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North Carolina Libraries
TABLE OF CONTENTS
THEME ARTICLES
ISSN 0029-2540
55 Educating North Carolina Librarians and Information
Professionals, Benjamin F. Speller, Jr.
58 The Organization of Information Curricula, Jerry D. Saye
64 Management Teaching: Its Theory and Practice, Sheryl
Anspaugh and John Lubans, Jr.
67 Getting Our Ducks in a Row: Research and North
Carolina's Libraries, Kenneth D. Shearer
70 Library Education in a Telecommunications Environment:
A North Carolina Perspective, Benjamin F. Speller, Jr.
and Robert Burgin
73 Library Education for ChildrenTs Services in North
Carolina, Marilyn L. Miller and Pauletta B. Bracy
76 How Should We Train Adult Services Professionals for
Public Library Work?, Sharon L. Baker
79 Educating Librarians about Service to Special Groups,
Kieth C. Wright
83 The Limits of Library School, Duncan Smith
ARTICLE
87 Online Searching with a Microcomputer, Donna Flake
FEATURES
50 From the President
52 Over to You
95 New North Carolina Books
98 Libraries: Spread the News
103 NCLA Minutes
106 New Public Library Standards for North Carolina
Cover: Duncan Smith, oThe Limits of Library School: A North Advertisers: Ebsco, 51; Hunter, inside front cover; Albert J.
Carolina Reconciliation,� North Carolina Libraries 45 (Summer, Phiebig, Inc., 57; H.W. Wilson, 63.
1987): 83.
Volume 45, Number 2 Summer 1987
Exalting Learning
and Libraries
NORTH CAROLINA LIBRARY ASSOCIATION
From the President
Our immediate Past President Leland M. Park
in representing the North Carolina Library Asso-
ciation on the occasion of the inauguration of M.
Christopher White as the tenth president of
Gardner-Webb College on Wednesday, April 8,
1987, presented NCLA greetings for inclusion in
their scrapbook. It read, oThe twenty-two hun-
dred members of the North Carolina Library
Association extend congratulations upon your
election and best wishes for an effective tenure of
service at this outstanding institution.� Leland
was a guest for lunch and at the afternoon recep-
tion for President and Mrs. White.
It is interesting that the bell used in the
inauguration ceremony is a replica of the Liberty
Bell. It was first rung in the fall of 1970 to inaugu-
rate the senior college status of Gardner-Webb.
The bell is rung to signify the opening and the
closing of the academic year and to mark formal
academic occasions. Of special historical interest,
it is noted that the Whitechapel Bell Foundry in
London made the bell and it commemorates the
bicentenary of American independence 1776-
1976. The bell is to the scale of one-fifth the origi-
nal Liberty Bell, ordered from the Whitechapel
Foundry by the Province of Pennsylvania in 1752,
and was cast on the same site. The bell weighs
forty-four pounds and stands fifteen inches high.
Neither storms, rain, furniture market, reun-
ions, conflicting meetings, family obligations,
illness nor tornado watches dampened the spirit
of those attending the NCLA T87 Spring Workshop
and Executive Board Meeting at Greensboro Col-
lege, April 24 and 25, 1987. Those that could make
it came with enthusiasm. The result was an ex-
tremely successful two days of deliberations, deci-
sion making, sharing of ideas, reporting on goals
achieved and objectives revised. Over fifty
NCLAers enjoyed the usual delicious lunch pre-
pared by Mark Nelson.
Many thanks and deep appreciation go to
Susan Squires for being such a gracious hostess.
Much of the success of the two days is due to
SusanTs efficient organization long before we
50"Summer 1987
arrived and her continuous efforts throughout
our visit on the Greensboro College Campus.
According to the oALA Washington Newslet-
ter,� 520 library supporters from 43 states and the
District of Columbia participated in the 13th
Annual Library Legislative Day of organized lob-
bying on April 7, 1987 during National Library
Week. This was an opportunity to document the
effect of the present legislation on libraries, to
thank our legislators, and encourage continued
support.
NCLA Governmental Relations Chair Bill
Bridgman and his committee coordinated North
Carolina's participation in the National Library
Legislative Day. Twenty-one North Carolinians
attended. Chairman Bridgman divided the group
into two teams to call on our legislators in
Washington. He reported, oWe think each team
made a good case for the continuation of federal
support for libraries of all types, and we were
pleased with the response we received from the
legislators.� Twenty-eight students from North
Carolina Central University also participated
under the leadership of Dean Ben Speller.
Representative Major Owens continues to
promote our interests as indicated by the ALA
Washington Newsletter, oRepresentative Major
OwensT special order on April 8 during National
Library Week prompted a total of 26 House
members to make speeches about libraries and
library issues.� He, along with those who voted
oyes� for library issues and particularly those
visited on April 7, should receive our thanks.
April 8 was a very special day for the North
Carolina Association of School Librarians, be-
cause School Library Media Day was celebrated
across North Carolina. The theme, TAKE TIME TO
READ ... USE YOUR SCHOOL LIBRARY, was evi-
dent in balloon launches, read-ins, storybook
parades, storytelling festivals, and media fairs.
According to NCASL Chair Helen Tugwell, one of
the highlights was a video program broadcast
through cablevision showing area students giving
booktalks.
Congratulations to NCLA Treasurer Nancy
Clark Fogarty for an excellent audit report of the
1986 NCLA finances dated December 31, 1986.
The auditorTs report confirms the Treasurer's
1986 Report presented by Nancy at our last board
meeting. oI certainly breathed a sigh of relief when
I saw it!� remarked a happy Nancy. Those who
have had this responsibility truly understand, as
did Eunice Drum in her comment to Nancy, oI
know the feeling!� We continue to have the best
care of our funds.
In exalting learning and libraries, letTs not
forget that the librarian is the key that makes the
learning by the users and the climate of the
library come alive. Yet there must be coordina-
tion, collaboration and involvement by a host of
People, not just the librarian, or indeed by the
North Carolina Library Association. The words of
Dr. Ken Newbold, retired Superintendent of
Greensboro City Schools, spoken so aptly several
years ago during an NCASL Conference in Dur-
ham, keep coming to mind. He spoke to librarians,
oHere you are meeting with all of the same general
interest when you should be at the science con-
ference across town.� He has a point! If we intend
to exalt our services, then we need to collaborate
a great deal with other interest groups in order to
build lobbyists for our cause outside of our own
group. It is expected that we speak for our cause;
however, others speaking for us could have a
great impact. All types of libraries must utilize
every vehicle to promote the vital role of our pro-
grams in achieving excellence. The cooperative
Sharing of expertise and opportunities promotes
a strong, cohesive force for excellence. Let us not
be left out of the next A Nation at Risk as were
the excellent school library programs. The theme
of our T87 NCLA Conference, LIBRARIES: SPREAD
THE NEWS, speaks well to this point.
Do you know the following living Past Presi-
dents of the North Carolina Library Association?
(Please send me any corrections needed on
addresses, etc.)
Mrs. Vernelle Palmer
420 Windsor Drive
Salisbury, NC 28144
(1957-1959)
Mrs. Elizabeth H. Arline
8013 Greeley Boulevard
Springfield, VA 22152
(1959-1961)
Mr. Carlton P. West
8 E Wake Forest Apts.
Winston-Salem, NC 27106
(1961-1963)
Mr. Paul S. Ballance
5401 Indiana Ave.
Winston-Salem, NC 27106
(1965-1967)
Mrs. Mildred S. Councill
Winter:
P.O. Box 604
Mount Olive, NC 28365
We hope to see all of these past leaders dur-
Summer:
223 Orchard Lane
Boone, NC 28607
(1967-1969)
Mr. Leonard L. Johnson
109 Falkener Drive
Greensboro, NC 27410
(1977-1979)
Mr. H. William OTShea, Jr.
1333 Diehl St.
Raleigh, NC 27608
(1979-1981)
Mrs. Mertys W. Bell
5608 Scotland Road
Greensboro, NC 27407
(1981-1983)
Dr. Leland M. Park
P.O. Box 777
Davidson, NC 28036
(1983-1985)
ing our October 27-30, 87 NCLA Conference in
Winston-Salem.
Our next NCLA Executive Board Meeting
will be held on July 24, 1987 in Pinehurst at the
Pine Crest Inn.
Have a wonderful summer!
Pauline F. Myrick, NCLA President
| paige lee cat ain pc catia, cael nee ean s aaa s |
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Charlotte, NC 28211
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Mrs. Jane Wilson Downs
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(1951-1953)
Miss Charlesanna Fox
345 Marmaduke Circle
Asheboro, NC 27203
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Miss Eunice Query
204 Pine St./Box 355
Boone, NC 28607
(1969-1971)
Miss Elizabeth Copeland
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Greenville, NC 27834
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Greenville, NC 27834
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Summer 1987"51
Over to You
Letters to the Editor
A great deal has been written and spoken in
the past several weeks regarding the publication
of articles in NORTH CAROLINA LIBRARIES.
While this journal will always strive to remain
vigilant regarding factual information and writ-
ing style, we are essentially a professional publi-
cation whose primary goal is to be a forum for
ideas as well as for information.
If the editorial board refuses to publish an
article because we fear the ideas espoused will
offend a segment of our readership, we are acting
as censors. If we as librarians in all types of
libraries are serious about our stand in support-
ing intellectual freedom, then we cannot back
down when it hits closest home. We cannot in good
conscience criticize religious and political cen-
sors if we refuse to allow the publication of an
article simply because it criticizes one of our
own.
As mentioned in the Spring 1987 issue, we
welcome your comments and ideas. Implicit in
this invitation is an offer for response from the
persons most closely related to any issue under
discussion. The freedom of expression of ideas,
particularly those ideas which force us to re-ex-
amine ourselves and our modus operandi, is an
exciting opportunity and responsibility. We
choose to encourage it.
The Editorial Board
Dear Editor:
I enclose a copy of a letter recently mailed to
Ruth Katz concerning her article which appeared
in the Spring edition of oNorth Carolina Libraries.�
I sincerely feel that it was unfortunate that
you chose to publish such an article so full of
inflammatory remarks that have no real basis for
valid discussion.
I would like very much to see this letter
printed as a response to this article. I feel you owe
public libraries the right to respond to this form
of irresponsible mud slinging.
With kindest regards, I remain,
John W. Jones
Director of Libraries
Neuse Regional Public Library
52"Summer 1987
Dear Miss Katz:
I read your article in the Spring issue of
oNorth Carolina Libraries� with a great deal of
amusement and wonder: amusement, because
most of the statements you made were nothing
more than opinions and innuendoes; wonder,
because you who hold a position as a scholar
should know that statements made without any
supporting data are absolutely and totally worth-
less.
Your opinionated attacks on the Friends and
Trustees are an abomination and if read by the
wrong person would do nothing more than cause
harm. At no time did you present any form of
evidence to support your invalid assumptions.
You simply stood back and slung mud. Believe me,
it doesnTt take a scholar to do that.
Your few statements concerning the Public
Library DirectorsT Association also indicate that
you did absolutely no research concerning your
topic. The one true statement you made was that
you didnTt know why the Association existed.
However, if you are interested, I'll be sure you get
an invitation to our next meeting.
Since your article opened the door to opin-
ions, let me give you mine concerning one facet
you discussed. To assume that all libraries should
and do work for a common goal is not a valid
assumption. All libraries deal to some degree in
the same product; however, our mission state-
ments and populations served are many times
quite different. The overlap by user populations,
as reported through the literature with valid
research, at no time exceeds 15%. To place this in
context with reality, the public libraries exist very.
nicely without the academic or special libraries.
In my library, circulation exceeds almost 50,000
items per month. We borrow less than 20 items
from our academic neighbors. At Forsyth County
over 150,000 items are circulated per month.
They borrow less than 50 items from academic or
special libraries. The goal you seek is not the goal
we seek. If you assume that there is a common
goal for all libraries, then you are wrong.
Your statements concerning librarians who
have worked in other states is so ridiculous and
illogically conceived that it does not merit a
thoughtful response; however, I will again chal-
lenge you to bring forth your documentation. If
such documentation does exist, then it deserves
national distribution.
To be totally honest, I am more disappointed
in the journal than I am with your work. You are
entitled to your opinions. They just donTt belong in
a professional publication.
John W. Jones
Director of Libraries
Neuse Regional Public Library
Dear Editor:
It is refreshing to have strong opinions voiced
in North Carolina Libraries as was the case with
Ruth Katz's article in the spring 1987 issue. ItTs too
bad that many of the opinions expressed were
uninformed. Trying to address the numerous mis-
Conceptions would take an article of equal length.
However, I think a free copy of FLASH would
80 a long way in soothing Ruth. So I'll be mailing a
Copy of mine to her so she can keep abreast of
Public library activities.
Jerry A. Thrasher, Director
Cumberland County Public
Library & Information Center
Dear Editor:
It is a pity Ms. Katz is not more knowledge-
able of the public libraries she criticizes (Spring
1987 North Carolina Libraries). Adequate fund-
ing is the basis of good library service and groups
Such as the Public Library Directors Association,
the Friends of North Carolina Public Libraries,
and the North Carolina Library Trustee Associa-
tion have all been instrumental in seeing that the
State provides increased financial support to its
Public libraries. Since I have been in North Caro-
lina (1982), this figure has increased from $4.3
Million to over $10.7 million. These increases have
Provided funds for improved collections and
library services which benefit all library users.
They also have allowed libraries to hire additional
Staff and improve professional salaries. This in
itself will do more than any other factor toward
increasing the orepresentativeness� of library staff
Ms. Katz feels so strongly about.
Concerning our lack of cooperation, public
libraries have long taken a lead in this area.
oZOCTs� were characterized by significant public
library involvement, as have many of the continu-
ing education opportunities that are available in
this state. At the same time, I would note that
Such cooperation must be cost effective and serve
a significant public need.
As to the role of the State Library, comment
is best left up to Jane Williams, the State Librar-
ian. However, it is my understanding that while
the State Library can and does provide guidance
and assistance to all libraries in North Carolina, it
has a specific charge to opromote the establish-
ment and development of public library services
throughout all sections of the state.� If Ms. Katz
feels the State Library is derelict in the non-public
library area, some more specifics, I am sure,
would be appreciated by the State Librarian.
In conclusion, I can only agree with Ms. KatzTs
introduction, oThis article is one personTs assess-
ment of librarianship ...� Unfortunately, it is that
and nothing more.
David M. Paynter, Director
New Hanover County Public
Library
Dear Editor:
I would like to respond to a portion of Ruth
KatzTs article oNew Opportunites, New Choices:
Some Observations About Libraries in North
Carolina,� in the Spring 1987 issue of North Caro-
lina Libraries, concerning the North Carolina
Library Association.
Many of us recall the study leading to the
publication North Carolina 2000 addressing state-
wide concerns such as education, environment,
crime, health, etc., but not addressing information
as a concern of this state in entering the twenty-
first century. Further the role of the information
delivery systems of the state"namely our librar-
ies"was relegated to that of preservation and
recreation.
Clearly the total library services of our state
need higher visibility not only among our citizens
but our leaders and planners. In my view NCLA is
a primary organization in our state to bring this
about. The State Library exerts a strong leader-
ship role for librarianship in our state, but
because it is part of the executive branch of
government there are some constraints on action
it can take. NCLA on the other hand can serve as
a coalition of all the libraries of the state in
addressing matters of local, state and national
concern, and can act with fewer, or at least differ-
ent, constraints. Together these two entities are a
formidable force for action.
And what are some of the actions we need to
take to be ready for the year 2000? For starters
we can be vigorous advocates for public access to
public information"local, state and national; we
can adopt a proactive role toward the next White
House Conference; we can work with our library
schools in fostering research appropriate for the
Summer 1987"53
advancement of library service in our state, and
publish the results; we can be the leaders in
adopting a proactive cooperative attitude em-
bracing the total communities in which we oper-
ate. And of course we can continue our commit-
ment to the advancement of librarians in our
state.
To enable NCLA to achieve this potential
some changes should be considered. For example,
ours is a voluntary organization which places
considerable demands on our elected officials;
letTs be sure that all our offices elected mem-
bership-wide be offices of substance. LetTs exam-
ine the duties and responsibilities of each and
make sure that when we ask our talented leaders
to serve in an office it is one that offers a chal-
lenge and is important to the furtherance of the
association, not one that is more honorary than
substantive. And while we are at it, letTs reduce
the labor-intensive and time-consuming chores
that we presently impose on our Secretary and
Treasurer, by contracting for those services. All
we'll lose is the tedium; we'll retain control and
free our officers for the proactive, innovative poli-
cy-making roles we elected them to serve.
Although we are a voluntary organization, we
do not have to continue the puritan ethic of a
make-do association. LetTs have a dues structure
that is realistic, and provides adequate support to
the various units of NCLA. For me, those units
addressing type of library have been less stimulat-
ing than those addressing library functions. Per-
haps for others they have equal value. We might
consider abolishing the requirement that a mem-
ber might first join a particular unit, abolish the
54"Summer 1987
ofree� unit, and simply let members join any and
as many units as they wish setting a fee that will
truly support a unit.
I have often heard persons say not to make
waves, not to rock the boat, but the logical con-
clusion of that is seldom mentioned: if there are
no waves and a boat is not rocking that boat is
probably dead in the water, going nowhere,
except perhaps in circles. NCLA is not dead in the
water, but change will be needed to provide the
viable, vigorous organization we need as we
approach the next century. We have enough time
to be ready.
LetTs take the report of the Futures Commit-
tee and Ruth KatzTs article as vehicles for inten-
sive"even heated"discussion by the full member-
ship, both in print and face to face. Then letTs
combine our discussion with just as vigorous an
oattitudinal adjustment� visit to the local pub,
where the target is on the wall, not personal!
Marjorie W. Lindsey
Member, Futures Committee
Dear Editor:
Thank you for inaugurating the columm
oOver To You� for reader feedback. In examining
the last five issues of North Carolina Libraries, I
found not a single letter to the editor. Hopefully,
every issue beginning with this one will include at
least one such letter. In the absence of any letters
to the editor, the question oIs anyone reading this
journal?� may legitimately be raised.
The feature I enjoy most in each issue is the
section entitled oNew North Carolina Books,� an
excellent selection tool. In my view, this section
should be expanded to include more titles, includ-
ing pamphlets as well as books.
More illustrations"photos as well as charts
and graphs"would help to improve the overall
appearance of the journal.
The quality of our state library journal is
good, but, like the quality of American education,
it can always be improved.
Alva Stewart
Reference Librarian
N.C. A&T University
NORTH CAROLINA LIBRARIES invites your comments.
Please address and sign with your name and position all cor-
respondence to: Frances B. Bradburn, Editor, NORTH CARO-
LINA LIBRARIES, 2431 Crabtree Boulevard, Raleigh, N.C.
27604. We reserve the right to edit all letters for length and
clarity. Whenever time permits, persons most closely related to
the issue under discussion will be given an opportunity to
respond to points made in the letter. Deadline dates will be the
copy deadlines for the journal: February 10, May 10, August 10,
and November 10.
Educating North Carolina Librarians
and Information Professionals:
AN INTRODUCTION
Benjamin F. Speller, Jr., Guest Editor
This special section on educating librarians
and related information professionals in North
Carolina focuses on five assumptions: (1) com-
petency-based education is a valid approach to
determining a suitable curriculum for prepara-
tion of entry level professionals [1]; (2) students
must be able to utilize the knowledge and skills of
librarianship and information science within the
context of information problems and needs of all
kinds of library environments; (3) students must
be able to use a research approach to problem
Solving; (4) the mission of libraries has not
changed; but the principles and procedures for
planning and implementing this mission have
changed because of computer and communica-
tions technology developments; and (5) continu-
ing education is an important instructional goal
because of the dynamic nature of an increasingly
information-based society.
With these five assumptions as an organiza-
tional framework, the articles in this special sec-
tion have been grouped into three broad categories:
(1) foundations of the profession which include
Organization of information, management, re-
Search, communications and information sys-
tems; (2) resources and services for children,
adults and special groups; and, (3) continuing
education.
The guest editor allowed the authors to
address their topics in their own individual styles.
This may have resulted in some unevenness in
Scope and content; but this was considered the
best approach to providing an unbiased picture of
the education of librarians in The University of
North Carolina system, since each library and
information science programTs faculty plans and
develops its own unique curriculum based on its
Own individual mission, goals, objectives and phi-
losophy of instruction and research. A brief bibli-
Benjamin F. Speller, Jr., is Dean of the School of Library and
Information Sciences, North Carolina Central University,
Durham.
ography is provided at the end of this introduction
for those individuals who are interested in looking
at this topic from a national perspective.
Foundations of the Profession
Organization of Information. Jerry Saye dis-
cusses the potential for educating and the con-
tinuing development of professionals in the areas
of cataloging and classification. He is, rightly,
alarmed at the lack of advanced courses in and
the slow development of interdisciplinary
approaches to instruction and research activities
in the five library education programs in North
Carolina. The lack of focus on theoretical issues in
this area may inhibit the development of informa-
tion science components in all five programs
because faculty expertise will not be there in the
future, nor will there be any significant interdisci-
plinary components. These same problems will
limit future continuing education programming
in this area of librarianship as well.
Management. Sheryl Anspaugh and John
Lubans present a description of how manage-
ment concepts and principles are taught in North
Carolina and the southeast. They compared how
they team teach the general principles of man-
agement at NCCU with other southeastern library
and information science programs. Their investi-
gations support the fact that management skills
can be learned in an instructional environment
and that there are no longer any major questions
about the value of learning management theories
and principles as a foundation to effective prac-
tice as a professional.
Research. Kenneth Shearer discusses the
value of research in a profession that is essentially
practical in orientation. He describes applied
research projects that have been conducted in
North Carolina and their impact on the profes-
sion. oResearch in the library and information
science programs in North Carolina will probably
increase in the knowledge generation purposes
Summer 1987"55
because librarians will be using more of this type
of basic research to develop or significantly
improve information service and delivery sys-
tems.� [Guest Editor]
Communications and Information Systems.
Benjamin Speller and Robert Burgin present their
perspectives on significant implications that what
is now referred to as the computer/telecommuni-
cation age will have on library and information
science instruction. They note the re-emphasis on
traditional communications, human relations,
and other related management skills as a result of
the increased dependence on computers and tele-
communications technologies. They conclude that
the pervasive nature of these technological devel-
opments has required a redefinition and expan-
sion of the theories and principles that undergird
the information professions, and that library edu-
cation programs in North Carolina are revising
their respective curricula, instruction, and re-
search activities as a result of changes.
... each library and informa-
tion science programTs faculty
plans and develops its own
unique curriculum ...
Resources and Services
Children. Marilyn Miller and Pauletta Bracy
describe the nature of the job outlook for librar-
ians serving children and young adults in the
state. They strongly suggest that all public library
employers support children and young adult ser-
vices, and identify critical issues which should be
addressed by library educators in order to insure
adequate preparation of childrenTs and young
adult librarians. There will be serious societal
consequences if this action is not forthcoming.
Adults. Sharon Baker uses research results
on major problems facing public library directors
of fifty outstanding public libraries and a review
of the literature on educating public librarians to
determine the future direction of library educa-
tion for adults. Baker identifies three, curriculum
areas"community analysis, patron guidance and
materials exposure"and then describes how
these areas are approached in the library educa-
tion programs in North Carolina.
Special Groups. Kieth Wright presents an
overview of the emergence of disabled persons
into mainstream society and how library educa-
tion programs in general and in North Carolina
have responded to it. Wright also focuses on the
impact that the current computer/telecommuni-
56"Summer 1987
cations age could have on providing library ser-
vice to the disabled and how the disabled could be
trained to become information professionals and
support staff.
Continuing Education
Duncan Smith reconciles the learning envi-
ronments for prospective librarians in his article,
oThe Limits of Library School.� He identifies three
environments where individuals learn to become
librarians. He believes that neither library school
nor on-the-job experience in isolation provides
adequate preparation for professional librarians.
He believes that blending both experiences pro-
vides the best learning environment for libraries.
He describes the North Carolina Library Staff
Development Progam as one example of this
blending.
Summary
In summary, this special issue has focused on
the broad aspects of library and information
science instruction to avoid an overemphasis on
one type of library environment. Several common
threads emerged: (1) an agreement that techni-
cal skills in information handling are necessary;
(2) that librarians and information profession-
als should have a strong orientation toward serv-
ing people; and (3) that human relations and
management skills are essential. These articles
continue to support BucklandTs assumption about
education: oIn a changing world, teaching even
the best contemporary good practice is not good
enough if one is seeking to develop professionals
who will design new services and adapt old ones
as needs, circumstances and opportunities change.
One needs to deal with concepts and principles as
well as practice; and one needs to foster respect
for the uniqueness of each situation.� [2]
References
1, Lawrence W.S. Auld, oThe King Report: New Directions in
Library and Information Science Education,� College & Research
Libraries News 48 (April 1987): 176.
