[This text is machine generated and may contain errors.]

Abel, Joanne. A survey of bookmobile

service in North Carolina. 225-229
Aker, Mary. pic. 76

American Library Association
Intellectual Freedom Committee.

An intellectual freedom alert: Advisory

statement ... on Report of the
Attorney General's Commission on
Pornography. Commentary. 194-195

Anderson, Barbara L., and White, S. Joy.

Going on-line at the public library: A
very human endeavor. 170-174

Anthony, Mike. Photographs of local
history book jackets. 14-15

| Anthony, Robert G. Jr. See Book Reviews

' (Davis).

Babel, Deborah-B. The Western North

Carolina Library Network: oWell begun

is half done.� 155-158

Barry, Coyla. See Book Reviews (Bayes),
(Moore).

Beagle, Don. Decision points in small-
Scale automation. 159-169
Bell, Mertys W. An opportunity and a

INDIANA

Resources and technical services

resources: An annotated bibliography,
number two. 111-113

dileckyj, Peter A. The Wilson County
Networking Project. 146-154

re challenge. 10-12

wi

5 Berkley, Anne Bond. See Book Reviews
FE (White).

= )

2

$ Bibliographies.

2

Sook Reviews.

Nderson, Jean Bradley. Piedmont
Plantation: The Bennehan-Cameron
family and lands in North Carolina.
Reviewed by Donald R. Lennon. 46

ner, Robert D. The Lost Colony in

literature, 252

ayes, Ronald H., ed. North CarolinaTs
400 years: Signs along the way. An
anthology of poems by North Carolina
Poets to celebrate AmericaTs 400th
anniversary. Reviewed by Coyla Barry.
197

*dsoe, Jerry. From Whalebone to
lothouse, A journey along North
JarolinaTs longest highway. 252

___tton, Mary Jo Jackson. East Carolina

University: The formative years.
paired by Harry W. McKown. 250-
51
Cain, Barbara T., comp. and ed. Guide to
Private manuscript collections in the
North Carolina State Archives. 120

THE HECKMAN BINDERY, INC.

256"North Carolina Libraries

Index to

North Carolina Libraries

Volume 44, 1986

Compiled by Gene Leonardi

Cooper, Richard. Henry Berry Lowry:

Rebel with a cause, and Thomas Wolfe:

Voice of the mountains. Reviewed by
Mary L. Kirk. 46-47
_Crook, Roger H. Our heritage and our,
hope: A history of Pullen Memorial
Baptist Church (1884-1984). Reviewed
by Joseph C. Tuttle. 197-198
Davis, Burke. The Southern Railway:
Road of the innovators. Reviewed by
Robert G. Anthony, Jr. 115
Davis, Nancy, and Hart, Kathy. Coastal
Carolina cooking. 251-252
Deagon, Ann. The Pentekontaetia (The
great fifty years). Reviewed by Tucker
Respess. 196-197
Escott, Paul D. Many excellent people:
Power and privilege in North Carolina,
1850-1900. Reviewed by Gary Freeze.
44-45
Farb, Roderick M. Shipwrecks: Diving the
graveyard of the Atlantic. Reviewed by
Jerry Carroll. 118-119
Feduccia, Alan, ed. CatesbyTs birds of
Colonial America. Reviewed by
Elizabeth A. Bramm. 48
Ferrell, Anderson. Where she was.
Reviewed by Anne T. Dugger. 116
Goldstein, Robert J. Coastal fishing in
the Carolinas, from surf, pier, and
jetty. 198
Hinshaw, Seth B. The Carolina Quaker
experience, 1665-1985: An
interpretation. Reviewed by Elizabeth
White. 47-48
Hobbs, Grimsley T. Exploring the old
mills of North Carolina. 198
Holcomb, Brent H. Marriages of
Rutherford County, North Carolina,
1779-1868. 198
Jarrell, Mary, ed. Randall JarrellTs letters:
An autobiographical and literary

selection. Reviewed by Frances A.
Weaver. 45-46

Johnson, John W. Insuring against
disaster: The nuclear industry on trial.
Reviewed by Eileen McGrath. 246

Jordan, Weymouth T. Jr., comp. North

Carolina troops, 1861-1865: A roster,
volume X. 120

Kahan, Mitchell D. Heavenly visions: The
art of Minnie Evans. 198

Krawiec, Richard, ed. Cardinal: A

contemporary anthology of fiction and
poetry by North Carolina writers.

Reviewed by Margaretta Yarborough.
246-247

Magi, Aldo P., and Walser, Richard, eds.

Thomas Wolfe interviewed, 1929-1938.
Reviewed by Steve Hill. 114

Malone, Michael. Handling sin. Reviewed
by Elizabeth A. Bramm. 248-249
Moore, Lenard D. The open eye: Haiku by
Lenard D. Moore. Reviewed by Coyla
Barry. 119-120
Pearson, T.R. Off for the sweet hereafter.
Reviewed by Mike Shoop. 248
Perdue, Theda. Native Carolinians: The
Indians of North Carolina. Reviewed
by Wayne Modlin. 116
Powell, William S. ed. Dictionary of North
Carolina biography, volume two. 120
Price, Reynolds. Kate Vaiden. Reviewed
by Alice R. Cotten. 249-250
Quinn, David B. The lost colonists: Their
fortune and probable fate. 252
Rubin, Louis D. Jr., and Idol, John L. Jr.,
eds. Mannerhouse, A play in a
prologue and four acts, by Thomas
Wolfe. 252
Schwartz, Bernard. Swann's way: The
school busing case and the Supreme
Court. Reviewed by Robin Brabham.
251
Schwarzkopf, S. Kent. A history of Mt.
Mitchell and the Black Mountains:
Exploration, development, and
preservation. Reviewed by Eric J.
Olson. 117-118
Segrest, Mab. My mama's dead squirrel:
Lesbian essays of Southern culture.
Reviewed by Sue Litho: 247-248
Shirley, John W. Sir Walter Raleigh and
the New World. 252
Steelman, Lala Carr. The North Carolina
FarmersT Alliance: A political history,
1887-1893, Reviewed by William S.
Powell. 49-50
Stick, David. Bald Head: A history of
Smith Island and Cape Fear. Reviewed
by Arlene Hanerfeld. 119
Stoops, Martha. The heritage: The
education of women at St. Mary's
College, Raleigh, North Carolina, 1842-
1982. Reviewed by Rose Simon. 50-51
Webster, William David, Parnell, James
F., and Biggs, Walter C. Jr. Mammals of
the Carolinas, Virginia, and Maryland.
Reviewed by John B. Darling. 50
White, Barnetta McGhee. In search of
kith and kin: the history of a Southern
black family. Reviewed by Anne Bond
Berkley. 114-115
Whittington, Dale, ed. High hopes for
high tech. Microelectronics policy in
North Carolina. Reviewed by Carson
Holloway. 116-117

Wilkinson, Alec. Moonshine: A life in

pursuit of white liquor. Reviewed by
Mike Shoop. 49

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Wolfe, Thomas. Mannerhouse, a play in a
prologue and four acts. 252

Youings, Joyce. RaleighTs country: The
South West of England in the reign of
Queen Elizabeth I. 252

Brabham, Robin. See Book Reviews
(Schwartz).

Bramm, Elizabeth A. See Book Reviews
(Feduccia), (Malone).

Campbell, Jerry D. Fundraising. 210-215

Carroll, Jerry. See Book Reviews (Farb).

Chenault, Libby. Applying for foundation
grants. 216-224

ChildrenTs Book Council. Issues reading
encouragement poster series. 51, 113
Offers Bicentennial posters. 144, 208

CHURCH AND SYNAGOGUE LIBRARY
ASSOCIATION. North Carolina
Chapter offers membership
information. 132, 239

Corinth-Holder Elementary School,
Johnston County. Pics. 76

Cotten, Alice R. See Book Reviews
(Price).

Cotten, Alice R., comp. New North Caro-
lina books. 44-51, 114-120, 196-198,
246-252

Cumberland County Public Library and
Information Center, Fayetteville. pics.
190-191

Darling, John B. See Book Reviews
(Webster).

Dugger, Anne T. See Book Reviews
(Ferrell).

Finks, Lee W. See Sneed, Joanne.

Flake, Donna. Planning a transatlantic
job exchange. 84-86

Four Oaks Elementary School, Johnston
County. Pic. 76

Freeze, Gary. See Book Reviews (Escott).

Gaylord Bros. Inc. Gaylord tips:
Microcomputer maintenance. 82

Hall, Carol F. The use of microcomputers
for administrative purposes by public
School library media coordinators in
North Carolina. 94-96

Halsey, Temple Jellicorse. Young
Students are learning the research
Process. 80-82

Halstead, Linda S. The COMCAT
chronicles; The North Carolina
Community Colleges Union COM
Catalog Project. 23-27

Hamil, Mary A. Indexing local history.
14-15

Hanerfeld, Arlene. See Book Reviews
(Stick).

Hansel, Patsy J. Unobtrusive evaluation
for improvement: The CCPL&IC
experience. 69-75

Harrell, Carroll, Privette, Annette, and
Mellon, Constance. Rural teenagers are
reading! A study of the leisure reading

patterns of rural ninth grade students.
186-189
Hill, Steve. See Book Reviews (Magi).
Holloway, Carson. See Book Reviews
(Whittington).

Janney, Susan. Bibliographic instruction
at learning resources centers in North
Carolina. 16-22

Johnston County Schools celebrate
School Library Media Week. Pics. 76-79

Keely, Alan. Book preservation boxes.
97-105 Pics. 99-103

Kester, Diane D. Access to information"
Can schools provide it? 135-138

Kirk, Mary L. See Book Reviews
(Cooper).

Lanier, Gene D. The librarian looks at
the obscenity law revisions. 87-89

Lennon, Donald R. See Book Reviews
(Anderson).

Leonardi, Gene W. See Speller, Benjamin
F. Jr.

Library of Congress, 1987 engagement
calendar published. 132

Lindsey, Marjorie W. Bibliographic data
bases from the network point of
view"In Kathmandu! 181-185

Lithgo, Sue. See Book Reviews (Segrest).

McGinn, Howard F., Jr. Appointed
Assistant State Librarian. 255
Foreword. 133-134
The North Carolina Information
Network"A vital cog in economic
development. 175-180

McGrath, Eileen. See Book Reviews
(Johnson).

McKown, Harry W. See Book Reviews
(Bratton).

Mason, Julian. oThe imaginative spirit�"
A public library focuses on local
writers. 234-239

Mellon, Constance. See Harrell, Carroll.

Modlin, Wayne. See Book Reviews
(Perdue).

Myrick, Pauline F. From the President. 3-
4, 67-68, 131-132, 207-208

North Carolina Community College
Learning Resources Association.
Learning resources concept position
paper. 7-9

North Carolina Library Association.

Announces 1986-1988 committee chairs.
3-4

Candidates for offices, 1987-1989
biennium. 240-244

ChildrenTs Services Section. 1983-85
biennial report. 55

College and University Section. 1983-85
biennial report. 58

Documents Section. 1983-85 biennial
report. 54-55

Executive Board. Minutes.
10/4/85. 52-53
1/24/86. 201-203

4/18/86. 199-201
7/25/86, 253-255

Honorary and Life Membership
Committee. Seeks suggestions for
nominees. 75, 132, 255

Intellectual Freedom Committee 1983-85
biennial report. 57-58

Junior Members Round Table. 1983-85
biennial report. 56

North Carolina Association of School
Librarians. 1985-87 Executive Board
list. 127

1985-87 Committee lists. 121-124

1985-87 Section Executive Board lists
125-126

Public Library Section. 1983-85 biennial
report. 55-56

Reference and Adult Services Section.
1983-85 biennial report. 58-59

Resources and Technical Services
Section. 1983-85 biennial report. 56-57

Round Table on the Status of Women in
Librarianship. 1983-85 biennial report.
59

Olson, Eric J. See Book Reviews
(Schwarzkopf).

Perry, Douglas. The Cleve-net Library
Project: An electronic mail and shared
data network. 140-144

Powell, William S. See Book Reviews
(Steelman).

Privette, Annette. See Harrell, Carroll.

Respess, Tucker. See Book Reviews
(Deagon).

Selma Elementary School, Selma. Pics.
76-78

Shepherd, Marion. North Carolina State
Documents Survey Project. 106-110

Shoop, Mike. See Book Reviews
(Pearson), (Wilkinson).

Simon, Rose. See Book Reviews (Stoops).

Sneed, Joanne, and Finks, Lee W. The
educational preparation available for
LRC professionals. 28-32

Speller, Benjamin F. Jr., and Leonardi,
Gene W. comps. Resources and
technical services resources: An
annotated bibliography, number two.
111-113

Thorson, Barbara A. Intellectual
freedom? Censorship in North
Carolina, 1981-1985. 230-232

Thrasher, Jerry. A new headquarters
public library for Cumberland County.
190-193 .

Tuttle, Joseph C. See Book Reviews
(Crook).

Vaughan, Elinor. Library involvement in
literacy education programs of the
North Carolina Community College
System. 33-43

1986 Winter"257

Watson, Jessica Cleveland. Islamic Wells, Richard. Foreword. 5-6 Williams, Jane. Appointed State

libraries in the Triangle area. 90-93 White, Elizabeth. See Book Reviews Librarian. 255
Weaver, Frances A. See Book Reviews (Hinshaw). Wood, Sue. pic. 77
(Jarrell). White, S. Joy. See Anderson, Barbara L.
Wells, Bert. pic. 76 Yarborough, Margaretta. See Book

Reviews (Krawiec).

Guidelines for Using the Index
To
North Carolina Libraries

1. The index is alphabetized letter by letter. Names beginning with oMc� and oMac� precede all other entries under the letter oM.�

2. Articles are indexed by the first-named author, with cross references from co-authors up to the number of two. Titles are indexed only
when they have no author.

3. Book reviews are listed alphabetically under the heading Book Reviews by the author of the book being reviewed. ReviewersT names
follow each book title, preceded by the phrase oRev. by.� Each reviewerTs name is also listed separately, with a cross reference to Book
Reviews, followed by the name of the author of the book in parentheses.

4, Bibliographies are arranged alphabetically by title under the heading Bibliographies, with separate author entries.

5. Editorials are arranged alphabetically by title under the heading Editorials, with a cross reference from the name of the editor.

6. Death and memorial notices are listed alphabetically under the heading Deaths, with a separate entry under the name of the
deceased.

7. All library organizations are entered under their full names. Material on the substructures of these organizations, such as committees,
round tables, etc., is listed alphabetically under the organization name. (For example, for material on the activities, officers, reports,
committees, and round tables of NCLA, see North Carolina Library Association.)

8. All acronyms are filed in alphabetical order, not at the beginning of each letter.

9. Public libraries are entered under the proper name of the library, not of the city (e.g. Davidson County Public Library, Lexington).
10. All other libraries are entered under the name of the parent institution, if appropriate, or under their own names (e.g. North
Carolina State University, D.H. Hill Library).

11. Reprints of speeches are entered with no designation that they have previously been presented to the public. However, abbreviated
summaries of speeches have the designation (Report of Speech).

12. Reports of papers not printed in full are designated (Paper).
13. The abbreviations opic.,� oobit.,� obibl.� and ocomp.,� are used to identify pictures, obituaries, bibliographies, and compilers.

258"North Carolina Libraries

tA CAIOINO
(OIGS

TABLE OF CONTENTS

e iS
LIBRARY - PERIDBICALS

Theme Articles: Community College Libraries EAST CAROLINA UNPWVERSID



Re
oe. »

ie
a pe

i,
= MAY 6 1986



5 Foreword, Richard Wells

ff Learning Resources Concept Position Paper, NCCCLRA
Position Paper Committee

10 An Opportunity and a Challenge, Mertys W. Bell
14 Indexing Local History, Mary A. Hamil

16 Bibliographic Instruction at Learning Resources Centers
in North Carolina, Susan Janney

23 The COMCAT Chronicles: The North Carolina
Community Colleges Union COM Catalog Project,
Linda S. Halstead

28 The Educational Preparation Available for LRC
Professionals, Joanne Sneed and Lee W. Finks

33 Library Involvement in Literacy Education Programs of
the North Carolina Community College System,
Elinor Vaughan

Features
3 From the President
ta New North Carolina Books
52 NCLA Minutes
54 NCLA Biennial Reports
Cover: Richard Wells, oForword,� North Carolina Libraries 44 Advertisers: Baker and Taylor, 2; Check Point Systems, 39; H. W.
(Spring 1986): 5-6, Wilson, 3; Janway, 4, 37; Ruzicka, 9.

Volume 44, Number 1 Spring 1986

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out of the Dark Ages.

BalaSYSTEMS�"� is Baker & Taylor's newest generation
of electronic book ordering services. ItTs especially
designed to work with existing computer hardware,
with built in flexibility that allows you to match the
level of service to your libraryTs unique needs.

Whichever service level you choose, you'll save time,
reduce paperwork and speed book acquisitions"all
at a lower cost. For example:

ORDER allows you to order books through your per-
sonal computer, using a modem and regular telephone
lines. Just enter the ISBNs and the following day you'll
receive electronic confirmation from which you can
print order slips. All calls are toll free. You also save
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Or you can choose SEARCH AND ORDER. In addi-
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Finaily, BalaSYSTEMS ACQUISITIONS offers on-line
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These advanced service technologies are typical of
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2"North Carolina Libraries

Exalting Learning
and Libraries

NORTH CAROLINA LIBRARY ASSOCIATION

From the President

Recalling the great accomplishments of those
Who have previously held the role of North Caro-
lina Library Association President causes me to
Tealize a great deal of humility. Following such
leaders will be challenging. However, I am proud
to greet you and grateful to you for giving me the
honor and privilege of serving as your president
during the 1985-1987 biennium.

There is considerable evidence of deep devo-
tion, capabilities and willingness of NCLA mem-
bership to exalt learning and libraries by volun-
teering to serve on committees or to serve in any
Capacity. This reflects the true spirit of NCLA. It
Seems fitting that I take this opportunity to thank
all of you for your support of our association.

According to the NCLA Handbook, the presi-
dent may appoint committee chairs and give each
the authority to select members of the committee.
I chose to follow these guidelines. Your requests
for committee participation were sent to each
Chair with the charge to follow NCLA guidelines
for committee representation.

The 1986-1988 committee chairmen who will
take office during Spring Workshop, April 19,
1986, at Greensboro College are:

Archives

Chairman: Maurice C. York
Reference Librarian
Edgecombe County Memorial Library
909 Main Street
Tarboro, NC 27886
Office: 919/823-1141

Constitution, Codes, and Handbook Revision
Chairman: Doris Ann Bradley

J. Murrey Atkins Library

UNCC Station

Charlotte, NC 28213

Office: 704/597-2365

Home: 704/365-2709

Caucation for Librarianship
hairman: Elizabeth Garner
P.O. Box 723

Pinehurst, NC 28374
Office: 919/692-8659
Home: 919/295-5475

Finance

Chairman: Eunice P. Drum
3001 Sherry Dr.
Raleigh, NC 27604
Office: 919/733-4488
Home: 919/872-2847

Futures

Chairman: Arabelle S. Fedora
Coordinator/Media Services
Winston-Salem/Forsyth County Schools
P.O. Box 2513
Winston-Salem, NC 27102
Office: 919/727-2373

Governmental Relations

Chairman: William G. Bridgman, Director
Sandhills Regional Library System
1219 Rockingham Road
Rockingham, N.C. 28379
Office: 919/997-3388

Honorary and Life Membership

Chairman: Mel Busbin
Department of Library Science

and Educational Foundation

Appalachian State University
Boone, NC 28608
Office: 704/262-2180
Home: 704/264-7141

Intellectual Freedom

Chairman: Gene D. Lanier
Department of Library

and Information Studies

East Carolina University
Greenville, NC 27834
Office: 919/757-6627
Home: 919/756-4108

Library Resources
Chairman: Mary Alice Wicker
Carthage Elementary School
Box 190
Carthage, NC 28327
Office: 919/947-2781
Home: 919/947-2175

Media

Chairman: Johnny Shaver, Director
Division of Media Support Services
State Department of Public Instruction
Raleigh, NC 27611
Office: 919/733-4008
Home: 919/847-0238

1986 Spring"3

Membership

Chairman: Rose Simon
Director of Libraries
Salem College
Winston-Salem, NC 27108
Office: 919/721-2649

Nominating

Chairman: Mertys W. Bell
5608 Scotland Rd.
Greensboro, NC 27407
Home: 919/299-4592

Scholarships

Chairman: Sheila Core
Reference Librarian
Surry Community College
P.O. Box 304
Dobson, NC 27017
Office: 919/386-8121

Literacy

Chairman: Judith K. Sutton
Associate Director
Public Library of Charlotte

and Mecklenburg County

310 N. Tryon St.
Charlotte, NC 28202
Office: 704/336-2660
Home: 704/364-2613

Literacy, or lack of it, is much in the news and
on our minds today. Because libraries play an
important role in attacking this national problem,
NCLA is focusing on improving literacy by creat-
ing the Literacy Committee to provide leadership
in defining structure and direction to light the
candle. The quest for literacy embraces all types
of libraries. All library responsibilities are impor-
tant and all contribute to the effort. Illiteracy has
an impact on those who care. NCLA membership
cares! Together we can accomplish much.

On January 24, the NCLA Executive Board
named Rose Simon second vice-president. In this
capacity, she also becomes NCLA Membership
Committee Chair. We welcome Rose enthusiastic-
ally and look forward to working with her. LetTs
help her increase our membership by the oeach
one recruit one� method!

oThe best yet!� came through loud and clear
over and over again as we ended the 1985 NCLA
Biennial Conference in October. Neither construc-
tion nor intermittent rain dampened the enthusi-
asm of over 1,400 in attendance. They just ignored
any inconvenience and praised the program pro-
vided. Our people rated Raleigh among the most
convenient and best locations.

This did not just happen. It was the untiring
efforts of a host of people. The sections and com-
mittees planned excellent programs, secured
super presenters, and participated enthusiastic-

4"North Carolina Libraries

ally. Working behind the scenes were Arial Ste-
phens, conference manager; Johnny Shaver, local
arrangements; William Kirwan and Sharon Kim-
ble, exhibits; Larry Roland and Fred Marble,
exhibit advisors; Eunice Drum, treasurer; David
McKay, reception and tour of the GovernorTs
Mansion; Janet Freeman and Marti Smith, regis-
tration; Jean Johnson and the Wake County
Media Specialists, hostesses and registration;
Brenda Hubbard and Larry Roland, program
printing; Hugh Hagaman and Mel Shumaker, pho-
tography; Leland Park, advisor and president.
There were Pat Watson, Tom McDonald, Evelyn
Crimminger, Diane Chiles, Gurney Brady, Sharon
McNeill, Lanny Parker, Raymond Weeks and
Laura Stephens who typed, wrapped, painted,
drew, moved, designed, packed and did whatever
else had to be done. All of these people and more
made my job as conference chairman a pleasure. I
thank all of you for a job well done.

The 1987 Conference is to be held in Winston-
Salem, October 27-30. Patsy Hansel, Vice-Presi-
dent/President-Elect and Conference Chairman,
is already at work on the plans.

Best wishes for a productive and pleasant
summer.
|

Pauline F. Myrick, President ial

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Foreword

Richard Wells, Guest Editor

The monologue is most peopleTs favorite form of conversation.

I will try not to fulfill the above prophecy by
keeping this foreword brief.

The only real, consistent criticism I have
heard of community college librarians is that they
do not write enough about their field. When I see
former colleagues, classmates, and professors at
Conferences and meetings, we exchange the nor-
mal inquiries concerning our specialities in rela-
tion to budgeting and staffing. However, it never
Seems to fail that when librarians ponder the fact
that I am in community college librarianship, they
ask me directly: oWhy is it that so little is pub-
lished by community college librarians?�

In the past, I would go on and on about the
Many demands upon our time and energy until
the questionerTs eyes glassed over and he became
Temorseful for ever asking. It was somewhat diffi-
Cult not to receive these inquiries personally; I
Was very aware of the wealth of subjects that I
Should be researching, writing and publishing on
@ weekly basis.

Indeed, community college librarianship has
Not been tapped as a source for those who do
have the time and talent to write. The variety of
Subjects is immense. The two-year college library,
or the Learning Resources Center is so new in
relation to its colleagues in librarianship that
�,�ven its brief history does not limit the possibili-
ties. Changes, or better, innovations are occurring
ve quickly that we should be reporting to our col-
leagues just to inform them of pitfalls and easier
Methods of obtaining ends.

As you can see, I am avoiding the original
Question of why.are we so print-silent. Possibly, I
am a good example of my colleagues in this field:

Pon entrance into the community college library
almost ten years ago, I was amazed at the many
teresting programs, ideas, and services that
Were present and positive that I would write
Numerous articles that would inform, enlighten,
and delight. I managed to write and publish one.

ee

oe Wells is Coordinator of Library Services at Randolph

ea College in Asheboro, NC, and is a member of the
rial Board of North Carolina Libraries.

Wilson Library Bulletin (1959:420)

It was just too easy to become embroiled in
the battle that all of us fight: budgeting, staffing,
management, bibliographic instruction, commit-
tees, goal-setting, etc: Writing fell to the lower part
of the long list. (If there is a struggling new asso-
ciate professor reading this at a university con-
cerned over the unwritten opublish-or-perish�
rule and viable subjects for research, I invite you
to consider the community college. You could
base the remainder of your publishing career on
this:.:s3)

Without beginning to remind the reader of
oAn Apology for Poetry,� in defense of my col-
leagues, part of our print-silence could be due to
the diversity of North Carolina Learning Resour-
ces Centers. Each maintains a multi-faceted
operation; sometimes including an audiovisual
component, instructional branch, GED or Adult
Basic Education, HRD, Human Resources Devel-
opment; some even have print shops and graphic
design departments.

