
Documentaries Literature Variety/Entertainment
Feature Films Local Interest Young Adult
. What subject(s) would you like added to the collection?
. How far do you live from the library? ______ miles
. Are you a resident of Guildford County? Yes O No O
. Your sex: Male 0 Female O
. Your age: 16-29 O 30-45 O 46-59 O 60-69 O 70-90 0
. Circle the highest level of education you have completed.
456: e689 100 tala 13 14 15 16 a domes mpaile)
. What is your occupation?
Thanks for Your Help!
Audiovisual Services
High Point Public Library
88"Summer 1989
live between six and ten miles from the library;
thirteen percent live between eleven and fifteen
miles away. Less than one percent live fifteen
miles or further from the library.
Twenty-three percent of the people polled
indicated they were not residents of Guilford
County. These forty-five persons had purchased a
non-resident library card for ten dollars.
A 1985 estimate for the population of High
Point indicated that only fifty-four percent were
high school graduates. The findings of this survey
indicated that the lowest educational level among
those responding was eleventh grade. The three
People indicating they had only eleven years of
education represent less than one percent of
those responding. This survey also showed that
forty-one persons, or twenty-one percent, had fin-
ished high school; that sixty-one respondents, or
thirty-one percent, had a college degree; and that
thirty-nine, or twenty percent, had seventeen or
More years of education.
The survey showed that fifty-three borrow-
ers, or twenty-seven percent, are employed pro-
fessionally in the areas of education, social work,
health, religion and the arts. Non-professionals
Working in those same fields account for thirty-
nine people, or twenty percent. Forty-two re-
Spondents, or twenty-one percent, are not em-
ployed outside their homes. Twenty-four people,
Or twelve percent of the users, work in business.
Blue collar workers and students each account
for one percent of the users. Doctors, attorneys
and scientists account for less than one percent,
as do retired persons. Al
Subscription Order
Please place mailing label
from your issue here.
North Carolina Libraries is published four
times a year by the North Carolina Library
Association. Subscription: $32 per year; $50
foreign countries. Single copy $10. Address
new subscriptions, renewals, and related
Correspondence to Frances B. Bradburn, edi-
tor; North Carolina Libraries, Joyner Library,
East Carolina University, Greenville, NC
27858 or call (919) 757-6076. (For member-
ship information, see address label on jour-
nal)
(oul)
Young Librarian Award
The Junior Members Roundtable will recog-
nize an outstanding young librarian at the 1989
NCLA Biennial Conference with a certificate and
a $25 cash award. Eligible persons must be:
@ Members of NCLA
e Under age 35, or employed as a librarian for
less than six years
@ Professional librarians in North Carolina for
at least one year
® Making an outstanding contribution to
librarianship in North Carolina.
Applications and nominations may be made
to:
Judi Bugniazet
Bell Library
Montreat College
Montreat, NC 28757
(704) 669-2382
Deadline: July 15, 1989.
The Baker & Taylor/JMRT Grassroots Grant
The Baker & Taylor Company is providing
North Carolina an opportunity to offer a $250
grant to one library science student to attend the
North Carolina Library Association Conference,
October 11-13, 1989.
The grant recipient must be a member of the
North Carolina Library Association, and a member
of the Junior Members Round Table. A prepared
statement and application must be sent no later
than August 30, 1989 to:
Melanie Collins, Chair
NCLA/JMRT
Harnett County Library
POB 1149
Lillington, NC 27546
(919) 893-3446
Call or write for an application.
Summer 1989"89
The Effects of a New Main Library on
Circulation and Other Selected
Performance Indicators
Melanie H. Collins and Robert Burgin
Librarians need to be aware of the potential
impact of a new building on library performance
in order to be able to deal with the effect that the
change might have on day-to-day operations.
Whether a new building affects circulation and
other performance indicators and how much
effect exists are questions that need to be
explored. With the knowledge of which perfor-
mance indicators are the most substantially
affected by a new building, librarians will be bet-
ter able to plan operating budgets and staffing of
public service areas and to do more effective pub-
lic programming.
This research examined specific performance
indicators of public libraries to determine to what
degree these measures were affected by the con-
struction and opening of a new headquarters.
Review of the Literature
Little information dealing with the effect of a
new library building on circulation was found in
the literature. Goals, guidelines, and standards
have been developed to dictate how large a
building should be in order to serve a population,
how the collection should be arranged, and even
how many parking spaces are needed. But little
has been written to suggest how the new building
will affect library performance.
The only substantial data appear to be those
of Daniel Suvak, who cited an oinformal survey of
twenty-five libraries� that had opened new build-
ings! The libraries included in his informal study
included the Plymouth (Indiana) Library; Atlanta
Public; Omaha Public; and the Stark County Dis-
trict Library in Canton, Ohio.
Based on his informal data, Suvak made four
claims. First, he argued that a new building leads
to increased circulation. He claimed that the
Melanie H. Collins is assistant librarian at the Harnett Coun-
ty Public Library in Lillington, NC. Robert Burgin is an
instructor in the School of Library and Information Sciences
at North Carolina Central University in Durham, NC.
90"Summer 1989
twenty-five libraries showed, on average, a forty-
four percent increase in circulation the year after
opening the new building, ranging from a three
percent decrease to a one hundred twenty-seven
percent gain.
Second, Suvak found that circulation gains are
especially significant for smaller libraries. He
noted that osmall libraries show bigger gains.
Where the total circulation is 150,000 or less, a
new building increased the circulation an average
of sixty-three percent in the year after opening?�
Third, Suvak suggested that, in some cases,
the increase in circulation continues beyond the
first year. He noted that some libraries expe-
rienced large increases for four years after the
opening of a new building.
Finally, Suvak argued that circulation in-
creases would be matched in most other areas of
library service in the new building. This point was
illustrated by the Atlanta Public Library, which
reported that fifty-five thousand adults and four
thousand children visited their new library in the
first two weeks, and that two thousand people
applied for new library cards in a single, record-
setting day.
Present Study
New public library headquarters facilities
that were built during the fiscal years 1975-76
through 1985-86 in North Carolina were the focus
of the present study. The study excluded those for
which only renovations and additions were made.
Furthermore, since the authors were interested in
changes to performance measures in the years
leading up to the new building, only libraries that
had data available for three fiscal years before
and three fiscal years after the opening of a new
headquarters library were used for this study.
Libraries that did not report headquarters library
circulation to the North Carolina Division of the
State Library were not included in the circulation
comparisons.
TABLE 1.
Annual Increases in Circulation, Fiscal Year in Which New Building Opened
a
me """""""""
Library Year
Bladen 1978-79
Buncombe 1978-79
Cabarrus 1977-78
Duplin 1981-82
Durham 1980-81
Gaston-Lincoln 1978-79
Haywood 1981-82
Lee 1979-80
New Hanover 1980-81
Wayne 1976-77
Median
Percentage Mean Increase for Old
Increase Headquarters Libraries (N)
15.92 0.58 (52)
4.41 0.58 (52)
19.33 3.58 (53)
13.31 5.54 (52)
65.75 2.32 (52)
- 23.76 0.58 (52)
7.09 5.54 (52)
41.60 1.13 (51)
20.19 2.32 (52)
30.83 2.00 (53)
17.625 2.160
| e
Wilcoxon signed ranks test: z= - 2.090
p .037
The ten public library systems that had con-
structed new headquarters libraries in the ten
years prior to the study and that had data avail-
able for the years specified above were the Bladen
County Public Library, Asheville-Buncombe
County Library (Pack Memorial), Cabarrus County
Library (Charles A. Cannon Memorial), Duplin
County-Dorothy Wightman Public Library, Dur-
ham County Library, Gaston-Lincoln Regional
Library, Haywood County Library, Lee County
Library, New Hanover County Public Library, and
Wayne County Public Library. More detailed
information regarding each of the libraries under
Study is available in Collins*.
The phrase oheadquarters libraries� in this
Study refers to all headquarters libraries for coun-
ty and regional public library systems in North
Carolina (municipal libraries were excluded), as
listed in the annual Statistics and Directory pub-
lished by the North Carolina Division of State
Library, The phrase oold headquarters libraries�
TABLE 2.
in the tables and figure refers to those headquar-
ters libraries that did not meet the criteria for
inclusion in the group of ten listed above.
All data were taken from the Statistics and
Directory and were assumed to be accurate.
Dates for construction of the headquarters facili-
ties that were not supplied by the libraries stud-
ied were supplied by the State Library.
Because book circulation was the only per-
formance indicator that was reported separately
for headquarters libraries in the annual Statistics
and Directory, it was the only performance indi-
cator that provided direct comparisons between
new headquarters library buildings and head-
quarters libraries that did not construct new
facilities.
Other performance indicators were gathered
for the total library system (headquarters,
branches, bookmobiles, and other circulation out-
lets). These included local operating receipts;
expenditures (personnel, books, total); total book
Annual Increases in Circulation, Fiscal Year in Which Greatest Increase Occurred
ee ee eee eee reer reer
""""""""""""""""""
Fell he EEUU NINES
Library Year
Bladen 1978-79
Buncombe 1979-80
Cabarrus 1977-78
Duplin 1982-83
Durham 1980-81
Gaston-Lincoln 1979-80
Haywood 1982-83
Lee 1979-80
New Hanover 1981-82
Wayne 1976-77
Median
Wilcoxon signed ranks test: z= - 2.803
p .005
Percentage Mean Increase for Old
Increase Headquarters Libraries (N)
15.92 0.58 (52)
19.76 1.13 (51)
19.33 3.58 (53)
29.09 6.28 (52)
65.75 2.32 (52)
29.13 1.13 (52)
14.22 6.28 (52)
41.60 1.13 (51)
22.34 5.54 (52)
30.83 2.00 (53)
25.715 2.160
Summer 1989"91
collection; number of volumes added to the col-
lection; systemwide book circulation; and number
of staff, both professional and paraprofessional.
Results
Tables 1, 2, 3, and 4 summarize the annual
increases in circulation for the ten libraries that
opened new buildings during the ten years prior
to the study. The tables list increases for the fiscal
year in which the building opened and for the
first, second, and third fiscal years following the
year of the opening.
For the year of the opening, circulation
changes ranged from a drop of 23.8 percent to an
increase of 65.8 percent. The median increase for
the ten libraries was 17.6 percent for the year of
the building opening. Seven of the ten libraries
experienced circulation growth higher than ten
percent.
For the first fiscal year after the opening of
the new building, the median increase in circula-
tion was even higher"17.8 percent. Changes in
circulation ranged from a 2.4 percent drop to a
29.1 percent increase. Again, seven of the ten
libraries achieved odouble digit� circulation
growth.
Increases in circulation for the second fiscal
year after the new building opening were less
dramatic"a median of 8.1 percent. Only three
libraries had circulation growth above ten per-
cent. No library experienced a loss in circulation;
increases ranged from 0.72 percent to 27.1 per-
cent.
By the third fiscal year after the building had
opened, the median increase in circulation had
dropped to only 2.6 percent. Three libraries
showed lossses in circulation, and none expe-
rienced an increase of greater than ten percent.
Changes in circulation ranged from a two percent
loss to an increase of eight percent.
In addition, for the fiscal years prior to the
opening of the new building, median circulation
increases were positive (1.4 percent between the
third and second years prior to opening, 2.7 per-
cent between the second and first years prior to
opening). It is noteworthy that several libraries
experienced decreases in circulation during these
years, some quite large. The authors did not
explore whether these drops were due to the
increasing problems with older facilities, the fact
that the libraries were closed for moving, or other
reasons.
Increases in Circulation
All four of the findings of SuvakTs informal
survey, outlined above, were examined in the
present study and are discussed below.
TABLE 3.
Annual Increases in Circulation After Building Opening
Litkary Year of One Year Two Years Three Years
Opening After After After
Bladen 15.92 PEG 9.25 2.46
Old HQs 0.58 1.13 2.32 5.54
Buncombe 4.41 19.76 9.95 5.61
Old HQs 0.58 1.13 2.32 5.54
Cabarrus 19.33 4.32 6.95 -0.41
Old HQs 3.58 0.58 1.13 2.32
Duplin 13.31 29.09 27.08 2.70
Old HQs 5.54 6.28 1.05 3.39
Durham 65.75 15.76 13.30 8.03
Old HQs 2.32 5.54 6.28 1.05
Gaston-Lincoln -23.76 29.13 3.21 5.20
Old HQs 0.58 1.13 2.32 5.54
Haywood 7.09 14.22 4.68 -2.03
Old HQs 5.54 6.28 1.05 3.39
Lee 41.60 -2.42 0.72 4.86
Old HQs 1.13 2.32 5.54 6.28
New Hanover 20.19 22.34 1.32 -1.63
Old HQs 2.32 5.54 6.28 1.05
Wayne 30.83 27,17 10.76 0.24
Old HQs 2.00 3.58 0.58 1.13
ee i ea NR lM ae
Median - New HQS 17.625 17.760 8.100 2.580
Median - Old HQs 2.160 2.950 2.320 3.390
Wilcoxon signed
ranks test: z= 2.090
p .037
2= 2497
p.013
z= 2.090
p .037
z= 1.682
p .093
92"Summer 1989
First, the claim that a new building leads to
increased circulation was examined. Their claim
was tested directly by comparing the annual
increases in circulation for headquarters libraries
with new buildings to the annual increases in cir-
culation experienced by headquarters libraries
that did not construct new facilities during the
ten years prior to the study.
The annual increases in circulation for head-
quarters libraries with new buildings were signifi-
cantly higher than the annual increases in
circulation experienced by headquarters libraries
that did not construct new buildings, using the
nonparametric Wilcoxon signed ranks test to
determine significance of difference. This finding
was true both for the fiscal year in which the new
building opened (p .037) and, even more dram-
atically, for the fiscal year of the greatest circula-
tion increase following the opening of the new
building, which was the fiscal year of the opening
in five cases and the first full fiscal year after the
building opened in five cases (p .005).
Tables 1 and 2 show the circulation increases
for the ten new headquarters libraries and for
headquarters libraries that did not construct new
buildings during those years. While SuvakTs claim
that a new building leads to increased circulation
was corroborated, the increases in circulation for
the libraries with new buildings in the present
Study were not as large as the average of forty-
four percent found in SuvakTs informal sample.
Even for the fiscal year in which the greatest
Increase occurred, the median for the present
Study was only 25.7 percent; only one library in
_ this study exceeded SuvakTs average.
Small vs Large Libraries
Second, the assertion that small libraries
Show bigger gains in circulation with a new build-
ing was tested directly by comparing circulation
increases in the large libraries with new head-
quarters buildings with circulation increases in
the smaller libraries with new buildings. SuvakTs
figure of 150,000 annual circulation was used to
determine which libraries were large and which
Small; the circulation figure for the fiscal year
prior to the opening of the new building was used.
Buncombe, Durham, Gaston-Lincoln, and New
Hanover had annual circulation figures during
that fiscal year large enough to designate them as
large libraries.
For the fiscal year in which the new head-
quarters building opened, the small libraries
experienced a median increase in circulation of
17.6 percent, the large libraries 12.3 percent. For
the fiscal year in which the greatest circulation
increase was experienced, the large libraries reg-
istered a median increase of 25.7 percent, the
small libraries 24.2 percent.
Neither difference was significant, based on a
nonparametric Mann-Whitney U test; thus Suv-
akTs claim, that small libraries show larger circu-
lation increases with a new building, was not
confirmed by the present study.
Figure 1
Annual Increases in Circulation
20
ay
a
-
o
Percentage Increase
Years Before/After New Building
-"-" Median - New HQs
"" Median - Old HQs
Increases Beyond the First Year
Third, the degree to which circulation in-
creases continue beyond the first year after com-
pletion of construction was tested directly. Data
were gathered for the three fiscal years prior to
the opening of the new headquarters library, the
fiscal year of the opening, and the three fiscal:
years after the year of the opening. (See Figure 1.
These data are further illustrated by the figures
accompanying the narratives for each of the
libraries studied in Collins®.)
Table 3 summarizes the circulation increase
figures for the fiscal year in which the new head-
quarters library was opened and for the three fol-
lowing fiscal years. Significance of difference was
measured using the Wilcoxon signed ranks test.
As we saw above, for the fiscal year in which
the new building opened, the annual increases in
circulation for headquarters libraries with new
buildings were significantly higher than the
annual increases in circulation experienced by
Summer 1989"93
headquarters libraries that did not construct new
buildings (p .037). Likewise, increases in circu-
lation for the new libraries were significantly
higher for the first fiscal year (p .013) and for
the second fiscal year (p .037) after the build-
ings opened.
Contrary to SuvakTs finding, however, large
increases in circulation for the libraries in the
present study did not continue past the second
fiscal year after the new building opened. For the
third fiscal year after the building opening, the
annual increases in circulation for new headquar-
ters libraries were, in fact, lower than those for
the libraries that did not construct new head-
quarters buildings, although not signficiantly so.
Table 4 summarizes the circulation increase
figures for the three fiscal years prior to the open-
ing of the new building. Significance of difference
was again measured using the Wilcoxon signed
ranks test. Circulation increases during these
years for the libraries that built new buildings
were not significantly different from increases for
libraries that did not construct new facilities.
In short, the libraries with new headquarters
facilities experienced ~normalT circulation in-
creases before the new buildings and higher than
expected increases for the year in which the
building opened and for two subsequent years. By
the third year after the opening of the new facil-
TABLE 4.