2. Michael K. Buckland, oCommunications, Information, and
Training the Information Professional,� in Communicating
Information, Proceedings of the 43rd ASIS Annual Meeting,
Anaheim, 1980, (White Plains, New York: Knowledge Industry
Publications, 1980) 370-372.
Suggested Readings
Allen, Melody Lloyd and Margaret Bush. oLibrary Education and
Youth Services: A Survey of Faculty Course Offerings, and
Related Activities in Accredited Library Schools.� Library
Trends 35 (Winter 1987): 485-508.
Becking, Mara Swanson, oThe Education of School Librarians,�
Catholic Library World 57 (March-April 1986): 228-232.
Bobinski, George S. oCurrent and Future Trends in Library and
Information Science Education.� Library Trends 35. (Spring
1986) Entire Issue.
Boehm, Eric H. and Michael K. Buckland, eds. Education for
Information Management: Directions for the Future.
Record of a Conference cosponsored by the Information
Institute, International Academy of Santa Barbara and the
Association of American Library Schools, May 6-8, 1982.
Santa Barbara, California: International Academy at Santa
Barbara, 1983.
Griffiths, Jose-Marie and Donald W. King. New Directions in
Library and Information Science Education. White Plains,
New York: Knowledge Industry Publications, Inc., for the
American Society for Information Science, 1986.
Liesener, James W. oLearning at Risk: School Library Media Pro-
grams in an Information World.� School Library Media
Quarterly 14 (Fall 1985): 11-20.
oLibrary Education in the U.S.� Special Libraries 77 (Fall 1986)
Theme Issue.
Weingand, Darlene E. oCompetencies for Public Librarians: A
Beginning.� Public Libraries 20 (Winter, 1981): 104-106.
White, Herbert S., ed. Education for Professional Librarians.
White Plains, New York: Knowledge Industry Publications,
1986. a
C
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Summer 1987"57
The Organization of
Information Curricula
Jerry D. Saye
The courses which comprise the organization
of information specialty in library and informa-
tion sciences have changed dramatically at the
national level in the past two decades. The change
in library education from one of preparation for
work only in libraries to that of preparing stu-
dents for careers in the wider arena of the infor-
mation profession has resulted in changes in the
courses which constitute this part of the curricu-
lum. Traditionally, the foundation of the organi-
zation of information component of any curricu-
lum had been a basic course in cataloging and
classification. Today, because of widening interest
in information management, students in library
and information science programs around the
country are as much concerned with otuples� and
onormal forms� as they are with the details of
AACR2 and the intricacies of the Dewey Decimal
Classification. This paper explores the extent to
which courses in the organization of information
in library and information science programs in
the state of North Carolina reflect these national
trends and what needs to be done to improve
preparation for the specialty.
North Carolina has five schools that provide
graduate-level courses in the field of library and
information sciences.
@ Appalachian State University. Department
of Library Science and Educational Foun-
dations
@ East Carolina University. Department of
Library and Information Studies
® North Carolina Central University. School of
Library and Information Sciences
®@ University of North Carolina at Chapel Hill.
School of Library Science
® University of North Carolina at Greensboro.
Library Science/Educational Technology De-
partment
Three of these programs, NC Central, UNC-Chapel
Hill, and UNC-Greensboro, are accredited by the
Jerry D. Saye is Assistant Professor at the School of Library
Science, University of North Carolina at Chapel Hill.
58"Summer 1987
American Library Association, while a fourth
program, East Carolina, is in the process of review
for A.L.A. accreditation.
In order to assess the state of organization of
information education in North Carolina, data
were gathered from the published literature of
each program, the syllabi of organization of
information courses, and telephone interviews
with selected deans, directors, and faculty mem-
bers. Although these data provide specific infor-
mation about the state of organization of informa-
tion education at individual schools, the purpose
of this paper is not to assess the strengths and
weaknesses of individual programs, but rather to
assess the current condition and future of educa-
tion in this specialty in North Carolina. Therefore,
no effort was made to establish the periodicity in
which individual organization of information
courses are taught or to determine whether listed
courses were actually taught. Instead, it was
assumed that each program periodically reviews
its courses and purges unused courses from its
catalog. Additionally, new program or course
initiatives under consideration in the organiza-
tion of information area were not considered part
of an institutionTs current program. It was felt
that this insight into the future could be mislead-
ing in that what is planned does not always mate-
rialize due to a variety of factors that influence
the approval or disapproval of new programs and
courses.
The initial step in any assessment of the
organization of information component of library
and information science education involves the
definition of the elements which comprise that
part of a curriculum. The Directory of the Associ-
ation for Library and Information Science Edu-
cation! provides a useful starting point for the
development of this definition. The Directory
includes a oClassification Guide� to specialties
within the profession which can be used to iden-
tify generic course areas. While this oGuide� does
not classify the subject specialties into hierarchi-
cal relationships, it can be used to develop a list-
ing of courses which form both the base and the
periphery of the organization of information spe-
cialty, A diagram of the areas which comprise this
specialty and their relationships is presented as
Figure 1.
The inclusion or exclusion of any particular
course in a list such as this is a subjective matter.
In this list, introductory courses in library and
information science that include an organization
of information element have been excluded. Also
excluded were courses in the management of
technical services because of their greater empha-
sis upon the management of the organization of
information process over concern for the process
itself. Similarly, courses in library automation and
computer applications have been excluded because
of their greater emphasis upon process rather than
information organization. Included in this taxon-
omy are some courses where the organization of
information is a discrete element in a course
which specializes in a particular type of material,
&.g., government publications. These courses are
listed in Figure 1 under the heading oSpecialized
Courses,�
Courses
There is a moderate degree of similarity
between the five programs, although it appears to
be confined mainly to the organization of infor-
mation courses in library science rather than
those in the information science area. As one
might expect, each of the five programs provides
at least one course in the organization of informa-
tion specialty. A basic cataloging and classifica-
tion course is taught in each of the five programs.
An analysis of the syllabi from these basic courses
reveals that the topics covered are essentially the
Same"descriptive cataloging, access point and
heading work, classification, subject heading
Work and use of OCLC. Where differences do
Figure 1.
exist, they involve the extent to which Library of
Congress Classification is addressed in the basic
course. What is surprising is that this basic cata-
loging and classification course is the only course
which is common to all five programs in the state.
Only three schools offer some form of advanced
cataloging and classification instruction"two
schools offer it as a separate course, while the
third distributes the content of its oadvanced
course� throughout several courses.
Absent from the courses offered in the state
is a course in the Theory of Classification. This
course was, for a long time, a staple as an
advanced course in the cataloging and classifica-
tion curriculum. Although some courses in the
organization of information area appear to
include classification theory as a minor compo-
nent, this topic no longer occupies the place of
importance in the curriculum that it once had.
The demise of this course in North Carolina fol-
lows a national trend. Although the reasons for
this change have not been investigated as a part
of this paper, one could opine that, over the years,
the field of librarianship has become more pro-
cess oriented in its approach to the organization
of information in libraries and information cen-
ters and less concerned with the theoretical
underpinnings. As a consequence, the value of a
course like the theory of classification has been
reduced to a point where it was no longer a viable
part of the curriculum. With the continued
emphasis on more efficient approaches to the
storage and categorization of information for
later retrieval in computer-based systems, inter-
est in the area of classification will likely increase,
although it may never again achieve a level of
importance sufficient to justify the dedication of
an entire course to this topic.
Specialized library science courses, those
courses which have a small organization of infor-
Diagrammatic View of the Organization of Information Component
of Library and Information Science Education
Organization of Information
| Related
Library Science
ey
Cataloging Specialized Abstracting
and Courses and Indexing
Classification |
Government Nonprint Rare Books Serial
Publications Materials Publications
Information Science
| Fields
Data base Archives
Management and
Manuscripts
Records
Management
Summer 1987"59
mation component, are offered by four of the five
programs. A course in government publications is
offered by four of the five schools. Beyond this one
course, the offering of specialized courses is rela-
tively limited. Unlike many other library and
information science programs nationally, none of
the programs in the state offers a course which
specifically addresses serial publications. "
One major consideration in an assessment of
any library and information science program is
whether a program aims specifically to educate
librarians or whether it sees for itself the more
general mission of preparing the broader range of
information professionals. In the interest of sim-
plicity, this broader area of preparation will be
referred to as oinformation science.� Over the last
quarter century, the national trend has been
toward the education of the broader group of
information professionals. The infusion of this
information science education into the programs
in North Carolina has been moderate. The treat-
ment of the information science component of the
curriculum exhibits the greatest difference among
the schools. Only two schools appear to have sig-
nificant course offerings in the area of informa-
tion science. The other programs appear to
confine their instruction to librarianship, essen-
tially limiting the treatment of new information
handling technologies to their use in library
automation or to an introduction to computer
applications. This approach has a major impact
upon course offerings addressing the organiza-
tion of information in non-library settings.
The specialties within the
profession are changing too
rapidly for the masterTs
degree to continue to be
viewed as both entry and ter-
minal professional education
offering.
When assessed against library and informa-
tion science programs at the national level and
the future demands of the information profes-
sion, the organization of information programs in
North Carolina appear to require considerable
development if they are to address the educa-
tional needs of the broad range of information
professionals. Even the more progressive pro-
grams in the state are at a relatively early to mid-
dle stage of development. Whether it is in the
library science or information science area of the
60"Summer 1987
organization of information curriculum, the pro-
grams in the state must begin to develop courses
beyond the first level, courses which will build
upon the one or two courses in information
organization which are taken by most students. In
most of the programs today, students specializing
in the organization of information have relatively
few courses from which to select when developing
their omajor� in this specialty.
MasterTs Level Interdisciplinary Instruction
Involvement in interdisciplinary instruction
in the organization of information area is either
non-existent or very limited in all five programs.
While each program has some interdisciplinary
activity, it is often related to the field of education
or media technology rather than to areas which
would enhance knowledge in information organi-
zation. Only in rare cases do students take
courses which deal with the organization of
information in other disciplines. Only one pro-
gram offers courses in the organization of infor-
mation which are cross-listed with another
department (Computer Science). Little appears
to have been done in any of the programs to util-
ize the course offerings in related fields, e.g., lin-
guistics, communications, cognitive psychology, etc.,
to support the organization of information cur-
riculum at the masterTs level. Although no data
are available against which to gauge the condition
of North CarolinaTs programs in encouraging inter-
disciplinary activity, it is suspected that it is equal
to, or slightly below, other schools when viewed
nationally.
It is anticipated that, as the scope of the
information profession becomes broadened in
terms of the commitment of the educational pro-
grams in this state to prepare individuals for the
profession, the utilization of interdisciplinary
knowledge will become essential to the prepara-
tion of persons in most, if not all, specialties in the
information profession and particularly informa-
tion organization. The days are rapidly ending
when library and information science programs
can be structured as isolated enclaves and still
offer meaningful, comprehensive programs. All of
the universities in which these programs reside
offer a wealth of courses which could be of value
to the organization of information specialist. An
effort must be made to identify those courses
taught in these universities which will support
and enhance information organization instruc-
tion. The future knowledge demands of the spe-
cialty will require that graduates possess the
knowledge and skills which will permit them to
co os Te eee ee LE BRE Sn Oe eee ent oe Te eee
adapt to the constantly changing state of infor-
mation organization. To fail to achieve this will
eventually result in North CarolinaTs programs
becoming less and less relevant to the entire
information profession and becoming viewed
more and more as a place of preparation for work
in a single type of institution"libraries"regard-
less of the names that are given to these pro-
grams.
While students in North CarolinaTs library
and information science programs are generally
encouraged, if not required, to come into these
educational programs with undergraduate back-
grounds in other disciplines, for some reason a
marriage of this previous knowledge with the
newly acquired knowledge is not encouraged.
Instead, these programs frequently serve as a new
beginning for the student, as though the under-
graduate experience, while of some value in refer-
ence work, collection development, etc., is essen-
tially irrelevant. Perhaps the cause of this is the
fact that this profession does not control, through
prerequisites, the background of students enter-
ing the field. Rather than requiring quantitative
and computational knowledge as requirements
for entry into library and information science
programs, the extrémely limited time in these
programs is consumed in attempting to teach this
knowledge as a part of the masterTs program. This
problem, affecting not just the organization of
information component of the curriculum, is not
limited to North CarolinaTs programs. These pro-
grams merely reflect a national problem. Future
emphasis needs to be made in all areas, but par-
ticularly in information organization, to encour-
age students with previous preparation in related
fields to continue to pursue this interest.
Other Continuing Education Programs
for Practitioners
Providing for the continued professional
growth of practitioners in the field is generally an
accepted mission of a professional education.
This mission can be met in two major ways: (1)
providing the opportunity for practitioners to
take courses as non-degree or post-masterTs cer-
tificate students, or (2) providing special continu-
ing education courses, workshops, seminars.
All five programs make their courses availa-
ble to practitioners in the field. The range and
particularly the depth of course offerings, one
would suspect, plays a major role in determining
the usefulness of these offerings to the practi-
tioner audience. A program which offers little
beyond one or two basic courses in the organiza-
tion of information probably will have little to
offer to post-masterTs practitioners who, very
likely, already have had these courses as a part of
their masterTs preparation. Based upon an exam-
ination of the course offerings of the five pro-
grams, few programs have sufficient courses in
both range and depth to meet the continuing
education needs of practitioners working in the
organization of information area. The involve-
ment of each school in providing continuing edu-
cation programs in the area of organization of
information is also limited where it exists at all.
Relatively few organization of information work-
shops, seminars, etc. have been offered in the
state by any of the five programs. Instead, organi-
zations such as SOLINET appear to have assumed
this role of keeping library professionals current
in some aspects of the organization of informa-
tion specialty. The few continuing education pro-
grams which have been offered in the organiza-
tion of information area in the past have most
often been part of a series of presentations such
as alumni conferences or similar programs. The
programs in North Carolina, and other programs
nationally, must develop a strategy under which,
as the information profession changes, practi-
tioners can obtain the knowledge required to
keep pace with changes in their chosen specialties
or to develop new specialties. The specialties
within the profession are changing too rapidly for
the masterTs degree to continue to be viewed as
both entry and terminal professional educational
offering.
Conclusions
The preparation and continued development
of library and information science professionals
in the organization of information specialty must
be considered to be still somewhat limited in
North Carolina compared to developments occur-
ring elsewhere in the United States. Several dis-
turbing aspects to the organization of information
education in this state became apparent as the
data were analyzed. One concern is the continued
emphasis upon the library aspect of this profes-
sional education and the limited development of
the information science component. A second
concern is the lack of vertical development in
courses in either component. Except for the offer-
ing of an advanced cataloging and classification
course, few, if any, second or third level courses
exist. Generally, one could characterize organiza-
tion of information education in North Carolina
as having almost exclusively a horizontal struc-
ture. This lack of higher level courses serves to
Summer 1987"61
inhibit the post-masterTs and continuing educa-
tion development of practicing organization of
information professionals as well as shortchang-
ing masterTs level students wishing to develop in
this specialty. This problem is exacerbated by the
lack of interdisciplinary development in the field.
It is anticipated that further development in
the organization of information area in librarian-
ship will probably remain stable in the near
future. The organization of information compo-
nent in information science can be expected to
grow in several of the programs and remain con-
stant or appreciate slight growth at the other
schools. The involvement of the five library and
information science programs in both the formal
and informal education of practicing organization
of information professionals is also expected to
remain somewhat constant.
Developments in several programs give some
cause for hope for organization of information
education in North Carolina. These program
developments are likely to result in significant
increases in their offerings in the information
science component of their curriculum and, thus,
can be expected to increase the organization of
information course offerings in this area. If their
development follows the pattern of other institu-
tions in this country which have expanded their
information science offering, one can expect that
interdisciplinary course-related activity will also
increase. The introduction of new faculty mem-
bers to support these changes holds the prospect
of improvement in both teaching and research in
the organization of information. To date, none of
the programs has developed national visibility as
a leader in teaching or research in the organiza-
tion of information. While not all programs may
desire to gain national visibility, it is desirable that
perhaps one or more of the programs establish
some recognition for producing organization of
information specialists. The program changes
envisioned in the coming years provide the oppor-
tunity for one or more of the programs in this
state to accept this and other challenges in the
preparation of these specialists.
References
1. Association for Library and Information Science Education.
Directory of the Association for Library and Information
Science Education, 1985-1986. (Directory Issue) 7. all
go ah it!
use your library
62"Summer 1987
Instructions for the Preparation
of Manuscripts
for North Carolina Libraries
a I ES
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, Gateway Plaza, 2431 Crabtree Boulevard, Raleigh,
N.C. 27604.
3. Manuscripts should be submitted in triplicate on plain white
paper measuring 8%� x 11�.
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should be indented eight spaces. Lengthy quotes should be
avoided. When used, they should be indented on both mar-
gins.
5. The name, position, and professional address of the author
should appear in the bottom left-hand corner of a separate
title page.
6. Each page after the first should be numbered consecutively
at the top right-hand corner and carry the 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 edition.
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. Mar-
tin, 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.
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Issue deadlines are February 10, May 10, August 10, and
November 10.
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Management Teaching: Its Theory
and Practice
Sheryl Anspaugh and John Lubans, Jr.
Ben SpellerTs request to write about the
teaching of management made for an opportunity
to see how others were doing it. Our own interest
in the topic comes naturally enough. We team-
teach management at the School of Library and
Information Science atT North Carolina Central
University, we each possess a Master of Public
Administration degree, and we are or have been
managers. So, the chance to compare our class-
room efforts with others in the southeast was a
welcome one in order to improve our own teach-
ing and to share what we discovered with the pro-
fession at large. Comments about teaching man-
agement and representative syllabi were received
from the Universities of Kentucky, Tennessee,
Alabama, South Carolina, and from Atlanta,
Emory and Vanderbilt Universities, Louisiana
State University, Florida State University and the
University of North Carolina at Chapel Hill and
Greensboro. This paper looks at the similarities
and dissimilarities among the programs, includ-
ing our own.
For many library school faculty there is, it
appears, a special challenge in teaching manage-
ment to potential librarians. Kathleen Heim, dean
of the School of Library and Information Science
at Louisiana State University, says, oIt is my belief
that students have a hard time imagining them-
selves as managers.� Elizabeth Mann, with the
School of Library and Information Studies at Flor-
ida State University takes it a step further: oOne of
the challenges I have faced is that students say
they donTt want to be a manager and are resistant
to learning anything about it.� And, finally, this
disclaimer from John Clemons, associate director,
Division of Library and Information Management,
Emory University, oI do not teach directly how to
manage, but emphasize how to be a more
informed participant in a managed environment.�
Sheryl Anspaugh is Visiting Lecturer at North Carolina Cen-
tral UniversityTs School of Library and Information Science,
Durham. John Lubans, Jr. is the Associate University Librar-
ian, Duke University, Durham.
64"Summer 1987
Why this reluctance by students to see, or to
want to see the obig picture�? Is library manage-
ment not attractive to our students, or is it still
not palpable at this point in their career devel-
opment as a special interest or need they may
have? Kathleen Heim suggests, oIt would almost
seem best to me if (somehow) all graduates could
be required to take a management course two
years out after they see first hand how much
management will be required of them. Very few
believe us!� Our own experience at NCCU sup-
ports Dean HeimTs suggestion. For the most part
our students are already on the job and this may
be the reason we've not encountered much reluc-
tance to study management. Also, more than a
few students are quick to apply the theories
taught to their own work experiences, thereby
enhancing their learning and that of their class-
mates.
Most of the library schools surveyed require
an overview management course, but in a few
instances it is incorporated in other courses such
as in the study of a particular type of library, i.e.
academic, public or school, or in a systems analy-
sis course. These courses, because of their special-
ized content, are not able to concentrate as
heavily on management theory and practice as do
the single purpose oLibrary Management� courses.
Two of the schools do not require a management
course, but recommend one be taken. In the case
of EmoryTs oAdministrative Methods,� John Clem-
ons states that sixty-five percent of the students
do take it. So it seems that despite uncertainty
and reluctance, most of our students are exposed
to some management theory and technique.
Readings/Resources
Most everyone supplements lectures, many
quite heavily, with readings from library man-
agement literature and management literature in
general. In teaching the management course at
NCCU we require our students to read many orig-
inal works (e.g. essays by Woodrow Wilson, Max
Weber, Mary Parker Follette, Luther Gulick and
Herbert Simon). This requirement to read, to
comprehend, and to interpret to their classmates,
we've been told by the students, is the most diffi-
cult part of the course. We agree with their
assessment. They struggle, they suffer, they perse-
vere; and in each class we see growth in their
ability to work through complicated ideas, to
communicate them, and to appreciate reading
the original rather than someone elseTs opinion of
it.
Some schools require the purchase and use of
textbooks, but there is no consensus on any one
management textbook. Several use Robert Stueart
and John EastlickTs book and mentioned their
optimism for the forthcoming Stueart and Bar-
bara Moran version of Library Management.
Other texts used are Management: Theory and
Application, Leslie W. Rue and L.L. Byars; Prob-
lems in Library Management, A.J. Anderson;
Management Strategies for Libraries: A Basic
Reader, Beverly P. Lynch; Management Tech-
niques for Librarians, J.R. Evans; and Managing
an Organization, Theodore Caplow.
Some of the courses use guest lecturers
where it seems appropriate. With the wealth of
talent available in the Raleigh-Durham-Chapel
Hill area, we schedule several guest lecturers. This
not only gives the students the benefit of a per-
Spective other than our own, but provides an
opportunity to meet potential employers.
Case Studies
Another similarity that we found is the use of
case studies. These case studies vary from those
written by the instructor (including osoap oper-
as�) to those in published format, from the very
Short and succinct to the lengthy and detailed
Harvard-type case study. Their use ranges from
in-class discussion purposes to written analysis to
service as the final exam. Generally, where any
type of case study was noted, it also was a factor
in the grading. Larry Allen at the College of
Library and Information Science, University of
Kentucky, uses situation simulation or role play-
ing extensively throughout his course. In his
course description and again in the course objec-
tive he states, oFocus will be placed on two major
roles in the system, the person who is supervised
as well as the manager or supervisor.� Each stu-
dent is assigned a role within a type of library and
library function and Allen, as director, sets forth
problems, tasks or issues by memo, directive or
verbally for resolution.
Films and Tests
In addition to assigned readings, case studies
and guest lecturers, two other teaching/learning
processes have served us well at NCCU, but
appear not to be used much elsewhere. Both have
added depth to the course and been well received
if not outright fun for the students and us too.
The first is our use of films. Most of the films have
been made for the for-profit sector and many are
out-of-date (clothing, hairstyles, etc.), but the
message is still good and can stimulate lively dis-
cussion. We think the positive aspects of using
film are lost, however, if discussion is not a
planned part. Three of the better films we use are
Invent Your Own Future,! Meetings, Bloody Meet-
ings? and Performance Appraisal: the Human
Dynamics.®
The second process is the self-test. There is
nothing quite as intriguing as learning about one-
self, and our students enjoy learning more about
their own style of management. One such otest,� a
management inquiry based on theories X and Y, is
given as a pre-test and post-test to determine if
the studentTs management thinking has changed
over the period of the course as his concepts and
knowledge have matured and increased. In our
experience the most marked growth occurs for
otheory X� type students in the direction toward
otheory Y.� Another test, on motivation, has stu-
dents rank separately what motivates them and
what they think motivates their employees (or
most employees if they are not working). They are
frequently surprised at how different the rank-
ings are from each other, and from that we
launch into the subject of motivation in groups
and its various theories. Two additional tests deal
with situational leadership or how they manage
under stress. One of these tests, Leader Effective-
ness and Adaptability DescriptionT by Hersey
and Blanchard, has them chart out their man-
agement style and their tendency to over or under
manage. Another brief test that fits in well with
our emphasis on organizational culture is an
organizational culture index. The students can
take the test to determine what type of organiza-
tion they prefer to work in and/or what type of
organization they are working in. From this test
we believe they are better prepared for their job
searching and interviewing efforts.
Course Content
As to the content of the courses, especially
the general management ones as opposed to
those by types of library, Luther Gulick would be
Summer 1987"65
Tn SS aa Bae ence acai y en re asics ee eae ier aot etic ee eae anti meee Maen es Doh Seabee aa ee ah TL
pleased to know that POSDCORB: lives! It seems
that he did, in 1937, more than an adequate job
(or at least one on which management theorists
have not much improved despite Herbert SimonTs
cogent arguments against such pat principles in
his Administrative Behavior) in outlining basic
executive functions. In addition to covering
POSDCORB, Louisiana State includes classes on
affirmative action, comparable worth and union-
ization; women in administration; and the future
of management. Atlanta and Alabama each offer
a class or part of a class on the concept of power,
and South Carolina offers a class on contempor-
ary personnel issues. One concept that we stress,
in fact we begin the first class with it, and refer to
it throughout the course, is the idea of organiza-
tional culture. We discuss the many facets of an
organizationTs personality using the systems mod-
el as developed by Katz and Kahn.° Our version
includes the POSDCORB elements, but specifically
places the organization in the environment with
all of the ramifications of economics, power poli-
ics, technology, societal ethics and standards, and
demonstrates its vulnerability and dependence.