Many librarians who publish hold a position
that allows them the time to do so without leaving
the reference desk vacant. And, in many cases,
the upper management of a library is expected to
publish periodically. In the case of the community
college, those who became deans of learning
resources, directors, or even assistant vice-presi-
dents were once librarians who now must manage
a very diverse and large gaggle of professionals.
Due to this need for management skills, most have
taken advanced training and degrees in manage-
ment and administration instead of librarianship.
The library has become another department in a
division.

So end my lame excuses for not informing
the world (or at least North Carolina) of our
exploits. It is likely you are beginning to nod fit-
fully at this point.

There is no need for an explanation of LRCs,
a brief history of community colleges or the like in
this foreword: These areas are covered well in the
following articles. The intention of this issue is to
display some of the wide diversity and nontradi-
tional programs that are ongoing at community

1986 Spring"5

colleges, for diversity and nontraditional are our
favorite modifiers. We are constantly diversifying
in order to meet the needs of nontraditional stu-
dents. Nontraditional methods are employed in
order to satisfy the diversity of our demands.

Why is community college librarianship dif-
ferent? Without sounding flippant, it is due to our
wide range of clientele. Although in a college set-
ting, our students do not live on campus or see
college as their number one priority. (The latter is
hard for some to understand at first.) Our stu-
dents or patrons are older than traditional col-
lege students; most have families; most have
either a full or part-time job; most are making a
sacrifice in order to train or re-train for an occu-
pation or vocation. And, as pragmatic and out of
character as it appears for institutions of higher
learning, the majority expect to learn something
that can immediately improve their employment
and hence economic standing. Even the faculty
mirror the nontraditional philosophy: many in
the vocational areas do not hold college degrees.
(How many four-year colleges offer a degree in
welding or automotive body repair?)

How does the community college librarian
cope with this wide range of backgrounds? It ba-
sically comes down to attitude. One must be able
to build upon tradition, not throw it away, and
use instincts and common sense that can only be
learned, not taught.

There have been several well-researched and
carefully written articles in the past few years
concerning specialized instruction for those want-

ing to go into the community college library (this
issue included), with most concluding that there
is little in the manner of special offerings or tracts
of courses for these people. I do not think that we
have been forgotten or slighted. Indeed, possibly
not preparing one specifically for a type of library
setting is preferable. I have always felt the librar-
ian should have as broad a background as possi-
ble. Keep in mind this is a matter of opinion. I do
not want to flood the next issueTs oLetters to edi-
tor� section with well-versed rebuttals.

In working daily with faculty who have spent
their careers in one speciality, I have found them
to look askance at someone who specializes in the
general: ie., at first meeting. Later, they tend to
appreciate the generalist more, albeit, sometimes
grudgingly; but most do come around. I must
digress here and mention that I took this to the
extreme when young and foolish, (fresh from
graduate school), and considered myself a oRen-
aissance Man.� If you are contemplating the
community/technical college, I would suggest you
not use that misnomer.

Librarians in the two-year college setting
must be versatile. The articles in this issue reflect
that wide range of flexibility. From the basic need
of bibliographic instruction for incoming students
to COMCAT projects to ZOCs that involve many
different types of libraries, North CarolinaTs com-
munity college librarians are involved in the tradi-
tional and the innovative. It is intended that the
very diversity of the articles in this issue will help
to expose the multiformity of the libraries they

represent.

IM)
iC

Freedom to Read Foundation

The battle is an important one. Today
reports of attempts to censor books
and information are at record highs.
Any book, magazine, photograph

or other material can be the target

of would-be censors from the left,
right or center.

Your membership in the Freedom
to Read Foundation can make a
difference in protecting the free flow
of information and ideas"the basic
principles of the First Amendment.

The Foundation is a 14-year-old
organization of librarians, lawyers,
educators, booksellers, authors,
publishers and other concerned citi-
zens who have joined together to
safeguard the tradition of-free expres-
sion in America. The Foundation
provides legal and financial support
to those at the frontline of censorship
challenges.

Your membership in the
Freedom to Read Foundation will:

¢ help support librarians across the
nation who are beleaguered by
raids on our libraries

* expand the freedom to read by
offering legal and financial help
in cases involving authors, pub-
lishers and booksellers

* entitle you to the Freedom to Read
Foundation News, a quarterly
newsletter on censorship trends,
current court cases, legislative
developments, and reports
of successes in bouts with censors.

Books and ideas aren't dangerous . . .
but information restraints on a free
people are. Protect the future of

the First Amendment. Join the
Freedom to Read Foundation.

Yes, | want to become active in the
Freedom to Read Foundation.

My membership check for $

is enclosed. This tax-deductible
contribution entitles me to vote for
Foundation trustees and to receive
the quarterly Freedom to Read
Foundation News.

$10 student O $100 sponsor
O $25 regular $500 patron
0 $50 contributing 0 $1000 benefactor

Name

Address

City State Zip

Please make checks payable to
Freedom to Read Foundation and
mail to Freedom to Read Foundation,
50 E. Huron St., Chicago, IL 60611.

a LS

6"North Carolina Libraries

Learning Resources Concept

Position Paper
NCCCLRA Position Paper Committee

Learning Resources Concept

Community and junior colleges have been in
the forefront in the establishment of the concept
of learning resources in higher education. Due to
the widely divergent learning needs of its hetero-
8eneous student body, in a world of rapidly
Changing technologies, the comprehensive com-
Munity college demands a multi-dimensional
approach to education. The North Carolina
Community College Learning Resources Associa-
tion (NCCCLRA) has developed this paper to
State the AssociationTs position relating to the
learning resources concept and its effective appli-
Cation for North Carolina community colleges,
technical institutes, and technical colleges.

The Past a Foundation

The importance of the learning resources
Concept began to emerge in the late Sixties, as the
Tole of the library in instruction received increas-
ing acknowledgment and emphasis. The term
4 ~learning resources center� was first used offi-
Cially at a conference in 1967 which was jointly
Sponsored by the American Library Association
(ALA), the American Association of Junior Col-
leges (AAJC), and the University of California at
Los Angeles (UCLA). A committee representing
ALA and AAJC, later to include the Association of
Education Communications and Technology
(AECT), developed a set of guidelines which were
@Pproved and adopted by all three national
°rganizations in 1972. These Guidelines are a
Milestone in the history of the philosophy and
Concept of learning resources. The North Carolina
Community College Learning Resources Associa-
tion endorses the oGuidelines� as descriptive

Standards for an effective Learning Resources
Program.

Po

members of the NCCCLRA Position Paper Committee are

R �,�rtys Bell, Chairman, Jim Foster, Betty Lawing, Karen Noel,

on Plummer, John Thomas, Ed Shearin, ex officio, Marjorie
itaker, and Larry Wolfe.

North Carolina Trends

In North Carolina, librarians and other media
personnel had become professionally aware of the
emerging philosophy during the Sixties, and were
already working with their local community col-
leges and technical institutes to expand their ser-
vices to support changing techniques of instruc-
tion to serve an oopen-doorT� clientele. In the early
and middle Seventies, a majority of the libraries in
the North Carolina Community College System
evolved into learning resources centers, beginning
with the addition or combining of the audiovisual
component and/or the learning laboratory with
the library.

The history and philosophy of the North
Carolina Community College Learning Resources
Association has followed the pattern of the evolu-
tion of the learning resources concept. The North
Carolina Community College Library Association,
organized in 1967, changed its name to the North
Carolina Community College Educational Media
Association in 1969 to reflect the integration of all
types of media. In 1973 the Association adopted
the learning resources concept and changed its
name to the North Carolina Community College
Learning Resources Association. In 1985,
NCCCLRA is renewing its commitment to the con-
cept. No particular configuration of components
is endorsed, as such evolution depends upon the
needs and objectives of the particular institution.
Future implications and diretions will open new
vistas of change and challenge for community col-
leges in this computer/communications era of an
information society.

Learning Resources Programs

A Learning Resources program is an instruc-
tional support system"learner centered"which
provides materials, equipment, people and servi-
ces to support and implement the collegeTs
instructional program. In an attractive environ-
ment which emphasizes learning, a comprehen-
sive Learning Resources program is a cooperative,
college-wide effort to provide a diversity of

1986 Spring"7

options for study, research, and cultural devel-
opment of students, faculty, staff, and the adult
community. In addition to the integration of var-
ious types of media, the learning resources con-
cept implies a systematically developed program
which allows materials, equipment, and tech-
niques to be efficiently and effectively used. The
Learning Resources program assists faculty in the
use of all forms of instructional media (print and
non-print), provides continuity in individualized
instruction, and ensures centralized access to the
materials and services.

A chief administrator, who centralizes and
coordinates the various services of the learning
resources center, is essential to the management
and success of the learning resources program.
This administrator reports to the administrative
officer of the college responsible for the instruc-
tional program and has the same administrative
rank and status as others with similar institu-
tional-wide responsibilities.

As stated in the oGuidelines for Two-Year
Learning Resources Programs,� the Learning
Resources program has a fourfold role: (1) to
provide leadership and assistance in the devel-
opment of instructional systems which employ
effective and efficient means of accomplishing
those objectives; (2) to provide an organized and
readily accessible collection of materials and sup-
portive equipment needed to meet institutional,
instructional, and individual needs of students
and faculty; (3) to provide a staff qualified, con-
cerned, and involved in serving the needs of stu-
dents, faculty, and community; and (4) to
encourage innovation, learning, and community
service by providing facilities and resources which
will make them possible.

Learning Resources Centers

The expansion of the traditional library to
include a variety of the components of the
instructional process has generally resulted in
changing the name from oLibrary� to oLearning
Resources Center� (or oEducational Resources
Center� or oLibrary/Learning Center�) to denote
its increased instructional support services. The
Learning Resources Center is an administrative
configuration within the institution which applies
a systematic approach to the supervision and
management of certain learning resources com-
ponents, regardless of the location within the
physical environment of the college. The Learning
Resources program is more a concept than a
place, and is most concerned with functions. Such
an integrated approach varies with institutions.

8"North Carolina Libraries

Each Learning Resources Center is developed
harmoniously within the local pattern of organi-
zation and institutional goals. There is no univer-
sal model. The Learning Resources program has
as its core the library and audiovisual services,
and may also include various other instructional
services such as the individualized learning cen-
ter, tutorial services, career center, computer lab,
or instructional development center. Flexibility is
the key element as colleges and their instructional
objectives change to adapt to curricular needs
and emerging technologies.

Advantages

There are clear advantages in a centralized
Learning Resources program: more efficient man-
agement of learning resources and _ services;
greater flexibility in the utilization of budgets,
staff, and facilities; financial accountability; co-
ordination; and cooperation. Consultation and
planning with administration and faculty to assist
students to achieve their individual educational
goals is both simplified and enhanced with such a
structure. Whether the need is for basic education,
a diploma, a certificate, an associate degree, or for
upgrading skills, a strong Learning Resources
program provides for all levels of academic abili-
ties. Offering appropriate resources (print, non-
print, and human) with instructional services
enhances the entire educational program of an
institution.

Through its basic library component, the
Learning Resources Center provides instruction
and access to learning materials at all levels and
in all forms (books, periodicals, films, slides, video
and audio cassettes, computer software, reference
service, research assistance, interlibrary loans,
and bibliographic instruction).

The audiovisual component supplies, main-
tains, and distributes supportive equipment (film
and slide projectors, tape recorders/players,
video recorders/players and monitors); produces
media for instruction, including graphics and
photography; and may be responsible for tele-
communications (video production, closed circuit
and cable television, telecourses) and instruc-
tional design and development.

A variety of additional instructional services
may be included: a learning center; tutorial servi-
ces; individualized instruction in reading, writing,
and math; computer skills; testing; self-instruc-
tional courses; and instructional design and
development. The individualized instruction cen-
ter or instructional services component may serve
several areas of instruction, including credit and
non-credit courses.

The Future a Challenge

The potential of a Learning Resources pro-
gram is far-reaching, including services to adults
Pursuing lifelong learning (especially Adult Basic
Education and GED programs), services to the
business and industrial community, and partici-
Pation in consortia (area, regional, statewide) for
resource and information sharing.

The Learning Resources Center is a catalyst
for innovation, introducing new information and
delivery systems, and new instructional technolo-
Sles.

In summary, a comprehensive Learning Re-
Sources Center is a dynamic and unique asset to a
College, capable of enriching, vitalizing, and per-
SOnalizing the educational program for faculty,

Students, and community al

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1986 Spring"9

An Opportunity and a Challenge

Mertys W. Bell

Communication"the sharing of informa-
tion"is a primary challenge as we seek to satisfy
the need for a literate society and for lifelong
learning for the adults of North Carolina. We take
advantage of the technologies which permit easy
creation, transmission, reception, storage, retrie-
val, and replication of information. To quote Stan-
ley Huffman, Jr., of Virginia Polytechnic Institute
and State University in Blacksburg, oHow symbo-
lism is created, how the appropriate medium is
selected for transmission of ideas, and how such
resources are made accessible on a broad base is
what communication is all about.�!

In designing learning experiences, learning
systems, and learning materials, we must con-
sider the varied interests, abilities, and needs of
individuals so that large numbers of people may
be served effectively. I would like to relate these
considerations to a brief synopsis of the develop-
ment and purpose of community colleges, espe-
cially in North Carolina, and their learning
resources centers, and follow up with a descrip-
tion of the interrelationships of community col-
leges, their learning resources centers, and the
Division of Educative Services of the UNC Center
for Public Television.

The comprehensive community college is
acknowledged to be one of the most dynamic sec-
tors of higher education, and is uniquely Ameri-
can. Serving learners at all levels of preparation
and scholastic abilities"the oopen door policyT"
necessitates a multimedia approach. Non-tradi-
tional students need new instructional tech-
niques. The obvious need for supportive resources
and diverse services for instruction actually led to
the development of learning resources centers.

North Carolina was slow to develop public
community colleges. In 1952, the Hurlburt Com-
missionTs study pointed out the need for commu-
nity colleges in North Carolina, but its recom-
mendation was not passed by the 1953 General
Assembly. It was not until 1957, during Governor
Luther HodgesT administration, that the General

Mertys W. Bell is the Former Dean of Learning Resources,
Guilford Technical Community College in Greensboro.

10"North Carolina Libraries

Assembly passed the Community College Act. At
the same time, funds were made available to pro-
vide an educational program in industrial edu-
cation"initiating a statewide system under the
State Board of Education of area industrial edu-
cation centers (IECs) offering technical and
skilled training to selected high school youths and
adults. By 1961, there were eighteen IECTs and
two in the planning stage. At the same time, six
community (junior) colleges were developing,
reporting to the State Board of Higher Education.
Seeing the need for better planning, Governor
Terry Sanford appointed the Carlyle Commission
(the GovernorTs Commission on Education Be-
yond the High School), which in 1962 recom-
mended that the two types of institutions be
brought into one administrative organization
under the State Board of Education.

Among the notable members of the Carlyle
Commission were Dallas Herring, Chairman of the
State Board of Education, and William C. Friday,
President of the University of North Carolina. In
July, 1963, the General Assembly enacted General
Statute 115A, which provided for the establish-
ment of the Department of Community Colleges"
a comprehensive community college system"with
Dr. I. E. Ready as Director.2 Between 1964 and
1968, all of the industrial education centers
became technical institutes or comprehensive
community colleges. After 1979 legislation, many
technical institutes became technical colleges. In
1981, the responsibility for community colleges
was placed in a State Board of Community Col-
leges.3

According to the Biennial Report, 1976- 1978,
of the North Carolina Community College System,
oThe purpose of the North Carolina Community
College System is to fill the gap in educational
opportunity existing between high school and the
senior college and university. In carrying out this
role, the technical institutes and community col-
leges offer academic, cultural and occupational
education, and training opportunities from basic
education through the two-year college level, at a
convenient time and place and at a nominal cost,
to anyone who can learn and whose needs can be
met by these institutions.�* Quite a challenge!

A comprehensive curriculum ... new courses

and new techniques ... remedial programs ...
Occupational training ... adult and continuing
education ... low tuition ... community orienta-
tion ... Community colleges were oreaching out!� A
new pattern of integrating working and learning
Was evolving to meet the needs of a new student
Clientele. With a current enrollment in 58 institu-
tions of over 600,000 (one in seven adults in North
Carolina), todayTs community college students are
Older, 51% female, and are working and learning
at the same time.
__ An average of two new public junior colleges
�"� the United States opened each week between
1965 and 1970"the heyday of two-year college
growth. Also in the late Sixties, the importance of
the learning resources concept began to emerge
as the role of the library in instruction received
increasing acknowledgment and emphasis. Dr.
Louis ShoresT Library-College concept and his
definition of the ogeneric book� set the stage. He
defined the ogeneric book� as othe sum total of
ManTs communication possibilities. It includes all
Media formats, subjects, and levels.� A compre-
hensive Learning Resources Program is a coopera-
tive, college-wide effort to provide a diversity of
°ptions for study, research, and cultural devel-
pment of students, faculty, staff and the adult
Community. Besides integrating the various types
of media, the learning resources concept implies a
Systematically developed program that allows
Materials, equipment, and techniques to be
accessible, effective, and efficiently used.

The comprehensive community
College is acknowledged to be
One of the most dynamic sec-
tors of higher education, and is
uniquely American.

Following a national trend, in North Carolina
Various resource components were combined or
evolved to fill specific needs, resulting in an admin-
istrative unit called the oLearning Resources Cen-
ter,� with a chief administrator to centralize,
Manage, and coordinate the various services
(components). Library services, audiovisual ser-
Vices, then a variety of instructional services were
added. In North Carolina, learning labs (now
often called olearning centers�) were introduced
in 1964 to provide a programmed systems
@pproach for individualized learning. These learn-
Ng centers joined with other instructional servi-

ces which have been coordinated through the
LRCs, such as tutorial programs, instructional
design, and development, telecourses, Computer
Assisted Instruction (CAI), self-instructional
courses, testing, career centers, and special labs.
These have been exciting and challenging years!
From about 1968 to 1978, new learning resources
centers were developing throughout the North
Carolina Community College System. In 1979, Dr.
Ernest TompkinTs study of the 57 institutions then
in operation revealed that 53 had LRCs with two
or more components.® Many four-year institutions
have also developed learning resources centers.

Related professional associations reflected
changes in the roles of libraries and learning
resources centers. The North Carolina Commu-
nity College Library Association, organized in
1967, changed its name to the North Carolina
Community College Educational Media Associa-
tion to show the integration of all types of media.
Then in 1973, when the association adopted the
learning resources concept, its name was changed
to the North Carolina Community College Learn-
ing Resources Association (NCCCLRA). In 1985,
NCCLRA renewed its commitment to the concept
and published a position paper for reference and
distribution.T Offering resources (print, non-print,
human) with instructional services enhances the
entire educational program of an institution.
ACCESS, SERVICE, and INSTRUCTION are the
primary functions of an LRC"an information
network and instructional support system. More
efficient management of resources and services,
greater flexibility in the utilization of staff, facili-
ties, and budget, financial accountability, coordi-
nation and cooperation"these are some of the
opayoffs.� The potential of a Learning Resources
Program is far-reaching, including services to
adults pursuing lifelong learning, especially Adult
Basic Education, Adult High School and General
Educational Development (GED) programs, ser-
vices to the business and industrial community,
and participation in consortia for resource and
information sharing.

The North Carolina Consortium for Instruc-
tional Telecommunications (NCCIT), begun in
1978 and initiated by Durham Technical Institute,
is an excellent example of networking in this
state. The support services for instructional tele-
communications which have been provided by the
UNC Center for Public Television have been and
are a notable contribution to education in North
Carolina. The UNC Center for Public Television
was created in 1980. Telecowrses are now being
offered through the combined efforts of the UNC
Center for Public Television, the North Carolina

1986 Spring"11

Department of Community Colleges, and other
participating colleges and universities. Courses
are offered on the semester system and range
from eleven to fifteen weeks in length. Students
register at their local participating college or uni-
versity. Surely telecourses are a viable, conven-
ient, and flexible option for learning"for college
credit or for self-development. Teleprograms,
such as oJust Around the Corner� (ABE), oAn-
other Page� (Pre-GED) and oGED� are televised
instructional programs which are serving adult
learners at all levels and aiding in the fight to
eliminate illiteracy in North Carolina. It is still
shocking to realize that nearly a million adults in
North Carolina (virtually one adult of each three)
have only eight years of formal education or less,
and almost a third of a million have no education
beyond the fifth grade!

Teleconferencing is another important sup-
port service in the area of instructional telecom-
munications being offered by the UNC Center for
Public Television. Teleconferencing"the trans-
mission of a picture and sound to many recei-
vers"allows groups to gather and participate in
meetings, instructional programs, or workshop
sessions. The Center has a portable satellite
receiving dish which is available upon request (as
scheduling permits) for member institutions of
the University system, community colleges, and
other state government agencies.? Placing these
components"telecourses, teleprograms, and tele-
conferencing"under one umbrella (the Division
of Educative Services) is another illustration of
increasing coordination and cooperation by com-
bining similar and vital components for efficient
management and provision of quality instruc-
tional telecommunications for North Carolina
adult learners.

In most of the North Carolina community/
technical colleges and technical institutes, the
Learning Resources CentersT personnel with their
expertise have acted as local coordinators, liai-
sons, managers, and/or promoters of telecourses,
teleprograms, and teleconferences. Of course, the
curriculum department chairmen make the selec-
tions of courses to offer and the instructors, who
register, meet students for orientation and exams;
but the Learning Resources Center is always heav-
ily involved in the dissemination of information
about telecourses, the design and production of
brochures, etc., and is customarily the oagent�

12"North Carolina Libraries

who interacts with the Center for Public Tele-
vision. It is usually an LRC staff member who
arranges for leases and copies of the telecourses
to be available for students who miss a oclass� or
need to review televised lessons before exams,
and who distributes information from the Center
for Public Television. The mechanics of telecourses
are in place and may vary from institution to
institution.

Hand in hand, the Learning Resources Cen-
ter, the local college, and the Center for Public
Television work together to provide the educa-
tional option of instruction by telecommunica-
tions. This partnership ensures a smoother
operation and promotes communication, coordi-
nation, and cooperation within the institution and
statewide. There is a similarity in the two: in both
the Division of Educative Services of the UNC
Center for Public Television and in the Learning
Resources Center, similar functions have been
amalgamated and coordinated so that the public
can be better served. Through telecommunica-
tions North Carolina is exemplifying a partner-
ship in education which meets the needs of a
diverse group of people and institutions. This is
another case of maximizing resources and ser-
vices"an OPPORTUNITY and a CHALLENGE!

REFERENCES

1, Stanley A. Huffman, Jr., Technology, Knowledge and Society
(Testimony prepared for the open hearings at the White House
Conference on Libraries and Information Services, November
15-19, 1979, Washington, DC).

2. Kenyon Bertel Segner, III, A History of the Community Col-
lege Movement in North Carolina, 1927-1963 (Kenansville:
James Sprunt Press, 1974),

3. Report of the Community College and Technical Institute
Planning Commission (Terry Sanford, Chairman) (Raleigh:
North Carolina Community College and Technical Institute
Planning Commission, 1980).

4. North Carolina Community College System: Biennial Report,
1976-1978 (Raleigh: State Board of Education, 1978), 16.

5. Louis Shores, Library-College, U.S.A.: Essays on a Prototype
Jor an American Higher Education (Tallahassee: South Pass
Press, 1970).

6. Ernest W. Tompkins, Learning Resources Centers in the
North Carolina Community College System; a Status Study,
1979 (Ph.D. dissertation. Raleigh: North Carolina State Univer-
sity, 1980).

7. Learning Resources Concept: a Position Paper. North Caro-
lina Community College Learning Resources Association, 1985).
8. Go to College (Brochure). Raleigh: The University of North
Carolina Center for Public Television, 1985).

9. Go to School (Brochure). (Raleigh: The University of North
Carolina Center for Public Television, 1985). |

Cu

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Dictionary of
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Some 2,500 terms pertaining to
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Joni Bodart details the basic
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NEW PUBLICATIONS

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Revised and updated. this new

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1986

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1986 Spring"13

Indexing Local History

Mary A. Hamil

If you are considering initiating an indexing
project, oHistorical and Genealogical Gold Mine:
An Index Project for a Small Town Newspaper�!
would provide a good background for some
advance decision making.

All indexes done by the Davidson County
Community College Learning Resources Center
have been done manually on 3� x 5� index cards
by library technicians whenever they had free
time. The index was typed; and as part of the
editing process, all references to one person,
whether given with nicknames, initials, or full
name, have been combined. Many indexers prefer
listing each separately, which is certainly easier
and safer, but it is not as helpful to researchers.

Basic decisions, such as word by word rather
than letter by letter alphabetizing, filing of oMc,�
and initials, have been made according to the
rules by which catalog cards are filed.

Subject indexing is the most difficult to han-
dle, especially in old documents, since terminol-
ogy sometimes changes as the years pass. The
term used in the document should be used but a
see reference from the more current term in-
creases the usefulness of the index. Chapter VI of
ClevelandTs Indexing and Abstracting? contains
good guidelines on some of these points.

Even though there seem to be some problems
involved in an automated system, a simple, inex-
pensive indexing program for
the IBM PC is being sought by
our staff. A discussion of
automated vs. manual sys-
tems is included in an article
by B.M. Hall in Indexer® for
April, 1983.

This project began about
five years ago when a staff
member did a brief subject
index for Homespun, a magazine published by the
school children of Davidson County from 1973 to

1983. A copy of this index was sent to each public
school in the county.

Mary A. Hamil is Director of Library Services at Davidson
County Community College in Lexington.

14"North Carolina Libraries

The next effort was lar-
gely a name index and relied
on the detailed table of con-
tents to provide subject
access to Dr. Jacob LeonardTs
Centennial History of David-
son County. This was under-
taken largely as a means of
answering reference ques-
tions on local history. When
members of the newly formed Genealogical
Society wanted to purchase copies, the Learning
Resources Center (LRC) had the index printed by
the campus print shop, commissioned a drawing
of the old county court house for the cover, and
discovered it had a sort of business sideline. Not
only local individuals and institutions but librar-
ies such as the Newberry in Chicago purchased
copies!

The number of copies of the Centennial His-
tory index which were sold seemed to indicate
that this project filled a real need and should be
continued.