Annual Increses in Circulation Before Building Opening
Library Two Years One Year
Before Before
Bladen -19.88 -9.12
Old HQs 2.00 3.58
Buncombe -4.09 -5.74
Old HQs 2.00 3.58
Cabarrus 0.40 5.33
Old HQs 3.37 2.00
Duplin -.29 -48.46
Old HQs 1.13 2.32
Durham -1,80 3.54
Old HQs 0.58 1.13
Gaston-Lincoln 2.97 4.00
Old HQs 2.00 3.58
Haywood 4.06 4.76
Old HQs 1.13 2.32
Lee 2.40 - 10.32
Old HQs 3.58 0.58
New Hanover 7.08 5.92
Old HQs 0.58 1.13
Wayne 15.53 1.83
Old HQs 11.18 3.37
Median - New HQs 1.400 2.685
Median - Old HQs 2.000 2.320
ST RT RR ATE ETA ISLET
Wilcoxon signed
ranks test: z= 0.561
p.575
z= 0.866
p .386
94"Summer 1989
ity, however, circulation increases were back to
~normal, although at a higher level of circulation.
Other Performance Indicators
Finally, the claim that other performance
indicators are also affected by the opening of a
new building was examined, but only indirectly.
Unfortunately, these data were available for the
entire system and not for the headquarters
library only. Findings in this area were therefore
suggestive rather than conclusive.
Spearman rank correlation coefficients were
obtained between each of the performance indi-
cators under consideration and the increase in
headquarters circulation for each of the ten librar-
ies over the seven years studied (from three fiscal
years prior to the new building to three fiscal
years after the opening).
A significant correlation was found between
the growth rate for new titles added and circula-
tion growth (p .037; see Table 5). Libraries with
significant increases in the number of titles added
also tended to experience large increases in circu-
lation. For example, both Durham and Wayne
experienced exceptional circulation growth and
reported comparable increases in new titles
added to their collection while the libraries that
added fewer titles had small increases in circula-
tion.
TABLE 5.
Seven Year Mean Annual Growth Rates
Circulation (Headquarters) and New Titles Added (System)
Annual Growth Rate Annual Growth Rate
ahs Circulation New Titles Added
(Headquarters) (System)
Bladen -0.5 -2.3
Buncombe 5.2 3.2
Cabarrus 6.7 6.5
Duplin -0.3 48
Durham 23.1 24.3
Gaston-
Lincoln 2.4 1.6
Haywood 6.1 -4.3
Lee 5.7 -2.1
New Hanover 8.4 8.8
Wayne 19.6 38.0
Spearman rank correlation coefficient: 0.6970
p .037
A significant correlation between the circula-
tion growth rate of the entire library system and
that of the headquarters library was also found (p
.037; see Table 6). Where headquarters library
circulation grew rapidly, system-wide circulation
also tended to show strong growth. This finding is
not surprising since most headquarters libraries
contribute significantly to the circulation of the
entire system.
TABLE 6.
Seven Year Mean Annual Growth Rates
Circulation (Headquarters) and Circulation (System)
TS
Annual Growth Rate Annual Growth Rate
Eibrary Circulation Circulation
(Headquarters) (System)
Bladen -0.5 al
Buncombe 5:2 4.2
Cabarrus 6.7 -1.2
Duplin -0.3 SPX
Durham 23.1 18.4
Gaston-
Lincoln 2.4 5.2
Haywood 6.1 6.5
Lee 5.7 4.2
New Hanover 8.4 10.2
Wayne 19.6 16.5
ae I EERE
Spearman rank correlation coefficient: 0.7538
p .037
By contrast, significant correlations were not
found between increases in any other perfor-
Mance indicator and headquarters circulation
growth. It would appear, then, that increases in
areas such as budgets and expenditures, overall
Collection size, and number of staff were less
Closely tied to circulation increases than were
increases in the number of new titles. (See Tables
7-13)
TABLE 7.
Seven Year Mean Annual Growth Rates
Circulation (Headquarters) and Book Budget (System)
ng SR RR SE
Annual Growth Rate Annual Growth Rate
epraty Circulation Book Budget
(Headquarters) (System)
Bladen -0.5 18.6
Buncombe 5.2 9.7
Cabarrus 6.7 14.2
Duplin -0.3 26.6
Durham 23m 41.8
Gaston-
Lincoln 2.4 Ma
Haywood 6.1 5.6
Lee 5.7 3.0
New Hanover 8.4 23.0
Wayne 19.6 55.3
Spearman rank correlation coefficient: 0.3939
p .237
The data suggest that a
library occupying a new head-
quarters building should
expect a nearly immediate
and rather dramatic increase
In circulation.
TABLE 8.
Seven Year Mean Annual Growth Rates
Circulation (Headquarters) and Book Collection Size (System)
SS
Annual Growth Rate Annual Growth Rate
Lina Circulation Book Collection Size
(Headquarters) (System)
Bladen -0.5 -4.0
Buncombe 5.2 7.0
Cabarrus 6.7 3.4
Duplin -0.3 1.2
Durham 23.1 6.9
Gaston-
Lincoln 24 1?
Haywood 6.1 6.0
Lee 5.7 Ae
New Hanover 8.4 1.6
Wayne 19.6 4.0
eae
Spearman rank correlation coefficient: 0.5630
p.091
TABLE 9.
Seven Year Mean Annual Growth Rates
Circulation (Headquarters) and Operating Budget (System)
cee RE TTL ETO A A
Annual Growth Rate Annual Growth Rate
Here Circulation Operating Budget
(Headquarters) (System)
Bladen -0.5 26.6
Buncombe 5.2 16.1
Cabarrus 6.7 26.6
Duplin -0.3 13.5
Durham 23.1 30.4
Gaston-
Lincoln 24 16.4
Haywood 6.1 lll
Lee 5.7 23.3
New Hanover 8.4 30.9
Wayne 19.6 38.3
| CASS A A ND
Spearman rank correlation coefficient: 0.6140
p .066
TABLE 10.
Seven Year Mean Annual Growth Rates
Circulation (Headquarters) and Local Operating
Receipts (System)
a
Annual Growth Rate Annual Growth Rate
lbury Circulation Local Operating
(Headquarters) Receipts
(System)
Bladen -0.5 58.4
Buncombe 5.2 Tok.
Cabarrus 6.7 23.6
Duplin -0.3 1.2
Durham 23.1 32.1
Gaston-
Lincoln 2.4 19.0
Haywood 6.1 11.0
Lee Dit 319
New Hanover 8.4 34.0
Wayne 19.6 38.2
a RE SSS
Spearman rank correlation coefficient: 0.3091
p .354
Summer 1989"95
TABLE 11. nearly immediate and rather dramatic increase in
Seven Year Mean Annual Growth Rates
circulation.
Circulation (Headquarters) and Personnel Budget (System . 5
¢ + ) et (yatem) For the ten headquarters libraries in the
Libr Annual Growth Rate Annual Growth Rate present study, the median annual increase in cir-
ae Circulation Personnel Budget culation exceeded seventeen percent for the year
(Headquarters) (System) in which the new building was opened and for the
Bladen -0.5 31.1 first fiscal year following the opening. In addition,
Buncombe 5.2 15.3 increases for the second fiscal year after the open-
eet ae oa ing of the new facility were significantly higher
we Pe than were increases for libraries that did not con-
Durham 23.1 21.7 iw if
Gactone struct new buildings. The increase was not related
Lincoln 24 16.6 the the size of the library; no significant difference
Haywood 6.1 10.4 was found between increases for large libraries
vei Be sph and those for small libraries. These large increases
New Hanover 8.4 24.5 i ~i ~ i 4
Wayne 196 28.1 in circulation did not continue beyond the second
fiscal year after the opening of the new building,
Spearman rank correlation coefficient: 0.2364 though.
wees Significant correlations were found between
. ; increases in circulation for the headquarters
Discussion
FF CRITE. Ey :, TABLE 12.
: While it is evident that several factors con- Slevenmvea ie cara iinal Grnwechiliatos
tribute to the fluctuation of a libraryTs circulation Circulation (Headquarters) and Professional Staff (System)
pattern, the data suggest that a library occupying
a new headquaters building should expe i Li i i hae sin Rigi p's inns
q 8 aia it library Circulation Professional Staff
(Headquarters) (System)
Bladen -0.5 0.0
Buncombe 5.2 5.6
Cabarrus 6.7 16.7
Duplin -0.3 0.0
Durham 23.1 10.2
Gaston-
Lincoln 2.4 2.5
Haywood 6.1 2.1
Lee 5.7 16.7
New Hanover 8.4 13.3
Wayne 19.6 2.8
Spearman rank correlation coefficient: 0.5976
p .073
TABLE 13.
Seven Year Mean Annual Growth Rates
Circulation (Headquarters) and Paraprofessional Staff
(System)
RANE WOE PP TES SET TL, RL ES TE REI LES
Library Annual Growth Rate Annual Growth Rate
Circulation Paraprofessional Staff
(Headquarters) (System)
z. ee 3 = oo Bladen -0.5 5.6
Buncombe 5.2 5.1
| BOOK WEEK: November 13-19, 1989 Cabarrus 67 6.
Duplin -0.3 12.2
Durham 4 23.1 22.5
The 1989 Book Week poster has been created for the Child- Gaston-
renTs Book Council by Caldecott Medalist Richard Egielski. Lincoln 24 3.6
National Book Week will be observed for the 70th year Haywood 6.1 3.9
November 13-19 in 1989. EgielskiTs full-color 17� x 22� poster Lee 5.7 7.3
costs $6.50. It is also available with many other items at a New Hanover 8.4 6.8
substantial savings in the CouncilTs Book Week Bargain Kit. Wayne 19.6 6.0
Send a 25¢ stamped, self-addressed envelope to CBC (P.0. ee ae ee ee ee
Box 706, New York, NY 10276-0706) for oBook Week Bro- Spearman rank correlation coefficient: 0.3576
chure� for details. p .283
96"Summer 1989
library and increases in system-wide circulation
as well as increases in the number of new titles
added system-wide. While the former finding is
not surprising, the second correlation is of inter-
est, especially when a significant correlation was
not found between circulation increases and sys-
tem-wide book budget growth nor between circu-
lation increases and growth in the overall size of
the sytemTs book collection. The increase in new
titles, not the increase in the amount of money
spent for books nor the increase in collection size,
appears to matter.
Further study is, of course, needed. The pres-
ent study and the only previous study (SuvakTs
admittedly oinformal� survey) involved small
numbers of libraries"ten and twenty-five,
respectively. The impact of a new library building
on a library's circulation and on other perfor-
Have a question?
Call the library!
mance indicators is too important to leave to
hearsay and anecdotal evidence.
Note
AuthorsT note: Due to the small number of libraries that opened
new headquarters buildings during the study, nonparametric
measures were generally used throughout the present study.
References
1. Suvak, Daniel. oOpening Day: What to Expect in a New
Library.� Wilson Library Bulletin 57, 1982: 140-141, 190.
2. Ibid., 141,
3. Collins, Melanie H. oThe Effects of a New Main Library on
Circulation and Other Selected Performance Indicators.� Mas-
terTs paper, North Carolina Central University, 1988.
4. North Carolina Department of Cultural Resources. Division of
State Library. Statistics and Directory. Raleigh, NC. All volumes
1973-1974 through 1984-1985. 0
5. Collins. \
"Since 1971"
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Catalog on request
Summer 1989"97
Planning for a Branch Library:
An Annotated Bibliography
Carol Myers
Has your community experienced rapid
growth in population? Does a local politician feel
that his side of town deserves a branch library?
Have new housing developments created new
communities in your city? If so, you may be con-
sidering building a new branch library. How does
the library administrator determine when, where,
and what kind of a branch should be built in
his/her library service area?
The Public Library Development Committee
recognizes that the development of branch librar-
ies is one of the most important issues facing
library administrators today. The members of the
Development Committee conducted a literature
search on the location, design, and the optimum
time to build a new branch library in a given
community. The Committee soon realized that the
existing literature is fragmented and inconclu-
sive.
We did not find a definitive work that offers a
formula for when, where, and what type of a
branch should be introduced to a community.
Considering the various demographic, geogra-
phic, and political variables, it is doubtful such a
formula could be developed.
The Public Library Development Committee
found several articles that did address at least
some of the issues involved in the consideration of
branch library planning. This annotated biblio-
graphy includes articles written within the past
twenty years. It concerns only the planning and
design of original branch libraries. Many of the
articles include bibliographies that direct the
reader to older studies and related topics.
Adams, Stanley E. oBibliography on Some Recent
Materials on Buildings and Construction�
Illinois Libraries 69 (November 1988): 648-
650.
A useful bibliography of twenty-nine books and
articles, with one to two sentence annotations for
each entry. It is aimed specifically at an Illinois
Carol Myers, Chair of the Development Committee of the Pub-
lic Library Section of NCLA, is Head of Technical Services at
the Public Library of Charlotte and Mecklenburg County.
98"Summer 1989
audience, but most titles would be helpful in
North Carolina as well.
American Library Association. A Planning Pro-
cess for Public Libraries"Small Public
Libraries and the Planning Process. ALA
Proceedings of the Public Library Associa-
tion, Small and Medium Libraries. Annual
Conference, 1981.
The authors describe the essentials of a planning
process and tell why small libraries should plan.
They tell how planning makes a difference, sug-
gest how to begin using a planning process, and
suggest identifying the constituency and deter-
mining how the library should serve it specifically
in the areas of selection, building design, and col-
lection development.
Bachus, Edward J. oStudying a Branch Library
Service Area.� Library Journal 103 (Janu-
ary 15, 1978): 144-145.
This brief essay offers a method for determining
the effectiveness of a branch library in a given
location. The article does not instruct the reader
as to where a branch library should be located,
but offers a model for demographic analysis. This
model also provides help in determining if exist-
ing branches are effective in their present loca-
tions. Note is made of how shifting demographic
characteristics of a community often mean some
libraries may lose their effectiveness, while other
areas of the community that are experiencing
growth are not served by any branch.
Baker, Janet. oRural Library Focus on Mission.�
Public Libraries (Summer 1987): 58-59.
A grassroots committee, Options for Small Librar-
ies, with support of LSCA funds from the Massa-
chusetts Board of Library Commissioners, was
formed to examine the service options open to
small public libraries in that state. Working with a
library consultant, this committee advised rural
librarians to define their role as it relates to com-
munity needs. The financial implications of fulfill-
ing their defined roles must be considered. The
committee further concluded that all libraries,
regardless of size, must by some means be an
interlibrary access point and also a recreational
reading and viewing center for patrons of all ages.
Brown, Eleanor F. Modern Branch Libraries and
Libraries in Systems. New York: Scarecrow,
1970.
Focused on the role of branch libraries in a chang-
ing society, this book describes the need for plan-
ning by first presenting factors indicating the
need for a branch; then suggesting how to tailor
the branch to the community and how to choose
the site. The author addresses building the
branch"what size is needed, including minimum
Space requirements"and then illustrates with
some award-winning branches. The author ad-
dresses current trends in building and what
research is needed during the planning phase.
She offers both a prospectus on a short program
for building and a detailed building program.
Though it does contain some dated information
on pricing materials, this volume is overall a prac-
tical guide to determining community needs and
all facets of branch establishment.
Dahlgren, Anders C. oAlternative to Library Build-
ing StandardsT Illinois Libraries 67 (Novem-
ber 1985): 772-777.
The author, a consultant for public library con-
Struction and planning for the Wisconsin division
for library services, refers to six high quality
works that deal with library construction and
planning. Dahlgren focuses on using local specific
needs in combination with professionally estab-
lished library building standards. He uses exam-
ples of per capita measures of floor space, but
also mentions PLATs A Planning Process for Pub-
lic Libraries which urges development of com-
Munity based standards and goals, a move away
from using only quantitative measures. The bibli-
Ography includes ALA publications and other
Sources published in the past decade.
Dahigren, Anders C. oDesigning the Flexible Small
Public Library.� Library HiTech 5 (Winter
1987): 78-82.
Dahlgren introduces and discusses several of the
Current trends in library space planning to
accommodate technology and relates them to the
reality of a small library. He presents a pragmatic
approach to fitting needed spaces into a modest
Space. He also discusses how flexible new small
libraries need to be to deal with whatever may be
happening in libraries twenty to fifty years from
now.
Dahlgren, Anders C. Planning the Small Public
Library Building. Chicago: American Li-
brary Association, 1985.
This brief publication is intended to provide an
overview of the facility planning process for the
construction of small public libraries. The focus is
very adaptable to branch library planning. Con-
tent is reasonably current and concise. Strong
emphasis is placed on space requirements and
space planning. Sections on three special areas of
current concern"computerization, energy effi-
ciency, and access for the handicapped"provide
thoughtful insight for todayTs planners. As an
introduction to trustees, government officials,
fundraisers and even architects, this publication
can be valuable. For librarians, it should serve as
both a checklist and a basic guide in library facil-
ity planning.
Friedman, Ann M. oOpening Day Collections� Pub-
lic Libraries 27 (Summer 1988): 99-100.
This article details the systematic way one library
system acquired a comprehensive opening day
collection of approximately thirty-five thousand
volumes for a new branch in only nine months.
Sources consulted include the systemTs facilities
plan, new branchTs Community Profile, library's
book stock report, Dewey Decimal schedule, spe-
cialized journals, and redevelopment lists. Books
were taken from other branch collections as well
as purchased. The branch opened as scheduled
with a substantial reference and circulating col-
lection for adults and children.
HBW Associates, Inc. oPlanning Aids for a New
Library Building.� Illinois Libraries 67
(November 1985): 794-809.