This social systems model concept coupled with
the oiron triangle theory� that emphasizes the
client in the funding/decision-making role sheds a
new light on the organization and the role each
person plays in the organization. We have found
this strengthens our studentsT grasp of the unique-
ness of each organization and how a person
relates to it.
Conclusion and Recommendation
The fact that library schools teach manage-
ment concepts and techniques suggests that it is
possible to learn how to be a manager. In some
ways this is similar to our training efforts to equip
people with the skills and expertise of cataloging
or reference work. Clearly, all of the courses we
surveyed are well based in management theory,
practice, and its tools. While they cannot guaran-
tee each student will be an outstanding or even
effective manager, they do give the conceptual
platform from which a good manager can grow.
Whether such a basis is needed for a new librarian
is no longer a valid question. Apart from the
group process and communication skills demand-
ed by the prevalent participatory management
model, technology increasingly and relentlessly
requires us to be managers and to make intelli-
gent applications in libraries. As technology
66"Summer 1987
replaces manual processes professional librarians
find themselves supervising support staff. With
the removal of much of the drudgery of library
work, our professional expertise is increasingly
called upon to manage, to see that work is
accomplished. Except for service in a larger refer-
ence department or perhaps as an original catal-
oger in a cataloging pool, there are few, if indeed
any professional positions that do not require and
cannot benefit from the full array of management
skills. It is good then to hear Ann Prentice, Direc-
tor of the Graduate School of Library and Infor-
mation Science, University of Tennessee, state,
oAlthough many students may not initially think
that such a course is of value, they usually change
their minds.� The future of our libraries and these
studentsT careers depend on it.
We think that more management courses
rather than fewer are needed. At least one school
(University of North Carolina at Chapel Hill) is
offering some specialized courses (e.g. one on per-
sonnel management) and this may suggest that
we are drifting toward a greater selection of man-
agement courses. We recommend that at least
one full semester management overview course be
required and that courses dealing with obudgeting
in the not-for-profit sector,� omicroeconomics,�
and oorganizational development� be promoted
within the library school curriculum. Such courses
are probably, because of their specialization, best
offered in collaboration with other teaching
departments on campus. Interestingly enough,
this approach might provide some cross-fertiliza-
tion, e.g., business majors becoming interested in
business information sources, an area of consid-
erable expertise in library schools.
References
1. Invent Your Own Future from oManagement Practice� series.
Part II, movie, BNA Incorporated, 1972.
2. Meetings, Bloody Meetings video, Video Arts, 1976.
3. Performance Appraisal: the Human Dynamics, movie, BNA
Incorporated, 1972.
4. Paul Hersey and Kenneth H. Blanchard, LEAD, LEAD Self,
Center for Leadership Study, 1973.
5. POSTCORB"Planning, Organizing, Staffing, Directing, Co-or-
dinating, Reporting, Budgeting from Gulick, Luther. oNotes on
the Theory of Organization� in Shafritz and Hyde, Classics of
Public Administration, Moore Publishing Co., Inc., Oak Park,
Illinois, 1978: 38-47.
6. Daniel Katz and Robert L. Kahn. oOrganizations and the Sys-
tems Concept� in French, Bell, and Zawacki, Organization
Development, Business Publications, Inc., Dallas, Texas, 1978:
85-93, and Michael Beer. Organization Change and Develop-
ment: a Systems View. Goodyear Publishing Co., Inc., Santa Mon-
ica, California, 1980; 15-24. A ]
Getting Our Ducks in a Row:
Research and North CarolinaTs Libraries
Kenneth D. Shearer
LetTs not speak any longer of the research
oarm� of librarianship. Arm is the wrong part of
the anatomy. Research is more like the cerebrum
of a profession. It must help govern professional
behavior and be linked to its eyes and ears.!
One recent illustration of how research ought
to relate to the profession will get us started. The
beginning salaries of public librarians in the state
have been believed to be a problem for many
years. But how large a problem? How widespread?
Without the detailed, objective data possible only
from survey research, there was no way to
address the problem.
Recognizing the need for information, the
North Carolina Public Library Directors Associa-
tion asked its Personnel Committee to look into
the matter. A survey was conducted by Caldwell
County Public Library Director, Jim McKee.� The
precise extent and degree of the problem was
ascertained and was made available to Jane Wil-
liams, State Librarian, who shared it with the
Secretary of Cultural Resources, Patric Dorsey.
The matter has been reviewed by key state offi-
cials. The outcome is a policy that salaries for
newly hired professional librarians working in a
public library system getting state aid for person-
nel must meet a minimum figure.
In this instance, the right question was
pursued in an appropriate manner and passed on
promptly to the decision-makers who acted effec-
tively, based on the research findings. Everything
seems to have happened as it should: research
took place within a framework that related to
action.
How can North Carolina library science edu-
cation, North Carolina library practice, and North
Carolina library institutions be brought together
so as to make oeverything happen as it should�
more often? Before we can begin to see the way,
let us inventory the resources for research today.
Kenneth D. Shearer is Professor at the School of Library and
Information Sciences, North Carolina Central University,
Durham.
The state library, the North Carolina Depart-
ment of Public Instruction, the North Carolina
Library Association and many individual libraries
are involved in research, most often by relating
relevant research results to practice and inter-
preting these results to constituent publics. The
state library sponsors publications of research
results which it identifies as of special relevance
to its state-mandated missions. It also sponsors
public librarian/public library trustee workshops
annually to, in part, acquaint those responsible
for the stateTs public libraries with important
research developments. This work is carried out, |
as well, through state library consultants bringing
expertise directly to libraries in the state and via
planned workshops for staff members. Its role in
disseminating research results of interest, along
with other continuing educational purposes, is
furthered by its involvement in the serial publica-
tions, Flash and Tar Heel Libraries.
Playing a role with regard to school media
centers similar to that played by the State Library
with regard to public libraries, the Department of
Public Instruction provides oversight and plans
for coordinated growth and development. These
two state agencies provide regular surveys of the
stateTs libraries, resulting in reports of basic sta-
tistics on the various types of libraries in the state.
The state library publishes annual statistics on
academic, public, and special libraries; the Depart-
ment of Public Instruction makes information
concerning the school media centers available on
demand from its computerized data bank. Indi-
vidual public libraries were required by the State
Library during the late 1970's to conduct research
on community characteristics, local information
needs, and library responses to these community
needs.T Several university libraries in North Caro-
lina hold membership in the Association of
Research Libraries, thereby joining the sponsor-
ship of research activities which benefit them. An
even larger number of North Carolina libraries
have membership in SOLINET, which charges fees
to carry out research for the network. One public
Summer 1987"67
library in the state has joined a national group in
order to sponsor and take part in research into
public library problems.*
The North Carolina Library Association dis-
seminates research through its continuing educa-
tion efforts, including both publications and
biennial conferences. Its journal, North Carolina
Libraries, is an outlet for much substantive
research with special reference to North Caroli-
naTs libraries. A look through its tables of contents
reveals research findings published by practicing
librarians and students and faculty members of
the stateTs postsecondary programs of library and
information science education. Occasionally, is-
sues of North Carolina Libraries have multiple
authors who have been asked to contribute
planned, coordinated research findings.®
Notwithstanding all the other contributions
to research on North Carolina libraries, most of
the research efforts undoubtedly are related to
the five graduate library and information science
education programs, all of which are constituent
parts of the sixteen member University of North
Carolina System: at Appalachian State University;
at East Carolina University; at North Carolina
Central University; at the University of North
Carolina at Chapel Hill; and at the University of
North Carolina at Greensboro. Two of these pro-
grams require a research-based paper as a
requirement for the MasterTs degree (NCCU and
UNC-CH) and the MasterTs paper requirement at
UNC-G may be, and normally is, research-based.
Appalachian State University requires a research
proposal (in conjunction with its required course
in research methods) and East Carolina Univer-
sity requires both a research methods course with
a proposal and an independent study course
which carries the proposal through another step.
All five programs, therefore, require students to
become more than merely acquainted with
research methods and prepare them either to
undertake research on their own or actually
enforce their creation of such a report.
... research cannot be an arm
of the profession; it must be
part of its brain.
The doctorate is held by a large majority of
the faculty members employed full-time in these
programs. UNC-CH offers a doctoral program.
Faculty members are expected to conduct re-
search and publish their results. A retired faculty
member, Lester Asheim, and a faculty member
currently teaching in North Carolina, Ray Car-
68"Summer 1987
penter, were recently cited as being among the
most productive researchers in the United States.®
The research reports on state issues, often in
abbreviated form, of many MasterTs students are
published in state publications sponsored by the
state library and the North Carolina Library
Association, as indicated above. Others find their
way into regional and national publications.T Fif-
teen years ago, an effort was made to provide
greater visibility to the historical research done
on North CarolinaTs libraries by publishing a bibli-
ography of it in the Journal of Library History.®
The largest source of research in that biblio-
graphy is the result of MasterTs studentsT work.
Given the resources available, the quantity
and quality of research on North Carolina librar-
ies is remarkable; however, there has been very
little coherent planning of research in North
Carolina for the conscious, systematic improve-
ment of the stateTs library and information servi-
ces, short of the regular statistical surveys and
information gathering of the state library and the
N.C. Department of Public Instruction, already
mentioned. Coherent, consistent statewide re-
search efforts regularly pursued and reported in
Illinois Libraries, as a notable example, is not yet
the Tar Heel pattern.?
Although coherent, consistent statewide re-
search efforts are not yet established, a recent
development is worth recounting in order to sug-
gest what should be done more often. It points the
way to making the research efforts result in bene-
ficial differences in library affairs in North Caro-
lina. Concern over the adequacy of continuing
library education (CLE) of library staff members
led to asystematic, statewide assessment of exist-
ing CLE efforts and needs. The study was sup-
ported by the state library using federal Library
Services and Construction Act funding.!° The pro-
viders of CLE were found to be, by and large, the
same agencies and energies that have already
been identified as providers of research on North
CarolinaTs libraries. The consumers are those
responsible for the provision of library and infor-
mation services in North Carolina, including pub-
lic library trustees. Both groups were carefully
surveyed so that findings could lead to sound
conclusions. Two thirds of CLE was found to be
provided by post-secondary educational institu-
tions, most of it aimed only at the professional
staff members.!!
The researchers found that support staff was
much less likely to have had CLE than profes-
sional staff members. Furthermore, employees
and supervisors are the people who are most
effective in bringing CLE information to the atten-
tion of staff members. Finally, consumers of CLE
found it often to have lacked relevance to their
particular responsibilities and settings.!? The
most important discovery was that the CLE
opportunities offered were very often different
from what was needed and that, ideally, ofutwre
developments of continuing library education
would be characterized by direct planning inter-
action between the consumers of an educational
opportunity and its providers� (emphasis given
by the original authors).!°
... there has been very little
coherent planning of research
in North Carolina for the con-
scious, systematic improve-
ment of the stateTs library and
information services...
Benjamin Speller, Dean, School of Library
and Information Sciences, North Carolina Central
University, participated in this study as a member
of the advisory committee. He saw that the
research implied that a state-wide program for
continuing library education was needed. There-
fore, he proposed that such a program be tried
with (a) statewide input, (b) state library funding
and (c) its own staff.4 Thus, the research report,
instead of remaining merely a convincing survey
with important implications, became an answer
to a major need of the continuing library educa-
tion of North Carolina staff members. The North
Carolina Library Staff Development program now
exists as a cooperative continuing education
effort of all five graduate programs of library and
information science. Someone followed through
on the findings. That follow-through is usually the
missing link in the process.
It is pleasing to see so much research con-
ducted in North Carolina on North CarolinaTs
libraries. It is more pleasing that much of it is
published and is, therefore, accessible through
the indexing and abstracting services to the pro-
fession. Still more satisfying is the recent trend
toward cooperation among the state library, the
SstateTs librarians and its educators and research-
ers. Occasionally, at least, the research and devel-
Opment energies at the professionalsT disposal
Serve to advance the fieldTs purposes in rather
direct ways, as in putting a floor under public
librariansT beginning salaries and meeting the
StateTs CLE needs. More such systematic, planned
research efforts with the objective of carrying
through the conclusions and findings will bring
about greater effectiveness by the field in the
future.
The stateTs resources to do the research work
are substantial, and the way to identify research
tasks and then to follow through to implement
conclusions has already been charted in recent,
persuasive examples.
We can get our ducks in a row. But to do so,
research cannot be an arm of the profession; it
must be part of its brain.
References
1. Kenneth D. Shearer. oThe Impact of Research on Librarian-
ship.� Journal of Education for Librarianship 20 (Fall, 1979):
114-128.
2. The survey is part of a mimeographed memorandum from
Jim McKee to Public Library Directors dated November 10, 1986
and entitled oFollow Up Salary Survey.�
8. David N. McKay. oA State Agency's View of PLATs New Plan-
ning Process.� Public Libraries 19 (Winter, 1980): 115-118.
4. Richard Rubin. oMeasuring the In-House Use of Materials in
Public Libraries.� Public Libraries 25 (Winter, 1986): 137-138.
Rockingham CountyTs public library is a member of the national
Coalition for Public Library Research and was one of six sites
nationally for the study reported in this article.
5. An example is the coordinated effort to provide an overview
of microcomputing use in North CarolinaTs Libraries: oMicro-
computer in North Carolina Libraries.� Benjamin F. Speller, Jr.
and Robert Burgin, Editors. North Carolina Libraries 40
(Fall/Winter, 1982): 189-232.
6. Robert M. Hayes. oCitation Statistics as a Measure of Faculty
Research Productivity.� Journal of Education for Librarianship
23 (Winter, 1983): 151-172. Ray Carpenter was ranked 31st of
the top researchers nationally. Retired faculty member Lester
Asheim was also mentioned in this ranking and finished 7th
nationally. The ranking was made by a onormalized frequency of
citations in substantive articles.�
7. See examples such as Timothy P. Hays and Concepcion Wil-
son. A Survey of Users and Non-users of the Public Libraries in
Region G. North Carolina. Greensboro, N.C.: Piedmont Triad
Council of Governments, 1974. (Highlights from this research
with implications for public library planning appeared in
Timothy P. Hays, Kenneth Shearer and Concepcion Wilson, oThe
Patron is Not the Public.� Library Journal 102 (Sept. 15, 1977):
1813-1818.) Another research project treating a state subject
that received national distribution is Karen CrumptonTs oThe
School of Library Science at North Carolina Central University�
in Annette L. Phinazee, editor, The Black Librarian in the South-
east. Durham, N.C.: NCCU School of Library Science, 1980: 276-
281.
8. Raymond Carpenter, Bea Bruce, and Michele Oliver. oA Bibli-
ography of North Carolina Library History.� Journal of Library
History VI (1971): 212-259.
9. The reader is urged to browse through a couple of recent
years of Illinois Libraries for a suggestion of the rich source
that coordinated statewide research, publication, and reasoned
development can be in a stateTs professional life.
10, Joan Wright and Douglas Zweizig. Learning in Progress; A
Study of Continuing Library Education in North Carolina.
Raleigh: N.C. State University, 1982.
11. Ibid., p. 26
12. Ibid., pp. 104-106
13. Ibid., p. 109
14, Benjamin F. Speller, Jr. wrote a proposal for LSCA, Title III
funding, oFor a Continuing Education and Staff Development
Program.� Durham, N.C.: School of Library and Information
Sciences, N.C. Central University, January 1985. (Mimeographed)
Summer 1987"69
Library Education in a
Telecommunications Environment:
A North Carolina Perspective
Benjamin F. Speller, Jr. and Robert Burgin
New technologies have always been with
librarians and have always changed the ways
librarians have approached their work. For
example, we need only consider the implications
to library service of a few of the inventions of the
past hundred years"the typewriter, the tele-
phone, the automobile, television, xerography,
microforms, and the computer.
Computers have been linked to the typewri-
ter, television, and telephone in processing data
and information. These links in technologies have
led to what is now referred to as computer com-
munications systems or telecommunications sys-
tems. As computers have become smaller, cheap-
er, and more numerous, people have become
more interested in using telecommunications sys-
tems to connect them together to form networks
or distributed systems. Librarians have been no
exception in utilizing these systems to assist them
in providing information services to their user
environments.
This article will focus on some of the implica-
tions of computer and telecommunications tech-
nologies on the library profession and how the
programs in the University of North Carolina sys-
tem are preparing librarians to work in a society
that is increasingly driven by computer commun-
ications systems.
Implications for the Profession
The combination of computer and telecom-
munications technologies has made possible sub-
stantial advances in the sharing of information
resources.! Librarians have taken advantage of
several aspects of the link between computer and
telecommunications technologies. The Online Com-
puter Library Center (OCLC) allows librarians the
Benjamin F. Speller, Jr. is dean of the School of Library and
Information Sciences, North Carolina Central University,
Durham. Robert Burgin is a lecturer in the School of Library
and Information Sciences, North Carolina Central University,
Durham.
70"Summer 1987
opportunity to share cataloging data, to imple-
ment coordinated collection development poli-
cies, and to share a number of closely related
bibliographic control processes. The Lockheed
Bibliographic Search System, known as DIALOG,
allows librarians to provide bibliographic cita-
tions far beyond the holdings of their own local
collections, and can provide access to the infor-
mation in printed form much faster than would
have been possible using traditional manual
indexes.
Essentially, telecommunications-based com-
puterized systems are challenging librarians to
consider that the provision of information service
is no longer confined to the walls of the library
building, or what Lancaster calls the oinstitution-
alized� profession.2, Lancaster argues that the
notion of providing library service without walls
(deinstitutionalization) will accelerate through
the use of new technologies, especially the ability
to make information available in document form
through remote means.
Librarians are now able to plan and imple-
ment services for their local user environments
based on the sharing of information regardless of
geographic proximity to a library building. They
are able to focus on coordinating access to infor-
mation, rather than on ownership or control of
materials or physical documents. Librarians are
also afforded new opportunities for resource
sharing without loss of local autonomy in gover-
nance and little compromise of local service goals
and objectives.®
Librarians are now able to question the tradi-
tional principles of organizing materials and
retrieving information in light of the ability of the
newer technologies to enable more efficient and
effective intellectual access points to informa-
tion.o® There is a need for dynamic or unstruc-
tured access rather than the traditional static or
structured access that is relevant only to an en-
vironment where information is stored in a fixed
medium such as a book or a vertical file and in a
fixed location such as shelves or a storage bin.
Librarians are now able to focus on developing
electronic databases as opposed to card catalogs,®
custom-tailored approaches to the presentation
of information based on each individual user's
needs,T or store all books, records, and communi-
cations on one medium (compact laser disk) so
that they may be consulted with exceeding speed
and flexibility.®
Implication for Library Education
For library education, the key question is
what skills are needed by professionals"both
new and old"given the likely impact of the new
technologies outlined above.
First, there is the obvious need for librarians
to acquire skills in the areas most closely related
to these technologies"automation in general and
library automation in particular, telecommunica-
tions, information science, database manage-
ment, and decision support systems.
It is not clear how much of this training can
be undertaken by the library schools themselves.
In many cases, the expertise is simply not there.°
In other cases, the subjects are already being
taught in other academic departments"in busi-
ness schools, in computer science departments, in
Schools of engineering. It seems obvious that
librarians should be encouraged to study subjects
in these instructional units as opposed to having
library schools duplicate these courses within the
confines of the library school faculty and curricu-
lum. Clearly, some sort of interdisciplinary ap-
proach is necessary.!°
There is also, ironically, a strong need for
what might be called traditional skills. In compu-
terized telecommunications environments, there
are needs for communication skills, with an
emphasis on formal communication, and for a
deeper understanding of information processes,
Problem solving, strategic planning, and environ-
mental scanning. It is a curious fact that advan-
ces in the computerized handling of information
are causing the profession to look more closely at
One of its oldest and most basic questions "how
do people really use information?
Library Education in North Carolina
How, then, are the library and information
Science programs of North Carolina meeting these
educational needs? Their various approaches to
providing education and training in the areas of
computer and telecommunications technologies
are outlined below.
Appalachian State University. The Department
of Library Science and Educational Foundations
requires all students in its graduate program to
take the course, Computer Applications in Librar-
ies. This program is moving toward integrating
computer and related information technology
competencies into its foundation courses. An
Online Computer Services course will be required
of all students who seek certification in the
Instructional Technology"Computers track.
East Carolina University. The Department of
Library and Information Studies has two required
courses that focus on these technologies. A course
in the Automation of Library Processes serves as
a basic introduction, and a Computer Assisted
Instruction course looks at a variety of types of
computer usage in schools. There is an online
database unit in the introductory reference
course and a number of elective courses that look
at various aspects of automation: a course on
Computers in Education for students in media
specialist track, an online cataloging course, and
an in-depth seminar in library automation. The
school is planning courses in the advanced use of
online databases, in robotics and artificial intelli-
gence, and in interactive video.
... providing library service
without walls (deinstitutional-
ization) will accelerate
through the use of new tech-
nologies...
North Carolina Central University. The School of
Library and Information Sciences integrates the
basic concepts of automation and computer
technologies in its six foundations courses. There
are units on relevant aspects of automation in the
elective courses, and there are several electives
that look directly at computer-related topics such
as Information Systems, Computer-Based Com-
munications Networks, Computer-Based Infor-
mation Storage and Retrieval, and Microcomputer
Applications in Libraries. The School has devel-
oped an information management track within its
MasterTs degree and has proposed a Master of
Information Science degree, with concentrations
in database management and communications
systems, which will follow an interdisciplinary
approach by requiring students to take courses in
other departments at North Carolina Central and
at other universities in the Research Triangle
area.
Summer 1987"71
University of North Carolina at Chapel Hill. The
curriculum at the School of Library Science
includes a required course, Introduction to Com-
puters, which introduces students to the use of
microcomputer software and allows them to
pursue advanced study in either database design
or programming. Online reference and cataloging
are introduced in the schoolTs block and are
included in later elective courses. There are a
number of computer-related electives, including
Natural Language Processing and Information
Retrieval that are cross-listed with the Computer
Science department. Future plans include a
course in telecommunications systems. The school
has recently developed an information science
track, and a library automation track also exists.
Concentrations in these areas include retrieval,
the organization of information, communications,
and language processing.
University of North Carolina at Greensboro. The
Department of Library Science and Educational
Technology requires a three-hour course in
library automation that focuses on managerial
aspects of computerization. The last half of the
Indexing and Abstracting course focuses on com-
puter-assisted indexing and abstracting. In addi-
tion, the school has a number of one-credit
courses that focus on topics such as the use of
microcomputers in libraries and media centers,
database management applications, spreadsheets,
and online retrieval.
Conclusion
A number of ways in which the new compu-
ter and telecommunicatons technologies may
affect library service in the near future has been
presented. These future possibilities yield ideas
about the paths that the profession and library
education ought to be taking. A brief description
of the paths currently being taken in this area by
the library schools in North Carolina has been
presented.
The task of library education in the telecom-
munications environment will not be easy. To
72"Summer 1987
Have a question?
Call the library!
some extent, library schools must prepare profes-
sionals for an occupation whose future is largely
uncertain. As Myers! has noted, it is difficult
enough to predict the future job market for librar-
ians; it is even more difficult to predict the future
job market for librarians whose profession has
been redefined to include broader information-re-
lated courses. The task is made even more diffi-
cult because library education must negotiate a
delicate balance between the present pragmatic
needs and realities of employers and the uncer-
tain demands of the future.
Finally, library education programs in North
Carolina appear to be making bold moves in rede-
fining and expanding the principles and theories
that will undergird the practice of both tradi-
tional and new information professions. !2
References
1. Andrew S. Tanenbaum, Computer Networks (Englewood
Cliffs, N.J.: Prentice-Hall, 1981).
2. F.W. Lancaster, oImplications for Library and Information
Science Education,� Library Trends 32 (Winter 1984): 337-348.
3. Ruth M. Davis, oWhere Will Technology Put the Library of the
21st Century?� Bulletin of the Medical Library Association 75
(January 1987): 2-3.
4. J.C.R. Licklider, Libraries of the Future (Cambridge, Mass.:
MIT Press, 1965).
5. Dagobert Soergel, oOrganizing Information for Problem Solv-
ing,� Bulletin of the American Society for Information Science 13
(December/January 1987): 24-25.
6. Frederick Kilgour, speech, Chapel Hill, North Carolina,
August 14, 1986.
7. Walter A. Sedelow, Jr., oBreaking New Ground: Some
Thoughts on Making the PublicTs Library Better in the Future,�
Public Libraries 19 (Winter 1980): 95-100.
8. Vannevar Bush, oAs We May Think,� Atlantic Monthly 176
(July 1945): 101-108.
9. Don Lanier and Nancy C. Messer, oThe Education of Librar-
ians in an Electronically-Oriented Society,� Technical Services
Quarterly 1 (Spring 1984); 1-23.