Our third publication
was not a true index but
rather an alphabetical ar-
rangement of the records of
the Evangelical Lutheran
f : Congregation at Sandy Creek
ei ! Meeting House. The trans-

cription of these records was

: done by Mary Jo Shoaf, Pres-

mo" ident of the Genealogical So-

ciety. The earliest record is a baptism which

occurred in 1787. It is interesting to note the

inclusion of a list of oculord members.� One is

specified as a free man, the others as servants
(slaves?).

Davidson County has five churches dating
from the mid-eighteenth century whose early
records survive, so the staff began to access these.
The oldest organized congregation in the area is
Pilgrim. In actuality, three congregations, two
Lutheran and one German Reformed, shared the

Pilgrim Building until 1903
when the Reformed group
purchased the building at
auction. In 1979, Rev. James
E. Neese published a book
called The Dutch Settlement
on AbbottTs Creek which is a
history of Pilgrim Reformed
United Church of Christ (the
German Reformed Church,
as a result of several mergers, became a part of
the United Church of Christ in 1961). Rev. Neese
did not include an index with his book, so the LRC
Produced one in the same format as the other two
but secured in a 3M binder. This is the format we
are still using for our indexes.

The next effort was to
index Garland HendricksT
1964 book, Saints and Sin-
ners at Jersey Church. This
1775 Baptist church is of
particular interest since
there are over 70 slave mem-
bers whose names appear in
the record.

AbbottTs Creek Baptist
Church was organized in 1783, and their records
are available on microfilm, but the Genealogical
Society has indexed the earliest of these records
M their Journal, so there is no need for the LRC
to index them.

Most of the first indexes were primarily of the

Lexington area, so fairness indicated that index
Number five should be a Thomasville history,
Wheels of Faith and Courage, which was written
by Jewel Sink in 1952.
_ During the 1984-85 year, Brenda James
Mdexed Rowan County, A Brief History, written
by James S. Brawley and published by the N.C.
Division of Archives and History. This was chosen
because Davidson County was formed out of
Rowan. She has also indexed
a bicentennial publication
called Historical Gleanings
of Davidson County.

The current project is a
120-page typescript of local
history columns of a 1905
Lexington newspaper, The
Dispatch. This is very inter-
esting material since it con-

tains much local folklore which has never been
published in book form.

When an order is received for any one of the
indexes, a small slip listing all the indexes and
prices (mostly in the $4.00 to $5.00 range) is
enclosed with the shipment. Copies of each index
are sent to the Division of Archives and History
and the North Carolina Genealogical Society. The
Society lists the indexes in its publication and
that takes care of our marketing effort.

We have also been
involved with a hardback
book, Country College on the
Yadkin, by Virginia Fick, who
teaches English at our school.
Some of the material for her
book was obtained from Da-
vidson Room files in the LRC.
Our Dean of Learning Re-

8 sources, John Thomas,
helped in the negotiations with Hunter Publishing
Company; and our Audiovisual Coordinator,
Michael Anthony, took many of the pictures.

North Carolina is fortunate to have had the
North Carolina Historical Review and the Uni-
versity of North Carolina Press which have done
an outstanding job of publishing North Carolina
materials for more than half a century. Davidson
County Community CollegeTs effort certainly is
not in the same league with their products but
does make a small contribution toward preserv-
ing our heritage and making it accessible. f]]

References
1. Armstrong, T.F. and Fennell, J.C. oHistorical and Genealogical
Gold Mine: An Index Project for a Small-Town Newspaper.� RQ
22 (1982): 140-145.

Bakewell, K.G.B. Symposium: Inadequacies of Book Indexes.
New York: R.R. Bowker Co., 1974.

2. Cleveland, Donald B. and Cleveland, Ana D. Introduction to
Indexing and Abstracting. Littleton, Col.; Libraries Unlimited,
1983.

Fennie-Collura, M. oLibrarian as Entrepreneur Indexer.� Refer-
ence Services Review 11 (1983): 83-87.

3. Hall, B.M. oGetting the Index Right: Roles and Responsibilities.�
Indexer 13 (1983): 166-172.

Rubinstein, E. oSaints and Indexers.� Indexer 12 (1981): 213-
214,

Spiker, Sina. Indexing Your Book, a Practical Guide for
Authors. Madison, Wisc.: University of Wisconsin Press, 1975
(c1954).

oSymposium: Indexers at Work.� 11 (1979): 213-219.

Thornton, J.L. oProgress in Indexing: Factor or Fiction?�
Indexer 11 (1978): 7-8.

Photos by Mike Anthony

1986 Spring"15

Bibliographic Instruction at Learning
Resources Centers in North Carolina

Susan Janney

Whether or not it is a oself-evident social
good,�' bibliographic instruction (BI) has become
an issue, a discipline and even a opolitical move-
ment� to some librarians. Despite the revived
interest in a service that learning resources cen-
ters (LRCs) have traditionally provided, little
information is available on bibliographic instruc-
tion in North CarolinaTs community college sys-
tem.

A survey of librarians at LRCs in the state
was conducted during fall, 1985, to ascertain how
they address the issue in philosophical and prac-
tical terms. Besides providing an overview of cur-
rent adult olibrary literacy� efforts, the findings
might encourage program evaluation, profes-
sional development and additional investigation
in bibliographic instruction.

What is BI? " A Survey of the Literature

For purposes of this study, bibliographic
instruction is defined as reference services that
teach patrons how to use the LRC in particular
and libraries in general " the owho, what, when,
where, why and how� of library use. Depending
upon the setting and objectives, instruction might
entail individual reference service, orientation
tours, workshops, classroom lectures and/or
formal coursework. In this sense, the term
encompasses the distinctions writers such as
James Rice and Anne Roberts make among olev-
els� of bibliographic instruction.

RiceTs hierarchy consists of olibrary orienta-
tion� (introducing olibrary facilities, the physical
plant, the staff, the departments, and a few very
commonly used resources�), olibrary instruction�
(covering omore advanced techniques for infor-
mation access and library use�)4 and obibliogra-
phic instruction� (formal or complete coursework
integrating oall levels of library orientation and
library instruction�)5,

Roberts defines bibliographic instruction as
the ointensive process of teaching ... efficient and
effective� library use by elucidating oresearch
methodology, search strategy, and the biblio-

Susan Janney is Assistant Librarian at Caldwell Community
College and Technical Institute in Lenoir.

16"North Carolina Libraries

graphic structure of a given literature in a disci-
pline.�6 In her view, bibliographic instruction plus
~library orientation� (explaining oavailable library
facilities and services�) equals olibrary instruc-
tion.��

While library orientation is only a component
or olevel� of bibliographic instruction, it could be
the mainstay of a program for most community
college and technical institute students. Gener-
ally, curricula are not geared to the ouse of sophis-
ticated reference materials so necessary for
upper level and graduate study. Instruction is
seldom aimed at developing in-depth research
competencies.� Moreover, vocational and techni-
cal coursework is generally not amenable to the
otypical, successful library instruction programs
keyed to research papers.�?

Thus, given the community college/technical
instituteTs mission, curricula and diverse student
body, various approaches to bibliographic instruc-
tion should be offered. Ideally, the program would
incorporate the following key elements of adult
education: o1. several starting levels, 2. several
profitable points of termination, and 3. several
rates and directions of advancement.� Viewed
from this perspective, bibliographic instruction
and other kinds of reference work can form the
continuum of an ointegrated information services
program.�

However, it should be pointed out that the
objectives of bibliographic instruction programs
oof necessity must be unique to each institution
and be the product of that institution.�!2

Why BI?

The American Library Association urges all
libraries to make user education oone of the pri-
mary goals of service� having the osame adminis-
tration, funding, and staffing as do more tradi-
tional library programs.�!3 The Association of
College and Research Libraries Bibliographic
Instruction Task Force guidelines exhort a library
onot only to support the teaching function of its
parent institution but also to actively participate
in that function.� The program should be based
upon a owritten profile of the information needs

of various segments of the academic community�
and a owritten statement of objectives.�!5 The
oThink Tank� recommendations assert that ocom-
Petency in library research should be a funda-
mental goal of education. Effective bibliographic
instruction� helps students understand the ona-
ture of learning and scholarship, directly sup-
Ports their coursework, and helps prepare them
for self-directed life-long learning.�!

It may be that obibliographic instruction
Needs no more justification than instruction in
Composition or any of the liberal arts,�!� but the
issue often seems tenable when LRCs try to reach
Students in other classes. Students in vocational
and technical programs, for example, otend not to
have prior library use experience and may be
�,�mbarrassed or afraid to use the LRC, or may
Simply see no relevance in it.�!8 Furthermore, their
Mstructors also might not have had olibrary usage
8S an important part of their backgrounds. They
are often not aware of what the LRC can do for
them and their students.�!9

Adult students in general do not oidentify as
Completely with the student role ... They have
Other responsibilities ... which compete for in-
Volvement.�2° Their participation in bibliographic
struction owill be shaped more by their own
Perceptions than by passive acceptance of the
Values of faculty and librarians.�2!

Then there is the danger of succumbing to
the ohead-in-the-clouds� approach preached by
the omoral majority of the library profession.�
Constance McCarthy warns that students who
have been led to believe that they have been
�,�quipped oto use any library unaided, for any
Purposes, for the rest of their lives� are actually
ill-prepared to face the complexity and dynamics
of libraries.23

_ John Swan adds that oif bibliographic instruc-
tion is treated as an end in itself, a discipline for
Students to master, rather than a path to the
Mastery of real disciplines,� the relationship
between library use and learning can be ob-
Scured.24

Library instruction that instead encourages a
realistic view of bibliographic research will not
delude students that one outline or otipsheet� can
�,�ncapsulate good research strategy for all disci-
Plines.�25

If students can also discover their oown
Power to get information,� bibliographic instruc-
tion might provide the oincentive to continue
oarning begun in the classroom� or to devise per-
Sonal learning projects.�* Therein lies its relation-
Ship to adult education, or what is known as
lifelong learning or independent learning.�2�

Bibliographic instruction, then, can effec-
tively support classroom teaching if it is practical
and student-oriented. It can also serve as one
component of a complete learning resources pro-
gram. Even if it cannot induce most students to
become independent, life-long library users, it
might help to demonstrate the LRCTs interest in
their pursuit of lifelong learning.

Thus, given the community
college/technical instituteTs
mission, curricula and diverse
student body, various ap-
proaches to bibliographic in-
struction should be offered.

What are North CarolinaTs LRCs Doing?

What are LRCs in North CarolinaTs commu-
nity college system doing about bibliographic
instruction? Manual searches of the literature
and a database search by the State Library;
inquiries at the libraries and library schools at
Appalachian State University, East Carolina Uni-
versity, North Carolina Central University, UNC-
Chapel Hill and UNC-Greensboro; and contact
with the Library Orientation Instruction Ex-
change uncovered no studies on this specific sub-
ject. Consequently, the author conducted a survey
during fall, 1985, to get some obaseline� informa-
tion.

The survey instrument was a questionnaire
incorporating key points covered in the ERIC pub-
lication, oOrganizing and Managing a Library
Instruction Program: Checklists;�8 Evaluating
Bibliographic Instruction: A Handbook, by
ACRLTs Bibliographic Instruction Section;?® and
The Bibliographic Instruction Clearinghouse: A
Practical Guide, by the Bibliographic Instruction
SectionTs Clearinghouse Committee.2° Nineteen
multiple- and forced-choice questions covered
bibliographic instruction program planning, ad-
ministration, implementation and evaluation. A
final section employed a Likert scale to elicit atti-
tudes about such issues as the role of public
schools, library schools and professional organi-
zations in bibliographic instruction. Most items
permitted alternate responses, and comments
were encouraged.

A questionnaire and cover letter were mailed
to the director or reference librarian (depending
upon staff size and job. titles) of each LRC in the
community college system. Forty-eight of the 58

1986 Spring"17

questionnaires were returned, an 83% response
rate. Several participants wrote notes on the sur-
vey, supplied sample program materials and pro-
vided follow-up telephone interviews.

Results of the survey are summarized below,
following the format of the questionnaire. (Note:
Some questions were not answered by some par-
ticipants. Thus, percentages and other statistics
are based upon the total number of responses per
item.) A complete copy of the survey follows.

1. What types of BI are provided? As shown
in Table I, the most prevalent approach to teach-
ing library skills is the orientation tour, followed
by individualized instruction/reference service.
Seven schools also require bibliographic instruc-
tion (at least for some students), and five offer an

elective course.
TABLE I

Types or oLevels� of Bibliographic Instruction

% of No. of
Types of BI LRCs LRCs
Required course 15 0
Elective course 10 5
Course-related/course-integrated 50 24
Workshops or term-paper clinics A9 9
Individual classroom lectures/demos. 52 25
Orientation tours 88 42
Individualized instruction 67 32,

48 respondents = 100%

2. What is usually taught? Virtually all of the
programs (98%) cover general instructions for
using basic oresearch tools� (ie., the catalog and
periodical indexes), the LRCTs layout and how to
locate materials (96%), and information on
resources, policies and procedures for patrons
(92%). Seventy-one percent of the programs
introduce research techniques. Less than half
offer detailed instruction about research, the
classification system, reference works and audio-
visual media (including computer software). This
advanced instruction is offered in the BI courses
and in some orientations.

3. What media/methods are used? The lec-
ture method is used most often (88%), followed by
the use of library reference exercises (65%), audio-
visual media (63%), and handouts (62%). Self-in-
structional modules are used at only four, or eight
percent, of the schools.

4. When is BI offered? Fall is the busiest
quarter, when most LRCs are orienting new stu-
dents. Bibliographic instruction (all types) is
offered an average of 18 times then. Averages for
other quarters are: spring, 11; winter, 10; and
summer, 7. Three LRCs noted no BI activities dur-
ing summer quarter, but one reported 50.

18"North Carolina Libraries

5. How many people are taught annually?
Estimates range from 2,000 participants at one
school to 100 at two. The median number is 350;
the mean, 523.

6. Does the LRC administer BI? At seven of
the 48 schools represented, the LRC is not
responsible for all, or most, of the BI on campus.
Alternatives cited include: work with a faculty
liaison, independent work by some faculty, and
the incorporation of BI into other courses (course-
integrated BI).

7. Who usually implements BI? At half of the
schools, a odesignated LRC staff member� usually
provides the instruction. The LRC director teach-
es most often at 39% of the schools. At 11 schools
(24%), the LRC and the faculty jointly provide BI;
at eight (17%), an instructor often works inde-
pendently.

Some of the alternative approaches noted
above are exemplified by the programs at Car-
teret Technical College (required course), Vance-
Granville Community College (elective course)
and Mitchell College (course-integrated).

CarteretTs Library Science 1000 course (Gen-
eral Education curriculum) parallels the one East
Carolina University requires of all new students.
In fact, LRC director Ed Shearin teaches it as an
adjunct professor of ECUTs continuing education
division. The course is a co-requisite (with the
English oresearch paper� course) for college-
transfer candidates. The 1.5 credit-hour course is
offered fall, winter and spring quarters. Classes
are held two hours a week. Instruction centers
upon general research principles and their appli-
cation. The basic text is a booklet compiled by Dr.
Shearin, which is sold in the bookstore. Students
are graded on assignments, tests and the comple-
tion of a opathfinder� or bibliography. Most of the
coursework is done at CarteretTs LRC, but stu-
dents take at least one ofield trip� to ECUTs Joyner
Library. This fall, the LRC will provide orienta-
tions for the technical English course required in
vocational/technical programs.

Vance-Granville offers an elective oLibrary
Services� course (English 105) every quarter. An
average of 12 students enroll for each class.
Taught by librarian/instructor Frank Sinclair, the
course acquaints students with print and non-
print media, A/V equipment, the LRCTs resources
and services, and research techniques. Reference
questions, exercises and tests cover such areas as:
the Dewey Decimal System, the catalog, general
and specialized reference works, periodicals,
microforms and bibliography (in principle and
practice). Evaluation is based upon assignments
and a final exam.

Until recently, Mitchell's college-parallel stu-
dents took a requisite research skills course for
One quarter-hour credit in English. In fall, 1985,
the instruction was integrated into English 151,
the oresearch� course. Basic library tools and skills
are introduced, and students get experience in
using the LRC. Their participation is factored into
their final grade.

Marcia Bradshaw, LRC director, begins with a
One-hour classroom session for each section of
the course (nine were open last fall). Transparen-
Cies and a videotape, oThe Mitchell LRC� are
Shown, and a otopic list� is distributed. (The
Course requires a research paper, and the LRC
lists various topics on which it has sufficient
resources.) Students also complete an exercise
Using the catalog, periodical indexes and News-
bank. Copies of oA Reference Guide to the Mitchell
LRC� are available at the reference desk for stu-
dent use. The LRC also provides similar instruc-
tion in the technical English course required for

vocational/technical students.

All three LRCs (as well as many others) offer
a range of reference services, including program-
related orientations, to support bibliographic
instruction.

8. Do faculty support BI? Giving rough esti-
Mates of what percentage of the faculty/staff
Support BI efforts, the LRCs perceived the most
Cooperation in the integration of BI into classes
(mean percentage: 43) and in the assignment of
Classwork requiring the use of LRC materials
(40%). Approximately 30% of the faculty and staff
Promote BI and/or LRC use, and accompany stu-
dents during BI sessions. A mean of 27% request
Orientations. Still fewer plan BI with the LRC staff
(18%), require their students to master library
Skills (16%), personally receive BI (15%), help
evaluate BI (13%), and invite LRC staff members
to departmental meetings (12%). The lowest level
of apparent participation was in presenting BI
JOintly with the LRC staff (10%).

9. How is BI promoted? By far, the most fre-
quent means of promoting BI is through discus-
Slons with faculty/staff patrons at the LRC, or
With those who frequent the LRC (used by 94% of
the LRCs). Eighty-one percent use handbooks,
handouts and other materials. Other popular
avenues of promotion include: discussions with
Student patrons (66%), discussions with faculty/
Staff onon-patrons� (53%) and information in col-
lege handbooks and catalogs (53%). Eight LRCs
(17%) use the student newspaper; five (11%) use
the local newspaper. One each use the schoolTs

Cable television channel and departmental meet-
Ings,

10. Who usually receives BI? Seventy-two
percent of the LRCs frequently provide BI
oriented to students in a particular course (usu-
ally an English course). Forty-eight percent con-
centrate on students in a particular program,
usually nursing. Other otarget� groups include:
associate degree candidates in general (46%) and
evening students (33%). Only 24% of the programs
are geared to technical and vocational students.
Seventeen percent typically involve Adult Basic
Education students. Regular BI sessions for
faculty and staff were reported by 13% and 4%,
respectively, of the LRCs.

A primary goal of most of the
BI programs (92%) is, indeed,
~to help students find sources
for their assignments.�

11. What are the goals? A primary goal of
most of the BI programs (92%) is, indeed, oto help
students find sources for their assignments.�
Eighty-five percent seek to opromote student LRC
use in general.� Promoting olife-long learning� is a
goal of 75% of the programs, while 69% try to
encourage faculty/staff use of the LRC.

12. What are the guidelines? More than half
(60%) of the LRCs represented do not have a writ-
ten policy, statement of goals and objectives, and
set of procedures for their BI program. Ostensibly,
most of them do have some written or informal
guidelines for this and/or other reference servi-
ces.

13. How are needs assessed? Seventy-three
percent of the LRCs consider curriculum require-
ments in determining needs for bibliographic
instruction. Slightly fewer, 71%, take into account
faculty and staff comments. StudentsT comments
figure into the assessments at 58% of the LRCs,
and one-half of them note recurring reference
questions. At three (6%) of the schools, BI pre/
post-tests are given.

14. Is BI evaluated? Sixty per cent of the
LRCs ocontinuously and systematically� evaluate
their efforts in bibliographic instruction.

15. How is BI evaluated? The factor most of
the LRCs (77%) use in program evaluation is
ocomments by students.� Seventy-five per cent
rely upon ocomments by faculty and/or staff par-
ticipants.� Twenty-nine, or 65%, of the LRCs note
ochanges in the types of reference questions
asked.� Eight (18%) LRCs use opost-instructional
questionnaires.�

1986 Spring"19

16. How does BI rate? Table II lists the rat-
ings the librarians gave to their BI programTs
methods/media and results/effectiveness. Most of
the respondents are satisfied on both counts.

TABLE II

Self-Ratings of Programs

Methods/Media Results/Effectiveness

Rating %, (Resp.) Rating %, (Resp.)

Inadequate 0% (0) Below expect. 9% (4)

Needs some Near expect. 41% (19)
improvement 41% (19)

Good 63% (29) Meets expect. 46% (21)

Very good 7% (3) Exceeds expect. 4% (2)

46 respondents = 100%

17. What affects program quality? The most
common impediment to implementing or improv-
ing bibliographic instruction is oinsufficient time
to work out the logistics� (e.g., needs assessment,
teaching methods, evaluation). Fifty-three per
cent of the librarians reported that they wrestle
with this problem. A contender is the oneed for
more LRC staff,�cited by 51%. Forty-five per cent
point to olow faculty/staff support,� while 19%
choose olow student support.� Only one librarian
noted the problem of olow LRC staff support.�

18. What will improve BI? The plans or
priorities the LRCs have for improving their bibli-
ographic instruction include the following: work-
ing more closely with faculty and staff (68%),
working on program logistics (41%), investigating
additional modes of instruction (such as CAI and
telecourses) (34%), and improving publicity
(34%). Twenty per cent will encourage profes-
sional development in BI. Only seven per cent will
seek additional funding.

19. What is best for ~ooneophytesTT? The ques-
tion, oHow do you think library skills are most
effectively learned at your school by those who
have never, or seldom, used a library?� brought
the following responses (Note: 47 of the 48 LRCs
responded; some chose several alternatives. Per-
centages are based upon the number of ovotes�
each item received.):

informally, as needed ........ 74% (85)
in a osubject� course, with

teacher's help werss sic tedd. 38% (18)
in a short-term BI session

(e.g, orientation) oSIT 34% (16)
It. 2 BECOUNSEE Sats as otis, pete 11% (5)
other: oassignment-related,�

oreference exercises� ....... 4% (2)

20. How significant is BI? Table III repro-
duces responses to the last item on the question-
naire. Essentially, most of the librarians agreed
that:

BI is and should be an important service

faculty should be involved in BI (by
requiring or providing basic BI)

teacher training should cover BI
library schools should stress BI
public schools should require BI

professional development in BI is
available

the profession acknowledges the
significance of BI

Summary

The survey findings suggest that these LRCs
" and others in the state " generally take a

TABLE III

Positions On BI Issues

Issue

% of All Responses No. of Responses
SA A D SD*

BI is a minor element of my LRCTs services.
BI should be an important element of my LRCTs services.

The faculty at my school should teach their students basic library skills. 4% (2)
The faculty at my school should see to it that their students know basic library skills.

2% (1) 28% (11) 40%(19) 34% (16)
70% (26) 46%(17) 8%(3) 3%(1)
47% (21) 36%(16) 13% (6)
38% (18) 47% (22) 138%(6) 2%(1)

Prospective teachers should master, and be able to teach, basic library skills

as part of their education.
BI needs more emphasis in library schoolsT curricula.
BI should be required in the public schools.

29% (13) 62% (28) 7%(3) 2%(1)
33% (15) 54% (25) 13%(6) 0%(0)
52% (24) 43%(20) 4%(2) 0% (0)

Avenues for professional development in BI (i.e., NCLA, LRA workshops,

news on BI, etc.) are available to me.
The need for, and value of, BI is underrated by the profession.

12% (5) 58% (25) 28%(12) 2% (1)
12% (5) 40% (17) 47% (20) 2% (1)

*Key: SA " Strongly Agree A " Agree D " Disagree SD " Strongly Disagree

20"North Carolina Libraries

Practical, appropriate approach to bibliographic
instruction and are cognizant of the professional
and educational implications of the issue.

The author believes that the subject warrants
additional study, particularly in the areas of bibli-
Ographic instruction for vocational/technical
Students, faculty involvement, and the coordina-
tion of efforts with library and public schools.

References
1. James Benson, oBibliographic Education: A Radical Assess-
Ment,� Proceedings from the Second Southeastern Conference on
Approaches to Bibliographic Instruction (Charleston, S.C.,
1979), 55.
2. oThink Tank Recommendations for Bibliographic Instruc-
tion,� College and Research Libraries News 42 (Dec. 1981): 395.
3. James Rice, Teaching Library Use (Westport, Conn.: Green-
Wood Press, 1981), 46.
4. Ibid., 62.
5. Ibid., 89.
6. Anne F. Roberts, Library Instruction for Librarians (Lit-
tleton, Colo.: Libraries Unlimited, 1982), 15.
7. Ibid.
8. Ronald J. Homick, oLibrary Use Instruction in Community
Colleges,� Catholic Library World 55 (April 1984): 400.
9. Ibia.
10. Thomas B. Merson, oThe Junior College: TodayTs Goals,
Tomorrow's Aspirations� in Perspectives on the Community-
Junior College: Selected Readings, eds., William K. Ogilvie and
Max R, Raines (New York: Appleton-Century-Crofts, 1971), 5.
11. Mary Reichel, oBibliographic Education and Reference Desk
Service " A Continuum� in Library Instruction and Reference
Services, eds., Bill Katz and Ruth A. Fraley (New York: Haworth
Press, 1984), 196.

12. Association of College and Research Libraries, Bibliographic
Instruction Section, oToward Guidelines for Bibliographic
Instruction in Academic Libraries� in Roberts, 112.

13. oInstruction in the Use of Libraries: Policy Statement,� Amer-
ican Library Association, Council Document #45 (Chicago: ALA,
1980).

14. Roberts, 111.

15. Ibid.

16. oThink Tank Recommendations,� 397.

17. Ibid.

18, Homick, 400.