HBW Associates, library planners and consultants
based in Dallas, Texas, offers a series of planning
aids designed for librarians as they begin a build-
ing project. Helpful not only for the beginner, but
also for those seeking an outcome better than or
different from the last building project, the aids
include key elements"lighting and energy con-
servation, general space planning, floor loading
(weight considerations), site selection, and archi-
tect selection. The guidelines also offer a project
sequence and list of components of a library
building program, as well as a checklist for bar-
rier-free access. It concludes with a lengthy and
generally current bibliography.
Summer 1989"99
Holt, Raymond M. oTrends in Public Library Build-
ings.� Library Trends (Fall 1987): 267-85.
The trends in public library buildings reported in
this article are based on the author's experiences
and are not the result of data collection and
scientific analysis. The author finds that shopping
centers with easy access, high visibility, and con-
venient parking make excellent locations for pub-
lic libraries. The trend is toward larger buildings
to accommodate growing collections, public com-
puters, automated systems, more seating room,
and auditoriums. The author suggests the trends
indicate a standard or size of .75 - 1.00 square foot
per capita. The trend is now to use a minimum of
walls within a building to offer flexibility in chang-
ing floor layouts. Today's library patron expects a
branch to be ofull service� with meeting rooms, full
reference service, and audio-visual services avail-
able.
Inglewood Public Library. Branch Library Ser-
vice. Inglewood, N.J.: Inglewood Public Li-
brary, 1977.
This publication is one of a series of reports pub-
lished by the Inglewood Public Library oto explain
existing policies and procedures ... It includes a
combination of specific information for the
benefit of Inglewood librarians and also some sec-
tions of wider interest. The most valuable chapter
is oThe Branch Library Building,� which describes
the space and services of an Inglewood branch
that ohas proved so successful as a functional
building� that it is suggested as an example for
others.
Michaels, Andrea. oDesign Today.� Wilson Library
Bulletin 62 (January 1987): 50-51.
Michaels has several useful short articles in var-
ious issues of Wilson Library Bulletin under the
title oDesign Today.� This one is a checklist for use
on a site visit to other libraries prior to building
oneTs own. The list is wide ranging and includes
site, access, design, and construction issues such
as electrical/data/communication cabling, and
an interesting section called oThings to Avoid.�
Palmer, E. Susan. oThe Effect of Distance on Pub-
lic Library Use: A Literature Survey.� Li-
brary Research 3 (Winter 1981): 315-354.
Palmer reviews one hundred years of library liter-
ature on the effect of distance on public library
use and finds that in almost every study distance
had an impact on a libraryTs success, especially in
urban and suburban communities. The article
100"Summer 1989
includes tables to project a library's potential suc-
cess based on the distance between the library
and the potential user and, through its numerous
charts, shows how distance affects usage by
demographic variables such as age, sex, educa-
tion, profession, and marital status. The article
can benefit library administrators developing long-
range plans for their library systems.
Paynter, David M. oBranch Library Use in North
Carolina Metropolitan Areas.� North Caro-
lina Libraries 42 (Fall 1984): 136-139.
This article reports the results of a survey that
was sent to several North Carolina library sys-
tems. Location, square footage, and ownership of
the facility were examined to find factors that
correlated to levels of activity. One purpose of the
study was to determine proper levels of staffing.
The author acknowledged that the small sam-
pling of this survey did not produce definitive
data, but did offer some insights into productivity
of branch libraries. Some observations include:
residential locations seemed more popular than
shopping centers or other commercial zones, size
of library did not correlate to circulation activity,
and leased facilities were busier than facilities
owned by the library system.
Rohlf, Robert H. oNew Factor in Planning Public
Library Buildings.� Public Libraries (Sum-
mer 1987): 52-53.
The premise of Rohlfs article is that othe days of
planning future buildings based on local popula-
tion estimates and projections are, in most cases,
over. With the existence of systems, networks, and
reciprocal use, library planners must plan for ser-
vice areas, not necessarily local jurisdiction popu-
lations.� The author presents four examples of
ways to plan for the impact of a nonresident pop-
ulation.
Schott, Virginia O. oSite Selection for Rural Public
Libraries.� Rural Libraries 7 (1987): 27-59.
This article is one of only a few recent ones that
discusses in depth how to find the right location
for small town libraries. Schott brings together
the ideas of earlier notable library planners with
the results of a survey she conducted and adds
her own experienced opinion. She covers choos-
ing the right site, cost, neighborhood, building
orientation to prevailing weather, the lot (foun-
dation and slope) and easy access for pedestrians
and cars. She reviews as well the pros and cons of
constructing a new building versus renovating
existing space. She includes a bibliography which
notes a number of older but still valuable works.
Smith, Lester K., ed. Planning Library Buildings:
From Decision to Design. Chicago: Ameri-
can Library Association, 1986.
Smith has edited a very useful reference work
that offers specific guidelines for needs assess-
ment to identify the library requirements of a
community. Functional diagrams, a unique fea-
ture, analyze the work flow in all departments
and traffic flow in public service areas. The
author discusses retaining an architect and
explains contract documents and conceptual
drawings. Also described are the essentials of
lighting and ventilation.
oWhat Works"What Doesn't.� American Librar-
tes 18 (February, 1987): 110-115.
A trio of short articles describes visits to and eva-
luations of recently constructed, award-winning
library facilities of three types. The public library
representative is not a branch but is of a size"
13,800 sq. ft. and small user population"which
could qualify it as a branch in urban and subur-
ban areas. The evaluation is done by the libraryTs
director, who was also involved in the construc-
tion. While the pros and cons listed are interest-
ing, their value is as points of consideration in the
planning process.
Submitted by the Development Committee of the Public Library
Section of NCLA: Carol Myers (Chair), Public Library of Char-
lotte and Mecklenburg County; Tom Dillard, Charles. A. Cannon
Memorial Library; Jenny Owens, Currituck County Library;
Judie Stoddard, Onslow County Public Library; Gail Terwil-
liger, Cumberland County Public Library; and Art Weeks, For-
syth County Public Library. i
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Summer 1989"101
Staff Development in North CarolinaTs
Public Libraries: Needs, Opportunities,
and Commitment
Duncan Smith
Staff development is neither a reward for a
job well-done, nor a break from the libraryTs daily
routine; it is a necessary and essential part of any
well managed public library. This statement is
based on two facts: 1. The employee turnover rate
for public library employees is very low! and
2. Due to career plateau, forty-eight percent of all
library employees will remain in their present
jobs, thirty-two percent against their wishes2
These facts mean that public library directors will
not have the luxury of replacing existing staff to
obtain gains in performance or prepare the
library for the twenty-first century. These gains
and journeys will have to be done largely with the
staff members currently employed.
In order to determine the present state of
staff development in North CarolinaTs public
libraries, public library directors responded to a
survey that was designed to identify how these
individuals perceived staff development and their
libraryTs staff development programs.T This survey
used an adaptation of an instrument designed by
Barbara Conroy: Several aspects of staff develop-
ment were examined in this survey including the
reasons for staff development programs, staff
development needs in North CarolinaTs public
libraries, and staff development strategies.
This survey also identified several problem
areas, including commitment to staff develop-
ment. The initial question asked about the prior-
ity given to staff development. Respndents were
able to choose one of three responses: high,
medium, or low. Twenty-two (forty-eight percent)
assigned staff development a high priority in their
libraries, twenty-two (forty-eight percent) a
medium priority, and only two (four percent)
assigned staff development a low priority. A re-
phrased version of this question appearing near
the end of the questionnaire, however, resulted in
Duncan Smith is coordinator of the North Carolina Library
Staff Development Program through the School of Library and
Information Sciences at North Carolina Central University in
Durham.
102"Summer 1989
drastically different responses. This article
attempts, therefore, not only to discuss the
results of the survey but to identify the reasons
why the responses to these equivalent questions
are so different.
Reasons for Staff Development
The vast majority of North Carolina public
library directors (ninety-eight percent) indicated
that they encouraged and supported staff devel-
opment in their libraries. A smaller majority indi-
cated that support for staff development existed
throughout the staff. For example, thirty-six
(seventy-eight percent) indicated that middle
managers supported staff development, twenty-
nine (sixty-three percent) that public services
librarians and twenty-seven (fifty-nine percent)
that clerical/support staffs supported staff de-
velopment.
This encouragement and support of staff
development is based on the anticipated benefits
that staff development has for the libraries that
provide it. Very low staff turnover and absence of
opportunities for promotion are important, but
they are not the only reasons for providing staff
development. The main reasons staff develop-
ment is provided in North CarolinaTs public librar-
ies are to: 1. improve library efficiency, 2. utilize
full capacity of staff, 3. keep-up-to-date, and
4. build long-range staff capability (see Table 1).
The least selected reason for providing staff
development was to change library direction; only
twelve (twenty-six percent) of respondents indi-
cated this reason. Since respondents could select
more than one response to this question, and sev-
eral did, it is difficult to generalize about these
findings.
Needs
This survey provided respondents with an
opportunity to identify critical areas of staff
development need. Two questions were designed
to gather this information, and both questions
asked respondents to provide specific examples.
The responses to both questions were very sim-
ilar. Four major staff development needs were
identified: 1. reference, 2. new technology/library
automation, 3. patron relations, and 4. communi-
cation. Human relations and interactions skills
clearly dominate. This is demonstrated by the fact
that reference, patron relations, and communica-
tion skills were identified so frequently. The only
group of librarians, identified by public library
directors, as having a greater need for new tech-
nology/library automation skills than human
relation skills was technical services librarians. Of
particular note was the strength of need for staff
development in patron relations. This need was
most clearly identified in a section that asked
respondents to identify staff development needs
in the area of attitudes. Twenty-four (fifty-two
percent) of library directors felt that the staff had
a critical need in this area. These respondents
provided twenty-five specific examples of need in
the attitude area. Of these twenty-five examples,
twenty-two (eighty-eight percent) were in the
area of patron relations. No other topic or exam-
ple dominated a single topic area as much as
patron relations.
The needs identified in this survey closely
correspond with the needs identified in other
studies. This is especially true in the human rela-
tions and new technology/library automation
areas. In her 1974 report on continuing library
and information science education. Elizabeth W.
Stone identifies human relations skills as being
the top and automation as being the third con-
tinuing library education need in three to five
years.» Closer to home, in a 1982 study, Joan
Wright and Douglas Zweizig identified continuing
education in the area of reference as the major
need for public librarians in the use and interpre-
tation of the collection category. It is also inter-
esting to note that in this same study, use and
TABLE 1.
interpretation of the collection was the broad
topic area in which public librarians expressed
interest in three or more aspects of the topic. It
was rare for more than twenty precent of the
respondents from any type of library, in the
Wright and Zweizig study, to be interested in more
than two aspects of a topic.T
Due to career plateau, forty-
eight percent of all library
employees will remain in their
present jobs, thirty-two per-
cent against their wishes.
Responsibilities
Who has responsibility in the area of staff
development, and what is the nature of those
responsibilities? In the opening paragraphs of this
article, it was pointed out that staff development
is encouraged by all levels of staff in the majority
of North CarolinaTs public libraries. The act of
encouraging staff development is just one area of
responsibility in the provision of staff develop-
ment programs. Other areas include initiating,
planning, participating, and motivating individu-
als to participate in staff development activities.
Respondents indicated that the library, through
both its administration and staff share these
responsibilities. North CarolinaTs public library
directors feel that it is the library's responsibility
to motivate staff to be involved (eighty percent),
to provide staff development when it is needed,
(eighty percent), and to initiate staff development
(seventy-eight percent). They feel that library
staff members have a responsibility for participat-
ing in staff development (ninety-one percent),
and to seek out staff development programs and
activities (seventy-two percent).
The most commonly offered incentives for
participation in staff development programs are
Reasons for the provision of staff development
ane ee errr errr errr rere reer errr
ee]
©
=]
am
Reason
# selecting % selecting
" Rank CS
Improve library efficiency
Utilize full capacity of staff
Keep up to date
Build long-range staff capability
Cope with existing library changes
Prepare for library changes
Build long-range library capability
Change attitudes
Immediate problem solving
Change behavior
Change library direction
ANooaan»nrwndr-
oO
40 87%
38 83%
37 80%
34 74%
31 67%
31 67%
29 63%
29 63%
26 56%
25 54%
12 26%
LL
Summer 1989"103
TABLE 2.
Incentives offered to encourage participation in staff development
Rank Incentives # selecting % selecting
1 Esteem and praise 39 85%
2 oCredit� in performance review 30 65%
3 Personnel record of participation 25 54%
+ Opportunities for promotion and reassignment 18 39%
5 Salary increase 6 13%
6 Nothing 3 7%
esteem and praise and ocredit� in performance
review (see Table 2). Two of the least likely incen-
tives to be offered in North CarolinaTs libraries are
opportunities for promotion and reassignment
and salary increases. Only eighteen of this study's
respondents indicated that they used promotion
or reassignment as an incentive for participation
in staff development and only six indicated that
participation in staff development affected salary
increases. The absence of these tangible incen-
tives, however, does not indicate an unwillingness
to provide such incentives. It more likely reflects
the realities of employment in the public sector.
This study did not explore this aspect of the
incentives question.
These tangible incentives, however, are not
the ones most frequently mentioned by library
staff participating in the programs offered by the
North Carolina Library Staff Development Pro-
gram. During the Fall 1988 semester, participants
in the North Carolina Library Staff Development
ProgramTs workshops completed a Participation
Reasons Scale, a scale providing participants with
thirty potential reasons for attending a staff
development activity. Based on an analysis of 365
participants, most of whom were public librar-
ians, three of the least important reasons for par-
ticpating in staff development activities were:
1. To increase the likelihood of personal financial
gain; 2. To increase the likelihood of benefits for
family and friends; and 3. To enhance my indivi-
dual security in my present library positionT The
most frequently listed reasons for participating in
staff development programs were: 1. To help me
become more competent in my library work; 2. To
develop new professional knowledge and skills;
3. To help me be more productive in my profes-
sional role; 4. To further match my knowledge or
TABLE 3.
skills with the demands of my library activities;
5. To develop proficiencies necessary to maintain
quality performance; and 6. To maintain the qual-
ity of my library service This means that library
directors who wish to motivate their staffs to par-
ticipate in staff development must offer activities
that assist staff members in performing well in
their present jobs. This also means that library
administrations involved in planning staff devel-
opment programs must ensure that the activities
they plan are directly relevant to employeesT
needs. The fact that library employees are more
motivated by the need to increase their compe-
tence than by tangible rewards increases the
importance of a thorough needs assessment
before staff development activities are offered.
Strategies
Public libraries in North Carolina use a va-
riety of strategies in meeting the staff development
needs of their employees. This study sought to
identify some of these strategies. It sought to
identify whether libraries provide in-house train-
ing, whether libraries make use of outside train-
ing, who decides to attend what activity, what
types of activities are available, and what is done
with what is learned.
The overwhelming majority of the libraries in
this study used a combination of in-house and
outside activities to meet their staffs staff devel-
opment needs. A total of ninety-one percent of
library directors indicated that their libraries
combined these two resources. Only two (four
percent) library directors indicated that they
depended solely on outside activities to address
their staffs staff development needs. In general
all levels of staff have both in-house and outside
Reasons for using outside sources for staff development
Rank Reason # selecting % selecting
1 Greater skill and expertise 38 83%
2 Save the time of developing an activity inside 28 61%
3 Expediency 22 48%
4 Advantage of ooutside� credibility 18 39%
104"Summer 1989
TABLE 4.
Factors used to determine staff participation in staff development
Rank Factor # selecting % selecting
1 Interest and potential of the learner 40 87%
2 Expression of need by the potential learner 38 83%
3 Need as determined by supervisor 36 78%
4 Feasibility as determined by supervisor 34 74%
staff development activities available to them. It is
interesting to note, however, that administrators
were more likely to use outside training activities
than in-house training. Only sixty-one percent of
the directors responding to this study stated that
they and their supervisors had access to in-house
learning activities, while ninety-six percent indi-
cated that they had access to outside learning
activities. This makes sense since the number of
administrative staff in most of North CarolinaTs
public libraries is small and, in most of these
libraries, top administration consists of a majority
of one.
Two main questions in the study addressed
the use of outside training activities by public
libraries for staff development purposes. These
questions sought to identify the reasons libraries
used outside resources and which resources they
used. A vast majority of public library directors
Said they used outside training to obtain greater
skill and expertise (see Table 3). The other three
reasons for using outside sources of training were
to save the time of developing an activity inside,
expediency, and the advantage of ooutside� credi-
bility. Public libraries make use of a wide variety
of outside sources for their staff development
activities, including county personnel offices, local
community colleges, private trainers and consul-
tants, professional associations, the state library,
and the stateTs library education programs.
TABLE 5.
The library director is ultimately responsible
for who participates in staff development and
must decide if library resources are going to be
devoted to the development of in-house activities.
Library directors were provided with four factors
that are commonly used to determine whether or
not an individual should be allowed to participate
in a staff development activity. These factors
were: 1. interest and potential of the learner;
2. expression of need by the potential learner;
3. need as determined by supervisor; and 4. feasi-
bility as determined by supervisor (see Table 4).
The fact that interest of the potential learner and
expression of need of potential learner are two
main factors for determining participation in
staff development is appropriate. This style of
decision-making blends nicely with the factors
that motivate participation in staff development
activities.
Public library staff members have access to a
variety of potential staff development activities.
Respondents were asked to provide information
on the type of staff development activities that
were available to their staffs. Respondents were
provided seventeen different types of activities.