10. Michael E.D. Koenig, oEducation for Information Manage-
ment: Competition or Cooperation?� Library Trends 34 (Spring
1986): 722-723.
11. Margaret Myers, oThe Job Market for Librarians,� Library
Trends 43 (Spring 1986): 645-666.
12. Abraham Bookstein, oLibrary Education, Yesterday and
Today: Library Education in the University Setting,� Library
Quarterly 56 (October 1986): 360-369. O}
Library Education for
ChildrenTs Services
in North Carolina
Marilyn L. Miller and Pauletta B. Bracy
ChildrenTs librarians for public libraries are
currently very much in demand. In spite of the
fact that salaries have improved in many states
nationwide, including North Carolina, some pub-
lic library leaders fear there is to be a continuing
crisis in the availability of childrenTs librarians.
This concern is developing from several factors.
Public libraries have been affected by the growth
of career options for women, options which have
provided increased salaries and opportunities to
use their administrative and managerial skills.
Traditionally, higher salaries and administrative
opportunities have not been possible for the
majority of women who want to continue working
with children in public schools and libraries. What
makes it even more difficult for those who wish to
work with children in public libraries is that sal-
aries for teachers continue to outpace those for
childrenTs specialists in public libraries.
Public childrenTs librarians have been further
plagued by national debates that have called into
question the survivial of their specialty in the
field. Some researchers and many writers in the
seventies publicly debated whether children could
be best served in the school or in the public
library. Throughout all of the debates in the
library press and the dire predictions at national
conferences, childrenTs services are surviving in
public libraries. Thankfully for the children and
society, public library directors have continued to
support childrenTs services as a valuable part of
total public library service to their communities.
Although there are jobs for childrenTs librarians, it
should be pointed out that many library directors
have quietly and persistently eliminated profes-
sional personnel and special services dedicated to
young adults. Many have in essence served notice
Marilyn L. Miller is Associate Professor, School of Library
Science, University of North Carolina at Chapel Hill. Pauletta
B. Bracy is Assistant Professor, School of Library and Infor-
mation Sciences, North Carolina Central University, Durham.
that special library service to teenagers is the
responsibility of the schools.
The documented move away from the quality
support of youth services programs in many ALA-
accredited library school curricula is another dis-
couraging trend. School libraries can survive this
trend because, historically, education officials
have required only state certification. Certifica-
tion courses can usually be provided within a
state in single-purpose programs offered by col-
leges, schools, or departments of education. (The
overall quality of these programs, nationwide, is a
topic for another paper.) This is not so for the
public library childrenTs specialist because most
library directors seeking a professional childrenTs
librarian ask for the minimum preparation in an
ALA-accredited MLS program.
The job qualifications are changing for child-
renTs librarians, however. Job advertisements still
describe candidates with organizational skills, the
ability to communicate well orally and in writing
with parents and with children of all ages, super-
visory skills, programming abilities, and extensive
knowledge of childrenTs literature. Employers are
also asking for management skills: the ability to
plan, supervise, and direct programs and depart-
ments. A few, looking ahead to providing access to
electronic media for the total community, are ask-
ing for computer skills and knowledge of other
elements of electronic communication technol-
ogy.
National personnel trends are evident within
North Carolina. There are unfilled jobs for quali-
fied professional childrenTs librarians; but some
library administrators, despairing of attracting
those with the MLS, have returned to appointing
those without the professional degree. Some
library directors have eliminated the MLS entry
level position for childrenTs services. Although
starting salaries have increased for public librar-
ians in North Carolina, these salaries and accom-
panying benefits are still lower than those for
Summer 1987"73
public school teachers, who, in addition to higher
salaries, work only ten months of the year.
At the same time, it must be pointed out,
however, that in North Carolina the number of
full-time public library childrenTs staff has never
gone above 139 in the last five years for which we
have documentation. (See Table 1) These 139
childrenTs librarians work in 76 systems repre-
senting 367 buildings and service to a potential
clientele of approximately three-quarters of a mil-
lion children. The percentage of those 139 posi-
tions filled by persons with the MLS has never
gone above 49%. North Carolina has a tradition of
keeping professional public library service to
children at a minimal level.
TABLE 1.
North Carolina Professional ChildrensT Librarians
Full-time ChildrensT Services
Staff
Percent (%) with MLS
Year Number Employed
1973 18 39
1980 105 47
1982 88 41
1984 102 49
1985 139 43
�
Source: oYouth Services in North Carolina Public Libraries.
Department of Cultural Resources, Division of State Library,
1986.
Educational Preparation in North Carolina
The state of North Carolina is unique in the
sense that opportunities for library education at
the masterTs level are available at five institutions.
These library programs leading to the masterTs
degree are established at Appalachian State Uni-
versity (ASU), East Carolina University (ECU),
North Carolina Central University (NCCU), Uni-
versity of North Carolina at Chapel Hill (UNC-
CH), and the University of North Carolina at
Greensboro (UNC-G). Common to all curricula is
a core of required courses. Courses appropriate
for the educational preparation of childrenTs and
young adult librarians are likewise consistent.
Such offerings include the standard materials
courses"childrenTs literature and young adult
literature"and methods courses such as story-
telling and reading guidance.
Beyond these common features, the library
education programs in the state offer some var-
riety for specialized vocational goals. Only one
program, UNC-CH, offers a course specifically con-
cerned with the administration of public library
work with children and young adults. Other sig-
nificant course options include the Early Child-
hood Specialist program at NCCU which is
74"Summer 1987
designed to prepare persons to work with pre-
school children in public and school libraries.
Finally, the Appalachian State University pro-
gram includes a materials course entitled oMulti-
cultural Literature.�
The courses in research methods which
require completion of a research project and
those library school programs requiring a mas-
terTs paper provide opportunity for further explor-
ation of childrenTs librarianship. The doctoral
program at UNC-CH, the only one in the state,
offers even greater opportunity to pursue re-
search in childrenTs and young adult librarian-
ship.
To broaden the perspective of childrenTs
library work, students may be encouraged to
enroll in courses in other disciplines. Although
none of the programs require cognate hours,
courses in other disciplines which may prove use-
ful are childhood and adolescent psychology and
audiovisual technology and production.
Mandate for the Future
What of the future for childrenTs librarian-
ship? It is as true for childrenTs services as it is for
all types of library services that the insular library
will not survive. The childTs need for information
for his school work and his personal development
and interest is no less complicated than the needs
of adults, The child, like the adult, finds himself
bombarded with new information as well as the
additional pressure of dealing with that informa-
tion. The child, unlike the adult, has fewer coping
skills, and needs adult assistance in organizing
and using the information she has or wants. It
takes the entire community to help the child
acquire and use information: the school, the
community, including social and helping agencies
such as the library, the police department, the
youth oriented agencies, and the church. The
childrenTs librarian of the future will best be able
to serve the childTs total information needs if she
or he is aware of community services and makes
other community agencies aware of the public
libraryTs abilities to provide materials and services
to families, teachers, and child-care volunteers
and professionals.
We have shadow-boxed the concept of school-
public library cooperation long enough. With our
move toward resource sharing and networking,
school and public library officials and school and
public librarians must be more effective in their
communication, sharing, and understanding of
each otherTs problems. Knowledge of the school
curriculum by public librarians is equally as bene-
ficial as knowledge of public library programming
by school librarians. ChildrenTs librarians and
school librarians certainly have important parts
to play in this reciprocal relationship. This brings
us back to the childrenTs librarian who sees him-
self as an integral part of the total library staff
and an integral part of community resources. The
wise childrenTs librarian will also be aware of
adult education, management courses, including
personnel management and budgeting, as well as
online retrieval courses. While childrenTs litera-
ture and storytelling will always be important,
they cannot be the only focus of library service to
children in an information age.
Relative to the national problem of adult illit-
eracy is the professionTs concern about aliteracy
among children and young adults. A reasonable
explanation for this situation is that the competi-
tion from technological media has stifled the mo-
tivation to read. The resultant critical condition is
a future generation of non-reading adults.
Social demographic data confirm that public
libraries need to assess current programming to
determine if libraries are qualitatively meeting the
needs of the diversified population. The growth of
ethnic populations, in particular, necessitates this
reassessment.
Ls
North Carolina has a tradition
of keeping professional public
library service to children at a
minimal level.
es
The mandate for library education programs
in North Carolina is to ensure that students are
able to understand the significant role of chil-
drenTs librarians, and to address contemporary
issues such as community cooperation; public
library-school cooperation and networking; pro-
gram planning and evaluation through applica-
tion of managerial skills; literacy; and serving
special ethnic populations. In addressing these
and other current perspectives, library schools
should stress knowledge of educational innova-
tion and social conditions which affect library
service to children. This pedagogical approach
can be achieved in two ways. First, students
should be taught to determine the relevancy and
application of other subject content areas to
childrenTs librarianship. Second, familiarity with
reported research in childrenTs librarianship and
its implications for the provision of services would
further enhance the educational preparation of
childrenTs library professionals. al
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Summer 1987"75
How Should We Train Adult Services
Professionals for Public Library Work?
Sharon L. Baker
One good way to determine what we should
be teaching our public library professionals is to
ask practitioners, preferably directors who know
the problems their employees face and the
strengths and limitations of their training. In
1986, the Library Research Center of the Univer-
sity of Illinois indirectly did this when it polled
directors of fifty outstanding U.S. public libraries
about their current major problems and expected
future problems, trends, and goals. These libraries
were chosen from a pool of two hundred recom-
mended by state library agencies as being excep-
tional in their public services and in their general
administration. From these two hundred, the fifty
libraries were chosen with the highest average per
capita circulation and per capita operating
expenditures.!
Responses of the directors of these libraries
and a review of the literature on educating public
librarians suggest that future education should
concentrate on three major curriculum areas:
community analysis as a tool to focus services;
patron guidance as a tool to focus selection and
make use easier; and materials exposure as a tool
to increase student familiarity with information
sources, authors, and genres.
Community Analysis: A Tool to Help Focus
Library Services
Kenneth D. Shearer, professor at the School
of Library and Information Science at North
Carolina Central University, says that ideally both
present and future education should teach public
services librarians to make rational decisions
about how to allocate scarce library resources in
a way which reflects a commitment to community
services and knowledge of the major roles a public
library can play.?
At least three major objectives are reflected
in this statement. The first recognizes that during
the last two decades public libraries have been
Sharon L. Baker is Assistant Professor, Department of
Library Science and Educational Technology, University of
North Carolina at Greensboro.
76"Summer 1987
competing for funds which are ever more limited.
The directors in the outstanding public libraries
would certainly agree. Forty-eight percent said
getting enough money for current operations was a
major problem for their libraries now.T Moreover,
the directors do not view the future economic
climate for public libraries with optimism. Within
the next five years, thirty-three percent of the
directors predict a stagnant local economy and
declining local tax support, twenty-seven percent
expect declining state and/or federal fundings,
and twenty-nine percent anticipate pressure to
develop alternative sources of funding.* Lowell
Martin, a nationally-known public library consul-
tant, says this means that public libraries must
stop trying to be all things to all people, but
should rather make hard choices about which
services should be provided. As an important
first step, library schools should force students to
consider these issues, either by examining actual
public library settings or working with simulation
studies.
The second objective follows from the first.
Given limited resources, budding public librarians
should be committed to providing the type of ser-
vice the community needs. This commitment is
generally shown in tke field by conducting some
form of a comprehensive community analysis to
determine what the information needs of the
community are, monitor what community re-
sources are available to meet such needs, and see
if any environmental or population characteris-
tics encourage or inhibit delivery of library servi-
ces.6 Future adult services professionals should
understand and be able to carry out such anal-
yses, using tools developed both within and out-
side of the profession"from census data to the
forthcoming A Planning and Roles Setting Man-
ual for Public Libraries.�
The third objective is that students should
know about the role(s) the public library should
play in meeting these needs. Thus, future librar-
ians should be able to tell how they would decide
on the role(s) their own public libraries should
play, and to name and describe major means of
delivering such services. These means include, but
are not limited to, distribution methods (e.g., the
headquarters library, kiosk, depository collec-
tions) and distinct services and/or programs cur-
rently offered to adult users of public libraries
(e.g., literacy programs). Finally, students should
be taught how to plan the implementation of such
services.
In addition, future education should provide
information on evaluating these services, a neces-
sary step in measuring their effectiveness and in
working toward improving them. Thirty-eight
percent of the directors of the outstanding public
libraries said measuring the library's performance
was currently a major problem for their library.®
This implies that current public library profes-
sionals are not adequately trained in evaluation,
and that library schools need to focus on this
more.
User Guidance: A Tool to Focus Selection and
Make Use Easier
A second area which should be emphasized
in future education for public service profession-
als is in-depth instruction in helping the adult
library patron choose and use materials. Again,
this trend is seen as a natural one which closely
relates to what library schools should be teaching.
User guidance is actually related closely to the
concept of information overload. This type of over-
load occurs when a personTs capacity for process-
ing information is exceeded; the strain of han-
dling too much data interferes with the individ-
ualTs decision-making process. Library patrons are
particularly susceptible to the effects of informa-
tion overload since they are expected to make
Selection decisions from among the hundreds or
thousands of items available for their use.
To overcome this, Lester Asheim has sug-
gested that librarians should act as a filter,
screening out irrelevant materials and helping
Patrons focus their attention on a smaller, more-
easily-assimilated group of items.® This should
result in less user confusion and frustration, and
ultimately, in greater overall use. Thus, library
schools should be promoting techniques designed
to help users select those materials which will
best suit their needs"be they for information,
education, or recreation. The directors of out-
standing public libraries reflect this need, noting
that major emphases or goals for the next five
years are to provide improved reference services
(particularly improved services using new tech-
nology), and aids to make browsing easier.'°
Future education for adult services profes-
sionals should therefore work to increase the stu-
dentsT understanding of how the typical adult
chooses and responds to information. It should
also expose students to techniques to guide both
individuals and groups of users to relevant mate-
rials.
Specific topics which might be emphasized
include: the role of information in the lives of
adults, the differences between information hab-
its and characteristics of specific groups (e.g., the
highly versus the poorly educated), both indi-
vidual- and mass-guidance techniques to focus
adult selection, and adult use of new information
formats (e.g., the CD-ROM).
Materials Exposure: A Tool to Increase
Student Familiarity with Information Sources,
Authors, and Genres
Education for public services librarians
should also emphasize the actual materials: not
just books but other formats which are currently
and will be used by adult patrons in the future.
Students should read and view a large sample of
the actual materials, in an effort to increase famil-
iarity with specific information sources, authors
and types of works.
Obviously, two primary job duties of many
public services librarians will continue to be the
initial selection of materials and the later evalua-
tion of their use. Materials exposure can provide
the basis for discussing these issues and others
likely to be even more important in the future. For
example, two issues likely to be important in the
next few decades are censorship and the century-
old, but still relevant, debate about quality and
demand selection.
Overall Impressions of the Library SchoolsT
Current Treatment of Adult Materials and
Services
A review of the course syllabi and conversa-
tions with those educators in North Carolina who
teach in the area of adult services suggests that
they have generally identified, and are conscien-
tiously trying to communicate information which
they feel will be of value to prospective public
librarians about adult materials and services.
Current course reading lists are for the most part
recent and relevant, course goals and objectives
are clear, and assignments are designed to be var-
ied and interesting.
However, several problems were noted. Al-
though coursework in each of these areas is
offered at four of the five library schools in North
Carolina, generally future adult services librar-
ians are not required to take classes emphasizing
Summer 1987"77
all three areas. Thus, students may leave library
school lacking some necessary knowledge.
Second, no studies have been done, either
within the state or nationally, to test how well
students are learning the materials. In view of
nationally-documented trends in graduate pro-
grams of lowering admissions standards and
yielding to grade inflation, student grades do not
always appear to be an accurate indicator of the
actual learning which has occurred.
Future education for adult
services professionals should
therefore work to increase the
studentsT understanding of
how the typical adult chooses
and responds to information.
Third, no studies have been conducted to
show whether students are able to translate
classroom information into good professional
practice. Personal conversations with library
directors around the state suggest that students
graduating from the stateTs library schools are not
always able to accomplish this effectively.
Finally, few efforts have been made to move
beyond looking at the curriculum into considering
factors relating to the individual students them-
selves. Peter Neenan, in a short but insightful arti-
cle, says that any effective training program for
adult services professionals must odevelop in
learners a flair for creativity of vision and
approach, a sophistication in coordination of
School Library Media Week was celebrated
throughout North Carolina, April 6-10, 1987. Here
we see Annette Cameron, media coordinator at
78"Summer 1987
program resources, and the wisdom to judge the
effectiveness of program outcomes and im-
pacts.�"! These character traits, and others such as
receptivity to ideas and a general commitment to
service, Neenan says, can at best only be enhanced
by good graduate programs. Thus, orecruitment,
selection and encouragement of candidates with
these characteristics is critically necessary.�!�
Clearly further study is needed if we are to
provide top-notch professionals to meet the
needs of adults using the public library of the
future. Such studies should be done coopera-
tively, with both library school professors and
practicing librarians contributing advice and aid
in identifying ways to overcome obstacles to a thor-
ough, truly professional, education.
References
1. Herbert Goldhor, oThe 1986 Poll of the Directors of 50 Out-
standing U.S. Public Libraries,� (unpublished report, University
of Illinois Library Research Center, 1986).
2. Kenneth D. Shearer, oThe Public Library,� (syllabus for course
taught during Fall, 1986 at North Carolina Central UniversityTs
School of Library and Information Science), p. 1.
3. Goldhor, p. 4.
4. Ibid., p. 7.
5. Lowell Martin, oThe Public Library: Middle-Age Crisis or Old
Age,� Library Journal 108 (1 January 1983): 17-22.
6. Vernon E. Palmour, Marcia C. Bellassai, and Nancy V. De
Wath, A Planning Process for Public Libraries (Chicago: Ameri-
can Library Association, 1980), p. 8.
7. This is the revised version of A Planning Process for Public
Libraries, which is planned for release in the summer of 1987.
8. Goldhor, p. 4.
9. Lester Asheim, oOrtega Revisited,� Library Quarterly 52
(November 1982): 218.
10. Goldhor, p. 5.
11. Peter A. Neenan, oAdult Services: The Educational Dimen-
sion,� RQ 27 (Winter 1986): 154.
12. Ibid., pp. 154-55. C
Adams Primary School in Wilson, as she organized
a school-wide study of Japan to carry out
thematically the week-long celebration.
Educating Librarians About
Service to Special Groups:
The Emergence of Disabled Persons into the Mainstream
Kieth C. Wright
The decade of the 1970s saw great changes in
the public awareness of disabled persons in our
society. A large part of this change was the result
of efforts by disabled persons, their advocates,
and families in the courts and in the halls of Con-
gress. A series of court decisions, usually based on
the 1954 Brown v. Board of Education decision,
held that once a state had undertaken the task of
compulsory public education, it was required to
educate all children. Congress responded to the
court decisions by debating and passing legisla-
tion to ensure that handicapped children received
an education in othe least restrictive environ-
ment.� In November 1975, President Ford signed
Public Law 94-142, the Education of All Handi-
capped Children Act, into law. The practical
effect of this legislation was to move large
numbers of children from residential or special
schools (or no school at all) into the public
schools.
At the same time, various provisions of the
Rehabilitation Act(s) were being discussed in
congressional committees. During 1973 these
committees gathered hundreds of pages of tes-
timony from advocacy and professional groups.
Their hearings finally culminated in the Voca-
tional Rehabilitation Act of 1973 (Public Law 93-
112) which contains the o500 series� in Title 5.
Especially important were sections 503 which
provided for affirmative action hiring of disabled
Persons, and section 504 which provided that
disabled persons should have equal access to all
programs that receive federal funds (including
educational institutions). These two laws form
the core of civil rights legislation for disabled per-
sons of all ages. Together with the regulations
(published much later), these laws allowed dis-
abled persons and their advocates to seek entry
into the mainstream of American life and to take
legal action if they were denied that access.
Kieth C. Wright is a professor in the Department of Library
Science and Educational Technology at the University of
North Carolina at Greensboro.
Since libraries are often involved in the main-
stream of American life, there followed an
increased interest in services and programs for
disabled persons of all ages. Any program of
national, regional and state library agencies dur-
ing the late 1970s and early 1980s saw announce-
ments of workshops, preconferences, special
events and awards related to the development,
provision and evaluation of services to persons
having disabilities. An increased number of dis-
abled persons attended these meetings; American
Library Association programs were often inter-
preted in American Sign Language; and the ques-
tion of accessible meeting rooms, hotels and other
facilities became important. Many library agen-
cies developed excellent programs of outreach
and inclusion of disabled persons in regular
library programs. School library media personnel
became actively involved as an increasing number
of disabled children were omainstreamed� into
public schools for at least part of their educa-
tional experience. Since school systems were now
responsible for handicapped children from birth
(or discovery) through age twenty-one, a number
of new media programs and services were devel-
oped.
The Response of Library Education Programs
Library education programs began to respond
to the increased emphasis on programs and ser-
vices to disabled individuals. Graduates were
being employed in settings where disabled per-
sons were a regular part of the patron group of
libraries. Gibson! surveyed library education pro-
grams in 1976 to find out what special courses,
institutes, seminars and workshops were being
offered to prepare students and librarians in the
field to serve disabled persons. She found that
only twelve schools offered special courses, and
fifteen schools included some information about
the disabled reader in regular courses such as
Library Services to Adults, Public Library Man-
agement, Services to Special Groups, Library Ser-
Summer 1987"79
vices to the Disadvantaged. Several schools
offered opportunities for independent study in
this area and at least one school had offered a
United States Office of Education sponsored insti-
tute in this area.
The White House Conference on Libraries
and Information Services responded to the
changing awareness of disabled persons and their
rights in a number of ways. Of particular impor-
tance to library education and training programs
was the following resolution:
BE IT FURTHER RESOLVED, that institutions educating
library and informational services practitioners assume
responsibility to address the needs of said consumers
through their training and education. ...
(1) Steps should be taken to assure that instructors in
library and information services training programs, as
well as students participating in such programs, reflect
the participation of disabled persons.
(2) Library training and continuing education programs
shall be provided for library personnel to increase
awareness of the special needs of disabled persons.?
Stone? has summarized the ways in which
library education programs can provide for their
studentsT needs in serving disabled persons: 1.
offering formal courses in masterTs programs
which focus on services for disabled persons, 2.
providing workshops and/or seminars, 3. offering
post masterTs certificates for those who wish to
focus their careers in services for disabled per-
sons, and 4. some combination of these formats.
She went on to note the general lack of interest in
providing courses or information about disabled
persons in library school curricula. She concluded
her article by listing some of the areas which
might be covered in the context of library educa-
tion:
® teach the facts about particular disabilities and
what they really entail
© educate people in the areas in which special
services are available
® develop studentsT interpersonal skills
@ alert students to future trends in information
services for and about disabled individuals
® make students aware of standards developed
for service, accessibility, and collection building
© inform students of certain basic rights affirmed
in legislation
® encourage creativity in the design of retrieval
systems so that disabled persons will have bet-
ter access to information~.
RubyT in her address at a symposium on pro-
viding information and library services to blind
and physically handicapped individuals made the
80"Summer 1987
following suggestions as means of oenhancing the
capabilities of new professionals to serve disabled
people�:
® secure funds to provide financial aid for those
who want to go into careers of library and
information services to disabled persons
© support library agency affirmative action plans
in your own library education recruitment pro-
grams
® require all students to have some encounter
with one facility serving the disabled
® prepare your students with an awareness that
they are obligated to give their attention to the
whole population in their service area
@ assign research in this area of service and dis-
seminate the results so that we can get the
benefits of their findings
© use practitioners in the field of service to the
disabled in your classes
© get more materials about current library servi-
ces into your library school library collections
© in your management courses do some analysis
which will make the students deal with the
hard choices that practitioners have to make
e@ make sure a really broad approach is taken to
the selection of materials ... not just books
@ ask some key local practitioners and some dis-
abled people what one suggestion they would
make to library students that would help those
students serve the disabled
® train your students how to appraise a library in
terms of its physical access
® inform your students about the many jobs in
libraries that disabled people can do
@ try to help your students to be better prepared
to react to disabled persons
@ alert your students to the oreadersT advisory�
aspects of helping the public learn what they
want to learn
@ alert your students to the range of service
agencies out there with which they can work
All these recommendations point toward the
inclusion of information about disabled persons,
their information needs, and types of service
available in the library school curriculum. The
emphasis is on information for all students
rather than specialized training for those stu-
dents who are planning careers focused on
information services for disabled persons. Ja-
hoda® has provided the most extensive explora-
tion of the possibility of including information
about disabled persons in traditional library
science courses. One crucial factor in educating
all library science students to serve disabled per-
sons is the promotion of positive, realistic atti-
tudes. Wright and Davie? have suggested some
staff development activities and materials which
could be incorporated into traditional library
science courses which focus on user services (at
any age level), or courses which include informa-
tion about community analysis and understand-
ing and/or interinstitutional cooperative services.