19. Ibid.

20. C. Kasworm, oThe Older Student as an Undergraduate,�
Adult Education 31 (Fall 1980): 42.

21. Sheila Howard, oLibrary Use Education for Adult University
Students,� Canadian Library Journal 40 (June 1983): 150.

22. Quoted in John Lubans, Jr., oLibrary Literacy,� RQ 22 (Fall
1982): 14.

23. Constance McCarthy, oLibrary Instruction: Observations
from the Reference Desk,� RQ 22 (Fall 1982): 36.

24. John C. Swan, oThe Reference Librarian Who Teaches: The
Confessions of a Mother Hen� in Library Instruction and Refer-
ence Services, 57.

25. McCarthy, 39.

26. Mary Ellen Kennedy, oBibliographic Instruction in the Aca-
demic Library: Looking at the Adult Student� in Library
Instruction and Reference Services, 207.

27. Ibid.

28. Roberts, 129-155.

29. Evaluating Bibliographic Instruction: A Handbook, ed.,
Bibliographic Instruction Section, Association of College and
Research Libraries (Chicago: ALA, 1983).

30. The Bibliographic Instruction Clearinghouse: A Practical
Guide, ed., Clearinghouse Committee, Bibliographic Instruction
Section, ACRL (Chicago: ALA, 1984).

Survey On LRC Bibliographic Instruction

1. What type(s) or olevel� (s) of bibliographic instruction (BI)
does your LRC provide?
O required course

(av. enrollment: when offered ______)
D elective course
(ay. enrollment: when offered _____)

O course-related or course-integrated sessions
T O workshops or term-paper clinics

O individual classroom lectures/demonstrations

O orientation tours

O individualized instruction

2. What is usually otaught� during BI?

O the LRCTs layout: locating the catalog, collections, etc.

O the LRCTs resources, policies and general procedures
for patrons

O general instructions for using basic oresearch tools�
(i.e., catalog, periodical indexes, etc.)

O detailed instructions on the classification system,
choosing and using reference works, etc.

0 using A/V media (including computer software)

O general instruction on research techniques

O detailed instruction on research techniques

O other:

3. What instructional media and methods are used?

O lectures

O A/V media

O -self-instructional modules

O classroom exercises

Q library reference exercises

O research projects

O tests or quizzes

D bibliographies
O handouts
O handbooks
O displays, point-of-use instructions
Bro) est Vike a eeieonee pense eae ee GNM
4, How many times is BI (all types) usually provided each
quarter?
fall winter spring summer

5. Approximately how many people are otaught� each aca-
GeMIC VAN hea ee

6. Is the LRC responsible for all or most of the BI at your
school?

yes

no (please explain):

7. Who usually implements BI?

O the LRC director

O adesignated LRC staff member (position):

O most of the LRC staff, as needed or on a rotating basis

0 LRC staff and faculty member(s) jointly

O faculty member(s)

O other:

8. Roughly estimating, what percent of the faculty and school
staff:
O Request LRC orientations for their students
O Accompany students during BI sessions
O Plan BI jointly with the LRC staff for their students
O Present BI jointly with the LRC staff to their students
O Help evaluate BI
OQ integrate BI into their instruction

1986 Spring"21

O Make assignments requiring the use of LRC resources
O Require that their students master basic library skills
O Personally receive BI
O Promote BI and/or LRC use
Invite LRC staff members to departmental meetings
9. How does the LRC promote BI?
O via discussions with student patrons
via discussions with student non-patrons
via discussions with faculty/staff patrons
via discussions with faculty/staff non-patrons
via posters and/or displays
in LRC handbooks, handouts, etc.
in faculty/staff newsletters
in the student newspaper
in college catalogs and handbooks
in circulars distributed to the public
in local newspaper
O other:
10. What group(s) receive BI most often?
students in a particular course:
students in a particular program:
AA., A.AS., etc., degree candidates in general
occupational diploma (voc/tech) candidates in general
ABE/GED students
evening students
continuing education students
special credit students
faculty
O staff (non-LRC)
O community patrons

11. What goals does your LRC have for those who receive BI?
0 to help students find sources for their assignments
0 to help students meet certification requirements
0 to help students prepare for college transfer
0 to promote student LRC use in general
OD to encourage olife-long learning�
O to acquaint faculty and/or staff with LRC resources
0 to promote faculty and/or staff use of the LRC
O other:
12. Does your LRC have a written policy, statement of goals and
objectives, and set of procedures for BI?
O yes O no
13, What factors are considered in assessing needs for BI?
O LRC use patterns and/or circulation statistics
recurring reference questions
comments by students
comments by faculty and/or staff
student surveys
faculty and/or staff surveys
institutional self-study recommendations
student-body profiles
curriculum requirements
area occupational needs
pre- and post-tests given during BI sessions
0 other:
14, Does your LRC continuously and systematically evaluate its
BI?
0 yes O no
15. What factors are considered in formally or informally eval-
uating BI?
O changes in LRC use patterns and/or circulation statis-
tics
changes in the types of reference questions asked
comments by student participants
comments by faculty and/or staff participants
results of post-instructional questionnaires
results of BI tests and/or exercises
other:

rae eS)

a gf

eo

ft Get Bree: &

ga i i

Hoon

& Be) 2 eel

22"North Carolina Libraries

16. How would you rate, overall, the BI program on:

methods and media results/effectiveness
O inadequate O below expectations
0 needs some improvement O near expectations
O good O meets expectations
Overy good O exceeds expectations

17. What factors impede the implementation or improvement
of BI?

O insufficient time to work out the logistics (e.g., needs
assessment, teaching methods, evaluation)
inadequate or insufficient instructional materials
inadequate support funding
the need for more LRC staff
low LRC staff support
low faculty/staff support
low administration support
low student support
insufficient publicity
other:

|b Ca bf |

i a il

18. What plans does the LRC have for improving BI?

O working on program logistics

O investigating additional modes of instruction (e.g,
CAI modules, telecourses)

O securing additional funding

O encouraging professional development in BI

O working more closely with faculty and/or staff
improving publicity

O other:

19. How do you think library skills are most effectively learned
at your school by those who have never, or seldom, used a
library?

O informally, as the need arises
OD in a subject-area course, with the teacher's guidance

O in short-term BI session (i.e., orientations, etc.)
O other:

20. For the following items, please indicate whether you:
SA " strongly agree
A " agree
D " disagree
SD " strongly disagree
O Blis a minor element of my LRCTs services
O BI should be an important element of my LRCTs servi-
ces
O The faculty at my school should teach their students
basic library skills
O The faculty at my school should see to it that their
students know basic library skills y
O Prospective teachers should master, and be able to
teach, basic library skills as part of their education
O Bi needs more emphasis in library schoolsT curricula
O) BI should be required in the public schools
O) Avenues for professional development in BI (i.e.,
NCLA, LRA workshops, news on BI, etc.) are available
to me

0 The need for, and value of, BI is underrated by the
profession

MANY THANKS for your kind assistance ... and any addi-
tional comments you have.

Plese return the survey by Oct. 14th

Susan Janney, Assistant Librarian

Caldwell Community College LRC
1000 Hickory Boulevard |
Hudson, NC 28638 -

The COMCAT Chronicles:
The North Carolina Community Colleges

Union COM Catalog Project
Linda S. Halstead

During 1982, deliberations of the Automa-
tions Committee of the North Carolina Commu-
nity College Learning Resources Association in-
Cluded discussion of a possible major project. As
the automation trend approached our libraries,
the Automations Committee, in its leadership role
for the community college system, was imme-
diately concerned that some colleges under pres-
Sure to begin library automation might undertake
Projects that did not adhere to MARC standards.
The committee was also apprehensive that auto-
Mation systems might be chosen which would
inhibit future networking capabilities.

In March, 1983, upon a recommendation
from Shirley McLaughlin, LRC Director for Ashe-
Ville-Buncombe Technical College, the Automa-
tions Committee adopted a COM catalog project.
Marge Lindsay, then networking consultant from
the North Carolina State Library, and Vera
Fessler, a representative from General Research
Corporation, offered valuable information and
Support to the committee in making decisions
Concerning the project.

The committee decided that a COM catalog
Project would allow libraries to begin working
toward automation by building a data base in
Standard MARC format. This data base could be
updated by loading Solinet records made avail-
able through the North Carolina Community Col-
lege Media Processing Services. Further, this
Project would give the committee additional time
to study automation systems and formulate
Tecommendations for library automation. The
COM catalog would be a useful by-product allow-
Ing libraries to provide inexpensive microform
Copies of catalogs to off-campus teaching loca-
tions. This would benefit students on these cam-
Puses and help the colleges comply with new
Southern Association of Colleges and Schools
Criteria requiring services at off-campus sites. The

Sh

Linda s. Halstead, Librarian at Central Carolina Technical
College in Sanford, is Chairman of the North Carolina Com-
Munity College Learning Resources Association Automations
Committee, 1982-84, and Project Coordinator for The North

eee Community Colleges Union COM Catalog Project,
3-85.

committee members also felt that a union catalog
might enhance the chances for outside funding
while improving interlibrary loan services among
participating colleges. As a consortium, they
could be assured of better prices from vendors;
and the consortium would serve as a vehicle for
training and support as other colleges endea-
vored to develop COM catalogs.

In addition, the committee decided to send a
questionnaire to all learning resources centers in
the community college system to ascertain inter-
est in the project if, by chance, full or partial fund-
ing were available. When results of the question-
naire were obtained, a proposal to Occupational
Education Research Services in the Department
of Community Colleges would be submitted.

General Research Corporation (GRC) was
selected as the vendor because of time con-
straints in submitting the proposal and the
immediate availability of price information. Also,
possible advice and support were available from
Caldwell Technical Community College personnel,
who had also chosen GRC as their COM vendor.
Committee members had good reports about
GRC, and had heard horror stories about conver-
sion projects through other vendors. GRC had
offered special consortium prices, and the com-
mittee felt it would be best to keep to a minimum
the number of vendors building different data
bases within the community college system. Using
the same vendor would be less complicated in the
long run and improve networking and system
compatibility.

The committee sent out 58 questionnaires in
March. Thirty-five of these were returned. Twen-
ty-two colleges were interested in the project if it
were fully funded, and ten were interested even if
partial funding were available. Since only limited
funding was available from Occupational Educa-
tion Research Services, these ten institutions were
contacted to determine their willingness to par-
ticipate. Nine colleges were included in the pro-
posal: Asheville-Buncombe Technical College, Cen-
tral Carolina Technical College, Central Piedmont
Community College, Guilford Technical Commun-
ity College, Rowan Technical College, Sampson

1986 Spring"23

Technical College, and Wilson County Technical
Institute.

The proposal was delivered in June, and in
August the committee was notified that the proj-
ect was not funded. A meeting was held that
month at Central Carolina Technical College to
decide whether or not to proceed with the proj-
ect. Central Carolina Technical College offered to
serve as the coordinating/billing agency for the
consortium. The decision was made to organize
independent of the Learning Resources Associa-
tion. Those institutions that wished to be included
in the consortium were asked to notify the project
coordinator by September 15.

As work progresses, it is impor-
tant to keep up with the edit-
ing process.

The original eight project institutions were
Asheville-Buncombe, Brunswick, .Carteret, Cen-
tral Carolina, Guilford, Rowan, Sampson, and Wil-
son. In September the consortium members
discussed the COM catalog process, decided how
often catalogs would be produced, who would be
the contact person at each institution, and if any
other union products were desired. By late Sep-
tember, a contract was received from GRC, and in
mid-October the consortium members met at
Central Carolina Tech to develop parameters
which would determine the appearance of the
catalogs. In November the members met at Guil-
ford Technical Community College for a training
workshop led by personnel from Caldwell Techni-
cal Community College. The parameters and final
contract were then mailed to GRC.

The new year brought new members for the
consortium. Vance-Granville Community College
and Cape Fear Technical Institute joined in Janu-
ary and Craven Community College in April. The
first input was sent by Wilson Tech in February
1984. Most of the other original eight institutions
began inputting in March and April. In May,
Media Processing Services offered to conduct
MARC workshops for the members. This helped to
conquer fears about MARC coding. Several meet-
ings were held throughout the year to discuss the
progress of the project and problems being
encountered.

By January 1985, the consortium members
were feeling fairly confident about the system
when GRC informed the group that they would be
phasing out the present method of input and
changing to microcomputer input through their

24"North Carolina Libraries

new software, COM/QUEST. This announcement
caused considerable panic. A few institutions
were happy with the change, but most were con-
cerned about requesting more equipment money
as well as adjusting to a new system. In February,
the decision was made to contact other vendors
and explore other available options to reassure
the consortium that GRC was the best vendor for
the project.

In March 1985, Media Processing Services
requested Solinet archive tapes which were avail-
able for the period of August 1983 through
December 1984. During the LRA Conference in
March, subcommittees were organized to review
vendor proposals and to do research on COMCAT
orientation for patrons and staff.

In June, Media Processing Services notified
the consortium that they were subscribing to
archive tapes for all the community colleges,
allowing records to be extracted for COMCAT
updates. A meeting was held at Carteret Techni-
cal College for a GRC COM/QUEST demonstra-
tion. This demonstration and the report of the
subcommittee studying vendor proposals resulted
in the decision to retain GRC as the project

vendor.

During the summer, consortium members
worked frantically to complete their data input
before the final cut-off date in September. Only
three colleges finished inputting their mono-
graphs entirely. The others plan to complete
monographs during the coming year, clean up the
inevitable errors, complete authority work, and,
in most cases, input audiovisual collections. Some
of the members who began to use QUEST during
the summer rush were surprised and pleased
with the speed of the new process.

In October, the colleges received their COM
catalogs. Union catalogs were also mailed. The fol-
lowing month, Shirley Gregory, Librarian at Wil-
son Tech, became project coordinator. South-
eastern Community College was welcomed into
the group as a new member of this growing con-
sortium.

Membership in the consortium is flexible,
allowing new members to join at any time. To join
the consortium, a college contacts the project
coordinator, who sends the new member infor-
mation and helps to establish parameters and
procedures. The new member sends the coordi-
nating institution a letter of commitment agree-
ing to be responsible for its share of the costs of
the project.

In addition to responsibilities for the orienta-
tion of new members, the project coordinator
handles day-to-day problems, serves as liaison

between the vendor and consortium members,
disseminates information about the project,
Serves as a general resource person, calls meet-
ings when required, and bills members for their
Share of the NCCC Union COM Catalog Project
invoice from GRC.

Some questions that need to be addressed
before considering a COM catalog project concern
the physical and human requirements, the proce-
dures, the cost, customer support, and the poten-
tial for finding a match, or hit, with the
bibliographic records available in the vendor's
data base. These questions can be answered from

the experience of the NCCC Union COM Catalog

Project with General Research Corporation only.
A questionnaire was sent to the project partici-
Pants to aid in the formulation of answers to
these questions.

Concerning the question of physical require-
Ments, initially the inputting process required an
IBM Selectric typewriter equipped with a special
typing element, special ribbon density, and special
Computer paper designed for optical character
recognition (OCR) typing. Computer errors result-
�,�d from wrinkles, spots, or flaws in the paper,
faulty ribbons, or poorly corrected typing errors.

GRC later phased out this system and
advised the consortium that the new contract of
November 1, 1985 would require the use of their
COM/QUEST software. The hardware required
for QUEST included: an IBM-PC compatible micro-
Computer, PC-DOC 2.0 or later, with 256K of
Memory; a single disk drive; monitor; and a 1200
baud modem. No problems occurred from using a
telephone line through the college switchboard.
This line was specially programmed to allow
direct long distance dialing for inputting COM
Catalog data, on-line searching through Dialog,
and electronic mail.

Concerning the question of personnel, the
Project places a heavy load on staff. In a small
library, it is difficult to take on any other projects
while conversion is under way. This was the most
frequent negative response mentioned by project
Participants. Three questionnaires were not re-
Ceived from the consortium members; but of
those received, six replied that they had hired
additional staff. In all but one institution this was
a full-time position or the equivalent in part-time
Personnel.

It is, perhaps, ideal to have one full-time per-
Son responsible for the whole procedure. Partici-
Pants found that the person need not be a
Professional. Clerical personnel were trained very
Successfully to fill the position. It is more impor-
tant that the person hired be someone who is

detail conscious and capable of sustaining inter-
est and attention through the often boring peri-
ods of straight numerical input. In answering a
question concerning how comfortable the person
felt doing MARC coding, all replied that once the
person actually became involved and had some
experience coding some records, they lost their
initial fears and began to feel quite comfortable.

Several of the participants had problems
with turnover among staff members assigned to
the project, which resulted in additional time
spent in training new personnel. Because of the
temporary nature of the position, it would be wise
to expect to lose personnel to permanent posi-
tions elsewhere. One of the project participants
suggested training a back-up person for each proj-
ect task. If the person is not a professional, then
professional time must be allotted to answer
questions resulting from coding records and from
problems discovered through editing the biblio-
graphic record retrieved from the data base. If
the record which was pulled from the vendorTs
data base to match an ISBN or LCCN does not
precisely correspond with the shelf list card, deci-
sions must be made about whether the differ-
ences are acceptable. A record of decisions made
would help this editing process proceed more
smoothly while assuring consistency and helping
to eliminate repeat questions.

Of the eight institutions returning question-
naires, five utilized work-study students. They
were given tasks such as inventory, matching edit
sheets and shelf lists, proofing, typing, looking up
ISBNs and LCCNs, filing, and sorting. Union
members changing to LC classification during the
conversion process also trained students in re-la-

belling cards and books.
As a rule of thumb, the following procedures

apply for most conversion projects. Begin by
weeding the collection. DonTt waste valuable time
inputting materials that should be discarded.
Then take an inventory of the collection to avoid
including materials that are missing. If the shelf
list does not have an ISBN or LCCN, check the
books during the inventory process. Most vendors
use these numbers to match books with biblio-
graphic records in their data base. The project
participants were instructed to prefer an LCCN
over an ISBN when inputting and an ISBN on a
card over one in a book when they were different.
The COMCAT group consulted the following sourc-
es to locate numbers: the book itself, Books In
Print, the union microfiche for the Kansas Net-
work (provided by GRC), American Book Pub-
lishing Record, the Dialog Remarc data base, and
Media Processing Services. Based on our own ex-

1986 Spring"25

perience at Central Carolina Tech, coding a
record was quicker than consulting several sourc-
es. Only the book and the Kansas Network micro-
fiche were checked. Later in the project, many
problems were solved through the assistance of
Media Processing Services staff, saving the partic-
ipants many hours of searching and coding. If a
change to LC classification is contemplated,
remember when checking for ISBNs and LCCNs to
record a call number that might appear in the
book or on a union list if one does not appear on
the shelf list card.

The next step is to begin inputting records,
making sure to record what has been done with
each bibliographic item. For example, was a LCCN
typed or was it an original entry, has it been
edited, was it xeroxed and sent somewhere for
searching, etc.? The Record Control Number was
circled or written on the shelf list when the check-
ing was completed. This Record Control Number
is the number assigned to the bibliographic
record in the data base and must be used when
updating or deleting a record. At Central Carolina
the project staff made an initial pass through our
card catalog, inputting all records which showed
an ISBN or LCCN. Through the editing process the
staff could then become more comfortable with a
MARC record. One of the other colleges input
their collection by completing one shelf list
drawer before beginning another.

The Library of Congress published MARC
Formats for Bibliographic Data, a helpful refer-
ence for use in MARC coding decisions.

As the work progresses, it is important to
keep up with the editing process. It is so easy to
get behind in the beginning when a large percen-
tage of the collection is being input. This is espe-
cially true when using the method of entering all
available ISBNs and LCCNs at once. In planning
deadlines, remember to allow extra time at the end
of the project for final clean-up and authority
work.

Vendor costs averaged 25 cents per record.
Those schools responding to the questionnaire
reported costs were very close to their budget
estimates. The vendor costs included data base
maintenance, input charges, edit lists, freight
charges, production costs for 14 union catalogs
and an average of 8.64 individual catalogs,
authority control for a few schools that had com-
pleted their authority work, cross references, soft-
ware licensing, user manuals, and the supplies
used in the beginning of the project for OCR input.
These figures do not include staff and equipment
costs which have varied from institution to insti-
tution. The union catalog is expensive to produce;

26"North Carolina Libraries

however, consortium members share other costs,
such as data base maintenance and software
licensing. Having the union catalog for inter-
library loan purposes is an obvious benefit to the
participants.

Customer support from GRC was excellent.
They provided a toll-free number, and were will-
ing and available to answer all questions. When
problems were discovered, they helped solve
them.

The union catalog is expensive
to produce; however, consor-
tium members share other
costs such as data base main-
tenance and software licens-
ing. Having the union catalog
for inter library loan purposes
is an obvious benefit to the
participants.

Shirley McLaughlin determined, with a few
edit lists remaining to be checked, that Asheville-
Buncombe Tech had averaged spending approx-
imately 9.5 minutes per title. With the first college
inputting in February 1984, four more beginning
in March, three more in April, and one more in
May, by July the colleges had entered 53 percent
of the records that would comprise our data base
fourteen months later. There are two reasons for
this. First, most of the participants went com-
pletely through their shelf list catalog inputting
ISBNs and LCCNs before tackling problems.
Secondly, project staff members were not at this
time heavily involved with editing. Five of the col-
leges responded that their staff had coded an
estimated average of 17.4 percent of their collec-
tion for original input.

Seven of the eight institutions responding to
the questionnaire stated that the project had
taken longer than planned. Comments were:
oSuch projects USUALLY take longer than antici-
pated.� oNo previous experience upon which to
base time requirements.� oStaff changes required
retraining ...�

The project went faster and smoother for
those libraries that chose not to convert their col-
lections from Dewey Decimal classification to the
Library of Congress system. Their staff had less
difficulty matching edit lists and did not have to
spend time looking for classification numbers

which did not appear on the data base record.
However, only one institution that had chosen
this time to reclassify its collection had second
thoughts about the decision. The majority felt
that this was the best time to complete this addi-
tional project, and that the LC classification sys-
tem was better suited to technical collections.
Some libraries had several shelves of books for a
Particular curriculum classified in one truncated
Dewey number. Many of the call numbers had
changed through different editions of Dewey.
Since a change in classification was considered
necessary, it would be best to incorporate this
Process into the project. Staff and patrons would
then have time to become familiar with the new
System before automation required a further
adjustment. If automation seems traumatic for
Some people in any case, the less complicated the
Process the more likely the new technology will be
accepted by both staff and patrons.

SRR a SRE ET

The final data base report
Showed an overlap of holdings
of only 30.6 percent.

ee oo

The final data base report showed an overlap
of holdings of only 30.6 percent. This relatively
Small percentage was surprising given the fact
that the collections are small and contain many of
the same reference books. Also, there is duplication
of curricula among many of the colleges.

Since the first union catalog and individual
COM catalogs were delivered in October 1985; it is
Still too early to assess the impact of the union
Catalog on interlibrary loan activities as well as to
determine the acceptance of the COM catalog by
library patrons. In most cases, the colleges are
Still in the process of changing old Dewey book
labels to the Library of Congress call numbers
appearing on the COM catalog. Patrons who have
used the COM catalog, however, seem to be
accepting the new format.

It is expected that the union catalog will
�,�xpedite the response time for interlibrary loans
by allowing each college to call directly the library
Owning requested material and have it delivered
through the state courier. Many of the institutions
have already joined the North Carolina Educa-
tional Computing ServiceTs Mail/News service and
Plan to use this for interlibrary loan requests and
Messages. With subject access to collections, the
Consortium members can now fill many requests
Previously referred to libraries outside of the

community college system. This will strengthen
our already strong cooperative ties and may lead
to further networking.

At the beginning of the project library per-
sonnel expressed various rationales for convert-
ing to a COM catalog: a first step towards
automation; a desire to be ready to participate in
area and statewide networking; easy conversion
to LC classification; elimination of manual labor
involved in catalog card maintenance resulting
from revisions of Dewey, AACR II, new filing rules;
elimination of filing cards altogether; provision of
multiple catalogs in various locations; elimination
of space problems in housing additional card
catalogs; and provision of a union catalog for
interlibrary loan.

The project was a new challenge and a learn-
ing experience for all of the consortium members.
Each of the participants has gained valuable
information that it is willing to share with others
contemplating a conversion project.

Although the group reports having a stressful
year, they were fortunate to have library staff
members who could see the advantages of the
project. At meetings, the positive attitudes of the
members were impressive. The project partici-
pants felt that automation was imminent and
wanted to be prepared to take advantage of it as
soon as it became feasible for them. It is, perhaps,
understandable that in technical and community
colleges many librarians are open to new technol-
ogy. When automation reaches us, we will be
standing with our magnetic tape in hand, ready
and waiting and waiting and waiting .... al

This publication iy

is available

in microform
from University
Microfilms
International.

Call toll-free 800-521-3044. In Michigan,

Alaska and Hawaii call collect 313-761-4700. Or
mail inquiry to: University Microfilms International,
300 North Zeeb Road, Ann Arbor, MI 48106.

1986 Spring"27

The Educational Preparation Available
for LRC Professionals

Joanne Sneed and Lee W. Finks

The learning resources center of the two-year
college gets very little attention from the research
sector of librarianship, especially compared to the
academic, school and public library. The reasons
for this can only be guessed at: our practitioners
are busy and problem-oriented people, and
library school professors seem to find other areas
more to their taste.

One of the few things that seems to be gener-
ating research into the learning resources center
is the much dreaded omasterTs paper� that is still
required in many MLS programs. One of the
authors of this article recently went through this
familiar ordeal, concentrating her attention on
the LRC"specifically on the educational prepa-
ration available for the two-year college librarian.

In reviewing the literature on the subject, the
investigators encountered a recurrent theme.
Two-year colleges were different in substantive
ways from other types of academic institutions
and had a different sense of mission that required
a different way of doing things. This carried over
to the learning resources center. Research reports
and academic writings reflected a strong belief
that this new library form required a type of
library education different from that which was
traditionally available. Other research probed the
curricula of library education and found a scar-
city of courses that were aimed at preparing the
LRC librarian.

This phenomenon"the gap between the per-
ceived need for special preparation and the
actual availability of special preparation"be-
came the focus of this piece of research. A ques-
tionnaire was sent to all fifty-nine of the ALA
accredited library schools in April of 1985. It
sought information about curricular and noncur-
ricular offerings, and also probed educatorsT atti-
tudes towards this particular area of professional
education.