The three activities that were most frequently
identified as being available to library staffs were
workshops, on-the-job training, and conferences
and conventions (see Table 5). The workshop is a
favored form of staff development activity in the
Type of staff development activities available to staff
ol]
i)
=]
x
Type of Activity
Workshops
On-the-job training
Conference and conventions
Lectures, presentations, colloquia
Classes/courses, including correspondence
Coaching
Committees, task forces
Seminars
Discussion groups
Job rotation, staff exchanges
Audiovisual materials
Demonstrations and exhibits
Self-instructional materials
All other activities
OONNBDALWN
"
wonre oo
# selecting % selecting
45 98%
42 91%
40 87%
26 57%
24 52%
23 50%
22 49%
22 49%
20 43%
19 41%
18 40%
11 24%
10 22%
12 26%
Summer 1989"105
TABLE 6.
Methods used for documenting participation in staff development
Rank Method
""_"
1 Note in individual's personnel record
2 No documentation
3 Noted in oprogress reports�
4 Written report of experience
5
Written report and assessment of the participantTs
use of learnings
6 Other
# selecting % selecting
23 50%
16 35%
ll 24%
10 22%
3 7%
3 7%
SR So SR RRR
library profession. (This preference is corrobo-
rated by a study conducted by John A. McCrossan
on the opinions of public library administrators in
the area of continuing education activities. In
that study of Florida public library directors,
McCrossan found that ninety percent of the
directors polled viewed attending workshops,
courses, and seminars as an important continu-
ing education activity.!°)
What happens after the workshop or staff
development activity takes place? What types of
follow-up activities are used by public libraries in
North Carolina to ensure that new knowledge or
skills are not lost? Respondents were asked to
provide information on a variety of follow-up
activities. These activities included whether or
not an individual participating in staff develop-
ment had to provide a written/oral report or pro-
vide a staff meeting briefing. This question also
provided respondents with an oother� category
that allowed them to identify additional means of
reinforcing and following-up staff development
programs. Of the strategies mentioned above, the
preferred means of reinforcing the learning that
takes place in a staff development program is
through briefings at staff meetings. A total of thir-
ty-four (seventy-four percent) respondents indi-
cated using this strategy in their libraries. Only
twenty (forty-four percent) indicated requiring a
written or oral report and only six (thirteen per-
cent) indicated another strategy for following-
up and reinforcing the learning that takes place
in a staff development program. Some of the
alternative strategies that were mentioned in-
clude: 1. informal briefing with the supervisor
after the workshop; 2. sharing training experien-
ces with other staff members; 3. presenting a
workshop for fellow staff members based on an
experience at an out-of-library workshop; and
4. writing an article for the staff newsletter.
Another aspect of the follow-up question
included examining how libraries document par-
ticipation in staff development. The response rate
to this question was remarkably low. In this study,
a vast majority of the questions have had
106"Summer 1989
responses whose lower range ended above the
fifty percent mark. In the case of this question,
the upper range was fifty percent, with twenty-
three (fifty percent) of respondents indicating
that a note was placed in the individualTs person-
nel record to document participation in staff
development (see Table 6). Other strategies used
to document staff development participation
included notations in oprogress reports,� written
report of experience, and oother.�
Follow-up and reinforcement of the learning
that takes place in staff development is a weak
link in staff development programs in the state.
This finding is reinforced by the fact that only
seven percent of study respondents indicated
that they document staff development through a
written report and assessment of the partici-
pantTs use of learnings, and thirty-five percent
indicated that no documentation of participation
in staff development is kept in their libraries.
This should be an area of concern for those
individuals involved in the creation of staff devel-
opment programs because studies indicate that
without reinforcement a significant amount of
the learning that occurs in staff development
programs will be lost. An excellent review article
on the topic of transfer of training and the neces-
sity of reinforcement has been written by Carver.!!
An article that demonstrates the valuable, posi-
tive impact that follow-up can have is Stephan,
Gers, Seward, Bolin and PartridgeTs article on the
state of MarylandTs reference training program.!2
This article discusses how a reference training
program resulted in an increase of reference
accuracy from fifty-five percent to seventy-seven
percent. This is remarkable. Even more remarka-
ble, however, is the fact that in two locations
where trainees received intensive peer coaching
and supervisory support, reference accuracy
increased to an average of ninety-five percent!
This finding is especially relevant to North Caro-
lina where only twenty-three (fifty percent) of
study respondents indicated that coaching was a
strategy used in their libraries.
For individuals interested in learning more
about the peer coaching concept, an article by
Becky Schreiber provides an excellent overview on
the use of coaching in a library setting.!
Opportunities: Needs Assessment and
Evaluation
Reinforcement is just one area where the
stateTs public library staff development programs
have an opportunity to improve. Two others are
needs assessment and program evaluation. Only
thirty-three percent of respondents indicated
that their programs had clear objectives. Only six-
teen (thirty-four percent) of respondents indi-
cated that their programs had a plan of action.
Likewise, sixteen respondents indicated that they
had policies that guided the use and development
of staff development. Seventeen (thirty-seven per-
cent) respondents indicated that their policies in
this area were sketchy. Finally, twelve (twenty-six
percent) respondents said that policies in this
area were non-existent.
In the area of needs assessment respondents
were provided with seven different strategies for
conducting a needs assessment. These seven
Strategies were: 1. informal feedback; 2. needs
assessment survey; 3. employee performance ap-
praisal; 4. observation of individuals/groups per-
forming on the job; 5.career planning with
individuals; 6. measures of performance before
and after training; and 7. testing (see Table 7). Of
these seven strategies, ninety-three percent indi-
cated that they assessed needs through informal
feedback. The second most popular needs assess-
ment strategy was observation of individuals/-
groups performing on the job. The least popular
Strategies were testing, measures of performance
before and after training, and needs assessment
Survey. This over-reliance on informal needs
assessment strategies could result in public librar-
ies providing staff development programs that
are not directly applicable to their staffs. It is par-
ticularly troubling to see the relatively low num-
ber of libraries who employ needs assessment
Surveys. The needs assessment survey is the pre-
ferred strategy for ensuring that accurate infor-
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mation isT gathered on a staffs training needs.
Individuals interested in a good introduction and
discussion of the needs assessment process, sam-
ple instruments, and sources relating to this topic
should consult Charles Kratz."
The second area where public libraries have
an opportunity to develop their staff development
programs is in the area of evaluation. Respon-
dents were provided with six strategies for evaluat-
ing staff development programs. These strategies
were: 1. observation by supervisors; 2. observa-
tion by peers; 3. measures on the basis of library
unit goals or objectives; 4. informal feedback;
5. measures based on the application of skill; and
6. measures based on before/after performance
TABLE 7.
Needs assessment strategies used by NC public libraries
nS
Rank Strategy # selecting % selecting
ih Informal feedback 43 93%
2 Observation of individuals/groups performing on the job 4l 89%
3 Employee performance appraisal process 28 61%
4 Career planning with individuals 12 26%
5 Needs assessment survey 8 17%
6 Measures of performance before and after training 1 2%
6 Testing 1 2%
a
Summer 1989"107
TABLE 8.
Strategies for evaluating the impact of staff development programs
Rank Reason # selecting % selecting
1 Informal feedback 40 87%
2 Observation by supervisor(s) 29 63
3 Measures based on application of skill 12 26%
4 Measures based on before/after performance 9. 20%
5 Measures on the basis of library unit goals or objectives 6 13%
5 Observation by peer(s) 6 13%
" a.
(see Table 8). The most frequently selected strat-
egy was informal feedback. The next most fre-
quently used evaluation strategy was observation
by supervisors. The remaining strategies used in
North CarolinaTs public libraries were measures
based on the application of skill, measures based
on before/after performance, observation by
peers, and measures on the basis of library unit
goals or objectives. These results relate to how a
library evaluates the impact of staff development
on the performance of staff members.
A separate question asked how libraries
evaluated specific staff development activities.
This question provided respondents with seven
strategies for evaluating staff development activi-
ties. These strategies were: 1. post-activity reac-
tion sheet; 2. immediate application of learnings;
3. plans to apply learnings; 4. if it was enjoyed;
5. opinions of those who produced it; 6. staff
development committee/officer; and 7. outside
evaluator (see Table 9). The most frequently iden-
tified strategy for evaluation of specific staff
development activities was if it was enjoyed. The
next most frequently selected responses were
immediate application of learnings and plans to
apply learnings. On the surface the appearance of
these strategies in the second and third positions
is encouraging. One must wonder, however, how
these strategies are being implemented since few
libraries require written/oral reports of their staff
members regarding participation in staff devel-
opment and only three (seven percent) respon-
dents develop written reports or assessments of
their staffsT use of the learnings obtained in staff
development activities.
TABLE 9.
The area of evaluation, both of the impact of
staff development on an individualTs performance
and an activityTs success in meeting its objectives,
are areas in which the public libraries of North
Carolina have an opportunity to improve their
staff development programs. Kitty Smith provides
a good framework for thinking about the evalua-
tion of staff development and should be con-
sulted.5 Two other sources that should be
considered for individuals interested in either
increasing their involvement in staff development
or improving their existing programs are a classic
on this subject by Barbara Conroy" and Sheila
CrethTs work on on-the-job training.!�
Commitment
As stated earlier, this study contained two
questions regarding library commitment to staff
development (see Table 10). These two questions
were in fact equivalent. The first question was
oWhat priority do you assign staff development
efforts in your library?� Twenty-two directors
indicated that staff development had a high prior-
ity in their libraries, twenty-two indicated it had a
medium priority, and two indicated it had a low
priority. Question number thirty-two asked oWhat
is the present priority of staff development?� This
time, however, only five indicated that staff de-
velopment had a high priority in their libraries, while
twenty-two indicated it had a medium priority,
and eighteen indicated it had a low priority. This
is a significant shift!
There are three possible explanations. First
of all, it is possible that respondents were incon-
Strategies for evaluating staff development activities
SSN aa.
Strategy
If it was enjoyed
Immediate application of learnings
Plans to apply learnings
Post activity reaction sheet
Opinions of those who produced it
Staff development committee/officer
Outside evaluator
108"Summer 1989
# selecting % selecting
30 65%
26 57%
23 50%
13 28%
10 22%
5 11%
0 0%
TABLE 10.
Commitment
|e YT SE AY I SSN EP A I IEICE IE TI TEE SE I NE TT EE
Question High Medium Low (#/%)
What priority do you assign staff development
efforts in your library? 22/48% 22/48% 2/4%
What is the present priority of staff development? 5/11% 22/48% 18/39%
|S RES RR SS APS EY SA SE NRE BY SSE A 5S TE LER
sistent in their responses to these two questions.
This seems unlikely, however, given the consis-
tency of responses to other questions. Responses
in the areas of staff development needs, planning,
needs assessment, and evaluation were very con-
sistent. While responses in the areas of needs
assessment and evaluation may not have been the
ones this author hoped for, they consistently
pointed toward the less formal, more informal
strategies.
Follow-up and reinforcement
of the learning that takes
place in staff development is a
weak link in staff develop-
ment programs in the state.
A second possibility could be that respon-
dents are genuinely ambivalent on the subject of
staff development. Here again, the consistency of
responses elsewhere in this study does not indi-
cate a great deal of ambivalence.
The third possibility is that as a result of
completing this survey, respondents were exposed
to a more formal, structured approach to staff
development. This would explain the shift between
questions one and thirty-two. At the beginning of
filling out the questionnaire, directors whose
libraries provide access to outside workshops and
close the library for staff development days could
have felt that staff development had a high prior-
ity in their libraries. Examination of the question-
naire in and of itself, however, makes it clear that
there is more to staff development than this.
The premise of this survey is that staff devel-
opment is a process that involves a needs assess-
ment, the establishing of objectives, the develop-
ment of a plan of action, a commitment of time
and resources, the implementation of that plan,
and the evaluation of the plan and its outcomes.
It is quite possible that directors completing this
Study, therefore, could as they drew to its close,
feel that staff development did not have as high a
Priority in their library as they originally thought.
This shift should not be viewed in any way as
being negative. It merely shows that public library
directors clearly have a commitment to the con-
cept of staff development and that they have
opportunities to expand this present commit-
ment.
Conclusion
The intent of this article was to identify the
present state of staff development in North Caro-
linaTs libraries. The decision to commit"and the
commitment of"time and resources to staff
development is one of the most important deci-
sions a library administration can make. This is
especially true of the public library, because the
public library is in the human resource develop-
ment business. The staff can contribute no more
to the meeting of patron needs than has been
contributed to them. Staff development programs
are the first line of defense against libraries that
do not respond adequately to the needs of library
users. Through more carefully planned and tar-
geted staff development programs, public library
directors can ensure that their libraries will con-
tinue to grow and develop staff members pre-
pared for the close of this century and the
opening of the next.
Author acknowledgements: The author wishes to express his
appreciation for the support, assistance, and encouragement he
received from the following individuals: Dr. Kenneth Shearer,
Professor; Mr. Robert Burgin, Instructor; and Mr. Brian Van-
landingham, Computing Consultant, at North Carolina Cen-
tral UniversityTs School of Library and Information Sciences.
References
1. Richard Rubin, oEmployee Turnover Among Full-Time Public
Librarians,� Library Quarterly 59 (January 1989): 41.
2. Ellen Bernstein and John Leach, oPlateau, American Librar-
ies 16 (March 1985): 179.
3. The sample for this study was all public libraries in North
Carolina with five or more full-time equivalent employees. Using
the Statistics & Directory of North Carolina Public Libraries:
July 1, 1985 - June 30, 1986 compiled by Division of State Library,
North Carolina Department of Cultural Resources, a total of
seventy public libraries were identifed as study participants. All
seventy were mailed copies of the study instrument. A total of
forty-eight surveys were returned for a return rate of sixty-nine
percent. Of the returned surveys, forty-six were usable and were
included in this study. Readers wishing to have a summary copy
of data collected in this survey should contact the author.
4, Barbara Conroy, oCooperative Information Network Staff
Development Project: An Evaluative Study with Recommenda-
tions.� (Stanford, CA: Cooperative Information Network, 1979)
ED 172828: 36-52.
Summer 1989"109
5. Elizabeth W. Stone, Continuing Library and Information
Science Education. (Washington, D.C.: American Society for
Information Science, 1974): 62.
6. Joan Wright and Douglas Zweizig, Learning in Progress: A
Study of Continuing Library Education in North Carolina.
(Raleigh: North Carolina State University, 1982): 72.
7. Ibid., 75.
8. Duncan Smith, oWhy Librarians Participate in Workshops�
(unpublished paper).
9. Ibid.
10. John A. McCrossan, oPublic Library AdministratorsT Opin-
ions of Continuing Education ActivitiesT Public Libraries 27
(Spring 1988): 49.
11. Deborah A. Carver, oTransfer of Training: A Bibliographic
Essay, Library Administration and Management (June 1988):
151-153.
12. Sandy Stephan et al., oReference Breakthrough In Mary-
land, Public Libraries 27 (Winter 1988): 202.
13. Becky Schreiber, oYou Can Take It With You: Coaching For
On-The-Job Application Of Learning,� Public Libraries 24 (Fall
1985): 123-126.
14. Charles E. Kratz, oHow To Know Your Staff's Needs.T In Staff
Development: A Practical Guide, edited by Anne Grodzins
Lipow. Chicago: American Library Association, 1988: 15-23.
15. Kitty Smith, oHow to Evaluate Your Program.� In Staff Devel-
opment: A Practical Guide, edited by Anne Grodzins Lipow.
Chicago: American Library Association, 1988: 47-52.
16. Barbara Conroy, Library Staff Development and Continu-
ing Education. (Littleton, Colorado: Libraries Unlimited, Inc.,
1978).
17. Sheila Creth, Effective On-the-Job Training. (Chicago: Amer-
ican Library Association, 1986). (a)
Cl
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Elementary Students, Reading
Achievement, and the Public Library
Linda S. Proseus
As an elementary school teacher, a parent,
and a graduate student in Library and Informa-
tion Studies, I often observed children reading
books from the public library. It seemed obvious
to me that these children either liked to read or
were strongly encouraged to do so by a parent or
other adult. I also found myself assuming that
they were probably good readers.
When I asked other teachers, they agreed
that probably the better students were the ones
using the public library. The local childrenTs
librarian, however, was more hesitant to guess the
reading ability of children coming into the public
library.
As my graduate studies introduced me to the
wide range of activities offered to children at a
public library, I began to think further about what
type of student would be most likely to patronize
the public library. Would the nature and fre-
quency of use be related to the reading ability of
the individual student? It would seem reasonable
to expect that exposure to literature and refer-
ence materials at the public library could be
related to educational progress, or that children
comfortable with reading might find the public
library a desirable place to be.
A search of the literature revealed very few
Studies investigating the connection between pub-
lic library use and the reading ability of elemen-
tary students. However, the need for such studies
has been well documented. For example, John
Saunders in the August 1986 Library Association
Record quotes the National Consumer Council
finding that libraries make efforts to measure per-
formance but oreally donTt know who is using their
Services"not even in terms of actual numbers, let
alone social makeup.�
Some authors have researched attitudes and
reading interests of the elementary child, though
their results are inconclusive. Winnick? presents
evidence that fifty to seventy percent of a com-
munityTs children are users of the public library.
Langer? and Raykovicz~ found that good readers/
Linda S. Proseus is Media Coordinator at Forest Hills Middle
School in Wilson, NC.
high achievers prefer library books to other
types of books and regard reading as a pleasura-
ble activity. In contrast, lower achievers see read-
ing any books as a school-related task.