Lucas® summarizes the research literature on
attitude change and illustrates how one library
education program is attempting to promote
such positive attitudes through required and
elective courses.
Library Education Programs in North Carolina
Informal conversations with library education
faculty and administrators in North Carolina
indicate that these faculties have decided that
information about disabled persons, material
format appropriate to various disabling condi-
tions, and materials should be included within the
context of the regular library science curriculum
rather than through special courses or career
specializations. Specialized career tracks do not
seem feasible in light of the opportunities avail-
able. Cylke® has pointed out that there are only
about 180-200 specialized library jobs within the
network of the National Library Service for the
Blind and Physically Handicapped. The total
national outlook for specific jobs outside of resi-
dential institutions is around five hundred jobs.
The most typical courses where discussion of
disabling conditions and library and information
services for disabled persons occur are the pro-
grams and materials courses for various age
groups. ChildrenTs and Young Adult Services or
courses targeted on specific populations in the
public school deal with materials, including dis-
abled persons in the client group, and specialized
formats of services. Materials courses often
include a section on the selection and use of
materials about disabled persons. Some of these
courses also discuss the various community, state
and national agencies which provide services.
Courses focusing on school library media pro-
grams and public libraries also deal with com-
munity (or patron) analysis, access to physical
facilities and materials, as well as cooperation
with other professionals and agencies.
Foundational and oblock� required courses as
well as basic administration courses also deal
with certain aspects of serving disabled persons
in the context of client groups, legal require-
ments, and budgeting decisions. A great deal of
what students learn will be influenced by the
interest of individual faculty members through
guided independent studies or through personal
discussions in informal context. North Carolina
library education programs are fortunate to have
a number of faculty members who have both pro-
fessional and personal experience in dealing with
other professional agencies and with disabled
persons.
Non-disabled persons have no
particular skills beyond those
of disabled persons when we
enter the microcomputer/tele-
communications age.
Possible Future Developments
It seems likely that library education pro-
grams throughout the southeast will continue to
include information about disabled persons as a
client group in their regular curriculum. Two
national trends may have some influence on what
is taught about disabled persons and services to
those individuals: 1. The renewed emphasis on
human relations/communication skills and 2.
trends in the development of microcomputer-
based library services. The ohigh tech/high touch�
advocates! of business administration pulica-
tions have focused on these two issues as critical
to successful operations on any enterprise.
Good human relations and communication
skills are essential to working with any client
group within the context of any institution. Dur-
ing a program review process at the Department
of Library Science at the University of North Caro-
lina at Greensboro, the faculty decided that these
skill areas were critical to the overall goals of the
program. If library education is to increase its
focus on opeople skills,� then it is possible that
understanding of oneTs own prejudices, stereo-
types and oblind spots� will be included in the
education of librarians. Having a positive, open
attitude toward others; liking work with people
over work with things; and understanding oneTs
own limitation in the human comedy will go far
toward assuring that emerging librarians treat
people who are different (including disabled per-
sons) as individuals. In terms of providing excel-
lent service to the possible client groups and in
terms of the need to work successfully in service
institutions omarketing� their services in the pub-
lic sector, human relations/communication skills
are essential. It seems likely that there will be
more and more emphasis on such skills in library
education programs.
Summer 1987"81
The pace of technological development is well
known to all librarians: oWhatever we buy it will
be obsolete by the time the purchase order is
paid.� Microcomputers have become increasingly
powerful and increasingly varied in their input
and output capacity. The last American Library
Association meeting exhibit area was full of opti-
cal disc storage devices and services". The library
can select, organize and disseminate information
in a bewildering array of formats.
In the midst of all of this development, librar-
ians should note that information can now be
requested and used by persons who cannot see,
by those who cannot hear, and by those whose
physical conditions previously shut them off from
access to any information resources. The annual
meeting of the President's Committee on the
Employment of the Handicapped always has an
exhibit area where voice input and output to
computer, Braille input and output, as well as
special input devices are regularly displayed. As
libraries turn more and more to online/full text
services, information stored in machine-readable
form, and access through telecommunications or
optical disc, the possibilities for services for dis-
abled persons increase dramatically. Library edu-
cation programs will need to introduce their
students to the possibilities of nonprint input and
output with computers and remote delivery of
information in whatever format is appropriate.
One crucial factor in educat-
ing all library science
students to serve disabled
persons is the promotion of
positive, realistic attitudes.
As 4a final note, library educators and profes-
sional library service managers should note that
technology now makes possible job redefinitions
and assignment which can be adequately filled by
disabled persons. Non-disabled persons have no
particular skills beyond those of disabled persons
when we enter the microcomputer/telecommuni-
cation age. Nationally very few disabled persons
come to library education programs; area pro-
grams see only a few applicants over a number of
years. As librarians explore the possibilities of the
developing technologies, they also need to be alert
to paraprofessional and professional jobs which
can be modified so that qualified disabled persons
can be hired. Library educators and universities
need to be alert to the possibilities of closer work-
ing relationships with vocational rehabilitation
82"Summer 1987
programs and offices for services to disabled stu-
dents so that an increased number of qualified
disabled persons can be recruited into library
education.
References
1. Merrilyn C. Gibson. oPreparing Librarians to Serve Handi-
capped Individuals.� Journal of Education for Librarianship 18
(No. 2, Fall 1977).
2. White House Conference on Libraries and Information Servi-
ces. The Final Report. Summary (Washington, D.C.: USGPO,
March 1980), 44,75,77.
3. Elizabeth W. Stone. oEducating Librarians and Information
Scientists to Provide Information Services to Disabled Individ-
uals.� Drexel Library Quarterly 16 (April 1980), 22-23.
4. Ibid. pp. 25-26.
5. Carmela Ruby. oDinner Address.� in Kraus, Krandall and Bis-
coe, Eleanor, Summary Proceedings of a Symposium on Educa-
ting Librarians and Information Scientists to Provide Informa-
tion and Library Services to Blind and Physically Handi-
capped Individuals. 18-20. (Washington, D.C.: National Library
Service for the Blind and Physically Handicapped, 1982.)
6. Gerald Jahoda. oIncorporation of Instructional Materials on
Library Services to the Blind and Physically Handicapped in the
Core Library School Curriculum.� (Title IIB Institute, Tallahas-
see, Florida, 1978). ERIC #ED 171 301.
7. Kieth Wright and Judith Davie. oLibrary Staff Development:
Self-Assessment and Attitude Change,� in Library and Infor-
mation Services to Handicapped Individuals. Second Edition.
(Littleton, Colorado: Libraries Unlimited, 1983).
8. Linda Lucas. oEducation for Work with Disabled and Institu-
tionalized Persons,� Journal of Education for Librarianship, 24
(Winter 1983): 207-223.
9. Frank K. Cylke. oComment,� in Summary Proceedings of a
Symposium on Educating Librarians and Information Scien-
tists to Provide Information and Library Services to Blind and
Physically Handicapped Individuals. (Washington, D.C.: Na-
tional Library Service, 1982), 10-11.
10. John Naisbett. Megatrends: Ten New Directions Transform-
ing Our Lives. (New York: Warner Books, 1982).
11. Betty Martin. oInterpersonal Relations and the School
Library Media Specialist,� School Library Media Quarterly 11
(Fall 1982): 43-44,53-57.
12. William O, Van Arsdale. oThe Rush to Optical Discs.� Library
Journal, 111 (October 1, 1986), 53-58. |
iC
The Limits of Library School:
A North Carolina Reconciliation
Duncan Smith
A Confession
On the best of days I was an average student.
In fact, the only way I got into library school was
by doing well in an admissions interview. These
two items, however, have little to do with the fact
that library school has not made it to my oBest
Things in Life� list. I reserve that privilege for a
very different factor which occurred before I
attended my first day of class.
Before I attended library school, I spent two
years working in a public library, and every prac-
ticing librarian I then respected warned me that
library school, like growing up, was something to
be endured. So even before I lived through my
first lecture, my expectations were less than
great.
These feelings are particularly troublesome
to me these days since I am now on the other side
of the fence. I find myself working in a library
School. This situation is complicated by the fact
that during my brief tenure at North Carolina
Central UniversityTs School of Library and Infor-
mation Sciences, I have enjoyed a number of job
titles. Two of these titles are Practitioner-in-Resi-
dence and Coordinator of the North Carolina
Library Staff Development Program. It is disturb-
ing to me that the title I have preferred is Practi-
tioner-in-Residence. It is disturbing to me because
this preference indicates a reluctance on my part
to be associated with library education. This
reluctance has caused me some loss of sleep and
Many dark nights of the soul. This article is a per-
Sonal attempt to reconcile library school and the
practice of our profession.
Preparing to Practice
In retrospect, I view a large part of my dis-
Satisfaction with library school with the fact that
library school wanted to talk about theory while I
Wanted to get on with being a librarian. My impa-
tience stemmed from the fact that I had worked
"
Duncan Smith is the coordinator of the North Carolina Library
Staff Development Program, School of Library and Informa-
tion Sciences, North Carolina Central University, Durham.
in a library for two years, for godTs sake. I knew
what it was like and I also knew that most of the
stuff I was studying was of little or no practical
value. Well, anyone who remembers anything
about Genesis knows that a little knowledge or
experience can be a dangerous thing. In my case,
this knowledge didnTt let me see the forest for the
trees. My previous work experience led me to
have unreal expectations of library school. I felt
that the purpose of library school was to make me
a librarian. It is my belief, at this point in my
career, that this is not the purpose of library
school. The purpose of library school is not to
make anyone a librarian. The purpose of library
school is to ensure that an individual can become
a librarian.
Library school prepares us to practice our
profession. To assume that the product of any
library education program is a librarian is to
place an unfair burden on library school as an
institution and tu do a disservice to ourselves as a
profession. The product of library school is an
individual who is prepared to use future work ex-
perience (i.e., practice) to develop the skills and
abilities needed to become a professional librar-
ian. Individuals become professional librarians,
not so much from what they learn in library
school, as from what library school has prepared
them to learn on the job.
On-the-Job Training
Our profession is one that is learned by doing.
While reference theory prepares us to conduct a
reference interview, it is only through the provi-
sion of reference service to our public that we
become reference librarians. It is only by transla-
ting selection theory into those first painful book
selections for our clientele that we become collec-
tion development specialists. Presenting book
talks to our fellow library school students may
prepare us to do book talks and story hours, but it
isnTt until children and parents are our audience
that we become true storytellers.
On-the-job is where library school fulfills its
promise to assist us in becoming librarians. The
Summer 1987"83
sometimes messy blending of theory and practice
on the job is where we become professionals.
Learning on the job, however, has its limitations
just as library school has its limitations.
There are two primary limitations to on-the-
job learning. The first is that the primary function
of a working librarian is the provision of service,
not professional development. Librarianship as a
rule does not provide its new practitioners with
a formal internship. Our jobs are not intentionally
structured to provide us with the educational
experiences needed to develop our skills to their
fullest. The second limiting factor of on-the-job
learning is that in general we are an isolated pro-
fession. We are isolated in the sense that it is not
unusual for a librarian working in a North Caro-
lina library to be the only librarian around. When
there are other librarians around, it isnTt unusual
for one to be the only librarian devoted to an area
of expertise. For example, a person may be the
only childrenTs librarian, the only reference librar-
ian, the only technical services librarian or the
only library administrator. Both of these factors
limit the amount of learning that a new or expe-
rienced librarian can gather from his/her job.
Why They DidnTt Teach You That in Library
School
Library schools are limited in the sense that
they cannot provide an individual with all the
training needed to be a successful practicing pro-
fessional librarian. The main factor that restricts
library schools from doing this is the fact that our
profession is one that is learned by doing. For
librarians, experience may not be the best
teacher, but experience certainly is a major
teacher.
Our day-to-day practice, however, is limited
in that it lacks one of library schoolTs main advan-
tages. On-the-job learning lacks the structured
environment that is a major component of effec-
tive learning. This, coupled with the relative isola-
tion in which large numbers of practicing librar-
ians work, limits on-the-job learning in its ability
to provide the learning needed to become a pro-
fessional librarian.
Continuing library education bridges the gap
between library school and on-the-job learning. It
is through continuing library education that we
attempt to neaten the messy blending of library
school theory with on-the-job practice. Through
the North Carolina Library Staff Development
Program, the library education programs of North
Carolina have become vital and active partners
with other continuing library education providers
84"Summer 1987
in assisting North CarolinaTs librarians in perfect-
ing their practice.
The North Carolina Library Staff Development
Program: Erasing the Limits of Library School
Continuing library education developed as a
result of the natural limitations of library school
and on-the-job learning. During 1982, Joan
Wright, assistant professor of adult and commun-
ity college education, North Carolina State Uni-
versity, and Douglas Zweizig, assistant professor
of library science, University of Wisconsin-Madi-
son, conducted a comprehensive study of contin-
uing library education in North Carolina. A total
of 47 continuing education providers, 1,032
employed library staff members, and 47 library
trustees were involved in the study!. The result of
this study was a comprehensive picture of the
continuing library education services then avail-
able to North Carolina librarians and the areas in
which new or additional services were needed.
The most significant finding of the study, in the
context of this article, was that oIdeally, future
development of continuing library education
should be characterized by direct planning inter-
action between consumers of an educational
opportunity and its providers.�
The Wright and Zweizig study identified four
major types of continuing library education pro-
viders. This study showed that library schools,
professional associations, state agencies, and
support groups were all involved in providing
continuing library education in North Carolina.
None of these providers, however, had continuing
education as their major focus.
On-the-job learning lacks the
structured environment that
is a major component of
effective learning.
In January 1985, Benjamin Speller, of North
Carolina Central UniversityTs School of Library
and Information Sciences, developed a proposal
to implement a continuing library education pro-
gram that would act on several of the recommen-
dations of the Wright and Zweizig study. The
program contained in Dr. SpellerTs proposal
would involve direct planning between providers
and consumers, place continuing library educa-
tion events at geographically convenient locations
across the state, and attempt to bridge the gap
between library school and on-the-job experience.
This proposal was submitted to the Division of
State Library and was funded using Library Servi-
ces and Construction Act, Title III funds. The
NCCU/School of Library and Information Scien-
ceTs Office of Continuing Education and Library
Staff Development began operation on July 1,
1985, with me, a prodigal son recently returned
from Georgia, as its coordinator. During the pro-
gramTs first year of operation, it provided 40 con-
tinuing library education events and reached
approximately 800 participants.
During the spring of 1986, the Office of Con-
tinuing Education and Library Staff Development
became the North Carolina Library Staff Devel-
opment Program. This program is a cooperative
continuing education effort of Appalachian State
UniversityTs Department of Library Science and
Educational Foundations, East Carolina Universi-
tyT Department of Library and Information
Science, North Carolina Central UniversityTs
School of Library and Information Science, Uni-
versity of North Carolina at Chapel HillTs School of
Library Science, and University of North Carolina
at GreensboroTs Library Science-Educational Tech-
nology Department. The North Carolina Library
Staff Development Program continues to operate
under the policies that governed the Office of
Continuing Education and Library Staff Devel-
opment. The same Advisory Council, composed of
practicing librarians and continuing library edu-
cation providers, continues to provide input into
the programTs offerings and operation.
The purpose of the North Carolina Library
Staff Development Program is to provide a co-
ordinated, comprehensive continuing library edu-
cation program for the state of North Carolina.
During its second year of operation the program
has continued to grow, its coordinator has con-
tinued to learn, and new opportunities have con-
tinued to present themselves. During its second
year of operation, the North Carolina Library
Staff Development Program has offered 55 pro-
grams and reached an audience of approximately
1,400 participants.
A major success of this program has been its
ability to bridge the gap between library school
and on-the-job practice. Through programs such
as the Branch ManagersT Workshop, the Book-
mobile Workshop, and High-Touch/High-Tech,
the North Carolina Library Staff Development
Program is providing an opportunity for librar-
ians in specific areas and specialties to continue
their professional growth and development.
The North Carolina Library Staff Develop-
ment Program, like the individuals it serves, has
to continue its own growth and development.
While the program has offered continuing library
education events as far east as Kinston and as far
west as Newton, two major sections of the state
remain largely unserved. If the North Carolina
Library Staff Development Program is to become
a truly statewide program, it must begin offering
services in the western, mountain area of the
state and the northeastern coastal plain. The
program also needs to diversify its offerings to
serve librarians working in all types of libraries.
The North Carolina Library Staff Develop-
ment Program has done a good job of serving pub-
lic librarians in North Carolina. During its second
year of operation this program has also made sig-
nificant progress in serving librarians in aca-
demic, community college, and special libraries. If
the North Carolina Library Staff Development
Program is to become a truly comprehensive con-
tinuing library education program, it will have to
expand its offerings to attract a larger portion of
non-public librarians, especially school media
center personnel, to its continuing library educa-
tion events.
During its third year of operation, the North
Carolina Library Staff Development Program
intends to address the concerns outlined above
and to embark on a comprehensive evaluation of
the services it provides, the impact of those servi-
ces on library service in North Carolina, and a
more direct approach to identifying potential
continuing library education needs. Through
implementing this combined program evaluation
and planning process, the North Carolina Library
Staff Develoment Program will continue to bridge
the gap between library school and on-the-job
experience.
References
1. Joan Wright and D. Zweizig. A Study of Continuing Library
Education in North Carolina. North Carolina State University:
Raleigh, 1982. p. 1. al
2. Ibid. p. 109.
Summer 1987"85
NOMINATION FOR THE 1988 ROTHROCK AWARD
SOUTHEASTERN LIBRARY ASSOCIATION
Award: Interest on the $10,000 endowment of Mary U. Rothrock
and Honorary Membership in the Southeastern Library
Association.
Purpose: To recognize outstanding contributions to librarianship in
the Southeast. This is the highest honor bestowed by
SELA on leaders in the library field.
Guidelines:
1. Age and years of service are not a deciding factor in the selection. Those
librarians early in their careers or of many years service who have made an
exceptional contribution to the field may be considered.
The award will be made to no more than one person in a biennium, and an
award may be omitted if no suitable nomination is received.
Service in one or more states of those served by the Southeastern Library
Association will qualify a person for nomination.
Please send your nomineeTs name, along with a narrative of his or her
professional and association activities, civic organizations, writings, editorial
contributions, single events or other honors received. Additional documentation
may be requested in the case of finalists.
Those making nomination must be members of SELA, but the
nominee need not be.
Send all Nominations accompanied by a copy of this form
to:
Dean Burgess: Chair
Rothrock Awards Committee of the Southeastern Library
Association
Portsmouth Public Library
601 Court Street
Portsmouth, VA 23704
NOMINATIONS MUST BE RECEIVED BY JANUARY 2, 1988 (Please type of print carefully)
Person nominated
(First Name) * (Middle Name or Initial) (Last Name)
States in which the nominee has served
SELA member making the nomination 9__ CCC (Signature)
Address of the member making the
nomination Address of the nominee (if known)
Neaiice eS a ee Name 1seel ott bar oonelieW . sit
SHOOU ssi Oe SE Ye Silieet:cintisw.s) sk oie oee peer 6 Drone:
City-state, and:Zip Code Ss City, State and Zip Code
_Please print or type the reason for this nomination on an attached sheet. Copies of
biographical data, articles about the nominee or other documents in support of a nomination
are welcomed.
86"Summer 1987
Online Searching
with a Microcomputer
Donna Flake
EditorTs Note: This paper was presented July 6, 1986 at the
Annual Study Conference of the Library Association Medical
Health and Welfare Libraries Group, Newcastle Upon Tyne
England.
The online industry is now about fifteen years
old! Microsearching (online searching with a
microcomputer) began in the 1980s. To say that
the use of microcomputers is widespread is an
understatement. There are now seventeen million
microcomputers in U.S. homes and offices, ten
percent of which have modems attached to them.
There are therefore, at least 1.7 million potential
microsearchers in the U.S.2 Microcomputers are
used in libraries for a variety of functions, such as
word processing, serials control, interlibrary loan,
and of course online searching. Before the advent
of microsearching, online searchers were limited
to computerized literature searching on dumb
terminals. I began with a Texas Instruments
Silent 700 dumb terminal with a print speed of 30
characters per second. When our library pur-
chased two IBM-PCs for the reference depart-
ment, we acquired many new capabilities for
online searching. As I began to experiment with
microcomputers, I began reading all I could find
about microsearching. This article is an out-
growth of my excitement and curiosity about its
capabilities.
Hardware and Software for Microsearching
The equipment, or hardware, needed in-
cludes a microcomputer with a keyboard, a moni-
tor, a communications card, a printer, and a
modem. The modem is a device that transforms
telephone signals into a form the computer can
understand. Modems transmit at 30, 120, and 240
characters per second. These correspond to bits
per second (bps), rates of 300, 1200, and 2400,
respectively. In our library we now use an IBM-PC
with two disk drives and 256k of memory, a 2400
Donna Flake was Head of Reference, Health Sciences Library,
East Carolina University, Greenville. She is currently library
Manager, Memorial Medical Center Sciences Library, Syl-
vania, Georgia.
bps Hayes Smartmodem, and a dot matrix Oki-
data style printer.
The term osoftware� refers to function-spe-
cific instructions for the microcomputer. Many
different types of software are available; micro-
searching requires telecommunications software.
CROSSTALK version XVI is considered to be the
best on the market for microsearching. Another
good telecommunications software package is
SMARTCOM II. The cost of the hardware plus the
software normally ranges from $1,500 to $3,700.
Automatic Log-on
Automatic log-on is one of the most com-
monly used features of microsearching. Every
database vendor has its own required log-on pro-
tocol. To use automatic log-on, the searcher first
creates and stores a log-on protocol, using tele-
communications software for databases used.
This eliminates the need to execute the log-on
protocol manually each time a searcher accesses
a database. With these protocols, the computer
dials the telecommunications companyTs tele-
phone number, redialing the number if it is
engaged, inputs the special address characters of
the vendor, and then enters the searcherTs pass-
word or passwords. This is one of the great
advantages of using the microcomputer, even if
one uses only one vendor or telecommunications
facility.
Uploading
Another capability of microsearching is up-
loading. Uploading means creating and storing a
query in advance on the microcomputer, then
going online, and transmitting the whole query to
the host system with a minimum of typing while
online.T The advantage of uploading is that much
of the time-consuming typing, correcting, and
editing is done offline, saving online time, which in
turn saves money. Many of the gateway and front
end systems which will be discussed later include
the uploading capability. CROSSTALK, version
XVI, is one of many different software packages
that can be used for uploading.
Summer 1987"87
Downloading and Editing
Another definite advantage of microsearch-
ing over searching on a dumb terminal is the abil-
ity to download to a disk. Downloading is the
transmission of data from remote host computers
to the userTs microcomputer for later searching,
manipulation, or storage.*
One of the most popular reasons to download
is to edit the search before it is given to the
requester. This allows confusing system messages
to be deleted, irrelevant citations to be deleted,
annotations or notes to be added to certain cita-
tions, and specific text elements to be highlight-
ed. Cover sheets containing such elements as the
title of the search, the date, the requesterTs name,
and the searcherTs name-can be included. Actu-
ally, cover sheets can be prepared by the micro-
computer even if one does not download. Editing
a search makes it more professional, more rele-
vant, and customized. A significant cost advan-
tage of downloading is that data can be download-
ed at modem speed, rather than the slower
printer speed, and then subsequently printed
offline. By downloading one can provide the
requester with a diskette copy of his search
rather than a paper copy. This allows the patron
to transfer electronically the citations into his
own personal microcomputer data files. The elec-
tronic transfer saves the intervening steps of
inputting the citations manually from a paper
printout. Some librarians download to allow
transmission of searches via telephone to the
requestorTs microcomputer.®
Downloading falls into three general catego-
ries. The first is downloading for temporary and
short term storage for purposes such as editing or
printing search results after disconnecting from
the online system. Category two is long-term stor-
age for an indefinite period of time and reuse at
the downloading site. The third includes other
uses such as the multiple copying of data, the
creation of specialized databases, information
bulletins, bibliographies, or literature reviews.®
A significant cost advantage
of downloading is that data
can be downloaded at modem
speed, rather than the slower
printed speed, and then sub-
sequently printed offline.
Both librarian searchers and oend users� have
a definite need for downloading and are not wor-
88"Summer 1987
rying very much about the associated legal issues.
There are three reasons why searchers are not
too concerned about the legal ramifications: (1)
most database producers are vague about their
policies, (2) the courts have not yet made a deci-
sion about the issue, and (3) it is currently impos-
sible for a database vendor (such as BRS or
DIALOG) to detect whether a searcher is printing
his search results on paper"or whether he is
downloading the search results.
What about the database producers? How do
they view the odownloading� issue? This varies.
Many producers are mailing downloading license
agreements to searchers to sign and return. For
example, DIALOG mails oDatabase Supplier
Terms and Conditions� sheets to its customers.