Review of Past Research

A review of pertinent research done over the

Joanne Sneed is a student and Lee Finks is Associate Profes-
sor in the School of Library Science at North Carolina Central
University in Durham.

28"North Carolina Libraries

past twenty years in response to the development
of the learning resources center program should
help the reader to understand the present-day
problem.

In 1968, Fritz Veit recognized that junior col-
leges were changing, that public junior colleges
were becoming larger institutions with a com-
munity orientation and that this changed the
nature and extent of library services.! Concerned
with the preparation of librarians for junior and
community college work, he collected data on the
offerings of ALA accredited library schools. He
submitted to each a short questionnaire which
drew information on special courses offered,
workshops and institutes for practicing librar-
ians, etc.

All schools responded to this survey and it
showed that not a single school included a course
designed for this type of library. Two schools
offered seminars and two held or co-sponsored
workshops, institutes or conferences on the jun-
ior college library. Schools having courses dealing
with specific types of libraries advised students to
take the college and university libraries course. In
a considerable number of schools more specific
attention was given through the option of
directed reading or the selection of pertinent
reports.

Veit concluded that educators felt prepara-
tion for community and junior college librarian-
ship was essentially the same as for four-year
college librarianship. It was recognized that each
had its own characteristics which deserved spe-
cial consideration. He did not foresee the addition
of courses in the near future. He expected the
general college library course, with directed read-
ing and selected reports, to continue to be the
type available. It seemed probable that seminars
in the junior college would be offered to supple-
ment this course. In reporting his research Veit
stressed to library educators that the professional
librarian in most junior colleges held faculty sta-
tus and therefore should have acquired teaching
skill and should know the characteristics of the
student body and the total academic environ-
ment.

As community colleges continued to grow

and develop, the library distinguished itself as a
center for all types of resources for teaching and
learning. The oAACJ-ACRL Guidelines for Two-
Year College Learning Resources Programs� were
adopted in 1972. The role of the librarian was
expanding and attention turned to community
college library professionals to identify the types
of preparation that would be most useful.

Two researchers, Elizabeth Matthews? and
Shirley Edsall?, made nationwide surveys in 1972
and 1973 respectively. Though differing in focus
Somewhat, these confirmed that basic core library
courses were regarded as very valuable prepara-
tion. Those surveyed in these studies also ex-
pressed a need for preparation in audiovisual
materials selection and administration, commu-
nity college education, library and learning
resources administration, educational technol-
ogy, design and production of media, curriculum
design and computer science.

As a result of EdsallTs research findings and a
grant awarded by the U.S. Office of Education, the
University of Indiana Library School sponsored a
program to prepare persons of minority back-
ground as community college librariansT. The
Program objectives focused on knowledge of the
Philosophy of the LRG; its relation to the total
educational program of the college; and the
attainment of skills and competencies to run a
center. The program offered regular library
School courses based on the needs expressed in
the previous survey research. There were also
Courses on the community college and on LRC
librarianship. The external evaluatorTs report said
that the program could be used as a model by
library schools to develop a community college
library course as part of their masters degree
Program.

The growth trend continued through the
1970s. The increase in the size and number of
Community colleges together with the 1979 ALA
Quantitative standards and the revised guidelines
Promoted further innovative developments in the
LRC. At the same time, changes were also taking
place in library education. Consequently a second
Study of the status of community college librar-
ianship in library schools was made in 1980. Ruth
Person polled schools using a questionnaire sim-
ilar to that used by Fritz Veit. Person reported
that six schools had a course for community col-
lege librarians and that thirty-six offered an aca-
demic library course which included the commu-
nity college library. About one-half of these
Schools also offered courses identified by Mat-
thews and Edsall as being important preparation.
Three encouraged students to enroll in general

education courses in the community college and
several offered a practicum.

In 1982 Marilyn Lary collected data from the
directors of Florida community college learning
resources centers®, This survey inquired about the
most obvious weaknesses in the preparation of
professional staff and about the competencies
that would be sought in future employees.
Respondents most often named lack of computer
awareness as a weakness. Lack of expertise in
design and production and curriculum design
were also frequently given. Competencies that
would be sought after in the future were identi-
fied as reference service, bibliographic instruc-
tion, computer operations and applications,
media design and production and curriculum
design.

Methodology

Given the changes in library education, the
two-year college LRC and the employment situa-
tion since the late '70s, a new survey was designed
to shed light on how American library education
was responding to the needs of would-be LRC
professionals. In April of 1985, questionnaires
were mailed to the deans of the 59 ALA accred-
ited library schools and 52 of these were com-
pleted and returned for a response rate of 88%.

The questionnaire used was composed of two
parts: Part I seeking information about the prac-
tices of the library school and Part II seeking
some indication of educatorsT attitudes toward
two-year college librarianship as a speciality. The
six questions in the first part asked about courses

_ that were included in the curriculum, noncurricu-

lar offerings, and interdisciplinary or other
courses recommended to an interested student.
Respondents were asked reasons for not includ-
ing special courses and encouraged to add
general comments.

Part II was composed of six attitude state-
ments concerning the need for special courses,
the obligation of the profession to support this
area of librarianship, and the future outlook for
the community college and the learning resources
center. Two statements reflected each concept,
one expressed in a positive way and the other
negatively. Structured responses were ostrongly
agree,� otend to agree,� otend to disagree,� and
ostrongly disagree.�

Results

It is difficult to identify strong trends or sig-
nificant correlations when the current research is
compared to the previous studies described

1986 Spring"29

above. Certain differences from the Veit and Per-
son findings will be noted, and new information
on curricular offerings, etc., will be presented.
Among the most helpful data were the comments
of the respondents, which will also be represented
below.

Veit found in 1968 that no schools had yet
offered courses focused on the two-year college,
but that library schools seemed to be aware of a
developing need since institutes and workshops
were being considered by a few. Person reported
in 1980 six schools with special courses. In 1985
only three schools regularly teach courses, while
three teach courses if there is sufficient interest.
In 1968, schools offering courses dealing with
specific types of libraries advised students to take
the college and university libraries course. Person
said in 1980 that thirty-six schools included the
two-year college in the academic library course.
In the current survey, thirty-two advise taking
such a course. Only four mentioned that the LRC
received significant attention in the course, how-
ever.

Veit reported that students were able to fol-
low a special interest through directed reading
and special reports. In 1985 this is still a means of
individualized learning where special courses are
not taught. PersonTs study showed that three
schools encouraged students to enroll in general
education courses and that several had a practi-
cum for community college experience. In reply to
the current survey, nine schools indicated they
would suggest an interdisciplinary curriculum,
two specifying education courses. Twenty-two
schools would offer a practicum, internship or
field study.

Two-year colleges were differ-
ent in substantive ways from
other types of academic insti-
tutions and had a different
sense of mission that required
a different way of doing things.
This carried over to the learn-
ing resources center.

When the courses now offered by schools giv-
ing special attention to two-year college librarian-
ship are compared to those identified by
Matthews, Edsall and Lary, one finds a corres-
pondence. Courses now being taught in these
three schools are:

30"North Carolina Libraries

Introduction to the Theory and Practices
of the LRC in Higher Education and
Industry
Media and Learning Resources Centers in
Post Secondary Education and Indus-
try
Media Center Administration
Management of Information Agencies
Instructional Development
Theories of Educational Communication
Microcomputer Courses
Although there was no question to elicit
information about courses in the general curricu-
lum that would satisfy needs found by these three
researchers, several respondents mentioned the
following:
Nonbook Acquisition and Cataloging
Media Utilization and Production
Information Systems
Microcomputers in Libraries
Reference and Bibliography

Attitudes of Library Educators

When the responses to Part II, the attitude
statements, were evaluated as a whole, it was
found that the mean attitude toward the com-
munity college librarianship was essentially neu-
tral. The mean score was calculated to be very
close to 2.5, based on a 1-4, negative to positive,
scale. Of the statements, those concerning the
need for professional commitment scored slightly
more positively than those concerning the inclu-
sion of special courses and the future of the
community college. When grouped according to
the treatment of two-year college librarianship in
the curriculum, it was seen that schools actually
offering courses scored most positively, with
those offering courses according to interest scor-
ing somewhat less positively. On the scale of 1 to 4
these were 3.28 and 2.97 respectively.

Schools offering the academic libraries course
and other options averaged a score of 2.3; while
those offering only the academic libraries course
scored 2.28, the lowest mean score. The group of
schools that offered no academic library course,
but offered a practicum, internship, independent
study or other options scored 2.45 and schools
showing no specific options scored 2.49. The table
below represents these relationships in more
detail.

Comments added by respondents to this sur-
vey revealed a lack of agreement concerning the
degree of specialization needed to prepare for
community college librarianship, and also the
appropriateness of this specialization in a mas-

Table of Average Scores of Paired Attitude Statements

Attitudes
Toward Special Toward Toward Future
Group N Course Professional of Community Mean
Commitment College
1 3 3.33 3.5 3 3.28
2 3 2.92 3.25 2.75 2.97
3 18 2.11 2.4 2.4 2.3
4 13 2.06 2.34 2.45 2.28
5 7 Pali 2.86 2.32 2.45
6 8 2.13 2.87 2.47 2.49

Group 1: Schools Offering Special Courses |

Group 2: Schools Offering Special Courses if Demand ;
Group 3: Schools Offering Academic Libraries Course and Other Options
Group 4: Schools Offering Academic Libraries Course Only

Group 5: Schools Offering Other Options Only
Group 6: Schools Offering No Specific Options

terTs degree program. While the opinions repres-
enting schools presently having courses were
quite positive, those not teaching courses regu-
larly showed a less committed attitude. One edu-
cator wrote:

oI donTt offer my course [regularly] because
thereTs just no demand. Also, I think that 4-year
academic libraries have adapted some of the
practices and forward-thinking ideas of LRCs
which mean that old differences between 2-yr.
and 4-yr. colleges are becoming less distinct. I
donTt think they [LRCs] are as unique as they
were 10 years ago.�

A large group expressed the belief that the
requirements are not significantly different from
other academic libraries. The academic libraries
curriculum"with perhaps the addition of inde-
Pendent study, a practicum or internship"was
felt to be adequate preparation. A respondent ex-
plained:

oWe now offer a course in ~Academic Librar-
iesT which is actually a practicum designed to
respond to the studentsT specific interest in that
broad area of service. If a student is interested in
LRC service, the practicum is designed in that
environment.�

Another said:

o.., student can basically design his own pro-
gram taking media courses, management, aca-
demic libraries, technology and independent
study.�

One North Carolina respondent commented:

oThere is enough flexibility in our program to
accommodate the occasional student through
higher education here and at NCSU.�

A group who acknowledged having had expe-
rience in a learning resources center, or who had
studied it extensively, does believe the diversity of
its clientele, resources and services set it apart
from more traditional college and university
libraries. However, a few of these see it as a com-
posite of library types"academic, school, techni-
cal school and public library. These would
approach the need by advising diverse type-of-li-
brary courses. One respondent wrote:

oMy entire professional career was spent in
the community college library. I feel strongly that
community college librarianship is a mix of pub-
lic and academic librarianship. We have courses
in both those areas which I recommend com-
munity college-bound students to take. I think
their preparation is adequate.�

A different approach suggested was the
abandonment of type-of-library courses. One
respondent who had studied community college
librarianship extensively felt that it did not
receive adequate attention in the confines of the
academic libraries curriculum. The solution pro-
posed was to replace the type of library course
with administrative courses that focus on com-
munity analysis and planning. From the group
not having type-of-library courses, one respond-
ent expressed a similar concept:

oOur curriculum is aimed at providing a
general theory base, some tools courses"i.e.,
needs assessment, systems analysis, research
methods"and opportunities for in depth study
in such areas as the educational function of
libraries and other information systems ... We do
not offer courses by type of library ... The specific
techniques associated with an LRC are best
learned through continuing education programs,
on the job, or through practicum experience
(which we encourage).�

1986 Spring"31

The feeling that LRC librarianship is too spe-
cialized for concentration at the masterTs degree
level was expressed by several educators. One
said:

o... In my experience students may tell us
(or themselves) that they plan to work in an LRC,
but they will apply for whatever job becomes
available ... I cannot believe that this level of
specialization is appropriate at the basic mas-
terTs degree. Perhaps as part of continuing edu-
cation or training.�

One school that does have special courses
does not at the present offer a full concentration
which, in its opinion, deals effectively with the
LRC concept. The respondent noted that:

oTo be truly effective the LRC concentration
would require more emphasis on instructional
design and application of media technologies"
we are probably talking about 42-48 semester
hours. The job market has not been sufficient to
justify a longer MLS degree or an M.Ed. in
instructional design. The ideal might be a joint
masterTs in library science and instructional
design.�

In summarizing the comments, we could con-
clude that student interest is the most often
named factor determining the inclusion of courses
for two-year college librarianship. Interest dove-
tails with employment opportunities. In 1985, the
lack of a job market has not completely obliter-
ated the slight trend toward special courses that
began in the 1970s, but it has taken its toll. It has
become less practical for students to concentrate
in a narrow area. Consequently it is less feasible
for schools to offer this narrowly focused type of
library course at the masterTs level.

One way of filling the gap, at least partially, is
the greater flexibility in programming that is now
found in more and more schools. It was shown
that the number of schools offering a practicum,
internship and advising interdisciplinary educa-
tion courses has increased since 1980. Another
expression of flexibility is found in the philosophy
of emphasizing similarities rather than differen-
ces, and teaching students to assess the environ-
ment and to solve individual problems using basic
knowledge.

This study suggests that there is an area for
cooperation between LRCs and library schools
which might be considered more seriously"that
of making internships and practicum opportuni-
ties more widely available. An ongoing dialogue
between library schools and LRC administrators
might enlighten the academicians as to the reali-
ties of life and enable schools to meet the needs of

32"North Carolina Libraries

continuing education for professionals more
effectively.

The feeling that LRC librarian-
ship is too specialized for con-
centration at the masterTs de-
gree level was expressed by
several educators.

Conclusions

Looking at the rather oluke-warm� attitudes
of library educators toward the LRC and taking
into consideration the thought and analysis
expressed in their descriptions of the different
curricula, we might draw a few general conclu-
sions. First, the two-year college LRC can not
count on much support from library education, at
least as far as specialized course offerings are
concerned. Second, there is general agreement
that. LRC librarianship does have its own needs
that should be met in one way or another.

This piece of research, as other research
before it, focuses our attention on the options of
continuing education and staff development.
Perhaps the next step is the practical one of
developing the necessary linkages between prac-
ticing librarians and the various educational arms
of the profession.

References

1. Fritz Veit, oTraining the Junior College Librarian,� Journal of
Education for Librarianship 9 (Fall 1968): 108-115.

2. Elizabeth W. Matthews, oUpdate in Education for Community
College Library Administrators,� Journal of Education for
Librarianship 19 (Spring 1979): 304-311.

3. Charles Hale and Shirley Edsall, oThe Education of Commu-
nity College Librarians,� Journal of Education for Librarian-
ship 16 (February 1975): 75-78

4. Ibid, p. 78-82

5Ruth J. Person, oEducation for Community College Librarian-
ship: An Update,� College and Research Libraries News 42 (Sep-
tember 1981): 269-271.

6. Marilyn Lary, oEducation for the Community College Librar-
ian,� Community and Junior College Libraries 2 (Spring 1984):

51-59. all

Copies of articles from

this publication are now
available from the UMI
Article Clearinghouse.

lt :

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300 North Zeeb Road, Box 91 Ann Arbor, MI 48106

Library Involvement in
Literacy Education Programs
of the North Carolina
Community College System

Elinor Vaughan

The prevalence of illiteracy in the most pros-
Perous nation on Earth has generated a great
deal of publicity in this decade. On the national
level, in 1982 a highly publicized report in U.S.
News & World Report stated that twenty-three
million Americans, or one in five adults, lack the
reading and writing skills to minimally cope with
life in our society; one fifth of the adult population
was therefore described as functionally illiterate.!
In 1983 the report of the National Commission on
Excellence in Education proclaimed that o... our
nation is at risk through the erosion of basic
Skills,�2

The March, 1985 publication, Illiterate Amer-
ica, contained the suggestion by author Jonathan
Kozol that the report of the National Commission
On Education had actually understated the prob-
lem of illiteracy: oWhen we are told by those who
Write commission studies that our nation is at
risk, we need to ask whether that risk is not much
greater and far less mechanical than they suggest.
It is the risk of ceasing to be a democratic nation
altogether.�

Kozol illustrates his alarm by stating that
Sixty million Americans, a third of the adult popu-
lation, cannot read the front page of a news-
Paper.~ The lack of literacy skills prevents many of
these adults from finding employment in a society
Which demands increasingly complex skills of its
Workers. Usually illiterate Americans exert little
influence in the political process; therefore they
are powerless to help their children escape a sim-
ilar fate, and the cycle of illiteracy is perpetuated.®

More startling facts were reported in April,
1985, in USA Today: the United States ranks for-
ty-ninth in literacy among the 158 members of the
United Nations; yet most illiterates have com-
Pleted at least twelve grades.é

. Lg

Elinor Vaughan is Librarian at Stanly Technical College in
Albemarle.

The implications of functional illiteracy for
the American economy and defense were public-
ized in August, 1985, by the report Literacy at
Work, prepared by the Northeast-Midwest Insti-
tute and funded by the American Can Company
Foundation.T Referring to the report, which was
presented during the House Education and Labor
CommitteeTs hearings on illiteracy in this nation,
the committee chairman, Representative Augus-
tus Hawkins of California, stated that the inability
of citizens to function effectively in society costs
the government about 225 billion dollars in wel-
fare payments, crime, incompetence on the job,
lost tax revenue, and remedial education expend-
itures annually.®

North Carolina is third among
states in the percentage of
adult illiteracy in the popula-
tion.

Illiteracy as a societal problem has also been
publicized in recent months in North Carolina.
The involvement of the North Carolina Communi-
ty College System in an intensified effort to com-
bat illiteracy in the state was announced on
August 8, 1984, by the president of the North
Carolina Department of Community Colleges,
Robert W. Scott, who officially inaugurated a two-
year program to promote literacy education, the
oNorth Carolina Adult Literacy Awareness Initia-
tive.� Scott stated that illiteracy o... is an eco-
nomic problem ... It is a social problem .... It is a
human problem.�9

In a subsequent message to the personnel
who work in literacy education programs in the
North Carolina Community College System, Scott
provided some figures which illustrate the magni-
tude of the problem of illiteracy in the state:

1986 Spring+"33

o835,620 is not a telephone number or a quarter-
backTs signal. It is the number of North Carolina
adults over the age of 25 who have less than an
eighth-grade education. This number exceeds the
combined populations of Charlotte, Raleigh, Win-
ston-Salem, and Greensboro. Another figure, 1.5
million, signifies the number of adults in our state
who have not completed their high school educa-
tion, a number greater than the combined popu-
lations of Wake, Guilford, Cumberland, Forsyth,
Durham, and Gaston counties, six of the most
populous counties in North Carolina. Only two
other states in the union have a higher percent-
age of the work force without high school diplo-
mas.�0

In August, 1985, the second year of the two-
year oAdult Literacy Awareness Initiative,� the
effort to reach more illiterate adults in need of
instruction in basic literacy skills was launched by
both former governor Robert W. Scott, now the
president of the North Carolina Department of
Community Colleges, and the present governor of
the state, James G. Martin. Both spoke of the vast
numbers of North Carolinians who have been
adversely affected by illiteracy and of the effect of
their lack of basic skills on the economy of the
state. Scott stated that despite a forty-eight per-
cent increase in enrollment in Adult Basic Educa-
tion classes from 1981 to 1984, only six percent of
adults in need of literacy education have been
reached." Scott also stated that low productivity,
absenteeism, and poor quality work are often
associated with illiterate workers, and he con-
tinued that literacy education programs ocan and
do indeed turn a tax burden into a taxpayer.�

The social and economic implications of illi-
teracy cited by President Scott were underscored
by Governor Martin when he stated, oThe loss of
human potential to our people, our economy, and
to our stateTs future is enormous. Industries who
are considering coming to North Carolina want to
be assured of a literate and trainable work
force.�2

Across the state, newspaper editorials have
publicized the need for the alleviation of the prob-
lem of illiteracy in North Carolina. For example,
the lead editorial in the Winston-Salem Journal
of Sunday, August 11, 1985, noted that North
Carolina is third among states in the percentage
of adult illiteracy in the population, and this
situation has resulted in an oilliteracy penalty�
being imposed on the state in terms of a less
knowledgeable citizenry and a drain on the econ-
omy. The editorial concluded with the sugges-
tion that the repeal of the penalty of adult func-
tional illiteracy oshould become a high priority on

34"North Carolina Libraries

the agenda for North Carolina and the nation.�4

The Role of Libraries

The urgency of the need for literacy educa-
tion in the decade of the eighties at the state and
national levels has been highlighted; a related
topic is an exploration of the role of libraries in
supporting the impetus for literacy education.

At the national level the voices who support
the literacy education movement and the role of
libraries in this mission have been apparent. Writ-
ing in 1981, Henry Drennan of the Research and
Demonstration Branch, Office of Libraries and
Learning Technologies, United States Department
of Education, described in general terms the
commitment of librarians to the cause of promot-
ing the value of literacy: oLibrarians, with other
educators, share a deep unease about illiteracy.
Their concern is rooted in the power of the writ-
ten word to overcome social disabilities and to
furnish opportunity for well-being.�®

In 1983 librarians responded positively to the
urgency of the report of the National Commission
on Excellence in Education by participating in the
Libraries and Learning Project, sponsored by the
United States Department of Education, Center
for Libraries and Education Improvement. Sug-
gestions for implementing the recommendations
contained in A Nation at Risk were gathered in
Libraries and the Learning Society; Papers in
Response to a Nation at Risk.'* Representing aca-
demic librarians, Richard M. Dougherty discussed
the responsibility to students with poor literacy
skills as follows: oThe mediocrity referred to by the
At Risk authors refers to the bulk of our school
age population, but there is a special need to aid
those groups that are frequently categorized as
disadvantaged .... Our strategy is to link together
the talents of librarians, counselors, and reading
instructors using the library environment as the
programTs focal point.�!�

Also written in response to A Nation at Risk
was the 1984 report by the American Library
Association Task Force on Excellence in Educa-
tion, Realities: Educational Reform in a Learn-
ing Society which recommended increased co-
operation between libraries and literacy volun-
teers and expanded support for literacy training
programs for adults, as well as other suggestions
for strengthening our educational programs.

Yet another exhortation on the national level
for the alleviation of adult illiteracy in America
was offered by the Librarian of Congress, Daniel J.
Boorstin. On December 7, 1984, Dr. Boorstin pro-
posed in a report to the Congress of the United

States to eradicate adult illiteracy in the United
States over the next several years. Suggesting that
there would be no better way to observe the two-
hundredth anniversary of the United States Con-
Stitution in 1989 than to abolish illiteracy, Dr.
Boorstin stated: oThere would be no better mani-
fest of our determination to fulfill the hopes of our
founders and justify the faith that a free people
Can provide themselves and their children with
the knowledge that will keep them free.��

Concerning the reactions of those North
Carolinians representing libraries to the calls for
literacy education in the decade of the eighties, in
1982 H.K. Griggs asked for cooperation among
North Carolinians, including educators, librar-
ians, business leaders, and legislators, to oform a
Coalition to develop awareness and develop plans
and secure resources to reduce the catastrophic
effect of the 1,000,000 illiterates in the state.�?°

The previously discussed oAdult Literacy
Awareness Initiative� sponsored by the North
Carolina Department of Community Colleges has
been one response to this plea. Librarians, too,
have responded, either by sponsoring or promot-
ing literacy education programs. One example of
multi-agency sponsorship of a literacy education
program is Project LIFT (Learning Information
for Today). Sponsored by the Durham County
Literacy Council, the Durham County Public
Library, local educational institutions, and service
Organizations, LIFT promotes and provides liter-
acy education tutoring services.?!

Other examples of literacy education proj-
�,�cts involving multi-agency cooperation served
as models of successful projects at spring work-
Shops sponsored by the North Carolina Library
Association Public Library Section Literacy Com-
mittee. Two workshops held in May, 1985, and
titled oLearning About Literacy: How to Set Up a
Literacy Program in Your Library,� highlighted
the ABLE (Adult Basic Literacy Education) Proj-
�,�ct, sponsored by Central Piedmont Community
College; Project REAL (Reading Education for
Adults at the Library) sponsored by the Rock-
ingham County Public Library in conjunction with
Rockingham Community College; and the ACE
(Adult Continuing Education) Department at
Forsyth County Public Library, which works
Closely with Forsyth Technical College and the
local literacy council.

As references to the oAdult Literacy Aware-
ness Initiative� and the library-sponsored pro-
grams just mentioned illustrate, it is apparent
that responses to the need for literacy education
among North Carolinians in the 1980s have
involved the North Carolina Community College

System. The third largest such system in the
nation, the North Carolina organization of fifty-
eight technical and community colleges has been
committed to literacy education since the incep-
tion of the system in 1963, as literacy skills have
long been considered important in helping North
Carolinians train for jobs and in making the labor
force in North Carolina attractive to new indus-
try. One example of the impact the community
college system has had on adult education in
North Carolina is the fact that currently about
one-fifth of all high school diplomas, or the equiv-
alent, awarded to North Carolinians are given to
adults enrolled in the basic education programs
offered by the community college system.??

... our nation is at risk through
the erosion of basic skills.

The primary purpose of this paper is to
examine the role played by the libraries or learn-
ing resources centers of the North Carolina
Community College System in the fulfillment of
the literacy education mission of the system.

The Role of the Community College Library

Discussion of the role of the technical or
community college library in the fulfillment of the
literacy education mission of such institutions
has not been prolific. Most literacy-related pro-
grams reported in the literature have been spon-
sored by public libraries and community agencies,
but rarely by the libraries of the technical or
community colleges. Reports of support for insti-
tutional literacy programs have also been sparse,
as pertains to the technical or community college
libraries.