Ekechukwu' reported that more fifth graders had
a favorable attitude toward the public library
than toward the school library. On the other
hand, Schulte® found that high interest in reading
was related to frequent use of the school library,
but it was unclear what relationship the public
library had to reading interests.
It would seem reasonable to
expect that exposure to litera-
ture and reference materials
at the public library could be
related to educational pro-
gress...
Even such a well-established public library
program as the summer reading club has not
been examined well enough to determine its
effects on children, according to Goldhor and
McCrossan.T Their 1966 study found that partici-
pation had only a small effect on reading growth,
but a similar study in 1978 reported that thirty
voluntary participants maintained or improved
reading levels when compared with seventy-seven
non-participants$
Griswold® undertook a major study from
1976-1980 that showed the relationship of fourth
gradersT achievement to various family outings.
He found that a visit to the public library was
unquestionably the best predictor of school
achievement, but he was reluctant to specify
whether the library visit led to school success or
the achievement of the student motivated the
library visit.
The Project
My study was undertaken to determine if a
relationship can be found to exist between the
reading achievement of elementary students in
Summer 1989"111
TABLE 1.
Library Use Survey
ES ET TE TD NDI AE Ts OE TL. CR LT TSE TPS | REE TT CLE 5 PIII URS LAS EL 2 AT TR
Statements
1. I have been to the public library to do school work.
2. I have been to the public library to read books, magazines,
papers, or other things for fun.
3. I have checked out books, records, videotapes, or other things
from the public library.
4. I have been to story hours or other programs at the public
library.
5. I have joined the summer reading club at the public library.
6. If I wanted to check a book out of the public library, I would:
use my own library card.
have a family member to do it for me.
have a friend do it for me.
have no card or person to do it.
Answers (select one)
Wilson County and their use of the public library
by asking which services of the local library child-
ren use and how frequently they use them.
Fourth- and fifth-grade students were chosen
as subjects because most children of this age have
learned to read well enough to do so independ-
ently, and they have a relatively high interest in
reading. Also, school reports and assignments in
these grades could require use of reference mate-
rials which are found at the public library.
Three-elementary schools in the city of Wilson
were chosen as test sites. Media coordinators in
each school administered a survey questionnaire
during regular library classes, selecting one
fourth- and one fifth-grade class at random. After
completion of the survey, each childTs first six
weeksT reading grade was recorded on the form.
The questionnaire is reproduced in Table 1.
For items one through five, children were asked
to respond onever,� oseldom,� osometimes,� or
ooften� to statements concerning public library
use. Answers to the last item indicated possession
of a personal public library card or use of other
means to check out books.
The percentage of card
holders dropped as the read-
ing grades became lower.
Data Analysis
Of the 139 surveys returned, 137 were
accepted as complete, sixty-three from fourth
graders and seventy-four from fifth graders. Table
2 indicates the percentage of students receiving
grades A through E in reading for the first six
weeksT period.
112"Summer 1989
Never Seldom Sometimes Often
Never Seldom Sometimes Often
Never Seldom Sometimes Often
Never Seldom Sometimes Often
Never Seldom Sometimes Often
Never Seldom Sometimes Often
Never Seldom Sometimes Often
Never Seldom Sometimes Often
Never Seldom Sometimes Often
TABLE 2
Six WeeksT Reading Grade
INS TL AEE STA TR RR VLEET ES ST TB TS TST PEE PLIES DCE REA Ba
Grade No. of Students Percentage
A 28 20.4%
B 44 32.1%
Cc at 19.7%
D 25 18.3%
E 13 9.5%
Total 137 100.0%
Responses to the first survey question indi-
cated that less than twenty percent of students at
any reading level often use the public library for
school work. C students reported the highest per-
cent of frequent use (eighteen percent), while A
students showed the least (three percent). An
average of sixty-three percent at all achievement
levels seldom or never do school work at the pub-
lic library.
Many more students evidently use the public
library for recreational reading because less than
twenty-five percent at all reading levels said they
had never done this. It is more likely, however,
that a child who frequently reads for fun at the
library is a good student, since forty-six percent of
the A students selected the ooften� response while
none of the E students did.
When asked how often they had checked out
materials, only ten percent of the A students said
they had never done so. In contrast, fifty-four
percent of the E students never check out items.
Table 3 shows that the percentage of students at
each grading level who often check out items
decreases as reading grades become lower.
The question concerning attendance at child-
renTs story hours or other programs found that
less than twenty percent at any reading level fre-
quently participate. The poorest readersT scores
were most extreme, with none of the E students
TABLE 3.
Percentage of Students at Each Grading
Level Who oOften� Check Out Materials
Percentage
of
Students
100
90
80
70
60
50
40 37
30
20
10
0
Grading
Level A B Cc D E
64.3
50
16
0
having often been to story hours and forty-six
percent having never attended.
The A students scored highest (eighteen per-
cent) in frequent enrollment in the summer read-
ing club, but all reading levels, fifty percent or
more have never participated. The average and
below average readers were more likely to have
never enrolled, as shown in Table 4.
The sixth survey question asked the children
how they would check out a book if they desired
to do so. Over eighty percent of A students would
use their own personal library cards, but only
about thirty percent of E students chose this
response. The percentage of card holders dropped
as the reading grades became lower. (See Table 5.)
TABLE 4.
Percentage of Students at Each Grading
Level Who Have oNever� Joined a Reading Club
Percentage
of
Students
100
90
80
70
60
50
40
30
20
10
Grading
Level A B Cc D E
Table 6 illustrates the percentage of students
at each reading level who said they have no per-
sonal library card and no family member or friend
available to help them check out a book.
It is interesting to note that the E students
were both least likely to have their own cards and
most likely to have no way to check out a book.
But at any reading level, at
least sixty percent of the sur-
vey participants seldom or
never use the library...
Implications
When analyzed as a whole, results of the sur-
vey show that students at all reading levels use
the public library at least sometimes. In some
instances, a failing student would be almost as
likely to be found there as an honor student, par-
ticularly for a story hour or for doing homework.
But at any reading level, at least sixty percent of
the survey participants seldom or never use the
library for these purposes. This may be an unex-
pected revelation to the childrenTs librarian pres-
sured to provide multiple sources for school
reports. It would seem that fourth and fifth grad-
ersT research needs are being met at school or at
home.
Checking out books is probably one of the
first activities that comes to mind when discuss-
ing use of the public library. The pattern of
responses to questions three and six tends to
reinforce the feelings of some teachers that the
TABLE 5.
Percentage of Students at Each Grading
Level Who Are Library Card Holders
Percentage
Grading
Level A B Cc D E
Summer 1989"113
TABLE 6.
Percentage of Students at Each Grading
Level Who Have No Way to Check Out Materials
Percentage
of
Students
100
90
80
70
60
50
40
30
20
10
0
Grading
Level A B Cc D E
better student is far more likely to have a library
card and to check out books than is the failing
student. When the term olibrary use� is more
broadly defined to include other activities, how-
ever, reading ability becomes a less reliable indi-
cator of public library use.
In a community where schools
and the public library can
work cooperatively, the unique
resources of both could be
used to enhance the education
of all students.
Conclusions
Adult encouragement to read and motivation
to improve reading have been suggested by sev-
eral authors! as significant factors both in
increased use of the public library and in growth
in reading skills. It would thus seem that there are
possibilities for a public library to increase use by
seeking out potential patrons. In fact, there is
local evidence that publicity works. The Wilson
County Public Library childrenTs staff actively and
in person promoted the summer reading club in
nearly all county elementary schools during the
spring of 1988. As a result the enrollment
increased thirty-three percent over the 1987 rate.
ChildrenTs generally favorable attitude toward
the public library could be exploited to benefit
both the library and the students, especially if
enthusiasm and some individualized attention
114"Summer 1989
are provided by the adults involved. For example,
North Carolina has recently begun requiring fail-
ing or near-failing students to attend summer
school. This creates an opportunity for the public
library to find the less able readers in a central
location and actively seek their patronage. Book-
mobile visits, story times, and issuing library cards
are possibilities to investigate, along with promot-
ing the summer reading club.
In a community where schools and the public
library can work cooperatively, the unique re-
sources of both could be used to enhance the
education of all students. If reading improves
with practice, perhaps both regular term and
summer school teachers could make their pro-
grams more effective by working with the child-
renTs librarian to encourage reading-related acti-
vities and by providing opportunities for pleasur-
able experiences at the public library.
References
1. John Saunders, oCaveat Vendor (or ~Flogging a Dead HorseT),�
Library Association Record 88(August 1986): 379.
2. Pauline Winnick, oEvaluation of Public Library Services to
Children,� in Reader in ChildrenTs Librarianship, Joan Foster,
ed. (Englewood, Co.: Information Handling Services, 1978): 413-
426.
3. Robert S. Langer, oReading Interests and School Achieve-
ment,� Reading Improvement 7 (Spring 1970): 18.
4, Mary Lou Raykovicz, Karen Bromley, and Marc Mahlois, oThe
Reading Task as Viewed by Good and Poor Readers,� Reading
Improvement 22 (Summer 1985): 91.
5. Myrietta R.G. Ekechukwu, oCharacteristics of Users and Non-
users of Elementary School Library Services and Public Library
Services for Children,� (Ph.D. dissertation, University of Wash-
ington, 1972), Dissertation Abstracts, vol. 33, 1973: 4443.
6. Emerita Schroer Schulte, oIndependent Reading Interests of
Children in Grades Four, Five, and Six,T Reading and Realism:
Proceedings of the Thirteenth Annual Convention International
Reading Association (1967): 728-732.
7. Herbert Goldhor and John McCrossan, oAn Exploratory
Study of the Effect of a Public Library Summer Reading Club on
Reading Skills,� Library Quarterly 36 (January 1966); 14-24.
8. Winnick, p. 413-426.
9. Philip A. Griswold, Family Outing Activities and Achievement
among Fourth Graders in Compensatory Education Funded
Schools (paper, Annual Meeting of the American Educational
Research Association, Chicago, IL, April 4, 1985): 15.
10. Winnick; Judith Rovenger, oSchool/Library Cooperation:
Westchester Finds a Way,T School Library Journal 32 (May
1986): 36; and Dennis Hogenson, oThe Public Library"Ally of the
Reading Teacher) Library Journal 85 (January 1960): 13.
The Development of
ChildrenTs Programming Guidelines:
Our Experience
Barbara Freedman
The past few years have witnessed a tre-
mendous growth in the size of the professional
childrenTs services staff of the Cumberland County
Public Library and Information Center in Fay-
etteville, North Carolina. Consequently, there has
been much growth in the services that are offered
by the library system. From a staff of one profes-
sional and two paraprofessional childrenTs pro-
grammers in 1985, the department has grown to
its current level of five full-time professionals and
one paraprofessional in 1989. There is also hope
for further expansion as the county constructs
new facilities and the library develops new servi-
ces in the coming years.
The structure that links all childrenTs pro-
grammers in this county is an informal one, as
there is no childrenTs coordinator for the system.
Instead, there is an organized childrenTs depart-
ment within the headquarters library and there
are two childrenTs librarians in the branches who
Operate independently. All childrenTs services
staff members, along with administrative person-
nel, serve on the ChildrenTs Services Council,
which meets regularly to coordinate such events
as a storytelling festival or puppet show for Na-
tional Library Week every April, an annual
summer reading club program, and ChildrenTs
Book Week events each November. From time to
time other special projects are undertaken as
well.
In the winter of 1988 we took on the task of
developing a set of written guidelines for chil-
drenTs programmers to follow. There were several
reasons behind our decision to do this:
1. With an expanding staff, a written docu-
ment would serve as a training tool for new chil-
drenTs librarians as they enter the library system,
and could assist paraprofessional employees who
may occasionally be called upon to conduct pro-
grams.
AeA Ibe
Barbara Freedman is ChildrenTs Librarian at the Eutaw
Branch Library of the Cumberland County Public Library in
Fayetteville.
2. The guidelines would form the basis for a
series of workshops to train such staff members
and any interested library employees from beyond
Cumberland County.
3. A set of formal guidelines would document
what we do in childrenTs services and provide
comprehensive coverage that could parallel other
sets of policies and procedures produced by our
library system (in such areas as reference services
and collection development). This system has a
strong tradition of documenting the hows and
whys of its operations.
4. The process of developing such guidelines
would provide us with an opportunity to debate,
clarify, and establish our philosophies of chil-
drenTs programming. It would also set the stage
for integrating the broadened variety of view-
points which have accompanied the recent
changes in staffing.
A five-member committee was organized for
the project: Lydianne Bulazo (Branch Librarian
at the Bordeaux Branch Library), Marsha Grove
(Head of Extension Services), Julie Hunter (Chil-
drenTs Librarian at the Bordeaux Branch Li-
brary), Jennifer Timmerman (then ChildrenTs
Librarian at the Headquarters Library and now at
the Kenton County Library in Erlanger, Ken-
tucky), and myself (ChildrenTs Librarian and
Branch Librarian at the Eutaw Branch Library).
Our initial list of programming elements
attempted to cover all system offerings, both regu-
lar and periodic. The list was expansive and the
final document threatened to be unwieldy. There-
fore, to simplify its organization and add to its
ease of use, we settled on an outline format for
use within each section.
The guidelines were to begin with an intro-
ductory section on the various types of programs
that we offer, the age groups for which each is
designed, the value of such programs for the
developmental skills of children, and ideas for
planning successful programs. Following that
would be coverage of specific programming areas,
Summer 1989"115
including art projects, costumes, creative dramat-
ics, draw and tell/cut and tell stories, fingerplays,
flannelboard stories, music, picture books, props,
puppets, traditional storytelling, unifying pro-
gram elements, and audiovisual materials. Within
each programming topicTs outline we would in-
clude: 1. a definition of the activity, 2. a list of its
benefits to children, 3. examples of the available
range within the area, and 4. performance hints.
(See Program Topic Outline at end of article.)
Julie Hunter, Jennifer Timmerman, and I,
being the three full-time programmers on the
committee, did the actual writing of the guide-
lines (with Lydianne Bulazo later formatting the
pages for consistency). Each of us chose to write
up the areas in which we most enjoyed working or
were most experienced. Our parts were written
individually and then routed to all committee
members for comment.
The process of developing
such guidelines would provide
us with an opportunity to
debate, clarify, and establish
our philosophies of childrenTs
programming.
Later, the entire committee met and went
through the composite document line by line, dis-
cussing each point and suggesting additions, dele-
tions, or word changes as necessary. In most
areas, we found that additional items were
quickly agreed upon and our collective experi-
ence in childrenTs programming allowed us to
produce fairly comprehensive coverage of each
programming element. Such a broad scope, par-
ticularly in our listing of ohints for use,� makes the
guidelines extremely valuable for inexperienced
staff members, offering them a variety of ideas
from which to choose.
The major philosophical bone of contention
concerned the use of props with picture books.
Some felt that props distracted childrenTs atten-
tion from a story while others believed that the
use of props would enhance the childTs enjoy-
ment. We settled on a brief statement reflecting
these opposing views which precedes the listed
benefits for the use of props.
Beyond our coverage of specific program-
ming materials and techniques, we felt that this
manual would also be the appropriate forum for a
discussion of other issues of concern to childrenTs
programmers. Therefore, we included an expla-
nation of evaluation procedures, for our library
116"Summer 1989
system has developed forms with which supervi-
sors may evaluate programmersT performances,
and surveys by which the public can evaluate the
programs that we provide.
We also included material on the visits that
are made annually to promote our summer read-
ing club in area schools, and we attached several
appendices. These include model letters for par-
ents and teachers which explain the age restric-
tions and length guidelines for various types of
programs and cite our osafe child� policy, copies of
our evaluation forms, and an extensive biblio-
graphy of published materials on a variety of top-
ics relevant to childrenTs programmers.
One particularly useful section addresses
common dilemmas which are faced by childrenTs
programmers, such as how to handle adults who
are noisy during a childrenTs program, late arri-
vals who disrupt programs, children who behave
badly, infants who are brought into programs,
and visiting school groups that either show up
unannounced, habitually arrive late, or request a
special program and then neither come to it nor
telephone to cancel.
The entire ChildrenTs Programming Guide-
lines were completed in time for inclusion in the
December 1988 updated version of the Cumber-
land County Public Library and Information
Center Procedures Manual. Revisions will be
made as necessary, but we have attempted to
make the document open-ended and flexible
enough to accommodate a variety of individual
viewpoints, tastes, and styles.
ip
In January of 1989 a new committee was
formed, consisting of Marsha Grove (Head of
Extension Services), Gail Terwilliger (Head of the
Headquarters Library ChildrenTs Department),
and myself. Our role is to begin phase two of the
project: the development of staff workshops which
are to be based on the completed guidelines.
Our tentative plans call for bimonthly work-
shops, each two to three hours long, with similar
activities grouped together for coverage during a
single day's session. This would mean that each
workshop would cover a fair amount of material
without overwhelming the employees for whom it
is intended. Our goal is to cover all topics within
the space of one year. A pilot workshop on the use
of picture books in programming debuted in
March 1989.
The experience of participating in this entire
project has been an enriching one, helping all of
us to articulate what it is that we do and how it is
that we do it. It allowed us to examine skills that
we have come to use almost instinctively. It has
encouraged us to think through processes and list
their salient points for the benefit of current and
future practitioners of these arts. The develop-
ment of formalized, written guidelines for chil-
drenTs programmers is recommended to any
library system.