These sheets state the position of the database
producers on downloading. Unfortunately these
statements are extremely vague with respect to
downloading. For example, the Dissertation Ab-
stracts Online Policy printed within DIALOGTs
periodic Supplier Terms and Conditions Sheets
contradicts itself. It states under what conditions
downloading is permissible, and then it says
downloading is not allowed. I called one of DIA-
LOGTs customer service representatives in an
attempt to clarify some of the downloading
statements of individual database producers. |
was advised to contact the individual database
producers for clarification. When I continued to
complain that the downloading policies are con-
fusing, and in some cases, contradictory, I was
told: oWhat you do with downloaded information
is of concern to the database producer"NOT
DIALOG. DIALOG has no way of knowing what its
customers do with the data after it is transmit-
ted.� While many database producers do not state
explicit downloading policies, a few producers are
making their policies crystal clear. For example in
1985 in Online Review, the Aerospace Database
did an excellent job of reporting its downloading
policy.T
BIOSIS also has attempted to clarify its policy
on downloading by publishing the downloading
policy along with specific examples of download-
ing.® Furthermore, BIOSIS offers BITS to its cus-
tomers on a regular basis through the mail for a
fee. BITS are subject specific portions of the BIO-
SIS database downloaded onto disk. Thus BIOSIS
accepts downloading as a fact of life, and in turn
generates additional revenue through download-
ing.
Obviously there are still many issues to be
clarified with downloading. The National Com-
mission on New Technological Uses of Copy-
righted Works reported that copying an entire
database for commercial gain would be an in-
fringement of copyright, whereas the copying of
small parts of the database would not be an
infringement.!° The problem is"how much is a
osmall� amount of a database?
End User Searching
Having discussed uploading, downloading,
and editing, I will now focus on an important
group of microsearchers"the end users. Under-
standably, most microcomputer owners want to
take advantage of the various capabilities of their
expensive equipment. The term oend user,� refers
to the requesters of the information retrieved.
Librarians, as search analysts, are intermediaries.
End user searching is a trend which is gaining
momentum. It should not be ignored. One reason
for this trend is the intensive promotional adver-
tising in computer magazines and professional
journals. While database producers have satu-
rated their markets for the professional search
intermediaries, the present online growth rate
must continue, if the industry is to remain profit-
able. The industry has, therefore, been targeting
its advertising toward professionals and home
computer owners. From 1981 to 1984, the end
user segment of the market grew faster than any
other part.!!
For the average microcomputer owner to
begin online searching, all he needs to do is pur-
chase a modem. Modem costs have dropped dra-
matically. Costs range from as little as $100 for a
300 bps modem, to about $800 for a 2400 bps
modem.??
I chose to include a discussion of end user
searching here because in most cases end users
search with a microcomputer rather than a dumb
terminal. Because of their menu-driven searching
format and extensive online help options, end
user databases are generally easier, but slower, to
search. The expression ouser friendly� is applied
to these search systems. User friendly systems for
medical professionals include BRS/Colleague,
AMA/Net, and PaperChase. BRS/After Dark and
Knowledge Index are other options.
Although some articles and advertisements
in popular and computing literature lead one to
believe the contrary, even user friendly software
requires some end user training. End users need
instruction on such topics as Boolean logic, the
use of controlled vocabulary, and how to narrow
or broaden a search strategy.
Our library subscribes to several end user
database systems. We own the manuals and pro-
vide technical advice in response to user inquiries
and offer a four-hour class on searching MED-
LINE using BRS/Colleague. The class is a prereq-
uisite for individuals who wish to use the
microcomputers in the library's AV/Microcompu-
ter Department for searching BRS/Colleague.
Patrons are responsible for all charges incurred
while running their searches.
The library has also established a group
account with BRS/Colleague. Individual faculty
or departments in the School of Medicine can
obtain passwords for this account and use their
own or the library's microcomputers for search-
ing. Members of the group account thus avoid the
$75 registration fee and the $15 monthly min-
imum charged to individual subscribers.
Librarians benefit greatly from being the
teachers and promoters of end user database
searching. The major benefit is that our clientele
will look to us as the leaders and the experts in
this area. Another benefit is that we can teach our
clientele under what circumstances they should
and should not run their own searches. If we
librarians act as promoters of end user searching
rather than avoiders or evaders, then we can have
significant control over this ever increasing trend.
If not, then we may lose our niche in the world of
online searching.
Gateways and Front Ends
Many different software products are now
available to ease the mechanics of the search pro-
cess, particularly for end users. Although avail-
able in experimental form since the 1970s,!° these
ogateways� and ofront ends� began to appear on
the market in the 1980s.'* SCIMATE was one of
the first, appearing in 1983. EasyNet became
available in 1984, as did oIN SEARCH.�!5 IN
SEARCH was upgraded to PRO SEARCH in 1985,16
and the National Library of Medicine recently
introduced oGRATEFUL MED.�!�
One can become easily confused about the
definitions of gateways and front ends because
sometimes the literature is inconsistent, and
some authors use the terms interchangeably.
There is, however, an important difference be-
tween the two. Gateways take the user to the
entrance or gate of the database but no further.
On the other hand, front ends lead a searcher
through every step of a search in the database.
You can visualize the difference between a gate-
way and a front end by this analogy. A gateway is
like St. Peter leading a person up to the gates of
heaven. A front end is like a personTs guardian
angel leading him by the hand through heaven.
Summer 1987"89
A gateway is an interface between the
searcher and the database. It stores log-on pro-
tocols of DIALOG, NLM, SDC, DATA-STAR, and
other database vendors, and then automatically
dials the telephone number, transmits the ven-
dorsT address code, and send the userTs pass-
word(s). The term ogateway� implies that the user
is taken to the entrance or gate of the database,
but no further.!8 The user is on his or her own to
select the database and search using the software
commands of the vendor.!® Since the users of
gateways must know all the intricacies of online
searching, gateways are designed for librarians or
other search analysts more than for end users. By
subscribing to a gateway, the user receives a sin-
gle bill for all the searching done on any vendorTs
system, and all bills arrive together in a single
envelope. PC-Net Link is an example of a gate-
way.�
Front ends are designed with the end-user
searcher in mind and have all the capabilities of
gateways plus some additional ones. Front ends
simplify many aspects of the online search pro-
cess.
The searcher may be given the option of
selecting the database to search, or the front end
can make the database selection after asking the
user a series of questions regarding his topic.?!
Once the database has been selected, it is not
mandatory for the searcher using a front end to
know anything about Boolean logic or controlled
vocabulary.� It should be pointed out, however,
that to the extent that the searcher does not pre-
pare a search strategy nor take full advantage of
controlled vocabulary, this mode of searching is
less powerful and less precise than directly
searching a vendor such as DATA-STAR. The front
end translates the simple commands or menu
choices of the end user into the language of the
database vendor. Some front ends even act as
oemulators� allowing the commands of one ven-
dor, such as DIALOG, to be used when connected
to another vendor, such as BRS.�* Aside from this
latter capability, front ends are designed primar-
ily for end-user searching, rather than for the pro-
fessional searcher. Front ends are menu driven
and, therefore, time consuming and tedious to the
experienced searcher. Front ends, however, help
the end user by executing log-on protocols and by
making many aspects of online searching trans-
parent to the end user.�4 Thus, front ends can be
considered an electronic intermediary substitut-
ing for the human professionally trained inter-
mediary. Although front ends are extremely
useful for inexperienced end users, there are
costs and sacrifices associated with choosing this
90"Summer 1987
alternative.
ProSearch is an example of a front end mar-
keted by an independent company which is not a
database vendor. Many database vendors who
vigorously promote end user searching also offer
software that simplifies searching. DIALOG de-
veloped and markets Knowledge Index, whereas
BRS developed and markets BRS/Colleague and
BRS/After Dark.
The most elaborate of all front ends, EasyNet,
offers some interesting capabilities and has a uni-
que pricing structure. To access the system, the
end user dials a direct toll-free number rather
than using the traditional telecommunications
network. The system chooses the database for the
end user, then modifies the userTs casual search
topic into a more sophisticated search strategy.
There are no sign up fees, subscription charges,
nor monthly minimums. EasyNet charges only if
citations are displayed. The system charges a
modest $8 for each 10 citations.25 Users can pay for
their citations by Mastercharge, Visa, American
Express, or even a more mundane preestablished
account.2 EasyNet, available 7 days a week and
24 hours a day, offers access to 700 databases
through 13 online services, such as DATA-STAR,
and DIALOG.� EasyNet also offers some sophisti-
cated capabilities to its users. Unfortunately, this
technologically advanced system may not retrieve
the most relevant citations on a search topic. For
example, a userTs search topic on heart attack
and exercise may retrieve one thousand citations,
of which EasyNet prints the first ten. As expe-
rienced searchers know, the first ten of one thou-
sand citations are seldom the best ones.?7
Other gateways and front ends not men-
tioned thus far include Superscout, Search Mas-
ter, Search Helper, MicroDisclosure, Micro Cam-
bridge, PC/Net-Link and IT. New front ends and
gateways continue to appear with software
enhancements. As the competition in this market
increases, some companies will, no doubt, go out
of business. In fact, in May 1986 Menlo Corpora-
tion, which offered Pro Search, was taken over by
Personal Bibliographic Software, Inc.28
Accounting Systems
Another unique capability of online searching
with a microcomputer-software is the facility for
handling accounting and billing. There are a few
accounting systems which do much more than
display the cost at the end of a search and send a
bill at the end of a month.
The front end ProSearch contains a sophisti-
cated accounting system which tracks search
costs for the searcher. The program automatically
identifies every search session by date, time, data-
base searched, customer name, department code,
and searcherTs name. The searcher can print in-
voices and cover sheets for each search as well as
generate monthly search summaries for billing
and accounting purposes.�°
Another accounting system has been pro-
duced by the end user Service, BRS/Colleague.
This accounting system, named PROMPT, is avail-
able only for those using the BRS/Colleague sys-
tem. PROMPT was designed as a cost accounting
System which allows the libraryTs clientele to per-
form online computerized literature searches
using the library's hardware. PROMPT allows a
library to enter any dollar rate per hour that it
wishes to charge its clientele. One rate can be
established for the searching done during the
daytime, and another rate can be set for search-
ing during the evening. After the end user runs his
Search, a bill is printed using the rate the librarian
has established. PROMPT also keeps track of the
total time the system is used and generates a bill
of cumulative use for each user. A needed
improvement in the PROMPT software is the abil-
ity to set the hourly rates depending on the cost of
the database searched.
Database-Management Systems
A database-management system is a micro-
computer software program which allows for the
capture, editing, filing, and retrieval of data. For
the most part, database management systems are
used for purposes other than manipulating down-
loaded citations from an online literature search.
This discussion, however, will cover only those
database-management systems that are used for
bibliographic records. The database management
systems to which I am referring could more accu-
rately be described as bibliographic management
Systems. This is a very small subset of the entire
universe of database management systems.
Some end users perform online searches and
then routinely download the retrieved citations
into a permanent file. The purpose of this per-
manent file is to compile a database of citations
that are pertinent to the specific interests of the
end user. It is imperative that the end user be able
to retrieve citations from this file as needed. For
�,�xample, consider an end user who is an endocri-
Nologist doing research in diabetes. Citations to
15,000 journal articles are in his file on this topic.
The endocrinologist wants to retrieve journal
articles from his file on the topic obedtime insulin
injections.� Our researcher certainly does not
want to look at every one of those 15,000 citations
in this file to select the citations covering bedtime
insulin injections. Therefore, he uses a database
management system which will allow him to
select the specific citations he desires.
Good database management systems should
have the following capabilities:
1. The ability to download citations into a
database without having to retype them.
Boolean Retrieval
Truncation
Phrase Searching
Retrieval by All Fields.%°
Many different database-management sys-
tems for bibliographic records are available.
These include: Zy Index, Pro-Cite, and Golden
Retrieval. DBASE III+, the number-one selling
database management system for personal com-
puters, can also be programmed to handle biblio-
graphic citations. Furthermore, the front end
SciMate contains a built-in database management
system.
Database-management systems must be used
with a microcomputer rather than a dumb termi-
nal. The ability to utilize database-management
systems is another of the many advantages of
online searching with a microcomputer.
oF ON
Trends and Innovations
Microsearching is a relatively recent phe-
nomenon and in a state of flux; therefore it is diffi-
cult to predict the future. During the course of
this paper I have already alluded to some trends
in my discussion of downloading, gateways, and
front ends. Here, perhaps, are some trends and
innovations indicated for the future.
1. The online industry will continue to grow. In
1985, Business Communications Company pub-
lished a report saying that the online industry
ocould very well maintain a 23 percent a year
average growth rate through the next decade.�?!
2. New gateways and front ends will continue to
appear on thé market, and competition in the
online industry to fill this need will continue.
3. Greater numbers of online searchers are
switching from dumb terminals to microcompu-
ters to take advantage of the vastly greater capa-
bilities of microcomputers.
4. More full-text databases are becoming availa-
ble in response to searchers who need the original
source rather than simply a bibliography. This
trend is an outgrowth of the blossoming elec-
tronic publishing industry, and also of the
increased capacity and reduced cost of the elec-
tronic storage media.
5. Telecommunication facilities such as Telenet
and Tymnet are offering faster bps rates.32 This
Summer 1987"91
could lead to further changes in pricing online
products.
6. The command languages used by vendors such
as DIALOG and DATA-STAR are becoming more
powerful.*8
7. Voice output is currently available for some
microcomputers. A recently released version of
Pro-Search supports a voice communications
option.*4 This technology omay come into use... as
a... channel for control and error information
relative to a search, or for use by visually impaired
searchers.�?5
8. The customer support from vendors is expand-
ing. For example, in 1985 DIALOG received over
four hundred telephone calls for assistance each
day from its customers, whereas in 1986 DIALOG
has been averaging 440 calls per day.*®
9. The online industry is quite willing to adjust to
fill the varied niches in the information retrieval
market place. After-hours searching is an exam-
ple of this flexibility.
10. In 1985, DIALOGTs president, Roger Summit,
forecasted multifile searching, ie., searching sev-
eral databases simultaneously.°�
11. One extremely exciting and revolutionary
trend is that database producers are beginning to
make their databases available on CD-ROM
(Compact Disk Read-Only Memory). CD-ROM is a
compact disk storage system which is o... used for
storage and reproduction of digital data.�°* This
technology has definitely captured the imagina-
tion of the information industry. A concrete
example of this enthusiasm is the new monthly
column in the two journals Online and Database
on CD-ROM technology. CD-ROMs are called by
several names such as video disks, laserdisks, and
optical disks. Traditional online databases can
now be stored on CD-ROM eliminating telecom-
munications and connect-hour charges. CD-ROM
workstations require three pieces of equipment:
(1) a microcomputer, (2) a compact disk drive,
and (8) a printer. The compact disk drive ranges
in price from about $1,200 to $2,200.°° Users of
CD-ROM, however, seldom need to concern them-
selves with the cost of the actual equipment,
because CD-ROM systems are sold as a package
which includes the disk with the database, the
compact disk drive, the retrieval software, and
the interface and cabling.*° Unlike a floppy disk, a
compact optical disk stores data by burning pits
into the specially coated disk with a laser. The
result is permanent and unalterable.*! The equiv-
alent of 200,000 single-spaced pages can be stored
on one CD-ROM.o As a further illustration of the
capabilities of this technology, one disk contains
the storage capacity of twenty pounds of floppy
92"Summer 1987
disks.*8
If a library chooses to access a database by
means of a CD-ROM rather than online, then the
library pays for all the searching of the disk only
once"when the disk is purchased. There are no
additional charges for using the database on disk,
because the user is not oonline.� Using a database
on CD-ROM eliminates a searcherTs urgency to
perform a search as quickly as possible to save
money. The widespread practice of using a data-
base on CD-ROM rather than online will naturally
reduce the total use of online databases. Further-
more, it may radially change the functions of
gateways and front ends.
... front ends can be consid-
ered an electronic interme-
diary substituting for the
human professionally trained
intermediary.
Several databases are already available on
CD-ROM.! From Silver Platter the entire ERIC
database is available for $3,000, PsycInfo is avail-
able from 1974 for $5,000, all of PAIS sells for
$3,000, and one year of EMBASE costs about
$8,000.44 Cambridge Scientific Abstracts is offer-
ing MEDLINE from 1982 to the present on CD-
ROM. Each year of MEDLINE is on a separate disk
and costs $975. The disk is updated quarterly and
then cumulated at the end of the year. To com-
pensate for the inconvenience of searching each
year of MEDLINE on a separate disk, Cambridge
Scientific Abstracts is developing the Jukebox.
The Jukebox is a device that will contain space for
six to ten disks. A user searching MEDLINE on
CD-ROM through the Jukebox enters his search
strategy only one time. The Jukebox will automat-
ically search through all its disks.*®
In the next few years, libraries will purchase
CD-ROMs for the databases they use most of the
time. For databases that are used infrequently,
libraries will continue using the online versions.
There are a few drawbacks to using this technol-
ogy. o[CD-ROMs] are single user systems. The
amount of information that can be put on a single
disk is limited ... Updates are expensive to pro-
duce, and so most database producers now plan
to supply them only quarterly. The drives are slow
... and the data transfer rates are also signifi-
cantly slower ... Another troublesome area is
standardization.�4¢
Even though there are drawbacks using CD-
ROM, the benefits far outweigh all the problems.
One exciting benefit is the ability to reproduce
pictures and tables. Currently databases do not
contain pictures; if, however, the demand for
graphics warrants it, then producers of full text
databases may begin including graphics.
These new technologies will keep the field of
online searching in a state of flux for some time to
come. It behooves the information specialists to
stay abreast of both changes in the online world
and technological developments which are mak-
ing them possible.
References
1. oThe Inverted File: The Graying ... and the greening of the
Online industry ... and how one end-user got his first job
through INSPEC,� Online 9, 4 (July 1985):8.
2. oDatabank end-users contributing to continual growth of
industry,� Online 9, 5 (September 1985);117.
3. Paul Lasbo, oUpload on a Micro Application,� Online 8, 1
(January 1984):12.
4. Rosemary S. Talab, oCopyright and Database Downloading,�
Library Journal 110, 18 (November 1, 1985):144.
5. oNew Service Options Available"Downloading with Micro-
computers,� The Claude Moore Health Sciences Library News 2,
9 (September 1984):1.
6. Talab, oCopyright,� p. 145.
7. oDatabase Supplier Terms and Conditions,� DIALOG Infor-
mation Services, Inc., (January 1986) p. 2.
8. oDownloading policy announced for Aerospace Database,�
Online Review 9, 4 (August 1985):270.
9. oDownloading Revisited,� BIOScene 15, 1 (1986):1.
10. Thomas S. Warrick, oLarge databases, small computers and
fast modems ... An attorney looks at the legal ramifications of
downloading,� Online 8, 4 (July 1984):63.
11. Louise R. Levy and Donald T. Hawkins, oFront End Software
for Online Database Searching: Part 2: The Marketplace,� Online
10 (January 1986):33-40.
12. Carol Tenopir, oOnline Searching With A Microcomputer,�
Library Journal 110, 5 (March 15, 1985):42.
13. Carol Tenopir, oDatabase Access Software,� Library Journal
109 (October 1, 1984):1828.
14. Levy, oFront End,� p. 36.
15. oMenlo Corporation produces Pro-Search for information
professional,� Online Review 9, 3 (June 1985):187.
16. oMenloTs In-Search software replaced with Pro-Search,�
Online Review 9, 6 (December 1985):442.
17. Rose Marie Woodsmall, oNLM introduces GRATEFUL MED:
A User-Assisted Interface To MEDLINE and CATLINE,� The NLM
Technical Bulletin 202 (February 1986):1.
18. Donald T. Hawkins and Louise R. Levy, oFront End Software
for Online Database Searching: Part 1: Definitions, System Fea-
tures, and Evaluation,� Online 9, 8 (November 1985):30-37.
19. Ibid.
20. Ibid.
21. Ibid., 33.
22. Ibid., 31.
23. Dennis Brunning and Doug Stewart, oPro-Search,� Informa-
tion Technology and Libraries 4, 4 (December 1985):376.
24, Hawkins, oFront End,� 31.
25. Mike O'Leary, oEasyNet: Doing it all for the end user,� Online
9, 4 (July 1985):106-113.
26. oSix New Databanks Join EASYNET"System Enhanced,�
Database (June 1986):118.
27. O'Leary, oEasyNet,� 106-113.
28. Telephone interview to Professional Bibliographic Software,
Inc. 6/3/86.
29. oMenlo Corporations produces Pro-Search for the informa-
tion professional,� Online Review 9, 3 (June 1985):188.
30. Dee A. Mater, Bibliographic Software Comparison Chart
University of North Carolina at Chapel Hill"The Health Scien-
ces Library. November 1985.
31. oDatabank End-Users Contributing to Continual Growth of
Industry,� Online 9, 5 (September 1985):117.
32. Roger K. Summit and Charles T. Meadow, oEmerging Trends
in the Online Industry,� Special Libraries 76, 2 (Spring 1985):89.
33. Ibid., 90.
34. oMenlo announces Pro-Search version 1.03,� Online Review
10, 1 (February 1986):28.
35. Ibid.
36. Ibid.
37. Summit, ~oEmerging,TT 90.
38. Judith Paris Roth, Essential Guide to CD-ROM, Meckler Pub-
lishing, Westport, CT. (1986):15.
39. Carol Hanson Fenichel, oThe Linear File,� Database 9, 3
(June 1986):7.
40. Ibid.
41. Ron Cleaver, oOptical Disks: First Light,� PC World 4, 2 (Feb.
1986):215.
42. oDigital Equipment Launches CDROM Program"Online
databases on CDROM"UNI-File Standard Format Endorsed,�
Online (January 1986):13.
43. oCD-ROM: Is It the Future,� Note Us, 4, 1 (April 1986):1.
44, Fenichel, oLinear,� 7.
45. Avril Howells, Cambridge Scientific Abstracts, telephone
interview, May 29, 1986.
46. Database (June 1986):8.
Acknowledgements
I thank Paul Bredderman, Judi Wojcik, and Andy Eisan for
their numerous suggestions and very kind support during my
investigation of microsearching and subsequent writing of the
paper. I extend special appreciation to Edna Moye for her
patience during the many revisions of this manuscript. et
be superperson
use your library
Summer 1987"93
Summer Of Adventurous Reading!
funded by LSCA, Title |, Art work by Nelle Hayes, New Bern Senior High School
1987 Summer Reading Program sponsored by the N.C. Department of Cultural
Resources, Division of State Library
94"Summer 1987
North Carolina Books
Alice R. Cotten, Compiler
David Herbert Donald. Look Homeward: A Life
of Thomas Wolfe. Boston and Toronto: Little,
Brown and Company, 1987. 579 pp. $24.95. ISBN
0-316-18952-9.
Before publication of David DonaldTs Look
Homeward: A Life of Thomas Wolfe, we had
two full-scale biographies on North CarolinaTs
most important writer. The first of these, Thomas
Wolfe: A Biography (1960), was written by Eliza-
beth Nowell, WolfeTs capable literary agent and
friend. Her associations with Wolfe enriched her
book, but since many of the persons who played
important roles in WolfeTs life were still living, she
had to work under numerous restraints, espe-
cially those imposed by Edward Aswell, the admin-
istrator of WolfeTs estate. Andrew TurnbullTs
Thomas Wolfe (1967) was a more complete and
objective account, though Turnbull's interest was
more in Wolfe the man than Wolfe the artist. C.
Hugh Holman judged Turnbull successful in crea-
ting oa convincing and living image of the man who
wrote books.� David Donald, who rediscovered
Wolfe the writer during the 1970s, wanted to write
a full-scale biography that would chiefly be an
account of WolfeTs evolution as a writer.
There could be, of course, no escaping Wolfe
the man, for no American novelist used the detail
of his own life so consistently for his fiction. oBy
God, I have genius,� Wolfe declared as a Harvard
graduate student. The price of genius seems to
run high for American writers, and none proves
the point more than does Wolfe. Having access to
all of WolfeTs papers, Donald did not have to labor
under constraints that hampered other re-
searchers. He traces WolfeTs life more fully than
WolfeTs other biographers could. Readers of this
new biography will learn things about WolfeTs tor-
tures and triumphs that will make a lengthy book
Seem none too long.
Recounting WolfeTs story required immense
energy, for although Wolfe died just short of his
thirty-eighth birthday, he was a prolific writer.
Moreover, from an early age he saved every scrap
of paper that might be of possible value. The collec-
tion of his papers is one of the largest of any
American author, and the biographer dealing
with them"especially one interested in the evolu-
tion of the writer"faces many quandaries. The
papers that became WolfeTs last two novels and
the collection The Hills Beyond were often drafts
(sometimes variations of the same episode) and
far from the shape Wolfe had planned for them.
Edward Aswell did a great deal of shaping (some
think warping) of the manuscripts to bring those
books, especially You CanTt Go Home Again,
before the public. Although Aswell believed
strongly in WolfeTs genius, he took liberties that
Donald finds unacceptable.