In 1981 Richardson, Martens, and Fisk dis-
cussed three categories of college literacy educa-
tion programs, referred to as remedial, compen-
satory, and developmental programs. In broad
terms they explained the role played by libraries
in support of these programs. Their work, Func-
tional Literacy in the College Setting, was not
specific to junior, community, or technical college
libraries or learning resources centers, however.4

Baughman in 1982 discussed the need for
junior and community college librarians to in-
volve themselves in assisting onew learners,� often
enrolled in literacy programs such as those de-
scribed by Richardson, Martens, and Fisk, to suc-
ceed in the educational setting of the community
or junior college.�

1986 Spring"35

The only major study that focused on the role
of the college library in literacy education was
conducted by Ester G. Smith in 1981. Funded by
the Office of Libraries and Learning Technologies
of the United States Department of Education,
the Libraries in Literacy project collected data
on libraries in relation to literacy programs,
including college programs. Almost two hundred
references to literacy programs were made, but
none that were concerned with community col-
leges. Most references were to public library liter-
acy projects.?6

Truett?� and Shaughnessy?T reported separ-
ately studies of small samples of fairly inactive
levels of library support for community college
literacy education programs; library staff mem-
bers did not actively promote literacy-related
programs but did make materials and space
available.

Another report of a small sample was made
by Person and Phifer in 1983, when they reported
the responses of thirty-one library/learning re-
sources center directors to a questionnaire con-
cerning the nature of their involvement in the
literacy programs of their community colleges,
which were located in eight eastern states. The
results indicated that while the directors recog-
nized functional illiteracy to be a problem in their
communities, there was a rather low level of par-
ticipation in local literacy efforts, including coop-
eration with other agencies involved in literacy
education.?9

In a separate study, Person and Phifer
reported in 1985 that libraries in both community
colleges and four-year institutions provided pri-
marily traditional or passive library services, such
as making materials available or providing library
orientation when requested, in support of institu-
tional literacy education programs. In this study,
twenty community colleges were matched with
twenty four-year colleges located in eight eastern
states. Although the authors were encouraged to
find awareness of concern for the growing
national problem of functional illiteracy at all
institutions and evidence of support for literacy
education at all libraries included in the study,
the authors suggested that library staffs consider
planning for more active involvement in programs
to support literacy education, and they suggested
that the library staffs plan for more interaction
with faculty, the library staff at fellow institutions,
and with community agencies that are concerned
with literacy education.®°

As for information regarding library support
for literacy education programs of the North
Carolina Community College System, no extensive

36"North Carolina Libraries

studies could be located. However, there have
been reports concerning the activities of the
technical and community college libraries in
North Carolina, which include information about
the tutoring and developmental studies that may
be included, along with the library services, in the
learning resources center (LRC) concept frame-
work utilized in many of the institutions in the
North Carolina Community College System. A
comprehensive study of this nature was con-
ducted in 1979 and reported in 1980 by Ernest W.
Tomkins.?!

In 1983 Ronald L. Plummer discussed the
role of community college librarians as agents of
education for adult students, including those stu-
dents in need of instruction in basic skills, within
the setting of the learning resources center. Sev-
eral North Carolina Community College LRC
directors were interviewed by the author. The
article stressed the idea that the librarian of the
technical or community college should be avail-
able to help students achieve their learning objec-
tives, regardless of the level of instruction in
which the student is involved.*2

The Survey of Literacy Programs

In order to obtain more extensive informa-
tion about the nature of library support for the
literacy education mission of the North Carolina
Community College System, identical three-part
surveys were sent in April, 1985, to both library
program directors and directors of the Adult
Basic Education (ABE) program at fifty-seven of
the fifty-eight members of the North Carolina
Community College System. Stanly Technical Col-
lege in Albemarle was excluded from the survey
so as to preclude the possibility of the emergence
of preconceived ideas.

It was expected that a comprehensive and
detailed report of the nature of library support
for the literacy programs of the community col-
lege system could be obtained by surveying both
those persons who work most directly for the pro-
vision of library services, the library program
directors, and the persons who plan for the provi-
sion of instruction for the client group most in
need of literacy education at the institutions, the
directors of the Adult Basic Education programs.
The Adult Basic Education programs, located at
each of the institutions in the North Carolina
Community College System, serve those students
who receive instruction in basic reading and
mathematics skills at or below the eighth grade
level, depending on the needs of the students.
According to Mark R. Van Sciver, 49,600 students

were enrolled in such classes during the 1984-85
school year.®3

The following definitions preceded the ques-
tionnaire that was answered by the library and
ABE personnel, along with instructions that
respondents were to complete the surveys with-
out collaboration and return them independently:
1. Functional illiteracy is the quality or state of
being unable to read or write sufficiently well to
function successfully in society. At the North
Carolina community college, the student who has
less than an eighth-grade education is placed in
Adult Basic Education (ABE) classes; it is this
Population of students that will be referred to as
the functionally illiterate students who are en-
rolled in literacy education classes.

2. Literacy program director"the person who is
most directly responsible for administering the
literacy education program of the community col-
lege; this person may report to a superior who has
final approval of major decisions involving the
literacy program.

3. Literacy program facilitators"teachers of the
Adult Basic Education classes; they report to the
literacy program director.

4. Library program director"the person who
Oversees the daily functioning of the library pro-
gram; this person may report to a superior who.
has final approval of major decisions involving the
library.

A one hundred per cent return was achieved
from the study population. The collected data
Were arranged in tabular format, observations
Were noted, and conclusions were derived. A

report of the major observations and conclusions
follows.

Major Observations and Conclusions

First Section.

Results of the first section of the three-part
Survey provided information concerning the ad-
Ministration of library and literacy programs at
the various institutions, as well as an updated
Profile of the components of the various learning
resources centers that were represented, thereby
Complementing TompkinsT 1979-80 study (see
Note 31). The services most frequently reported as
available through the learning resources centers
according to the library program directors were
library and audiovisual services. Four institutions,
Cape Fear Technical Institute and Craven, Isother-
Mal, and Southeastern Community Colleges,
reported that only library service was adminis-
tered through the learning resources center
(LRC). Three other institutions, Forsyth and Guil-
ford Technical Colleges and Sandhills Community

College, reported that the learning resources con-
cept was not in use, but rather the library was a
separate administrative unit. The institutions
which reported the largest number of functions
administered through the learning resources cen-
ter, ten, were Central Carolina Technical College,
Davidson County Community College, and Ran-
dolph Technical College. An average of 4.78 pro-
grams or services were administered through the
learning resources centers at the fifty-four insti-
tutions which employ the learning resources con-
cept.

Concerning the administration of the Adult
Basic Education programs, literacy program
directors specified the department of continuing
education most often, thirty-four times, as the
administrative agency for their programs. Six
literacy directors reported that the ABE program
was administered through the learning resources
center; these programs were located at Beaufort
County Community College, Davidson County
Community College, Edgecombe Technical Col-
lege, Halifax Community College, Nash Technical
College, and Roanoke-Chowan Technical College.

Second Section.

The second section of the three-part survey
was intended to gather information pertaining to
the respondentsT perception of functional illiter-

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1986 Spring"37

TABLE I.
Perceived Levels of Functional Illiteracy

Literacy Program Library Program
Directors Directors
Responses (N=57) (N=57)

N % of N N % of N
Functional illiteracy is widespread in the area. 48 84 26 46
Functional illiteracy is a problem in the area but less so than in other areas. 5 9 21 37
Functional illiteracy affects a significant minority of the area population. 4 4 5 9
Functional illiteracy affects only a small portion of the area population. 0 0 0 0
No response. 0 0 5 9

acy as a community problem and the role played
by the North Carolina Community College System
in the provision of literacy education services to
the functionally illiterate segments of the popula-
tion. The extent of cooperation among commu-
nity agencies to provide literacy education
programs was also explored.

In order to obtain information concerning
the respondentsT perception of the prevalence of
functional illiteracy in the various service areas,
respondents were given four choices of broad
categories in which to record their perceptions. A
summary of the responses to this area of ques-
tioning is contained in Table I. (Percentages are
rounded to the nearest whole number on all
tables.)

Several observations can be made in refer-
ence to the data reported in Table I. One is that
literacy program directors exhibited a much
higher level of perception of functional illiteracy
as a widespread community problem than did
library program directors; however, all who
responded perceived functional illiteracy to affect

at least a significant minority, in their opinion.
The observation can also be made that all literacy
directors responded to the question, but nine per
cent of the librarians failed to respond. Perhaps
the librarians felt unqualified to answer the ques-
tion; or, perhaps they simply chose to omit the
question.

When asked specifically to estimate the per-
centage of the population in their service areas
who could be described as functionally illiterate,
there were again indications that librarians were
reluctant to answer for one reason or another, as
almost half the library program directors omitted
the question (see Table II).

The range of estimates of functional illiteracy
most frequently specified by the literacy program
directors, twenty to twenty-nine per cent, roughly
corresponds with a report on functional illiteracy
in North Carolina which was prepared by another
agency, thereby lending validity to the estimates
provided on this survey. A report on functional
illiteracy in North Carolina prepared by the For-
syth County Public Library based on 1980 United

TABLE II.
Estimated Percentages of Functionally Illiterate Persons

SS SS SSS SSS RSS SS

Percentage of Functional Illiteracy Estimated

-_

55 or over
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14

0-9
No response

Literacy Program Library Program
Directors Directors

N sy eer N se oO) ofN
2 4 Z 4
3 5 1 2
2 4 1 2
4 q 3 5
3 5 2 4
8 14 5 9

10 18 4 7

ll 19 5 9
5 9 6 ll
4 i 2 4
0 0 0 0
5 9 26 46

38"North Carolina Libraries

States Census data places the average state-wide
functional illiteracy rate at twenty-four per cent.34

The importance of the North Carolina Com-
munity College System as a provider of literacy
education in the state was affirmed by both
groups of respondents, as ninety-four per cent of
the literacy program directors and eighty-nine
per cent of the library program directors identi-
fied the community college system as the sole or
primary provider of literacy education in their
Service areas. Information concerning other pro-
viders of literacy education in the state, according
to the respondents, also emerged from the survey.

A summary of the agencies cited by both groups
of respondents as providers of literacy education
in North Carolina is provided in Table III.

Third Section.

The third section of the three-part survey
attempted to identify and evaluate respondentsT
perceptions of the role of library service in the
provision of basic literacy education instruction
in the North Carolina Community College System.
RespondentsT perceptions of the appropriate role
of library service in institutional literacy educa-
tion programs as well as reports of the various

TABLE III.
Identification of Providers of Literacy Education in North Carolina

ae SS ASS I RAREST AA A SRR ATT SEIS EY

Identified by Literacy
Program Directors

Identified by Library
Program Directors

Agencies Cited (N=57) pares Ni N=57 Bibi
A unit of the North Carolina Community College System 57 100 53 93
Public schools 8 14 ll 19
YMCA or YWCA 0 0 2 4
Laubach volunteers 23 40 15 26
Public libraries 9 16 13 23
Churches 19 33 11 19
Miscellaneous others 12 QF 6 ll
No response 0 0 4 i,

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1986 Spring"39

TABLE IV.
Perceived Levels of Appropriate Library Involvement in the Adult Basic Education (ABE) Program

SSS

Selections by Literacy Selections by Library
Program Directors Program Directors
Responses (N=57) (N=57)

N % of N N % of N
aa Sn Sebastes
Library staff should plan for heavy use of library resources by
ABE students. 22 39 21 37

Library staff should expect to provide support for ABE programs;

however no planning for library use is expected to take place among

library or literacy program directors.

Library staff should expect little use of library by ABE students.

No response.

library services made available to ABE students
were examined. As Table IV illustrates, an expec-
tation of a somewhat higher level of library use by
ABE students was indicated by library program
directors than by literacy program directors.

Concerning specified descriptions of library
services, respondents were provided with a list of
eleven library functions as well as an oother� option
with space allowed by description of any services
that were added. Actually, a non-selection as well
as a selection process occurred at this point, as
one quarter of the literacy program directors
reported no areas of library involvement in the
ABE program, and twenty-one per cent of the
library program directors did the same (see
Table V). Perhaps the literacy program directors
were not familiar with the library offerings for the
ABE students; perhaps they perceived an absence
of services; perhaps they simply chose not to
respond to this line of questioning. Several library
program directors frankly stated that they had
little involvement with the ABE program; specific
comments will follow.

11 19 Li, 30
24 42 15 26
0 0 4 +

Among library program directors, the largest
number of respondents, thirteen of fifty-seven,
reported two areas of service to the Adult Basic
Education students. As Table V indicates, few
respondents reported more than four areas of
library involvement in the literacy education pro-
gram.

Table VI specifies the eleven areas of library
functions from which respondents were asked to
identify the offerings to ABE students, as well as
the rate of response. oOther� services identified by
librarians were two services reported once each
by separate library program directors as follows:
(1) cataloging of ABE materials, and (2) direc-
tional reference service. oOther� was marked by
seven different literacy program directors, but the
services they referred to were not named.

As in the studies reported by Person and
Phifer (see notes 29 and 30), the library services
most frequently identified were those that are
generally regarded as otraditional,� such as mak-
ing reading materials available, providing orienta-
tion to the library, or preparing displays.

TABLE V.
Quantitative Report of Areas of Library Involvement in Adult Basic Education (ABE) Programs

SSS

Number of Areas of Library Involvement Reported

Number of Areas Specified Number of Areas Specified

by Literary Program Directors _ by Library Program Directors

(N=57)

N=
% of N Cyeema

N N N
""""".-"9(

12 or more 0 0 0 0
11 1 2 0 0
10 0 0 0 0

9 0 0 0 0
8 0 0 it 2
7 1 2 1 2
6 2 4 1 2
5 3 5 2 4
4 4 7 7 12
3 9 16 ll 19
2 11 19 13 23
1 12 21 9 16
0 14 25 12 21

40"North Carolina Libraries

TABLE VI.
Specified Areas of Library Involvement in Adult Basic Education (ABE) Programs

SS SSCS SSS SS SSS SSS SESS SE SS SASS

Services Reported

Availability According to Availability According to
Literacy Program Directors Library Program Directors
(N=57) (N=57)

N % of N N % of N

errr

Provides orientation to library 15 26 23 40
Provides bibliographic instruction 4 i 8 14
Circulates ABE texts 18 32 18 32
Has available high interest/low vocabulary materials 21 37 31 54
Provides special shelving for high/low materials 12) UHe 9 16
Consults with ABE staff concerning selections ll 19 8 14
Provides space for tutoring ABE students 8 14 5 9
Coordinates tutoring volunteers 2 4 2 4
Cooperates with community agencies to promote literacy programs 8 14 4 7
Prepares promotional displays 13 23 13 23
Plans regularly with ABE staff for library involvement 3 5 1 2
Other va 12 2 4
None 14 25 12 21

SA AAA SSE SSSR A SSS SSS SS SESS oF POE I NTA

Comments Clarify Postions

The final portion of the questionnaire asked
respondents to indicate any of several suggested
Changes in the interrelationship of library and
literacy program facilitators that were considered
desirable, and additional comments were invited.
As Table VII indicates, a non-selection as well as a
Selection process occurred, as a number of
respondents did not indicate the desirability of
changes in the working relationships of library
and literacy program staff persons. Interpreta-
tions may be made that the non-respondents saw
no need for changes; they did not agree that the
Suggested changes were the appropriate ones to
make; or they simply chose not to respond. How-
ever, as Table VII indicates, a selection process did
occur, and the results point to perceived needs
for closer working relationships and better com-

munication among the library and literacy pro-
gram personnel at the various institutions of the
North Carolina Community College System.

Comments were invited at the conclusion of
the questionnaire, and many of the comments
underscored the interpretation just stated of the
desirability perceived among a number of respon-
dents of working toward more open lines of com-
munication among library and literacy program
personnel. Typical comments of this nature from
library personnel were: oThis survey has facili-
tated a new concern for me ... I hadnTt thought
about interaction of facilitators of literacy and
library programs. Thank you!� and oAll options
[suggested areas of library involvement] are good.
We need to do more.�

Other library personnel seemed interested in
improving efforts to support the ABE program"if

TABLE VII.
Changes in Program Procedures.

LL SS SSS SSS

Suggested Changes

Selected by Literary Selected by Library
Program Directors Program Directors
(N=57) (N=57)
N % of N N % of N

oa EE Riel REE Rae a neem A 2 la

A library staff member should be designated to work with literacy

staff concerning ABE program.

A designated time for joint ABE/library staff consultation should

be set up.

The library staff should be relieved of all responsibility for handling

ABE texts.

The library budget needs to reflect fewer expenditures in support of

ABE program.

ABE staff persons should exert greater effort to inform library staff

of program needs.

The library budget should include greater expenditures in support

of ABE.
No response.

21 37 23 40
12 21 24 42

3 5 2 A

2 4 6 11
24 42 29 51
16 28 27 47
14 25 7 12

st

1986 Spring"41

asked to do so. One comment of this nature was,
oThe library staff is willing to assist the literacy
education program in any way it can. At our
school, all the program director has to do is ask,
and the library staff will do whatever it can.�
Another librarian commented, oSince I have been
librarian, there has been no real involvement with
the ABE program. I would be willing to work with
the facilitators to improve the services of the
library to these people.�

Other comments from librarians indicated
that very little has been expected from their
libraries in terms of support for the Adult Basic
Education program, and that little change is
expected. Several cited difficulties in providing
services to off-campus classes. One library pro-
gram director stated, oThe library has never had
any connection with the literacy program. The
Library Services Department is completely sepa-
rate from any developmental studies program.�
Another librarian stated, oI have answered few
questions on the survey because the LRC has had
little involvement with the literacy program. But
perhaps that is exactly what you were trying to
find out from your study.�

Comments from literacy program directors
indicated a range of reactions, also. Some com-
ments by ABE directors indicated that they have
established rapport with the library personnel at
their institutions, such as the comment, oThe
library staff and the ABE staff have an excellent
working relationship.�

Other comments indicated that the library
staff is cooperative when services are requested,
such as oLibrary staff is always cooperative and
attempts to satisfy requests that are made for the
benefit of the literacy students.�

As was the case with comments from library
personnel, some comments from literacy educa-
tion personnel indicated little library involvement
in the literacy education programs. Some cited
the predominance of off-campus classes; others
implied that the library staff was not greatly
interested in providing services to ABE students.
One Adult Basic Education program director
stated that the library staff o... doesnTt see the
need to do any more than required.� However, at
another institution, it seems apparent that the
library staff would not be encouraged to work
with the literacy education students, as the liter-
acy program director stated, oAll literacy educa-
tion materials are provided by ABE program"li-
brary use is not needed.�

Several literacy program directors, however,
acknowledged the need for changes in their work-
ing relationship with the library staff and seemed

42"North Carolina Libraries

eager to do so. One comment was, oThere is little
interaction between my office and the library.
This is as much my fault as anyone's.� Another
ABE director stated, oWe would greatly benefit
from library special displays and programs.� And
a related comment from another ABE director
stated that othe entire [library] staff ... should
promote the [ABE] program from every moun-
tain top.�

Conclusion

Functional illiteracy has been recognized in
the decade of the 1980s as a threat to the quality
of life and the economy in the United States and
in North Carolina. A concerted effort is being
made in North Carolina to alleviate functional illit-
eracy through basic skills classes sponsored by
the North Carolina Community College System
and other public agencies, as well as through the
cooperative efforts of volunteers and various
employers who appreciate the skills of a literate
work force.

The libraries of the North Carolina Commu-
nity College System, administered separately or as
a component of the learning resources center,
have not been particularly active in the literacy
education initiative, according to the results of
the survey just reported. For the most part, servi-
ces to Adult Basic Education students have been
the traditional ones, including such services as
making materials available and providing library
orientation information upon request. Perhaps
this has been because active involvement in the
provision of library services to Adult Basic Educa-
tion students has not been seen as necessary or
appropriate, in light of all the other demands
made on library personnel, particularly from stu-
dents enrolled in curriculum programs.

However, perhaps in this decade of the 1980s,
as the state and nation must contend with
attempting to alleviate the problems caused by
functional illiteracy, the librarians of the North
Carolina Community College system can find
additional ways to assist in the literacy education
efforts.

As was suggested by several participants in
the survey just discussed, joint efforts among
literacy and library program directors may prove
helpful. Perhaps joint planning sessions, begin-
ning with discussions of program missions, could
provide opportunities for planning displays, pro-
grams, publicity campaigns, and similar activities.

A recent publication which may prove useful
for establishing areas of support and cooperation
is The Library Literacy Connection. Published in

1984 and planned for librarians and Adult Basic
Education teachers, this handbook discusses
criteria for selection of appropriate materials for
adult new readers and provides a bibliography of
appropriate new materials. It also discusses skills
new readers must master, provides suggestions
concerning collection organization, and suggests
methods of cooperation for literacy education
with public libraries.*®

Steven Baughman has suggested that it is the
librarians of the community colleges who have
helped to transform disadvantaged students to
successful learners: oThe role of the community
college librarian, whether as interpreter of the
collection, media specialist, or study skills counse-
lor, can provide the human link between new
learners and some of the complicated media
forms and associated technology necessary for
them to survive the initial college experience.�

Perhaps community college librarians work-
ing with those who teach the basic literacy skills
can continue to touch the lives of even more new
learners.

References

1. oAhead: A Nation of Illiterates?� U.S. News & World Report,
May 17, 1982, p. 53.

2. National Commission on Excellence in Education, A Nation
at Risk: the Imperative for Educational Reform, 1983, cited by
Jonathan Kozol, oThe Crippling Inheritance� (New York: The
New York Times Book Review, 3 March 1985), p. 26.

3. Jonathan Kozol, oThe Crippling Inheritance,� The New York
Times Book Review, 3 March 1985, p. 27.

4. Ibid., p. 26.

5. Ibid., p. 27.

6. USA Today, 2 April 1985, quoted in MORE... 2 (May 1985),
p. 4,

7. Paula Duggan, Literacy at Work (Washington, D.C.: North-
east-Midwest Institute, 1985), pp. 1-21.

8. o60 Million American Adults Functionally Illiterate, Group
Says,� The Charlotte Observer, 4 August 1985, p 17A.

9. Robert W. Scott, oMessage from the State President,� MORE...
2 (September 1984):2.

10. Ibid.

11. oMartin Seeks Redoubled Efforts Against Adult Illiteracy in
N.C.,� Greensboro News & Record, 9 August 1985, p. C3.

12. Ibid.

13. Ibid.

14, oThe Illiteracy Penalty,� Winston-Salem Journal, 11 August
1985, p. C2.

15. Henry Drennan, oLibraries and Literacy Education,� Catho-
lic Library World 52 (April 1981): 377.

16. American Library Association, Libraries and the Learning.
Society; Papers in Response to o~A Nation at Risk� (Chicago:
American Library Association, 1984), pp. 1-151.

17. Ibid., p. 14.

18. American Library Association, Realities: Educational Re-
Jorm in a Learning Society (Chicago: American Library Associa-
tion, 1984), pp. 1-12.

19. U.S., Congress, Joint Committee on the Library, Books in
Our Future, A Report from the Librarian of Congress to the
Congress, S. PRT. 98-231, 98th Congress, 1984, p. 27.

20. H.K. Griggs, Sr., oShould Public Libraries Help to Improve
Literacy in North Carolina?� North Carolina Libraries 40 (Fall/
Winter 1982): 264-265.

21. For Those Who Can't Read (Durham, N.C.: Durham County
Literacy Council, Inc., [n.d.]), unp.

22. North Carolina Library Association, Public Library Section,
Literacy Committee, Learning About Literacy: How to Set Up a
Literacy Program in Your Library (Winston-Salem, N.C.: For-
syth County Public Library, 1985), unp.

23. The 1983-84 Educational Guide Catalog; The North Caro-
lina Community College System (Raleigh, N.C.: N.C. Department
of Community Colleges, 1983), p. 1.

24, Elizabeth Fisk, Kathryn Martens, and Richard Richardson,
Functional Literacy in the College Setting (Washington, D.C.:
American Association for Higher Education, 1981), p. 5.

25. Steven A. Baughman, oThe Community-Junior College
Library and the Educationally Disadvantaged Student,� Com-
munity & Junior College Libraries 1 (Winter 1982): 25-31.

26. Ester G. Smith, Libraries in Literacy (Washington, D.C.: U.S.
Department of Education, 1981).

27. Carol Truett, oServices to Developmental Education Stu-
dents in the Community College: Does the Library Have a Role?�
College & Research Libraries 44 (January 1983): 20-28.

28. Thomas W. Shaughnessy, oLibrary Services to Educationally
Disadvantaged Students,� College & Research Libraries 36
(November 1975): 443-448.

29. Ruth J. Person and Kenneth O. Phifer, oThe Role of Commu-
nity College Libraries and Learning Resource Centers in Literacy
Education,� Community & Junior College Libraries 2 (Fall
1983): 9-22.

30. Ruth J. Person and Kenneth O. Phifer, oSupport for Literacy
Education in Academic Libraries,� College & Research Libraries
46 (March 1985): 147-153.

31. Ernest Wayne Tompkins, Learning Resources Centers in the
North Carolina Community College System: A Status Study,
1979 (Ed.D. dissertation, North Carolina State University at
Raleigh, 1980).

32. Ronald J. Plummer, oThe Librarian As Adult Educator in the
Learning Resources Center,� Community & Junior College
Libraries 2 (Fall 1983): 29-37.

33. Michael J. Robinson, oIlliteracy: More Than Just Inconve-
nient,* The (Raleigh) News and Observer, 27 October 1985, p. 1D.
34. Merrikay E. Brown and Ann McNichols, comps., Functional
Illiteracy Rate in North Carolina by County (Age 25 and Up)
(Winston-Salem, N.C.; Forsyth County Public Library [n.d.]), p. 1.
35. Marguerite Crowley Weibel, The Library Literacy Connec-
tion: Using Library Resources with Adult Basic Education Stu-
dents (Bethesda, Md.: ERIC Document Reproduction Service, ED
247 464, 1984).