For a copy of the Cumberland County Public
Library and Information CenterTs ChildrenTs Pro-
gramming Guidelines please contact:
Barbara Freedman, ChildrenTs Librarian
Eutaw Branch Library
Eutaw Village Shopping Center
Fayetteville, North Carolina 28303.
Program Topic Outline
Puppets
Definition
- any character or object brought to life via
movement and/or speech
Benefits
- adds an element of fun and excitement
- helps hold childrenTs attention
- gives visual variety to a program
- brings stories to life
- can interact with children and encourage par-
ticipation
- can be less threatening for children than
adults; this varies with the individual child
- can draw out shy children
- can be cuddly
- can lead to activities and introduce themes or
stories
- can spark imaginative role playing and self-
expression in children
Examples
- finger puppets, two or three dimensional
~ hand puppets (sock, glove, plush-bodied, etc.)
~ stick or rod puppets
~ shadow puppets (with use of a curtain or
overhead projector)
~ cone puppets
~ marionettes
~ muppets
- giant body puppets which hook onto your
hands and feet
Hints for Puppets for Use in Formal Shows
1. Keep each puppet moving to the rhythm of its
dialog.
2. Keep puppet low enough so that puppeteerTs
arm is not visible.
3. Keep the puppet moving a bit when itTs react-
ing to the dialog of others.
4. When possible, choreograph the puppetsT
interactions with each other.
5. Keep the puppet standing straight, not
slumped over or leaning forward or backward.
6. Try adding songs to the script, and choreo-
graph them to add variety to the show.
7. Have other staff members critique the per-
formance during rehearsals.
8. Allow two months rehearsal time, and re-
hearse several times to perfect the perfor-
mance.
9. Hang the script at eye level on the back of the
curtain.
10. Color code the script so each characterTs lines
are easily found.
11. Double check stage stability before each per-
formance.
12. Have the stage area high enough for all in the
audience to see unobstructed.
13. Use a stage with a narrow lip so that puppets
are not obscured when children are looking
up at the lip of the stage.
14. Set the curtain far enough back from the stage
lip so that arm movements will not constantly
cause movement of the curtain.
15. Be sure lighting is adequate behind the stage
for script reading.
Summer 1989"117
16.
17.
hSy
19.
20.
al.
22.
23.
24.
25.
Be sure the curtain material is heavy enough
so that the performers are not visible to the
audience.
Have a staff member assigned to monitor the
audienceTs behavior as the puppeteers cannot
see or respond to the children. Monitor behav-
ior to prevent children from blocking other
childrenTs views, grabbing at the puppets, etc.
Vary the puppetsT costumes.
Use interesting, but simple, backdrops which
will not distract from attention to the puppet.
Keep scenes very short, and vary characters,
choreography, and pace frequently.
Position yourself and the stage to minimize
the discomfort resulting from staying in one
position and holding your arms up for long
periods of time.
Have puppets pop on and off the stage often
enough for you to bring an arm down behind
the stage, for flexing and to relieve cramping.
Vary charactersT voices, manners of move-
ment, and personalities so that each charac-
ter is unique.
Keep the plot simple.
The number of characters on stage should be
no more than the number of available pup-
peteer hands.
Hints for Puppets for Informal Use
1,
One programmer may read a book while a
second programmer acts out the story with
puppets.
Oe ek
118"Summer 1989
10.
hae
12.
13.
14.
Aes G kl Sar
JIU
Puppets may pop up over the top of a book at
pertinent points in the story, if not distracting
to the story.
Finger puppets may be stuck onto and
removed from a glove with bits of velcro as a
story is told.
Puppets may be clipped to a clothesline as an
add-on story is told.
Puppets may introduce a program or certain
elements of it, and may lead activities.
Puppets may sing songs, with or without
recorded music in the background, but should
always sing olive� to hold the childrenTs atten-
tion.
Children may take on puppet roles in a story,
or perform ad-libbed skits with puppets.
Preplan when and how puppets will be used in
a program.
Have the puppets laid out in advance in the
order in which they will be needed.
Rehearse the coordination of the puppets
with the books, and rehearse each puppetTs
voice, movements and character.
Puppets may be purchased or may be made
from any scrap materials, such as socks and
cloth bits.
Even two-dimensional pictures glued onto
sticks can become serviceable stick puppets.
Keep puppets hidden from the childrenTs view
until the appropriate moments.
Puppets are great as the unifying program
element for a series of programs, and can
wear costumes appropriate to the programTs
theme. a
5 EPT lds RK
The Role of the Public Library Trustee
in the Political Process
Terri Union
EditorTs Note: The following is a written version of a presenta-
tion that Terri Union, member and past chair of the Cumber-
land County Public Library and Information Center Board of
Trustees, made at a recent board meeting. While North Carolina
Libraries, as a general rule, does not reprint speeches except in
the biennial conference issue, the editorial board felt that Ms.
UnionTs vision of a public library trustee's role in the political
process was of such interest and appropriateness that we have
published the address in its entirety.
In our society, the word opolitics� has an
unpleasant connotation. But that is what our sys-
tem of government is all about. Politics means
compromise, give and take. The system is built
upon the relationship of mutual trust between
the office holder and the constituent.
Whether or not we like the term, we, as trus-
tees, are creatures of local government and the
political process. Learning to live and operate
within the bounds of the process is crucial to suc-
cessful trustee stewardship of financial resources.
One of the most important roles of a trustee is to
be a strong advocate for the library. This means
involvement in the political process in support of
adequate and necessary funding. Because trus-
tees speak for the publicTs interest in library ser-
vice, we become a bridge between the community
and county government. We are appointed by
government to do a job"to be knowledgeable
about the library and the community the library
serves. The role of the trustee is to advise the
board of commissioners on library matters and
actively seek funding for the library. Just like a
business (and libraries can be big business), we
must know our product and our customers; we
must do our best to supply the library services for
those customers in terms of their expressed and
demonstrated requests.
Although there is a need for state and federal
money in support of libraries, the bread and but-
ter comes from local government. It works like
Terri Union, a member and past chair of the Cumberland
County Public Library and Information Center Board of Trus-
tees, is vice-chair/chair-elect of the Trustees Section of the
North Carolina Library Association. Ms. Union also was
chosen 1988 Trustee of the Year by the North Carolina Public
Library Directors Association.
this: commissioners are elected to office because
they have effectively convinced the majority of
voters to support them in the voting booth.
Elected officials serve because they have a com-
mitment to the community and an agenda they
would like to see accomplished.
Whether or not we like the way an elected
official votes, that official is sincerely interested
in improving the community to the best of his
knowledge and ability. Elected officials must
listen to their constituents and board appointees.
They know that if they do not listen, they wonTt be
in office long. Our commissioners are conscien-
tious in trying to keep the right balance between
community needs and available revenues without
placing unnecessary burdens on the taxpayers.
However, they appoint library trustees, and one of
our primary functions is to propose a budget that
provides the services and meets the needs and
requests of the people of Cumberland County. We
would be remiss in fulfilling that trust if we did
not keep the commissioners informed of our con-
cerns and needs. You only have to apologize for
fighting for the budget if you are shy about it
and donTt do your homework. In order to con-
tribute to the political and social process of the
library, trustees must diligently become know-
ledgeable about all aspects of the library and the
way in which the library relates to the commun-
ity. We must develop a realistic understanding of
the community and the demands made on public
funds. DonTt be discouraged by set-backs and
donTt antagonize. Remember, we cannot antago-
nize and persuade at the same time.
There are four key components to remember:
1. Most important: Communicate! Present
no surprises. If you want an amicable relationship
with government officials, then you must have an
appreciation for their position. DonTt toss them
the ball when they are not looking. We are all
working together for the same goals. Take the
time to explain our position and inform them in
advance of any changes or new directions. Unless
we keep them informed, elected officials cannot
be effective in helping us to reach our goals. Get-
Summer 1989"119
ting the attention of county government for
effective support requires information, dedica-
tion, and practice. It is a year-round activity.
2. Another key is Cooperation. We must be
honest and work together with those in govern-
ment. Cooperation is essential if we are going to
give the best service for the most effective use of
budgeted money. Also, trustees should have only
one spokesperson directing the lobbying for
government funds. This person should be the
chairperson or someone designated by the chair-
person. It is important to have coordinated effort
and direction. There are many nuances involved.
Know when to push and when to compromise,
when to give elbow room and when to stand our
ground.
Trustees should not be afraid
to dream for the future of the
library or afraid to fight for
these dreams.
3. A third aspect of effective advocacy is
reaching into the community for support and
suggestions for growth and services. The library
is a mirror of the health and vitality of Cumber-
land County. The Friends of the Library are our
constituency in terms of support for growth and
development of the library system. We should
have an open ear and an open mind to the needs
for library services as expressed by the people.
The unprecedented growth of library usage in the
last three years has convinced many in local
government that the library represents a vital
community need. It is a resource that has enjoyed
an overwhelming surge of use and support. We
must use every opportunity, both formal and
informal, to tell the library story.
4. Another point to remember is our role as
a link between the library and government. As
members of the community not directly employed
by the library, we can be particularly effective
advocates for growth and development. The
director has a working relationship with the
county manager. Our working relationship is with
elected officials. We represent a cross section of
the community that reaches into the business,
professional, and educational areas as well as
across different county communities. Just as the
director prepares a budget for our consideration
which we have the right to amend, county com-
missioners can amend the recommendations of
the county managerTs presented budget. Our job is
to communicate with the commissioners. We
should keep government officials informed on a
120"Summer 1989
regular basis"not just once a year at budget time.
Let them know what the library is doing and how
services are being used and requested by the
community, their constituency. Communication is
like continuing education. The competition for
government dollars is becoming increasingly
competitive as federal and state wells dry up. We
should meet informally once a year with our
commissioners to share with them our hopes and
dreams. We need to show them where we are and
where we would like to be; we need to ask for their
help in getting there. Personal contact is very
important. Make it our job to know every com-
missioner.
Perhaps the easiest way to remember the
important points of politics is to identify them as
the four oCTs�"
Communication
Cooperation
Commitment
Consideration
Trustees should not be afraid to dream for
the future of the library or afraid to fight for those
dreams. al
Read
Instructions for the Preparation
of Manuscripts
for North Carolina Libraries
1. North Carolina Libraries seeks to publish articles, book
reviews, and news of professional interest to librarians in
North Carolina. Articles need not be of a scholarly nature, but
they should address professional concerns of the library
community in the state.
2. Manuscripts should be directed to Frances B. Bradburn, Edi-
tor, North Carolina Libraries, Joyner Library, East Carolina
University, Greenville, N.C. 27858. :
8. Manus¢fipts should be submitted in triplicate on plain white
paper measuring 84" x 11�.
4, Manuscripts must be double-spaced (text, references, and
footnotes). Manuscripts should be typed on sixty-space lines,
twenty-five lines to a page. The beginnings of paragraphs
should be indented eight spaces. Lengthy quotes should be
avoided. When used, they should be indented on both mar-
gins.
5. The name, position, and professional address of the author
should appear in the bottom left-hand corner of a separate
title page.
6. Each page after the first should be numbered consecutively
at the top right-hand corner and carry the author's last name
at the upper left-hand corner.
7. Footnotes should appear at the end of the manuscript. The
editors will refer to The Chicago Manual of Style, 13th edition.
The basic forms for books and journals are as follows:
Keyes Metcalf, Planning Academic and Research Li-
brary Buildings. (New York: McGraw, 1965), 416.
Susan K. Martin, oThe Care and Feeding of the MARC
Format,� American Libraries 10 (September 1979): 498.
8. Photographs will be accepted for consideration but cannot be
returned.
9. North Carolina Libraries is not copyrighted. Copyright rests
with the author. Upon receipt, a manuscript will be acknowl-
edged by the editor. Following review of a manuscript by at
least two jurors, a decision will be communicated to the wri-
ter. A definite publication date cannot be given since any
incoming manuscript will be added to a manuscript from
which articles are selected for each issue.
Issue deadlines are February 10, May 10, August 10, and
November 10.
CSTR SR I SALES
Lighten Up:
A Call for Papers (Great and
Small) Illustrating the Humorous
Side of the Library Profession
It's said that librarians take themselves and
their work too seriously. ItTs said, in fact, that
we have no sense of humor at all.* North Caro-
lina Libraries is planning an issue devoted to the
fun and whimsical side of our work. If you would
like to tackle one of the items listed below (or
come up with one of your own), please contact
by April 4:
Rose Simon
Gramley Library
Salem College
Winston-Salem, NC 27108
(919) 721-2649
Spoofs on our research methodology and results
(cf the Journal of irreproducible Results)
Letters to the Editor (of NCL) with replies and
counter-replies
Horrendous manuscripts (puns, misspellings, mis-
statements of fact &C.)
Rethinking our professional philosophies, theo-
ries of cataloging and classification, public ser-
vice, etc.
From the Public"mangled reference questions,
citations; excuses for lost and damaged mate-
rials
Biographies of (Fictitious) Librarians
Histories of (Fictitious) Libraries
Floor Plans for New (Fantastic) Library Build-
ings"submitted by: a cataloger, a reference
liorarian, a director, & a patron
A Day in the Life. .. (a librarian for whom every-
thing possible goes wrong)
Epistolary Sequences concerning:
an overdue book; a vendor who continually
misbills you for something; a patron protest
of a harmless book (e.g., Cinderella)
(Fictitious) North Carolina Books and Their
Reviews
Proposed New Bylaws for NCLA
*lf true, North Carolina Libraries will present you with its
complimentary official blank book in lieu of an issue.
Summer 1989"121
1989 Bienniel Conference
Libraries: Designing for the 90s
A new decade is about to arrive! Speculation
is that it will be a time when we move from a
production economy to a service economy. Library
services, facilities, and programs need to be
designed to meet the challenges of a changing
society.
The October 10-13, 1989, North Carolina
Library Association Conference - oLibraries: Design-
ing for the 90s� - will help to prepare us for the
new decade of librarianship. Speakers and pre-
senters will deal with both the generalities and the
specifics of libraries. The Charlotte location will
add to the excitement as plans are designed to
move North Carolina libraries and library per-
sonnel into the 90s.
The first general session will be highlighted
with Roy Blount, Jr.Ts speech entitled oOut With
the Eighties.� Blount, the author of seven books,
had his one-man show described by The New
Yorker as othe most humorous and engaging fifty
minutes in town.� He has made numerous appear-
ances on television and radio and is a contribu-
ting author to a variety of magazines. The NCLA
general session programs will be complimented by
a variety of talented, versatile and dynamic
speakers. Some of these include: Will Manley,
Director of Tempe Public Library; Dr. Jessie Car-
ney Smith, Library Director, Fisk University; Jinx
Melia, author of Breaking into the Boardroom;
Dorothy Spruill Redford, author of Somerset
Homecoming; Recovering a Lost Heritage; film-
maker Tom Davenport; Kathleen Weibel, Director
of Libraries, Ohio Wesleyan University; and chil-
drenTs authors Alvin Schwartz and Jamie Gilson. In
addition a preconference session entitled oMeet-
ing the Censor: A Skills Development Workshop,T
sponsored by the Intellectual Freedom Commit
tee, is scheduled for Tuesday. se
122"Summer 1989
A placement center will be available for job
seekers and those with jobs to advertise. Jobs will
be posted and resumes collected prior to the con-
ference. Rooms for interviews may be scheduled
at the placement center. A session on interview-
ing skills will be part of the conference program.
Vendors and their exhibits will be in the large
exhibit hall and available to participants through-
out the conference. Participants can purchase
t-shirts, posters, and bookmarks at the ALA store.
A variety of social events are also planned.
The onew� Public Library of Charlotte and Meck-
lenberg County will be available for visits and a
scheduled special event on Thursday evening. A
dinner and library school receptions are planned
for Wednesday evening. The Roundtable on the
Status of Women and the ChildrenTs Services Sec-
tion have scheduled a reception at Discovery
Place, and the Roundtable on Ethnic Minority
Concerns plans a reception at the Afro-American
Cultural Center.
The conference housing form is printed in
this edition of North Carolina Libraries. Early
reservations are encouraged. Piedmont Airlines
has been designated as the official airline. A thirty-
five percent discount on regular coach fares is
available to conference participants who refer to
gold file number 531039.
Charlotte is an exciting urban area and the
1989 NCLA conference will take place right
uptown"near the new public library and within
walking distance of Spirit Square and City Fare.
Conference registration will be mailed in August.
Mark your calendar now, so you will be part of
oLibraries: Designing for the 90s,� October 10-13,
1989.
NCLA Conference Housing Form
October 10-13, 1989
1. Important Instructions"Read Carefully.
First-come, first-served. The Housing Bureau will make hotel assignments on a first-come, first-served basis.
If additional copies of this form are needed, photocopies will be accepted. Reservations must be
received by September 10, 1989. After this date we cannot guarantee the conference room rate. Deposit.
All housing applications must be accompanied by a deposit of one nightTs rate for each room requested
or a credit card number with the expiration date. No telephone calls!! Reservations will not be taken by
phone.
a. Radisson Single - $69, Double - $79
b. AdamTs Mark Hotel Single - $79, Double - $79
c. Days Hotel - Uptown Single - $72, Double - $82
2. Hotel Choices. List in order of preference. Use one reservation form for each room requested.
Type of room (check one) Hotel preference**
Single 1st Choice
Double 2nd Choice
Triple 3rd Choice
Quad
Names of all persons occupying room
SS ATHVals 2 4 LO oRst GC ae 2 Ce AIM: 7 O.M. Departure
date/time date/time
4. Method of Payment (check one)
Check enclosed. Make check payable to Charlotte Convention Housing Bureau.