DonaldTs book is valuable not only for
recounting WolfeTs publishing and editing prob-
lems so thoroughly, but because it discusses
WolfeTs growth as a writer. Wolfe had, Donald says,
the best formal education of any American novel-
ist of his day. (One of the best, one might qualify.
WolfeTs friend Vardis Fisher had the Ph.D. from
Chicago.) Because Wolfe was a prodigious reader,
he learned a great deal from other writers, and
Donald does a good job of portraying the influ-
ence of such writers as James Joyce, Sherwood
Anderson, Sinclair Lewis, and Marcel Proust on
WolfeTs work. Although he gives us the essence of
WolfeTs relationship with ScribnerTs other giants"
Hemingway and Fitzgerald"he refrains from let-
ting those comparisons loom larger than neces-
sary. Some readers may quarrel with Donald
about just where the excellences in Wolfe are, and
some may find DonaldTs sense of the literary tra-
dition slightly oversimplified. Look Homeward,
Angel, Donald observes, did not fit any of the
accepted categories of Southern fiction. What
were those? Donald takes WolfeTs word: othe bet-
ter known gentlemen and lady writers of the
South were writing polished bits of whimsey
about some dear and mythical Land of Far Cock-
aigne (like James Branch Cabell), or ironic little
comedies about the gentle relics of the Old Tradi-
tion of the South (like Ellen Glasgow), or fanciful
bits about Negro fish mongers along the battery in
Charleston (like Dubose Heyward), or, when pas-
sion was in the air, about the romantic adulteries
of dusky brethren and sistern on a plantation in
South Carolina (like Julia Peterkin).� Unfortu-
nately, Donald (the preceding parentheses are
Summer 1987"95
North Carolina Books
his) goes along with Wolfe in this put-down of
Southern writers who had their own struggles to
do different and honest work, writers who helped
to create the Southern Renaissance, helped to
prepare the way for Wolfe. And if there was some-
thing swi generis about Look Homeward, Angel, it
did belong recognizably to the tradition of the Bil-
dungsroman; and although Whitman would be-
come more important to Wolfe after 1929, his
novel did belong to a recognizable American liter-
ary tradition. It goes back to EmersonTs American
scholar as well as to WhitmanTs oSong of Myself.�
Wolfe liked to play the role of mistreated genius.
The truth is that Look Homeward, Angel (con-
troversy in Asheville notwithstanding) received
enthusiastic praise (few novels do so well), and it
has never gone out of print.
But, in the main, Donald is excellent in not
letting Wolfe call the shots. Admitting that Wolfe
owrote more bad prose than any other major wri-
ter that I can think of� yet committed to the prem-
ise that Wolfe oranks among the very great
American authors,� Donald comes close to his aim
of writing a biography without a hero or a villain.
He has been notably successful in not relying on
fiction as a source for biographical fact, always a
temptation to biographers dealing with overtly
autobiographical writers. Perhaps DonaldTs train-
ing as a historian was especially valuable for a
biography of so Faustian a subject. His tone is
right, and his thoroughness in a gigantic task is
impressive (the study was six years in the mak-
ing). All in all, this new biography is a cause for
celebration. It ranks with the best literary biogra-
phies on American writers. And libraries in North
Carolina will surely wish to make it available to
their readers.
Joseph M. Flora, The University of North Carolina at Chapel Hill
Jack Claiborne. The Charlotte Observer: Its Time
and Place, 1869-1986. Chapel Hill: University of
North Carolina Press, 1986. 357 pp. $19.95. ISBN
0-8078-1712-0
Many North Carolinians"and not only resi-
dents of Mecklenburg or surrounding counties"
consider the Charlotte Observer the best news-
paper in the state. By any standard, it is an
outstanding regional journal with a well deserved
reputation for accuracy and integrity. In The
Charlotte Observer: Its Time and Place, 1869-
1986 Jack Claiborne, associate editor of the
Observer, gives us a history of the paper worthy of
its rank and reputation. Claiborne sets himself
the ambitious task not only of writing an internal
96"Summer 1987
history of the growth of the Observer, but also of
placing that history in the context of the devel-
opment of Charlotte, the state of North Carolina,
and the South.
In his first three chapters Claiborne exam-
ines the ObserverTs predecessors, a handful of
newspapers printed in Charlotte from 1869 to
1892, most of which carried the name Observer in
some combination on their mastheads. Claiborne
shows that the importance of these papers for the
history of the Observer is not so much one of cor-
porate continuity as a continuity of personnel: the
early papers trained several of the men who
created and ran the modern Observer.
In his chapters on the history of the contem-
porary Observer, Claiborne is adroit at balancing
his treatment of a number of subjects. He deals
with the personalities and influence of the people
who owned or ran the Observer and established
its voice, people such as Joseph Caldwell, Daniel
Tompkins, Curtis Johnson, Ernest Hunter, John
and James Knight, and oPete� McKnight. He also
does justice to the dozens of important reporters,
columnists, photographers, printers, and cartoon-
ists whose collective contribution built the over-
all quality of the paper. Finally, Claiborne
integrates the story of the ObserverTs people into
an account of the environment in which the
paper existed, an environment comprising chang-
ing standards of journalism, changing communi-
cations technology, and the shifting aspirations
and values of the surrounding community.
ClaiborneTs greatest achievement in The
Charlotte Observer is his clear, concise, and
engaging style. As a historian he goes beyond a
skill in marshalling facts to what Barbara Tuch-
man praises as an ability to perceive the signifi-
cant detail"the incident or individual, an account
of which gives the reader insight into a much
larger historical picture. This eye for detail and
control of data is matched by a welcome feeling
for language and felicity of expression. The result
is a book that is always readable and often fasci-
nating.
Probably the weakest area of the book is the
linkage of the evolution of the Observer with the
history of the city and the region. Many of the
secondary works on which Claiborne relies for
historical background, while they are standards,
are nonetheless dated. Since much of the new
scholarship is fragmentary or contradictory, mas-
tering it would have taken Claiborne further
than he had any intention of going and further
perhaps than he could be expected to go. Current
scholarship, however, will profit from this excel-
lent work which will form an important part of
the continuing search for an understanding of the
growth and significance of southern cities and
the impact of news media on modern society.
Harry W. McKown, University of North Carolina at Chapel Hill
John V. Allcott. The Campus at Chapel Hill: Two
Hundred Years of Architecture. Chapel Hill: The
Chapel Hill Historical Society, 1986. 113 pp. $16.00,
plus $2.00 for mailing. (P.O. Box 503, Chapel Hill,
NC 27515-0503.)
John Volney Allcott, an emeritus professor,
Department of Art at the University of North
Carolina, performs a masterful task of blending
together time, place, people, and space into a
highly readable volume on the architecture of the
first state university. Readers should not consult
this book for lists of professors and students, or
even a survey of university politics"although all
played a role in directing development at Chapel
Hill. Rather, this brief survey gives an excellent
history of the growth of the physical campus. It
recounts the grand dreams, the economic hard-
ships, and the political realities that were critical
factors in making decisions about bricks and mor-
tar.
The narrative comprises five chapters in
chronological order beginning with oThe Campus
in the Late Eighteenth Century� and concluding
with oModern Architecture since 1963.� Other
chapter titles are: oRomanticism, 1820s to the Civil
War�, oLate Romanticism, 1885 to World War IT;
oThe Colonial Revival, 1921 to 1962.� Included are
brief sketches of the outstanding architects and
designers who have left their imprint upon the
face of the university"from William Nichols and
A.J. Davis in the antebellum period to the firm of
McKim, Mead, and White in the early twentieth
century, and more recently Gerald Li and Romaldo
Giurgola. A chronology of structures and archi-
tects along with extensive notes and a bibliog-
raphy add to the value of the book as a research
tool.
Although it is a short walk from Old East
(1793) to Walter Royal Davis Library (1984), it is a
journey through two centuries of what the author
describes as oa panorama of architectural devel-
opment in America. It is a North Carolina
museum of American architecture.� Campus is a
labor of love about a place loved by many. Books
about Chapel Hill enjoy a devoted readership.
This comfortable addition should be no excep-
tion.
Jerry C. Cashion, North Carolina Division of Archives and His-
tory
North Carolina Books
Ernie and Jill Couch. North Carolina Trivia.
Nashville, TN: Rutledge Hill Press, 1986. 191 pp.
$5.95 paper. ISBN 0-934395-37-3.
James A. Crutchfield, ed. The North Caro-
lina Almanac and Book of Facts. Nashville, TN:
Rutledge Hill Press, 1986. XLIX, 331 pp. $14.95.
ISBN 0-934395-35-7. (513 Third Avenue, South,
Nashville, TN 37210.)
Both of these books should please readers in
need of readily available information about North
Carolina. Trivia fans will enjoy North Carolina
Trivia, a slim volume divided into sections per-
taining to geography, entertainment, history, arts
and literature, sports and leisure, and science and
nature. Each page contains from five to seven
brief questions and answers. They can be read for
entertainment or used in trivia bowls or games.
The North Carolina Almanac and Book of
Facts is a much more ambitious work. Its ninety-
five categories, ranging from Agriculture to Zip
Codes, provide names, addresses, statistics, calen-
dars of events, geographical information, and
numerous lists. Although all of the information is
available elsewhere, this handy, hardback volume
brings it together in a convenient format that
includes a thirty-nine-page index. A North Caro-
lina history teacher in our county recently made
assignments based on facts contained in North
Carolina Almanac. Students, parents, and li-
brarians scrambled to pull together the answers,
not knowing that all of them were contained in
this useful book.
The compilers of both books live and work in
Tennessee. This handicap seems to have affected
James A. Crutchfield more than Ernie and Jill
Couch. North Carolina Almanac contains a var-
iety of inconsistencies, omissions, misspellings,
and factual errors. Crutchfield states that nov-
elist Inglis Fletcher was a man; that Franklin
County was created in 1778 (1779 is the correct
date); and that North CarolinaTs senior United
States senator spells his first name oJessie.�
Moreover, in the section listing Festivals and
Events, Crutchfield leaves out AydenTs Collard
Festival and LouisburgTs National Whistlers Con-
vention. For shame!
These books do have their places, however,
particularly in school and public libraries. Aca-
demic libraries may want to purchase North
Carolina Almanac, but it should be used with
caution.
Maurice C. York, Edgecombe County Memorial Library |
Summer 1987"97
Libraries: Spread the News
North Carolina Library Association
Biennial Conference
Winston-Salem, October 28-30, 1987
Tentative Schedule
7:00 PM-8:30 PM
10:00 AM-6:00 PM
10:00 AM-12:00 Noon
12:00 Noon-6:00 PM
12:00 Noon-5:00 PM
1:30 PM-3:00 PM
3:15 PM
3:30 PM-5:00 PM
4:00 PM-6:00 PM
98"Summer 1987
Tuesday, October 27
NCLA Executive Board
Dinner
(New and old boards,
conference planning
committee)
Wednesday, October 28
Conference Registration
NCLA Media Committee
Program & Presentation
oInteractive Video Disc
Technology� with Lab
time
NCLA Media Committee
Film/Video Showings
Placement Center
First Session - Speaker:
Maya Angelou, Author
Sponsored by the Round
Table on Ethnic Minority
Concerns, the Public
Library Section, and the
Round Table on the
Status of Women in
Librarianship
Exhibits Opening &
Ribbon Cutting
JMRT Orientation
Program
College & University
Section Program and
Business Meeting "
Speaker: Dr. Joanne R.
Euster, President-Elect,
Association of College
and Research Libraries
oCreative Leadership in
Academic Libraries:
Everybody's
Responsibility�
6:00 PM-8:00 PM
8:00 PM
8:30 PM-11:30 PM
7:30 AM-9:00 AM
8:00 AM-5:00 PM
8:30 AM
9:00 AM-5:00 PM
9:00 AM-10:30 AM
9:00 AM-5:00 PM
9:00 AM-10:30 AM
9:00 AM-12:00 Noon
All Conference Round-Up
Dinner (Exhibit Hall)
Exhibits Close
All Conference Reception
(Forsyth County Public
Library) - Refreshments,
Music, Dancing
Sponsored by the Public
Library Staff
Thursday, October 29
Breakfast and Business
Meeting
Resources and Technical
Services Section (RTSS)
Conference Registration
Exhibits Open
Coffee and Danish
Provided 8:30-9:30 AM
Film and Video Preview
Sessions
PLS AV Committee
Reference and Adult
Services Section Program,
oDo We Serve Patrons or
Customers? How
Entrepreneurs Sell
Information� - Matthew
Lesko, President,
Information USA; Peter
Workman, President,
Workman Publishing
Placement Center
Community & Junior
College Section Program
and Business Meeting
oCritical Thinking� -Dr.
John Lubans
1986 Notables Showcase
ChildrenTs Services
Section (Business Meeting
at 9:00 AM)
9:00 AM-10:00 AM
10:30 AM-12:00 Noon
10:30 AM-12:30 PM
10:30 AM-11:30 AM
12:00 Noon-1:30 PM
12:00 Noon-1:00 PM
1:00 PM-2:30 PM
1:00 PM-5:00 PM
2:30 PM-4:00 PM
4:00 PM-5:00 PM
4:00 PM-5:30 PM
Mock Community Forum:
oThereTs Trouble Right
Here in River City�
Intellectual Freedom
Committee
Round Table on the
Status of Women in
Librarianship Program:
Dr. Herb White, Dean,
Indiana University School
of Library Science
RTSS Program: oThe
Impact of Automation on
Libraries and Their Users�
Liz Nichols, Stockton
Public Library, and
Dr. Ching-Chih Chen,
Associate Dean, Simmons
University Library
School
Program: TrusteesT
Section
Luncheon
TrusteesT Section
Exhibits Close for Lunch
Open Time to Visit
Exhibits
PLS Public Relations
Committee Swap and
Shop, Poster Sessions, PR
Contest Display
General Session
Speaker: Calvin Trillin,
Author, Columnist, New
Yorker writer
Program, Round Table on
Ethnic and Minority
Concerns (REMCO)
oEthno-Cultural
Minorities: Developing
Library Services &
Intercultural Skills�;
Lee Krieger, Coordinator,
N.C. Foreign Language
Center;
Rev. Maurice Vargas,
Director, Cape Fear
Citizens Committee on
Immigration (Tentative);
Judy Engle, ESL
Instructor, Forsyth
Technical College
(Tentative)
PLS Adult Services
Committee Program:
oEffects of Genre Fiction
4:00 PM-5:00 PM
4:30 PM-5:30 PM
5:00 PM
Thursday Evening
Thursday Evening
7:30 AM-9:00 AM
7:30 AM-9:00 AM
8:00 AM-12:00 Noon
8:30 AM
9:00 AM-12:00 Noon
Classification on Public
Library Circulation� - Dr.
Sharon L. Baker
Meeting of those
interested in forming a
Local History/Special
Collections Round Table
Reception, Round Table
on the Status of Women
in Librarianship
Exhibits Close
Library School Receptions
Reception, Literacy
Committee
Famous Amos (Tentative)
Friday, October 30
ChildrenTs Services
Section Author Breakfast
Jack Prelutsky
Beta Phi Mu Breakfast
& Speaker
Conference Registration
Exhibits Open
Coffee and Danish
Provided 8:30-9:30 AM
Table Talks: Discussions
will be led at
approximately ten tables
for 50 minutes followed
by ten minute breaks.
Planned topics include:
oFactors Which Affect
Output Measures
Performance�
oEvaluating Reference
Services�
oInstructing Users in
Online Catalogs�
oTrends in ChildrenTs
Librarianship�
oStandards for Public
Libraries�
oSoftware Packages for
the Small Library�
oDirections in Public
Access Microcomputer
Services�
oEvaluating the School
Library Collection�
oNew Non-Fiction Titles
for Kids�
oTime Management for
Librarians�
oTechniques for
Evaluating Library
Programming�
Summer 1987"99
9:00 AM-12:00 Noon
9:00 AM-11:00 AM
9:00 AM-10:30 AM
11:00 AM-12:30 PM
100"Summer 1987
oWooing the Professional
Minority Job
Candidate�
oEffecting Change
Through Lobbying�
oStart-Up and Fee Setting
for Online Reference�
oVideocassettes in the
Library: Education or
Entertainment�
oHandling Complaints
about Library
Materials�
oClosing the Missing Link:
African American
Genealogy�
oContinuing Education: A
Solution in Search of a
Problem�
oAre Library Schools
Graduating Qualified
Librarians�
oMerchandising Library
Materials�
oHomework Assistance in
Public Libraries�
oCooperation Between
Schools and the Public
Library�
oBranch Library Service
to Low Income
Neighborhoods�
oUsing Automated
Systems to Improve
Collection Development
Efforts�
oEvaluating Adult Book
Collections in Public
Libraries�
Additional topics will be
announced or
substituted.
PLS YA Committee Film &
Video Showings
PLS YA Committee
Program
Deborah Taylor, YA
Services Coordinator,
Enoch Pratt Library
RTSS Concurrent Interest
Groups
Acquisitions; Cataloging
RTSS Concurrent Interest
Groups
Serials; Collection
Development
10:00 AM-12:00 Noon Documents:Section
11:00 AM-12:00 Noon
12:00 Noon-2:00 PM
2:00 PM-3:30 PM
2:00 PM-4:00 PM
Program
Government Information
Showcase; Federal, State
and Local Resources
North Carolina Public
Library Directors
Association Reception;
Honored Guests:
Distinguished Service
Award Winners
Champagne Luncheon
Philip S. Ogilvie Memorial
Lecture
Tentative Speaker: Hon.
Elizabeth Dole, Secretary,
US. Department of
Transportation
North Carolina
Association of School
Librarians Program
oOur Image is Showing�
Solinet Users Group
Program
oSOLINET Update�
Maya Angelou will be one of the featured speakers at this
yearTs NCLA Conference to be held in Winston-Salem
October 28-30.
Libraries: Spread the News
1987 NCLA Biennial Conference
OCT. 28-30, 1987 WINSTON-SALEM, N.C.
Pre-Registration and Meal Reservations
Deadline for Pre-Registration " September 15, 1987
Note: Convention-rate rooms have been reserved at the Hyatt Winston-Salem, Winston Plaza Stouffer Hotel and Quality Inn
Triad Plaza. To obtain convention rates at these hotels, you must make a reservation DIRECTLY with Housing
Bureau/Convention and Visitor Bureau, P.O. Box 1408, Winston-Salem, N.C. 27102, by September 25, 1987. Use enclosed sheet.
Name.
MIDDLE (PLEASE PRINT)
Mailing Address Library
Institution/Agency
Preferred Badge Name (If not as above)
Registration Badges Required in Exhibit Hall and all Meetings
Pre-Registration Members"Entire Conference
Non-Members"Entire Conference
Registration at Conference Members"Entire Conference
Non-Members"Entire Conference
Library School Students
Library School Attending
MEAL FUNCTION RESERVATIONS
(No Reservations for Meal Functions Accepted Without Conference Pre-Registration)
**NO TICKETS FOR MEALS SOLD AT TIME OF CONFERENCE** No.
Attending
All Conference Round-up Dinner De OO EWM. os ts eee nee ce bes Free (With Registration Badge) $ _____
No.
Attending
All Conference Round-up Dinner Oct. 238),6:00 PIM gina silekois ob epoiiine waom ae 63 Ua 0,0) aie
RTSS Breakfast =
Trustee Luncheon
ChildrenTs Services Breakfast . .
Beta Phi Mu Breakfast
Gala Awards Luncheon Oct. 30, 12:00 Noon
TOTAL REGISTRATION & MEALS:
Deadline " September 15, 1987
Make check payable to: NCLA CONFERENCE
Mail to: NCLA Pre-registration
1987 Biennial Conference
P.O. Box 15526
Winston-Salem, N.C. 27113-5526
Your registration materials (including receipt and meal function tickets, if any) will be distributed from the
Conference Registration Desk.
Feel Free to Duplicate This Form for Friends
Summer 1987"101
Hotel Reservations
Winston-Salem Convention and Visitors Bureau
Housing Bureau
North Carolina Library Association
October 27-30, 1987
Deadline for Receipt: September 25, 1987
Sleeping rooms for those attending the North Carolina Library Association have been reserved at the three hotels listed below.
All housing will be handled by the Winston-Salem Housing Bureau, and all housing applications must be sent directly to the
Bureau. Room reservations will be made in order of requests received. Requests must be received in writing. Phone calls are not
accepted. After you have received confirmation, any reservation changes must be made through the Housing Bureau, Convention
and Visitors Bureau (919) 725-2361.
Hotel Single/Double Triple/Quad Check-In Time
Hyatt Winston-Salem $56/$62 $68/$74 3:00 p.m.
Quality Inn Triad Plaza 35/ 40 40/ 40 12:00 noon
Stouffer Winston Plaza Hotel 59/ 65 75/ 75 3:00 p.m.
Please reserve hotel rooms as follows:
First Choice Hotel:
Second Choice Hotel:
Arrival Date:
Departure Date:
Check one:
6:00 p.m. Arrival (Do not hold room after 6:00 p.m.)
Guaranteed Late Arrival"A major credit card number or one nightTs deposit must be enclosed to guarantee your
room for late arrival. (With guaranteed reservation, you will be billed for the first nightTs room rental if you do not
attend and fail to cancel the reservation at least 48 hours prior to scheduled arrival.)
Credit Card Type:
Card: NUND CN ese ee eee Hixpiration Dave:
Deposit enclosed: $
(Make checks payable to Winston-Salem Housing Bureau.)
Return this form to:
Housing Bureau
Winston-Salem Convention and Visitors Bureau
Post Office Box 1408
Winston-Salem, North Carolina 27102
102"Summer 1987
NCLA Minutes
North Carolina Library Association
Minutes of the Executive Board
February 6, 1987
The Executive Board of the North Carolina Library Associa-
tion met on February 6, 1987 at 10:00 a.m. at the Cumberland
County Public Library in Fayetteville. Executive Board members
present were Pauline F. Myrick, Patsy Hansel, Rose Simon,
Dorothy Campbell, Nancy Fogarty, Mae Tucker, Kieth Wright,
Jerry Thrasher, Frances Bradburn, Benjamin Speller, Jr., Arial
Stephens, Rebecca Taylor, Elizabeth Smith, Mary Avery, Wal-
trene Canada, Nancy Massey, Jean Amelang, April Wreath, J. A.
Killian and Mary McAfee. Committee representatives present
were Doris Anne Bradley, William Bridgman, Geneva Chavis,
Melanie Collins, Judie Davie, David Fergusson, Howard McGinn,
and William H. Roberts, III. Also present were Jane Williams,
State Library Director; Dale Gaddis, Director of the Durham
County Library and President of the North Carolina Directors
Association; Tindra Foti of the Cumberland County Public
Library; and Jim Govern of the Forsyth County Public Library.
President Myrick called the meeting to order and thanked
everyone for coming to this meeting which was called because a
statewide snowstorm caused cancellation of the meeting sched-
uled for January 23. She recognized Jerry Thrasher, Director of
the Library, who welcomed the Board. Mrs. Myrick acknowl-
edged the presence of guests and observers and welcomed them.
The agenda was presented and approved.
The minutes of the meeting of October 22, 1986 were
approved as distributed by the Secretary.
President Myrick called for the TreasurerTs report. Nancy
Fogarty distributed copies of the TreasurerTs Report, January 1,
1986-December 31, 1986 and reviewed its various parts.
Included was a sheet of miscellaneous information which
reveals the count of the number of members in each section as
of December 31, 1986 as follows:
ChildrenTs 207 NCASL (School) 884
College/Univ. 261 Public 347
Documents 66 Reference & Adult 208
Ethnic Minority 81 RTSS 197
JMRT 41 Trustees 195
Jr. & Com. Coll. 64 Women 219
Fogarty reported that NCLA has a total of 2,150 members
(personal, trustees, institutional and honorary). She called
attention to a table appended to the report which shows the
distribution of amounts paid as dues to sections and round-
tables during 1986-1987.
A report of the NCLA 1987 Conference Planning Committee
was presented by Patsy Hansel, First Vice-President/President-
Elect and Chair of the Committee. She distributed copies of the
updated, tentative conference program and minutes of the
CommitteeTs meeting of January 8, 1987, and commented about
recent progress of the committee. Local Arrangements Chair Bill
Roberts stated that everything is going well. Some space for
additional programs still exists.
Responding to the call for a report on North Carolina
Libraries, Frances Bradburn, editor, announced the deadlines,
themes and guest editors for the next three issues as follows:
February 10"Status of Women and Minorities in Librarianship,
Jean Weldon; May 10"Education in Librarianship, Dr. Benjamin
Speller; August 10"Intellectual Freedom, Dr. Gene Lanier. The
deadline for the Conference issues (Winter 1987) is November
10, 1987. Bradburn said additional manuscripts are needed to
supplement small thematic issues; however, speeches are not
included in the publication, except in the conference issue.