36. Baughman, oThe Community-Junior College Library and the
Educationally Disadvantaged Student,� p. 29.

1986 Spring"43

eee A eee Ng ee nem gee oe cee ay
New North Carolina Books

Alice R. Cotten, Compiler

Paul D. Escott. Many Excellent People: Power
and Privilege in North Carolina. 1850-1900.
Fred W. Morrison Series in Southern Studies.
Chapel Hill: University of North Carolina Press,
1985. 344 pp. $29.00. ISBN 0-8078-1651-5.

Many Excellent People is an important book
for everyone interested in North Carolina history,
from professional scholar to casual reader. Paul
D. Escott, chairman of the Department of History
at the University of North Carolina at Charlotte,
has produced an astute and insightful social pro-
file of the Old North State during the second half
of the nineteenth century.

EscottTs thesis is simple and direct: that
North Carolina was as undemocratic in its politi-
cal structure in 1900 as it had been in 1850. In
KscottTs view, the state was dominated by an elite
social group, headed by the oSquirearchy,� which
weathered the traumatic events of Civil War,
Reconstruction, New South industrialization, and
an 1890s farmersT revolt. Always willing to resort
to the wily appeals of owhite supremacy,� this elite
held off repeated popular challenges to its power
and privilege. While Escott concedes that the
osuccession of major events seemed likely to
transform the state,� his oconclusions emphasize
continuity in power relationships and in the eliteTs
undemocratic attitudes.� (xvii-xviii.)

The continuity, however, did not persist
without challenge. A related and vital theme of
the work is the dedicated effort of poorer, less
privileged North Carolinians, white and black
alike, to redirect the stateTs energies into more
democratic channels through a transformed po-
litical structure. This is a theme with tragic over-
tones, for the reform attempts twice fell victim to
racism, fraud, and outright violent denial.

When Escott is at his best, the history is vivid
and dynamic. This is particularly true when
Escott treats the decades of Civil War and Recon-
struction, a period in which he has previously
published. His profile of the North Carolina gen-
try, which emphasizes propriety as well as prop-
erty in defining the class, is undoubtedly the best
the reviewer has read. Escott also avoids the ten-

44"North Carolina Libraries

dency of many liberal revisionists to romanticize
those who were not among the elite. For example,
Escott treats the numerically dominant yeomen
farmers with judicious restraint, balancing their
zeal for self-reliance with their outspoken preju-
dices. This balance is harmonized best in the fine
chapters that detail the violent struggle and
genuine suffering that were part of the homefront
experience during the Civil War. Most readers
should come away with an altered perspective on
the sacred traditions of the Confederate cause,
whether during the war itself or in the vicious
years of Reconstruction that followed.

EscottTs social tapestry, although finely
woven, is not without threads that can be picked
or frayed. This is most apparent in his treatment
of the New South decades. While the chapters on
industrialization are detailed and original, Escott
argues, perhaps too strongly, that the benevolent
paternalism ascribed to cotton mill owners of the
period did not exist. The evidence that Escott
presents does support his argument, but he ne-
glects some evidence that supports the traditional
thesis. For example, Escott is correct to reinter-
pret the famous revival that brought Salisbury its
first post-bellum cotton mill. Tradition holds that
local citizens in 1887 responded to an evangelistTs
admonition that what the town needed onext to
religion, was a cotton mill� to benefit the poor. The
Salisbury crusade was, as Escott claims, engi-
neered by local business interests. Having uncov-
ered the commercial design, however, he then
fails to assess the very necessary evangelical rhe-
toric and benevolent emotion that oPreacher Pear-
son� evoked in Salisbury, Concord, and other
Piedmont towns undergoing economic transfor-
mation. The lack of philanthropic intention does
not in itself negate a paternalistic outlook among
the industrialists.

There are other quibbles. In assessing post-
bellum trends in agriculture the author fails to
carry through with the previous close attention
he paid to five representative counties, The
reader will look in vain for the specific impact of
the crop lien and other market forces in these
counties. In addition, the presentation on Popu-

lism seems sketchy compared to the attention
paid to Reconstruction. The reader needs to know
more about who the Populists were and why some
North Carolina farmers turned to protest through
the ballot box, while others did not.

Such weaknesses, however, in no way mar the
value or the beauty of the book. Escott writes with
a grace akin to the skills of a Brushy Mountain
fiddler. His narrative brings welcome lucidity to
revisionist scholarship, which is often turgid and
doctrinaire. His book is recommended for every
North Carolinan who wants to learn the real her-
itage of the Tar Heel past.

Gary Freeze, University of North Carolina at Charlotte

Mary Jarrell, ed. Randall JarrellTs Letters: An
Autobiographical and Literary Selection. Bos-
ton: Houghton Mifflin Company, 1985. 540 pp.
$29.95. ISBN 0-395-34405-0.

This curiously uneven collection of the letters
of Randall Jarrell reveals that he was a better
poet, critic, and teacher than he was a letter writ-
er. Beginning in 1935 with a letter to Robert Penn
Warren and ending with a letter to Adrienne Rich,
the volume includes a number of letters to poets
and writers who were friends and contemporar-
ies of Jarrell, as well as many letters to the two
Women to whom he was married. JarrellTs widow
edited this volume and supplied the explanatory
italicized passages that bridge the letters and
offer Mrs. JarrellTs own reminiscences of the
events described by Jarrell. The editorTs note indi-
cates that some portions of the letters have been
omitted, but there are no ellipses in the text to
indicate where these omissions occur. There is a
good index and a short list of JarrellTs published
work.

Jarrell was a poet of stature, ranked with the
other major American poets of World War II and
the post-war era. A disciple of John Crowe Ran-
som and a younger friend of Robert Penn Warren
and Allen Tate, Jarrell graduated from Vanderbilt
University in 1935 more anxious than agrarian,
more rambunctious than rural. His bibliography
lists ten volumes of poetry, one novel, and four
childrenTs books. Several translations and anthol-
Ogies attest to his creative and far-ranging inter-
est in literature.

Obsessed as he was with writing, Jarrell
apparently did not consider letter writing an art
to be developed. The letters are informative but
Many are not stylistically pleasing, and the reader

New North Carolina Books

senses his effort to sustain the letter after the
initial paragraph or two.

The most interesting letters are those Jarrell
wrote to other poets in which he gave generously
of his critical talent. It would be well to read these
letters with the works of his poet-correspondents
in hand. As one reads JarrellTs comments to
Robert Lowell, Adrienne Rich, Louise Bogan and
other poets it would be interesting to know
whether JarrellTs admonitions to change a word
here, a line there, were acted upon by the recip-
ients of his advice.

On the other hand, we learn very little of Jar-
rellTs own work. He wrote more about the creation
of his novel, Pictures from an Institution, a
satiric academic novel, than he did about his poe-
try. His letters tend to enumerate poems he has
written and to speak more of their publication
and reception than to tell how the poem came
into being. Perhaps the poetic process cannot be
described, but the letters that deal with his own
work are not very revealing and not up to the
quality of the poetry itself.

The same is true of many of the letters de-
scribing events from which some of the best poe-
try emerged. Reading JarrellTs war letters one
thinks that he was emotionally untouched by the
war though he served in the army for several
years. In long letters to his first wife he recounted
his daily life and clerical assignments, but the let-
ters do not convey the horror and futility of war
that is expressed so eloquently in his poems in
Little Friend, Little Friend and Losses.

Women were the subject of many of JarrellTs
poems, and it is apparent from these letters that
he liked women and felt comfortable with them.
He wrote more personally to them than he did to
men; the letters to his two wives and to the
women poets he admired are warm, passionate,
friendly, and humorous. He is more self-revealing
and the letters flow more spontaneously than in
many of the letters to his male literary peers.

Jarrell began his teaching career at Kenyon
College and taught at the University of North
Carolina at Greensboro (then Woman's College)
for eighteen years. He was a frequent contributor
of critical essays to The Nation and The New
Republic during those years and a number of the
letters deal with the publication of those brillant
and controversial articles. One senses that their
creation and reception were a matter of consid-
erable anxiety to Jarrell. His teaching was per-
haps more rewarding; he apparently liked
teaching and was probably good at it. He loved
cats, classical music, tennis, and sports cars, and

1986 Spring"45

New North Carolina Books

the letters contain rhapsodic accounts of his
adventures with each.

The last year of JarrellTs life was marred by
illness as his emotions were caught up in the
roller coaster of manic depression. It is to Mary
JarrellTs credit that she includes a number of let-
ters he wrote under the cloud of that illness, and
the reader is allowed to witness his descent into
and emergence from depression. It is tragic that
just as he was recovering he was killed by an
automobile as he strolled one evening in Chapel
Hill, shortly after his 51st birthday.

This book will be of particular interest to stu-
dents of contemporary American literature. It is
recommended for college and university libraries
as well as for public libraries with collections of
modern American literature.

Frances A. Weaver, University of North Carolina at Chapel Hill

Jean Bradley Anderson. Piedmont Plantation:
The Bennehan-Cameron Family and Lands in
North Carolina. Durham: Historic Preservation
Society of Durham. 1985. 227 pp. $24.95. ISBN 0-
9615577-1-0. (Historic Preservation Society of
Durham, Durham Arts Council Bldg., 120 Morris
Street, Durham 27701.)

When Richard Bennehan moved to Piedmont
North Carolina from Virginia in 1768 his imme-
diate object was to assume management of a
country store in the rapidly developing backcoun-
try of the province. In so doing Bennehan laid the
foundation for a dynasty of plantation aristoc-
racy that stretched for four generations. Benne-
hanTs daughter, Rebecca, married Duncan Came-
ron in 1803 and through succeeding generations
the Bennehan-Cameron family rose to be the
wealthiest in North Carolina. In addition to Stag-
ville and Fairntosh plantations in modern Dur-
ham County, their property spread into Wake,
Granville, Person, and Orange counties as well as
including plantations in Mississippi and Alabama.
Their holdings ultimately included between 20,000
and 30,000 acres with a slave population of
almost 1,000.

Using the plantations as a backdrop upon
which the Bennehan and Cameron characters
move and work, the author proceeds in a chrono-
logical fashion to recount the construction of
houses, barns, shops, and mills. She examines the
slave population and the familyTs relationship to
the community of slaves; she follows the Camer-
ons through their various business, political, edu-
cational, and philanthropic undertakings; and
she explores the new order of agricultural life

46"North Carolina Libraries

after the Civil War. Without question the author
has succeeded in preparing a highly readable yet
fully documented study of plantation life and bus-
iness enterprises that spans one hundred and
fifty years of North Carolina history.

Piedmont Plantation is based on two reports
prepared for the North Carolina Division of
Archives and History. The author expanded and
reworked these studies which were prepared
when the buildings and grounds of Stagville
became a state historic site in 1977. The book
retains the massive attention to minute detail
expected of historic sites reports, but that very
feature enhances the publicationTs usefulness as a
fact-laden source of nineteenth century planta-
tion life. Extensive appendixes contain lists of
family land purchased, slaves acquired by pur-
chase or gift, overseers of the various plantations
in the complex, cemeteries on the property, agri-
cultural census data, stock and tools, and mill
statistics. Genealogical charts and an eleven page
index make it possible to locate facts and family
with minimum difficulty. The book will be of par-
ticular interest to college and university libraries
and to large public libraries with highly developed
North Carolina holdings.

Donald R. Lennon, East Carolina University

Richard Cooper. Henry Berry Lowry: Rebel With
a Cause. 48 pp. ISBN 0-89136-057-3. Thomas
Wolfe, Voice of the Mountains. 48 pp. ISBN 0-
89136-061-1. Raleigh: Creative Productions, 1985.
$107 for the set of twelve oFamous Tar Heels.�
(Box 30515, Raleigh 27612.)

Henry Berry Lowry, a Lumbee Indian, was the
Robin Hood of his people during the late 19th cen-
tury. Through the lean days of Reconstruction,
Lowry and his gang stole food and provisions to
help keep their people alive, careful to take only
from those who could afford it.

Thomas Wolfe, one of the University of North
CarolinaTs most famous alumni, is well known for
his novels, several of which are based on his boy-
hood in Asheville. Wolfe grew up in a strange fam-
ily with parents who maintained separate houses
a block apart. His father was a stonecutter with a
weakness for alcohol; his mother, known as a
penny pincher, ran a boarding house called Old
Kentucky Home.

What do Henry Berry Lowry and Thomas
Wolfe have in common? Both are North Caro-
linians, and both are included in a set of twelve
biographies by Richard Cooper in a series called
oFamous Tar Heels.�

The twelve biographies, each forty-eight pages
in length, compare favorably with other biogra-
phies for children. Written on the fourth grade
reading level, the books seem to be a valuable
accompaniment to the unit on North Carolina
history studied in that grade. They may also be
useful to eighth graders who study North Caro-
lina history.

Among the ten other North Carolinians
included in oFamous Tar Heels� are several well
known names such as Billy Graham, O. Henry,
Sugar Ray Leonard, Sam Ervin, and Manteo. Oth-
ers that may be less well known, particularly to
children, are Richard Caswell, John Chavis, James
Augustus McLean, Susie Sharp, and Zeb Vance. A
quick check in Books-in-Print revealed available
biographies for only three of those included in the
Set: Billy Graham, Sam Ervin, and Thomas Wolfe.
Of those three, the only ones written for children
were of Billy Graham.

An experienced newspaper reporter who has
often drawn editorial cartoons, Richard Cooper
not only wrote the biographies but illustrated
them as well. The color illustrations complement
the texts nicely and help bring the characters to
life. Each book, short enough to be read in one or
two sittings, begins with an anecdote in an
attempt to catch the readerTs attention.

Cooper is currently compiling a second set of
biographies of famous North Carolinians which
will become available this spring. Among those to
be included will be Elizabeth Koontz, Charles B.
Aycock, Mary Martin Sloop, Michael Jordan, Eliza-
beth Dole, and oCarbine� Williams. For libraries
interested in building their womenTs collections,
Cooper will make available as a separate set his
six biographies of women.

oFamous Tar Heels� includes biographies
ranging from people active in North CarolinaTs
earliest days to those still in the news. North
Carolinians from various walks of life, some more
famous than others, help Richard Cooper achieve
his goal of providing children with a positive look
at the people who have accomplished things for
North Carolina. Recommended for elementary
school, junior high school, and public libraries.

Mary L. Kirk, University of North Carolina at Wilmington

Seth B. Hinshaw. The Carolina Quaker Expe-
rience, 1665-1985: An Intepretation. North Caro-
lina Yearly Meeting, North Carolina Friends
Historical Society, 1984. 342 pp. $14.00.

The Carolina Quaker Experience is written
by a Quaker for Quakers. The author, Seth B. Hin-

New North Carolina Books

shaw, has been a Quaker pastor and administra-
tor and has written several other books on
Quakers. In this book, he describes in detail the
history of Quaker migration into and through the
Carolinas. There are references to South Carolina,
Georgia, and Tennessee, but most Quaker activity
was in North Carolina. He also recounts the
organizational growth and theological changes
that occurred among the Quakers (or Friends),
their service to the community, and the areas of
conscience where they went against community
norms. He does this thoroughly and, for the most
part, objectively. Often Mr. Hinshaw points out
both the admirable aspects and the failures of the
Quaker experience.

He does occasionally allow his partisanship
for the Quaker faith to intrude, mostly in the form
of (almost) parenthetical comments. The most
glaring example is in his interpretation of Quaker
opposition to slavery before the Civil War. For
years before the war, Quakers in the South freed
their own slaves when possible, cared for other
freed slaves, and arranged for transport for them
to the West and Canada, where they could live in
freedom without fear of being orepossessed� into
bondage. This was a difficult, expensive, and
unpopular effort, and Quakers deserve a lot of
credit for it. But very few non-Quakers followed
this lead, as Mr. Hinshaw points out. Where he
missteps is in adding the following comment:
oFriends did prove, however, that slavery could be
eliminated peaceably and that the War Between
the States could have been avoided. This was no
small achievement.� (p. 137) It seems to this
reviewer that the actions of the Quakers, far from
oproving� that the Civil War could have been
avoided, showed instead how different the
Friends were from their fellows, and how cou-
rageous they were to act in opposition to their
community. In trying to give Quakers credit for
proving the impossible, Mr. Hinshaw has actually
denigrated their conscientiousness and de-em-
phasized the separateness from the world that
the Quakers desired for themselves.

As a non-Quaker, this reviewer had hoped to
learn more about who the Quakers are and what
they believe. I did learn quite a lot, but this book is
not written to educate the non-Quaker. Mr. Hin-
shaw begins the book by plunging right into who
came to North Carolina and where they settled.
He gives no background on how the Friends
movement started, or what they believed. This
knowledge is all assumed, and the uninformed
reader must pick it up in bits and pieces along the
way. Many organizational terms such as omonthly
meeting� and oyearly meeting� go undefined, and

1986 Spring"47

New North Carolina Books

the reasons for the early persecution of Friends
are unclear. It is not until the third chapter,
entitled oSome Unique Customs,� that Mr. Hin-
shaw directly describes some special attributes of
the Society of Friends. To the non-Quaker, the
most interesting chapters of the book deal with
the QuakersT refusal to bear arms in the Revolu-
tionary and Civil Wars, their active opposition to
slavery, their espousal of the equality of the sexes,
and the sufferings they endured as a result of
these unpopular stands.

In summary, this is a carefully researched
history and interpretation. It includes many
notes, an extensive bibliography, and several
appendixes, including a chronology. It is aimed at
Quaker scholars and others within the Society of
Friends who are interested in the groupTs activi-
ties in the South. It is full of family names and
dates, so it is a Quaker genealogistTs dream.
Recommended for libraries where there is a sub-
stantial Quaker population or particular interest
in the subject, especially in the Piedmont. For rea-
sons that the author does not explore, few Quak-
ers settled in western North Carolina; they
apparently by-passed the Carolina mountains for
Tennessee.

Elizabeth White, Asheville-Buncombe Library System

Alan Feduccia, ed. CatesbyTs Birds of Colonial
America. Fred W. Morrison Series in Southern

Studies. Chapel Hill: University of North Carolina
Press, 1985. 176 pp. $29.00. ISBN 0-8078-1661-2.

Owing largely to Professor FeducciaTs work,
eighteenth-century naturalist Mark Catesby is
emerging from the shadows cast by his successors
Alexander Wilson and John James Audubon. The
relative obscurity of CatesbyTs research has been
due in part to the absence of a standard system
for naming newly discovered species prior to Lin-
naeusT Systema Naturae (1758). The post-Lin-
naean publications of Wilson and Audubon were
more useful to the scientific community and
enjoyed greater popularity. Yet CatesbyTs contri-
butions were considerable. His Natural History
of Carolina, Florida, and the Bahama Islands,
1731-43, oremained until the time of Audubon, a
century later, the best illustrative treatment of
the flora and fauna of North America� (Preface),
and won him considerable fame in both America
and Europe.

In addition to his talents as an observer and
illustrator of nature, Catesby was a skilled writer
and possessed an inquiring and creative mind.
The Natural History includes descriptions and

48"North Carolina Libraries

illustrations of 109 species of bird and relates
general observations regarding the air, water,
aborigines, agricultural crops, animals, and fish of
the colonial South. CatesbyTs writing reflects his
awareness of contemporary scientific thought
and dedication to thorough, usually objective
observation, and is imbued with a contagious
delight in the splendors and curiosities of the New
World. An example of the the naturalistTs innova-
tions is his idea that bobolinks disappear in win-
ter because they migrate and not, as the
prevailing theory had it, that they hibernate in
caves or in the mud at the bottom of ponds.

Feduccia and the UNC Press should be
applauded for the attractive and practical way in
which they have reintroduced CatesbyTs work.
Had they simply produced a facsimile, the result-
ing volume would have been a handsome curios-
ity: difficult to read due to the layout and typeface
and of little interest to most scholars because of
CatesbyTs naming system and the discrepancies
between some of his conclusions and current bio-
logical knowledge. Instead, Feduccia chose to use
CatesbyTs original illustrations but to print the
text in a modern typeface. The commentary on
each plate is accompanied by editorial notes by
Professor Feduccia and, where relevant, remarks
made by other naturalists. Thus, the reader is
treated to a short history of the scholarship on
each bird. Most of the excellent illustrations are in
black and white, but twenty of the loveliest
appear in full-page color plates so the reader has
a good sense of CatesbyTs considerable abilities as
both colorist and draftsman. To alleviate the no-
menclature problem, Feduccia provides a list of
the 109 species discussed in the book by current
common name, CatesbyTs name, and scientific
name.

The value of CatesbyTs Birds of Colonial
America for school, public, and academic librar-
ies is considerable. It holds appeal for naturalists;
hobbyists; historians interested in science, art, or
the South; and for anyone curious about the wild-
life enjoyed by our colonial forebears. A bibliog-
raphy and an index by common and scientific
names of birds and plants are included.

Alan FeducciaTs credentials are impressive. A
professor of biology at the University of North
Carolina at Chapel Hill, he has made numerous
contributions to ornithological scholarship. Of
greater interest to the non-specialist is his 1980
The Age of Birds (Harvard University Press), a
description of avian evolution written for a
general audience.

Elizabeth A. Bramm, Duke University

Alec Wilkinson. Moonshine: A Life in Pursuit of
White Liquor. New York: Alfred A. Knopf, 1985.
153 pp. $13.95. ISBN 0-394-54587-7.

A highly enjoyable biography that reads like
fiction, this slender volume chronicles the life and
times of Garland Bunting, a longtime Alcoholic
Beverage Control Officer in Halifax County, North
Carolina. Bunting, depicted as a gray-haired, thin-
lipped man with clear, steel blue eyes and a figure
he himself describes as having othat sweet potato
Shape"small at both ends and big in the middle,�
is brought marvelously and vividly to life in this
delightful account of one manTs life as a modern-
day revenuer.

As portrayed by Wilkinson, Bunting is an
articulate, gregarious soul, a fifty-seven-year-old
native of North Carolina, who has devoted most of
his life to tracking down bootleggers and their
Stills. He has held his present post since 1953, in
an area of eastern North Carolina that appears to
be brimming with moonshiners. WilkinsonTs de-
Scriptions of BuntingTs many exploits are fascinat-
ing, and often humorous as well. Bunting is
represented as a slick, undercover operator, who,
instead of trying to blend into the crowd, uses
flamboyant disguises (or hide-behinds, as Bunting
calls them) to trap unsuspecting bootleggers.
Some of his more notable roles include a Bible-
thumping preacher, a door-to-door fish peddler, a
carnival barker, an obnoxiously loud drunk, and a
woman character named oSweet Mama Tree-Top
Tall� (which he has used on occasion to fool
drivers),

It is BuntingTs endless supply of anecdotes,
heavily spiked with down-home humor, action,
and colorful language, all faithfully reported by
the author, that add a superb sense of realism
and credibility to the narrative. Wilkinson is at his
best when describing midnight coon hunts, long
jaunts down the dusty back roads of rural eastern
North Carolina, BuntingTs many undercover deeds,
and a stake-out at a backwoods still. Various
characters, such as Asia Herring, Alphonso Exum,
Earl Outland, and a host of others are made real
through the authorTs ability to entertain.

Moonshine, besides being entertaining, is also
informative, for intertwined with the descriptions
of BuntingTs escapades are facts about the history
of moonshine and a discussion concerning the
distillation of bootleg liquor today. The author's
Picture of the backwoods production of moon-
Shine is quite graphic and apt to create a few
raised eyebrows.

Alec Wilkinson, also the author of Midnights
(which concerned the life of a small-town police-

New North Carolina Books

man), has carefully researched his subject and
has written a deft portrayal of a man ferociously
intent on extinguishing the moonshine trade in
eastern North Carolina. It is funny, serious, true
to life, and a wonderful tribute to a truly remark-
able North Carolinian.

Public libraries should consider including this
interesting piece of Caroliniana in their collec-
tions.

Mike Shoop, Robeson County Public Library, Lumberton

Lala Carr Steelman. The North Carolina Farm-
ersT Alliance: A Political History, 1887-1893.
Greenville: East Carolina University Publications,
Department of History, 1985. 295 pp. $9.95 paper;
$19.95 cloth.

The FarmersT Alliance was formed in North
Carolina in 1887 as a part of a national organiza-
tion created to address the social and economic
problems of farmers. Its initial aim was to call
attention to their needs, yet to remain clear of
religion, politics, and racial questions. The nature
of the concerns, however, soon led the Alliance
into politics when members pondered such mat-
ters as the need for a railroad commission to reg-
ulate freight rates. They also came to discuss
taxes, better public schools and trained teachers,
new election laws, the protection of oyster beds
from raids by fishermen from Virginia and Mary-
land, the need for a college of agriculture, a public
college for women, and other topics. Appealing to
the predominant Democratic Party for solutions,
they were rebuffed. Machine politicians, it was
said, drove reformers out of that party and into a
budding Populist Party.

Professor Steelman has made a careful study
of the various political moves preliminary to the
ofusion� of the Populist and the Republican par-
ties which marked the government of North Caro-
lina at both the state and local levels at the end of
the nineteenth century. Various factions are
noted and their leadership defined. She explains
the accomplishments of the Alliance through its
political action"inspection of fertilizer, improved
public roads, measures to conserve natural
resources, new statutes pertaining to the care of
the unfortunates, legislation to establish what is
now North Carolina State University, among oth-
ers.

This scholarly study is not without a hint of
humor. The predicament of Edward J. Hale, pub-
lisher of a Fayetteville newspaper, when he discov-
ered that one of his reporters held opposing
views to those of himself, will bring at least a smile

1986 Spring"49

New North Carolina Books

to the face of the reader. Both advocates and
opponents of womenTs history will be amused at
the brief story of a pioneer female politician, Mary
Elizabeth oRaise Hell� Lease, who accompanied
presidential candidate James B. Weaver on a
speaking tour through North Carolina.

This book will help to round out any collec-
tion of North Carolina books. There is much local
history and biography to be found in it as county
leadership is covered and those involved identi-
fied in some detail.