Credit Card: VISA M/C American Express Other:
Gredit:cardngy 2 is eziesies tir a wee Paris SE Expudate
5. Confirm Reservation To (please print or type)
Name
Addresses Seared iy ee es Be State/Zip
Telephone: Home (
6. Mail This Hotel Reservation Form To:
Housing Bureau, C/O Charlotte Convention & Visitors Bureau
229 North Church Street, Charlotte, NC 28202
Summer 1989"123
North Carolina Books
Robert Anthony, Compiler
Federal WritersT Project (N.C.), compiler. Intro-
duction by William S. Powell. North Carolina:
The WPA Guide to the Old North State. Colum-
bia: University of South Carolina Press, 1988. 601
pp. $29.95. ISBN 0-87249-604-X (cloth); $14.95. 0-
87249-605-8 (paper).
What was North Carolina like fifty years ago?
Chapel Hill had one hotel, bus fare was 6¢ in
Asheville, the Left-handed Golf Championship of
the Carolinas was held at Sedgefield, and
RaleighTs suburbs consisted of Cameron Park,
Mordecai, and Boylan Heights. These are just a
few of the facts those interested in North Carolina
history can discover by reading the University of
South Carolina Press reprint of North Carolina:
The WPA Guide to the Old North State, first pub-
lished in 1939 by the University of North Carolina
Press. Sponsored by the North Carolina Depart-
ment of Conservation and Development and
compiled and written by talented local re-
searchers and writers under the direction of the
Federal WritersT Project of the Work Projects
Administration, the guidebook was part of the
American Guide Series, which consisted of guides
to all of the old forty-eight states. The Project was
established during the Great Depression in order
to provide worthwhile work for the unemployed.
The reprint begins with a new introduction
by William S. Powell, professor of history emeritus
at the University of North Carolina at Chapel Hill,
in which he provides an interesting and detailed
background on how and why the guide was com-
piled. The guideTs first section is composed of fif-
teen essays on the general background of the
state including its agriculture, transportation,
industry and labor, public education, religion,
sports and recreation, folkways and folklore, arts,
eating and drinking, Indians and Negroes. These
essays are factual and candid accounts written by
experienced writers and authorities in their
fields, such as newspaper editor Jonathan Dan-
iels, UNC professor and noted historian Hugh T.
Lefler, and Duke University professor Louise Hall.
The second section presents statistics, de-
scriptions, facts, and points of interest for each of
the o13 cities and towns worth knowing.� The
124"Summer 1989
third and largest portion of the guide is devoted
to descriptions of thirty-three tours emanating
from various highway junctions, giving mileage,
altitude, and 1930 population figures for and de-
scriptions of towns along the way.
Scattered throughout the volume are numer-
ous illustrations. Although of poorer quality than
those in the original edition, the photographs
depict the landscape, architecture, people, sports,
and various other characteristics of the time
period. Maps of various locations are included;
however, a state map which was listed as being in
a back pocket in the original edition was not
included in the reprint. A brief chronology of the
history of the state, a selected bibliography, and
an index conclude the survey.
Why reprint a guidebook that is nearly fifty
years old? In the words of Professor Powell,
oBecause it gives us a very close look at North
Carolina on the eve of extensive changes which
forever altered the state.� While designed to be of
practical use to the generation which produced it,
today it is of greater value to the layperson or
historian who seeks to recapture and reconstruct
the past. By noting comparisons and contrasts
with contemporary life, he or she may measure
the velocity and direction of this change.
All in all, the guide is a well-researched
account of what life in North Carolina was like in
the 1930s and will be of value to anyone inter-
ested in the history of North Carolina. Recom-
mended for public, academic, and school libraries.
Patricia A. Rogers, Wake County Public Libraries
John Bivins, Jr. The Furniture of Coastal North
Carolina, 1700-1820. Winston-Salem: Museum of
Early Southern Decorative Arts; Chapel Hill: Dis-
tributed by University of North Carolina Press,
1988. 562 pp. $95.00. ISBN 0-945578-00-8.
In a modern museum gallery, perched alone
on a platform, an eighteenth-century chair sits
beneath a spotlight. A small, silk-screened label
nearby reads, oSIDE CHAIR, Chippendale, mahog-
any, ca. 1753.� For too many years, in too many
museums, and, for that matter, in too many
books, antique furniture and other pieces of our
material culture have been presented as isolated,
self-contained artifacts described in sentence
fragments and reverently viewed and appreciated
for their skilled construction, composition, or
form. A handcrafted chair may certainly be
admired for any of these qualities. But its true
historical value lies in its representation of our
social history"as evidence in comparative stud-
ies of cultural styles, emerging industrial bases,
and evolving patterns of craftsmanship. Re-
searching and placing such artifacts into a social
context and broadening oneTs interpretations are
much more difficult tasks than merely identifying
a piece of furniture and appreciating or showcas-
ing its oartfulness.�
In his The Furniture of Coastal North Caro-
lina, 1700-1820, John Bivins, Jr., not only illus-
trates and describes in detail the types of
furniture made in eastern North Carolina from
the mid-Colonial through the late Federal Period,
he also places these handicrafts firmly into a
social context by thoroughly documenting the
regionTs cabinet trade. Furthermore, Bivins exam-
ines the effects that the regionTs geographical bar-
riers, social structure, and settlement patterns
had on that trade.
As director of publications for The Museum
of Early Southern Decorative Arts (MESDA) in
Winston-Salem, Bivins is exposed to a wide range
of historical topics, and previous works authored
or co-authored by him demonstrate his many
interests, including early North Carolina-made
firearms and Moravian pottery, as well as furni-
ture. It is apparent from BivinsTs descriptions of
furniture that he has a fine and exacting eye for
detail, an eye no doubt strengthened by his addi-
tional experiences as an architectural historian
and as a carver.
The Furniture of Coastal North Carolina,
1700-1820 is divided into two main parts: the first
entitled oThe Setting;� the second oThe Furniture.�
North Carolina Books
In the latter part Bivins scrutinizes the work of
cabinetmakers in the Albemarle, Pamlico, and
Cape Fear regions, assesses their indigenous
characteristics, and also draws attention to stylis-
tic influences imported largely through trade with
New England and Middle Atlantic towns and cities
and by immigrants from Virginia. This section of
the book is generously illustrated with black-and-
white photographs. Underside views and photo-
graphs of construction details of tables, desks,
chests, and other pieces of furniture are espe-
cially well done and educational.
While the latter part of BivinsTs book is highly
informative, it is the first, oThe Setting,� that is
more interesting and far more important in
accomplishing the author's expressed goal: oto
present an exhaustive study of one aspect of the
early culture of North Carolina, placed within a
framework of social history.� It is in this section
that Bivins records the overall effects that geog-
raphy, population distribution, maritime com-
mercial routes, and other factors had on the rise,
development, and decline of the cabinetmakerTs
trade in North Carolina's coastal plain.
The Furniture of Coastal North Carolina,
1700-1820 is an exhaustive study, one neither
directed toward the casual reader nor one that
should be relegated to display on some dilettantTs
coffee table. The extensive amount of information
contained in BivinsTs book has applications not
only for the serious study of furniture and the
cabinet trade as a whole; it is also an excellent
source for anyone studying North Carolina's early
economy, transportation, labor practices (partic-
ularly the apprentice system), or architectural
history. Reference value is enhanced even more by
a well-organized index, bibliographical notes,and
appendixes that include an alphabetical listing of
hundreds of woodworkers, details of their busi-
nesses, and their specific locations.
Mr. BivinsTs book is the first in MESDATs Frank
L. Horton Series, a series that seeks to identify
and examine in depth the works of southern arti-
sans. This first publication has set a very high
standard for subsequent volumes. Suffice it to say,
at risk of stretching for metaphors, that John Biv-
ins is clearly not content working with veneers in
reconstructing our past. The Furniture of Coastal
North Carolina, 1700-1820 is a book that is solid
through and through and would be an important
addition to any library's shelves.
R. Neil Fulghum, University of North Carolina at Chapel Hill.
Summer 1989"125
North Carolina Books
Howard EK. Covington, Jr. Belk: A Century of
Retail Leadership. Chapel Hill: University of
North Carolina Press, 1988. 308 pp. $12.95. ISBN
0-8078-1822-4.
Henry Belk established a small dry goods
store in Monroe, North Carolina, in 1888. As the
store succeeded, he planned to expand his busi-
ness to nearby locations. Since 1888, the opera-
tion of the company he founded has become an
increasingly sophisticated enterprise. Belk stores
now operate in 325 cities and towns in 19 states
and Puerto Rico. Howard Covington traces the
development of the business and contrasts the
types of management Belk employed over the
years to maintain its competitiveness in the mar-
ketplace.
Although the Belk family has controlled the
course of the Belk business over the past century,
many changes have taken place. Henry Belk insti-
tuted a practice of partnerships with local busi-
nessmen in areas in which he wanted to do
business; thus, Raleigh has Hudson-Belk stores,
Wilmington has Belk-Beery, and the stores in Vir-
ginia bear the Leggett name. John Belk, president
of Belk Stores Services since the 1950s, focused on
moving stores into newly developing shopping
malls rather than traditional downtown loca-
tions, upgraded the quality of merchandise lines
to include designer labels, and approved the issu-
ance of Belk system credit cards.
The author effectively correlates innovations
made by Belk with national trends in sales and
merchandising. He describes the economic impact
the Belks have made in the South through philan-
thropy, as well as the growth and expansion of
their business. The author credits the assistance
of members of the Belk family and employees of
Belk in producing a work that is a celebration of a
century of accomplishment in retail trade. The
book includes many photographs from both the
early years of the business and recent events, and
it is well indexed.
Copies of articles from
this publication are now
available from the UMI
Article Clearinghouse.
UMA
Chaaghouse
Mail to: University Microfilms International
300 North Zeeb Road, Box 91 Ann Arbor, MI 48106
126"Summer 1989
Covington, a former journalist with the Char-
lotte Observer and the Greensboro News and
Record, utilizes a straightforward, readable style.
He offers insight into the character of various
Belk family members and provides a sense of the
business climate in which the company has devel-
oped and flourished. This book holds great appeal
for those who are interested in North Carolina
business, the history of retailing, or entrepreneur-
ship in general. It is recommended for both public
and academic libraries.
Margaret Jackson, University of North Carolina at Chapel Hill
William R. Trotter. Silk Flags and Cold Steel:
The Civil War in North Carolina, Volume I: The
Piedmont. Greensboro: Piedmont Impressions,
Inc., 1988. 385 pp. $19.95. ISBN 0-929307-01-1.
Silk Flags and Cold Steel, the work of
Greensboro freelance historian William Trotter, is
the initial entry in a projected trilogy on the Civil
War in North Carolina. Subjects covered in the
first volume, which is devoted to the Piedmont,
include the outbreak of war, state mobilization,
Governor Zebulon Baird VanceTs administration,
life on the home front, conscription, desertion, the
peace movement, Salisbury prison, the battles of
Averasboro and Bentonville, and the Confederate
surrender at Durham. There are six maps and a
section of contemporary photographs and illus-
trations, a bibliography, and a detailed index. The
second and third volumes, yet to be pub-
lished, will describe the war in the mountain and
coastal regions respectively.
The general audience for which this book is
intended will find it a useful descriptive compen-
dium of political, social, and military events. It
incorporates many of the secondary materials
that have appeared on these subjects in recent
years and is engagingly, if somewhat breezily,
written. Yet as a comprehensive history it also has
numerous weaknesses. TrotterTs unconventional
organization, which subdivides topics geographi-
cally, promises to be both awkward and redun-
dant. Many of his conclusions are highly partisan.
Governor Vance, for example, is described heroi-
cally and uncritically throughout: oIf North Caro-
lina did not, then, produce a battlefield com-
mander comparable in fame to Lee, Jackson, or
Forrest, it did at least produce a civilian wartime
leader of similar stripe� (p. 89). Confederate Pres-
ident Jefferson DavisTs correspondence with the
contentious chief executive reveals oa hint of per-
sonal resentment at the vigor of VanceTs thought,
the loyalty Vance commanded, the efficiency of
his administration, and the virility of his youthful
good health� (p, 119). By far the worst problem,
however, is a lack of adequate documentation.
Many chapters have no footnotes whatever, and
others only a single reference or two. Trotter does
not appear to have consulted primary sources,
and his bibliography of secondary works is hardly
complete. In conducting his research he appar-
ently did not visit any libraries, museums, or
archives outside the city of Greensboro.
Some of these deficiencies may be corrected
in the two forthcoming volumes. Meanwhile,
readers should continue to rely on John G. Bar-
rettTs old but thorough study, The Civil War in
North Carolina, and on the many more recent
specialized works that supplement it.
Everard H. Smith, Triangle Universities Security Seminar
Other Publications of Interest
With publication of The Architectural Heri-
tage of Greenville, North Carolina, the Green-
ville Area Preservation Association presents an
attractive and informative study of the built en-
vironment of a leading city of the North Carolina
coastal plain. Architectural descriptions of over
two hundred buildings, accompanied by black-
and-white photographs, demonstrate the varied
character of the city. Most structures analyzed
are located in the city's older neighborhoods and
were constructed before 1935. They include the
celebrated and the ordinary"elaborate mansion
and modest bungalow, courthouse and tobacco
warehouse, college dormitory and soft drink bot-
tling plant. The significant loss of much of the
cityTs architectural heritage"apparently a con-
tinuing problem"is revealed through photo-
graphs and descriptions of now demolished
structures. Also included is a brief history of
Greenville, a glossary of architectural terms, and
an index. Edited by East Carolina University
librarian Michael Cotter, the book may be ordered
from Greenville Area Preservation Association,
P.O. Box 673, Greenville, N.C. 27835; $24.95; cloth;
201 pp.
Examples of NatureTs breathtaking touch on
Western North Carolina are dramatically cap-
tured in The Land of Waterfalls: Transylvania
County, North Carolina, by author/photog-
rapher Jim Bob Tinsley. Full page black-and-white
photographs of sixty-one representative water-
falls"there are hundreds in what has been called
the oparadise of Cascadia�"illustrate the scenic
wonders created as rivers, creeks, and streams
North Carolina Books
convey the drainage of one of Eastern AmericaTs
highest rainfalls across an area of abrupt shifts in
land elevation. Tinsley, trained as an aerial pho-
tographer for the U.S. Navy in World War II,
accompanies his photographs with discussions of
the discovery and name origins of the waterfalls
featured. Also included are brief histories of the
locally crafted Gillespie long rifle, early Caucasian
hunters in the region, and a celebrated area out-
law and moonshiner. The book is available from
the author at 125 Miner Street, Brevard, N.C.
28712 (May-Oct.) or P.O. Box 311, Ocala, Fla.
32678 (Nov.-Apr.); ISBN 09620119-0-8; $25.00;
hardcover; 173 pp.
The basic facts concerning most of the North
Carolina individuals, events, and legends featured
in A Treasury of Carolina Tales, by Webb Garri-
son, have been so often included in books and
pamphlets that they are probably familiar to most
Tar Heels. Notables such as Blackbeard, Wilbur
and Orville Wright, Dorothea Dix, and the Bunker
Siamese twins, are usually covered in state history
textbooks; and teachers and librarians undoubt-
edly can cite a number of other sources for
further information on such figures. Garrison, a
freelance writer, includes sketches of several
lesser known people and events, such as nine-
teenth-century physician Elizabeth Blackwell,
businessman/ philanthropist J. B. Fuqua, and gun
designer Richard Gatling. But the information
provided is limited, leaving the reader wishing for
a little more detail. Although a welcome effort at
making some of the more interesting historical
figures and legends of the Carolinas more access-
ible to the general reader, A Treasury of Caro-
lina Tales offers nothing new on the better
known and only sketchy treatment of the more
obscure. The book may be ordered from Rutledge
Hill Press, 513 Third Avenue South, Nashville,
Tenn. 37210; ISBN 0-934395-75-6; $8.95; hard-
cover; 158 pp.
Memories of the Carolina seashore during the
opre-condominium era of the late 1950s� are the
focus of E. T. Malone, Jr.,Ts, recent poetry booklet
The View from Wrightsville Beach. Malone spent
the summers of his fifteenth and sixteenth years
at Wrightsville Beach, where his parents operated
an apartment building. His twelve poems, illus-
trated with black-and-white photographs of fam-
ily and friends, recall the youthful quest for
friendship and experience, for life and love.
Orders should be directed to Literary Lantern
Press, 103 Carl Drive, Rt. 4, Chapel Hill, N.C. 27516;
ISBN 0-9621668-0-4; $8.95, plus $1.50 tax and pos-
tage; paper; 45 pp.
The North Carolina WritersT Network is dis-
Summer 1989"127
tributing copies of Isabel ZuberTs Oriflamb, the
winner of the Network-sponsored 1987 Poetry
Chapbook Award. This collection of nineteen
terse, serious poems by Winston-Salem resident
Zuber was judged best of competition by na-
tionally noted writer Fred Chappell. Oriflamb is
available from the Network at P.O. Box 954, Carr-
boro, N.C. 27510; $4.95; paper; 36 pp.