The report of the Governmental Relations Committee was
presented by William Bridgman, chair. Referring to an informa-
tion packet which he had distributed by mail to Executive Board
members, he reviewed plans for the 1987 observance of National
Library Legislative Day scheduled for April 7 in Washington, D.C.
He announced that a briefing session will be held on March 27 at
the State Library from 10:30 a.m. until 12:30 p.m. at which time
issues addressed by resolutions committed to ALA Council will
be discussed. Bridgman urged Board members to encourage cap-
able persons to cooperate with the Committee. He distributed a
brochure, a tentative agenda, and information on accommoda-
tions for participants.
Awareness was raised that the Committee has the right to
make a financial contribution to the National Library Legislative
Day observance program using funds from its budget.
President Myrick recognized Doris Anne Bradley, chair of
the Constitution, Codes, and Handbook Revision Committee,
and Mae Tucker, Parliamentarian. Bradley addressed the Board,
stating that the Committee is attempting to determine where we
are now as consideration is given to the recommendations of the
Futures Committee. It is essential that sectionsT revised state-
ments be reviewed by the Committee to ensure that they are
consistent with the AssociationTs bylaws before they are
adopted. Bradley urged that all groups review the Handbook
and inform the Committee regarding the status of their bylaws.
A request for this information will be sent out by the Committee.
Commenting on the work of the Archives Committee in the
absence of Maurice York, chair, President Myrick informed the
Board that an inventory of the AssociationTs records housed in
the State Library has been completed, Future plans of the
Archives Commitee include the transferring of records to the
State Archives and perfecting a records retention-disposition
schedule for current records.
The minutes of the Intellectual Freedom Committee's
meeting of December 5, 1986 received from Dr. Gene Lanier,
chair, were distributed to board members.
President Myrick called for the report of the ChildrenTs Sec-
tion. Chairperson Rebecca Taylor announced that Jack Pre-
lutsky, noted childrenTs poet, will speak at the SectionTs
breakfast during the NCLA 1987 Biennial Conference. The Sec-
tion hopes to support a new member's attendance at the Con-
ference and is seeking a sponsor of a membership award that
will make this possible.
Reporting for the College and University Section, Chair-
person Elizabeth Smith announced that the Section will sponsor
a program on public services aspects of online catalogs on May
1, 1987 at Meredith College. The keynote speaker will be Betsy
Baker, Chairperson of the Bibliographic Instruction Section of
ACRL. The SectionTs speaker at NCLA Conference will be Dr.
Joanne Euster, Director of Libraries at Rutgers University and
Summer 1987"103
NCLA Minutes
President-Elect of ACRL.
Mary Avery, Chair of the Community and Junior College
Section, reported that the SectionTs speaker for the NCLA Bien-
nial Conference will be John Lubans, Associate University
Librarian at Duke University. Ways to increase membership are
being explored, and it is planned that all North Carolina com-
munity and junior college librarians will be invited to join NCLA
and the Section.
The report of the Documents Section was given by Waltrene
Canada, chairperson. She reported that thirty-five librarians
attended the workshop on maps sponsored by the Section on
November 7, 1986 in Greensboro. The Section is planning to
co-sponsor with the Durham County Library a spring workshop
on county government on May 1, 1987 at the Durham County
Library. Canada then commented about activity centered
around the effort to gain passage of the publicationTs depository
bill. She called attention to the information packets prepared by
Pat Langelier and other members of the Depository System
Committee which were distributed to board members. This
information will be sent to legislators, librarians, concerned citi-
zens and special interest groups, Canada acknowledged the dili-
gence of the Committee members and urged the Board to
consider assisting them in this effort.
The report for the Junior Members Roundtable was given by
Melanie Collins in the absence of Stephanie Issette. She said
plans for the NCLA Biennial Conference are being discussed, but
budgetary limitations must be considered. The Roundtable and
Baker and Taylor will again sponsor a grant of $250 to support
attendance at the conference by a library school student.
Judie Davie presented the report for the North Carolina
Association of School Librarians in the absence of Helen Tug-
well, Chairperson. She stated that approximately 40 North
Carolinians attended the 1986 Conference of the American
Association of School Librarians and many of them made pre-
sentations. There were 1,049 registered participants at the
NCASL Biennial Work Conference of 1986, at which the follow-
ing awards were made: Administrator of the Year 1986 to Dr.
Stuart Thompson, Superintendent, Hickory Public Schools; the
Mary Peacock Douglas Award to Vergie Cox; and scholarship
awards to Rita Earley and Helen Jones Rice, students at East
Carolina University and Western Carolina University, respec-
tively.
The Section is planning to observe School Library Media Day
of 1987 in April and has selected the theme oTake Time to Read"
Use Your Library.�
Copies of the videotape of Richard PeckTs address before the
NCASL Biennial Work Conference of 1986 are available from
NCASL. :
Mrs. Myrick called for the report of the North Carolina Pub-
lic Library Trustee Association. J. A. Killian, Chair, stated that
plans are going forward for the National Library Legislative Day,
the Librarian/Trustee Conference scheduled to be held in May,
and the Trustee Dinner which will be held during the NCLA 1987
Biennial Conference.
Nancy Massey, chairperson of the Public Library Section,
reported that the committees and Executive Board are continu-
ing to function actively.
Reference and Adult Services Section chairperson Jean
Amelang informed the body that sixty librarians attended ses-
sions in which sixteen presenters were involved at the workshop
oHigh-Touch/High Tech: Enhancing Reference Service with
Technology� held on November 7, 1986. A workshop on refer-
ence management is being planned.
April Wreath gave the report of the Resources and Techni-
cal Services Section, noting that the composite evaluations from
the Fall Conference oCoping with Change: Strategies for Survi-
val� were in general highly favorable. She stated that a decision
was made to decline on sponsoring with the College and Univer-
sity Section a spring conference due to the time needed for
104"Summer 1987
planning a full RTSS program for the NCLA Conference.
In the absence of Sylvia Sprinkle-Hamlin, Geneva Chavis
presented the report for the Roundtable for Ethnic Minority
Concerns. She announced that a genealogy workshop is sched-
uled for February 20, 1987 at A & T State University. Included
in the winter issue of REMCOTs regular newsletter is a report by
Dr. Benjamin Speller entitled oMinority Representation in
Librarianship.� Chavis reminded us that the Roundtable is to be
one of the sponsors of the Maya Angelou presentation scheduled
for the NCLA 1987 Biennial Conference.
Mary McAfee, reporting as Chair of the Roundtable on the
Status of Women in Librarianship, stated that a brochure will
soon be released to announce a workshop oRisk-taking and Sur-
viving Your Mistakes� set for March 13, 1987 in Winston-Salem. A
summer workshop on management is also being planned.
President Myrick called for the report of the NCLA Council
Chapter Representative. Kieth Wright called attention to the
resolutions passed recently by ALA Council, copies of which
were included in a report mailed to the Executive Board. He
stated that at the request of the Documents Section Depository
System Committee, a resolution supporting the North Carolina
State Publications depository bill was introduced in Council and
passed as an ALA Council resolution on January 21, 1987. The
ASCLA Board, GODORT group, and other state councilors sup-
ported the bill. Diana Young, Councilor-at-Large, seconded the
resolution. Wright mentioned also that the candidates for presi-
dent of ALA are southeasterner William Summers, Dean of the
Florida State University School of Library and Information
Science Studies; Thomas Dowlin, Director of Library, Pikes Peak
Library System; and Linda Ann Doughtery of the Chicago Public
Library.
The Southeastern Library Association Representative Jerry
Thrasher pointed out that the 1987 SELA Leadership Workshop
is set for March 2-3, in Atlanta. The next SELA Biennial Confer-
ence will be held on October 25-28, 1988 in Norfolk, Virginia.
Thrasher advised that SELA members who are interested in
being assigned to committees should contact President Charles
Beard.
The report of the Networking Committee was presented by
Howard McGinn. He mentioned that at the close of the first
stage of the networking program a list of serials is available to
full users of OCLC. The Western Union programs are going well,
job openings in the state are online, and telefacsimile equipment
has been placed in the State Library and in libraries at Duke
University, the University of North Carolina at Chapel Hill and
North Carolina State University. He stated that attention is now
being directed toward demonstrating to other agencies how
libraries can help them distribute information.
President Myrick recognized State Librarian Jane Williams.
Miss Williams reported on Governor MartinTs formation of a Tele-
communications Policy Roundtable, co-chaired by the Secretary
of the Department of Administration and the Chairman of the
NC Utilities Commission. The roundtable has representatives
from government and industry, and the State LibraryTs inclusion
should be of benefit to libraries across the state. Miss Williams
also reported that the Governor's recommended budget con-
tains the first state appropriation for the NC Information Net-
work and additional funds for the Regional Library for the Blind
and Physically Handicapped and for the statewide Audiovisual
Service (formerly Film Service).
In behalf of John Welch, the State LibraryTs Grants Admin-
istrator, Jane Williams distributed copies of the guidelines and
application forms for the LSCA-funded continuing education
grants to support section, roundtable or committee programs at
the 1987 NCLA conference. She noted that most of Mr. WelchTs
former consultant duties have been assumed by Kitty Smith,
whose title is Management Consultant. The vacant position has
been redescribed as a Business and Adult Services Consultant
and is now being advertised.
President Myrick at this point raised the question as to
whether the Association is to continue to issue courtesy mem-
berships to key people in the legislature. Following discussion, a
motion by Arial Stephens that courtesy memberships be granted
to nine persons designated to receive them was seconded by J.
A. Killian and passed.
The call was made for old business, and for new business.
There was none. The meeting was adjourned for lunch at 12:00
noon.
The meeting was reconvened at 1:50 p.m. President Myrick
stated that this session would be devoted to hearing sectionsT
reactions to the Futures Committee Report. She stated that
guidelines recommended by the Constitution, Codes and Hand-
book Revision Committee will be used. She described the plan
which follows: As comments are presented today by representa-
tives of sections, the information pertaining to the six headings
of the Report will be written down by certain officers, each of
whom has been assigned a particular area. The comments will
be presented in written form by the compilers to the President
by March 25. The compilers will serve as discussion leaders
when the issues are discussed during the Spring Workshop. Dis-
cussion beginning at that time will be continued in July and
beyond, if necessary. The areas of recommendations/memo-
randa and the compilers are: Establishment of Association goals
and objectives: Benjamin Speller; Employment of a management
firm: Nancy C. Fogarty; Structure of NCLA: Jerry Thrasher;
Establishment of publications committee: Arial Stephens;
Changes in dues: Rose Simon; and Change to annual elections/
change to annual conferences: Kieth Wright.
Mrs. Myrick called to the attention of the Board letters
NCLA Minutes
received from some persons who could not be present at this
meeting, including that of Leland Park which was mailed to all
board members. She read letters from Emily Boyce, Beverly
Bury, Jean Porter, Bill Kirwan, Mertys Bell and Susan Casper.
The need for a record which shows each sectionTs formal
position statement was noted by several Board members. Presi-
dent Myrick stressed the point that responses in all formats are
wanted and that other approaches for disseminating the infor-
mation will be considered. It is essential that feedback is
received in any form in which a section may wish to provide it.
President Myrick called for the presentations of reactions to
the Futures CommitteeTs Report. Presentations were made by
section representatives and comments were recorded by com-
pilers assigned to the task.
Finally, interest was expressed by board members in finding
out what the specific charge to the Futures Committee was. Mrs.
Myrick said she will bring this information to the Board.
Everyone was urged to send to compilers comments
appropriate for inclusion in the compilations in time for them to
be prepared for presentation at the Spring Workshop.
At this point, Waltrene Canada again expressed interest in
receiving suggestions concerning the material distributed today
by the Documents SectionTs Depository System Committee.
President Myrick expressed thanks to everyone for working
for the Association and reminded us that the next meeting and
the Spring Workshop will be held on April 24-25 at Greensboro
College.
There being no further business, the meeting was adjourned
at 3:00 p.m. fan
Dorothy W. Campbell, Secretary cl
1987:
AS DESIGNATED BY CONGRESS
CC
Pao rr |
Para 98 0 |_|
MT osteo |_|
aaa Ser ae
NOTEPADS 10-90 @$5.25 per 10
(50 sheets each) 100-900 @$4.75 per 10
Over 1,000 @ $9.50 per 100
TOTAL ENCLOSED
PREPAID ORDERS PLEASE.
2
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UTD IRA THLE R {LB E Il I
wll RECA DINGWL
IS ON BOOKMARKS, I
BUMPERSTICKERS, |
SHOPPING BAGS AND MORE |
FOR ALL YOUR
LITERACY PROMOTIONS |
IN 1987. |
o)TD RATHER BE READINGT |
IS JOINTLY SPONSORED BY
THE ASSOCIATION OF |
AMERICAN PUBLISHERS AND |
THE CENTER FOR THE BOOK
IN THE LIBRARY OF CONGRESS. |
Summer 1987"105
New Public Library Standards
for North Carolina
EditorTs Note: Sharon L. Baker, Assistant Professor in the
Department of Library Science/Educational Technology at the
University of North Carolina at Greensboro and William
Bridgman, Director of the Sandhill Regional Library System,
Rockingham, are chairs of the two committees working together
to develop new standards to replace the 1976 version of Stan-
dards for Public Library Service in North Carolina. Baker is
chair of the Statistics and Measures Committee of the Public
Libraries Section of NCLA. Bridgman is chair of the Standards
Committee of the North Carolina Public Library Directors Asso-
ciation. This short article will be the introduction to the new
standards, which will be issued in draft form late this summer.
Why Have Public Library Standards?
The library literature gives three main rea-
sons for standards:
1. Standards help speed library development
by: (a) setting minimally acceptable levels of ser-
vice toward which libraries can strive; (b) helping
librarians justify funding increases; (c) aiding
librarians in goal setting and in planning for
improvement; and (d) assisting in the establish-
ment of new services and the spread of ideas.
2. Standards provide the best professional
judgment on what libraries should be doing.
Therefore, librarians receive the benefit of expert
advice at little or no cost to the individual library.
3. Standards provide libraries with a means
of gauging the adequacy of their existing services
and collections, and evaluating the effectiveness
of current practices.
The level of sophistication in the develop-
ment of standards has increased over the years,
but the reasons for developing this type of tool to
aid librarians are as valid today as they were
when the first set of public library standards was
published.
What Kind of Standards Should We Have?
Traditional library standards, which are
generally quantitative and oriented toward re-
sources rather than users, are no longer looked
upon with favor in some segments of the public
library field. Objections to quantitative standards
include the following:
1. traditional standards often lack an empiri-
cal base, which makes them at best an informed
106"Summer 1987
guess as to what libraries should do and at worst
incorporate unproven assumptions and biases;
2. traditional standards tend to focus on
quantity to the exclusion of quality;
3. traditional standards may overemphasize
resources based on the not necessarily correct
belief that increased resources always result in
better service;
4. traditional standards do not always take
into account variations in library size;
5. traditional (minimum) standards are often
ignored by better libraries since they cannot be
used to justify these librariesT needs;
6. traditional standards are often ignored by
inadequate libraries because the standards are
considered unrealistic given the libraryTs size or
funding situation; and
7. the use of traditional standards is not regu-
lated, or sometimes even encouraged, thus their
use for the most part has been voluntary and
dependent on the willingness of individual librar-
ians to accept and use them.
For these reasons, the Public Library Associa-
tion, a division of the American Library Associa-
tion, has consciously chosen since the late 1970s
to avoid relying on standards of the traditional
quantitative type. Instead, it recommends letting
libraries set their own user-oriented (output)
standards after analyzing the needs of the com-
munities served. To this end, the Public Library
Association published A Planning Process for
Public Libraries (1980). This document, and the
accompanying Output Measures for Public Li-
braries (1982), were designed to guide libraries in
setting their own standards. Further refinements
of these two documents will be released later this
year through efforts of the Public Library Devel-
opment Project.
Why Then Is the Public Library Community in
North Carolina Developing Its Own Standards?
This period of transition between measuring
library effectiveness through traditional library
standards and measuring effectiveness through
library-based measures of output is a critical one.
Many public libraries in North Carolina have not
yet converted to using output measures. This may
be due at least in part to methodological flaws in
certain measures, flaws which the Public Library
Development Project is working to correct in the
second edition of Output Measures for Public
Libraries.
Also, some librarians have suggested that
standards which focus entirely on outputs (use),
with no consideration of resources may also be
inherently flawed. This is because there is
obviously a level of resources below which a pub-
lic library cannot operate effectively.
Finally, public librarians in North Carolina
have stated that they still wish to use quantitative
standards to help obtain appropriate funding for
improving services.
The goal of the joint committees in preparing
a new set of standards for public libraries in this
state is to try to overcome potential problems
connected with both traditional input-oriented or
resource-measuring standards and the newer
output or use-measuring standards. To do this,
the joint committee adopted the following goals
when developing standards.
1. The standards should, whenever possible,
contain measures of both input (resources) and
output (use). Thus, the state will benefit from the
advantages of having user-based measures of
effectiveness which individual libraries can use to
measure their own progress from year to year, as
well as resource-based measures which will pro-
vide more direction for improving libraries on a
statewide basis. To achieve this end, the joint
committee, when drafting revised standards, will
refer to various sets of quantitative standards
developed by North Carolina and other states and
to Output Measures for Public Libraries, both the
first edition and the draft of the second revised
edition.
2. Whenever possible, the joint commitee is
setting standards after examining research find-
Public Library Standards
ings or statistical data showing the level that
libraries within the state are currently achieving.
This is being done to provide an empirical base for
the new standards and to ensure that the stand-
ards are realistic.
3. Whenever appropriate, the joint commit-
tee is setting standards to meet the needs of
libraries varying in size. This is being accom-
plished by breaking the statistical data into four
population-size groups to provide a basis for the
different standards set. Also, onorms� of both
resources and services were obtained from the
Center for the Study of Rural Librarianship in
Clarion, Pennsylvania, to aid in setting standards
for the smallest libraries in the state.
4. To avoid the problem of olaggards vs. lead-
ers,� the committees are following the example of
Illinois, which has developed three different levels
of standards: A, B, and C. The C level is an abso-
lute minimum level that all libraries should meet;
the A level denotes a high level of accomplishment
in meeting a particular standard; the B level is
somewhere in between.
5. Whenever possible, the committees are
considering both qualitative and quantitative
standards. The first state a philosophy of service
and thus help guide librarians in goal setting; the
second are measurable indicators designed to
provide a more objective basis for evaluation.
6. Since the adequacy of standards is often
tied to their wording, the joint committee is trying
to ensure that the standards are clearly written
and include definitions wherever appropriate, so
they will convey the same meaning to everyone.
To aid in widespread acceptance of the com-
pleted standards, the joint committee is develop-
ing standards in conjunction with those who will be
using them. Assistance and support are being
received from individual public librarians, public
library directors, and staff members at the North
Carolina Division of State Library. |
Cl
Sv UeMeMeESR
Summer 1987"107
ANNOUNCING
A NEW WAY TO MEET YOUR CONTINUING EDUCATION AND STAFF DEVELOPMENT NEEDS
NORTH CAROLINA CENTRAL UNIVERSITY
SCHOOL OF LIBRARY AND INFORMATION SCIENCE'S
OFFICE OF CONTINUING EDUCATION AND LIBRARY STAFF DEVELOPMENT
services
Needs Assessments " \We help you or your organization determine your continuing education
and staff development needs.
Workshops " We conduct workshops on a wide range of topics.
Courses and Institutes " We offer full-length courses and special institutes.
Microcomputer Laboratory " We offer hands-on training in the use of microcomputers in
libraries.
For more information on our program and services, contact:
Duncan Smith, Coordinator
Office of Continuing Education and Library Staff Development
School of Library and Information Science
North Carolina Central University
Durham, N.C. 27707
phone: 919-683-6485
919-683-6347
108"Summer 1987
JOIN NCLA
To enroll as a member of the association or
to renew your membership, check the appro-
priate type of membership and the sections or
roundtables which you wish to join. NCLA
membership entitles you to membership in
one of the sections or roundtables shown
below at no extra cost. For each additional
section, add $4.00 to your regular dues.
NORTH CAROLINA LIBRARY ASSOCIATION
O Newmembership O Renewal O Membership no.
Name
Position
Business Address
City or Town State
Mailing Address (if different from above)
Return the form below along with your
check or money order made payable to North
Carolina Library Association. All memberships
are for two calendar years. If you enroll during
the last quarter of a year, membership will
cover the next two years.
CHECK TYPE OF DUES:
O SPECIAL-Trustees, paraprofessional and support staff,
non-salaried persons, retired librarians, library school
students, ~Friends of the Library,�T and non-librar-
O LIBRARIANS"earning up to $12,000
0 LIBRARIANS"earning $12,000 to $20,000
O LIBRARIANS"earning over $20,000
0 CONTRIBUTING"Individual, Association, Firm, etc. in-
terested in the work of NCLA
0 INSTITUTIONAL"Same for all libraries
CHECK SECTIONS: One free; $4.00 each additional.
O WomenTs Round Table
D Ethnic Minorities RT
O ChildrenTs
O College
D Documents O Ref. & Adult
O Jr. College OORTSS (Res.-Tec.)
OO NCASL (School) 0 JMRT
O Trustees
O Public
AMOUNT ENCLOSED $______
Mail to: Nancy Fogarty, Treasurer, NCLA, P.O. Box 4266, Greensboro, N.C. 27404
Summer 1987"109
President
PAULINE MYRICK
Box 307
Carthage, NC 28327
(919) 947-2763
First Vice-President/
President-Elect
PATSY J. HANSEL
Cumberland County Public
Library
300 Maiden Lane
Fayetteville, NC 28301
(919) 483-1580
Second Vice-President
ROSE SIMON
Dale H. Gramley Library
Salem College
Winston-Salem, NC 27108
(919) 721-2649
Secretary
DOROTHY W. CAMPBELL
School of Library and
Information Science
North Carolina Central
University
Durham, NC 27707
(919) 683-6485
Treasurer
NANCY CLARK FOGARTY
Jackson Library
University of North Carolina
Greensboro, NC 27412
(919) 334-5419
Director
ARIAL A. STEPHENS
Richard H. Thornton Library
P.O. Box 339
Oxford, NC 27565
(919) 693-1121
Director
BENJAMIN F. SPELLER, JR.
School of Library and
Information Science
North Carolina Central
University
Durham, NC 27707
(919) 683-6485
Past President
LELAND M. PARK
Library of Davidson College -
Davidson, NC 28036
(704) 892-2000
ALA Representative
KIETH C. WRIGHT
Dept. of Library Science and
Educational Technology
University of North Carolina-
Greensboro
Greensboro, NC 27412
(919) 334-5100
110"Summer 1987
NCLA EXECUTIVE BOARD
1985-1987
SELA Representative
JERRY THRASHER
Cumberland County Public
Library
Fayetteville, NC 28302
(919) 483-8600
Editor, NORTH CAROLINA
LIBRARIES
FRANCES BRADBURN
Gateway Plaza
2431 Crabtree Boulevard
Raleigh, NC 27604
(919) 733-2864
SECTION/ROUND TABLE CHAIRS
ChildrenTs Services
REBECCA TAYLOR
New Hanover Co. Public
Library
201 Chestnut Street
Wilmington, NC 28401
(919) 763-3303
College and University
ELIZABETH H. SMITH
Joyner Library
East Carolina University
Greenville, NC 27834
(919) 757-6692
Community and Junior College
MARY AVERY
Learning Resources
Rowan Technical College
P.O. Box 1595
Salisbury, NC 28144
(704) 637-0730
Documents
JANET M. ROWLAND
Forsyth County Public
Library
660 West Fifth Street
Winston-Salem, NC 27101
(919) 727-2220
Junior Members Roundtable
STEPHANIE ISSETTE
Atlantic Christian College
Wilson, NC 27893
(919) 237-3161
N.C. Association of School
Librarians
HELEN TUGWELL
North Central Regional
Education Center
P.O. Box 21889
Greensboro, NC 27420
(919) 334-5769
Public Libraries
NANCY MASSEY
Hyconeechee Regional
Library
P.O. Drawer E
Yanceyville, NC 27379
(919) 694-6241
Reference and Adult Services
JEAN S. AMELANG
New Hanover Co. Public
Library
201 Chestnut Street
Wilmington, NC 28401
(919) 395-0449
Resources and Technical
Services
APRIL WREATH
University of North Carolina
Greensboro, NC 27412
(919) 379-5781
Round Table for Ethnic
Minority Concerns
SYLVIA SPRINKLE-HAMLIN
Forsyth County Public
Library
660 W. Fifth Street
Winston-Salem, NC 27101
(919) 727-2556
Round Table on the Status of
Women in Librarianship
MARY McAFEE
Forsyth County Public
Library
660 W. Fifth Street
Winston-Salem, NC 27101
(919) 727-2264
Trustees
J. A. oJAKE� KILLIAN
P.O. Box 143
Peachland, NC 28133
(704) 272-8375