William S. Powell, University of North Carolina at Chapel Hill

William David Webster, James F. Parnell, and Wal-
ter C. Biggs, Jr. Mammals of the Carolinas, Vir-
ginia, and Maryland. Fred W. Morrison Series in
Southern Studies. Chapel Hill: University of North
Carolina Press, 1985. 255 pp. $16.95. ISBN
0-8078-1663-9.

Nearly every habitat contains characteristic

mammals, some, like the grey squirrel, so familiar
as to go unnoticed, but others nearly always
unseen though close at hand. Yet, because they
are important in practical and aesthetic ways,
they need to be known and appreciated. Wide cir-
culation and use of this attractive book will surely
help.
_ The authors, all from the Department of Bio-
logical Sciences at the University of North Caro-
lina at Wilmington, succeed in their goal to
introduce the abundance and variety of mammal
life in the four state area to those who have not
yet discovered it.

The introductory section (33 pp.), well illus-
trated by color photographs, augments the bookTs
value as a work about mammals rather than just
a guide to them. Following descriptions of the
general habitat regions (mountains, piedmont,
coastal plain, and ocean), it describes mammal
characteristics and adaptations, tells how to
observe and study them, and considers factors
regulating population size and the importance of
preserving undisturbed, unpolluted native habi-
tats. Two maps show the location of areas, such
as wildlife refuges and state parks, where mam-
mals are more protected and easier to observe.

The main section of the book is a systematic
accounting of 118 mammals, including five no
longer found (extirpated) in the region and eight
exotic (introduced) species. Each of the seventy-
five land-dwelling species is given a separate
account. Related species of marine mammals are

50"North Carolina Libraries

usually grouped in a single account.

Each account consists of a brief non-techni-
cal description to help the reader recognize the
mammal and distinguish it from similar species,
an indication of where it occurs geographically
(with a range map) and its characteristic habitat,
concluding with a discussion of its natural his-
tory, e.g. food, activity cycles, reproduction, inter-
action with man, and enemies. Every account is
accompanied by a color photograph of the mam-
mal, many taken in its native habitat.

A glossary (110 terms) has been provided to
help with some of the more technical terminology.
The bibliography (forty-four citations) is subdi-
vided into regional publications, general publica-
tions, field guides, techniques manuals (on collec-
tion and preservation) and periodicals. The
index, consisting entirely of common and scien-
tific names of mammals, is to the accounts section
only. It would have been more useful had it
covered the entire book.

Every library in the region serving patrons
interested in mammals should have this in its col-
lection. It would be useful in helping librarians
answer inquiries about local mammals.

John B. Darling, University of North Carolina at Chapel Hill.

Martha Stoops. The Heritage: The Education of
Women at St. MaryTs College, Raleigh, North
Carolina 1842-1982. Raleigh: St. Mary's College,
1984. 532 pp. $29.95 (plus $3.35 tax and postage).
(Order from St. MaryTs College Alumnae Associa-
tion, St. MaryTs College, 900 Hillsborough Street,
Raleigh, N. C. 27603.) ISBN 0-9613833-0-5.

The Heritage is a well-executed account of
St. MaryTs College in Raleigh, N.,C. Founded in
1842 under the auspices of the Episcopal Church,
St. MaryTs offers young women a curriculum
which covers the last two years of high school and
the first two years of college. It is highly appro-
priate that the author, Martha Stoops. has been a
St. MaryTs faculty member since 1960 and is, her-
self, a womenTs college graduate. Her personal ex-
perience of the collegeTs conscious efforts to
define and fulfill its purpose is critical to her task
as a historian to evaluate the enormous mass of
available primary information and to formulate a
comprehensive interpretation of St. MaryTs pro-
gram to prepare its students for intellectually and
spiritually productive adulthood.

Central to this comprehensive interpretation
is the ogolden chain� of individual people who

absorbed and then transmitted to ensuing gener-
ations the best of the qualities and traditions
which defined the nature of St. MaryTs. These
included the students who became teachers at St.
MaryTs or who sent their daughters and grand-
daughters to the school. There were also the fami-
lies who"especially in the early days"assumed a
particular responsibility for maintaining and
administering this ward of the Episcopal Church
through rocky social and financial times.

The history of an American educational insti-
tution"especially of a small, private, church-affil-
iated, single-sex institution"is the history of the
people who made its work their own. The Herit-
age properly focuses on the working lives of the
teachers and administrators who shaped and
defined St. MaryTs. Stoops has organized her
material by administrations, and has presented a
Splendid series of detailed group portraits which
reveal the personalities of the teachers, the admin-
istrative and curricular policies and decisions,
and the pasttimes and living conditions of the
Students. National and regional events (wars,
depressions, inaugurations), as well as the loca-
tion of St. Mary's (in the state capital and near
N. C. State and Chapel Hill) also contributed to
the nature of the schoolTs development.

It is clear that StoopsT direct experience of
the events following 1960 expands the scope of
her coverage, and despite the convolutions in
chronology made necessary by the topical organi-
zation of these chapters, her personal knowledge
makes these the most interesting chapters. The
1960s brought remarkable changes to American
higher education, and St. MaryTs experienced both
the good and the bad which befell all colleges and
universities during that time. The Heritage sug-
gests that in the 1980s, St. MaryTs has emerged the
Stronger for its trials and difficulties. It becomes
apparent that an institutionTs awareness of its
heritage makes renewed commitment possible
even in the midst of change.

Librarians and scholars alike will appreciate
the care with which this volume has been pre-
pared. The bibliography of books and collections
of personal papers excludes articles, which are
Cited in full in the extensive collection of detailed
and informative notes. The index is good, and the
pictures of the buildings, founders, teachers, and
Student groups are well chosen and helpful.

Any reader genuinely concerned about the
future of small, especially private, institutions of
higher learning in this country would find in The
Heritage clear evidence of the kinds of leader-
Ship, sacrifice, and personal dedication and devo-
tion to defined ideals that preserve such institu-

New North Carolina Books

tions. Similarly, readers interested in the history
of womenTs education should read this volume. At
a time when coeducational institutions would
seem to have taken over the mission of the
womenTs colleges, it is important that anyone
engaged in the education of women comprehend
the lessons learned by those colleges about the
peculiar task of preparing women for a produc-
tive and satisfactory role in a society which now
either ignores or (still too often) subtly denigrates
their difference from men. Herein lies the impor-
tance of the collective history of womenTs colleges.

The Heritage is recommended for most aca-
demic libraries.

Rose Simon, Salem Academy and College C l

New Reading Encouragement
Poster Set

oReading Time� is the theme of the ChildrenTs
Book CouncilTs new eight-poster reading encour-
agement series. Four popular childrenTs book
artists have created delightful posters that tie in
reading with special occasions important to
children throughout the year.

ValentineTs Day and starting school are the
subjects depicted by popular artist James Mar-
shall. Arlene Dubanevich encourages family read-
ing on Mother's Day and books as gifts at holiday
time. The late Jack Kent portrays reading on
Father's Day and in the New Year. Halloween and
Graduation reading are interpreted by Denys
Cazet. The eight full-color, 11%� x 17T, oReading
Time� posters are available in a prepacked kit for

$23.95.
An illustrated oReading Time� brochure is

available from CBC for a 22¢-stamped, self-ad-
dressed, #10 envelope.

The ChildrenTs Book Council, sponsor of
National ChildrenTs Book Week, is a non-profit
association of childrenTs and young adult trade
book publishers. Proceeds from the sale of mate-
rials support CBC projects related to young peo-
ple and books.



Copies of articles from this
publication are now available from
the UMI Article Clearinghouse.

Mail to: University Microfilms International
300 North Zeeb Road, Box 91 Ann Arbor, MI 48106




1986 Spring"51

NCLA Minutes

North Carolina Library Association
Minutes of the Executive Board

October 4, 1985

The Executive Board of the North Carolina Library Associa-
tion met on October 4, 1985 at 5:00 p.m. in the White Oak Room
of the Radisson Plaza Hotel in Raleigh, North Carolina. Board
members present were Pauline Myrick, Leland Park, Patsy Han-
sel, Dorothy Campbell, Eunice Drum, Nancy Fogarty, Fred Roper,
Frances Bradburn, Arial Stephens, Benjamin Speller, Nancy
Massey, Rebecca Taylor, Helen Tugwell, Mary Avery, Jean Ame-
lang, April Wreath, Jake Killian, Mary McAfee, Stephanie Issette
and Sylvia Sprinkle-Hamlin. Also present were Elsie Brumback,
Johnny Shaver, Janet Freeman, Marti Smith, William H. Roberts,
III and Reba Killian.

President Myrick called the meeting to order. She welcomed
the group and acknowledged the fine work of the previous lead-
ership.

At the request of the President all persons present intro-
duced themselves.

Mrs. Myrick made the following announcements:

1. The minutes of the meeting of October 1, 1985, taken by
Roberta Williams, out-going Secretary, are in preparation and
will be distributed before the January meeting.

2. Section officers are requested to forward lists of section of-
ficers to the President as soon as they are ready.

3. Executive Board members who have not yet received copies
of the NCLA Handbook may expect to receive them from their
predecessors,

Mrs. Myrick distributed copies of the oNCLA 1986-1987
Guidebook for Executive Board and Committee Chairmen.� She
explained that she had adopted Leland ParkTs idea and pre-
pared the Guidebook to provide answers quickly to questions
that may arise. She reviewed the contents of the guidebook and
urged all to make use of it. Changes requested in the directory
section were recorded.

President Myrick called for reports on the 1985 Biennial

Conference. Past President Leland Park referred to the Confer-
ence as a happy one and expressed his appreciation for all that

was done.

Conference Manager Arial Stephens thanked all for their
participation and stated that he had heard positive comments.
He noted that more has been added to a program that is carried
out during a shorter time period. He advised that consideration
be given these questions: Does the time need to be extended? Is
there a need for stricter guidelines on what a section or round-
table may have in order to avoid putting too much in the time
allotted for the 1987 Conference?

Leland Park suggested that reactions be gathered when
Executive Boards of sections meet.

Johnny Shaver, Local Arrangements Chair, reported that
there were 104 exhibits"enough for the participants to visit. The
layout, too, was suitable. Shaver suggested that the mailing list
be looked at and updated since some people complained that
they did not receive the information. He expressed appreciation
for having had the assistance of Sharon Kimble and praised
Janet Freeman and Marti Smith for their work with registration.

52"North Carolina Libraries

Janet Freeman and Marti Smith agreed that all went well.

Treasurer Eunice Drum stated that she had heard some
highly positive comments about the Conference from her staff,
exhibitors and other participants.

Reporting on membership in the absence of the Chair of the
Membership Committee, Mrs. Drum stated that a total of 2009
members was reached by Tuesday, October 1. She distributed
copies of the File Count dated September 30, 1985 showing the
following breakdown for sections and roundtables:

Public 344 Reference & Adult 190
Trustee 173 Junior College 60
ChildrenTs Services 185 School 803
Resources and

Technical Services 173 Junior Members 30
College & University 254 Documents 56

Status of Women 159 Minority Roundtable 63

Mrs. Drum then reviewed practices followed by her office
since she became Treasurer. Quarterly and annual reports are
prepared and the latter must be audited by outsiders. Funds
have been maintained in the Wachovia Bank and the North
Carolina National Bank in Raleigh. The checking account is in
NCNB; savings are in both banks. Monies are transferred from
savings as required, but the bulk is kept where interest is high.
The budget of ninety-eight thousand dollars ($98,000) was set in
1984 for the two-year period. A quarterly report will be mailed
to Board members by the latter part of October. It was brought
to the attention of the Board that accessibility of information in
the databank is limited because present programming permits
access by membership number only.

Mrs. Drum acknowledged the dedication of Jane Williams,
the cooperation of Leland Park and the institutional support
which have benefitted the Association. Communication with the
in-coming Treasurer is planned to ensure a smooth transition
when the change in office occurs in January.

President Myrick expressed thanks to everyone who had
been involved in making the Conference of 1985 a success.

She then called attention to the following:
1. The dates set for Executive Board meetings are: January 24,
1986 in the Jones Chapel at Meredith College; April 18-19, 1986
(Spring Workshop) at Greensboro College Library; July 25, 1986
a retreat at the Pinecrest Inn in Pinehurst; and October 22, 1986
at the Forsyth County Public Library in Winston-Salem.
2. Reports made orally should be submitted in writing to the
secretary in the form of five copies to aid recording and distribu-
tion to the President, Vice President, the Secretary, editor of
North Carolina Libraries and editor of Tarheel Libraries.
3. Committees of 1984-1986 will remain in office through the
Spring Workshop at which time they will work with Committees
of 1986-1988.
4. Committee chairs may select members, but the President
reserves the right to add members. After returns of the interest
survey conducted last year by Bill O'Shea had been sorted,
appropriate categories were sent to committee chairs to aid
them in the selection of committee members. (Packets were dis-
tributed to committee chairs present.)

5. The Literacy Committee is a newly created committee and is
to be chaired by Judith Sutton.

6. Nancy Fogarty will take office as Treasurer beginning Janu-
ary 1, 1986.

7. The editorship of North Carolina Libraries will change in
January when Frances Bradburn will succeed Patsy Hansel who
will become Associate Editor.

Vice President/President-Elect Patsy Hansel indicated that
plans for the NCLA Conference of 1987 are being considered.

Arial Stephens reported on his investigation of facilities for
the Biennial Conference of 1989 and recommended that the
Board consider holding the meeting in Charlotte in late October.
During the discussion which ensued, the suitability of facilities
and conditions in both Charlotte and Raleigh were reviewed. It
was concluded that more research is needed. President Myrick
Stated that a report should be made in January; however, since
early booking is important, a tentative agreement should be
established.

Mrs. Myrick stated that thanks should be expressed to the
State Library for sponsoring the reception during the 1985 Con-
ference and to Governor and Mrs. Martin for the opportunity to
tour the Governor's Mansion. Thanks go to Larry Roland and
Fred Marble for helping us to know the needs of our exhibitors.
We appreciate the service of Hugh Hagaman and Mel Shumaker,
our photographers.

The need to fill the position of Second Vice-President due to
the illness and subsequent resignation of Edith Briles was
addressed. Mrs. Myrick read Article 5, Section 4, Paragraph B of
the NCLA Constitution which reads as follows: oThe Executive
Board shall have the power:... to appoint in case of a vacancy in
any office a member from the Association to fill the unexpired
term until the next regular meeting.� She then recommended
that a committee be formed to search for a replacement for the
Position; that the Past President, the Chair of the Nominating
Committee and the two Directors of NCLA be appointed to serve
as the Committee; and that the Committee report its recom-
mendation to the Executive Board in January.

A motion was made by Jack Killian that Mertys Bell, Chair,
with Leland Park, Arial Stephens and Benjamin Speller be
appointed to serve as a search committee responsible for
recommending a person to assume the vacant Executive Board
Position as Second Vice-President. The motion was seconded by
Fred Roper and unanimously passed. The said persons were so
appointed. It was advised that appropriate suggestions be for-
warded to the Chair of the Committee.

There being no further business, the meeting was ad-
journed. aw
Dorothy W. Campbell, Secretary al

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available from the UMI
Article Clearinghouse.

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e ouse

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NCLA Minutes

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, Central Regional Education
Center, P.O. Box 549, Knightdale, N.C. 27545.

3. Manuscripts should be submitted in triplicate on plain white
paper measuring 8%"x11�.

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
margins.

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 authorTs 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 edi-
tion. The basic forms for books and journals are as follows:

Keyes Metcalf, Planning Academic and Research Library
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 writ-
er. A definite publication date cannot be given since any
incoming manuscript will be added toa manuscript from
which, articles are selected for each issue.

Issue deadlines are February 10, May 10, August 10, and
November 10.

1986 Spring"53

Biennial Reports

1983-1985

Biennial Reports

Documents Section
The NCLA Documents Section had three workshops during
the 1983-85 biennium:

April 19, 1984, Durham County Public Library: INTERNA-
TIONAL ECONOMIC AND BUSINESS INFORMATION; Tim
Dempsey, UNC-Chapel Hill; Gordon McRoberts, N.C. Department
of Commerce, International Division; William Davis, U.S. Depart-
ment of Commerce, Raleigh Office; INTERNATIONAL ORGANI-
ZATION INFORMATION; Pat Langelier, UNC-Chapel Hill, and
Kathleen Eisenbeis, Duke University.

October 19, 1984, Durham County Public Library: GOVERN-
MENT FUNCTIONS AND LIBRARY REFERRALS; Raymond
Green, Director of Planning, Triangle J Council of Governments;
Michael Corwell, Associate Director, Institute of Government.

April 12, 1985, Forsyth County Public Library: NORTH CARO-
LINA STATE DATA CENTER; John McIntyre and Francine
Ewing, Data Consultants, North Carolina State Data Center.

Many Documents Section members have been working since
March, 1983, on a proposal to create a statewide depository
system for North Carolina publications. The State Documents
Depository System Committee of the Documents Section is pre-
paring guidelines for the system, drafting the proposed legisla-
tion, and gathering letters of support to justify the distribution
of state publications to libraries. The following resolution was
passed by the NCLA general membership at the 1985 Confer-
ence in support of the committeeTs work:

State Documents Resolution

WHEREAS, all citizens of North Carolina have a right to infor-
mation published by their state government and supported
by their tax monies; and

WHEREAS, this information is not now easily available to citi-
zens in all areas of the state; and

WHEREAS, the state of North Carolina does not have a state
depository law for distribution of state publications to a
network of libraries, and is one of the few states in the
country without such a law; and

WHEREAS, the State and Local Documents Task Force, the
Government Documents Round Table of the American
Library Association, and the Association of State Library
Agencies have approved suggested minimum standards for
state servicing of state documents; and

WHEREAS, the state of North Carolina does not meet the
approved minimum standards relating to the distribution
of state publications; and

WHEREAS, there is an urgent need for action to correct the
inaccessibility to state publications: Now therefore be it

RESOLVED, that the North Carolina Library Association
strongly supports legislation to establish a statewide depos-
itory system for North Carolina state publications that will
make these publications available to libraries and citizens
throughout the state; and be it further

54"North Carolina Libraries

RESOLVED, that the North Carolina Library Association author-
izes the State Documents Depository System Committee of
the Documents Section of the North Carolina Library Asso-
ciation to continue preparation of a bill to establish such a
depository library system for North Carolina state publica-
tions, to work with the Governmental Relations Committee
of the North Carolina Library Association to gain legislative
support, and to work to gain support of citizens throughout
North Carolina.

A special edition of The Docket, the newsletter of the Docu-
ments Section, was published for the conference, giving the his-
tory of the Documents Section and background information on
the State Documents Depository System CommitteeTs work.

In addition, the State Documents Depository System Com-
mittee formed a State Agency Task Force in November, 1983,
charging it with surveying the present production of North
Carolina state documents. To accomplish this task, the Division
of State Library received a one-year Library Services and Con-
struction Act grant to conduct a survey. The State Documents
Survey Project began in September, 1984. The goals of the project
were to determine the state agencies and organizations generat-
ing publications, the production and distribution methods used,
and the publicationsT intended audiences. A questionnaire was
distributed throughout the executive, judicial, and legislative
branches of government and to the state-supported community
colleges and universities. Responses from returned question-
naires were then entered into a microcomputer database man-
agement system for analysis. The final report, written by Marion
Shepherd of the Division of State Library, was published in July,
1985.

Dawn Hubbs, Secretary/Treasurer

Officers of the Documents Section
1985-1986

Chairperson: Janet M. Miller Rowland
Head, Periodicals & Public Documents
Forsyth County Publie Library
660 West Fifth Street
Winston-Salem, NC 27101
(919) 727-2220

Vice-Chair/Chair-Elect: Waltrene M. Canada
Government Documents Librarian
F.D. Bluford Library
N.C. A. & T. State University
1600 East Market Street
Greensboro, NC 27411
(919) 379-7617
Secretary/Treasurer: Arlene Hanerfeld
Documents Librarian
William Madison Randall Library
UNC-Wilmington
601 South College Road
Wilmington, NC 28403
(919) 395-3277

DOCKET Editor: Cheryl Wood McLean

Assistant Documents Librarian
Documents Branch

Division of State Library
Raleigh, NC 27611

(919) 733-3343

ChildrenTs Services Section

ChildrenTs Services Section members received newsletters
during this biennium which kept them informed of programs
and activities of concern to librarians who work with children.
The newsletter presented reviews of books and other materials,
articles on topics of interest such as computer use in public
libraries, and notes on programming ideas.

Section members engaged in a fund-raising project by sell-
ing CSS notepads for $1.00 each. The notepads with a ChildrenTs
Services Section logo at the top and the phrase oChildren and
Libraries " an investment in our future� were popular items
during the biennium and at the T85 conference. Proceeds were
channeled into future programming efforts.

The section presented a program at the NCASL Work Con-
ference in October, 1984. The program was a selection of the
1983 Notable Showcase presented at ALA annual conference in
the summer of 1984. Program Chairman Rebecca Taylor anda
committee of Mary Lou Rakow, Diana Young, and Sue Williams
made arrangements for this popular program to be given.

The biennial conference programs planned by the section
leadership included a presentation of selections from the 1984
Notables Showcase and a breakfast featuring illustrator and
author David McPhail as speaker. The NCASL co-sponsored the
Notable Showcase program, making. the second conference at
which the NCASL and CSS have cooperated in programming for
their members.

Committees at work within the section included a Stand-
ards Committee looking at the possibility of publishing and
formulating standards for ChildrenTs Services in public libraries
in N.C., and the ChildrenTs Book Award Committee which did
not meet during the biennium due to the death of its chairman,
Lucy Cutler. These two committees will be asked to continue
their work during 1985-87.

Public Library Section

The Planning Council, comprised of the officers of the sec-
tion, the section representative on the North Carolina Libraries
editorial board, and the chair and vice-chair of each section
committee, conducts the business of the Public Library Section
between biennial conferences. The Planning Council of the sec-
tion met seven times during the biennium. The work of the sec-
tion was accomplished through eleven committees. A brief
description of the accomplishments of each of the committees
follows.

The Adult Services Committee met its goal of providing one
Significant continuing education opportunity for staff engaged
in services to adults in each year of the biennium. The initial
effort was a readerTs advisory workshop entitled oGenreflecting�
held in Winston-Salem and Kinston September 13 and 14, 1985.

The second workshop, coordinated by NCCUTs Continuing Edu-
cation/Staff Training Office, concerned business reference servi-

ces and was held September 18, 1985, in High Point.

With LSCA grant support, the Audio Visual Committee
Planned and produced a workshop on oVideo Lending Services
in the Public Library� on September 25, 1984, in Winston-Salem.
The committee also sponsored a 1985 NCLA conference pro-
gram session on oClay Animated Film.�

The Development Committee identified and addressed
issues and concerns facing public libraries including: fee vs. free,
Confidentiality of library records, legal issues affecting public
libraries, financial support for research on issues, networking,

and statewide borrowing privileges. The committee developed
and distributed a model disruptive behavior policy which
included a listing of applicable North Carolina laws.

A basic workshop for library staff members serving genealo-
gists was prepared and presented by the Genealogy Committee
in Raleigh on October 4-5, 1984, and in Winston-Salem on
November 1-2, 1984. In response to evaluation suggestions from
this workshop, the committee will co-sponsor a follow-up work-
shop with the Friends of the Archives December 5-6, 1985, in
Raleigh.

Strong organization and vigorous efforts on behalf of the
Governmental Relations Committee resulted in the introduction
and successful passage of bills in the NC General Assembly
increasing the annual appropriation of State Aid to Public
Libraries by $3 million. Lobbying techniques such as the well-
designed and executed Legislative Day 1985, established visibil-
ity, rapport, and the credibility for public libraries needed with
the Legislature.

The Literacy Committee worked to promote literacy aware-
ness and to suggest means by which public libraries can assist in
eradicating the problem of illiteracy in North Carolina. To this
end, the committee presented a workshop entitled oLearning
about Literacy: How to Set up a Literacy Program in Your
Library� in Kinston on May 3 and Hickory on May 24, 1985. At
the 1985 NCLA Conference, the committee sponsored a booth
promoting literacy awareness.

Two major projects were undertaken by the Personnel
Committee in the biennium. On March 15 and 16, 1985, the
committee cosponsored a workshop, oHow to Improve Employee
Performance,� in Clemmons and Fayetteville with the Cape Fear
Library Association. The committee conducted a study of per-
formance appraisal systems and job descriptions in 26 public
libraries in NC. This project will be continued in the next bien-
nium with the publication of study results.

The Public Relations Committee presented a workshop on
basic PR techniques in the fall of 1984 in Kinston and Charlotte.
The committee sought to encourage efforts to increase library
visibility through their PR Swap and Shop, Idea Exchange and
PR contest at the Biennial Conference in 1985.

The Standards and Measures Committee recommended
that no changes or revisions be made in the reporting of public
library statistics for the annual statistical report produced by
the State Library. The committee received suggestions for ways
in which the state's public libraries can continue to quantify and
measure the services they provide.

The Trustee-Friends Committee planned, organized, and
presented an excellent orientation workshop for new trustees
for the 1985 Trustee-Librarian Conference in Raleigh, on May 29,
1985.

The Young Adult Committee sponsored three programs in
the biennium: a YA Film Preview in Durham in October, 1984, a
oTools for Term Papers� reference workshop in High Point in
March, 1985, and a biennial conference program on Young Ado-
lescents and the Library. The committee produced six issues of
Grassroots, the very popular, high quality publication for librar-
ians interested in young adult services.

The section concluded business in the biennium with an
LSCA supported conference session featuring noted author, Joe
McGinniss. Section work included eleven workshops offered in
sixteen locations, four conference program sessions, a variety of
publications, and studies on issues and concerns of interest and
value to North CarolinaTs public libraries. The section designated
an association representative for the NC team which obtained
an NEH/ALA oLet's Talk About It� national project grant. This
cooperative effort as well as numerous mutual endeavors with
other professional library associations and NCLA units contrib-
uted to the awareness of the services public libraries provide
and the important role of libraries in our communities.

1986 Spring"55