The April 1989 issue (vol. 66, no. 2) of the
North Carolina Historical Review includes
~North Carolina Bibliography, 1987-1988.� This
bibliography of approximately 550 entries is the
latest in an annual series that lists books about
North Carolina subjects or by or about North
Carolinians, natives or current residents. The
Review is a quarterly publication of the North
Carolina Division of Archives and History. al
Gs
INTERNATIONAL LITERACY YEAR
44e
Barry Moser has created a poster on 1990 International Liter-
acy Year for the ChildrenTs Book Council. The poster, measur-
ing 24� x 32%", is in six colors. It costs $15.00 and is shipped
rolled in a mailing tube. Send a 25¢ stamped, self-addressed
envelope to CBC (P.O. Box 706, New York, NY 10276-0706) for
Current Materials Brochure for details.
128"Summer 1989
North Carolina Books
Library Administration and
Management Section Formed
A new section of NCLA named oLibrary
Administration and Management Section� (LAMS)
has been approved by the Executive Board of
NCLA. LAMS will hold its first program and
organization meeting at the NCLA conference in
October in Charlotte. Patterned (to some degree)
after LAMA, a division of ALA, the mission of
LAMS of NCLA will be to provide an organiza-
tional framework for improving the practice of
administration in libraries and for identifying and
fostering administrative skills. The section will
meet its responsibility by aiding the professional
development of personnel interested in adminis-
tration and management and by planning and
developing programs, study, and research in
library administration and management prob-
lems.
NCLA members who are interested in admin-
istration and management are encouraged to
designate a preference for this section (LAMS) at
the time of payment of biennial associational
dues. NCLA members may join LAMS any time
during the year, however, by notifying the treas-
urer and paying section dues.
All attending the NCLA conference are cor-
dially invited to attend the program and organi-
zational meeting of LAMS on Thursday, October
12, from 9 to 10:30 AM.
For additional information, one may contact
LAMS Steering Committee Chair, Miss Nancy Ray,
Director, Southern Pines Public Library, 180 S.W.
Broad St., Southern Pines 28387, Phone: 919-692-
8235. al
NCLA Minutes
North Carolina Library Association
Minutes of the Executive Board
January 27, 1989
Barbara Anderson Meralyn Meadows
Barbara Baker Gloria Miller
Nancy Bates Pauline Myrick
Frances B. Bradburn Nancy Ray
Doris Anne Bradley Pat Ryckman
Nelda Caddell Ed Sheary
Waltrene Canada Cal Shepard
Wanda Brown Casson Gorda Singletary
Patrice Ebert Carol Southerland
David Fergusson Rebecca Taylor
Nancy Fogarty Jerry Thrasher
Ray Frankle Harry Tuchmayer
Janet Freeman Terri Union
Patsy Hansel Ed Waller
Ruth Hoyle Art Weeks
Gene D. Lanier Jane Williams
Carol Lewis Lavern Williams
Gail S. Maly Kieth C. Wright
Howard McGinn
The Executive Board of the North Carolina Library Associa-
tion was called to order by President Patsy Hansel at 10:10 a.m.,
January 27, 1989. The above persons were present at the South
Central Regional Education Center in Carthage. Nelda Caddell,
host and Regional Coordinator, SDPI, brought greetings and
supplied information about the center and lunch.
Minutes of the October 20, 1988, meeting were approved
with the addition of a word.
New members of the board and substitutes for members
unable to attend were introduced, as were special guests and
representatives of other boards.
Treasurer Nancy Fogarty stated that NCLA is doing well
and passed out several exhibits"receipts, transfers, expendi-
tures, and balances as of December 31. She reported 2,473 pay-
ing members plus 40 honorary and life members. Of significance
was the increased membership for the North Carolina Associa-
tion of School Librarians.
Barbara Baker talked about the 1989 Charlotte conference
and noted that single rooms at the Radisson Plaza are $69 and
double ones are $79. At Adams Mark, all rooms are $79.
President Hansel gave each member an attractive NCLA
lapel pin; cost of each is approximately $3 if ordered.
The spring issue of North Carolina Libraries is oEconomics
of Librarianship� with Larry Alford as guest editor. The summer
issueTs guest editor will be Bob Russell, and the theme will be
oPublic Libraries.� The editorial board of NCL held an all-day
retreat in Wilmington. Editor Frances Bradburn proposed a re-
structuring of the editorial board. After a lengthy discussion, it
was moved by Carol Southerland and seconded by Barbara
Baker that the oNCLA accept recommendations 1 and 2 (The
editorial board requests a four-year appointment, with re-
appointment option, beginning with the new biennium and
requests that half of the section/round table representatives be
appointed/reappointed this biennium. The other half of the
Board will be appointed/reappointed at the beginning of the
1991-1993 biennium) and strongly suggest to sections and
round tables that they follow procedures outlined in 3 and 4:
(Each section/round table chair will be asked to submit up to
three names of possible NCL candidates. NCL will request that
each of the three submit a resume and a sample of both their
writing and editing skills. The editor and the associate editors
will select the most qualified from the field of candidates and
NCL would like to send a letter of invitation to the chosen appli-
cant and to his or her employing institution emphasizing the
time commitment involved in NCL�).
Kieth Wright, ALA Council Representative, reported that
the American Library Association currently has 47,000 mem-
bers and that the budget is intact. He discussed also the Presi-
dential Committee on Information Literacy, the Newbery and
Caldecott Awards, involuntary testing as related to AIDS, Intel-
lectual Freedom, and the White House Conference.
Jerry Thrasher presented a written report that included
new officers of Southeastern Library Association. He also
revealed that the late October conference was one of the most
successful. The 1990 conference is December 4-8 in Opryland,
Nashville, Tennessee.
ChildrenTs Services will co-sponsor with UNC-G Department
of Library and Information Studies and the State Library a
seminar for professional youth services librarians called oChang-
ing Needs ... Changing Behavior� on March 31 and April 1 in
Greensboro.
oTerm Papers to Terminals: Solutions to Problems in BI� is
the title of the spring workshop of the College and University
Section to be held April 28 at Elon College.
The Community and Jr. College Section had no report.
The Documents SectionsTs May 8 workshop is entitled:
oGovernment Documents and Online Catalogs: Alternatives.�
The Biennial Conference Program for Charlotte will give deposi-
tory librarians and school media specialists a chance to discuss
concerns. New officers of the Documents Section were elected by
mail ballot.
Jr. Members Round Table held a membership meeting and
decided to change membership eligibility requirements. They
will co-sponsor a program with the Public Library Section at the
fall conference. They will present a Friendly Booth Award and
will sponsor a pub crawl.
REMCo was not represented.
Carol Southerland communicated that plans for the NCLA
Conference program are still in the works. NCASLTs Administra-
tor of the Year is being submitted to AASL for the national
award. Billboards will be placed across the state during School
Library Media Month. Judie Davie and Helen Tugwell are serving
as co-editors of NCASL Bulletin.
On May 18 and 19, the NC Public Library Trustees Associa-
tion will co-sponsor a conference entitled oThe Public Library's
Role in Shaping Economic and Educational Development of
North CarolinaTs Communities.�
Barbara Anderson, reporting for Reference and Adult Ser-
Summer 1989"129
NCLA Minutes
vices, noted that two speakers of national stature are being
invited to the Biennial Conference.
David Fergusson, representing Public Library Section,
reported on a $500 award for an individual promoting public
libraries and a variety of activities.
Two speakers, Sandy Berman and Tom Broadfoot, have
been contacted for the conference program by Resources and
Technical Services.
Round Table on the Status of Women in Librarianship
received an LSCA Continuing Education grant to finance Dr.
Alice WarnerTs March 16 presentation on oMoney and Librar-
ians� at Manning Hall, UNC-CH. After receiving funds from sev-
eral sources including SIRS, the Round Table has $2,100 to be
used to finance a major speaker for the fall conference. In addi-
tion they will co-sponsor a reception at Discovery Place with the
ChildrenTs Services Section.
The North Carolina Library Paraprofessional Association
was the name chosen for this new section at an organizational
meeting. Officers were elected and committees formed to guide
the activities of the section.
The first meeting of the Round Table on Special Collections
was October 5 at the State Library; grantsmanship, automation,
collection development, and genealogy were discussed. By-laws
were adopted; Pat Ryckman and Kathryn Bridges served as
temporary chair and secretary.
Treasurer Fogarty emphasized that bulk mail must show
the return address of the Association, and directions in the
handout must be followed.
Barbara Baker needs to know by February 6 programs and
scheduling information while the names of presenters must be
in by June 1.
Harry Tuchmeyer was absent; however, President Hansel
reported on a meeting of the Research and Technical Services
Section in Southern Pines on September 29-30, 1988.
The Archives Committee continues to meet monthly and
will finish working on pre-1983 records so they can be trans-
ferred to the State Archives.
Doris Anne Bradley said that the Constitution, Codes, and
Handbook Revision Committee has finished with committees
and will tackle the By-laws next. Sample By-laws were sent to
new sections.
Rebecca Taylor distributed information from the Finance
Committee on NCLA Project Grants, guidelines for payment of
travel expenses, members of the committee, and the form for
reimbursement of travel expenses. After a careful look at the
NCLA projects grants report, it was moved that the statement in
the finance committee report be revised to say oHonoraria, or
travel expenses, for NCLA members/employees of libraries in
N.C. are not eligible for grant funds.� It was seconded by Janet
Freeman. The motion passed.
Nancy Bates discussed Governmental Relations and Na-
tional Legislative Day, April 11, in Washington which gives us an
opportunity to be visible. Ben Speller at NCCU is sponsoring a
bus.
Gene Lanier reported some of the activities of the Intellec-
tual Freedom Committee, including many in-state and out-of-
state inquiries about censorship attempts or anticipated
attempts. He has made 26 presentations ranging from radio talk
shows to national conferences. National items of concern
include FBI Library Awareness Program, Video & Library Pri-
vacy Protection Act, Child Proctection & Obscenity Enforcement
Act, Virginia vs. American Booksellers Association, and English
First Laws.
The Committee on Library Administration and Manage-
ment met and collected over 150 signatures on petitions to sup-
port formation of an NCLA Library Administration and
Management Section. Section status was awarded by the execu-
tive board.
Howard McGinn has resigned, and Art Weeks will handle
130"Summer 1989
marketing and public relations.
Ray Frankle reported that the Membership Committee
plans to have a table at Career Day in Chapel Hill. He also men-
tioned that the text of the membership brochure is to be revised.
It was announced that the nominating Committee was
meeting on January 27.
A recommendation will be made at the April board meeting
for honorary and life memberships.
The State LibrarianTs report included a statement that no
funds for libraries had been included in the State budget. The
deadline for applications for assistant State Librarian is April 1.
The State Library Commission will meet March 30. Eleanor
Swain has been officially appointed to the National Commission
on Libraries and Information Science.
The President of the Public Library Directors Association,
Ed Sheary, reported on their legislative program and announced
the formation of a study committee to review the State Library
Commission.
Carol Lewis, representing Elsie Brumback and the State
Department of Public Instruction, focused on the Media Coordi-
natorTs Performance Appraisal Instrument, student assistants,
and a letter from the NC High School Library Assistants. The
motion passed that o$500 be approved for the North Carolina
High School Library Students Conference in March to support
their activities.�
Kieth Wright is looking at ways to recruit young minority
people into the profession plus related issues.
There being no further business, the meeting was adjourned
at 2:30 p.m.
Gloria Miller, Secretary
@
id
Upcoming Issues
Fall 1989 - Technology
April Wreath, Guest Editor
Winter 1989 - Conference Issue
Spring 1990 - Library Humor
Rose Simon and David
Fergusson, Guest Editors
Summer 1990 - Public Documents
Pat Langelier and Ridley Kessler,
Guest Editors
Fall 1990 - Performance Measures
Jinnie Davis, Guest Editor
Winter 1990 = - Supporting the Support Staff
Harry Tuchmayer, Guest Editor
Spring 1991 - Law and the Library
Tim Coggins, Guest Editor
Summer 1991 - ChildrenTs/YA
Fall 1991 - Library Buildings
John Welch, Guest Editor
Winter 1991 - Conference
Unsolicited articles dealing with the above
themes or on any issue of interest to North
Carolina librarians are welcomed. Please follow
manuscript guidelines delineated elsewhere in
this issue.
About the Authors...
Robert Burgin
Education: B.A., Duke University; M.L.S., Univer-
sity of North Carolina at Chapel Hill.
Position: Instructor, School of Library and Infor-
mation Sciences, North Carolina Central Uni-
versity.
Melanie H. Collins
Education: B.A., Campbell University; M.LS.,
North Carolina Central University.
Position: Assistant Librarian, Harnett County
Public Library, Lillington, NC.
Barbara Freedman
Education: Bachelor of Fine Arts, University of
Massachusetts; M.L.S., University of North
Carolina at Chapel Hill.
Position: ChildrenTs Librarian, Eutaw Branch
Library, Cumberland County Public Library
and Information Center.
Catherine Moore
Education: B.A., Berea College; M.S.L.S., University
of Kentucky.
Position: Head, Audiovisual Services, High Point
Public Library.
Carol Myers
Education: B.A., Hood College; M.L.S., University
of North Carolina at Chapel Hill.
Position: Head, Technical Services, Public Library
of Charlotte and Mecklenburg County, Char-
lotte, NC.
Linda Proseus
Education: B.A., University of North Carolina at
Greensboro; M.L.S., East Carolina University.
Position: Media Coordinator, Forest Hills Middle
School, Wilson, NC.
Robert Russell
Education: B.A., University of North Carolina at
Chapel Hill; M.L.S., University of North Carolina
at Chapel Hill.
Position: Director, Elbert Ivey Memorial Library,
Hickory, NC.
Duncan Smith
Education: B.A., University of North Carolina at
Chapel Hill; M.L.S., University of North Carolina
at Chapel Hill.
Position: Coordinator, North Carolina Library
Staff Development Program, North Carolina
Central University.
Keep your Mind in Shape
Go for it! Use your library!
Summer 1989"131
Editor
FRANCES BRYANT BRADBURN
Joyner Library
East Carolina University
Greenville, NC 27858
(919) 757-6076
Associate Editor
HOWARD F. McGINN
Division of State Library
109 East Jones Street
Raleigh, NC 27611
(919) 733-2570
Associate Editor
ROSE SIMON
Dale H. Gramley Library
Salem College
Winston-Salem, NC 27108
(919) 721-2649
Book Review Editor
ROBERT ANTHONY
CB¥3930, Wilson Library
University of North Carolina
Chapel Hill, NC 27599
(919) 962-1172
Advertising Manager
HARRY TUCHMAYER
New Hanover County Public Library
201 Chestnut Street
Wilmington, NC 28401
(919) 341-4390
Editor, Tar Heel Libraries
JOHN WELCH
Division of State Library
109 East Jones Street
Raleigh, NC 27611
(919) 733-2570
EDITORIAL STAFF
ChildrenTs Services
BONNIE FOWLER
237 Arrowleaf Drive
Lewisville, NC 27023
(919) 945-5236
College and University
JINNIE Y. DAVIS
Planning and Development
D.H. Hill Library
North Carolina State University
Box 7111
Raleigh, NC 27695
(919) 737-3659
Community and Junior College
BEVERLY GASS
Guilford Technical
Community College
Box 309
Jamestown, NC 27282
(919) 292-1101
Documents
LISA K. DALTON
Joyner Library
East Carolina University
Greenville, NC 27858
(919) 757-6533
Junior Members Round Table
DOROTHY DAVIS HODDARD
Public Services Librarian
New Hanover County Public Library
201 Chestnut Street
Wilmington, NC 28401
(919) 341-4390
N.C. Association of School Librarians
KATHERINE R. CAGLE
R.J. Reynolds High School
Winston-Salem, NC 27106
(919) 727-2260
Address all correspondence to Frances Bryant Bradburn, Editor
Joyner Library, East Carolina University, Greenville, NC 27858.
Public Library
BOB RUSSELL
Elbert Ivey Memorial Library
420 Third Street NW
Hickory, NC 28601
(704) 322-2905
Reference/Adult Services
ILENE NELSON
William R. Perkins Library
Duke University
Durham, NC 27706
(919) 684-2373
Resources and Technical Service!
GENE LEONARDI
Shepard Library j
North Carolina Central Univers!
Durham, NC 27707
(919) 683-6220
Round Table for Ethnic/Minorit/
Concerns
EUTHENA NEWMAN :
North Carolina A & T Universit!
F.D. Bluford Library
1601 E. Market Street
Greensboro, NC 27411
(919) 379-7782
Round Table on the Status of
Women in Librarianship
ELIZABETH LANEY
CB¥3360, 100 Manning Hall
University of North Carolina
Chapel Hill, NC 27599-3360
(919) 962-8361
Trustees
MRS. ERNEST M. KNOTTS
Route 2, Box 505
Albemarle, NC 28001
(704) 982-7434
North Carolina Library
Paraprofessional Association
JUDIE STODDARD
Onslow County Public Library
58 Doris Avenue East
Jacksonville, NC 28540
(919) 455-7350
North Carolina Libraries, published four times a year, is the official publication of the North Carolina
Library Association. Membership dues include a subscription to North Carolina Libraries. Membership
information may be obtained from the treasurer of NCLA.
Subscription rates for 1987 are $32.00 per year, or $10.00 per issue, for domestic subscriptions; $50.00
per year, or $15.00 per issue, for foreign subscriptions. Backfiles are maintained by the editor. Microfilm
copies are available through University Microfilms. North Carolina Libraries is indexed by Library
Literature and publishes its own annual index.
Editorial correspondence should be addressed to the editor; advertisement correspondence should
be addressed to the advertising manager. Articles are juried.
North Carolina Libraries is printed by Meridional Publications, Wake Forest, NC.
Issue deadlines are February 10, May 10, August 10, and November 10.
132"Summer 1989
